Skip to main content

Call for Papers, Intl Atlantic Economic Conference

If you aren't on the tch-econ mail list, you might have missed this: Paul Hettler is putting together one or two special sessions on the use of active learning strategies in economics. Paul notes: "This is the seventh year I've created such sessions. In the past, we've seen some very interesting presentations on the use of several different strategies in principles through upper-level courses. If you are using an interesting learning strategy, others would like to hear about it. Please consider sending a brief abstract of what you are doing in for this session (Note, there are no submission fees if you send the abstract directly to me). The session will be rather informal--if you have a formal analysis comparing the learning outcomes of some active strategy to 'lectures' that's great; if you just want to describe the technique you're using and provide anecdotal evidence of it's effectiveness that is good too. In all cases, the idea is to learn more about alternative ways to get our students more involved in the learning process."


Special Conference Session
Active Learning Strategies in Economics


at the
76th International Atlantic Economic Conference
Philadelphia, Pennsylvania
October 10-13, 2013

Numerous “active” learning strategies have been developed over the past 30 years to engage students more in the process of learning. Are you using techniques such as Team-Based Learning, Classroom Experiments, Simulations, Problem-Based Learning, Case Studies, etc. in your classes? Share your experiences and compare outcomes with others engaged in similar efforts. Papers for this special conference session can focus on describing the technique and how it is implemented, student or faculty reactions, or documented learning outcomes.

To be considered for the session, please send a 500-word abstract describing the active learning project you wish to present at the conference. Paper submission fees will be waived for participants in this session. (Conference registration fees will be required. Please see the Society web site at http://www.iaes.org for more information). To be considered, the abstract must be received by May 14, 2013.

Abstracts may be sent by email to: hettler@calu.edu

Or by mail to:
Dr. Paul Hettler
Department of Business and Economics (Box 74)
California University of Pennsylvania
250 University Ave
California, PA 15419

Call (724-938-5730) or email (hettler@calu.edu) with any questions.

Comments

Popular posts from this blog

This is about getting through, not re-inventing your course

As someone who has worked hard to build a lot of interactivity into my courses, I have never been interested in teaching fully online courses, in part because I have felt that the level of engaged interaction could never match that of a face-to-face class (not that there aren't some exceptional online courses out there; I just have a strong preference for the in-person connection). But the current situation is not really about building online courses that are 'just as good' as our face-to-face courses; it is about getting through this particular moment without compromising our students' learning too much. So if you are used to a lot of interaction in your F2F class, here are some options for adapting that interaction for a virtual environment: [NOTE: SDSU is a Zoom/mostly Blackboard campus so that's how I've written this but I am pretty sure that other systems have similar functionality] If you use clickers in class to break up what is otherwise mostly lect...

Designing effective courses means thinking through the WHAT and the HOW (in that order)

I think most folks have heard by now that the California State University system (in which I work) has announced the intention to prepare for fall classes to be primarily online. I have to say, I am sort of confused why everyone is making such a big deal about this - no matter what your own institution is saying, no instructor who cares about their own mental health (let alone their students) should be thinking we are going back to 'business as usual' in the fall. In my mind, the only sane thing to do is at least prepare  for the possibility of still teaching remotely. Fortunately, unlike this spring, we now have a lot more time for that preparation. Faculty developers across the country have been working overtime since March, and they aren't slowing down now; we are all trying to make sure we can offer our faculty the training and resources they will need to redesign fall courses for online or hybrid modalities. But one big difference between the training faculty needed ...

THE podcast on Implicit Bias

I keep telling myself I need to get back to blogging but, well, it's been a long pandemic... But I guess this is as good an excuse as any to post something: I am Bonni Stachowiak's guest on the latest episode of the Teaching in Higher Ed podcast, talking about implicit bias and how it can impact our teaching.  Doing the interview with Bonni (which was actually recorded a couple months ago) was a lot of fun. Listening to it now, I also realize how far I have come from the instructor I was when I started this blog over a decade ago. I've been away from the blog so long that I should probably spell this out: my current title is Associate Vice President for Faculty and Staff Diversity and I have responsibility for all professional learning and development related to diversity, equity and inclusion, as well as inclusive faculty and staff recruitment, and unit-level diversity planning. But I often say that in a lot of ways, I have no business being in this position - I've ne...