The Need for Common Finals in Core Courses: Evidence from Principles of Microeconomics

Ted Joyce Director, Zicklin’s Online Learning and Evaluation   This past fall, on Sunday, December 20, faculty teaching Principles of Microeconomics (E1001) gave a common final to all 819 students still enrolled in the class. Faculty in all eight sections agreed to use a common text with the publisher’s software. We augmented the publisher’s material… Read More The Need for Common Finals in Core Courses: Evidence from Principles of Microeconomics

Results from the Randomized Field Experiment in Economics 1001

How important is class time to student performance in a large lecture course when students have access to a rich source of material online? How much learning is actually achieved when students passively watch even a talented lecturer for 75 minutes twice a week? What would happen if we dropped one of the weekly 75… Read More Results from the Randomized Field Experiment in Economics 1001

Comparing Student Performance in a Hybrid vs. Traditional Section of STA 2000

Linda Weiser Friedman Professor of Statistics Baruch College Ted Joyce Professor of Economics Baruch College June 11, 2014 This brief reports compares the performance of students who took Statistics 2000 (STA 2000) in a traditional lecture format with those who took the class in a hybrid format in the fall of 2013. Professor Linda Friedman… Read More Comparing Student Performance in a Hybrid vs. Traditional Section of STA 2000

Comparing Student Performance in a Hybrid vs. Traditional Format of MKT 3000

Nermin Eyuboglu Professor of Marketing Baruch College Ted Joyce Professor of Economics Baruch College June 11, 2014  This brief report compares the performance of students who took Marketing 3000 (MKT 3000) in the spring of 2012 in a traditional lecture format with those who took the class in the fall of 2013 in a hybrid… Read More Comparing Student Performance in a Hybrid vs. Traditional Format of MKT 3000

Performance of the Excel Project in Spring 2014

In an effort to promote the learning of Excel in Baruch College (see our article on the Excel Project initiative), Excel self-learning assignments became a part of Business 1000 and Finance 3000 classes in Spring 2014. The projects required completing a number of tasks within an Excel spreadsheet including formatting, formula use and chart and… Read More Performance of the Excel Project in Spring 2014

Introducing Excel into Zicklin School of Business Curriculum

SAM Help Desk:  Students with questions about SAM can access the help desk in two ways: through Blackboard (content: “Excelhelp”) or by visiting https://blogs.baruch.cuny.edu/excelhelp. The help desk is supported by PhD students familiar with SAM and the SAM projects.  Emails will be answered daily, Monday-Friday. If many inquiries arise about a common issue, then responses will be… Read More Introducing Excel into Zicklin School of Business Curriculum

Welcome to ZOLE-Zicklin’s Online Learning and Evaluation Initiative

Welcome to ZOLE-Zicklin’s Online Learning and Evaluation Initiative. The mission of ZOLE is to promote and support the use of technology to enhance learning.  We interpret technology broadly, from courses delivered purely online, to the use of Excel in a traditional classroom format.  The unifying theme is the application of new technologies to engage students,… Read More Welcome to ZOLE-Zicklin’s Online Learning and Evaluation Initiative

Taking Attendance When Technology is Present: Using Magnetic Swipe Readers

During the Fall 2013 semester, Professors Ted Joyce, Sean Crocket and David Jaeger conducted an experiment to determine whether differences exist in student educational outcomes between the hybrid and traditional class formats. Students in the hybrid section were required to meet once per week, while students in the traditional format class were required to meet… Read More Taking Attendance When Technology is Present: Using Magnetic Swipe Readers

Taking Attendance When Technology is Present: Using Optical Barcode Scanners

Taking accurate student attendance seems to consume an inordinate amount of class time. In the Spring of 2011, while teaching a section of Managerial Accounting for non-majors, I resolved to expedite the attendance process. I reasoned that reading off my students’ names as quickly as I could was the only solution. On the first day… Read More Taking Attendance When Technology is Present: Using Optical Barcode Scanners