MSQE Program alumni Claudia Rodriguez (MSQE December 2019) and Jonathan Gonzalez (MSQE December 2019) participated in a virtual MSQE Alumni Networking Panel on April 29th.
Claudia currently works at Moody’s Investor Service, as a Structured Finance Associate Analyst, where she works on the Commercial Mortgage-Backed Securities team, and the Collateralized Loan Obligations team.
Jonathan currently works for a Connecticut Non-Profit advocacy group. He is currently providing data analytics research support for advocacy of Connecticut Senate Bill 842 An Act Concerning Health Insurance and Health Care in Connecticut.
They spoke highly of their MSQE training in Python, and R, the value of networking and recommended applying for summer internships. In conversation about deadlines, it was mentioned that in industry meeting deadlines is crucial, not like class deadlines where professors’ give extensions.
Professor Oskar Harmon has been named a University Teaching Fellow by the Center for Excellence in Teaching and Learning:
The Center for Excellence in Teaching and Learning University Teaching Awards are held annually to honor faculty and graduate students who show exemplary commitment to their teaching craft. The winners of these awards are leaders in their disciplinary pedagogy, innovation, and have an unequaled focus on student success.
The recipients who win this award are representative of exemplary practice and service to the university. Their commitment to teaching, demonstrated knowledge of pedagogy, and an interest in fostering innovative teaching practices is unparalleled. This award identifies recognition of excellence in and out of the classroom by students, peers, and administrators.
Oskar Harmon is an Associate Professor in the Department of Economics. He has taught at the university since 1994 and among many accolades, was the first faculty member to offer the “Principles of Economics” course in an online format in 2004. More information on Dr. Harmon can be found here.
Information about the Center for Excellence in Teaching and Learning, and the award, may be found online at:
Two alumni of the MSQE Program participated in a virtual MSQE Alumni Networking Panel on March 18th:
Louis Booth: MSQE Dec 2018
John Rolfe: MSQE Dec 2019
Louis currently works at Travelers, as a Consultant Analytics and Research Development, where he is on the Advanced Tools and Technologies Team. John currently works at Spreetail as a Demand Planner where he does demand forecasting.
They spoke highly of their MSQE training in Python, R, and Tableau, and gave several examples of how they use these skills in their current positions.
Oskar Harmon and Paul Tomolonis (UConn PhD 2017) have co-authored the article “Learning Tableau – A data visualization tool”, published in the Journal of Economic Education.
ABSTRACT: “Doing economics” is an important theme of undergraduate economics programs. Capstone courses increasingly include instruction in “data literacy” and the STEM-related skills of quantitative and empirical methods. Because the professional discipline has moved in this direction and because of greater employer demand for these skills, data visualization is a key component of data literacy. Tableau is a free data visualization software widely used in the data analytics industry. In this article, the authors introduce an exercise that teaches the fundamental Tableau concepts and commands needed to create charts, assemble them in a dashboard, and tell a story of patterns observed in the data. The exercise assumes no prior experience in Tableau and is appropriate for undergraduate upper-level economics courses or an empirical methods course.
“Using the skills he was learning in Prof. Oskar Harmon’s Writing and Communication for Economics and Business graduate course, Jiang began assembling the COVID-19 Connecticut Data Visualization website, where he daily charts the pandemic’s course both here in Connecticut and across the country.”
The Social Science Research Network (SSRN), a platform for dissemination of early-stage research, recently announced their all-time top ten downloaded papers in the topic Data Visualization. Oskar Harmon’s paper “Learning Tableau: A Data Visualization Tool” with Steven Batt, and Paul Tomolonis was among that list.
“Doing economics” and “data literacy” are becoming important themes of undergraduate economics programs. This paper introduces an exercise that teaches the fundamental Tableau concepts and commands needed to create charts, assemble them in a dashboard, and tell a story of patterns observed in the data. The exercise assumes no prior experience in Tableau and is appropriate for an undergraduate economics capstone course or an empirical methods course.
