Document Type

Article

Publication Date

8-2014

Abstract

Undergraduate economics is poised for reform because of readily available data and multimedia content. However, we argue that deep reform is needed to teach complex contemporary problems. This requires including institutional and historical content and restructuring the classroom to facilitate interdisciplinary pedagogy. Using Colander’s (2006) analysis of reform as a starting point, we review the economics literature to identify alternative approaches and interdisciplinary pedagogy. The Green Learning Community is introduced as an intentional approach that links economics, humanities and environmental studies and provides first-year students adequate time to study, reflect upon, and internalize economic assumptions, models, values, and interdisciplinary insights.

Comments

Originally published in Journal of Higher Education Theory and Practice vol. 14(3) 2014 (August 2014, p. 70-82).

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