Learning by Doing, Incentive Alignment, and Low-Stress Grading

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Covid-19 caused educators to redesign their courses, and higher education will feel the effects for the years to come. Professors now need creative ways to adjust their course delivery to different learning styles, and new pedagogical approaches focused on student-centric learning. In this webinar, Dr. Stefani Milovanska-Farrington of the University of Tampa proposes one approach which aligns incentives for students to take on the responsibility of exposing themselves to the concepts at home in order to focus on experiential education during class time. This is done without imposing unnecessary stress on the students. The method creates an interactive classroom in which students learn by doing, participate in discussions, and are ready to ask questions.

Stefani Milovanska-Farrington teaches Microeconomics at the University of Tampa. She obtained her PhD in economics from the University of South Florida in 2018. Her research interests include Labor, Health, Education, and Family economics. She has published articles in academic journals including Economics and Human Biology, Journal of Family and Economic Issues, Education Economics, Research in Economics, and others. In 2020, she published a textbook/supplement called “Microeconomics: The Science of Choice” designed for Principles of Microeconomics classes.