Michael C. Munger

Duke University

Some General Principles

of Course Design

What Should You Teach?

“Teaching, to be effective, must be, in fact as well

as in spirit, a friendly, cooperative endeavor and not

a battle between antagonists. This requires much

time, patience, and sincere sympathy for honest

differences of opinion." - Baldy Harper”

History of Thought? (Economist's name…) Pick a

spine, to organize it.

Voluntary exchange…

So, start with exchange

Voluntary? Aristotle, Nicomachean Ethics

Voluntary? Locke, "Venditio"

Why does it matter if its voluntary? What does it

mean if the exchange is voluntary? (I made up a

word: "euvoluntary.")

Advantage: Foundational. And it let's you express

a view that all your colleagues will agree is truly

important.

Division of Labor: Plato, Republic, Book II

(Socrates) Justice, which is the subject of our enquiry, is, sometimes

spoken of as the virtue of an individual, and sometimes as the virtue

of a State. …A State, I said, arises, as I conceive, out of the needs

of mankind; no one is self-sufficing, but all of us have many wants.

Can any other origin of a State be imagined?

(Adeimantus) There can I be no other.

(Socrates) Then, as we have many wants, and many persons are

needed to supply them, one takes a helper for one purpose and

another for another; and when these partners and helpers are

gathered together in one habitation the body of inhabitants is termed

a State.

(Adeimantus) True.

And they exchange with one another, and one gives, and another

receives….that the exchange will be for their good.

(THREE A's: Aristotle, Augustine, Aquinas)

John Locke, "Venditio", 1661

Merchant has two ships in Danzig, full of corn

(wheat).

Ostende: normal conditions, 5 shillings per bushel

Dunkirk: near famine, 20 shillings per bushel

What should he do?

Generally, when is the market price the just price?

An amazingly modern view of market price

(Remarkably, gives account of secondary markets,

and concludes the just thing to do is send the ships

to Dunkirk and sell at the market price THERE.)

Eugen Bohm BawerkPositive Theory of Capital, Book IV, Chapter 2, 1888

A peasant, whom we shall call A, requires a horse.

His individual circumstances are such that he

attaches the same value to the possession of the

horse as he does to the possession of £30. A

neighbour, whom we shall call B, has a horse for sale.

If B's circumstances also are such that he considers

the possession of the horse worth as much as, or

worth more than £30, there can, as we saw, be no

exchange between them. Suppose, however, that B

values his horse at considerably less, say at £10.

What will happen?

Euvoluntary Exchange

For economics, political science, and

philosophy, the way to build connections about

things "we" all "agree" about is consent, or

voluntary exchange (what I have called

"euvoluntary exchange")

"Euvoluntary or Not, Exchange is Just," Social

Philosophy and Policy, 2011.

No externalities, no coercion, and all parties to

exchange have (a) acceptable BATNAs, and (b) no

great disparity in BATNAs

An example: Anti-gouging laws

An Example: They Clapped

Fran at Landfall: (11 pm 9-5-96)

Yahoos

They had the technology,

they had the tools….

Dots: Location Choices

by Yahoo-Entrepreneurs

Guess Who Showed Up? Why?

Anti-gouging law…..North Carolina's Anti-Gouging Law in 1996

(General Statutes 75-36) (a) It shall be a violation of G.S. 75-1.1 for any person to sell or rent or offer to sell or rent at retail during a state of disaster, in the area for which the state of disaster has been declared, any merchandise or services which are consumed or used as a direct result of an emergency or which are consumed or used to preserve, protect, or sustain life, health, safety, or comfort of persons or their property with the knowledge and intent to charge a price that is unreasonably excessive under the circumstances.

(Later amended to be even more restrictive, outlawing price changes reflecting cost increases up the supply chain, August 2006, SL2006-245, GS 75-38).

Anti-gouging law…..North Carolina's Anti-Gouging Law in 1996

(General Statutes 75-36) (a) It shall be a violation of G.S. 75-1.1 for any person to sell or rent or offer to sell or rent at retail during a state of disaster, in the area for which the state of disaster has been declared, any merchandise or services which are consumed or used as a direct result of an emergency or which are consumed or used to preserve, protect, or sustain life, health, safety, or comfort of persons or their property with the knowledge and intent to charge a price that is unreasonably excessive under the circumstances.

(Later amended to be even more restrictive, outlawing price changes reflecting cost increases up the supply chain, August 2006, SL2006-245, GS 75-38).

Anti-gouging law…..North Carolina's Anti-Gouging Law in 1996

(General Statutes 75-36) (a) It shall be a violation of G.S. 75-1.1 for any person to sell or rent or offer to sell or rent at retail during a state of disaster, in the area for which the state of disaster has been declared, any merchandise or services which are consumed or used as a direct result of an emergency or which are consumed or used to preserve, protect, or sustain life, health, safety, or comfort of persons or their property with the knowledge and intent to charge a price that is unreasonably excessive under the circumstances.