Professors Harmon, Smirnova, and PhD Candidate Conant participated in the Ninth Annual AEA Conference on Teaching and Research in Economic Education (CTREE), in St. Louis, Missouri, May 2019.
Professors Oskar Harmon and Natalia Smirnova organized and moderated the panel “The College Fed Challenge: Discussion of Participating in an Existing Competition or Organizing a Competition in your Federal Reserve District”. The panelists were the faculty organizers of the regional Fed Challenge competitions in 4 of the 5 Fed Districts that sponsor a Fed Challenge competition, and the organizer of the finals round at the Fed Board of Governors in Washington DC. The discussion focused on two themes. One was a comparison of the similarities and differences in the structure of the competitions across regions and the effect on team outcomes in the national finals. Second was strategies to the geographic challenges and the difficulties facing the non-eastern states 8 reserve districts, only one of which competes (Chicago) relative to the 4 east coast districts, all of which compete.
Paul Conant and Oskar Harmon presented their paper “Teaching of Sports Economics by Reacting to the Past”. They presented a real-world scenario (RWS) assignment that is an adaptation of the “reacting to the past” teaching style. In this style students learn by taking on roles, informed by articles from the period of the event. They participate in a competitive game using the communication skills of speaking and writing, and analytical skills of critical thinking and problem solving. The specific RWS discussed in this paper will consist of students answering the historical event question: Should college athletes be allowed to unionize? The Case of Northwestern 2014. Students are assigned roles which can force them to combat their preconceived notion about the issue and help students consider different perspectives on the issue. We hope to merge the sociopolitical world with neoclassical economic learning in order to help students understand the nuance of pertinent world issues.
Natalia Smirnova also assumed an active role at the conference. She was a discussant of two papers. One paper presented the use of Excel for teaching students a Health Economics addiction model; and the second paper analyzed the reasons for female students’ attrition from the first Economics course they took and not becoming Economics majors at UC Berkley. Both papers were well received and generated debates among sessions’ participants.
Professor Smirnova extended her stay in St. Louis to explore Team-Based Learning (TBL) techniques. The TBL workshop was sponsored by the NSF Improving Undergraduate STEM Education (IUSE) initiative. Professor Smirnova is encouraged to bring new techniques into her classroom.
Oskar Harmon and Paul Tomolonis (UConn PhD 2017) co-authored the article “The effects of using Facebook as a discussion forum in an online Principles of Economics course: Results of a randomized controlled trial”
Their paper makes a comparison between using social media or traditional Course Management System (CMS) discussion groups in a fully online Principles of Microeconomics course.
Students were randomly assigned to a discussion forum in either Facebook or CMS to discern a difference in the level of engagement and learning outcomes. The popular hypothesis is that students using social media have greater engagement with the class and higher learning outcomes relative to students using a CMS platform. Reasons for the positive effect include the ease of use and student familiarity with social media, which allows them to make more connections and gain a deeper understanding of the course material through discussions with others.
Contrary to the widely held view, the results of this study suggest that participation in the treatment Facebook group is associated with declining student engagement and a reduction in the semester course average of 3 to 5 points on a 100-point scale.
The annual Alumni Networking Panel, co-organized by Stamford Campus Economics Faculty, CLAS Alumni Relations, and UConn Foundation, was held March 26, 2019.
The panelists, all UConn alumni, shared stories about their UConn education to the contribution to their career paths. Mr. Bianchi (majored in Economics) shared that he arrived as a UConn freshman majoring in pre-med, and his class in Principles of Macroeconomics with Professor Polly Allen forever changed his career path, and the skills learned in the Econometrics course taught by Professor Subhash Ray sparked a lifelong interest in quantitative analysis.
Mr. Regan (majored in Economics) shared that his choice of major was inspired by Professor Derek Johnson’s Principles of Microeconomics course, and the Socratic teaching style in Professor Paul Tomolonis’s course in International Economics.
Ms. Daley, and Ms. Pierre-Louis (Public Policy and Psychology majors) shared that from their courses in statistics and computer programming they developed skills core to their successful career paths. Professor Harmon served as panel moderator.