Education Leadership

Enhancing Traditional Pedagogy

Community-Based Research

As part of UBC’s initiative to facilitate community-based research (UBC-CBR/CLI), this course offered research projects in participation with Community organizations. Whereas most undergraduate 4th-year economic curricula focus on theory or data analysis, Community-Based Research (CBR) lets students use their theoretical knowledge and analytical skills to help people in their own community. I was recognized for adopting a “pedagogical approach in partnering with diverse community organizations and enabling students to engage in community-based projects

Crunching the Numbers on Vancouver’s Affordable Housing Crisis

As part of UBC’s initiative to facilitate community-based learning, Econ Students Team Up with Vancouver Rent Bank, NICCSS for Community-Based Research (2012-2014), Annual Alumni Newsletter, Vancouver School of Economics, UBC.

“You get a degree in econ, but when you go out into the real world you’ll be interacting with real people and using layman’s terms. Research should be based on collaboration, and CBR really offers that experience.”
Tommy Chan. [ Read Full Article ]

Blended Approach to Learning

Introduction to Microeconomics - Adapting blended learning aimed to enrich the student experience by integrating more active learning. About 15% of traditional lectures were replaced with asynchronous video tutorials, freeing up class time for problem-solving and discussions

VSE’s first flexible learning course

Introduction to Microeconomics incorporates active learning to replace 15% of traditional lectures with digital content. 2013. Adapting Blended Learning aimed to enhance students’ educational experience by incorporating more active learning in the classroom. A percentage (roughly 15%) of traditional lecture-style classes were substituted with asynchronous video tutorials. This increases class time for problem-solving and student discussions.

The video was prepared by UBC Leap, Chapman Learning Commons, and addresses concerns about taking a blended course.

Open Education Resources (OER)

Policy Analysis

Optimization

Econometrics

Statistical Analysis

Micro-economics

–Optimal, Integral, Likely: Optimization, Integral Calculus, And Probability For Students Of Commerce And The Social Sciences, By B. Belevan, P. Hamidi, N. Malhotra, And E. Yeager, Open-Source Textbook, Cc By-Nc-Sa 4.0), 2021. [Link]

–Study Practice Guide: Optimal, Integral, Likely: Optimization, Integral Calculus, And Probability For Students Of Commerce And The Social Sciences, By B. Belevan, P. Hamidi, N. Malhotra, And E. Yeager, Open-Source Textbook, Cc By-Nc-Sa 4.0), 2021. [Link]

–Online resources Statistics, Econometrics and Research Methodology for students and faculty in economics, political science, and related fields. Data with STATA [Link to the website]

–An online resource repository for Microeconomics: lectures, pre-lecture quizzes, peer assessments, etc. for ECON 101 [Link to the Website]

Published Articles

Asynchronous Video: A Powerful Way to Teach, Present, and Communicate with Students, Online Course Delivery and Instructions, 14th June 2021.

A screencast consists of a computer screen recording and the instructor’s commentary. Although easy to produce, this visual and auditory format is an excellent way to explain concepts and demonstrate how to use software or navigate websites. Additionally, screencasts enhance student engagement and deepen understanding. Lloyd and Robinson (2012) found them particularly effective for teaching higher-order conceptual knowledge, attributing the success to dual learning channels—visual & verbal processing. (Link to the Article)

Implementing Active Learning and Student-Centered Pedagogy in Large Classes, Blended and Flipped Learning, Faculty Focus, Nov 27th, 2019.

Condensing numerous theories into adaptable elements for my economics courses was a trial-and-error process. I struggled with balancing active learning and participation without compromising course content. Their content is non-negotiable since first-year undergraduate econ courses are a foundation for advanced studies. The solution was to use a blended learning approach: modifying the course structure, introducing online videos for review, and changing how the content was delivered in class. (Link to the Article)

Experimenting with Facebook in the College Classroom, Teaching with Technology, Faculty Focus, June 10th, 2013

The participation and discussion rates were higher than ever, and more problem-solving and other requests were made for help with the course. This module helped me achieve what face-to-face, three-hour-a-week interaction could not. Therefore, I have made this technology a permanent feature in my course. However, next semester, we will have a closed Facebook group. Facebook groups can be open (public), closed (require administrator approval for joining and only members can read the posts), or secret (only members can see the group, who’s in it, and what’s being posted).

As for the benefits of creating a Facebook group for your course, I see better online interactions and face-to-face discussions as a fantastic way to get mid-semester feedback from the students. (the Article)

Seminars in Applied Research Methods: Designing Instructional Strategies for
Seminar Course, Syllabus Journal (2013)

Peer discussions, which often generate positive externalities, can lead to a greater understanding of the costs and benefits of various policies and behaviours (Van Den Berg, Admiraal, & Pilot, 2006). ..

One decision I struggled with was the class participation/discussion assessment: how to grade students anxious about public speaking or shy. Having a place to post comments and participate without the public eye – should be helpful and encourage involvement (Larson, B.E. & Keiper, T.A., 2002). (Article)

Workshops And Presentations

Using Social Media to Engage Students & Humanize Online Teaching

Online Teaching Program series at the Center for Teaching, Learning and Technology (CTLT), UBC

Students, and everyone for that matter, are more accustomed to social media than ever before. An average student spends about 2 hours daily on social media sites (Perrin and Jiang, 2018). So, it would be an effective tool to incorporate it into our teaching strategies.

How can we leverage social media to engage our students? In this workshop, we will review the structure of various social media and discuss how we use social media to connect with students across multiple courses for resource sharing and peer learning.
We will also share Facebook, Twitter, YouTube, and Instagram analytics to understand better how our students interact with our digital content.
Besides exploring social media’s benefits, we will look at some of its downsides: privacy concerns and general criticisms. We will conclude by identifying how to address these issues when we are ready to adopt social media in our teaching.

Improving Student Engagement in Technology-Enhanced Classrooms: What Works, What Matters and Why?

Please Contact for the presentation

Active Learning

Presentation:

Evaluation strategies for a Blended Learning Course (a flipped classroom)

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