Learning to do: Facilitating practice in a large introductory macroeconomics class
AffiliationUniv Arizona, Dept Agr & Resource Econ
MetadataShow full item record
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
CitationJosephson, A., DeBoer, L., Nelson, D., & Zissimopoulos, A. (2019). Learning to do: Facilitating practice in a large introductory macroeconomics class. The Journal of Economic Education, 1-15.
JournalJOURNAL OF ECONOMIC EDUCATION
Rights© 2019 Taylor & Francis Group, LLC
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at firstname.lastname@example.org.
AbstractContemporary pedagogy encourages instructors to move away from memorization to teaching the ability to do economics. In such an environment, students are taught to apply knowledge of economic measurement, the economic model, and economic policy to analyze current events and policies. In this article, the authors build on existing literature describing independent activities by sharing a set of class exercises and assignments that comprise an entire course. The course discussed in this article is a large enrollment introductory course and presents a novel approach to active learning, adapted to this often-challenging context. The course emphasizes engaging students by encouraging them to practice using macroeconomic tools.
Note18 month embargo; published online: 29 Mar 2019
VersionFinal accepted manuscript