Michela Maria Tincani


Teaching as a Ph.D. student at the University of Pennsylvania:


Spring 2010: Teaching Certificate from the Center for Teaching and Learning
Fall 2009: Development Economics, Teaching Assistant for Professor Jere Behrman and Occasional Lecturer
Spring 2008 and 2009: Political Economics, Teaching Assistant for Professor Antonio Merlo
Summer 2008: Statistics for Economists, Instructor , average student rating 3.5/4.


Teaching at University College London:


Term 2 2013, Topics in Applied Econometrics, MRes (equivalent of a 2nd year Ph.D. course), co-taught with Aureo de Paula.
Term 2 2014, 2015 and 2016: Topics in Applied Economics, MRes (equivalent of a 2nd year Ph.D. course).
Term 1 2015 and 2016: ECON1003 Statistical Methods in Economics, 1st year core undergraduate course. Syllabus: pdf

In the Stats course, I use a number of in-class activities/games to explain various concepts. List of in-class activities in the 2016/2017 academic year:
- We used data from the students using the TurningPoint technology (immediate survey responses) and moodle questionnaires. Data ranged from their international student status, to the number of children in their families, and to body measurements. We described the data in class using the STATA software, we used the data to estimate if there were any changes in body measurements between students from 100 years ago and today, and we used this data also to learn about the concept of the representativeness of a sample;
- We performed a blind tasting Coke vs. Pepsi game to learn how to use the Hypergeometric Distribution and the Binomial Distribution, and to introduce the concept of p-value in Hypothesis Testing;
- We played a game of age guessing, using the TurningPoint instant survey technology, to learn about the concepts of bias and efficiency of an estimator;
- We created real and fake coin toss sequences and guessed which one was the real one, to learn about the ``law of small numbers" and the frequentist definition of probability;
- We demonstrated Bayes Theorem in class using an online random number generator;
- We played volleyball with a big inflatable globe to learn how to build a confidence interval for a population proportion;
- We read many articles from the media to illustrate when statistics is used correctly and when it is not. This year, we have talked about predictions/updating probabilities (who will win the premier league? how does the pound move? who will win the US presidential election?), false positives, changes in UK inflation after Brexit, and even Twitter wars on the presidential election.