{"id":80,"date":"2006-07-28T13:21:46","date_gmt":"2006-07-28T18:21:46","guid":{"rendered":"http:\/\/localhost\/wordpress\/?page_id=80"},"modified":"2006-10-03T22:41:31","modified_gmt":"2006-10-04T03:41:31","slug":"on-the-scholarship-of-learning-and-teaching","status":"publish","type":"page","link":"https:\/\/users.ssc.wisc.edu\/~wlhansen\/?page_id=80","title":{"rendered":"On The Scholarship of Learning and Teaching"},"content":{"rendered":"

Without realizing it, I have been practicing the scholarship of teaching and learning since I began teaching in 1955-56. \u00a0 I continually experimented with different approaches hoping that by the time students completed my courses they had not only mastered the economics content but could also demonstrate to friends, colleagues, and others they could actually do something with what they had learned. \u00a0 This idea began to take more concrete shape in the late 1970s and early 1980s when I regularly taught writing intensive courses in economics, taught a research course for junior-senior economics majors, tried to incorporate more active learning techniques into large introductory lecture courses, and interacted regularly with a wide range of private, public, and non-profit sector employees to find out what they expected of the economics majors they hired. I also gained exposure to “problem-based” learning while it was being introduced into the conomics curriculum at the Maastricht University in the Netherlands.<\/p>\n

The fruits of these activities materialized in my 1986 American Economics Review paper, What Knowledge Is Of Most Worth – to Economics Majors. \u00a0 In the subsequent ten years I developed and applied a full-fledged proficiencies based approach to introductory, intermediate, and graduate-level courses. \u00a0 In the years since retirement I am preparing a series of papers elaborating on this approach, and I hope to pull this material together in book form within the next several years.<\/p>\n

Expected Proficiencies for Economics Majors<\/h3>\n

What should graduating economics majors know about economics, and how should they be able to demonstrate what they learned as economics majors? \u00a0 In an on-going series of papers, Hansen describes what prompted him to conceive of a proficiency-based approach to the major and his current description of these proficiencies and various ways that students can demonstrate their mastery of these proficiencies.<\/p>\n

Central to a proficiencies-based approach is the structuring of individusal courses so as to help students develop these proficiencies. \u00a0 This requires a blend of different kinds of pedagogies, a clear statement of course objectives, course materials, learning activities, and assignments that can contribute to building these proficiencies, how course examinations can assess student mastery of these proficiencies, and how proficiency-based courses can be evaluated.<\/p>\n

Hansen is currently exploring the links between his proficiency-based approach to the major and (a) the proficiencies being developed in general education courses students take as freshmen and sophomores, and (b) the meaning of a liberal education. Of particular relevance are 16, 25, 30, 32, 35, 37, 38, and 39.<\/p>\n

