May 3
Title: Challenges and Possibilities for Nudging UofT Students Towards Better Performance and Experience: Lessons so far from the Student Achievement Lab
Discussion Leader: Phil Oreopoulos
Abstract: Over the last four years, I have been working with instructors to research how online exercises, text messages, emails, and electronic calendars can be used to improve college academic achievement. The setup works remarkably well in getting students to engage and contemplate advice within their own contexts. Instructors impose a small participation grade at the start of a course for completing an online ‘warm-up exercise’. This leads to exposing virtually all students to randomized content designed to improve mindset, study habits and motivation. While some of these efforts reveal hints of improved study time, mental health and very enthusiastic feedback about user experience, I have yet to estimate markedly improved course grades or retention from my tested programs, including ones based on previous promising studies. The presentation will raise several possibilities for discussion around conclusions and next steps: 1) whether UofT students are not very influenced from ANY program offered outside the classroom; 2) whether different findings would arise if the interventions were aimed at community colleges or U.S. institutions where persistence rates are much lower; 3) whether more specific advice or targeted efforts might be more effective; 4) whether improvements to experience and mental health might, on their own, justify scaling up the programs.
Resources:
Beattie, G., Laliberté, J. W. P., Michaud-Leclerc, C., & Oreopoulos, P. (2017). What sets college thrivers and divers apart? A contrast in study habits, attitudes, and mental health (NBER Working Paper No. w23588). National Bureau of Economic Research.
May 10
Title: Economics Undergraduate Program(s): Future Directions
Discussion Leader: Gillian Hamilton
Abstract: UTQAP serves as a good opportunity for our department to examine the types of programs/certificates/streams we offer and discuss possible changes to our undergraduate programs and course offerings. For example, adding or identifying courses suitable for a quantitative focus or specialist, adding a PPE type program (politics, philosophy, and economics), et cetera. Before we meet, the main body of the undergraduate report will be circulated for context. Everyone is encouraged to attend & share your thoughts re future directions of our undergrad program.
May 17
Title: Teaching a Flipped Class: Lessons from Eco 305
Discussion Leader: Robert McKeown
Abstract: This session will describe the process of creating and implementing a flipped course based on my experience teaching ECO 305, Economics of Accounting. Students watch videos at home and complete a short quiz based on the readings before class . In-class time is used for active problem solving. This format allows class time to be used more productively but raises challenges as well. Using the course as a case study, the session will walk through the elements of course design, lessons learned and problem solve challenges.
Resources:
* Video Strategies on the Open UToronto website
* CTSI’s Instructor Toolkit for online courses.
May 24
Title: Designing & Implementing Work-Integrated Learning Activities in Line with your Learning Objectives: A Case Study from Management.
Discussion Leader: Phanikiran Radhakrishanan
Abstract: Thinking of designing a work-integrated learning project for your course? Wondering how you should incorporate your learning objectives into it? What resources do you have from the University of Toronto to implement it? This interactive workshop will describe how MGHC53/MGH364 – Labor Relations incorporated it using an off-campus agency Riipen. It will discuss the issues related to designing and implementing such activities based a run of this course over Winter 2018. It will offer reflections on challenges with student and organizational engagement with such projects and lessons learned. If you are interested in incorporating such opportunities it will discuss resources and associated deadlines to help you with this process.
