Welcome new readers!

The "New to the blog? Start here" page will give you an overview of the blog and point you to some posts you might be interested in. You can also subscribe to receive future posts via RSS, Facebook or Twitter using the links on the right-hand side of the page, or via email by entering your address in the box. Thanks for reading!

Thursday, April 16, 2015

Maybe I'm just not cut out for administration...

I'm stressed out. Last week, I was having stomach pains and I swear, I'm worried I may have an ulcer. But when someone asks me WHY I'm so stressed, I'm not quite sure what to say. I just have this feeling of being overwhelmed, that I'm trying to juggle too many different balls and am constantly worried about dropping one. But at the same time, when I sit down and really look at everything I need to do (I am the queen of to-do lists!), I am pretty sure it is all under control. So why do I feel like it isn't?

The only answer I can come up with is the meetings. Oh, the endless meetings! As a normal faculty member, pretty much the only set items on my calendar were my classes, my office hours and the occasional department meeting. But now, as CTL Director, my calendar is suddenly FULL of meetings and other scheduled events. Of course, there are the roughly weekly CTL events, but also biweekly meetings with Instructional Technology Services, biweekly meetings with the other Directors in my division, monthly meetings with the Assessment committee, random meetings with people across campus to discuss possible collaborations, meetings with individual instructors who want teaching advice, quarterly meetings with the Division budget person, and semi-regular meetings with my Dean and Associate Dean. Oh, and because I'm also now on the Faculty Senate, I also have monthly Senate meetings and three other monthly meetings for Senate-related committees and groups. There are many days when my calendar has more time blocked out as 'busy' than 'available' - last week, I had two days where I had over-lapping meetings solid from 9:30am to 4:30pm. Even on relatively light meeting days, there's generally at least an hour or two blocked out (on top of classes and office hours). And because finding a time during the semester when more than two academics can meet is like herding cats, a lot of my meetings are at times like 10-11am and 2-3pm, which is incredibly inconvenient for trying to get anything else done.

I had no idea that dealing with this change in how my time is structured would be so hard. It isn't hard in the same way that teaching is hard - when I get home from a day of teaching, I'm mentally exhausted but when I get home from a day of meetings, I'm stressed. Stressed because the meetings both prevent me from crossing much off my to-do list, and they generate ideas and action items that make my to-do list even longer. And although I'm often able to reply to emails and get a few things done in the short periods in between meetings, I just don't feel as productive because everything is done in short bursts. On the rare days when I have a full morning of uninterrupted time, I'm amazed at how much more productive I feel, even if the amount I get done isn't really all that different.

When faculty talk about moving into administration, it is often with a negative tone (as Dean Dad points out, the imagery of going to "the dark side" is pretty pervasive). I've seen lots of articles with advice about making the move into administration and the changes in perspective that can accompany it. And one of my concerns about taking the job as CTL Director was whether I would get sucked into that darkness, losing my perspective as a faculty member. But while I'm definitely seeing the validity in everything that I've read, both good and bad, this change in how my time is structured was not something I had anticipated and it's a much bigger challenge.

I almost decided not to post this - I realize I sound like I'm just whining. But I'm curious if other academics have any advice. My husband, who works in the private sector, is sympathetic but I know he doesn't quite 'get it'. When I try to explain it, he points out that this is what most people's days are like - he often goes from one conference call to another all day long and gets frustrated that he can't get his other work done. And I know he's right. But after so many years of having the kind of flexibility that makes being an academic such a great job, it doesn't really help that "everyone else deals with this too". I'm just not sure how to adjust without ending up with an ulcer. Any advice from my dear readers?

Friday, April 3, 2015

Catching up...

