John Sloman Economics Network Developing appropriate graduate skills in the undergraduate economics curriculum

Tell me and I will forget Show me and I will remember Involve me and I will understand Step back and I will act (Chinese proverb)

I've taught Snoopy to whistle I can't hear him whistle I said that I'd taught him, not that he'd learned

1. The ideal graduate Relevant knowledge Effective communicator Ability to work with others Problem solver Imaginative

Communicating policy alternatives Gathering evidence Weighing up alternative solutions Identification and analysis of costs and benefits Deconstructing and framing problems 1. The ideal graduate Problem solver

Relevant knowledge Effective communicator Ability to work with others Imaginative 1. The ideal graduate Problem solver

Threshold concepts and models 1. The ideal graduate Relevant knowledge

Threshold/key concepts 1.Opportunity cost and scarcity 2.Incentives and psychological biases 3.Strategic thinking 4.Expectations and surprises 5.Marginal considerations 6.Equilibrium, stability and dynamics 7.Mutual gains and conflicts of interests 8.Markets and market failure

1.Opportunity cost and scarcity 2.Modelling and assumptions 3.Marginal considerations and optimisation 4.Equilibrium and comparative statics 5.Elasticity and market responses 6.Efficiency and allocation 7.Incentives and psychological biases 8.Expectations and surprises 9.General equilibrium 10.Mutual gains and conflicts of interests 11.Market failure and intervention 12.Economies suffer from inherent instability 13.Principle of cumulative causation 14.Distinction between real and nominal figures 15.Long-term growth depends on real factors Threshold concepts

Finding possible solutions using data and other evidence: the problem solver Ability to apply models to real-world problems Understanding of development of ideas in historical context Techniques to manipulate models Threshold concepts and models 1. The ideal graduate Relevant knowledge

Subject-specific skills Abstraction Analysis, deduction and induction Quantification, evaluation and design Framing

Effective communicator Ability to work with others Problem solver Imaginative 1. The ideal graduate Relevant knowledge

Persuasive Communicates at level of audience Listens with empathy and understanding Communicates well orally Writes well 1. The ideal graduate Effective communicator

1. The ideal graduate Effective communicator Relevant knowledge Ability to work with others Problem solver Imaginative

Mediation skills Leadership skills Allocative skills Empathises with others and recognises strengths and weaknesses 1. The ideal graduate Ability to work with others Good at learning from others

1. The ideal graduate Ability to work with others Relevant knowledge Effective communicator Problem solver Imaginative

Critical of data and understands what evidence would be needed Good at asking and answering ‘what if’ questions Can empathise with various interest groups Can use toolkit of concepts, models and data sources flexibly to tackle new problems/issues 1. The ideal graduate Imaginative

2. The ideal learning environment? Relevant syllabus –Threshold concepts –Develops models and techniques in a variety of contexts –Seen as an evolving subject History and history of ideas/models –Addresses current economic issues Case studies and problems Data and evidence

Dangers  The overcrowded curriculum  Pressure to add material  Must ‘cover’ everything on syllabus  Didactic teaching  Knowledge is not simply transferred  Over focus on technical modelling skills

2. The ideal learning environment? Focused on student learning –Active/interactive learning With staff With other students –Development of deep knowledge Development of higher order skills: analysis, synthesis, evaluation, evidence-based recommendation –Reflective learning –Problem-focused learning

–Induction –Informal learning contracts –Student initiatives Student economics societies Study groups –Explaining learning objectives in student friendly language –Personal development planning (PDP) 2. The ideal learning environment? Managing student expectations

Classes: lectures –Interactive element Audience response Discussion –Linking to homework ‘Flipping’ –Careful/creative use of PowerPoint Doing a calculation / completing a diagram / identifying issues / pros and cons –Breaks Comparing notes Entertainment 2. The ideal learning environment?

Building on the lecture –Lecture capture –Note takers Post on discussion board; use for seminars –Post questions on discussion board / Facebook group Use it as FAQ; start debate going with students –Directly link to seminars / workshops Material covered; activities in the lecture –Online study guide: your own or published Think of incentives for use –Preparation for next lecture 2. The ideal learning environment?

Classes: workshops –Large groups (100+) –Students prepare topic –Given worksheet at start of session –Discuss in 2s or 3s and write down answers –Can use clickers and/or web devices to vote –Go through questions one or two at a time from front –Very popular with students 2. The ideal learning environment?

Classes: seminars –What makes a bad seminar? –Learning and interaction within the seminar New questions that build on prepared work –Small group work and plenary –Theatre Formal debates; inquiry; role playing –Games and simulations –Online seminars 2. The ideal learning environment?

Assessment –To grade, but so much more –Variety of forms Unseen and seen exams, essays, projects, tests, calculations, simulations, dissertations, portfolios, presentations –Using data sources –Important for students to understand criteria Peer marking and marking of previous student’s work –Engaging with feedback 2. The ideal learning environment?