A Fresh Look at the Future of the Intermediate Microeconomics Course
Paper Session
Saturday, Jan. 4, 2025 8:00 AM - 10:00 AM (PST)
- Chair: Parama Chaudhury, University College London
Updating Our Approach to Teaching Intermediate Microeconomics
Abstract
Symposia in the Journal of Economic Literature and the Journal of Economics Education have considered what should be taught in the introductory economics classroom. Scaling that question up to the major as a whole involves a discussion of the competencies that a graduate with an economics major ought to have. Within this discussion, relatively less attention is devoted to what and how economic theory should be taught to economics majors. Here, we focus on a class in intermediate microeconomic theory. We discuss how the content and emphasis of the course could be modified to (a) more closely reflect what economists do, (b) cater to the changing interests of economics majors, and (c) be more inclusive.All Flowers, No Weeds in Intermediate Microeconomics: Inclusive Teaching in the Hardest Core Class
Abstract
Intermediate microeconomics is often considered, by students and instructors alike, a “weed-out” class that winnows economics majors down to those who can cut it in the tough field of economics. We argue that this approach unnecessarily gatekeeps the economics major in a way that makes it less inclusive and, most likely, less diverse. In this paper, we argue that intermediate microeconomics instructors should maintain a growth mindset about the ability of all students to succeed in the course. We advise some strategies for teaching the course in an inclusive way. First, we discuss how instructors can assess students’ quantitative preparation for the course early on and support students with weaker math backgrounds throughout the semester. Second, we suggest that active learning be adopted in ways both large and small and suggest a variety of activities we have used successfully in our intermediate microeconomics courses. Third, we discuss how the material, which can seem abstract at times, can be made to feel relevant and compelling to undergraduates. Finally, we discuss ways that instructors can communicate their support of student success in ways that reinforce students’ sense of belonging and economics identity, especially for students from identity groups underrepresented in economics.Discussant(s)
Christopher Makler
,
Stanford University
George Orlov
,
Cornell University
JEL Classifications
- A2 - Economic Education and Teaching of Economics
- A1 - General Economics