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Orhan Erdem

Title: Clinical Assistant Professor

Department: ADA - Advanced Data Analytics

College: University of North Texas

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Autonomous University of Barcelona - Spain, 2008
    Major: Economics
    Specialization: Economic Analysis
  • MA, T.C. Bogazici Universitesi Istanbul, 2002
    Major: Economics
  • BA, Boğaziçi University, 1999
    Major: Education
    Specialization: Physics Education

Current Scheduled Teaching

ADTA 5410.400Applications and Deployment of Advanced AnalyticsSpring 8W1 2025
ADTA 5230.412Data Analytics IISpring 8W2 2025
ADTA 5230.501Data Analytics IISpring 2025
ADTA 5410.002Applications and Deployment of Advanced AnalyticsFall 2024 Syllabus SPOT
ADTA 5410.501Applications and Deployment of Advanced AnalyticsFall 2024 Syllabus SPOT
ADTA 5130.401Data Analytics IFall 8W1 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

ADTA 5410.400Applications and Deployment of Advanced AnalyticsSummer 8W1 2024 SPOT
ADTA 5410.002Applications and Deployment of Advanced AnalyticsSpring 2024 SPOT
IPAC 4230.410Data Analytics and Computational Statistics 2Spring 8W2 2024 Syllabus SPOT
ADTA 5230.410Data Analytics IISpring 8W2 2024 SPOT
ADTA 5230.411Data Analytics IISpring 8W2 2024 SPOT
ADTA 5230.501Data Analytics IISpring 2024 SPOT
IPAC 4230.110Data Analytics and Computational Statistics 2Fall 8W2 2023 SPOT
ADTA 5130.004Data Analytics IFall 2023 SPOT
ADTA 5130.005Data Analytics IFall 2023 SPOT
ADTA 5230.110Data Analytics IIFall 8W2 2023 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book

  • Erdem, O. (2020). After the Crash. Springer International Publishing. https://doi.org/10.1007/978-3-030-43343-7
  • Erdem, O. (2020). After the Crash. Palgrave Macmillan. https://link.springer.com/book/10.1007/978-3-030-43343-7

    • Book Chapter

  • Erdem, O. (2020). Before the Crisis. After the Crash. 7-22. Springer International Publishing. https://doi.org/10.1007/978-3-030-43343-7_2
  • Erdem, O. (2020). Conclusion. After the Crash. 111-113. Springer International Publishing. https://doi.org/10.1007/978-3-030-43343-7_6
  • Erdem, O. (2020). The 2008 Crisis. After the Crash. 23-52. Springer International Publishing. https://doi.org/10.1007/978-3-030-43343-7_3
  • Erdem, O. (2020). The Crisis and Aftermath-II: Society and Economics. After the Crash. 77-109. Springer International Publishing. https://doi.org/10.1007/978-3-030-43343-7_5
  • Erdem, O., Dik, M. (2020). Back to the Present Bias. Behavioral-Based Interventions for Improving Public Policies. 12. Hershey, Pennsylvania, IGI Global. https://www.igi-global.com/chapter/back-to-the-present-bias/269978
  • Duruiz, L., Erdem, O. (2015). An Unsaturated Passenger Car Market in an Emerging Economy: The Case of Turkey. Global Automobile Demand. 36-68. Palgrave Macmillan UK. https://doi.org/10.1057/9781137516176_3

    • Journal Article

  • Erdem, O., Erdem, S., Monson, K. (2023). Children, vaccines, and financial incentives. International Journal of Health Economics and Management. 23 537–552. New York, NY, Springer. https://link.springer.com/article/10.1007/s10754-023-09343-2
  • Erdem, O., Martin, A. (2020). Do Religious Reminders Help You With Your Financial Decisions?. International Journal of Applied Behavioral Economics (IJABE). 9 (9) 42-53. IGI Global. https://www.igi-global.com/article/do-religious-reminders-help-you-with-your-financial-decisions/258856
  • Brewer, O., Erdem, O. (2020). Values Activation and Present Bias. International Journal of Applied Behavioral Economics (IJABE). 9 (2) 57-69. https://www.igi-global.com/article/values-activation-and-present-bias/253885
  • Erdem, O. (2020). Freedom and stock market performance during Covid-19 outbreak. Finance Research Letters. 36 101671. Elsevier BV. https://doi.org/10.1016/j.frl.2020.101671
  • Yılmaz, M.K., Erdem, O., Eraslan, V., Arık, E. (2015). Technology upgrades in emerging equity markets: Effects on liquidity and trading activity. Finance Research Letters. 14 87-92. Elsevier BV. https://doi.org/10.1016/j.frl.2015.05.012
  • Erdem, O., Ceyhan, E., Varli, Y. (2014). A new correlation coefficient for bivariate time-series data. Physica A: Statistical Mechanics and its Applications. 414 274-284. Elsevier BV. https://doi.org/10.1016/j.physa.2014.07.054
  • Erdem, O., Varli, Y. (2014). Understanding the sovereign credit ratings of emerging markets. Other. 20 42-57. Elsevier BV. https://doi.org/10.1016/j.ememar.2014.05.004

Contracts, Grants and Sponsored Research

    Grant - Research

  • Erdem, O., "Institute of Humane Studies Research Grant," sponsored by Institute of Humane Studies (IHS), Other, $1700 Funded. (2023 - 2023).
,
Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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