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Enhancing Peer Grading and Group Discussion Techniques in Economic Development

This resource outlines a structured approach to peer grading and group discussions focused on economic development concepts and questions. Throughout the session, students engage in quizzes that explore critical theories such as innovation scalability and human capital in regions. The quiz includes collaborative discussions to promote the selection of significant questions for class debates, fostering a deeper understanding of economic theories and practices. The document details the grading process, discussion timings, and strategies for effective learning engagement.

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Enhancing Peer Grading and Group Discussion Techniques in Economic Development

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  1. Dr. Kevin Stolarick Dec. 4, 2012

  2. Standard Timing (revised) Time Activity Quiz Peer Grading Group Discussion Questions/Answers Announce Selected Question to Class Discuss Questions in Class Break Discuss Questions in Class 3:10-3:15 3:15-3:20 3:20-3:30 3:30-3:35 3:35-4:00 4:00-4:10 4:10-5:00

  3. Quiz Seating 10 9 8 7 5 4 6 1 2 3 Front Table

  4. Quiz Questions • When it comes to innovation, is bigger better? • Name a knowledge area that also helps the region and doesn’t just generate “private returns”. • Does economic development theory become practice?

  5. Grading Process • Switch within group (#) • NOT each other • All pass left or right • “Graded By” • Quiz Answers • 2 points completely correct • 1 point “mostly” correct • 4 points for reasonable exam question • Total Score Upper Left

  6. Quiz Answers • When it comes to innovation, is bigger better? • Yes (scaling) • Name a knowledge area that also helps the region and doesn’t just generate “private returns”. • administration & management, economics & accounting, telecommunications, engineering & technology • Does economic development theory become practice? • Not really

  7. Pick Your Favourite Question • Within your group • Discuss each question • Pick group’s favourite • Your selection makes it eligible for use • Mark with a big star • Person never announced before • Announce selected question • Turn in all cards before break

  8. MidtermGrade Distribution

  9. Break 10 Minutes

  10. Selected Questions Previous Year

  11. Selected Questions • Describe the relationship among distance from urban areas, size of the creative class, and ability to attract the creative class. • Briefly describe any 3 of the 6 suggestions Florida makes for a “new Creative Compact”. • Explain and discuss the implications of “scaling” for cities. • Explain how scaling could impact the sustainability of cities.

  12. Selected Questions • Support or reject the argument that creative class theory and results mean that rural (non-metro) regions are doomed. • Central city or suburb? Describe the conditions under which concentrations of human capital in each have a more positive influence on regional economic performance. • What do EDQ researchers most study, and what do practitioners most often do?

  13. Selected Questions • Combine (1) Gabe’s results on knowledge and (2) Florida, Mellander, Stolarick’s results on urban/suburban human capital.

  14. Selected Questions And Answers

  15. Selected Questions

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