FRIDAY, SEPTEMBER 20, 2016
|1:00 PM - 1:30 PM||Eric Chiang|
When Eight Eyes Aren't Enough: Advances in Proctoring for Online Exams
As online course offerings continue to expand, combating academic dishonesty in online assessment has become a high priority. This talk discusses and contrasts four different mechanisms used to proctor exams: 1) testing centers, 2) in-class exams, 3) remote live proctoring, and 4) remote on-demand proctoring (with and without mobile detection).
|1:35 PM - 2:05 PM||Emily Northrop|
Fossil Fuel: Burn MORE or Burn LESS?
With record-breaking global temperatures, melting alpine glaciers, rising sea levels, and more extreme weather events, does economic growth powered by fossil fuels improve the well-being of the global society? This talk provides a template for how to readily incorporate climate change into introductory economics to engage students in the economic (and ethical) debate that will arguably define their moment in history!
|2:10 PM - 3:10 PM||Diego Mendez-Carbajo|
Teach with FRED Dashboards
Tap into the resources of the largest U.S. data aggregator and bring Economics to life with data plots that tell stories. Walk students through data visualization exercises and let data do the talking.
|3:25 PM - 3:55 PM||Madhavi Venkatesan|
Market prices, externalities and the significance of conscious consumption decisions
Market prices both drive and are a product of consumption choices and externalities are embedded in many goods that are purchased; as a result, conscious consumption can be a significant catalyst to achieving sustainable economic outcomes. Life cycle assessment provides an opportunity to promote stronger understanding of the relationship of these elements and promotes the significance of consumer engagement and education in observable economic outcomes.
|4:00 PM - 4:30 PM||James Tierney|
When Will I Need This Again??
Why are we teaching and testing on something that will never be used by 99% of our students? The reasoning is simple, it's not knowing the answer to the question that maters, it's the process of getting to the answer.
|4:35 PM - 5:05 PM||Kim Holder|
Storification: Economics and the Power of Connection
Storytelling as a teaching tool can create powerful connections between your students, economics, and the world. As a complement to traditional teaching materials, such as textbooks and mathematical modeling, simple stories can create access for student learning and transport them to a new way of thinking about economics. This EconED talk will highlight several methods for implementing storytelling into your economics classroom, including the use of media (movies, television, music), social media, and other technology-based resources.
|5:20 PM - 5:50 PM||Kalina Staub|
Low Cost Tips to Support Student Learning
As instructors, most of us want to make sure our students have the tools and resources to learn the material without spoon-feeding them. This talk will offer three suggestions improve students' learning both inside and outside of the classroom with minimal effort on your part.
|5:55 PM - 6:25 PM||Alex Tabarrok|
The Central Importance of the P=MC Condition.
We all teach the P=MC condition for profit maximization in a competitive market. I will also show that this condition is essential for understanding and teaching one of the great invisible hand theorems of economics and it also has implications in macroeconomics for understanding misallocation and the wealth of nations.
SATURDAY, OCTOBER 1, 2016
|8:00 AM - 8:30 AM||Chelsea Dowell|
Globalizing the Classroom
What constitutes a classroom? Four walls, a chalkboard, some students, and an instructor? We have challenged this misconception in recent years more than ever before. We tell our students that we operate in "a global economy," then why don't we teach in "a global classroom?" Learn how to open your classroom up to the world with these current technologies and innovative assignment ideas.
|8:35 AM - 9:05 AM||Alex Gainer|
Aplia vs. MyEconLab vs. Sapling vs. FlipItEcon.
Online homework systems are an important part of economics courses but it can be difficult to figure out which one to use and how to implement it. I was crazy enough to try out four of them in three years and I will give you the dirt (and the good stuff) on each system.
|9:10 AM - 9:40 AM||Solina Lindahl|
How (and why?) would you start Team-Based Learning?
What is TBL and why is it emerging as a proven model for improving student success? Solina Lindahl will discuss her experience using the TBL model in her recent principles courses; why it works, how it addresses engagement issues and the why it isn't as hard to make the switch as you might fear.
|9:55 AM - 10:25 AM||Victor Claar|
Is 'Fair Trade' Fair?
Most consumers have heard of fair-trade coffee, but have no idea how fair-trade actually works. This talk covers the basics of the fair-trade model, and explores whether fair trade can deliver on its promises to help the poor. Fair trade can also be used to vividly illustrate many key concepts in a principles of micro class, such as price elasticity and monopoly power.
|10:30 AM - 11:00 AM||Jose Vazquez|
The Problem is Not THIS Textbook: The Problem is THE Textbook Itself
Recent improvements in technology are beginning to erode the usefulness of textbooks to students. In addition to written content, multimedia content is much more readily available through other sources that are not only more cost effective, but sometimes better in quality. Therefore, it merits instructors to debate whether we should continue to rely on the course textbook in the same traditional way, or to consider other options.
|11:05 AM - 11:35 AM||Jennifer Imazeki|
The human dimension of economics: Using cost-benefit analysis to promote empathy and help our students be better people
Cost-benefit analysis, if taken seriously and applied thoughtfully, can help build empathy, one of the most important life skills our students can develop. By emphasizing the human dimension of cost-benefit analysis, not only can we help all our students become better human beings, we can potentially attract students into economics who may otherwise overlook our discipline because of the stereotypes.
|11:50 PM - 12:20 PM||Betsey Stevenson|
Making Economics More Inclusive
Economics departments are struggling to succeed in attracting a diverse group of students relative to other fields. Women are 56 percent of undergraduate student, yet only a third of economics majors. Hispanic students make up 17 percent of undergraduate students, yet only 9 percent of economics majors. And 14 percent of college students are black, but only 5 percent of economics majors are black. We can do more to teach economics in an inclusive matter, ensuring that a more diverse group of students understand the power of economics as a tool to make better decisions and understand the world around them. We'll go through the reasons for the lack of diversity and some proven solutions from other STEM fields to make economics a more inclusive field.
|12:25 PM - 12:55 PM||Alan Krueger|
This talk will discuss how principles courses can be adapted to teach economics the way that economics is done in practice. In particular, Krueger will discuss how behavioral economics, quantitative data analysis, and lessons from the financial crisis can be incorporated into the standard principles course to challenge students, enhance their understanding of economics, and motivate students to apply economics to important personal and policy decisions.