TEACHING PORTFOLIO
Jules Yimga
Ph.D. Candidate
Department of Economics
Kansas state University
www.yimga.com
©2014 – Jules O. Yimga
all rights reserved.
Contents
1
Teaching Philosophy
4
2
Teaching Experience
7
8
2.1
3
Courses Taught . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Professional Development
3.1
3.2
Teaching Workshops Attended . . . . . . . . . . . . . . . . . . . . . . . . . . .
Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 Evidence of Teaching Effectiveness
4.1
4.2
4.3
5
Teaching Evaluations (TEVAL) – Kansas State University . . . . . . . . . . . . .
Sample Student Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
More Evidence of Teaching Effectiveness . . . . . . . . . . . . . . . . . . . . . .
Course Materials
9
10
11
12
12
22
24
28
Appendix A Some extra stuff
55
3
I never teach my pupils, I only attempt to provide the
conditions in which they can learn.
—Albert Einstein
1
Teaching Philosophy
My motivation for being an economics instructor is twofold: fostering critical thinking skills
and stimulating interest in the subject matter. These two themes have always dominated my own
teaching. The economic way of thinking is a valuable critical thinking tool that enhances students’
ability to analyze and understand the world around them. As students enroll in some classes merely
to fulfill curriculum requirements, they are usually unable to see the relevance of the course material
to their career objectives or their lives in general. Thus, in order to maintain students’ interest in the
4
subject matter, they must feel that the information I dispense is relevant to their lives. To this end,
it is important to provide a wide range of opportunities for students to creatively think of how the
material they learn in the classroom is relevant to other domains of their lives. In order to achieve
this double objective, I employ a set of strategies that can be summarized into three tenets. Creating
an active learning environment, developing a strong rapport with my students and receiving effective
feedback are the three tenets of my teaching philosophy.
Active involvement of students enhances learning.
Learning is an active process and to keep my students engaged, I take every opportunity to relate
the material to students’ world by asking them to apply new material to everyday life. Some of the
methods that encourage active learning in my classroom are: discussions, practice sessions, structured
exercises, and team projects. A typical example of active learning I use to illustrate the concept of supply and demand is to consider my classroom as a market. I divide a group of up to 30 students into
buyers and sellers who would propose trades on paper forms with me serving as auctioneer. Over a
sequence of trading periods, students experience the rapid convergence of market prices to the equilibrium price and quantity predicted by the supply-and-demand model. Students can see for themselves
how the demand curve displays the typical inverse relation between price and quantity. This is a striking result and an unforgettable learning experience for many students. Following such a classroom
exercise, I will typically ask students to do an associated homework assignment that reinforces the lesson of the classroom experiment, often by asking them to analyze data from the experiment and think
about what might happen if some of the parameters of the experiment are changed.
5
Rapport is everything.
I work hard to establish a strong affinity with my students both inside and outside the classroom
environment. Arriving to class fifteen minutes before lecture time is a great way to build this rapport.
Doing so, makes it convenient to know about students’ interests. Time after each class is also a great
opportunity to learn more about my students. From experience, students really appreciate that. With
the advent of technology, student learning experience has become very dynamic. As a versatile economics instructor, I strive to adapt to these changes. I use a wide range of technology as a means to
stay connected with my students outside classroom and office hours. To this end, I created a personal
website and a Facebook class page to enhance student learning. These platforms increase interactivity
not only between my students and me but also among students. These platforms make it easy to receive real-time feedback from my students and help connect economic concepts to real life examples
via sharing economic news stories, videos and articles.
Effective feedback enhances both teaching and learning.
I offer timely feedback while students are in the process of learning by keeping track of individual progress and giving them constructive feedback on how to study and take tests more effectively.
Likewise, I constantly seek students’ and other teachers’ feedback for improvement purposes. I am
flexible enough to modify my methods in response to the feedback and over the past four years of
teaching economics, I have made adjustments to my teaching style to better respond to the needs of
my students. I continuously seek professional development and regularly reflect on my instructional
methods.
Finally, my students are a driving force for growth as a teacher. My students appreciate the time
and energy I invest in my lectures and I have found their grasping of critical thinking skills and increased interest in economics extremely rewarding.
6
2
Teaching Experience
I first experienced teaching as a Graduate Teaching Assistant (GTA) for Dr. Daniel Kuester, the
Roger Trenary Chair & Director of Undergraduate Studies in the Department of Economics at Kansas
State University. I gained invaluable experience attending his lectures and interacting with students
both at the class level during recitations and at the individual level during office hours. I later signed
up to give a teaching practice lecture organized by the Economics Department as a prerequisite for
teaching. I successfully gave a 25-minute lecture on the price elasticity of demand.
7
Since I started teaching in 2012, I have been helping freshmen understand the fundamental principles of economics. I enjoy the challenge of making connections between curriculum and real life, to
show students that the courses I teach are designed to help them become better thinkers. Each of my
courses provides an opportunity for me to inspire and show students that my classes will benefit them
long after the semester or school year ends.
Over the years, I made significant adjustments to my teaching style to better respond to the needs
of my students. To fine-tune my teaching methods, I regularly participate in the ‘GTA Professional
Development Series Sessions’ program which emphasizes knowledge and skills in teaching.
In addition to classroom instruction, I am involved with tutoring. In this capacity, I serve as the
Math Skills Specialist for the Educational Supportive Services (ESS) at Kansas State University since
2011. I provide one-on-one and group tutoring to students on various courses including course sections in Principles of Macroeconomics (ECON 110), Microeconomics (ECON 120) and Intermediate
Microeconomics (ECON 520), among others. In February 2015, I was recognized with a “Tutors Make
a Difference” Award, bestowed to tutors whose work is exemplary and demonstrates a commitment
to student success.
2.1 Courses Taught
• ECON 110: Principles of Macroeconomics — Spring 2015 | Summer 2014 | Spring 2014
• ECON 120: Principles of Microeconomics — Fall 2015 | Spring 2015
• ECON 520: Intermediate Microeconomics — Summer 2015
• ECON 530: Money & Banking — Fall 2014 | Fall 2013 | Summer 2013
• Other Courses: Business Statistics, Pre-Algebra, Elementary Algebra
8
3
Professional Development
Even though I have made significant strides in my teaching techniques by consistently teaching
every semester (including summers) since 2012, I still fall short in terms of formal pedagogical training.
I regularly reflect on my instructional methods and have always sought for counsel to those with more
experience. I have and still continuously seek professional development by participate in the GTA
Professional Development Series Sessions organized by the Kansas State University Graduate School.
In addition to attending these seminars, I also went through a six-week, six-module course (University
9
Teaching 101) offered by Johns Hopkins University via Coursera designed to introduce the strategies
and skills necessary to meet the demands of teaching at the university level.
3.1
Teaching Workshops Attended
• “Nuts n’ Bolts of Teaching”
Dr. Jana Fallin, Interim Director of the Center for Advancement of Teaching and Learning
(CATL), spoke about the nuts n’ bolts of teaching, covering areas such as questioning techniques, assessing student learning, policies and much more.
• “Hot Topics, Cool Tips: Handling Academic Integrity Issues”
Dr. Camilla Roberts, Assistant Director of K-State’s Honor and Integrity System, spoke about
Honor and Integrity issues in the classroom including how to address violations, and prevent
cheating too.
• “Avoiding Powerpointlessness in your lectures and other tips on teaching styles”
David Fallin, Instructor of Marketing shared some ideas on the use of PowerPoint, discussion
and demonstrations in large vs. small classes.
• “OMG! My prof just tweeted me!” Using Technology in the Classroom”
Dr. Rebecca Gould, Director of the Information Technology Assistant Center talked about
technology use in classroom including using K-State Online.
• “Diversity in your teaching: Today’s Global world and multicultural competencies in teaching”
Strategies for Teaching Culturally Diverse Students and specific rules for responding to ethnic,
gender, and cultural diversity in the classroom.
10
• “At Risk Training”
Dr. Dorinda Lambert, director of Counseling Services gave students resources and training to
help instructors better work with at-risk students in their classroom.
3.2
Honors
• University Teaching 101, Verified Certificate, Johns Hopkins University via Coursera
• GTA Achievement in Professional Development, Certificate, Kansas State University
• “Tutors Make a Difference” Award, Totally Tutoring, Kansas State University
11
4
Evidence of Teaching Effectiveness
4.1 Teaching Evaluations (TEVAL) – Kansas State University
Student ratings of instruction are out of 5 possible points, with 5=Very High and 1=Very Low. Some
ratings are adjusted for individual and cohort attributes. The course numbers are defined as follow.