Thank goodness for Spring Break! Between late February and end of March, I went to three different conferences (one in San Diego so I didn't have to travel anywhere, thank goodness) so I've spent all of this week just getting caught up... I learned so many cool things and my head has been swimming will too many ideas to manage but let me try to at least share a couple things with you all...
  • At the CSU Symposium on University Teaching - where the conference theme was 'GRIT' - the pre-conference keynote was by Dr. Mary-Ann Winkelmes from UNLV's Transparency Project. The main gist was the importance of helping students understand how and why we ask them to do the things we ask them to do. The discussion was particularly interesting to me, given my last post about being more transparent in my writing class. 
  • Jesse Vestermark, a librarian at Cal Poly San Luis Obispo, gave a presentation on helping students critically evaluate online sources - also incredibly timely since I was discussing that very topic in my writing class the following week! Jesse described a great activity where he gives students pieces of paper with different website characteristics printed on them (like 'features strong opinions' or 'company website' or '.edu domain') and has students place them on a 'spectrum of reliability' at the front of the room, then discuss. I tried it in my class that week and it led to a really great discussion as students debated why different factors mattered in different circumstances.
  • Last week, I attended the AAC&U's conference on Diversity, Learning and Student Success. Every session I attended was really useful but one that stands out was learning about threshold concepts and wicked problems, which are part of a CSU initiative to re-design GE courses. Threshold concepts are "core concepts that transform our ways of thinking in a particular discipline" - apparently, economists did some of the early on threshold concepts, which made it easier for me to understand what the presenters were talking about since they kept using opportunity cost as an example :-).
  • And if I didn't have enough food for thought from the last five weeks, registration is open for the 2015 National Conference on Teaching and Research in Economic Education (CTREE), which will be May 27-29 in Minneapolis. As always, the program is packed with so many great sessions that I'm going to go nuts trying to figure out which ones to attend. Hope to see you there!

Sunday, February 22, 2015

Giving students the 'why'

Over on Marginal Revolution, Alex Tabarrok has a post about the discomfort humans sometimes feel in following computer algorithms because they don't understand the underlying logic. He starts with the following anecdote:
Once the boss told me to deliver package A then C then B when A and B were closer together and delivering ACB would lengthen the trip. I delivered ABC and when the boss found out he wasn’t happy because C needed their package a lot sooner than B and distance wasn’t the only variable to be optimized... It isn’t easy suppressing my judgment in favor of someone else’s judgment even if the other person has better judgment (ask my wife) but once it was explained to me I at least understood why my boss’s judgment made sense.

My first thought upon reading that was that my husband would definitely say I am the same way - whenever he suggests doing something a certain way that is different from how I would have done it, he says I make my "87 percent face" - that is, he can tell I'm only 87 percent convinced that his way is possibly better (the 87 is just random). But when he takes the time to explain exactly why his way makes sense (usually because there is some information missing that I don't know about and he does), I'm almost always fine with it, which makes him frustrated that I can't just trust his judgment in the first place. And I don't know what to tell him - all I know is that if I can't make logical sense of it, I don't like it.

And then, as I was sharing Alex's post with my husband so he could laugh at me, I had an epiphany. My students are the same way! When I ask them to do something that is different than what they are used to (which I tend to do often), it can make them uncomfortable and frustrated. But when I explain why I am asking them to do it, what the purpose is and how it will benefit them, they still may not like it but they don't complain nearly as much. This is one reason I spend a lot of time explaining to students in my data analysis class why we are using the Team-Based Learning approach.

I think this may be part of why my current writing class seems to be going more poorly than in the past. I know I haven't taught in a while but I've been a little bewildered at how much more students in this class seem to be complaining than I remember past classes doing. For example, I'm currently in the middle of grading their second writing assignment and comments from several students indicate that they were very frustrated when working on it. It's a short data report in which the students discuss some aspect of the most recent BLS Employment Situation report (details here if anyone is curious). The prompt tells them that they are an analyst at a consulting firm, asked to write a short article for a monthly newsletter that goes out to clients, who are businesspeople.They have to get some data and make a graphic to give the recent employment numbers some historical context but other than that, I leave it up to them to decide what they specifically want to focus on. We do discuss the BLS report in class, and prior to that class meeting, I ask them to submit a one-sentence headline that identifies whatever they found most interesting or important in the report. The idea is that they should then use that as the starting point for their essay. Of course, many students don't take that assignment seriously so they still struggle to find an appropriate focus.

