Biography
Gail Mitchell Hoyt is a Professor of Economics at the University of Kentucky. Prior to coming to Kentucky in 1994, she taught at the University of Richmond. She is the teaching assistant coordinator for principles courses, and directs the teacher training of graduate students in the Department of Economics. Gail has won various teaching awards including the University of Kentucky Chancellor's Award for Outstanding Teaching and the Alumni Association Great Teacher Award. She teaches Contemporary Economic Issues, Microeconomic Principles, Statistics for Business and Economics, and the Economics of Poverty and Welfare Programs. Her current research interests involve the theory and practice of economic education.The Interview with Gail Mitchell Hoyt
» How did you get interested in economics and what attracted you to the subject?
I attended Centre College, a small liberal arts college in Kentucky. During my freshman year, I became interested in business. Since Centre did not have a business major, I majored in economics. I had always enjoyed mathematics and was pleasantly surprised to find that economics used mathematics in interesting and applied ways.
» Who has had the biggest influence on your interest in economics and the teaching of economics as a career?
As an undergraduate the one who most influenced my decision to attend graduate school in economics and my love of economics was Bruce Johnson. I had him for a course in industrial organization and I thought it was fascinating how we could move from theory to policy and real world court cases. As a graduate student, the professor who most awakened my love of teaching was Frank Scott. He taught the first microeconomic theory course as well as my first field course in industrial organization. Frank had a real knack for explaining the mechanical aspects of microeconomics, but more importantly, he was skilled at conveying relevance through his choice of examples and stories. The interesting thing is that both Bruce and Frank earned their PhDs at the University of Virginia and both were influenced in their own teaching by Kenneth Elzinga. So indirectly, I feel that Ken has had a profound influence on my teaching.
In my first job as an assistant professor at the University of Richmond, Joe Ben Hoyle gave me the best teaching advice I have ever received. He said that each day before he goes into the classroom he asks himself two questions: "What is important about the material I plan to teach today?" and “Why am I teaching it?" He told me that if I cannot answer these questions, then I should not teach that material. To this day, following his advice keeps my lectures relevant.
» What are one or two of your favorite topics that you look forward to covering in your classes?
Market failure is one of my favorite topics. The content provides the opportunity to use all sorts of examples that connect theory and policy, forcing students to synthesize the two and connect content to real world situations. It also allows me to reinforce student understanding of how markets work by explaining cases where market processes break down, forces that influence market outcomes, and our views of the appropriateness of market outcomes. It helps students develop the ability to discern between normative and positive concepts. I find the types of examples such as the environment, minimum wage, and income distribution are the ones that most spark student interest and help students see the value of economic analysis for tackling important real-world issues.
» Are there some concepts that you believe are really important for you to get across to students in introductory classes? What are some of the "tricks" that you use to get key points across?
I think the two most fundamental ideas I try to get across in microeconomic principles are that people weigh costs and benefits when making decisions and that opportunity cost is a vital part of the calculation. It is important to help students know they come into the class with a lifetime of experience in this cost/benefit endeavor, but the course will help them to fine tune the knowledge and skill they already possess so they can take the benefit of deliberate analysis beyond the classroom into their personal lives and careers. I try to make this point on the first day of class by auctioning a can of Coke to the highest bidder. I tell my students that even though only one student chose to buy the Coke, 499 students chose NOT to buy the Coke. I ask the other 499 what they were thinking about when I asked if they wanted to buy the Coke and it leads into an easy discussion of costs and benefits.
One other concept that I think is very important is Adam Smith’s "invisible hand." If a student can grasp this concept then they can truly understand and appreciate how markets work. I like to show the clip of Milton Friedman’s famous “pencil speech" from the Free to Choose series.
» Many economics teachers are looking for activities, games, and interactive exercises that will bring more life to their classes. What are some of the things that you do in this area?
I really enjoy quick demonstrations that involve students. When discussing markets, and specifically the factors that lead some people to voluntarily choose not to participate in markets, I like to try to get students to buy and sell dates in class. It is always fun and makes the point that in a world of voluntary exchange, a wide variety of factors come into play to temper market outcomes.Often students don’t have the opportunity to use or exhibit their creativity. Each semester, I allow students to write a poem about some economic topic we have covered during the semester. On the last day of class each semester I read some of the best works aloud to the class. Mental imagery/role play is a technique that I especially enjoy using in large lecture settings. I ask students to put their pens down and close their eyes and then I lay out a scenario for them to consider. I then usually have students discuss the scenario and their responses with a neighbor.
