International Economics as a class, expands the studies from Microeconomics and Macroeconomics to consider how countries trade goods and services. This requires a specific attention to currency comparative values. Discover how to find meaningful data, use it, and understand how cycles, trends, and political interventions interact across countries.
General Education Learning Outcomes
Upon successful completion of this course, you should be able to demonstrate the following competencies:
- Demonstrate knowledge of the theoretical and conceptual frameworks of economics as applied to businesses in the USA, and how they interact with businesses in other countries, especially trading partners.
- Develop an understanding of self and the world by examining the dynamic interaction of individuals, groups, and societies as they shape and are shaped by history, culture, institutions, and ideas through business interactions, commodity and service trading.
- Utilize Social Science approaches, such as research methods, inquiry, and problem-solving, to examine the variety of perspectives about human experience using a variety of communication venues, culminating with professionally written reports and presentations.
- Evaluate how reasoning, history, and culture informs and guides individuals, civic, and global decisions.
- Understand and appreciate similarities and differences among and between individuals, cultures, or societies across space and time.
I challenge you to “think like an economist!”
Course Specific Learning Outcomes
This class strives to magnify what has been learned in earlier economics courses with real-life experiences to explore explanations for what has happened in the global economy, and what is happening now from an economics standpoint. Emphasis is placed on analysis and critical thinking to gain better understanding of applied principals of economics on the global level.
11 International Economics Videos in Playlist
Dr. Bill Schlosser’s Economics YouTube Channel
Dr. Bill’s YouTube Channel
I have made YouTube videos a part of classes I teach, to allow a consistent message from student to student, and between classes and semesters. The YouTube video format was something that became available only as PowerPoint was upgraded to Office version 2016, onscreen video recordings were enabled, and bandwidth was augmented into realistic speeds. I have placed videos on my YouTube Channel page for the classes I teach, while also augmenting the lecture videos with class assignments delivered through the demonstration videos. I make videos helping learners to discover how to use these tools to make their own videos. In my classes, students were tasked to write a term report in their Word processing program of choice, like MS Word, and to use the program’s features to apply Style Sheets, create an automated Table of Contents, List of Figures, List of Tables, apply the References Cited mechanism to cite their sources and auto-create their Literature Cited section.
After Term Reports were completed and approved, students then made a PowerPoint presentation, wrote a script to narrate their show, and then recorded their narration. After all preparations were set, students then imported their digitally mastered audio tracks into their PowerPoint show, set timing and automation on each slide, and exported it an MP4 video. This presentation video was then exported to the student’s YouTube Channel where it was viewed by other class-students, commented on, discussed, and made part of the class experience.
In Economics classes, students learn of Frictional Unemployment, where employees do not possess the skills expected of them in their professional job position. The adoption of Tech Tools for Learner Success is one of those Frictional Unemployment protections I created for students in my classes.
When I was teaching economics classes and using PowerPoint slide shows to deliver lectures, and students prepared PowerPoint presentation shows to deliver their term reports, end of semester class grades followed a normal distribution bell shaped curve with the average student receiving a B- grade. When I transitioned to students learning how to deploy their Word processor’s features, PowerPoint shows made into YouTube videos, and all lectures were delivered as YouTube videos I created, the end of semester grades increased dramatically. The bell shaped curve transitioned into an inverted J-curve with 92% of students receiving an A- or A, a few earning a B or B+, and only a few students out of 100 failing the course they took.
I became better at delivering the content of the course, but more importantly, students took the challenge to empower themselves to