May 31 – No Session
Tuesday June 5 at 4 pm **Special Date and Time**
Title: Effectiveness of Active Learning in Teaching Econometrics
Discussion Leader: Doug McKee (Senior Lecturer, Cornell University)
Abstract: Research from STEM disciplines shows that students learn more when actively engaged in the classroom. However, most economics courses are taught as pure lectures, in part due to the limited evidence on the effectiveness of active learning in a wide range of economics courses. Furthermore, there is a lack of consensus on what elements of active learning are most effective. In this paper, we report the results of substantially increasing the amount and quality of active learning in an Applied Econometrics course. In fall 2017, we measured the extent of active learning in our classes and found that students spent 63% of class time listening to the lecture, but only 8% of their time participating in individual and group activities. In spring 2018, we taught the same content while reducing student listening time to 48% and increasing student individual and group work to 24% of class time. The treatment focused on incentivized reading and class participation, increased emphasis on work in fixed groups, and invention activities. To measure learning in econometrics courses we developed the Applied Econometrics Skills Assessment (AESA). We administered this assessment and the same final exam in both semesters. We also surveyed students about their attendance and study behaviors. While the intervention increased attendance significantly and changed some study behaviors, we found the impact on learning outcomes to be statistically insignificant. We see three potential explanations: large difference in class sizes while holding teaching resources constant, several of the newly developed group activities needing further refinements, and suboptimal choices of course pre-reading
June 7
Title: Implementing Group Projects for the First Time in a Massive 200-Level Course
Discussion Leader: Ajaz Hussain
Abstract: Since its inception in 2007, ECO 204 (Micro for Commerce) has “applied” theory to real-life business via HBS case studies and individual writing and Excel (modeling/data analysis) projects. In the ECO 204 2017-2018 session, I experimented with a new “business-application” initiative: in addition to the usual battery of case studies and solo projects, students worked on a (one) group project (based on “real-life mini-cases” that I wrote; see the list below) consisting of four deliverables: analysis, Excel, presentation, and a paper. In this COP session, I will discuss some of the issues and lessons learned from implementing group projects for the first time in a massive 200-level course.
Group Projects in 2017-2018: “Impact of a Fat Tax”, “Leveraged Financial Portfolios”, “Monte-Carlo Simulations of Prospecting for Oil”, “By-Product Synergies in Hazardous Waste”, “Accounting for Frequent Fliers”, “Medical Devices: Segment Pricing”; “Competitor Analysis”.
June 14
Title: Teaching Hands-on Experimental Economics to Undergraduates
Discussion Leader: Yoram Halevy
Abstract: Teaching a seminar in experimental economics can allow students to experience first-hand what research in Economics is all about. I will discuss how this can be achieved, starting with the understanding the theoretical framework, experimental design, ethics applications, execution, analysis and drawing conclusions.
June 21
Title: Course Design for Non-traditional Courses
Discussion Leader: Martin Burda
Abstract: The Governor’s Challenge is a competition at the Bank of Canada for undergraduate students where they analyze economic developments and make policy recommendations. ECO466 is a course that is built around training students and the top students get to compete in the challenge. It is team taught by a macroeconomist (Michelle Alexopoulos ) and an econometrician (Martin Burda) and runs intensively over half a semester. The course seeks to take students through the competition process while also achieving the learning goal of students applying their theoretical models to real world scenarios. Beyond a basic framework, there is no standard way of doing this. This session will discuss how Eco 466 approached this problem and lessons learned
June 28
Title: Transitioning to Quercus
Discussion Leader: Information & Instructional Technology (IIT), Faculty of Arts & Science, University of Toronto
Please let us know if you plan to attend by completing this form- R.S.V.P. Updates like room changes will be sent to people on this list.
Abstract: The UofT of Toronto is transitioning to a new LME, Quercus. As of Fall 2018, you will not be able to use Portal. If you have been procrastinating making this change, and have missed the training sessions this is your chance to get caught up before classes start. IIT will lead a hands-on session that walks you through basic tasks like importing old courses, setting up a standard course, how to do basic tasks – e.g. content areas, announcements etc. Bring your laptops so you can try the tasks on the spot. Please let us know what stage you are at and what you need help with so we can keep the session efficient and productive.
Resources:
* Essential Instructor Information – This website gives you the latest training session schedule.
* A comparison sheet between Portal and Quercus – If there is something you use in Portal and are not sure how it matches with Quercus, this will help. It links to videos and step by step instructions.
* If you want more information on integrated things like Turnitin or clickers or PeerScholar checkout this link.
* Want the essentials in the form of a short video?