FRIDAY, OCTOBER 13, 2017
|1:00 PM - 1:10 PM||Welcome|
|1:15 PM - 1:40 PM||David Dunning|
Why ignorance fails to recognize itself
Psychological data suggest that people are not very good at knowing what they do not know. As a consequence, they often claim expertise that they do not have. I talk about why the scope of our own ignorance is often invisible to us, and what potential consequences this invisibility has in personal, social, and economic realms.
|1:45 PM - 2:10 PM||Thomas Andrews|
Hall of fame writing assignments: using real world problems to encourage and assess higher order thinking
This talk will showcase a method for introducing and assessing writing assignments in economics with the specific aim of promoting higher level, critical thinking skills. The process encourages students to submit very high quality, concise economic analysis of a real world problem. Real world problems are often missing useful information and contain distractors which require students to think critically. Since RWPs lend themselves to an array of possible analysis, students need to create well-constructed arguments. The talk will offer a number of fully tested strategies to reduce the costs associated with grading and discuss a rubric designed to assess higher order thinking skills based on Marzano’s Taxonomy.
|2:15 PM - 3:15 PM||Moderator: Jane Himarios; Panel: Alex Tabarrok, Jose Vazquez, and Stephen Rubb|
The Changing Face of Economics Education
|3:15 PM - 3:30 PM||Break|
|3:30 PM - 3:55 PM||Clare Battista|
Small is Beautiful (and Effective): Teaching and Learning in Modules.
This talk will focus on how teaching and learning in smaller chunks is a much more effective delivery system, which encourages more deliberate instruction and more long term learning and retention for students. It also happens to cater to Millennials who more generally might be cast as multi-taskers. More importantly, however, it does a better job or addressing the needs of a more demographically and skills diverse population, for whom traditional approaches might feel inaccessible. I would present the case for teaching in smaller chunks, the logistics of doing so, by example, and evidence in the research and less scientific evidence from my classes with diverse student body.
|4:00 PM - 4:25 PM||AJ Sumell||A Cultural Comparison of the Impact of Mindfulness on Student Performance|
Societal and cultural norms are important in shaping how individuals live, study, and work. Of particular interest in recent research is the effect of mindfulness, defined as the ability to focus on the present moment, and how it can improve cognitive function and productivity. This study examines how mindfulness impacts scholastic achievement among samples of university students in Finland, China, and the United States. The empirical model measures the relationship between self-reported mindfulness levels and performance in introductory economics classes. The results show an overall positive association between mindfulness levels and student performance. However, students in Finland showed the strongest correlation between mindfulness and performance, while students in China showed little to no correlation.
|4:30 PM - 4:55 PM||Bob Gazzale|
Experiments in Introductory Economics
I use MobLab to incorporate active learning tasks—short writing assignments, collaborative problem solving, and experiment participation—in tutorials led by teaching assistants. I find a significant effect of tutorial participation on learning outcomes, including a positive effect of experiment participation on related test questions.
|5:00 PM - 5:25 PM||Jim Hornsten|
The Microeconomics of Baking Cookies: Teaching with Cooking Demonstrations
Faculty are sometimes asked to give audience-friendly, informal lectures outside of the classroom, such as a “fireside chat” at a residential hall. This talk will describe how to teach a wide variety of microeconomic concepts (e.g., supply and demand, economies of scale/scope/experience, input substitutability, marginal productivity, inefficiency, moral hazard, externalities, sin taxes, comparative statics) in the context of a live cooking demonstration. I prefer baking cookies in a kitchen, but one could adapt the cooking demo format to other dishes or for classroom use.
|5:25 PM - 5:45 PM||Eric Chiang|
Implementing today's takeaways in YOUR classroom
|5:45 PM - 6:45 PM||Cocktail Reception|
SATURDAY, OCTOBER 14, 2017
|7:30 AM - 8:30 AM||Breakfast|
|8:30 AM - 8:40 AM||Welcome|
|8:40 AM - 9:40 AM||Moderator: Diego Mendez-Carbajo; Panel: Justin Wolfers, Irene Foster, and Alex Gainer||The Role of Math in the Principles Course|
|9:45 AM - 10:100 AM||Sarah Jenyk|
Guns, Butter, and Dr. Seuss
Deepen your students’ understanding of the Production Possibilities Curve with historical and current examples, supplemented with visual aids and short video clips. Explore how to use political cartoons drawn by Dr. Seuss to better explain the classic “guns vs. butter” tradeoff. Bring economics, history, and politics together with this lesson!
|10:10 AM - 10:25 AM||Break|
|10:25 AM - 10:50 AM||Justin Wolfers|
|10:55 AM - 11:55 AM||Moderator: Gail Hoyt; Panel: Betsey Stevenson, Kim Holder, andKalina Staub||Economic Empowerment|
|12:00 PM - 12:20 PM||Eric Chiang||Implementing today's takeaways in YOUR classroom|
Eric will summarize the presentations and panels into key questions and themes and invite tables to discuss and develop a list of their top implementation ideas. We'll come together as a group to create a list of best practice to take back to campus and use in the classroom.