» How important is homework to the understanding of economics? What types of homework do you assign in your large lecture classes?
I think what is important isn’t homework per se but regular, frequent exposure to and practice of economics. While I don’t assign "homework" I do encourage frequent and regular practice to ensure that students are applying content and getting feedback about their understanding of concepts. I usually do this by giving "concept quizzes." This is a type of daily quiz that I have implemented in my classroom for the past ten years and I find it to be one of the most effective active learning techniques I use. A quiz may require a student to answer two or three multiple choice questions alone or perhaps answer one discussion question about an article with two other students. I find that the quizzes provide a nice format change during lecture. Students become more engaged, they learn better through immediate application, and they become more comfortable participating in class discussion.
» Can economics classes be both fun and informative? What are some of the things you do to achieve both of these objectives?
Economics classes can be and should be both fun and informative, if not for the student’s sake then for mine. I don’t want to bore myself and on some days I have managed to do this quite well. But just like my students don’t want to feel they have to “pay" someone to go on a date with them, I like to think my students want to come to class. The overall tone of the class can be fun and the standard things we do in class can be done in enjoyable ways without devoting class time to "gratuitous" fun.
» Sometimes unexpected things happen in the classroom. What are your two or three most memorable classroom experiences?
In 1997 I was discussing income distribution and government redistribution programs and I made quick mention of recent welfare reforms. A student toward the back of the room raised his hand to comment about his thoughts on "lazy, handout seeking" women who have more babies to get more welfare money. Before I could respond, a young woman in the front row jumped to her feet and told her story. She was currently receiving a special tuition waiver, child care subsidies, and she was living in special student housing for single parents. She mentioned the shame in taking subsidies, but the desperation of knowing it was the only way for her and her child. It was a transforming moment for everyone.
On the lighter side, once each semester a young man mysteriously appears on the stage in the auditorium where I teach, does a little dance, and quietly leaves. An anonymous student informed me that each semester, a fraternity selects one member of the new pledge class to perform this traditional function This past semester, a large gorilla also ran through the room chased by the "Crocodile Hunter."
» What are the most common misconceptions on the part of students in your introductory classes?
First and foremost is a misconception that I can let them in on the "secrets" of the market and how to make a killing on Wall Street. More generally, students have a preconceived notion that economics is very narrowly about financial decisions rather than decisions in general. To get them to think about economics as the science of decision making, of weighing costs and benefits, both monetary and non-monetary, is one of my real challenges.
» At the University of Kentucky, you not only teach large lecture introductory classes, you also provide teacher training and direction for the students in your graduate program before they are put in the classroom. Tell us a little bit about that training and what you are trying to get across to beginning college-level teachers.
In the second year in our graduate program, funded graduate students teach their own section of a principles course. Before graduate students teach their first courses independently, they are required to take a one credit course on teaching methods. Teaching assistants are monitored through written student evaluations, classroom observation, and the submission of a weekly classroom activity sheet. I meet regularly with the TAs who teach the courses to discuss course content and teaching methods. In addition, each TA meets with me privately during the semester to discuss their developmental needs as a teacher.
I try to emphasize how fluid the process of becoming a teacher is and that the teacher, no matter how long he or she has been at it, should always be evolving and trying new things in the classroom. Often people are afraid to take risks in the classroom, but without an occasional walk out on a limb, trying something that might make us nervous, we never get to the next level.
I also emphasize the importance of developing a personal teaching style. To be a good teacher your teaching should be a reflection of who you are. Select techniques, activities, tools and examples that work best for you and your style.
» What are some of the things you do in order to help your students become better teachers and make their classes more interesting?
I give my lecture notes, PowerPoint presentations, and assignments to my teaching assistants who teach their own sections. I don’t want the TAs to use them verbatim, but I want to remove the fear and pressure that comes from teaching the very first time and feeling that you must do everything from scratch. I encourage the TAs to modify the notes and make them their own – add their own style and flavor.
