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  5. AEA-CEE Poster Session
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AEA-CEE Poster Session

Poster Session

Sunday, Jan. 4, 2026 2:30 PM - 4:30 PM (EST)

Philadelphia Marriott Downtown, Grand Ballroom Salon J
Hosted By: American Economic Association & Committee on Economic Education
  • Chair: Irene Foster, George Washington University

Sustainable Business Challenge: SMEs, Investment and Economic Impact

Howard Cochran Jr.
,
Belmont University
Colin Cannonier
,
Belmont University
Bradley D. Childs
,
Belmont University
Marieta V. Velikova
,
Belmont University

Abstract

Small and Medium Enterprises (SMEs) drive economic growth yet transitioning to Sustainable
Production Systems (SPSs) involves complex trade-offs. This cross-border research project conducted by
Belmont University (USA), Zuyd University of Applied Sciences (Netherlands), and the Sustainable
International Business Research Center (Netherlands) explores key factors influencing SME investment in
sustainability.

For this study, we integrate European and U.S. SME definitions. In the EU, SMEs include small
businesses (10–49 employees, turnover or balance sheet ≤ €10 million) and medium businesses (50–249
employees, turnover < €50 million). In the U.S., the Small Business Administration (SBA) defines SMEs
as businesses with fewer than 500 employees, though industry standards vary. To ensure consistency, we
use 500 employees as our upper threshold when analyzing SME investment behavior across both
economies.

Through structured research, student teams examine firm characteristics, risk behavior, capital constraints, cost-benefit trade-offs, externalities, and market incentives shaping sustainability adoption. Teams analyze literature, conduct SME interviews in the U.S. and Netherlands, and apply qualitative economic analysis. Weekly online lectures and coaching sessions guide research design, data collection, and thematic analysis, culminating in a final presentation of findings and strategic recommendations.

Teaching Economics More Efficiently (and Effectively) with Python

Brian C. Jenkins
,
University of California-Irvine

Teaching Economics and Fostering Generative AI Literacy

Sedefka V. Beck
,
Valparaiso University
Donka Mirtcheva Brodersen
,
College of New Jersey

Teaching Anti-racism in an Undergraduate Political Economy Class

Daniel K. N. Johnson
,
Colorado College
John Gould
,
Colorado College

How are Economists Using AI at Work?

Silvia Dal Bianco
,
University College London
Parama Chaudhury
,
University College London
Carlos Cortinhas
,
University of Exeter
Denise Hawkes
,
King's College London
Cloda Jenkins
,
Imperial Business School
Ramin Nassehi
,
University College London
Antonio Mele
,
London School of Economics
Stefania Paredes Fuentes
,
University of Southampton

Free to Prosper? The Global Dance of GDP and Economic Freedom

Rolando Santos
,
Lakeland Community College
Brian W. Sloboda
,
Ohio University of Maryland
Yaya Sissoko
,
Global Campus Indiana University of Pennsylvania

Bridging the Classroom and Career: Integrating NACE Competencies into a Sophomore Economics Seminar

Cynthia Bansak
,
St. Lawrence University

Flipping the Macroeconomics Classroom with an Equity Lens: Seeing What Traditional Pedagogy Misses

Guangjun Qu
,
DePauw University

Practical Training in Reproducible Methods for Undergraduates: Scaling the AEA Reproducibility Verification into the Classroom

Lars Vilhuber
,
Cornell University
Takshil Sachdev
,
Cornell University
Ilanith Nizard
,
Cornell University

Using the Card Game Spades in Teaching Principles of Microeconomics

Susan McMaster
,
Frederick Community College

Abstract

As noted in the literature, active learning in the classroom improves student outcomes (See for example, Freeman, et. al., 2014). It was also noted in an article by Senior Helpers that there are a number of mental and social benefits of card games, including their engagement in a variety of cognitive skills, such as concentration, attention, and critical thinking (6 Surprising Mental and Social Benefits of Card Games, 2023). While the article specifically refers to seniors, the concepts apply to all ages. This activity uses active learning, discussions, and critical thinking, to introduce various economics concepts including incomplete information, market behavior, market strategy, and game theory.
Students are asked to play the card game Spades either using physical cards or via a phone/computer app. Students play the game following the standard rules, which are relatively simple, with time provided to play either in person or via an online app. The access to an online option allows the game to be played in all modalities and potentially across larger sections.
The Rules: All the cards in the deck are dealt to the players, so they have 13 cards in their hand. In doing so, they are paired with the person opposite them and playing against the other two players, however, they are not allowed to talk about the cards they individually were dealt. Each player then bids on how many tricks they think they can win without knowing what their partner has for cards. Bids are written down. Players then work with the person opposite them to try to meet their bid without discussing what cards they have. Scoring is such that the players have an incentive to meet their bid while not going over by too much for each hand. The game ends when one team earns at least 500

A Game For Teaching Cutoff Equilibria

Naomi M. Utgoff
,
U.S. Naval Academy
Oskar Zorilla
,
U.S. Naval Academy

Abstract

Cutoff equilibria are an important category of Bayesian Nash equilibria. However,
the method of their computation is difficult for many students at first. We present an inclass
vaccination game and empirical analysis used by one of the authors as a prelude
to formal computation of a cutoff equilibrium. This activity and analysis develops
student intuition in support of a formal mathematical analysis of these games.

