Svalestad

Econ Undergraduate Students at the Boston Fed Challenge

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Once again this fall the Economics Department sponsored a team of students to compete in the annual Fed challenge competition that was held at the Boston Federal Reserve. Again our students did very well, just barely missing the finals.

There were five groups with five universities competing in each group. The school with the highest score in each group moves on to the finals. Every year the competition level gets higher. In our group, the five scores ranged from 80 to a high of 91. We were close to making the finals, our team had a score of 88.5. We are proud of our students’ accomplishments.

The participating students were Sam Berkun, Tyler Dibrino, Michelle Grieco, Marisa Infante, Joe Mortimer, James Rice, Brianna Sullivan, Kyle Tesei and Ajshe Zulfi.

The faculty advisers were Derek Johnson and Owen Svalestad.

Econ Undergraduate Students Present at the Boston Fed Challenge

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Congratulations to the undergraduate students from the Storrs campus who took part in the College Fed Challenge!

Tyler DiBrino, Gabriel Hack, Max Karsanow, Ari Nishimura-Gasparian, John Roberts, Alexander Rojas, Joaquin Sanchez, and Timothy Sullivan all participated on behalf of the University of Connecticut – Storrs in the 2017 Fed Challenge held at the Boston Fed on Friday, November 3rd. The students, and their faculty advisors Derek Johnson and Owen Svalestad, are shown at left in Boston.

Sponsored by the Board of Governors of the Federal Reserve, the “College Fed Challenge is a team competition for undergraduate students. Teams analyze economic and financial conditions and formulate a monetary policy recommendation, modeling the Federal Open Market Committee.”

Econ Undergraduate Students Present at the NY and Boston Fed Challenges

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Stamford Econ Undergraduates Present at NY Fed ChallengeCongratulations to the undergraduate students from the Stamford and Storrs campuses who took part in the College Fed Challenge this month!

Sponsored by the Board of Governors of the Federal Reserve, the “College Fed Challenge is a team competition for undergraduate students. Teams analyze economic and financial conditions and formulate a monetary policy recommendation, modeling the Federal Open Market Committee.”

The Stamford team (above left) participated in the NY Fed Challenge, competing against forty-one other schools.

The Storrs team (below right) presented at the Boston Fed Challenge, competing against twenty-four other New England schools.

Storrs Econ Undergraduates Present at Boston Fed ChallengeCongratulations to both teams on all of their hard work in this competition!

Stamford Team:

Joanna Ksiazek
Chris McLaughlin
Amir Parikh
Shrey Patel
Alex Rojas
Ravinder Singh
Dr. Julia Coronado (Advisor)
Professor Oskar Harmon (Advisor)
Professor Steven Lanza (Advisor)
Professor Kanda Naknoi (Advisor)

Storrs Team:

Patrick Adams
Matt DeLeon
Erik Eason
Gabriel Hack
Ed Leardi
Stephen Mwangi
Matt Regan
Joe Roessler
Professor Owen Svalestad (Advisor)

Harmon, Svalestad and Tomolonis present at CTREE 2016 Conference

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PCTREErofessors Oskar Harmon and Owen Svalestad, and Paul Tomolonis (PhD Candidate) participated in the Sixth Annual Conference on Teaching & Research in Economic Education, June 1 – 3, sponsored by the  American Economic Association Committee on Economic Education.

Oskar Harmon moderated the  panel session “The Experience of Managing a Team in the FED Challenge Competition: Pointers and Pitfalls”, and Owen Svalestad presented “The First Timer Experience”.

Oskar Harmon and Paul Tomolonis presented the paper “Can Social Media be an Effective Tool for Discussion in the Online Classroom?”.  The paper makes a comparison between the use of social media and traditional Course Management System (CMS) discussion groups in a fully online (Microeconomic Principles) course.  Using the experimental design of a randomized trial, the paper tests the popular hypothesis that students using social media (Facebook discussion group here) have greater engagement with the class and higher learning outcomes relative to students not using that platform for coursework (the CMS control group here) because of the ease of use and student familiarity with social media.  Our findings were contrary to this popular hypothesis with lower levels of engagement and learning outcomes for the Facebook groups compared to the CMS discussion groups. We attribute this to the more casual and less formal environment of social media compared to the CMS since students postings were shorter via the social media discussions.