This is the first 'real' economic writing assignment for this class (since their first assignment is more of an open-ended / opinion essay about what they consider good writing). The students read a chapter from the Wyrick text (The Economist's Handbook) about writing a short descriptive report and we go over an example in class (albeit on a completely different topic). But there seem to be more students than usual who are frustrated that, as one student put it, "they are writing blind" because I haven't given them more guidance about what to write.

What's frustrating for me is that what these students consider lack of guidance, I consider a feature of the assignment, not an oversight - I want them to decide for themselves what is interesting or important about the data and think about what is or isn't appropriate for this audience and context. But now I think part of the problem may be that I wasn't clear enough that learning to make those kinds of decisions for themselves is one of the objectives.

One reason it didn't occur to me to talk about that much is that basically, I got spoiled. It dawned on me that the last several times I've taught the writing class, at least half the students were survivors of my data class, which meant that a) they were already familiar with my teaching style and b) they had already learned to be relatively comfortable with ambiguity (which is something I harp on a lot in the data class). So I didn't need to spend much time talking to them about that aspect of the assignments in the writing class; they already expected that from me. But this time around, I don't know any of the students, and they don't know me, so I think I'm going to need to have a discussion with them about why my assignments are structured the way that they are.

How transparent are you about the reasons behind your teaching style?

Wednesday, February 11, 2015

I'm back!

In the classroom, that is - since I was on sabbatical last year and then working on CTL stuff in the fall, it's been over a year and a half since I taught my last class. I'm teaching my writing class this spring and I definitely feel rusty. I'm looking at my notes from the last time (two years ago) and trying to make sense of my scribbles, and everything seems to be taking me twice as long as I dust off the cobwebs in that part of my brain. But it feels good to be working directly with students again...

One thing I have NOT missed is having to deal with crashers at the beginning of the semester. The first couple weeks of the spring semester, in particular, has to be my least favorite time of year, both as an instructor and as an undergraduate advisor. My general policy is that I will take almost everyone who wants to crash* AND who shows up for the first class meeting, but that is it. I simply don't give out add codes to anyone who wasn't there on the first day, partly because of the way I structure my classes - with the Team-Based Learning class, I assign teams in the second class, based on a survey students fill out in the first class, and in the writing class, the students already have a short paper due at the beginning of the second class meeting. So if students miss the first day, they have already missed too much. In the fall semester, crashers will beg and whine and try to tell me why they HAVE to have my class but in the spring semester, their begging often includes, "But I need this class in order to graduate in May!" This was particularly problematic when I was teaching the Data Analysis course, which is required for all majors (so if they don't take that specific course, they really can't graduate); less so with the writing class (they usually just need A class, not necessarily MY class) but that doesn't stop the whining.

As an undergrad advisor, it's sometimes even worse because students come see me when they can't get into OTHER people's classes. Of course, I have no power to force any of my colleagues to take any students, but I get to deal with the resulting, "What am I supposed to do now? NO ONE will let me into their class!" The reality is that often, a student is in this position entirely through some fault of their own (like the ones who miss their plenty-early-enough registration time because they were on vacation somewhere, or who waited until their last semester to take all of the required courses that we advisors tell everyone to take before everything else). But of course, that doesn't stop the whining.

I go back and forth between being a hard-ass, telling myself that these kids need to deal with the consequences of their actions (or lack of actions), and feeling bad for them and guilty that I won't/can't do more to help them. I just don't know what the 'right' response is. I always feel a big sense of relief once the add/drop deadline passes and I know I won't have to deal with it anymore. 

How do you deal with crashers?

* For those who are fortunate enough to not know what this means, 'crashers' refers to students who were not able to enroll in a class during regular registration but still want to get into the class. Once the regular registration period is over, the only way into a class is with an add code you get directly from the instructor. In my department, every instructor is allowed to decide for themselves whether to allow any crashers and if they do, how to allocate add codes.

