A Classroom Strategy for Teaching Economics in a Multidisciplinary Context
Abstract
Students typically come to their first college macroeconomics course having had several years' exposure to English, mathematics, science, and social studies but very little exposure to economics. In addition, students enrolled in economics classes are often majors in other disciplines who bring specialized skills with them. This article describes a classroom strategy that guides students, through active participation techniques, into applying their skills and interests to the understanding of macroeconomics. The strategy is designed to increase interest in and retention of economic concepts, to promote higher-order thinking skills that enhance learning in all disciplines, and to develop important workplace skills.
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