Econ 110: Principles of Macroeconomics, Econ 120: Principles of Microeconomics, Econ 520: Intermediate Microeconomics, Econ 530: Money and Banking.
12
Table 4.1: Teaching Evalua on Summary Sta s cs
Overall effectiveness
Overall effectiveness as a teacher
4.5
Increased desire to learn about the subject
4.3
Amount learned in the course
4.3
Establishing a Learning Climate
Made the course goals and objectives clear
4.4
Well prepared for class
4.6
Interest in helping students learn
4.5
Willingness to help outside of class
4.5
Facilitating Student Learning
Explained the subject clearly
4.2
Stimulated thinking about the subject
4.2
Grading procedures fair and equitable
4.6
13
Table 4.2: Teaching Evalua on Summary
Econ 520
Econ 110
Econ 120
Summer 2015
Spring 2015
Spring 2015
Overall effectiveness as a teacher
4.6
4.6
4.2
Increased desire to learn about the subject
4.0
4.8
3.9
Amount learned in the course
4.0
4.6
3.9
Made the course goals and objectives clear
4.7
4.6
4.1
Well prepared for class
4.9
4.5
4.4
Interest in helping students learn
4.8
4.5
4.3
Willingness to help outside of class
4.8
4.4
4.3
Explained the subject clearly
4.2
4.3
4.1
Stimulated thinking about the subject
4.1
4.1
4.0
Grading procedures fair and equitable
5.0
4.6
4.5
Overall effectiveness
Establishing a Learning Climate
Facilitating Student Learning
14
Table 4.3: Teaching Evalua on Summary (cont.)
Econ 110
Econ 110
Econ 530
Summer 2014
Spring 2013
Summer 2013
Overall effectiveness as a teacher
4.7
4.6
4.4
Increased desire to learn about the subject
4.7
3.9
4.4
Amount learned in the course
4.4
4.5
4.6
Made the course goals and objectives clear
4.5
4.1
4.5
Well prepared for class
4.6
4.6
4.5
Interest in helping students learn
4.7
4.4
4.5
Willingness to help outside of class
4.6
4.4
4.3
Explained the subject clearly
4.3
4.1
4.3
Stimulated thinking about the subject
4.3
4.4
4.3
Grading procedures fair and equitable
4.7
4.4
4.5
Overall effectiveness
Establishing a Learning Climate
Facilitating Student Learning
15
Teval Report: Student Ratings of Instruction
Teaching and Learning Center | Kansas State University
Faculty Member: Yimga, Jules
Hr./Days: 910 MTWUF
Course #: ECON 520
College: Arts & Sciences
Term: Summer 2015
Responses from 9 of the 10 enrolled (90%)
Offered: In Class
Overall Effectiveness
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Obtained Responses
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
0
0
0
0
0
0
0
3
3
4
4
4
5
2
2
0
0
0
0.5
0.7
0.7
4.6
3.9
3.9
2
Statistics
Comparative Status
3
Raw
Adjusted
3
Raw
Adjusted
4.6
3.9
3.9
4.6
4.0
4.0
Averages and Comparative Status
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
HM
M
M
HM
M
M
Ratings of Student Attributes and Instructional Styles
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Relevant Student Attributes
12. Interest in the course before enrolling
13. Effort to learn in the course
1
0
1
0
2
3
4
6
1
0
0
0
1.2
0.5
3.3
3.7
0
0
0
0
0
0
0
0
0
0
0
0
3
1
2
2
6
8
7
7
0
0
0
0
0.5
0.3
0.4
0.4
4.7
4.9
4.8
4.8
0
0
0
0
0
0
1
0
0
0
2
1
1
0
2
3
3
4
0
4
4
4
4
9
3
0
0
0
0
0
0.8
1.0
0.7
0.0
0.7
4.2
4.1
4.3
5.0
4.1
Instructional Styles
A. Establishing a Learning Climate
2. Made the course goals and objectives clear
3. Well prepared for class
5. Interest in helping students learn
10. Willingness to help outside of class
B. Facilitating Student Learning
4. Explained the subject clearly
6. Stimulated thinking about the subject
7. Made helpful comments on student work
8. Grading procedures fair and equitable
9. Realized when students did not understand
Instructor's Description of Class
A. Type of class
B. Class size
C. Physical facilities
D. Previously taught this course?
E. Approach significantly different this term?
F. Description of teaching load?
G. Attitude toward teaching this course
H. Control of course decisions
I. Differences in student preparation
J. Student enthusiasm
K. Student effort to learn
L. Additional comments?
1
2
3
Lecture
Too small
Satisfactory
None
No
Average
I was really enthusiastic
Yes- I was responsible for all decisions
A minor problem
Mixed; both high and low
Satisfactory
No additional comments
STANDARD DEVIATION
RELATIVE TO KSU CLASSES RATED BY 10 OR MORE STUDENTS: H=UPPER 10%; HM=NEXT 20%; M=MIDDLE 40%; LM=NEXT 20%; L=LOWEST 10%
ADJUSTED FOR STUDENT CHARACTERISTICS & CLASS SIZE: SEE TEVAL GUIDE
page 1 of 1
Teval Report: Student Ratings of Instruction
Teaching and Learning Center | Kansas State University
Faculty Member: Yimga, Jules
Hr./Days: 230 MWF
Course #: ECON 110
College: Arts & Sciences
Term: Spring 2015
Responses from 68 of the 111 enrolled (61%)
Offered: In Class
Overall Effectiveness
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Obtained Responses
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
0
1
1
0
1
1
9
19
18
33
19
30
26
28
18
0
0
0
0.7
0.9
0.8
4.3
4.1
3.9
2
Statistics
Comparative Status
3
Raw
Adjusted
3
Raw
Adjusted
4.3
4.1
3.9
4.6
4.8
4.6
Averages and Comparative Status
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
HM
HM
M
HM
H
H
Ratings of Student Attributes and Instructional Styles
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Relevant Student Attributes
12. Interest in the course before enrolling
13. Effort to learn in the course
7
0
20
3
26
31
12
24
3
10
0
0
1.0
0.8
2.8
3.6
0
0
0
0
0
1
0
1
5
3
5
10
20
22
25
20
43
42
38
36
0
0
0
1
0.6
0.7
0.6
0.8
4.6
4.5
4.5
4.4
0
1
0
0
0
0
0
9
0
3
8
13
21
3
16
31
30
20
20
25
29
24
18
45
24
0
0
0
0
0
0.7
0.8
1.0
0.6
0.9
4.3
4.1
3.7
4.6
4.0
Instructional Styles
A. Establishing a Learning Climate
2. Made the course goals and objectives clear
3. Well prepared for class
5. Interest in helping students learn
10. Willingness to help outside of class
B. Facilitating Student Learning
4. Explained the subject clearly
6. Stimulated thinking about the subject
7. Made helpful comments on student work
8. Grading procedures fair and equitable
9. Realized when students did not understand
Instructor's Description of Class
A. Type of class
B. Class size
C. Physical facilities
D. Previously taught this course?
E. Approach significantly different this term?
F. Description of teaching load?
G. Attitude toward teaching this course
H. Control of course decisions
I. Differences in student preparation
J. Student enthusiasm
K. Student effort to learn
L. Additional comments?
1
2
3
Lecture
About right
Satisfactory
2-3
Yes
Average
I was really enthusiastic
Yes- I was responsible for all decisions
A minor problem
Moderate; neither high nor low
Satisfactory
No additional comments
STANDARD DEVIATION
RELATIVE TO KSU CLASSES RATED BY 10 OR MORE STUDENTS: H=UPPER 10%; HM=NEXT 20%; M=MIDDLE 40%; LM=NEXT 20%; L=LOWEST 10%
ADJUSTED FOR STUDENT CHARACTERISTICS & CLASS SIZE: SEE TEVAL GUIDE
page 1 of 1
Teval Report: Student Ratings of Instruction
Teaching and Learning Center | Kansas State University
Faculty Member: Yimga, Jules
Hr./Days: 1230 MWF
Course #: ECON 120
College: Arts & Sciences
Term: Spring 2015
Responses from 15 of the 17 enrolled (88%)
