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Tuesday, December 30, 2008

Teaching Economics sessions at ASSA

For anyone going to the ASSA meetings in San Francisco: I've been going through the program, looking for the teaching-related sessions. All of these sessions are in the Hilton San Francisco but the online program doesn't have room locations so these are just the times and papers.

Saturday, 8:00AM: Training and Assessing the Effectiveness of Teaching Assistants in Economics
Presiding: KENNETH G. ELZINGA, University of Virginia

WILLIAM WALSTAD, University of Nebraska-Lincoln, and WILLIAM E. BECKER, Indiana University--Preparing Graduate Students in Economics for Teaching: Survey Findings and Recommendations
ADA JANSEN and PETRONELLA HORN, Stellenbosch University, Matieland--Are Female and Postgraduate Teaching Assistants More Effective? An Investigation of How the Gender and Experience of Teaching Assistants Affect Students' Performance
JAMES MCCOY and MARTIN MILKMAN, Murray State University--Do Recent Ph.D. Economists Feel Prepared to Teach Economics?
SARAH HASTEDT, University of Virginia--Group Differences in Performance: The Effects of Teaching Assistants on Collegiate Grades

Discussants: JAMES GWARTNEY, Florida State University
GAIL M. HOYT, University of Kentucky
DIRK MATEER, Penn State University
SARAH TURNER, University of Virginia

Saturday, 10:15AM: The Economics Major as Part of a Liberal Education
Presiding: DAVID COLANDER, Middlebury College

DAVID COLANDER, Middlebury College, and KIMMARIE MCGOLDRICK, University of Richmond--The Economics Major and a Liberal Education: The Teagle Foundation Report

Comments: CATHERINE HILL, Vassar College
DAVID W. BRENEMAN, University of Virginia
GEORGE DALY, Georgetown University

Saturday, 2:30PM: Research in Economic Education
Presiding: SAM ALLGOOD, University of Nebraska-Lincoln

WILLIAM E. BECKER, Indiana University, WILLIAM GREENE, New York University, and JOHN J. SIEGFRIED, Vanderbilt University--Does Graduate or Undergraduate Teaching Load Affect Faculty Size?
TISHA L. N. EMERSON, Baylor University--In-Class vs. Out-of-Class Experiments in Microeconomic Principles: Is there a Difference in Student Learning?
JEFFREY PARKER, Reed College-- Does Living Near Classmates Help Introductory Students Get Better Grades?
WAYNE GROVE, LeMoyne College, ANDREW GRODNER, East Carolina University, and STEPHEN WU, Hamilton College—The Economics Ph.D. Pipeline: Different Predictors of Success for U.S. versus Foreign Applicants

Discussants: WILLIAM BOSSHARDT, Florida Atlantic University
MYRA MOORE, University of Georgia
JULIE HOTCHKISS, Federal Reserve Bank of Atlanta

Sunday, 8:00AM: Performance and Incentives in Economics Courses
Presiding: WILLIAM BOSSHARDT, Florida Atlantic University

LESTER HADSELL, State University of New York, College at Oneonta, and RAYMOND MACDERMOTT, Virginia Military Institute--Faculty Perceptions of Grades: Results from a National Survey
ANN L. OWEN, Hamilton College--Letter Grades, Gender, and the Economic Major
MARIANNE JOHNSON and DENISE ROBSON, University of Wisconsin-Oshkosh--It’s Neither Who nor How, But What is Taught: An Apologia for Poor Female Performance in Economics
TIMOTHY DIETTE, Washington and Lee University, and SARA HELMS, University of Alabama-Birmingham--Carrots, Sticks, and Service-Learning in a Quasi-Experimental Environment

Discussants: JANE LOPUS, California State University-East Bay
GAIL HOYT, University of Kentucky
MARK MCBRIDE, Miami University
BRIAN PETERSON, Central College

Sunday, 10:15AM: Interactive Strategies in Economic Education
Presiding: KIMMARIE MCGOLDRICK, University of Richmond

TOM WHITE, Assumption College--Base Groups vs. Formal Groups in Cooperative Learning
ROBBIE MOORE, Occidental College--The Effect of Group Composition on Individual Student Performance in an Introductory Economics Course
RÓISÍN O’SULLIVAN, Smith College--Classroom Discussion in Intermediate Macroeconomics: Does the Use of Interpretative Question Clusters Impact Student Learning?
NEIL SHEFLIN, Rutgers University-New Brunswick--Pseudo-Socratic Dialogues In The Teaching Of Economics: Does It Work? And How?