Wednesday, December 17, 2014

Econ Ed Sessions at the ASSAs

I won't be in Boston but for those who will be, here's the round-up of sessions related to teaching... (if I missed any, please let me know!)

Jan 03, 2015 8:00 am, Sheraton Boston, The Fens 
American Economic Association
Curriculum and Assessment of Economic Principles (A2)
PresidingCARLOS ASARTA (University of Delaware)
Modeling and Measuring of Economics Knowledge among Freshman Students in German Higher Education
MANUEL FOERSTER (Johannes Gutenberg University Mainz)
OLGA ZLATKIN-TROITSCHANSKAIA (Johannes Gutenberg University Mainz)
ROLAND HAPP (Johannes Gutenberg University Mainz)
SEBASTIAN BRUECKNER (Johannes Gutenberg University Mainz)
Grades, Coursework, and Student Characteristics in High School Economics
WILLIAM WALSTAD (University of Nebraska-Lincoln)
KEN REBECK (St Cloud State University)
Motivating College-Level Immersion: The AP Economics Programs and Exams
DAVID A. ANDERSON (Centre College)
Economics Assessment in the IB Diploma Programme
SUSAN JAMES (International Baccalaureate)
GEORG SCHAUR (University of Tennessee)
JOHN SWINTON (Georgia College and State University)
PAUL W. GRIMES (Pittsburg State University)
WILLIAM BOSSHARDT (Florida Atlantic University)

Jan 03, 2015 8:00 am, Sheraton Boston, Public Garden 
American Economic Association

Experimental Evidence of the Impact of Online Education on Student Outcomes (I2, A2)

PresidingREBECCA MAYNARD (University of Pennsylvania)
Virtually Large: The Effects of Class Size in Online College Courses
ERIC BETTINGER (Stanford University)
CHRISTOPHER DOSS (Stanford University)
SUSANNA LOEB (Stanford University)
ERIC TAYLOR (Stanford University)
Does Classroom Time Matter? A Randomized Field Experiment of Hybrid and Traditional Lecture Formats in Economics
TED JOYCE (Baruch College)
SEAN CROCKETT (Baruch College)
DAVID JAEGER (City University of New York)
ONUR ALTINAG (City University of New York)
Online, Blended and Classroom Teaching of Economics Principles: A Randomized Experiment
WILLIAM ALPERT (University of Connecticut)
KENNETH COUCH (University of Connecticut)
OSKAR HARMON (University of Connecticut)
DAVID DEMING (Harvard University)

Jan 03, 2015 10:15 am, Sheraton Boston, Constitution Ballroom B 
American Economic Association

The Economics Major and Economics Education Research - The Past 20 Years, Panel Discussion (A2) (Panel Discussion)

Panel ModeratorWENDY STOCK (Montana State University)
SAM ALLGOOD (University of Nebraska-Lincoln)
JOHN SIEGFRIED (Vanderbilt University)
WILLIAM WALSTAD (University of Nebraska-Lincoln)

Jan 03, 2015 12:30 pm, Sheraton Boston, Beacon A 
National Association of Economic Educators

Economic Education Research and the Principles Classroom (A2)

PresidingHELEN ROBERTS (University of Illinois-Chicago)
Economic Education Research in The American Economist: A 50 Year Anniversary
CARLOS ASARTA (University of Delaware)
PAUL W. GRIMES (Pittsburg State University)
AUSTIN JENNINGS (University of Delaware)
Loss Aversion, Distributional Effects, and Asymmetric Gender Responses in Economics Education
MARIA APOSTOLOVA-MIHAYLOVA (University of Mary Washington)
WILLIAM COOPER (University of Kentucky)
GAIL HOYT (University of Kentucky)
EMILY MARSHALL (University of Kentucky)
[Download Preview]
Preconceptions of Principles Students
WILLIAM GOFFE (Pennsylvania State University)
HELEN ROBERTS (University of Illinois-Chicago)
REBECCA CHAMBERS (University of Delaware)
CARLOS ASARTA (University of Delaware)