(Later amended to be even more restrictive, outlawing price changes reflecting cost increases up the supply chain, August 2006, SL2006-245, GS 75-38).

Anti-gouging law…..North Carolina's Anti-Gouging Law in 1996

(General Statutes 75-36) (a) It shall be a violation of G.S. 75-1.1 for any person to sell or rent or offer to sell or rent at retail during a state of disaster, in the area for which the state of disaster has been declared, any merchandise or services which are consumed or used as a direct result of an emergency or which are consumed or used to preserve, protect, or sustain life, health, safety, or comfort of persons or their property with the knowledge and intent to charge a price that is unreasonably excessive under the circumstances.

(Later amended to be even more restrictive, outlawing price changes reflecting cost increases up the supply chain, August 2006, SL2006-245, GS 75-38).

Question: What did the people

standing in line do?

They clapped. Appeared to be happy.

What is the objection?

Why do so many states have these laws? Because

people object to exchange that is not euvoluntary!

How do economists "solve" this problem? By

assuming perfect competition, which by definition has

many sellers and many buyers of a homogeneous

product.

Completely different from EBB's conception, different

from any idea of markets. Economics tries hard to

ignore markets. Problematize competition.

Anti-gouging laws are NOT irrational.

Matt Zwolinski Learn Liberty Video:

http://youtu.be/h9QEkw6_O6w

But then HOW to design a course?

I would suggest you think strategically

Maximize, subject to constraints

And think hard. Take two steps back…

Maximize, Subject to Constraints

Interesting to you, on the merits

Interesting to you, in terms of research content

Useful, important ideas

Attract enrollments

Fit into offerings in the department/school

Consistent with your own intellectual integrity

Do not violate the norms of the department (not what

you think should be the norms; find out!)

Maximize, Subject to Constraints

Interesting to you, on the merits

Interesting to you, in terms of research content

Useful, important ideas

Attract enrollments

Fit into offerings in the department/school

Consistent with your own intellectual integrity

Do not violate the norms of the department (not what

you think should be the norms; find out!)

This version is dangerous. All the objectives are about

you, or your judgments

Maximize, Subject to Constraints

Interesting to you, on the merits

Interesting to you, in terms of research content

Useful, important ideas

Attract enrollments

Fit into offerings in the department/school

Consistent with your own intellectual integrity

Do not violate the norms of the department (not what

you think should be the norms; find out!)

This version is sensible. It is the way a new person

should start out. Don't give up your interests, or

principles

Maximize, Subject to Constraints

Interesting to you, on the merits

Interesting to you, in terms of research content

Useful, important ideas

Attract enrollments

Fit into offerings in the department/school

Consistent with your own intellectual integrity

Do not violate the norms of the department (not what

you think should be the norms; find out!)

After you get tenure…

Overall, for a New Faculty Member:

Plan to Win, Plan Not to Lose

Win: I'm on a team, playing my

position, which is to offer a

particular, interesting perspective

Lose: I'm the lone teller of

truth, and this class is my only

chance to save students from

falsehood and embarrass my

colleagues

(And I use quotes as arguments)

INITIAL DESIGN PHASE

Build Strong Primary Components

Step 1. Identify important situational factors

Step 2. Identify important learning goals

Step 3. Formulate appropriate feedback and

assessment procedures

Step 4. Select effective teaching/learning activities

Step 5. Make sure the primary components are

integrated

Adapted source for this and the next two slides is

http://www.niu.edu/facdev/programs/handouts/icd/selfdirectedguide.pdf , L. Dee Fink

INTERMEDIATE DESIGN PHASE--

Assemble Components into a

Coherent Whole Step 6. Create a thematic structure for the course

Step 7. Select or create an instructional strategy

May want to include ONE innovation:

A. Flipped classroom

B. Virtual sections (constraints: lecture, # teaching

assistants, # of section break-out rooms)

C. Experiments, Think-Pair-Share

Step 8. Integrate the course structure and the

instructional strategy to create an overall scheme of

learning activities

FINAL DESIGN PHASE

Finish Important Remaining Tasks

Step 9. Develop the grading system

Step 10. De-Bug possible problems

Step 11. Write the course syllabus

Step 12. Plan an evaluation of the course and of your

teaching, for assessment

ALWAYS give an informal anonymous midterm

evaluation

Instrumental Intermezzo….

Michael C. Munger

Duke University

Adapted from B. Gross, “The Comprehensive

Syllabus,” in Tools for Teaching, Jossey-

Bass, 2006

The Syllabus:

Nuts, and Bolts

Chair at Duke for 10 years 35 faculty

6 people denied tenure, 10 new orientations

Completely revision of curriculum

In almost every case, the legal problems I had were the

result of problems with a syllabus.

