AEA-CEE Poster Session
Poster Session
Saturday, Jan. 6, 2024 2:30 PM - 4:30 PM (CST)
- Chair: Irene Foster, George Washington University
Engaging Students through Discussions in Online Economic Courses: Examples and Practical Strategies
The Assessment of a Novel Pedagogical Approach in Teaching Economics at a Technical University
Start Anywhere, Reach High: The Messy Kitchen Approach to Skill Development
Intuitive Visual Mapping of Economic and Statistical Data
Unlocking the Potential: Exploring the Impact of a Chatbot on Student Self‐Regulated Learning and Cognitive Load
Slates, Chalk, and Online Quizzes: Balancing Technology, Student Engagement, and Quantitative Skills Development
Bringing the World to Your Classroom: The Power of Global Infographics in Economics Education
Teaching about Women in Economic Development (WiED)
Abstract
Women in Economic Development provides a unique teaching framework, the HiTEAP (Historical, Theoretical, Experiential, Area-Focused, and Project-based) framework for teaching about the contributions of women to economic prosperity and economic progress, human flourishing, and sustainable development. What is the role of women in economic development? What are the benefits and costs to women participating in economic development? Does the role of women in the development of Global North economies differ from the Global South? Does economic development sustain itself from the feminization of certain occupations where women are overrepresented?The HiTEAP teaching framework will help students understand the historical and present role of women in economic development by providing students with a mechanism to comparatively study women’s work and women’s lives in various countries. This teaching framework will provide students with a realistic mechanism to assess and understand the conditions that have contributed to the ongoing underrepresentation of women in the economics profession, the lack of critical economic education on women across institutions of higher education, and consequently the lack of awareness of the need to address women’s socio-economic struggles as part of the corporate social responsibilities of firms.
Within HiTEAP , we have students read about the situation of women’s work and women’s lives across diverse countries between 1946 and 2022 using historical reports from the UN Women’s Commission on the Status of Women (CSW). Next, we theoretically teach students about women’s work in nine core areas: care work, agriculture; industry; money and finance; entrepreneurship; population growth; science, technology, and innovation; academic work; and social work. We also theoretically teach students about how to empower and advance women’s lives through the lenses of Nussbaum’s capability theory (Nussbaum 2000, 2011), Tontoh’s Triple Day Theory (Tontoh 2021) and Goal 5 of the Sustainable Development Goals (SDGs) on gender equality.
As a sequel to the theoretical instruction, we find experts in the field for each of these areas to teach students from a practical or experiential standpoint. A March 2023 midterm review of the WiED teaching framework by the Teaching Center at Belmont University revealed that students found “the guest speakers – provided a great break in dense content and puts a practical spin on the content.”
Combining the historical, theoretical, and practical elements of the HiTEAP framework, students are guided through an active learning project in a specific country on the role of women in economic development.
We believe using the HiTEAP teaching framework and learning strategies as a tool makes the study of women in economics interesting, practical, and engaging, and serves as a motivation in and of itself for female students enrolled in the course to pursue economics further and for helping to recruit females into economics.
Some Important Economic Indicators: Unemployment and Inflation
Introducing ChatGPT as a Learning Tool to Students
Abstract
Large Language Models (LLMs) like ChatGPT can improve learning and productivity. This poster demonstrates how to introduce students to LLMs by taking advantage of a flipped classroom format to conduct a class exercise. The exercise asks students to use the LLM as a personal tutor using the Socratic Method and takes 15-20 minutes. The instructor prepared a problem, instructions on how to use Bing AI, a free LLM, and a prompt to input into Bing AI. Students completed the exercise on their devices and provided feedback on their experience. After the exercise, students completed a problem set and provided feedback including whether they used an LLM to help them complete the problem set. On average, students reported ChatGPT was just as helpful as their groupmates in understanding course concepts. Students who completed in-class problem sets earned higher grades on a calculus term test. A larger sample size is required to determine if using an LLM on their problem sets impacted their test performance.Contract-Graded, Writing-Intensive Principles of Economics
A Course in Experimental Game Theory
Abstract
This poster describes a junior/senior-level honors seminar combining game theory with experimental economics methodology, with students from all across the university.Math Remediation Course and its Impact on Undergraduate Economics Students’ Performance
Gamification in the Economics Classroom
Active Learning and the “Partial-Flip” in Intermediate Microeconomics
Versatile Adaptation and Effective Solutions of Incorporating Case Studies in Economics and Finance
Using Google Sheets in the Microeconomics Classroom
The Fashionable Economist: Teaching Economics with T-
JEL Classifications
- A2 - Economic Education and Teaching of Economics