Bibliography<\/h3>\n
    \nUndergraduate Education<\/strong><\/u><\/lh>
    \nA bibliography of my work on the scholarship of teaching and learning follows:<\/p>\n
  1. \u201cEconomic Efficiency and the Distribution of Benefits from College Instructio \u00adn,\u201d\u009d with Allen C. Kelley and Burton A. Weisbrod, American Economic Review, 60 (May, 1970) pp. 364-369.<\/li>\n
  2. \u201cPolitical Economy of Course Evaluations,\u201d\u009d with Allen C. Kelley, Journal of Economic Education, 5 (Fall, 1973) pp. 10-21.<\/li>\n
  3. \u201cReadings on Effective Teaching,\u201d\u009d Journal of Economic Education, 5 (Fall, 1973) pp. 63-67.<\/li>\n
  4. \u201cThe Principles Course: What Should Be In It and Where Should It Be Going?\u201d\u009d American Economic Review, 65 (May, 1975) pp. 434-437.<\/li>\n
  5. A Framework for Teaching Economics: Basic Concepts, with G. L. Bach, James D. Calderwood, and Phillip Saunders. New York: Joint Council on Economic Education, 1977. 52 p.<\/li>\n
  6. \u201cEconomics Course Content,\u201d\u009d with Phillip Saunders and Arthur L. Welsh, in Phillip Saunders, Arthur L. Welsh, and W. Lee Hansen (editors), Resource Manual for Teacher Training Programs in Economics, New York: Joint Council on Economic Education, 1978, pp.9-16.<\/li>\n
  7. \u201cImproving Classroom Discussion in Economics,\u201d\u009d in Phillip Saunders, Arthur L. Welsh, and W. Lee Hansen (editors), Resource Manual for Teacher Training Programs in Economics, New York: Joint Council on Economic Education, 1978, pp. 127-168.<\/li>\n
  8. \u201cOrganizing an Economics Course,\u201d\u009d in Phillip Saunders, Arthur L. Welsh, and W. Lee Hansen (editors), Resource Manual for Teacher Training Programs in Economics, New York: Joint Council on Economic Education, 1978, pp. 235-268.<\/li>\n
  9. \u201cCourse and Instructor Evaluation,\u201d\u009d in Phillip Saunders, Arthur L. Welsh, and W. Lee Hansen (editors), Resource Manual for Teacher Training Programs in Economics, New York: Joint Council on Economic Education, 1978, pp. 283-312.<\/li>\n
  10. \u201cLearning Aids in Classroom Teaching,\u201d\u009d in Phillip Saunders, Arthur L. Welsh, and W. Lee Hansen (editors), Resource Manual for Teacher Training Programs in Economics, New York: Joint Council on Economic Education, 1978, pp. 313-332<\/li>\n
  11. \u201cTeacher Training Programs in College Economics: Their Development, Current Status, and Future Prospects,\u201d\u009d with Phillip Saunders and Arthur L. Welsh, Journal of Economic Education, 10 (Spring 1980), pp. 1-9; an abridged version appears in Proceedings and Papers, Sixth Intern \u00adational Conference on Improving University Teaching, Lausanne, Switzerland, July 1980, pp. 790-798.<\/li>\n
  12. \u201cStudent and Faculty Attitudes About the Quality of Student Writing Skills and What Might Be Done to Improve Them,\u201d\u009d Wisconsin English Journal, 21 (October 1981) pp. 13-19.<\/li>\n
  13. \u201cImproving Classroom Discussion in Economics,\u201d\u009d Journal of Economic Education, 14 (Winter 1983) pp. 40-49.<\/li>\n
  14. \u201cTeaching the Concept of Demand: Another Approach,\u201d\u009d Journal of Economic Education, 15 (Spring 1984) pp. 148-153.<\/li>\n
  15. A Framework for Teaching Economics: Basic Concepts, with G. L. Bach, James D. Calderwood, and Phillip Saunders. New York: Joint Council on Economic Education, 1984 Edition. 52 p.<\/li>\n
  16. \u201d\u009dWhat Knowledge Is Most Worth Knowing, for Economics Majors?\u201d\u009d American Economic Review, Papers and Proceedings, 76 (May 1986), pp. 149-152. Reprinted in slightly revised form as \u201cWhat Knowledge Is Most Worth Knowing?\u201d\u009d Liberal Education 76 (Sept\/Oct 1990) pp. 22-25.<\/li>\n
  17. \u201d\u009d `Real\u2018 Books and Textbooks,\u201d\u009d Journal of Economic Education, 19 (Summer 1988) pp. 271-274.<\/li>\n
  18. \u201d\u009dEconomics,\u201d\u009d in Charting A Course: Social Studies in the 21st Century, A Report of the National Commission on Social Studies in the Schools. Washington, DC: National Commission on Social Studies in the Schools, 1989, pp. 37-41.<\/li>\n
  19. \u201cImproving Classroom Discussion in Economics Courses,\u201d\u009d with Michael K. Salemi, in Phillip Saunders, and William B. Walstad, editors. The Principles of Economics Course: A Handbook for Instructors, New York: McGraw-Hill, Inc., 1990, pp. 96-110.<\/li>\n