One note: J.S. Taylor made two extraordinarily

valuable points

1. DO NOT COVER THE SYLLABUS in the first class. 1

page handout, basics of readings and grades. Second

class you can talk about the syllabus, or use emails a

little at a time.

2. PLAN A MIDTERM EVALUATION. And you may want

to talk to the evaluation people at the outset, to get a

baseline.

Outline of Syllabus Basic Information

Course Description

Materials Needed

Requirements

Policies

Schedule (virtual sections, when class?)

Resources

Accomodation/Evaluation

Why think about all this? Because it makes you

intentional. Less important as the course develops in

your mind, with experience. Crucial if you are doing it

for the first time

Basic Information name of university, semester, year

course title, number, unit value, meeting times, location

instructor, TA names

how to contact instructor/TAs:

– in-person office hours, times/location (with map); drop-in

or by appointment?

– online office hours, times and how to access (URL)

– email addresses

– phone numbers (private office and department lines)

– times available other than office hours

– home or cell phone number and limits on its use

Instructor web page URL and twitter handle

Course web page URL

Course Facebook page

Description of course software (SAKAI, Blackboard, etc)

Course Description

Prerequisites:

– prior courses

– knowledge/skills (needed to succeed in this course)

– permission of instructor needed?

Overview of course

– what is the course about: its purpose, rationale?

– what are the general topics or focus?

– how does it fit with other courses in the department or on campus?

– who is the course aimed at?

– why would students want to take this course and learn this material?

Student learning objectives (assessment)

– what will students be expected to know or do after this course?

– what competencies/skills/knowledge will students be expected to demonstrate at the end of the course?

Methods of instruction and Why

– lectures

– discussion

– group work

Materials Needed

Primary or required books/readings for the course

– author, title, edition, ISBN

– availability of electronic or alternative formats, for students with disabilities

-- supplemental or optional books/readings

-- websites and links

Other materials

– laptop/tablet/clicker rental

– software

Requirementsexams and quizzes

– how many

– what kind (e.g., open/closed book; essay/multiple choice)

– type of knowledge and abilities tested

– place, date and time of midterm and final exam

assignments/problem sets/projects/reports/research papers

– provide general information on type, length, and when due (detailed information can

be distributed during the term)

– clarify the relationship between the learning objectives and assignments

– identify criteria for assessing student work

– indicate whether students submit their work online or in hard copy format

for research papers and projects:

introduce students to the steps in conducting research

create shorter assignments that build to the research paper (e.g. annotated

bibliography of primary sources, thesis statement, fact sheet, etc.)

specify the skills and knowledge students need to complete the research

assignments

connect research assignments to course goals and student learning objectives

Policiesgrading procedures

– describe how students will be graded: on a curve or absolute scale?

– clarify weighting of course components

– explain policies regarding incompletes, pass/not pass

– describe grade appeals

attendance and tardiness

class participation: rules of engagement

classroom decorum

– no eating

-- laptops? Prohibited? Required?

– no reading newspapers

– turn off cell phones

interrupted exams (e.g., fire alarms)

missed exams/make up exams

missed assignments, late assignments/extensions

illness and family emergencies

extra credit opportunities

permissible and impermissible collaboration

standards for academic honesty and penalties for infractions (University URL)

Scheduletentative calendar of topics and readings

– by week rather than by session – or leave some sessions empty "review" for flexibility

firm dates for exams and written assignments

dates of special events

– field trips

– outside talks

last day to withdraw from the course

Resources

– time management suggestions/resources

– tips for studying, taking notes, preparing for exams

– common student mistakes or misconceptions

-- copies of past exams or model student papers: policy, archive

-- glossaries of technical terms (St Ency Phil)

-- links to appropriate support material on the web (style manuals, past

student projects, web based resources, etc.)

-- academic/ psychological support services on campus

-- Plagiarism policy, citing practices

-- information on the availability of videotapes or webcasts of lectures

-- space for students to identify two or three classmates’ names and their

contact information

-- Reduce transactions cost of forming a study group

-- Safety procedures/Emergency procedure

1. Active shooter

2. Storm/weather

3. Fire/emergency

Accommodation / Evaluation

Accommodation

a request that students see the instructor to discuss accommodations for:

– physical disabilities

– medical disabilities

– learning disabilities

a statement on reasonable accommodation for students’ religious beliefs, observations, and practices

Evaluation/Assessment

student feedback strategies during the semester (other than quizzes and tests)

end-of-course evaluation procedures

Rights and Disclaimers

Rights and Rules of Engagement

statement of students’ and instructor’s rights

to academic freedom (e.g., respect the rights

of others to express their points of view)

General rules of engagement

statement on copyright protection for the

contents of the course, as appropriate

Disclaimer

syllabus/schedule subject to change

acknowledge faculty, if any, whose syllabi or

assignments you have used to create this

course