Offered: In Class
Overall Effectiveness
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Obtained Responses
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
0
0
0
0
0
0
3
7
4
6
4
9
6
4
2
0
0
0
0.7
0.8
0.6
4.2
3.8
3.9
2
Statistics
Comparative Status
3
Raw
Adjusted
3
Raw
Adjusted
4.2
3.8
3.9
4.2
3.9
3.9
Averages and Comparative Status
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
M
M
M
M
M
M
Ratings of Student Attributes and Instructional Styles
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Relevant Student Attributes
12. Interest in the course before enrolling
13. Effort to learn in the course
0
0
1
1
7
5
6
7
1
2
0
0
0.7
0.8
3.5
3.7
0
0
0
0
0
0
0
0
3
1
2
3
8
7
7
4
4
7
6
8
0
0
0
0
0.7
0.6
0.7
0.8
4.1
4.4
4.3
4.3
0
0
0
0
0
2
0
1
0
3
2
5
7
2
4
4
5
4
3
4
7
5
3
10
4
0
0
0
0
0
1.1
0.8
0.9
0.7
1.1
4.1
4.0
3.6
4.5
3.6
Instructional Styles
A. Establishing a Learning Climate
2. Made the course goals and objectives clear
3. Well prepared for class
5. Interest in helping students learn
10. Willingness to help outside of class
B. Facilitating Student Learning
4. Explained the subject clearly
6. Stimulated thinking about the subject
7. Made helpful comments on student work
8. Grading procedures fair and equitable
9. Realized when students did not understand
Instructor's Description of Class
A. Type of class
B. Class size
C. Physical facilities
D. Previously taught this course?
E. Approach significantly different this term?
F. Description of teaching load?
G. Attitude toward teaching this course
H. Control of course decisions
I. Differences in student preparation
J. Student enthusiasm
K. Student effort to learn
L. Additional comments?
1
2
3
Lecture
Too small
Satisfactory
None
Average
I was really enthusiastic
Yes- I was responsible for all decisions
Not a problem
Moderate; neither high nor low
Satisfactory
No additional comments
STANDARD DEVIATION
RELATIVE TO KSU CLASSES RATED BY 10 OR MORE STUDENTS: H=UPPER 10%; HM=NEXT 20%; M=MIDDLE 40%; LM=NEXT 20%; L=LOWEST 10%
ADJUSTED FOR STUDENT CHARACTERISTICS & CLASS SIZE: SEE TEVAL GUIDE
page 1 of 1
Teval Report: Student Ratings of Instruction
Teaching and Learning Center | Kansas State University
Faculty Member: Yimga, Jules
Hr./Days: 950 MTWUF
Course #: ECON 110
College: Arts & Sciences
Term: Summer 2014
Responses from 19 of the 21 enrolled (90%)
Offered: In Class
Overall Effectiveness
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Obtained Responses
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
0
0
0
0
1
1
2
3
3
6
7
9
11
8
6
0
0
0
0.7
0.9
0.8
4.5
4.2
4.1
2
Statistics
Comparative Status
3
Raw
Adjusted
3
Raw
Adjusted
4.5
4.2
4.1
4.7
4.7
4.4
Averages and Comparative Status
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
HM
HM
M
H
H
HM
Ratings of Student Attributes and Instructional Styles
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Relevant Student Attributes
12. Interest in the course before enrolling
13. Effort to learn in the course
3
0
5
1
7
4
2
8
2
6
0
0
1.2
0.9
2.7
4.0
0
0
0
0
0
0
0
0
3
0
0
0
4
7
6
8
12
12
13
11
0
0
0
0
0.8
0.5
0.5
0.5
4.5
4.6
4.7
4.6
0
0
0
0
0
1
1
1
0
0
1
1
5
0
3
9
9
5
6
5
8
8
8
13
11
0
0
0
0
0
0.8
0.8
0.9
0.5
0.7
4.3
4.3
4.1
4.7
4.4
Instructional Styles
A. Establishing a Learning Climate
2. Made the course goals and objectives clear
3. Well prepared for class
5. Interest in helping students learn
10. Willingness to help outside of class
B. Facilitating Student Learning
4. Explained the subject clearly
6. Stimulated thinking about the subject
7. Made helpful comments on student work
8. Grading procedures fair and equitable
9. Realized when students did not understand
Instructor's Description of Class
A. Type of class
B. Class size
C. Physical facilities
D. Previously taught this course?
E. Approach significantly different this term?
F. Description of teaching load?
G. Attitude toward teaching this course
H. Control of course decisions
I. Differences in student preparation
J. Student enthusiasm
K. Student effort to learn
L. Additional comments?
1
2
3
Lecture
Too small
Unsuitable
2-3
No
Average
I was really enthusiastic
Yes- I was responsible for all decisions
A minor problem
Mixed; both high and low
Satisfactory
No additional comments
STANDARD DEVIATION
RELATIVE TO KSU CLASSES RATED BY 10 OR MORE STUDENTS: H=UPPER 10%; HM=NEXT 20%; M=MIDDLE 40%; LM=NEXT 20%; L=LOWEST 10%
ADJUSTED FOR STUDENT CHARACTERISTICS & CLASS SIZE: SEE TEVAL GUIDE
page 1 of 1
Teval Report: Student Ratings of Instruction
Teaching and Learning Center | Kansas State University
Faculty Member: Yimga, Jules
Hr./Days: 530 MW
Course #: ECON 110
College: Arts & Sciences
Term: Spring 2013
Responses from 10 of the 12 enrolled (83%)
Offered: In Class
Overall Effectiveness
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Obtained Responses
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
0
1
0
0
0
0
0
2
0
5
5
7
5
2
3
0
0
0
0.5
1.1
0.5
4.5
3.7
4.3
2
Statistics
Comparative Status
3
Raw
Adjusted
3
Raw
Adjusted
4.5
3.7
4.3
4.6
3.9
4.5
Averages and Comparative Status
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
HM
M
HM
HM
M
H
Ratings of Student Attributes and Instructional Styles
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Relevant Student Attributes
12. Interest in the course before enrolling
13. Effort to learn in the course
2
0
0
0
3
2
3
5
2
3
0
0
1.3
0.7
3.3
4.1
0
0
0
0
0
0
0
0
2
0
0
0
5
4
6
6
3
6
4
4
0
0
0
0
0.7
0.5
0.5
0.5
4.1
4.6
4.4
4.4
0
0
0
0
0
0
0
0
0
0
1
0
2
1
1
7
6
4
4
3
2
4
4
5
6
0
0
0
0
0
0.5
0.5
0.7
0.7
0.7
4.1
4.4
4.2
4.4
4.5
Instructional Styles
A. Establishing a Learning Climate
2. Made the course goals and objectives clear
3. Well prepared for class
5. Interest in helping students learn
10. Willingness to help outside of class
B. Facilitating Student Learning
4. Explained the subject clearly
6. Stimulated thinking about the subject
7. Made helpful comments on student work
8. Grading procedures fair and equitable
9. Realized when students did not understand
Instructor's Description of Class
A. Type of class
B. Class size
C. Physical facilities
D. Previously taught this course?
E. Approach significantly different this term?
F. Description of teaching load?
G. Attitude toward teaching this course
H. Control of course decisions
I. Differences in student preparation
J. Student enthusiasm
K. Student effort to learn
L. Additional comments?
1
2
3
Lecture
Too small
Satisfactory
1
Yes
On the light side
I was really enthusiastic
Yes- I was responsible for all decisions
A minor problem
Mixed; both high and low
Satisfactory
No additional comments
STANDARD DEVIATION
RELATIVE TO KSU CLASSES RATED BY 10 OR MORE STUDENTS: H=UPPER 10%; HM=NEXT 20%; M=MIDDLE 40%; LM=NEXT 20%; L=LOWEST 10%
ADJUSTED FOR STUDENT CHARACTERISTICS & CLASS SIZE: SEE TEVAL GUIDE
page 1 of 1
Teval Report: Student Ratings of Instruction
Teaching and Learning Center | Kansas State University
Faculty Member: Yimga, Jules
Hr./Days: 950 MTWUF
Course #: ECON 530
College: Arts & Sciences
Term: Summer 2013
Responses from 6 of the 6 enrolled (100%)
Offered: In Class
Overall Effectiveness
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Obtained Responses
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
0
0
0
0
1
0
0
0
0
4
2
4
2
3
2
0
0
0
0.5
1.1
0.5
4.3
4.2
4.3
2
Statistics
Comparative Status
3
Raw
Adjusted
3
Raw
Adjusted
4.3
4.2
4.3
4.4
4.4
4.6
Averages and Comparative Status
1. Overall effectiveness as a teacher
11. Increased desire to learn about the subject
14. Amount learned in the course
HM
HM
HM
HM
HM
H
Ratings of Student Attributes and Instructional Styles
Number Responding [VL=1, VH=5]
