Dirk Mateer is a Professor of Instruction and the Director of the Minor in Philosophy, Politics and Economics at the University of Texas at Austin. Dirk is an award-winning instructor.

It has been a privilege to be a part of the Norton family since 2007, when I was recruited to write a principles of economics textbook. In this post, just like in the new Fifth Edition of Principles of Economics, I share how I make economics fun, current, and meaningful for students by using pop-culture examples and interactive digital tools.

Starting Class with Opening Questions and Social Media Examples

I typically start lectures with a question that is discussed in the textbook. For instance, when I teach the shutdown rule, I’ll ask the class: “What does the expression ‘the best thing since sliced bread’ convey about the importance of innovation in a competitive market?” Students jump in with their answers, and that gives me a chance to tell them where the expression originates. To further our exploration, I will show a Super Bowl commercial featuring Rainn Wilson that was created by Little Caesars. The media helps students see the entire product cycle from birth to death. To be sure students have internalized the key lesson, I will follow up with a related question:

• When the “new best thing” comes into town, demand for one of its substitutes, Sliced Bread, shifts down, and the CEO has no success in shifting it back. Eventually, Sliced Bread shuts down. A competitive firm will shut down in the short run if
  • A) price = MR.
  • B) min (AVC) < price < min (ATC).
  • C) price < min (ATC).
  • D) price < min (AVC).

The correct answer is D, which about one-third of the class misses. This gives me a chance to explain why D is correct and the other answers are incorrect. This real-time feedback corrects misunderstandings and reinforces real-world economic thinking. The Norton Illumine Ebook for Principles of Economics uses Practice What You Know (PWYK) features to replicate the classroom experience. There is also a Snapshot feature in Chapter 12 that discusses advertising and branding in the Super Bowl.

My second example comes from TikTok and is used in Chapter 10 of the Fifth Edition. The media is Spanish, but the content is self-explanatory. Again, I start with an example from the textbook: “You are selling fruit at the local farmers market. What factors influence the price you can charge?” Students respond with a variety of answers: quality differences, the number of sellers, your location, and so on. Next, I show them a short TikTok video that showcases a spirited competition with a surprise ending that makes the entire class smile. Now that I have everyone’s attention, we debrief with this follow-up question:

• How does the market structure change in this video, and what impact does this have on the price of bananas?
  • A) Both sellers are in competition at first; then, one seller buys out the other, becomes a monopoly, and raises the price.
  • B) Both sellers are in competition at first; then, one seller buys out the other, becomes a monopoly, and lowers the price.
  • C) The market is a monopoly at first; then, when a competitor enters the market, the price rises.
  • D) The market is a monopoly at first; then, when a competitor enters the market, the price falls.

In my experience, keeping my students engaged during class is harder than ever. Using social media sources and media in general help to modulate learning. I pivot between class learning methods every 8–10 minutes to reengage the class. By constantly modulating between media, student demonstrations, Kahoot! activities, and collaborative learning exercises, I keep student engagement high during class.

Using Interactive Digital Tools

The Norton Illumine Ebook follows the same script. My favorite ebook feature is the Check Your Understanding questions, where students read a section of the book and then are presented with a few online questions that ensure that the material is learned in real time. Students receive answer-specific feedback for each question before moving on to the next section, and their progress is tracked in your learning management system as they work toward completion.

Another favorite feature is our new interactives, created by Carla Nietfeld of Miami University. These low-stakes activities, graded for completion only, give students hands-on practice with economic concepts through real-world scenarios, such as how smoke from one business impacts another, and asks them to make decisions in real time.

The Fifth Edition ebook will also feature new optional AI capacities that draw from only content in Principles of Economics. Students can ask NortonAI to rephrase any content section, provide another example or real-world scenario, or (sure to be a winner with students) supply extra questions for further practice on section or chapter content. With NortonAI, students will stay focused and feel supported and connected to the content—just like they do when they are in the classroom.

Using Media and Career Features to Increase Student Engagement

Of all the new examples for the Fifth Edition, one stands out: a comedy sketch featured in an Economics in the Media box in Chapter 1. The media features a troupe of comedy actors called Viva La Dirt League who create short sketches of how gamers think.

In this episode, called “Skipping the Grind with Money,” there are two gamers with radically different ideas of what it means to play the game. BrainDeadWeasle is a grinder who plays for the love of the game. Suddenly Forgotten2305 shows up with some super nice new armor. This greatly aggravates BDW. She goes on a lengthy rant about how in-game items used to mean something because you had to achieve some milestone in the game. At first, F2305 is taken aback. But he gathers himself and delivers a lengthy speech about how he grinded at work to earn disposable income to be able to afford the cosmetic armor and that this one pleasure is his escape from work. Now she is taken aback and starts to reconsider her position, only to find out that while she was coming around to his perspective, he has also purchased a giant flaming sword, which affects gameplay. Incensed, she leaves him there, bewildered at what he has done.

I love this sketch because economics, at its core, is about the decisions and choices we make, and our choice can either benefit the common good or impose externalities on others. By showcasing this scene in class and in the ebook, we are hoping that students begin to realize the power of economic analysis in explaining human behavior. This process starts on Day 1 and runs throughout the term. That’s why I discuss the Five Foundations of Economic Thinking (Chapter 1) first, and then I emphasize those principles as the material becomes more challenging. This scaffolded approach to learning is how I teach in class, and this thinking guides how the textbook is laid out.

Another new feature we think will really resonate with college students and young faculty is Economics at Work. These features focus on firsthand stories from a diverse cohort of students of how a background in college economics has opened doors to work in a wide range of jobs. The focus of these features is to showcase the usefulness of the economic way of thinking, whether students are pursuing a career in economics or another field. My favorite Economics at Work feature comes from Chapter 4. Nicholas Hubbard works for an insurance company and uses basic economics to help match employees with the best benefits package at the most affordable price.

The Fifth Edition is packed with media and supportive features to engage students using examples relevant to their lives and careers. I am grateful for all the help from W. W. Norton, dozens of colleagues, and thousands of students who have shared ways to keep the content fresh. It is my hope that the Fifth Edition will help students achieve higher grades, become more engaged with the course content, and learn to be better decision-makers. To my colleagues who are users or are considering adopting, this endeavor is my lifelong passion. I hope you get as much joy as I get from helping students realize their goals in life.

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