Discussants: BRIAN PETERSON, Central College
LORI D. BELL, Blackburn College
DENISE ROBSON, University of Wisconsin-Oshkosh
DIRK MATEER, Pennsylvania State University

Sunday, 2:30PM: Poster Session on Teaching Ideas and Projects
Presiding: WENDY A. STOCK, Montana State University

ROJHAT B. AVSAR, University of Utah--Active Learning and the Socratic Method: An Application for “Theory of Value”
STEVEN J. BALASSI, St. Mary's College of California-- Making Classroom Time in Principle Courses Engaging, Collaborative, Relevant, and Enjoyable
KEVIN BECKWITH, Salem State College-- Practice Makes Permanent: Adapting Coaching Techniques to the Teaching of Economics
CHRISTOPHER R. BELL, University of North Carolina-Asheville--Jelly Bean Economics
CATHERINE BOULATOFF, Saint Lawrence University--Applied Research with Undergraduates: Using Contingent Valuation Analysis in the Classroom
MARILYN COTTRELL, Brock University-- Let’s Shift Again – An Animation
PAUL DALZIE, Lincoln University, New Zealand--Schumpeter’s “Vision” and the Teaching of Principles of Economics
AJU FENN, DANIEL K.N. JOHNSON, MARK SMITH, and LARRY STIMPERT, Colorado College--Doing Publishable Research with Undergraduate Students
AJU FENN, DANIEL K.N. JOHNSON, MARK SMITH, and LARRY STIMPERT, Colorado College--Turning Field Work and Guest Speakers into Golden Opportunities
JOSHUA C. HALL, Beloit College, and MARK T. GILLIS, Duquesne University-- Homer Economicus:The Simpsons in the Economics Classroom
CHRISTIANA HILMER, San Diego State University--An Analysis of Students’ Ability to Assess Their Own Knowledge of the Subject Matter
ERIC JAMISON and JOHN Z. SMITH, United States Military Academy--Promoting Financial Literacy in the Principles of Economics Course
VALERIE KEPNER, King’s College--Using the Great Depression in Teaching Economics
A. WAHHAB KHANDKER, University of Wisconsin-La Crosse--Incorporating Active Learning Strategies in an Introductory Economics Class
ROBERT LAWSON, Auburn University--Teaching Economic Principles with Comics
G. DIRK MATEER, Pennsylvania State University--Deal or No Deal: Leveraging the Large-Class Experience
ROD D. RAEHSLER, Clarion University --The Use of Popular Music to Teach Introductory Economics
GEETHA RAJARAM, Whittier College-- Preconceptions versus Reality about Welfare Recipients
JULIA SAMPSON FRANKLAND, Malone College-- Using the Game of Bocce to Teach Market Structures
MICHAEL C. SEEBORG, Illinois Wesleyan University--Encouraging Active Learning through a Capstone Undergraduate Research Experience
OLGA N. SHEMYAKINA, Georgia Institute of Technology--Game and Media in the Economics Classroom
JOHN A. SPRY, University of St. Thomas—Diversity Increases Gaines from Trade
SUE K. STOCKLY, Eastern New Mexico University--A Macro Data Scavenger Hunt—Helping Students Find and Use State Data in Macroeconomics

Monday, 8:00AM: Topics in Economic Education
Presiding: PAUL GRIMES, Mississippi State University

TRIEN T. NGUYEN and ANGELA TRIMACHI, University of Waterloo--Active Learning in Introductory Economics: How Much Difference Do MyEconLab and Aplia Make?
MARK E. MCBRIDE, Miami University--Integrated Agent-Based Computational Economic in the Teaching of Principles of Microeconomics
PAT GANNON-LEARY, Northumbria University, and ELSA FONTAINHA, ISEG Technical University of Lisbon--Network Analysis of Virtual Communities of Learning of Economic Educators
BARBARA PHIPPS, NADIA KARDASH, and SVETLANA DEPLAZES, University of Kansas--Assessment of the Level of Economic Literacy among School Students in Kansas

Discussants: DANIEL TALLEY, Dakota State University
LESTER HADSELL, State University of New York, College at Oneonta
E. B. GENDEL, Woodbury University
DENISE ROBSON, University of Wisconsin-Oshkosh

Monday, 10:15AM: What Makes a Great Economics Teacher? A Panel Discussion
Presiding: DAVID COLANDER, Middlebury College
KIMMARIE MCGOLDRICK, University of Richmond
WILLIAM DARITY, Duke University
RONALD G. EHRENBERG, Cornell University
ROBERT H. FRANK, Cornell University
KEN ELZINGA, University of Virginia
MARTHA OLNEY, University of California-Berkeley

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