At the 2026 Econ Games, held March 26-27 in Lexington, Kentucky, six students from the University of Dayton (four from the School of Business Administration and two from the College of Arts and Sciences) took on a fast-paced, real-world challenge: analyze a complex dataset and deliver strategic insights.
The UD team included:
- Alexander Brauweiler, senior, business economics major
- Joseph Gustavus, senior, applied mathematical economics major
- Thi Hong Minh Hoang, first-year, finance major
- Aidan Juszczec, first-year, business economics major
- Benjamin Kelly, junior, applied mathematical economics major
- Samuel Koehne, first-year, finance and business economics double major
UD was one of 30 teams from 29 schools across the country exploring the future of horse racing. The challenge focused on whether GPS tracking data could outperform traditional point of call analysis in evaluating performance and engaging a new generation of fans. The dataset was provided by the competition’s sponsor, Equibase.
All six competitors engaged in experiential learning, applying their skills to a real-world problem. For Ben Kelly and Aidan Juszczec, the experience stood out as they reflected on the opportunity to develop solutions similar to those in a professional setting.
From Classroom to Real-World Application
Leading up to the competition, the team met weekly with faculty adviser Dr. Nancy Haskell to work through practice prompts. Ben drew on coursework that prepared him to use tools like Stata and apply economic concepts to real data, but knew that faculty support was not far away.
“Professor Haskell made herself available with the meetings every week and told us when her office would be open for us to go in and ask her questions. I went in there a few times just to see what she had to think about different things,” said Ben. “It is great as a student to have professors willing to make time for you and help you out.”
Aidan, a first-year student early in his academic experience, entered with less exposure to upper-level coursework but a strong willingness to learn and contribute.
“I came to this school for the hands-on learning, and I wanted to apply to something that was outside of my comfort zone,” said Aidan. “Doing this analysis was challenging at first. I started to have a passion for an economic way of thinking about things.”
The Challenge: 24 Hours to Deliver
The event began with networking opportunities that connected students with industry professionals.
“Networking at Econ Games was beneficial. I had the opportunity to talk to Equibase and some of their higher-ups, and it was really cool to be able to talk to them,” said Ben. “One of the individuals even asked for my resume.”
While Ben had already secured a summer internship with Baird, he said the experience was especially valuable for younger students exploring career paths in economics.
After networking, teams received their prompt and had 24 hours to analyze data, build a strategy and present their findings. The work was intense, often requiring more than 15 hours of analysis, collaboration and refinement, and closely mirrored real business environments.
Learning Through Collaboration
“Creativity and the ability to address the problem from multiple angles are critical to a successful final pitch. Given the time constraints, this forces students to work effectively as a team, leveraging each team member's different strengths,” said Dr. Haskell. “Frequently, top students are used to being able to do everything correctly. Leaning on everyone's contributions toward a solution to an open-ended problem is new and often challenging for the students.”
The team included students from multiple class years, each contributing different strengths. Upper-level students focused on data analysis, while first-year students helped shape the story and presentation.
Skills That Go Beyond the Classroom
Beyond technical skills, students gained experience in teamwork, communication and working under pressure.
“When you work with a team on a short deadline like that, it's a really good experience for any career to go into,” Ben said.
For Aidan, the biggest takeaway was confidence.
“In 24 hours, we solved a complex problem and presented it. That’s what the corporate world is,” he said.
Why It Matters
Supported by faculty mentor Dr. Nancy Haskell, the experience delivered hands-on learning, mentorship and meaningful industry exposure in a compressed, high-impact setting.
“I think these types of experiential opportunities are particularly important for economics majors. Economics is the most general field in the business school, and as such, the job outcomes are sometimes not as obvious as for other fields,” said Dr. Haskell. “ In a short 48 hours, students at the Econ Games get to experience life as a consultant or analyst. They gain firsthand experience in one type of potential career for economics graduates and can understand if they want to pursue a future in this type of work.”
Moments like these turn possibility into clarity. Students do not just study economics; they test it, apply it and see where it can take them. And sometimes, all it takes is a fast-paced challenge to help define what comes next.
Donor Supported Experiential Learning
University of Dayton students were able to participate in Econ Games 2026 thanks in part to the generosity of donors who supported this opportunity through Flyer Funder. Because of you, experiential learning becomes more than an idea; it becomes a real, hands-on experience that shapes our business students’ futures.
Academic Note: The University of Dayton offers three economics pathways: a Bachelor of Science in Business Administration in business economics through the School of Business Administration, a Bachelor of Science in applied mathematical economics through the College of Arts and Sciences, and a Bachelor of Arts in economics through the College of Arts and Sciences.
