What do we want students to (know and) be able to do: Learning outcomes, competencies, and content in literacy-targeted principles courses

Using the backward design model, the author of this article surveys and connects the economic competencies literature evolving from Hansen with the literature on literacy-targeted principles courses. He makes the case why departments should offer LT principles courses—which focus on higher-level mastery of a shorter list of concepts that students can apply throughout their lives—explains what students should be able to do after taking LT courses, and differentiates LT principles from existing “intro for non-majors” or “survey” courses. The author intends the article as a starting point for anyone interested in exploring or assessing the LT approach and suggests options for departments thinking about integrating LT principles into their course offerings.