Jan 03, 2015 12:30 pm, Sheraton Boston, Beacon B 
Omicron Delta Epsilon

Omicron Delta Epsilon Faculty Advisor Session (A1)

PresidingALAN GRANT (Baker University)
Systematic Misunderstanding of Core Ideas in Principles of Economics Courses: A Case Study of Comparative Advantage, Specialization, and Trade
JAMES K. SELF (Indiana University)
WILLIAM E. BECKER (Indiana University)
A Classroom Property Title Experiment
LAUREN HELLER (Berry College)
[Download Preview]
Directed Crib Sheet Development as a Test Preparation and Review Tool
KARA SMITH (Belmont University)
COLIN CANNONIER (Belmont University)
Student Effort and Learning Outcomes in Introductory Economics Courses
NARA MIJID (Central Connecticut State University)
LAUREN HELLER (Berry College)
JAMES K. SELF (Indiana University)
NARA MIJID (Central Connecticut State University)
KARA SMITH (Belmont University)

Jan 03, 2015 2:30 pm, Sheraton Boston, Back Bay Ballroom B 
American Economic Association

The Undergraduate Origins of PhD Economists: Where Do They Come From and Advice to Programs (A2) (Panel Discussion)

Panel ModeratorGAIL HOYT (University of Kentucky)
JOHN SIEGFRIED (Vanderbilt University)
WENDY STOCK (Montana State University)
PHILIP N. JEFFERSON (Swarthmore College)
ELLEN MAGENHEIM (Swarthmore College)
JEFFREY MIRON (Harvard University)
JENNY BOURNE (Carleton College)
NATHAN GRAWE (Carleton College)
MARTHA L. OLNEY (University of California-Berkeley)

Jan 04, 2015 8:00 am, Hynes Convention Center, Room 209 
American Economic Association

The Effects of Attendance, Visualization, Study Time and Tutorials on Learning in Economic Education (A2)

PresidingGEORG SCHAUR (University of Tennessee)
Effect of Peer Attendance on College Students' Learning Outcomes in a Microeconomics Course
JENNJOU CHEN (National Chengchi University)
TSUI-FANG LIN (National Taipei University)
Using Interactive Compound Interest Visualizations to Improve Financial Literacy
EDWARD HUBBARD (University of Wisconsin-Madison)
PERCIVAL MATTHEWS (University of Wisconsin-Madison)
ANYA SAVIKHIN SAMEK (University of Wisconsin-Madison)
Is There an Inverse Relationship Between Study Time and Final Exam Scores? Evidence from Principles of Economics
IRENE FOSTER (George Washington University)
QIAN GUO (George Washington University)
CHENG XU (George Washington University)
The Effectiveness of Tutorials in Large Classes: Do They Matter? Is There a Difference between Traditional and Collaborative Learning Tutorials?
KAREN MENARD (Ontario Health Study)
ABIGAIL PAYNE (McMaster University)
VICTORIA LIZA PROWSE (Cornell University)
ANNE BORING (Sciences Po)
ANYA SAVIKHIN SAMEK (University of Wisconsin-Madison)
ANDREW PERUMAL (University of Massachusetts-Boston)

Jan 04, 2015 10:15 am, Hynes Convention Center, Room 208 
American Economic Association

Behavioral Economics in the Classroom (A2)

PresidingBRIGITTE C. MADRIAN (Harvard University)
Principles of (Behavioral) Economics
DAVID LAIBSON (Harvard University)
JOHN LIST (University of Chicago)
Teaching a Behavioral Economics Elective: Highlighting the Evolution of Research in Economics
TED O’DONOGHUE (Cornell University)
Training the Nudgers: Leveraging Behavioral Economics to Expand the Policy Toolkit
SAURABH BHARGAVA (Carnegie Mellon University)
GEORGE LOEWENSTEIN (Carnegie Mellon University)

Jan 04, 2015 10:15 am, Boston Marriott Copley, Wellesley 
Society of Government Economists