VL
L
M
H
VH
OMIT
Statistics
AVG
1
SD
Relevant Student Attributes
12. Interest in the course before enrolling
13. Effort to learn in the course
1
1
0
0
2
0
2
3
1
2
0
0
1.2
1.3
3.3
3.8
0
0
0
0
0
0
0
0
0
1
0
1
3
1
3
2
3
4
3
3
0
0
0
0
0.5
0.8
0.5
0.7
4.5
4.5
4.5
4.3
0
0
0
0
0
0
0
0
0
0
0
1
3
0
3
4
2
1
3
2
2
3
2
3
1
0
0
0
0
0
0.5
0.7
0.9
0.5
0.7
4.3
4.3
3.8
4.5
3.7
Instructional Styles
A. Establishing a Learning Climate
2. Made the course goals and objectives clear
3. Well prepared for class
5. Interest in helping students learn
10. Willingness to help outside of class
B. Facilitating Student Learning
4. Explained the subject clearly
6. Stimulated thinking about the subject
7. Made helpful comments on student work
8. Grading procedures fair and equitable
9. Realized when students did not understand
Instructor's Description of Class
A. Type of class
B. Class size
C. Physical facilities
D. Previously taught this course?
E. Approach significantly different this term?
F. Description of teaching load?
G. Attitude toward teaching this course
H. Control of course decisions
I. Differences in student preparation
J. Student enthusiasm
K. Student effort to learn
L. Additional comments?
1
2
3
Lecture
Too small
Exceptionally good
None
Yes
On the light side
I was really enthusiastic
Yes- I was responsible for all decisions
Not a problem
Moderate; neither high nor low
Satisfactory
No additional comments
STANDARD DEVIATION
RELATIVE TO KSU CLASSES RATED BY 10 OR MORE STUDENTS: H=UPPER 10%; HM=NEXT 20%; M=MIDDLE 40%; LM=NEXT 20%; L=LOWEST 10%
ADJUSTED FOR STUDENT CHARACTERISTICS & CLASS SIZE: SEE TEVAL GUIDE
page 1 of 1
4.2 Sample Student Comments
Sample student comments from courses taught during spring & summer 2015 and fall 2014 are presented below. I would be glad to provide raw data or copies of original student evaluations upon request. More comments can be found on my personal website at www.yimga.com/teaching/student-comments.
• “A very well organized class. After this class I have a better understanding about macroeconomics”
• “You seem very excited about economics. You use great examples.”
• “Really good instructor, subject isn’t the easiest.”
• “Professor Yimga comes dressed nice and well prepared for class on a daily basis. He stresses
deadlines and makes sure everybody has a chance to understand the material. Very friendly.”
• “He is a good teacher. His enthusiasm brightens the day. He loves to help his students out. He
takes pride in his job and that makes the class better.”
• “Instructor Yimga did a phenomenal job on putting the importance of learning and understanding rather than making grades. He connects very well with public audiences and does a
seemingly fluid effort in putting himself in the teaching role. His grading policy based on attendance is genius, and is a tool that should be used amongst other instructors who want their
students to be present for class and thus learn. Four and a half stars for Instructor Yimga.”
• “Great teaching methods and helping students understand step by step. Sometimes a little
too nice especially when students are disruptive and making unnecessary comments. But very
approachable and attentive to students and their ability to comprehend. Available outside of
class which is a huge plus. Very enthusiastic about course material and in making sure that
students understand it.”
22
• “Great style of teaching. The lectures were interesting and having the lecture notes for the slides
made it more engaging. Best educator I have had, wishing him more success.”
• “Great professor, dedicated to student success and always shows up with a great attitude and
is highly effective as a teacher. Will take classes in future with Jules if possible.”
• “Professor Yimga is a very enthusiastic teacher who cares very deeply about every one of his
students’ success. It started out a little roughly, but he was able to work through the bumps
and keep lectures moving at a reasonable and comfortable pace. I would enjoy having another
course with him as the Professor.”
• “Jules is a great teacher who made me increase my interest in the class. Is nice to see how teacher
love their job. He should keep teaching because he do great.”
• “Great class! I learned a great deal. Better teaching method then last semester. Very effective
and I’ve recommended this course to other people i know.”
• “I like The Office videos we watch. Also like the supplemental info i.e. websites, videos,
graphs.”
• “Overall, Jules is the best professor I have had at Kansas State. Thanks for the extra mile you
take to help us. For example Facebook and ability to answer all emails.”
• “Jules Yimga has been one of the best professors I have had. I have learned so much in this
class.”
• “Best Economics teacher in explaining the subject matter where people could understand.”
• “Very well prepared, enjoyable to listen too, knows material very well, excellent use of multiple
ways to teach (i.e. homework, practice tests, lectures, and book notes.”
23
• “Jules is easily one of the best teachers I have ever had at K-State. He is genuinely interested in
helping everyone learn and goes out of his way to make his students successful.”
• ”Mr. Yimga obviously cares about his students and wants us to actually learn the material as
opposed to just memorizing it! Great teacher overall!”
• “Mr. Yimga is eloquent and clear in his teaching and responsive to student needs. Best graduate
teacher I have ever had.”
• “The teacher did an amazing job and I only wish other teachers taught with his style. He made
it very clear what was due and he made it simple”
• “He does a very good job of making the information easy to understand.”
• “Very nice teacher.”
”Appreciated the change in lecture format”
• “I really enjoyed taking this course. Jules is a great instructor and always made coming to class
a fun and worth the time. I learned a lot with his teaching style.”
• “A very good teacher. He made the class very interesting, was very helpful when students asked
questions and explained the class material very well.”
• “Very good instructor that knew what he was teaching to us and helping us understand this
subject.”
4.3 More Evidence of Teaching Effectiveness
Below are original emails from faculty members who have observed my teaching.
24
25
26
27
5
Course Materials
A collection of the most recent versions of my course syllabi (for all four courses I have taught at
Kansas State University) and other documents that demonstrate my teaching methods are gathered in
this section. Included in this section, are problem sets that have been assigned by me.
28
ECON 110
Principles of Macroeconomics
Spring 2015 - Kansas State University
Instructor: Jules Yimga,
Personal Website: www.yimga.com,
Time and Location: MWF 2:30–3:20pm, Waters Hall 231
Contact: (785) 532–4585, email: jjules@ksu.edu
Office Hours: MW 10:30–11:30am or by appointment, Waters Hall 302-C
Final Exam: Wednesday May 13 (7:30–9:20 a.m.), location: TBA
Textbook & Handouts
• Required Text: Principles of Macroeconomics, Seventh Edition (2015) by N. Gregory Mankiw.
• Study Guide for Mankiw’s Principles of Macroeconomics by David R. Hakes. A nice resource
for those who want additional practice problems and chapter summaries.
• Handouts covered in lecture will be made available through K-State Online Canvas. It will
be useful to have these printed out before class.
Overview and Objectives
This course provides a study of basic macroeconomic concepts, principles, and terminology. Attention is given to inflation, unemployment, national income, interest rates, monetary policy, fiscal
policy, international trade, money and banking and the role of government. Study of these topics
should help you better evaluate decisions made by businesses, consumers and government in everyday life and make you a better-informed voter. However, while economics can be used to explain
many situations that occur, it is not without its shortcomings. Students should be aware that in
certain situations economic explanations may be lacking and should be able to evaluate economic
conclusions critically.
Exams
Exams will be multiple choice. Students must have their student ID cards with them at all exams.
Below is a list of exam dates. Any changes will be announced in class. It is your responsibility to
be aware of any changes.
• Exam 1: Friday, September 25 in class.
• Exam 2: Friday, October 23 in class.
1
ECON 110 Syllabus
• Exam 3: Friday, November 20 in class.
• Final: (cumulative) Wednesday, December 16, 7:30-9:20 am Location: TBA. Calculators may
be used on the exams but cell phones or calculators that can store text are not allowed.
Makeup Exams
In general makeup exams are not allowed. If you have a circumstance that you feel warrants special
consideration, you will need to inform me at least one week before a scheduled exam. If I excuse
the absence, we will work out an alternative. Missed tests which are unexcused will be assigned a
score of zero. Excused absences are rare.
Homework
There will be 11 required homework assignments during the semester. Each required assignment
is worth 10 points. Circumstances beyond your control may sometimes arise to prevent you from
completing a homework assignment. To allow for this possibility, the lowest two homework scores
will be dropped. Thus the total number of homework points possible is 90. You will not be allowed
to make up homework for any reason. This will include illness and inability to log onto K-State
Online. Such instances are the motivation for the two dropped homework assignments.
Each homework assignment will be accessed and submitted through K-State Online. Deadlines for
homework will be strictly enforced. If you do not submit your homework to the K-State Online
system before the homework closing time, your homework will not be accepted. Homework will
generally be posted about a week before the due date. It is your responsibility to be aware of due
dates and times. To be safe, you should give yourself some leeway and submit at least 30 minutes
before the deadline.
