Embedding Threshold Concepts The project involves: identifying examples of threshold concepts in economics (for example, opportunity cost, general equilibrium) developing ways in which students can be assisted in recognising and acquiring these concepts more readily systematically embedding these concepts in the first year curricula of the four partner universities in the UK evaluating the outcomes in terms of students learning We are inviting other universities to be cascade partners to join us in using the outcomes as the project progress etcetc

etcetc Threshold concepts (Meyer & Land, 2003) are akin to a portal opening up a new and previously inaccessible way of thinking about something. Threshold concepts may be integrative, transformative and troublesome. They are not the same as key concepts, the emphasis being on conceptual change rather than building blocks. In economics an understanding of a web of concepts is crucial for students in considering new theoretical areas and applications (Davies and Mangan, 2005). Within the web of concepts, threshold concepts not only appear widely, but are overarching and help to organise other key concepts into frameworks that are used by economists. Threshold concepts

Opportunity Cost Context : Level of Profits Time Competition Margin Partial Equilibrium Context: Gains from trade General Equilibrium Increases in consumption lead to increases in welfare Flexibility of resources and production switching Normal Profit Comparative Advantage etcetc

Aspects of Theory and Design Principles etcetc making theorising explicit relating new theoretical understanding and new applied situations to prior subject understanding learning focused on the way that situations are analysed from a theoretical perspective reflection on students thinking compared to an economists stressing the combination of economic concepts are used in analysing a problem

Appraisal of our exercises We have developed three kinds of exercises: (i) reflective exercises (ii) problem focused exercises (iii) short concept-focused exercises Do our exercises: clearly use some of the design principles? provide a different approach from that of textbooks/workbooks? Cover aspects that will help improve students understanding? Can you please suggest any: improvements/corrections (to the economics, style, ordering, content etc) areas in which you think it would be useful for us to develop exercises based on these principles. etcetc