Exploring the Potential for Improvements in Economics Education (A2)

PresidingDEIRDRE N. MCCLOSKEY (University of Illinois-Chicago and AIRLEAP)
Training the Ethical Economist
GEORGE DEMARTINO (University of Denver)
When Is Flipping Effective in Teaching Economics? Two Experiments in 'Active' Learning
RICHARD ANDERSON (Lindenwood University)
AREERAT KICHKHA (Lindenwood University)
The Economic Arguments for Government-Sponsored, Massive Open Online Courses (MOOCs) in Economics
The Case for Including Economic Thought in the Education of Business Students
BRIAN W. SLOBODA (University of Phoenix)
ANITA CASSARD (University of Phoenix)
Valuing ‘Free’ Entertainment in GDP
RACHEL SOLOVEICHIK (U.S. Bureau of Economic Analysis)
SETH GIERTZ (University of Nebraska-Lincoln)
REZA KHEIRANDISH (Clayton State University)
MARK COSTA (Sustain Software)
SHABNAM MOUSAVI (Johns Hopkins University)
AMELIE F. CONSTANT (Institute for the Study of Labor and George Washington University)

Jan 04, 2015 2:30 pm, Sheraton Boston, Republic Ballroom Foyer 
American Economic Association

AEA Committee on Economic Education Poster Session (A2) (Poster Session)

PresidingSTEVE COBB (Pennsylvania State University)
Active Application of the Game Theory into a Classroom Game with Ethical Concerns and Understanding of Versatile Business Implications
SYLWIA E. STARNAWSKA (State University New York-Empire State College)
Poster Projects in Economics Classroom: Stimulating Active Learning and Creativity
INESSA LOVE (University of Hawaii-Manoa)
Incorporating Sustainability into Principles of Macroeconomics: A Case Study
MADHAVI VENKATESAN (Bridgewater State University)
The Use of a Collective Bargaining Simulation and Its Impact on Student Perceptions and Critical Thinking Skills
ROD D. RAEHSLER (Clarion University)
Flipped & Open
RICHARD ANDERSON (Lindenwood University)
AREERAT KICHKHA (Lindenwood University)
Using Surveys to Advance Economics Students Learning through Undergraduate Research
ZAMIRA S. SIMKINS (University of Wisconsin-Superior)
Tools for the Trade: Helping Business Majors See Value in Economics
MANDIE WEINANDT (University of South Dakota)
Making Economics Interactive: A Holistic Approach to Teaching
NATALIA V. SMIRNOVA (American Institute for Economic Research)
MICHELLE RYAN (American Institute for Economic Research)
Analyze This!
JILL BECCARIS-PESCATORE (Montgomery County Community College)
Inspiring Creativity through Intercollegiate Competitions
JAMES E. TIERNEY (Pennsylvania State University)
KALINA STAUB (University of Toronto-Mississauga)
KIM HOLDER (University of West Georgia)
WAYNE GEERLING (Pennsylvania State University)
TERM IT! : A Term-Based Method that Quickly Transforms Students into Thinking and Writing "Macro-Economically" or "Micro-Economically"
CAROLINE KABA (Glendale Community College)
Crowdsourcing Test-Aids in Economics Courses
LEILA FARIVAR (Ohio State University)
50 Movies for 50 Years: A Look at the Most Influential Films Related to Economics from 1965 to 2014
G. DIRK MATEER (University of Arizona)
KIM HOLDER (University of West Georgia)
J. BRIAN O’ROARK (Robert Morris University)
Capitalism, Communism, and the Mixed Economy: A Classroom Simulation
JAMES BRUEHLER (Eastern Illinois University)
ALAN GRANT (Baker University)
LINDA S. GHENT (Eastern Illinois University)
Dive In! Tips for Teaching Economics Through "Shark Tank"
CHARITY-JOY ACCHIARDO (University of Arizona)
ABDULLAH AL-BAHRANI (Northern Kentucky University)
DARSHAK PATEL (University of Tennessee-Martin)
BRANDON J. SHERIDAN (North Central College)
Teaching Pluralist Introductory Economics - No, It's Not Too Early
IRENE VAN STAVEREN (Erasmus University Rotterdam)
A Connection System in Economics Education
Research Oriented Learning and Teaching in Economics
JAN H. HOFFLER (University of Gottingen)
SUSANNE WIMMELMANN (University of Gottingen)
Economics: The (not so) Dismal Science
SIMON MEDCALFE (Georgia Regents University)
Connecting Supply and Demand - An Interactive Visualization
ADALBERT MAYER (Washington College)
[Download Preview]
The One Minute Paper and a New Use for the Airplane Production Exercise
AMY HENDERSON (St Mary's College of Maryland)
Teaching "The Theory of Second Best"
RANGANATH MURTHY (Western New England University)
The Undergraduate Economics Capstone Course: Bringing it All Together through Service-Learning
WILLIAM ALAN BARTLEY (Transylvania University)
An Application of Benefit-Cost Analysis to Assess Career Changes
BRIAN W. SLOBODA (University of Phoenix and U.S. Department of Labor)
Student Social Media Preferences for Learning Economics
HOWARD H. COCHRAN, JR. (Belmont University)
MARIETA V. VELIKOVA (Belmont University)
BRADLEY D. CHILDS (Belmont University)
Pay for Play? Engaging Students through a Graded Multiplayer Prisoner's Dilemma
ALAN GREEN (Stetson University)

