Full conference handbook
Assessment and feedback
Specialisation or total excellence: a study of of the UK and Continental Europe marking scales
Assessment and inclusion
Negative marking, guessing and academic performance
Do we have the right metrics to assess the ethnicity gaps in education?
Who addresses diversity, inclusion, and gender issues in undergraduate introductory economics in 2020?
Classroom practice and student engagement
Which learning resources do students perceive as most valuable and does usage contribute to student module success
The CORE pedagogy: is there a difference in student performance and engagement?
Exploring student study habits in a large, online, macroeconomics module in order to design effective interventions
IREE best paper presentation: The economics instructor's toolbox
Co-creation and collective learning
The long-term behavioural implications of co-creation in economics education
Goal setting and implementation intentions to improve educational outcomes
The end of the news?
Curriculum and content
Embedding coding and project management skills into the economics curriculum - reflections from a Python for Economics course
What’s wrong with how we teach (and then practice) econometrics? What can we do about it?
Distance and online learning
The effect of online education on the academic performance of students during COVID-19 pandemic
Studying without distractions? The effect of a digital blackout on academic performance
To block or not to block: Does teaching delivery method affect students’ performance and learning experience?
Online lecture recordings during the Covid pandemic
What do business students value in the emerging virtualisation of learning and teaching that is accelerated by COVID-19? A pilot
‘I have been kicked out of the class!’ COVID-19 move to webinars in higher education: a process evaluation
Intimate, intimidating or interminable? Lecture chat culture versus live Q&A
Diverse students and curricula
Breaking down the language barrier: using pop culture from across the globe to teach microeconomics
Pluralism in teaching economics to post-graduate students: emancipation vs. “business as usual”
Interactive Learning with R-Markdown and R-Shiny Apps: Statistics for Economics and Business
Employability and entrepreneurship
Work placement and graduate employment: new insights
The value of virtual internships as authentic assessment in developing the future generation of economists
Analysing the determinants of student satisfaction in the NSS
Experiments and games in the classroom
Experiencing economics: Using experiments in teaching economics
Mental wellbeing of first-year economics students: The effect of a game-based orientation day
The use of robotic players in online games
Acquiring actionable student feedback in real time through graded questionnaires
On the effectiveness of behavioural-based course materials to improve financial literacy and reduce the myopic bias in insurance and investment decisions
A critical review of the socio/economic influences on attendance patterns within a H4 economics cohort
‘Catch you on the flip side’: Translating online learning into hybrid delivery
Attitudes towards Economic Education in Saudi Arabia
Storytelling with simulations: Interactive ideas for teaching economic models
Teaching during COVID
Economics Education in the Covid-19 Pandemic: what was done and what should be done?
Teaching with data
Who Should Attend?
Anyone interested in teaching economics at HE level (whether to economics or other students), especially:
- Lecturers in higher and further education
- Graduate teaching assistants
- Library and information staff
- Teaching support staff
- Staff developers