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Writing real life policy reports

In economics, we often ask fairly structured questions in assignments and exams with little room to deviate. (E.g. show that optimal savings rate is...).

I would like to get students to address real life questions by making them write more open ended policy reports, where they combine elements from the lectures.

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Improving the "right to attend" mechanism for blended learning

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Improving the "right to attend" mechanism for blended learning

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At the moment students have the right to attend every second lecture. This is not necessarily optimal, and room capacity is not utilized fully -- a better mechanism may be available.
-Egor

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Is group work for everyone?

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Evaluating a portfolio-exam format with peer-graded projects in a advanced quantitative methods course with both theoretical and empirical questions.

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1) How to combine slides and (virtual) blackboard in the best way,e.g. using virtual blackboard more than slides and then upload the blackboard to the students afterwards so they can focus on listening to the teacher, rather than only concentrating about writing notes.

2) Ask students to prepare the first 10 minutes of a lecture (same setup and style as presented by Per-Erik) to activate the students and motivate for preparation. Could be the first (easier) part of the lecture or a recap from last lecture.

3) Make students more aware about how they apply their tools in real world examples.  Computer Science-Econ students have complained they have a hard time figuring out why it is useful to study Computer Science-Econ.

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Evaluating the contributors and obstacles to developing a successful, interdisciplinary quantitative-qualitative MSc program; specifically focusing on the influence of gender, disciplinary and methodological background.

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In the course neuropsychology - lecture series, there seems to be a misalignment between course content, course learning objectives and the assessment. I will investigate whether this is the case (through interviews of students) and then come with siggestions of how to improve this.

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How to do engaging asynchronous online learning?

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Evaluating student presentations - not of weekly texts, but rather of working drafts of essays, and outcomes of group discussions. Student presentations are valued by some, and hated by others. But it seems like one method to increase student reading and participation, especially if it is designed with elements of unertainty.

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Working on developing the skill of turning the focus of a successful class onto the students and their learning process, and away from my own 'performance' having to be in a particular way.
How does one decode in the best way, that the students (also the more introvert students) have understood the most vital points?

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1 - experience of cluster supervision for dissertation - best practice and potential problems.

2 - problems associated with too much student work for MA-students - potential for better integration btw work and study.

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How different supervision styles impact students' performance and satisfaction

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investigate differences in  eg. motivation, learning outcome,  etc. (haven't found out all of the variables) between students participating online and in real life.

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investigate how blended learning supports student learning. What works and what does not work? How to structure teaching on-line in different ways compared to face-to-face teaching to enhance learning.

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In my course, students are expected to be able to have knowledge about relevant theories and be able to analyze their strength and weakness. I want to strengthen the students abilities to analyze the theories (because students thinks this is difficult and I think they could be better at this). I want to change my teaching by including more learning activities focusing on training analyzing abilities among the students. I´m not sure about the methodology - maybe previous evaluations compared to new ones, or evaluation after every type of activity to explore which method works best (for what content)

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Use data from student administration to analyze student dropout.

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Coordinating math teaching in the Econ Department