I think that classroom observation is crucial in helping someone become a better teacher. It is helping someone identify little things each semester that, over time, helps a student evolve and improve as a teacher. I watch my teaching assistants teach once each semester and also have each TA watch one of their fellow TAs each semester. They learn as much by watching as they do by being watched.
I firmly believe that one thing has to be true for students to be receptive to learning any economic concept. How much students actually learn and their perceptions of the learning experience are almost fully influenced by the perception of whether or not the instructor cares about them and teaching. I encourage them to create inclusive classrooms, treat students with respect, and to act as though economics is truly accessible to everyone.
» Do your teacher training responsibilities help you become a better teacher?
Definitely - I am ever mindful of why I do what I do. I learn from the fresh ideas of my TAs and I am re-energized by their fresh passion for economics and teaching. Working with new teachers also reminds me what concepts new teachers grapple with and probably also indicates areas where students in my own classes might need more emphasis.
While my explicit goal in working with new teachers is that they become better teachers, I think my implicit goal is that they learn to find joy in teaching. The ability to work with someone’s thoughts and impart economic ideas is a privilege and I believe it is a real tragedy when the teaching endeavor, for some, is only seen as a source of pain. I hope that my TAs will evolve from people who view teaching as "just a job they have to do" to something with which they feel comfortable and competent, and eventually into something they really enjoy and find rewarding.
» How have changes in technology influenced your teaching?
One technology I rely upon heavily is my course website. While it has not altered my teaching style I do find that the use of a course website significantly improves my ability to manage my classes. I would imagine this reduces the number of email messages I receive from students for clarification on assignments and other logistics, and hence frees up time to work on my lectures.
This semester I have begun to incorporate short video clips into my lecture. For instance, I recently showed a video clip of John Stossel discussing subsidized flood insurance. I paired the six minute video clip with an article about how flood insurance affects the costs and benefits of coastal living that came out in the aftermath of Hurricane Katrina. Students were very engaged in the exercise and aptly applied some basic economic ideas to a real-world and timely situation.» Do you use PowerPoint a lot in your classes? What advice would you give to teachers who build their classes around PowerPoint presentations?
I only began using PowerPoint in my courses about three years ago. At first I really didn’t believe it could add much to a class and in fact I was concerned it would even detract. However, I am now convinced that when used effectively, PowerPoint can enhance the classroom experience and I think this is especially the case in large classes. I have a wireless mouse that gives me the freedom to stand and talk anywhere in the auditorium. Before, I often felt tied to the overhead projector at the front of the room.
Since I can go anywhere in the room at any time, students know there is no “hiding" in the back of the room. I have a course packet that follows my notes. Some of the content is there – definitions, formulas, space for graphs, but much has to be filled in as we go through the lecture. So there is no frantic writing of notes to keep pace with the lecture, but students have to follow the lecture to complete the content and answer lecture questions in the packet. One aspect of PowerPoint I enjoy the most is the ability to show photographs. I use these to help emphasize points and to give students visual "connectors" or memory triggers.
» How would you describe your style as a teacher? Are there characteristics that a person has to have in order to be a great teacher?
I would describe my teaching style as Oprah-like. However, my style is more like the Oprah of ten to fifteen years ago who spent most of her time roaming through the audience seeking input rather than the current Oprah, who mostly sits on the stage with guests. I move around the room for most of the class period and I try to get as many students as possible engaged in the classroom dialog.
Good teachers of economics need to know their subject matter, be organized and prepared, care about what they do and show enthusiasm for the subject.
» Suppose a young economist really wanted to become an outstanding teacher. What advice would you give them?
Here, I would reiterate a point made earlier. Develop your own personal teaching style. Select pedagogical tools and approaches that complement your personality and interests.» What do you consider to be your greatest success as a teacher of economics? How would you like to be remembered several years from now by your students?
I am not concerned about students remembering me as much as whether they remember what they learned and that they acquire a lasting appreciation of economics. I see it as my greatest success as a teacher when students, years after taking my class, tell me stories of how they have applied things they learned in my class to their lives and careers. However, if they do remember me, I hope it is as someone who tried to give them one more way to look at the world.
