Seminar 2021

If you are interested in attending the event, please contact us at info@fundacionaudeo.org.

New approaches and challenges for university education

The Audeo Foundation's 1st Annual Seminar brings together a group of leading international academic personalities and experts to reflect on the new challenges of university education.

Through a program made up of eight presentations, issues such as education in economics and finance, STEM disciplines, active learning, the creation of inclusive educational environments, and the keys to achieving equity and student success will be addressed.

PROGRAM

October 28

3:30 pm ― 4:45 pm

Long-term retention of skills: How to make it stick after the course is over.


Douglas McKee. Cornell University.

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5:00 pm ― 6:15 pm

Mind the gap: Active learning improves equity in STEM classrooms.


Elli Theobald. University of Washington.

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October 29

9:30 am ― 10:45 am

Experiential learning with experiments.


Humberto Llavador. Universitat Pompeu Fabra.

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11:00 am ― 12:15 pm

Coping with Covid in Our Classes: An Evaluation of Adaptable Teaching and Learning Design in Economics.


Parama Chaudhury and Cloda Jenkins. University College London.

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12:30 pm ― 1:45 pm

The Future of Assessments: Lessons from the Pandemic.


Stefania Paredes-Fuentes. University of Warwick.

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3:30 pm ― 4:45 pm

The Future of Economic Education: Challenges and Opportunities.


Abdullah al Bahrani. Northern Kentucky University.

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5:00 pm ― 6:15 pm

Touring the Difference-in-differences credibility revolution.


Scott Cunningham. Baylor University.

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Douglas McKee

Douglas McKee is a Professor of Economics at Cornell University, where he leads his department's Active Learning Initiative. He holds a Ph.D. in Economics from UCLA and was a professor at Yale for six years.

His research focuses on economics education and his team has developed an assessment system applied to learning economics.

Elli Theobald

Elli Theobald is a Professor of Biology at the University of Washington and holds a Ph.D. in Ecology from the same institution. She has been a primary school teacher and a secondary education teacher.

His current field of research focuses on how to achieve equity in the college-level teaching of STEM disciplines.

Humberto Llavador

Humberto Llavador is a Professor of Economics at the Pompeu Fabra University (UPF) and at the Barcelona Graduate School of Economics, as well as a researcher at the Institute of Political Economy and Governance (IPEG). He holds a Ph.D. in Economics from the University of California-Davis and has been a visiting professor at Yale, Grantham Research Institute at LSE, INSEAD in Singapore, and the University of Korea.

For more than ten years, he has been developing experimental techniques applied to the teaching of economics. He works in this field together with Ted Bergstrom, Marcus Giamattei, and John Miller, with whom he has developed the reference website www.econclassexperiments.com. It is a space that is freely accessible and which offers experiments to teach economics principles in the classroom using mobile devices.

Parama Chaudhury

Parama Chaudhury is a Professor of Economics at University College London and the Founder and Director of the Center for Teaching and Learning Economics (CTaLE). She has a Ph.D. in Economics from NYU and has taught at Oxford and Yale.

Among her areas of interest, her research on labor economics stands out, with special attention to the relations between employers and employees and inequality. More recently, she has focused on techniques and technologies geared towards active learning. In this area, she works closely with UCL's digital education team and has co-led the development of the Economics Connected Learning Model.

Cloda Jenkins

Cloda Jenkins is a Professor of Economics at University College London, Associate Director of the Center for Teaching and Learning Economics (CTaLE), and a member of the Economics Network Executive Group and the EEA Education Committee.

She is an expert in regulatory and competition economics, with a priority focus on energy markets. She has worked as a consultant for more than fifteen years in this sector, where she continues to do notable work. Her interests include the development of research-based educational models and the inclusion of employability skills in academic economics programs.

More information:

https://ctale.org/

Stefania Paredes-Fuentes

Stefania Paredes-Fuentes holds a Ph.D. in Economics and is a Professor at the University of Warwick, as well as being the Royal Economics Society's Diversity Champion.

Her work as a researcher focuses on creating more inclusive teaching environments, both in economics programs and in university education in general.

She is the editor of the book “Teaching Macroeconomics: A Modern and Inclusive Approach,” to be published in 2022. She is working on several projects on the redesign of academic assessments. One of these projects looks at how the forms of assessment introduced since COVID-19 can help drive more inclusive pedagogical practices.

Abdullah Al Bahrani

Abdullah Al Bahrani is a Professor of Economics and Director of the Center for Economic Education at Northern Kentucky University.

He is passionate about innovative education and student-centered learning. His work focuses on economic education and household finances. He has been recognized for his contributions in the field of financial education and literacy. In 2020 he was awarded the “Kenneth Elzinga Distinguished Teaching Award,” granted by the Southern Economic Association.

Scott Cunningham

Scott Cunningham is a Professor of Economics at Baylor University in Waco, Texas. His research focuses on microeconomics applied to issues such as sex work, violence against women, public policy on drugs, and mental health.

He is co-editor of the book “Handbook of the Economics of Prostitution” (Oxford University Press) and author of the book “Causal Inference: The Mixtape,” published by Yale University Press.

More information:

https://www.scunning.com/

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