Reflective VIVA: Voicing Insight, Validation, and Authenticity through Reflective Vivas in a Postgraduate Dissertation Module

Thomai Filippeli
,
Queen Mary University of London
Manolis Noikokyris
,
Queen Mary University of London
Claudio Vallar
,
Queen Mary University of London

Abstract

Active learning is increasingly recognised as essential to promoting student engagement, critical thinking, and
meaningful learning. However, while strategies such as simulations and collaborative tasks are commonly used in
taught modules, far less attention has been given to active learning in dissertation supervision and assessment —
particularly in large-scale postgraduate programmes.
This proposal introduces Reflective VIVA: a structured, reflective viva embedded within a postgraduate dissertation
module enrolling over 700 students. Implemented across the full cohort in 2023 and 2024, this innovation aimed to
move beyond the passive submission of a written thesis by engaging students in an academic dialogue about their
research. The viva was designed to promote reflection, reinforce learning ownership, and build students’ capacity
to articulate and defend their academic decisions.
The pilot was very well received. Students valued the opportunity to discuss their work; supervisors reported
stronger academic conversations; and the external examiners praised the viva’s contribution to both rigour and
integrity in the dissertation process.

Unpopular Opinions: An Active Learning Experiment in Economics

Thomai Filippeli
,
Queen Mary University of London
Manolis Noikokyris
,
Queen Mary University of London
Claudio Vallar
,
Queen Mary University of London

Abstract

This proposal outlines an active learning strategy we use in our undergraduate teaching. The
technique is flexible and adaptable. It works both for introductory and advanced learners. It
can be applied effectively in formative or summative assessments across online, in-person, or
hybrid delivery modes. It also facilitates interactive classroom sessions. In this brief note, we
will show how to build this method into an instructional curriculum, and explain its effectiveness
in stimulating higher-order thinking skills. Beyond cognitive development, it helps students feel
more connected to the subject and to each other. This sense of belonging can boost satisfaction.
It also encourages students to invest greater effort by developing a sense of proportionality.
And, it follows a basic principle that learning often occurs through interaction with others (as
explained, for example, in Goodhart, 2020). (Goodhart, 2020).
In economics, the most engaging topics are often the most controversial. And there are plenty
to choose from. You commonly hear in the media that economists do not agree on much. A
famous quote attributed to George Bernard Shaw states that “If all economists were laid end
to end, they would not reach a conclusion”. Not surprisingly, not everyone agrees with that
view. Gordon and Dahl (2013), for example, found a notable consensus on several major issues
when they surveyed a panel of distinguished economists. Still, disagreement is part of what
makes economics interesting. The field’s focus “on efficiency leads economists to ask questions
that other social sciences ignore” Lazear (2000). Questions like ‘Why are we so rich and they
so poor?’, as David Landes asked in the American Economic Review in 1990.

The EconBlogger Project: Student Blogging and Co-Creation in Economics Education

Ravshonbek Otojanov
,
Queen Mary University of London

Abstract

The EconBlogger Project is an innovative pedagogical initiative that explores the role of student-generated blogs in enhancing learning and engagement in economics education. The primary objective of the project is to enhance student learning and engagement in economics by fostering collaboration, creativity, and critical thinking through the creation and sharing of economic blogs. The project emphasises co-creation, which empowers students to take ownership of their learning journey. By integrating blogging into the curriculum, the project aims to develop students’ communication and analytical skills, promote peer-to-peer and student-faculty collaboration, and create a dynamic platform for exploring real-world economic issues.
The project has been implemented in undergraduate economics courses on business and non-business programmes. Students are encouraged to write blogs on a variety of topics, spanning economic theories to contemporary economic issues such as government intervention in markets, macroeconomic policies, externalities, and artificial intelligence (AI). These blogs form the foundation for seminar discussions, creating a more interactive and engaging learning environment. This approach allows students to explore complex concepts in depth, share their perspectives, and participate actively in discussions, fostering a deeper understanding of the subject matter. The EconBlogger Project shifts the role of students from passive consumers to active creators of learning materials.
This study will focus on qualitative data, including survey results and student feedback, to assess the impact of blogging on three key areas: enhancing the student learning experience, fostering skill development, and improving engagement through both student-faculty and peer-to-peer collaborative learning. By exploring these dimensions, the research aims to provide meaningful insights into how blogging can be effectively integrated into educational practice to support holistic student development.
In my poster presentation, I will share key findings from the survey, highlight student testimonials, and discuss emerging themes that illustrate the pedagogical value of blogging in economics education. These insights will inform recommendations
JEL Classifications
  • A2 - Economic Education and Teaching of Economics