FRIDAY, SEPTEMBER 25, 2015
|1:00 PM||Eric Chiang|
Making formative assessments REALLY formative: Evaluating the efficacy of narrated feedback
There is a large body of literature on the critical role of formative assessments to improve student learning of economic concepts. Students learn better when they have an opportunity to practice, and more importantly, to evaluate their instructor's feedback of their work. Therefore, a critical part of this process relies on the assumption that student do in fact review their instructor's feedback. However, when it comes to feedback offered in the form of a written explanation, there is evidence showing that most students ignore the feedback, and instead continue to use trial and error to complete their practice.
|1:35 PM||Ryan Herzog|
Using FRED Graphs to Make Macroeconomics Useful
Taking advantage of FRED in the classroom. This talk will discuss how to utilize the Federal Reserve Economic Database to maintain an updated, relevant macroeconomics course.
|2:10 PM||John Sall|
Big Data needs Big Statistics
Big Data has brought us new challenges: There are too many things to look at and everything is significant. When we pick the big effects, we have selection bias. Our data is dirty with holes and bumps all over. We need Big Statistics to address these new issues.
|3:00 PM||Yoram Bauman|
Funniest Papers in the History of Economics
"The world's first and only stand-up economist", will summarize four decades of economics comedy with an entertaining and enlightening talk on "The Ten Funniest Papers in Economics History", including "Japan's Phillips Curve Looks Like Japan", "The Theory of Interstellar Trade" (by Nobel prize winner Paul Krugman), and the paper that started it all off, "Life Among the Econ" by Axel Leijonhufvud.
|3:35 PM||Darshak Patel|
Using popular media such as ESPN 30 for 30 and Shark Tank to engage students and enhance lectures in economics classrooms.
Instructors are beginning to discover the medias attraction for students and application to the classroom. Assignments and simulations based on the show engage students and make the concepts memorable. Students learn to recognize economics principles and see their applicability and relevance in real-life scenarios.
|4:10 PM||Dan Hamermesh|
The Immanence and Eminence of Economics
Economics is everywhere-and making this clear to students convinces them that the subject is important in their own lives, whatever their fields of study. I go over examples from everyday life, my personal life, the movies and others to illustrate the basic concepts of microeconomics. The end result could be that the next generation of professors doesn't hear lines like, "Oh, I took economics in college, and it was the most boring thing I studied!
|5:00 PM||Jadrian Wooten|
Staying Relevant While Teaching the Dismal Science
This talk will present more relevant (and applicable) topics for economics classes, including Uber, Airbnb, and Bitcoin. We'll also discuss low-cost methods of obtaining these examples.
|5:35 PM||Art Carden|
Leave Me Alone and I'll Make You Rich: How the Bourgeois Deal Creates Prosperity
There are five (literal) textbook institutional factors that cause societies to prosper: secure property rights, competitive and open markets, honest government, political stability, and a dependable legal system. The way we talk and the stories we tell also matter: these institutional factors create prosperity when we tolerate and even esteem the creative destroyers.
|6:10 PM||Alex Tabarrok|
Geography and the Deep Determinants of Economic Growth
Institutions are an important determinant of economic growth but they are not the only important determinant. I will argue that geography plays a role in economic growth both as an independent determinant and as a deep determinant of institutions.
|6:40 PM||End of day one||A cocktail reception will be held at the exhibitors' hall in the Foyer of the Aztec immediately following the talks|
|7:30 PM||Dinner||Served in the Madero Ballroom (formerly the Veramendi) at the Omni la Mansion del Rio|
SATURDAY, SEPTEMBER 26, 2015
Served in the El Capistrano room at the Omni
|8:00 AM||Kelvin Wong|
Folding a Great Paper Airplane
In the age of social media, games, and short attention spans, students can benefit greatly from interactive experiments that are carefully disguised as games. Moreover, these games do not need to take hours of planning or years of research in experimental economics; Just a few minutes of preparation and class time will allow students to discover important economic concepts themselves.
|8:35 AM||Kim Holder|
50 Years of ECON: Developing Digital Media for Economic Education
If you've always wanted to update your media examples, let your students take the lead role in helping cultivate a storehouse of economics-themed movies, music, television shows and video games to enhance your lectures. These unique classroom assignments are designed to minimize your burden of discovery while providing your students with the opportunity for differentiated learning in traditional, hybrid and online classrooms.
Rockonomix creator, living life under the influence of her passions: economics, music, pop-culture, sports and the occasional Rubik's cube challenge.
|9:10 AM||Mike Urbancic|
Our Students (Probably) Aren't Terrible People
Spotty attendance. Unsigned emails. Late assignments. Half-hearted preparation for exams. Cheating. Our students (probably) aren't terrible people; some of them just make the same decisions as terrible people. With multiple courses and perhaps multiple hundreds of students it's sometimes hard for us to remember that. Who are our students? Where are they coming from? What motivates them? What challenges do they confront, and which have they already overcome? Making a connection with our students isn't just for their sakes, it's also for ours. As we maintain a positive outlook on our students we will be more effective teachers and educators-but also happier, more fulfilled, and more inspired.
|9:50 AM||Diego Mendez-Carbajo|
Teaching with Data
We want our students to use statistical data to back their claims and test their theories: let's use free-access online data repositories to bring data into the classroom.
|10:25 AM||Mark Maier|
Team Based Learning - the original flipped classroom
Team Based Learning brings well-tested structures to the flipped classroom. In this talk you will see scratch-off forms, application exercises, and reporting-out techniques in action for the economics classroom.
|11:05 PM||AJ Sumell|
Are Your Students Absent, Not Absent, or Present? Mindfulness and Student Performance
The role of mindfulness, defined as self-awareness and attention to one's experiences in the present moment, has received increased attention as behavioral studies find evidence that greater mindfulness increases productivity among individuals in the workplace. Our study builds upon this research by studying how mindfulness affects student performance in Principles of Economics courses. The study uses self-reported survey data and various measures of performance data to determine whether increased mindfulness contributes to a student's ability to comprehend and retain information.
|11:40 PM||Jose Vazquez|
What is all the Flipping Out about Flipping? 5 Myths About the Flipped Classroom.
Flipping the Classroom is the new buzz word in higher education. But, not all flipping seems to be same. And many instructors still question whether this is a real game changer or just another fad. This talk will use practical experience and recent research to address 5 common misconceptions about this popular pedagogical strategy.
|12:15 PM||Paul Krugman|
Economics: What went right?
When the financial crisis struck, there were many declarations that macroeconomics had failed, that the field needed complete rethinking. But after 7 years, what's remarkable and unappreciated is just how well textbook macroeconomics has worked in the post-crisis world, especially in the analysis of monetary and fiscal policy.
|1:00 PM||End of day two|