To transform the course from a Lecture-Based course into a course that uses Problem-Based learning that embeds the UN's SDGs into learning. A complete redesign of homework assignments away from textbook-based exercises to empirical exercises analyzing SDG-relating datasets. To switch from paid software to open software for statistical analysis. Introduce a course-long research proposal related to at least one of the SDGs. Introduce class presentations of research proposal at the end of the semester.
The goals of these redesigns are naturally connected with Sustainability Next's strategy of expanding sustainability and SDG concepts by improving skills and in-depth exploration of the SDGs. The first phase was accomplished this semester through student immersion in problem sets that used SDG-related datasets, questions, and motivations. When moving on to the second phase, switching to the open-source software, it was discovered that the paid software was used in a prerequisite course, as a result the department has come to an agreement to switch all courses to the proposed open-source software, effectively standardizing the software across all ECON courses. The final redesign elements will be finalized in Summer of 2024 and the new redesign in its entirety will be rolled out in Fall of 2024.
The project in its entirety will not be implemented until Fall of 2024, however the effectiveness of the problem sets was able to be assessed. The effectiveness was measured through a 10-minute "comments and suggestions" session at the beginning of class, the day the problem sets were due. The discussions were centered around the following three questions: "Was the length of the problem set reasonable?" "Was the content related to class lectures?" and "Did the United Nations Sustainable Development Goals (SDGs) angle hinder learning and method implementation?" With the third and final question being the most crucial. The general feedback from students indicated that the SDG angle didn't impede learning econometric models. In fact, it helped students connect these abstract models to real-world contexts more effectively.
"As an instructor of a "methods" class, I was initially skeptic about whether such a structured and theoretical course could be effectively redesigned to incorporate the United Nations Sustainable Development Goals (SDGs). However, I was pleasantly surprised by the positive reception from students. They not only embraced the problem sets but also appreciated the practical integration of real-life SDG examples when learning about these models."