Grades
Grades will be determined on the basis of points earned on examinations and homework.
Points will be assigned as follows:
Midterm exams (3 exams worth 165 points each)
Homework (9 worth 10 points each)
Final (comprehensive)
Total
495
90
165
750
These will map to letter grades using the following cutoff points in percentage terms:
>= 90.00
80.00 - 89.99
70.00 - 79.99
60.00 - 69.99
<=59.99
A
B
C
D
F
According to university regulations, the grade of incomplete (I) is given only when there is a
verifiable personal emergency that makes it impossible for a student to complete the course. There
2
ECON 110 Syllabus
may be several in-class assignments or quizzes which will generate bonus points. These are intended
in part to reward attendance. No makeups will be allowed in such cases.
Readings
Introduction
Ten Principles of Economics
Thinking Like an Economist
Interdependence and the Gains from Trade
How Markets Work
The Market Forces of Supply and Demand
Supply, Demand, and Government Policies
The Data of Macroeconomics
Measuring a Nation’s Income
Measuring the Cost of Living
The Real Economy in the Long Run
Saving, Investment, & the Financial System
Unemployment
Money and Prices in the Long Run
The Monetary System
Short Run Economic Fluctuations
Aggregate Demand and Aggregate Supply
Chapter
1
2
3
4
6
10
11
13
15
16
20
Advice on how to improve your grade
• Attend class. Students who attend outperform those who do not by a very wide margin.
• Review notes frequently.
• Take complete notes. The handouts are just the beginning.
• If you miss class, get someone elses notes and see me with any questions.
• Keep up with the readings.
• Keep up with the homework.
• Use the book’s web page and/or study guide. If confused get help.
– Ask me during or after class.
– See me during office hours or make an appointment.
– Tutoring is available from a variety of sources. Your first stop should be to see me
during office hours. Information on more intensive tutoring can be found at www.kstate.edu/aac/ . In addition, the Department of Economics sponsors weekly help sessions
for students in Principles of Microeconomics starting the second week of the semester.
These will be held in Willard 025 on Tuesdays 4:30-6:00 pm and in Waters 350 on
Wednesdays 7:00-8:30 pm. Graduate students will be available to answer your questions.
• Study for exams early and effectively. Forming study groups will be very useful.
3
ECON 110 Syllabus
Academic honesty
Kansas State University has an Honor System based on personal integrity, which is presumed to
be sufficient assurance that, in academic matters, one’s work is performed honestly and without
unauthorized assistance. Undergraduate and graduate students, by registration, acknowledge the
jurisdiction of the Honor System. The policies and procedures of the Honor System apply to all full
and part-time students enrolled in undergraduate and graduate courses on- campus, off-campus,
and via distance learning. The honor system website can be reached via the following URL: www.kstate.edu/honor. A component vital to the Honor System is the inclusion of the Honor Pledge which
applies to all assignments, examinations, or other course work undertaken by students. The Honor
Pledge is implied, whether or not it is stated: ”On my honor, as a student, I have neither given
nor received unauthorized aid on this academic work.” A grade of XF can result from a breach of
academic honesty. The F indicates failure in the course; the X indicates the reason is an Honor
Pledge violation
Students with disabilities
Students with disabilities who need classroom accommodations, access to technology, or information
about emergency building/campus evacuation processes should contact the Student Access Center
and/or their instructor. Services are available to students with a wide range of disabilities including,
but not limited to, physical disabilities, medical conditions, learning disabilities, attention deficit
disorder, depression, and anxiety. If you are a student enrolled in campus/online courses through
the Manhattan or Olathe campuses, contact the Student Access Center at accesscenter@k-state.edu,
785-532-6441; for Salina campus, contact the Academic and Career Advising Center at acac@kstate.edu, 785-826-2649.
Expectations for classroom conduct
All student activities in the University, including this course, are governed by the Student Judicial
Conduct Code as outlined in the Student Governing Association By Laws, Article V, Section 3,
number 2. Students who engage in behavior that disrupts the learning environment may be asked
to leave the class.
c
2015
(Jules Yimga) as to this syllabus and all lectures. During this course, students are prohibited
from selling notes to or being paid for taking notes by any person or commercial firm without the
express written permission of the professor teaching this course.
Campus safety
Kansas State University is committed to providing a safe teaching and learning environment for
student and faculty members. In order to enhance your safety in the unlikely case of a campus
emergency make sure that you know where and how to quickly exit your classroom and how to
follow any emergency directives. To view additional campus emergency information go to the
University’s main page, www.k-state.edu, and click on the Emergency Information button.
4
ECON 120
Principles of Microeconomics
Spring 2015 - Kansas State University
Instructor: Jules Yimga,
Personal Website: www.yimga.com,
Time and Location: MWF 12:30-1:20pm, Willard Hall 123
Contact: (785)532-4585, email: jjules@ksu.edu
Office Hours: MW 9:30-10:30am or by appointment, Waters Hall 302-C
Final Exam: Wednesday May 13 (7:30-9:20 a.m.), location: TBA
Textbooks
• Required Text: Principles of Microeconomics, Seven Edition (2015) by N. Gregory Mankiw.
• Study Guide for Mankiw’s Principles of Microeconomics by David R. Hakes. A nice resource
for those who want additional practice problems and chapter summaries.
• Handouts covered in lecture will be made available through K-State Online. It will be useful
to have these printed out before class.
Course purpose
Welcome to Econ 120-First Year Seminar class! This course is designed to introduce students
to the fundamental principles of microeconomics. The goal of this course is to provide a basic
microeconomic theory applied to the analysis of prices, markets, production, profits, rents, interest,
and wages. This section of Econ 120 will be pretty similar to other sections offered by K-State.
However, in some exciting ways, there are minor differences. It is a small section (22 students)
and designed for first-year students only. The small class size, hopefully, will encourage an active
learning environment throughout the semester and foster a smooth transition to other university
courses and college-level learning.
Upon successful completion of a first-year seminar, students should be able to:
• Think critically: Explain the implications and/or significance of material learned in the
course
• Communicate effectively: Express their own understanding of course content in respectful
dialogue with others and with engagement, imagination, and self-reflection
• Build community: Interact effectively with faculty and peers to learn and to help others
to learn
• Apply learning: Use the skills and knowledge learned in the class to solve new problems,
answer questions, or identify areas for further investigation
1
ECON 120 Syllabus
Overview and Objectives
This course will cover the area of economics commonly defined as microeconomics which is concerned with the individual parts of the economy such as individual businesses or industries, individual consumers, and individual products. Emphasis will be placed on markets, the price system, and
resource allocation. Students will study the determination of prices, the determination of wages,
rent, interests and profit, theory of firms, monopoly and government regulation, and international
economic relations.
Readings
Introduction
Ten principles of economics
Thinking like an economist
Interdependence and the gains from trade
How Markets Work
The market forces of supply and demand
Elasticity and its Application
Firm Behavior and the Organization of Industry
Cost of Production
Firms in Competitive Markets
Monopoly
Monopolistic Competition
Oligopoly
Chapter
1
2
3
4
5
13
14
15
16
17
Exams
Exams will be multiple choice. Students must have their student ID cards with them at all exams.
Below is a list of exam dates. Any changes will be announced in class. It is your responsibility to
be aware of any changes.
• Exam 1: Friday, February 27 in class.
• Exam 2: Friday, March 27 in class.
• Exam 3: Friday, April 17 in class.
• Final: (cumulative) Wednesday, May 13, 7:30-9:20 am Location: TBA. Calculators may be
used on the exams but cell phones or calculators that can store text are not allowed.
Makeup Exams
In general makeup exams are not allowed. If you have a circumstance that you feel warrants special
consideration, you will need to inform me at least one week before a scheduled exam. If I excuse
the absence, we will work out an alternative. Missed tests which are unexcused will be assigned a
score of zero. Excused absences are rare.
2
ECON 120 Syllabus
Homework
There will be 10 required homework assignments during the semester. Each required assignment
is worth 10 points. Circumstances beyond your control may sometimes arise to prevent you from
completing a homework assignment. To allow for this possibility, the lowest two homework scores
will be dropped. Thus the total number of homework points possible is 80. You will not be
allowed to make up homework for any reason. This will include illness and inability to log onto
K-State Online. Such instances are the motivation for the two dropped homework assignments.