Jan 04, 2015 2:30 pm, Sheraton Boston, Hampton Room 
National Association of Economic Educators

New Initiatives in Teaching, Learning, and Assessment in Postsecondary Economics (A2) (Panel Discussion)

Panel ModeratorSAM ALLGOOD (University of Nebraska-Lincoln)
AMANDA BAYER (Swarthmore College) Advanced Placement Exams in Economics
WILLIAM WALSTAD (University of Nebraska-Lincoln) Test of Understanding in College Economics (TUCE)
RAE JEAN GOODMAN (United States Naval Academy) OECD's Assessment of Higher Education Learning Outcomes (AHELO)
JOSIPA ROKSA (University of Virginia) SSRC's Measuring College Learning (MCL) Project

Jan 04, 2015 8:00 pm, Sheraton Boston, Republic Ballroom A & B 
American Economic Association

7th Annual Economics Humor Session in Honor of Caroline Postelle Clotfelter (Y9)

PresidingJODI BEGGS (Northeastern University and Economists Do It With Models)
Rockonomix: Integrating Economics and Popular Music
KIM HOLDER (University of West Georgia )
Was that Rational? The American Economic (Year in) Review
JAMES E. TIERNEY (Pennsylvania State University)
Dual Mandate
MERLE HAZARD (merlehazard.com)
Homer-Economicus: The Simpsons and Economics
JOSHUA HALL (West Virginia University )
A Few Goodmen: Surname-Sharing Economist Coauthors
ALLEN C. GOODMAN (Wayne State University)
JOSHUA GOODMAN (Harvard University)
LUCAS GOODMAN (University of Maryland)
SARENA GOODMAN (Federal Reserve Board)
[Download Preview]
We the Economy
Economic-con 2015: A Theory of Maximizing Social Welfare via Top Decile Earners
ZACH WEINERSMITH (Saturday Morning Breakfast Cereal)
Economic Actors
JODI BEGGS (Northeastern University and Economists Do It With Models )

Thursday, December 11, 2014

Timely links

If you need to procrastinate from end-of-semester responsibilities...
  • PNC's Christmas Price Index is out and Christmas is a little more expensive this year.
  • If you're looking for gift ideas for stat geeks, this Etsy page is worth checking out (I totally want to get some of the stuffed normal distributions to give out in my data class!).
  • Before you read your student evaluations, read this post from Faculty Focus to help keep any negative comments in perspective.
  • And if grading has you in despair about your students, another good post from Faculty Focus has some nice reminders of the reasons we really do love teaching.