  20. \u201cThe Economics Major in Liberal Arts Education,\u201d\u009d with John J. Siegfried, Robin L. Bartlett, Allen C. Kelley, Donald N. McCloskey, and Thomas H. Tietenberg in Carol G. Schneider, editor, Liberal Learning and the Arts and Sciences Major, Vol. 2 . Washington, DC: Association of American Colleges, 1991, pp. 25-42.<\/li>\n
  21. \u201cThe Economics Major in American Higher Education,\u201d\u009d with John J. Siegfried, Robin L. Bartlett, Allen C. Kelley, Donald N. McCloskey, and Thomas H. Tietenberg, Journal of Economic Education, 22 (Summer 1991) pp.197-224.<\/li>\n
  22. \u201cThe Economics Major: Can and Should We Do Better than B-?\u201d\u009d with John J. Siegfried, Robin L. Bartlett, Allen C. Kelley, Donald N. McCloskey, and Thomas H. Tietenberg, American Economic Review, Papers and Proceedings, 81 (May 1991) pp. 20-25.<\/li>\n
  23. \u201cTeaching a Writing Intensive Course in Economics,\u201d\u009d Journal of Economic Education, 24 (Summer 1993), pp. 213-218. (I have another version incorporating the various attachments that the Journal did not feel it could afford to print.)<\/li>\n
  24. \u201cUsing the Wall Street Journal to Highlight the Usefulness of Key Economic Concepts,\u201d\u009d in How Professors Use the Wall Street Journal in the Finance & Economics Classroom, Princeton, NJ: Dow Jones & Company, 1993, p. 12.<\/li>\n
  25. \u201cBringing Total Quality Improvement into the College Classroom,\u201d\u009d Higher Education, 25 (April 1993), pp. 259-279. A slightly expanded version of this paper containing the student surveys used in the course appeared under the same title as Report 97, Center for Quality and Improvement, University of Wisconsin-Madison, March 1993, 29 pp. Reprinted in Steve Brigham (ed.), CQI 101: A First Reader for Higher Education, Washington, DC: American Association for Higher Education, 1994, pp. 259-279. Also, reprinted in G. H. Doherty (ed.), Developing Quality Systems in Education, London: Kegan Paul, 1994, pp. 149-173.<\/li>\n
  26. Economics 100: Fall 1994 Reading Packet, Department of Economics, University of Wisconsin-Madison, Fall 1994, Part A Introductory Material: Part B Evolving Views of Capitalism and the Market Economy; Part C Analyzing Current Economic Issues, and Part D Examples of Current Economic Issues and Policies. Pages, 200.<\/li>\n
  27. \u201cA Total Quality Improvement Approach to Student Learning,\u201d\u009d in W. Gijselaers, et.al. (eds.), Educational Innovation in Economics and Business Administration: The Case of Problem-Based Learning, Dordrecht, The Netherlands: Kluwer Academic Publishers, 1995, pp. 20-29.<\/li>\n
  28. \u201d\u009dTotal Quality Improvement in the Classroom,\u201d\u009d with Michael Jackson, Quality in Higher Education, 2 (1996) pp. 211-217.<\/li>\n
  29. \u201d\u009dImproving Classroom Discussion in Economics Courses,\u201d\u009d Revised version, with Michael K. Salemi, in Phillip Saunders and William B. Walstad, editors, Teaching Undergraduate Economics: A Handbook for Instructors, New York: McGraw-Hill, Inc., 1998, pp. 207-226.<\/li>\n
  30. Integrating the Practice of Writing into Economics Instruction,\u201d\u009d in William E. Becker and Michael Watts, editors, Teaching Economics to Undergraduates: Alternatives to Chalk and Talk, Northampton, MA: Edward Elgar, 1998, pp. 79-118.<\/li>\n
  31. \u201d\u009dPrinciples-Based Standards: On the Voluntary National Content Standards in Economics,\u201d\u009d Journal of Economic Education 30 (Spring 1998) pp. 150-156.<\/li>\n
  32. \u201cExpected Proficiencies for Undergraduate Economics Majors,\u201d\u009d Journal of Economic Education 32 (Summer 2001) pp. 231-242.<\/li>\n
  33. \u201cUse It or Lose It: Teaching Literacy in the Economics Principles Course,\u201d\u009d with Michael K. Salemi and John J. Siegfried, American Economic Review 92 (May 2002) pp. 463-472.<\/li>\n
  34. \u201cProficiency-Focused Learning and Instruction,\u201d\u009d Presented at Showcase 2003: Excellence in Challenging Times: Improving Work, Learning, and Climate, UW-Madison, April 14, 2003.<\/li>\n
  35. \u201cStudent Course\/Instructor Evaluations: Assessing A Proficiencies-Oriented Economics Course,\u201d\u009d Presented at 2004 Annual Meeting of the Midwest Economics Association, Chicago, Ill, March 20, 2004.<\/li>\n
  36. \u201cA Proficiency-Based Economics Major: Its Architecture and Artistry,\u201d\u009d Presented at Midwest Conference on Student Learning, University of Akron, Ohio, November 5, 2004.<\/li>\n
  37. \u201cDesigning and Implementing \u201cProficiency-Based\u201d\u009d Economics Courses,\u201d\u009d Presented at 2005 Annual Meeting of the Midwest Economics Association, Milwaukee, WI, March 11, 2005.<\/li>\n