Each homework assignment will be accessed and submitted through K-State Online. Deadlines for
homework will be strictly enforced. If you do not submit your homework to the K-State Online
system before the homework closing time, your homework will not be accepted. Homework will
generally be posted about a week before the due date. It is your responsibility to be aware of due
dates and times. To be safe, you should give yourself some leeway and submit at least 30 minutes
before the deadline.
Project and Presentation
In a group of three you are required to present an economic (preferably a microeconomic) topic
of your interest. The main objective of this project is to see the applications of the economic and
microeconomic theory in the real world around you. This assignment gives students the opportunity
to practice team work and present in front of their peers. A guide will be provided later in the
semester.
Grades
Grades will be determined on the basis of points earned on examinations and homework. Attending
all the classes, following all the rules applied to the class, and participation in class discussion and
FYS co-curricular activities (one program-wide event, one course event, and one other event) will
result in bonus points which could be worth up to 5% of your final grade.
Points will be assigned as follows:
Midterm exams (3 exams worth 165 points each)
Homework (8 worth 10 points each)
Project and Presentation
Final (comprehensive)
Total
495
80
50
165
790
These will map to letter grades using the following cutoff points in percentage terms:
>= 90.00
80.00 - 89.99
70.00 - 79.99
60.00 - 69.99
<=59.99
A
B
C
D
F
According to university regulations, the grade of incomplete (I) is given only when there is a
verifiable personal emergency that makes it impossible for a student to complete the course.
3
ECON 120 Syllabus
There may be several in-class assignments or quizzes which will generate bonus points. These
are intended in part to reward attendance. No makeups will be allowed in such cases.
Advice on how to improve your grade
• Attend class. Students who attend outperform those who do not by a very wide margin.
• Review notes frequently.
• Take complete notes. The handouts are just the beginning.
• If you miss class, get someone elses notes and see me with any questions.
• Keep up with the readings.
• Keep up with the homework.
• Use the books web page and/or study guide. If confused get help.
– Ask me during or after class.
– See me during office hours or make an appointment.
– Tutoring is available from a variety of sources. Your first stop should be to see me
during office hours. Information on more intensive tutoring can be found at www.kstate.edu/aac/ . In addition, the Department of Economics sponsors weekly help sessions
for students in Principles of Microeconomics starting the second week of the semester.
These will be held in Willard 025 on Tuesdays 4:30-6:00 pm and in Waters 350 on
Wednesdays 7:00-8:30 pm. Graduate students will be available to answer your questions.
• Study for exams early and effectively. Forming study groups will be very useful.
Academic honesty
Kansas State University has an Honor System based on personal integrity, which is presumed to
be sufficient assurance that, in academic matters, one’s work is performed honestly and without
unauthorized assistance. Undergraduate and graduate students, by registration, acknowledge the
jurisdiction of the Honor System. The policies and procedures of the Honor System apply to all full
and part-time students enrolled in undergraduate and graduate courses on- campus, off-campus,
and via distance learning. The honor system website can be reached via the following URL: www.kstate.edu/honor. A component vital to the Honor System is the inclusion of the Honor Pledge which
applies to all assignments, examinations, or other course work undertaken by students. The Honor
Pledge is implied, whether or not it is stated: ”On my honor, as a student, I have neither given
nor received unauthorized aid on this academic work.” A grade of XF can result from a breach of
academic honesty. The F indicates failure in the course; the X indicates the reason is an Honor
Pledge violation
Students with disabilities
Students with disabilities who need classroom accommodations, access to technology, or information
about emergency building/campus evacuation processes should contact the Student Access Center
and/or their instructor. Services are available to students with a wide range of disabilities including,
4
ECON 120 Syllabus
but not limited to, physical disabilities, medical conditions, learning disabilities, attention deficit
disorder, depression, and anxiety. If you are a student enrolled in campus/online courses through
the Manhattan or Olathe campuses, contact the Student Access Center at accesscenter@k-state.edu,
785-532-6441; for Salina campus, contact the Academic and Career Advising Center at acac@kstate.edu, 785-826-2649.
Expectations for classroom conduct
All student activities in the University, including this course, are governed by the Student Judicial
Conduct Code as outlined in the Student Governing Association By Laws, Article V, Section 3,
number 2. Students who engage in behavior that disrupts the learning environment may be asked
to leave the class.
c
2015
–Jules Yimga as to this syllabus and all lectures. During this course students are prohibited
from selling notes to or being paid for taking notes by any person or commercial firm without the
express written permission of the professor teaching this course.
Campus safety
Kansas State University is committed to providing a safe teaching and learning environment for
student and faculty members. In order to enhance your safety in the unlikely case of a campus
emergency make sure that you know where and how to quickly exit your classroom and how to
follow any emergency directives. To view additional campus emergency information go to the
University’s main page, www.k-state.edu, and click on the Emergency Information button.
Campus Events and Activities
• Week of Welcome: www.wow.k-state.edu
• KSBN events scheduled: www.k-state.edu/ksbn/event.html
• Landon Lecture Series: www.k-state.edu/lectures/landon
• Lou Douglas Lectures: www.k-state.edu/ufm/LouDouglas.htm
Campus Support Offices
Here is a list of offices on campus if you need additional support.
• One Stop Shop for Student Success, Division of Student Life: www.k-state.edu/onestop
• Student Access Center: www.k-state.edu/accesscenter
• K-State Healthy Decision: www.k-state.edu/hd
• Counseling Services: www.k-state.edu/counseling
• Office of Student Activities and Services: www.k-state.edu/osas
• Office of Student Life: www.k-state.edu/studentlife/
• Powercat Financial Counseling: www.k-state.edu/pfc
5
ECON 520
Intermediate Microeconomics
Summer 2015 - Kansas State University
Instructor: Jules Yimga,
Personal Website: www.yimga.com,
Time and Location: MTWTF 9:10–10:10am, Waters Hall 348
Contact: (785) 532–4585, email: jjules@ksu.edu
Office Hours: T, Th 10:30–11:30am or by appointment, Waters Hall 302-C
Final Exam: Friday July 31 (9:10–10:10 a.m.), location: Waters 348
Prerequisite:
ECON 120 - Principles of Microeconomics
Having taken an algebra class is highly recommended
Text:
Intermediate Microeconomics and its Applications, 12th Edition (2015).
By Nicholson W. & Snyder C. This text is required.
Handouts:
Handouts covered in lecture will be made available through K-State Online.
Overview and Objectives
The purpose of this course is to introduce you to the wide applications of microeconomics. Microeconomics is a very useful to in attempting to understand how consumers behave, making managerial
decisions or understanding public policy. In this course, we will first review the supply and demand
model. We will then study the theory of the consumer and the theory of the firm. In microeconomics agents (consumers or firms) make their decisions in the face of constraints. We will use this
principle to guide our analysis. In part II of the course we will study the different types of market
structures in which agents operate and attempt to understand the consequences of each structure.
Then we will move on to study game theory and asymmetric information. By the end of this course
you should have the tools needed to think critically about events that take place in the real world.
Exams
Exams will be a combination of multiple choice and problem solving. Students must have their
student ID cards with them at all exams. Below is a list of exam dates. Any changes will be
announced in class. It is your responsibility to be aware of any changes.
1
ECON 520 Syllabus
Readings
Introduction
Economic Models
Demand
Utility and Choice
Demand Curves
Uncertainty and Strategy
Uncertainty
Game Theory
Production, Costs and Supply
Production
Costs
Profit Maximization and Supply
Perfect Competition
Perfect Competition in a Single Market
Market Power
Monopoly
Imperfect Competition
Market Failures
Asymmetric Information
Externalities and Public Goods
Chapter
1
2
3
4
5
6
7
8
9
11
12
15
16
• Exam 1: Friday, June 26 in class.
• Exam 2: Friday, July 17 in class.
• Final: (cumulative) Friday, July 31, 9:10-10:10 am Location: Waters 348. Calculators may
be used on the exams but cell phones or calculators that can store text are not allowed.
Makeup Exams
In general makeup exams are not allowed. If you have a circumstance that you feel warrants special
consideration, you will need to inform me at least one week before a scheduled exam. If I excuse
the absence, we will work out an alternative. Missed tests which are unexcused will be assigned a
score of zero. Excused absences are rare.
Homework
There will be 12 required homework assignments during the semester. Each required assignment
is worth 10 points. Circumstances beyond your control may sometimes arise to prevent you from
completing a homework assignment. To allow for this possibility, the lowest two homework scores
will be dropped. Thus the total number of homework points possible is 120. You will not be allowed
to make up homework for any reason. This will include illness and inability to log onto K-State
Online. Such instances are the motivation for the two dropped homework assignments.
