Thursday, May 19th
Roundtable: Teaching Stories from the Pandemic: Processing the Past
Join us for lunch and a chance to reconnect in-person with your colleagues and make new connections with those hired in the last few years. Everyone will have an opportunity to share teaching stories from the past couple of years for a roundtable discussion. We expect a lively and expressive session: it’s a chance to listen and be heard, debrief, process our experiences, and move forward.  

Thursday, May 26th
Roundtable: Teaching Innovations from the Pandemic: Bringing Forward What Works
The many forced shake-ups of our teaching contexts have led to discoveries, both small and large. What positive impact may your teaching experience over the last couple of years have on your future teaching? Come ready to share a pandemic-induced innovation that you are planning to carry forward.    

Optional Readings:

Thursday, June 9th
Panel: Reimagining In-Person Class Time
How has pandemic teaching changed our judgements about the most effective use of time together in the classroom? For our colleagues who moved traditional lectures online via pre-recorded videos, should we go back to lecturing in person? What technologies, if any, enhance the efficacy of class time? How have students’ reactions and expectations to our choices for class time evolved? How should these affect our choices? How should they not? Our three panelists share their reactions to these questions to start a group discussion.

Panelists: Kory Kroft, Michael Stepner and Courtney Ward

Thursday, June 16th
Engaging students by bringing pressing global challenges into the first- and second-year classroom 
Mandatory introductory economics courses often cover a lot of ground to equip students with the required tools to move on to further study in economics. While a thorough introduction to the tools of economics is important, this approach often ignores the fact that students coming to university are eager to get answers to pressing real-world challenges such as inequality, climate change and globalization. 
In an attempt to address this, and to inspire students, the University of Bristol has radically reformed the narrative for our first-year introductory economics course. In particular, we have identified main thematic strands, such as the environment, climate change and Inequality, which are used to narratively scaffold students throughout the course, and we teach basic economic tools through the lens of these big social challenges. 
In the CoP I will showcase our approach, looking in particular at the strand around the environment and climate change.
I argue that reshaping the lecture narrative in introductory economics courses will increase student engagement (which means better learning) and create well-rounded economists (as students learn economic tools to understand big societal challenges).  
Our teaching makes use of material from the CORE-ECON project (www.core-econ.org), however, the teaching approach is independent of textbook choices and can easily be transferred to higher levels of study as well as specialist economics courses. It will also benefit students who will not major in economics.  

Discussion Leader: Christian Spielmann from the University of Bristol visiting us for Summer 2022

Thursday, June 23th
Roundtable: Naming and Making Progress on Outstanding Teaching Challenges
Are you a new or newer faculty member with some teaching questions or challenges where your colleagues may be of help? Are you a more experienced instructor facing fresh challenges and dealing with new questions? Collectively we have much experience and wisdom even if it is dispersed. Let’s mentor each other. Come with a question or challenge in mind that you will share (anonymously) with the group. Further, bring any questions or challenges we could take up as a large group or in side discussions (not anonymously).