A Proficiencies-Based Economics Major —

Its Architecture and Artistry

W. Lee Hansen

University of Wisconsin-Madison

For Presentation at Midwest Conference on Student Learning

University of Akron

November 4-5, 2004

“Teaching is telling,

Knowledge is facts,

Learning is recall.”

—David K. Cohen

Figure 1

Expected Proficiencies for Economics Majors

(1) Access existing knowledge

(2) Display command of existing knowledge

(3) Interpret existing knowledge

(4) Interpret and manipulate economic data

(5) Apply existing knowledge

(6) Create new knowledge

Figure 2

Liberal Education

“Breadth”-- General Education

High School Prerequisites

General Education Required Courses

Distribution of Required Courses

“Depth”-- Disciplinary Major

Advanced Course Prerequisites

Required Courses in Major

Distribution of Courses in Major

A “Liberally Educated Graduate”

Completion of Course Requirements

Completion of Major Requirements

Satisfactory Grade Point Average

Figure 3

Its Architecture

Goals

Knowledge for its

Own Sake

Liberal Education

Career Preparation

General Education

General Education

Proficiencies

Proficiencies in The Major

Instructor Assessment

Mastery of Content

Demonstrate Proficiencies

Student Self-Assessment

Mastery of Content

Demonstrate Proficiencies

Student Satisfaction

Figure 4

Proficiencies-Course Linkages

Focus on Proficiencies

by Course Level

Hierarchy Of Proficiencies

Courses 1 2 3 4 5 6

Introductory x x x

Intermediate x x x x

Advanced x x x x

Capstone x x

Figure 5

Building the Structure

Pedagogy

Economics

Content

Instructional

Materials

Student Involvement

And Responsibility

Nurturing the

Proficiencies

Learning &

Practice

Study

Writing

Discussion

Practice

Table 6

Assessing the Proficiencies

Baseline information (1^st weel)

Early assessment (4^th week)

Student-led assessment

End of course assessment (final week)

Mastery of Content Knowledge

Mastery of Proficiencies

Student satisfaction with learning [course/professor]

Post-course Followup ??

Figure 7

The Elements of Artistry

Purpose &

Confidence

Training &

Practice

Leadership &

Encouragement

Figure 8

Putting Together the Pieces

Learning & Practice

Statement of Learning Objectives

Texts, Readings, Guides to Learning

Selection of Learning Opportunities

Alignment of Learning Opportunities in Course Syllabus

Focused and coordinated reading assignments

Progress of lecture topics

Formally structured discussion sections

Writing-thinking: summaries, questions

Writing-applying: application to current issues

Student preparation of practice exam questions

Developing proficiencies via learning opportunities