Economics for Teachers: Musings about Teaching Economics

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

By this time, I'm sure most people have heard about " Zoombombing ", where random (and sometimes not so random) people will enter a Zoom session and try to disrupt it in various ways (note for trivia enthusiasts: the term was first added to Wikipedia on March 28). Hopefully most people have also heard about the many ways to prevent this from happening. Zoom has taken steps to make things more secure by default but I thought it might be helpful to provide a simple round-up of Dos and Don't that you really need to know. DO secure your session links by using a  password and/or requiring registration . For some events (e.g., virtual happy hours that are open to anyone), I know it's easier to just give out a link publicly, but at least ask people to email you for the password. DON'T use your  personal meeting room  for public meetings ; use a random ID created specifically for your session.  DO know who is in your session by: Enabling the  Waiting Room  

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

I am still trying to figure out why everyone seems to be freaking out but given that they apparently are, we are seeing more and more campuses closing / moving classes online (including my own). If you are among the many instructors who are now scrambling to keep your classes on track, I have some suggestions for dos and don'ts... DO wash your hands , and DON'T touch your face . Is anyone else feeling sort of appalled at how bad their personal hygiene apparently has been up to now? I'm surprised I don't get sick way more often than I do... DO get good information about COVID-19 in general. The Atlantic , which normally limits the number of articles you can access without a subscription, is giving everyone free access to some of their coverage and it is all excellent. DO check your readiness to use the technology you will need. Some institutions have developed readiness checklists (like  this one  from San Jose State). In my mind, the two big tech-related questio