  38. Discussing Economics, with Michael K. Salemi, Northampton MA: Edward Elgar, 2005. Pg. 400.<\/li>\n
  39. \u201cProficiency-Based Economics Course Examinations,\u201d\u009d Presented at the 2006 Annual Meeting of the Midwest Economics Association, Chicago, IL, March 24, 2006.<\/li>\n
  40. \u201cProficiency-Focused Learning and Instruction: Expected Proficiencies in the Economics Major,\u201d\u009d Presented as a Poster Session at the Carnegie Foundation for the Advancement of Teaching, 2006 Colloquium on the Scholarship of Teaching and Learning, Madison, WI April 1, 2006.<\/li>\n
  41. \u201cCreating a Student Course\/Instructor Evaluation Instrument for a Proficiencies-Based Economics Course,\u201d\u009d Presented at UW Teaching Academy, 2006 Teaching & Learning Symposium, Madison, WI May 17, 2006.<\/li>\n<\/ol>\n
      \nGraduate Education<\/strong><\/u><\/lh><\/p>\n
    1. “Prediction of Graduate Success in Economics,\u201d\u009d Journal of Economic Education, 3 (Fall, 1971) pp. 49-53.<\/li>\n
    2. \u201cHow We Educate and Train New Economics PhDs,\u201d\u009d American Economic Review, Papers and Proceedings, 80 (May 1990) pp. 437-444.<\/li>\n
    3. \u201cThe Education and Training of Economics Doctorates: Major Findings of the Executive Secretary of the American Economic Association\u2018s Commission on Graduate Education in Economics,\u201d\u009d Journal of Economic Literature, 29 (September 1991) pp. 1054-1094.<\/li>\n
    4. \u201d\u009dNeeded Skills for Human Resource Professionals: A Pilot Study,\u201d\u009d with Robyn A. Berkley, David M. Kaplan, Quian-Sheng Yu, Carolyn J. Craig, Jill A. Fitzpatrick, Mark R. Seiler, Diane R. Denby, Paola Gheis, Deborah J. Ruelle, and Lisa A. Voss, Labor Law Journal, August 1996 (also Proceedings of Industrial Relations Research Assocition, Madison, WI (August 1996 Meeting), pp. 524-534.<\/li>\n
    5. \u201d\u009dGraduate Training and the Early Career Productivity of Ph.D. Economists,\u201d\u009d with Thomas Buchmueller and Jeffrey Dominitz, Economics of Education Review 18 (February 1999) pp. 65-77.<\/li>\n
    6. \u201cLinks from Graduate Education in Economics to the Labor Market,\u201d\u009d Journal of Economic Perspectives 13 (Summer 1999) pp. 147-152.<\/li>\n
    7. \u201d\u009dAdapting a Quality Function Deployment Model to Optimize Professional Education in Human Resources\/Industrial Relations Programs,\u201d\u009d with Michelle Murphy, Nicole Mehlek, and Dianne True, in John Troy, Malcolm Pettigrew, Piet Keizer, and Jeannette Hommes (editors), Learning in a Changing Environment, Boston, MA: Kluwer Academic Publishers, 1999, pp. 191-227.<\/li>\n
    8. \u201cDeveloping New Proficiencies for Human Resource and Industrial Relations Professionals,\u201d\u009d in Bruce Kauffman and David Lewin (editors), New Research on Labor Relations and the Performance of University HR\/IR Programs, in Advances in Industrial and Labor Relations Series, New York: Elsevier, 2001. Volume 10, pp. 209-233.<\/li>\n
    9. \u201cA Proficiencies Approach to the Academic Preparation of Human Resource Professionals,\u201d\u009d Human Resource Management Review 12 (2002). Pp. 513-538.<\/li>\n
    10. \u201cPh.D Program Learning and Job Demands: How Close is the Match?\u201d\u009d American Economic Review Papers and Proceedings, 94 (23) (May 2004): 266-271.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

      Without realizing it, I have been practicing the scholarship of teaching and learning since I began teaching in 1955-56. \u00a0 I continually experimented with different approaches hoping that by the time students completed my courses they had not only mastered … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/users.ssc.wisc.edu\/~wlhansen\/index.php?rest_route=\/wp\/v2\/pages\/80"}],"collection":[{"href":"https:\/\/users.ssc.wisc.edu\/~wlhansen\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/users.ssc.wisc.edu\/~wlhansen\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/users.ssc.wisc.edu\/~wlhansen\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/users.ssc.wisc.edu\/~wlhansen\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=80"}],"version-history":[{"count":0,"href":"https:\/\/users.ssc.wisc.edu\/~wlhansen\/index.php?rest_route=\/wp\/v2\/pages\/80\/revisions"}],"wp:attachment":[{"href":"https:\/\/users.ssc.wisc.edu\/~wlhansen\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=80"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}