Functions of an Undergraduate Module

Given the time of year and given that one of my functions here in UCD is to provide the undergrad behavioural economics curriculum forgive me another random post on what we are actually supposed to do in the undergrad domain. Below is the result of scribbling on a piece of paper in an attempt to get motivated for this year's endeavours. This is close to another issue that we have started debating a lot more - what is the value of "inperson" modules as opposed to downloading modules from the web?

(i) Give students an opportunity to signal their ability to the labour/graduate admissions market. To provide challenging assignments that are known to be challenging.

(ii) Provide access to information that will be intrinsically valuable for the students both now and in the future on reflection. In essence to provide a consumption product at the same time as allowing the student to invest in a stock of knowledge and positive memories.

(iii) Provide access to language that will enable them to communicate with other people who have taken the course.

(iv) Provide a link between the university setting and the outside world through practical examples, case studies etc., In essence, to give students a chance to "practice" being a decision maker before having to make real decisions.

(v) Similar to (iv) to provide students with an opportunity to express innate talents through interaction with others in group situations similar to real-world settings.

(vi) Provide specific marketable skills valued by employers in different sectors.

(vii) Get to know students in the module well enough to be able to provide employment references.

(viii) Awaken consciousness about how real-world institutions operate and their own potential place in this.

(ix) To act as a guarantor that a student has come through a module of study that is a requirement for later education/jobs.

(x) Provide students with an opportunity to form networks through the class both personal and professional. Synching up modules across universities an interesting way to develop this.

(xi) Provide a forum for students to discuss and develop their own ideas. Provide feedback on those ideas including references to wider literaturem, challenging gaps in reasoning and so on.

(xii) Provide students with an independent forum for advanced critical thinking. Provide an atmosphere of irreverance toward current norms facilitating development of original thinking.