Caroline Elliott

The Use of Media and Technology in the Classroom

Mario Pezzino
School of Social Sciences
University of Manchester
Edited by Caroline Elliott, Aston University
Published May 2017
Printable PDF version

Teaching Symposium 2014 for early career lecturers and teaching assistants

By Alvin Birdi and Ashley Lait, the Economics Network
Published May 2014

As part of its continual efforts to improve the service it provides to lecturers and teachers of HE economics, the Network ran its first ever Symposium for Early Careers Lecturers and Graduate Teaching Assistants at the LSE on 2nd April.

This event arose as a result of feedback from previous training events in which delegates expressed a desire to see more practice-based training particularly in specific content areas such as econometrics.

GTA Workshops 2011

One Day Workshops for Economics Postgraduate Teaching Assistants/ Tutors

The Economics Network is pleased to announce its Autumn workshop series. The workshops complement any generic-based institutional training delegates might receive (and in some institutions exempts attendees from parts of such training) and are facilitated by experienced economics lecturers.

The workshops are specifically designed to meet the needs of Economics Postgraduate Teaching Assistants/Tutors (GTA’s) with a focus on small-group classes, tutorials, seminars and workshops.

Teaching Economics to Non Economics Majors

by Caroline Elliott, Lancaster University and John Sloman, The Economics Network
Published June 2010


The Revision of Material Using Noughts and Crosses

Caroline Elliott, Lancaster University
Contact: Caroline Elliott
Department of Economics, Lancaster University Management School, Lancaster University
Published November 2004

Economics Lectures Using a Personal Response System

Caroline Elliott, Lancaster University
Contact: Dr. Caroline Elliott
Department of Economics, The Management School, Lancaster University
Published November 2001

Having lectured on the second year undergraduate Microeconomic Principles course for a number of years, I was aware that many students found this course academically challenging, and often rather 'dry'. Consequently, in the 2000/1 academic year I introduced a Personal Response System (PRS) in the lectures. (Note 1)