9 of the 12 homework assignments will be accessed and submitted through K-State Online. The
other 3 (problem sets) will be take-home assignments. Deadlines for homework will be strictly
2
ECON 520 Syllabus
enforced. If you do not submit your homework to the K-State Online system before the homework
closing time, your homework will not be accepted. Homework will generally be posted about a
week before the due date. It is your responsibility to be aware of due dates and times. To be safe,
you should give yourself some leeway and submit at least 30 minutes before the deadline.
Grades
Grades will be determined on the basis of points earned on examinations and homework.
Points will be assigned as follows:
Midterm exams (2 exams worth 100 points each)
Homework (12 worth 10 points each)
Final (comprehensive)
Total
200
120
120
420
These will map to letter grades using the following cutoff points in percentage terms:
>= 90.00
80.00 - 89.99
70.00 - 79.99
60.00 - 69.99
<=59.99
A
B
C
D
F
According to university regulations, the grade of incomplete (I) is given only when there is a
verifiable personal emergency that makes it impossible for a student to complete the course. There
may be several in-class assignments or quizzes which will generate bonus points. These are intended
in part to reward attendance. No makeups will be allowed in such cases.
Advice on how to improve your grade
• Attend class. Students who attend outperform those who do not by a very wide margin.
• Review notes frequently.
• Take complete notes. The handouts are just the beginning.
• If you miss class, get someone elses notes and see me with any questions.
• Keep up with the readings.
• Keep up with the homework.
• Use the books web page and/or study guide. If confused get help.
– Ask me during or after class.
– See me during office hours or make an appointment.
• Study for exams early and effectively. Forming study groups will be very useful.
3
ECON 520 Syllabus
Academic honesty
Kansas State University has an Honor System based on personal integrity, which is presumed to
be sufficient assurance that, in academic matters, one’s work is performed honestly and without
unauthorized assistance. Undergraduate and graduate students, by registration, acknowledge the
jurisdiction of the Honor System. The policies and procedures of the Honor System apply to all full
and part-time students enrolled in undergraduate and graduate courses on- campus, off-campus,
and via distance learning. The honor system website can be reached via the following URL: www.kstate.edu/honor. A component vital to the Honor System is the inclusion of the Honor Pledge which
applies to all assignments, examinations, or other course work undertaken by students. The Honor
Pledge is implied, whether or not it is stated: ”On my honor, as a student, I have neither given
nor received unauthorized aid on this academic work.” A grade of XF can result from a breach of
academic honesty. The F indicates failure in the course; the X indicates the reason is an Honor
Pledge violation
Students with disabilities
Students with disabilities who need classroom accommodations, access to technology, or information
about emergency building/campus evacuation processes should contact the Student Access Center
and/or their instructor. Services are available to students with a wide range of disabilities including,
but not limited to, physical disabilities, medical conditions, learning disabilities, attention deficit
disorder, depression, and anxiety. If you are a student enrolled in campus/online courses through
the Manhattan or Olathe campuses, contact the Student Access Center at accesscenter@k-state.edu,
785-532-6441; for Salina campus, contact the Academic and Career Advising Center at acac@kstate.edu, 785-826-2649.
Expectations for classroom conduct
All student activities in the University, including this course, are governed by the Student Judicial
Conduct Code as outlined in the Student Governing Association By Laws, Article V, Section 3,
number 2. Students who engage in behavior that disrupts the learning environment may be asked
to leave the class.
c
2015
(Jules Yimga) as to this syllabus and all lectures. During this course, students are prohibited
from selling notes to or being paid for taking notes by any person or commercial firm without the
express written permission of the professor teaching this course.
Campus safety
Kansas State University is committed to providing a safe teaching and learning environment for
student and faculty members. In order to enhance your safety in the unlikely case of a campus
emergency make sure that you know where and how to quickly exit your classroom and how to
follow any emergency directives. To view additional campus emergency information go to the
University’s main page, www.k-state.edu, and click on the Emergency Information button.
4
ECON 530
Money and Banking
Fall 2014 - Kansas State University
Instructor: Jules Yimga,
Personal Website: www.yimga.com,
Time and Location: MWF 10:30–11:20pm, Waters Hall 348
Contact: (785) 532–4585, email: jjules@ksu.edu
Office Hours: T, Th 1:00–2:00pm or by appointment, Waters Hall 302-C
Final Exam: Friday December 19 (11:50 a.m.–1:40 p.m.), location: Waters 348
Textbook & Handouts
• Required Text: The Economics of Money Banking & Financial Markets,10th edition (2012)
by Mishkin F.
• Handouts covered in lecture will be made available through K-State Online. It will be useful
to have these printed out before class.
• Recommended: Calculator for quizzes and exams.
Course Objectives
This is an applied course in monetary economics. In this class we will discuss such topics as the
role of money in the economy, the business cycle and how countercyclical policy can be used to
soften the effects of said cycle, and the purpose, history, and role of the Federal Reserve.
Exams
Exams will be multiple choice. Students must have their student ID cards with them at all exams.
Below is a list of exam dates. Any changes will be announced in class. It is your responsibility to
be aware of any changes.
• Exam 1: Friday, September 26 in class.
• Exam 2: Friday, October 25 in class.
• Exam 3: Friday, November 21 in class.
• Final: (cumulative) Friday, December 19, (11:50 a.m.–1:40 p.m.), location: Waters 348. Calculators may be used on the exams but cell phones or calculators that can store text are not
allowed.
1
ECON 530 Syllabus
Makeup Exams
In general makeup exams are not allowed. If you have a circumstance that you feel warrants special
consideration, you will need to inform me at least one week before a scheduled exam. If I excuse
the absence, we will work out an alternative. Missed tests which are unexcused will be assigned a
score of zero. Excused absences are rare.
Homework
There will be 12 required homework assignments during the semester. Each required assignment
is worth 10 points. Circumstances beyond your control may sometimes arise to prevent you from
completing a homework assignment. To allow for this possibility, the lowest two homework scores
will be dropped. Thus the total number of homework points possible is 90. You will not be allowed
to make up homework for any reason. This will include illness and inability to log onto K-State
Online. Such instances are the motivation for the two dropped homework assignments.
Each homework assignment will be accessed and submitted through K-State Online. Deadlines for
homework will be strictly enforced. If you do not submit your homework to the K-State Online
system before the homework closing time, your homework will not be accepted. Homework will
generally be posted about a week before the due date. It is your responsibility to be aware of due
dates and times. To be safe, you should give yourself some leeway and submit at least 30 minutes
before the deadline.
Grading Policy
Grades will be determined on the basis of points earned on examinations and homework.
Points will be assigned as follows:
Midterm exams (3 exams worth 100 points each)
Homework (10 worth 10 points each)
Final (comprehensive)
Total
300
100
100
500
These will map to letter grades using the following cutoff points in percentage terms:
>= 90.00
80.00 - 89.99
70.00 - 79.99
60.00 - 69.99
<=59.99
A
B
C
D
F
According to university regulations, the grade of incomplete (I) is given only when there is a
verifiable personal emergency that makes it impossible for a student to complete the course. There
may be several in-class assignments or quizzes which will generate bonus points. These are intended
in part to reward attendance. No makeups will be allowed in such cases.
2
ECON 530 Syllabus
Tentative Course Outline
Part I: Money and Interest Rates
Introduction
What is money?
Understanding interest rates
Exam 1
Part II: Financial Markets
The behavior of interest rates
The risk and term structure of interest rates
An economic analysis of financial structure
Exam 2
Part III: Financial Institutions
Banking and the management of financial institutions
Central banks and the Federal Reserve System
The money supply process
Exam 3
Part IV: Monetary Policy
Tools of monetary policy
International monetary policy
Aggregate demand and aggregate supply
Final Exam
Chapters
1-2
3
4
5
6
8
10
13
14
15
17
22
Advice on how to improve your grade
• Attend class. Students who attend outperform those who do not by a very wide margin.
• Review notes frequently.
• Take complete notes. The handouts are just the beginning.
• If you miss class, get someone elses notes and see me with any questions.
• Keep up with the readings.
• Keep up with the homework.
• Use the book’s web page and/or study guide. If confused get help.
– Ask me during or after class.
– See me during office hours or make an appointment.
• Study for exams early and effectively. Forming study groups will be very useful.
Attendance
Attendance and class participation may count toward your grade at the margin. There is no need
to let me know when you are going to be absent unless special circumstances require an extended
absence of more than one week. With acceptable attendance, letter grades will be assigned according
to the following adjusted, bonus grading scale: A 85-100%, B 75-85%, C 60-75%, D 50-60%,
F 50% or less; otherwise, a standard grading scale will apply (A 90-100%, B 80-90%, etc.). Pluses
and minuses will be given.
