Donald J. Liu
Donald Liu is an associate professor of applied economics in the College of Agricultural, Food, and Environmental Sciences at the University of Minnesota. He specializes in the areas of agricultural marketing and price analysis, futures and options markets, industrial organization, and applied econometrics. His research has been published in the journals, American Journal of Agricultural Economics, Journal of Agricultural and Resource Economics, Agricultural and Resource Economics Review, Quarterly Review of Economics and Finance, Journal of Futures Markets, Journal of Dairy Science, Choices, Hoard's Dairyman, New England Farmer, Industry of Free China, and as several chapters in a series of books dedicated to issues on commodity promotion and advertising.
Teaching Activities
Interests
Liu's teaching interests include experiential learning and using personal response systems (PRSs).
University Courses
He has taught the following University of Minnesota courses:
- Agri 3000: International Field Study Seminar: China;
- ApEc 1101: Principles of Microeconomics;
- ApEc 3001: Applied Microeconomics: Consumers, Producers, and Market;
- ApEc 5401: Price Analysis, Futures and Options; and
- ApEc 8803: Marketing Economics.
Research Activities
Interests
Liu's current research interests include market imperfections and their impacts, production decisions under rigidities, structural changes and their identification, and the effects of commodity promotion and advertising.
TEL Publications and Presentations
Liu, D. J. "PRS: Personal Response System." Presentation, Energizing Assessment workshop, University of Minnesota, College of Agricultural, Food, and Environment Sciences and College of Veterinary Medicine, Minneapolis, MN, December 8, 2003.
———. "PRS: Personal Response System." Presentation, Conference on Video and Wireless Technology, University of Minnesota, Minenapolis, MN, October 7, 2003.
University of Minnesota Department of Applied Economics. "Students Like New Classroom PRS Technology." Minnesota Applied Economist, no. 711, (winter 2004): 7–9.
Fellowship Project
Active versus Passive Adoption of Classroom Technology: The Case of the Personal Response System
Teaching Challenge
For the uninitiated, economics can be very abstract. When the price of a good falls, most students will increase their consumption of that good. However, when they hear an economics professor explain that the demand curve for a good is downward sloping, students become dumbfounded. Due to their limited exposure, the link between an economic model and the economic reality is often not straightforward for students.
One way to deal with the missing link is to force the reality into the classroom through experiential learning. For example, before introducing the concept of downward sloping demand curve, the instructor could conduct an auction in the classroom to elicit the amount of the good that each student is willing to buy under various price scenarios. Traditionally this would have to be done by having each student fill out a questionnaire; the instructor would then have to painstakingly compile the raw data into a useful form after the class in order to provide a bridge between the students' simulated reality and the abstract economic model at hand.
Technology Solution
However, with the advent of the new classroom technology, help may be on the way.
The PRS enables students to respond privately to a question posed by the instructor who then has the option of immediately accessing students' responses at the end of the question period. Liu hopes to transform his classroom by providing students with ample opportunities for experiential learning using the PRS technology.
Consultation Areas
Liu is able to consult with faculty member about using a PRS in the classroom to help with administrative tasks and to promote active learning.
Contact Information
- Office: 332C Classroom-Office Building
- Telephone: (612) 625-6765/li>
- E-mail: dliu@umn.edu