3
ECON 530 Syllabus
Academic honesty
Kansas State University has an Honor System based on personal integrity, which is presumed to
be sufficient assurance that, in academic matters, one’s work is performed honestly and without
unauthorized assistance. Undergraduate and graduate students, by registration, acknowledge the
jurisdiction of the Honor System. The policies and procedures of the Honor System apply to all full
and part-time students enrolled in undergraduate and graduate courses on- campus, off-campus,
and via distance learning. The honor system website can be reached via the following URL: www.kstate.edu/honor. A component vital to the Honor System is the inclusion of the Honor Pledge which
applies to all assignments, examinations, or other course work undertaken by students. The Honor
Pledge is implied, whether or not it is stated: ”On my honor, as a student, I have neither given
nor received unauthorized aid on this academic work.” A grade of XF can result from a breach of
academic honesty. The F indicates failure in the course; the X indicates the reason is an Honor
Pledge violation
Students with disabilities
Students with disabilities who need classroom accommodations, access to technology, or information
about emergency building/campus evacuation processes should contact the Student Access Center
and/or their instructor. Services are available to students with a wide range of disabilities including,
but not limited to, physical disabilities, medical conditions, learning disabilities, attention deficit
disorder, depression, and anxiety. If you are a student enrolled in campus/online courses through
the Manhattan or Olathe campuses, contact the Student Access Center at accesscenter@k-state.edu,
785-532-6441; for Salina campus, contact the Academic and Career Advising Center at acac@kstate.edu, 785-826-2649.
Expectations for classroom conduct
All student activities in the University, including this course, are governed by the Student Judicial
Conduct Code as outlined in the Student Governing Association By Laws, Article V, Section 3,
number 2. Students who engage in behavior that disrupts the learning environment may be asked
to leave the class.
c
2015
(Jules Yimga) as to this syllabus and all lectures. During this course, students are prohibited
from selling notes to or being paid for taking notes by any person or commercial firm without the
express written permission of the professor teaching this course.
Campus safety
Kansas State University is committed to providing a safe teaching and learning environment for
student and faculty members. In order to enhance your safety in the unlikely case of a campus
emergency make sure that you know where and how to quickly exit your classroom and how to
follow any emergency directives. To view additional campus emergency information go to the
University’s main page, www.k-state.edu, and click on the Emergency Information button.
4
ECON 120 (First-year Seminar)
Principles of Microeconomics
Spring 2015 - Kansas State University
Instructor: Jules Yimga
Group Presentation
1. You are required to mingle in groups of 4 or 5 students to make a presentation
2. Please submit group members names no later than April 22, 2015. Topics should be submitted
no later than April 29, 2015.
3. Presentations are scheduled on the week of May 4, 2015.
4. The purpose of the presentation is to show that you are understanding contemporary macroeconomic topics.
5. There should be no more than 20 minutes of spoken presentation (not counting comments
and questions from the audience). There is a hard limit of 25 minutes for the presentation
and audience comments and discussion. Going beyond the allotted time may result in point
deductions.
6. You should try to have about 15-18 slides in your presentation. I strongly recommend having
less than 20 slides due to the time limit. Make sure the audience can read everything. One
way to avoid problems is to prepare a handout.
7. Be sure to explain any terminology in English. Don’t assume that some terminologies are
self-explanatory.
8. You are required to attend the presentations made by all participants.
9. Your presentation should have an Introduction, a Body and a Conclusion.
10. Each member must participate (speak) during the presentation.
11. This document is provided only as a convenience. Interpretation of the rules is done by the
instructor.
Checklist
• Have you clearly defined your topic in one or two sentences?
• Can you complete your presentation in no more than 25 minutes?
• Can you fit everything onto less than twenty slides?
• Have you checked that all slides can be read easily? Is the font large enough?
• Is everything in your presentation explained clearly, with examples where appropriate?
1
ECON 520
Intermediate Microeconomics
Summer 2015 - Kansas State University
Instructor: Jules Yimga
Problem set I
1. Suppose a person has $8.00 to spend only on apples and bananas. Apples cost $.40 each, and
bananas cost $.10 each.
(a) Write down the algebraic equation for this persons budget constraint and graph it (using
graph paper might improve the accuracy of your work).
Suppose the person faced with the budget constraint described in part a has preferences
for apples (A) and bananas (B) given by
U tility =
√
A·B
(b) If A = 5 and B = 80, what will utility be?
(c) If A = 10, what value for B will provide the same utility as in part b?
(d) If A = 20, what value for B will provide the same utility as in parts b and c?
(e) Graph the indifference curve implied by parts b through d.
(f) Given the budget constraint from part a, which of the points identified in parts b through
d can be bought by this person?
(g) Show through some examples that every other way of allocating income provides less
utility than does the point identified in part c. Graph this utility-maximizing situation.
2. Suppose the demand for down pillows is given by QD = 100 − P , and that the supply of down
pillows is given by QS = −20 + 2P .
(a) Solve for the equilibrium price.
(b) Plug the equilibrium price back into the demand equation and solve for the equilibrium
quantity.
(c) Double-check your work by plugging the equilibrium price back into the supply equation
and solving for the equilibrium quantity. Does your answer agree with what you got in
(b)?
1
(d) Solve for the elasticities of demand and supply at the equilibrium point. Which is more
elastic, demand or supply?
(e) Invert the demand and supply functions (in other words, solve each for P) and graph
them. Do the equilibrium point and relative elasticities shown in the graph appear to
coincide with your answers?
(f) Show that the laws of demand and of supply hold using calculus.
(g) Redo part (d) using calculus and confirm that your answer is the same as what you
determined algebraically in that part.
(h) Suppose that the extended supply curve for down pillows can be expressed as
QS = −15 + 2P − 0.5Pf , where Pf is the price of feathers. Using calculus, determine
whether the quantity supplied of down pillows increases or decreases as the price of
feathers increases.
(i) Suppose that the price of enough feathers to stuff one pillow is $10. Show that this supply
curve is consistent with the supply relationship given in the setup to the problem.
(j) If the price of feathers decreases to $8, what is the equation for the new supply curve?
In which direction has the supply curve shifted?
2
Solution to Problem Set I
1.
a. $8.00 = $.40  number of apples + $.10  number of bananas = .40A + .10B.
b.
U=
c.
U = 20 = 10 . B so 400 = 10 . B,
A • B =
5 • 80 =
400 = 20.
40 = B.
d.
U = 20 =
20 . B , so 400 = 20 . B, 20 = B.
e.
f.
From the budget part d, an individual can buy 10 apples and 40 oranges.
g.
One less apple: U =
9  44 =
396 <
One more apple: U = 11  36 =
400 =20
396 <
400
At both endpoints of the budget constraint: U = 0 =
Graph shown in d.
20  0 =
0  80
2. Solution to Midterm Exam 1 - ECON 520
1. To graph the indifference curves, use U 2 instead of U.
U = 10 means U 2  100  C  D . Hence, indifference curves are hyperbolas.
a.
See Figure
b.
See graph.
c.
D=10, U  10  0  0
d.
If, say, spent half of income on D, half on C, would buy D=5, C=20. Utility
would be U  5  20  10 which is less than 20. Trial and error shows that
any other budgetary allocation provides even less utility than this.
e.
As in part d, Paul can buy 20 C and utility will be 10.
f.
Any other allocation yields less utility (see graph).
2.
e)
QC
 1  0  cigaretts and beer are substitutes .
p B
f) At p C  4 and p B  2
QC  16  2  4   1 2   10
p 
QC p C
 4
 C   2     0.8
C
p Q
 10 
 C B 
QC p B
 2
 C  1    0.2
B
p Q
 10 
g)
%Q C   p %p C   C  B %p B
  0.8  20%    0.2  10% 
 16%  2%
 18%
Hence, the demand for cigarettes is expected to fall by approximately 18%
Note: We can calculate the change in demand directly in this problem by simulating the price changes.
At p C  4, p B  2, QC  10 . p C  1.2  4  4.8 , p B   0.9  2   1.8 .
'
'
C
B
C
C
At p  4.8, p  1.8, Q  16  2  4.8   11.8  , or Q  16  9.6  1.8  8.2
%QC 
QC 8.2  10
1.8


 18%
C
Q
10
10
A
Some extra stuff
Technology provides a great opportunity to enhance student learning experience. I use a wide range of
technology as a means to stay connected with my students outside classroom and office hours. Snips
of student interactions on a social media platform course page for academic purpose are displayed in
this section. Students’ names and photos have been censored for obvious reasons.
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