Large-group teaching

The teaching economist

Location (URL):
Cengage Learning

This is a complete on-line archive of the semi-annual electronic newsletter that ran until Spring 2017, edited by William McEachern of the University of Connecticut. Through news items and reviews of web sites, new books and research, he examined economics teaching from a surprising number of angles and extracted tips from cognitive science findings about learning.

Using METAL resources to teach Economics

Vitalia Kinakh, The Manchester College
Vitalia Kinakh
The Manchester College
Published December 2009


Two years ago I took part in a workshop organised by the Economics Network. At this workshop Rebecca Taylor introduced the METAL project, an idea which really appealed to me as a lecturer in Economics. Therefore as soon as I learned that the Economics Network was seeking lecturers to trial METAL resources, I decided to play a part in their evaluation.

Still standing on the table: The New Lecturer's Workshop, part deux

Benjamin H. Mitra-Kahn, City University, London
Benjamin H. Mitra-Kahn
City University, London
Published April 2009

Video Case Study: Making Principles Lectures Fun and Memorable

G. Dirk Mateer, Penn State University, USA
Contact: Dr. G. Dirk Mateer
Department of Economics, Penn State University, USA
Published January 2009 (video put online January-March 2007)

This note introduces two teaching techniques that can be deployed to teach economic principles. The first technique highlights the importance of incentives while the second demonstrates diminishing utility. In both cases, student volunteers are used to engage the audience.

Digital Pen Technology in Lecture Presentations

Steven C. Myers, The University of Akron
Contact: Steven C. Myers
The University of Akron
Published January 2004
This is an extract, adapted with kind permission, from a conference poster presentation.

Current Non-Tech Practice

The use of lecture time for workshops

John Sloman, University of the West of England
Contact: John Sloman
University of the West of England
Published October 2002

This case study is extracted from the guide Lectures prepared by John Sloman and Chris Mitchell for our Handbook for Economics Lecturers.

Economics Lectures Using a Personal Response System

Caroline Elliott, Lancaster University
Contact: Dr. Caroline Elliott
Department of Economics, The Management School, Lancaster University
Published November 2001

Having lectured on the second year undergraduate Microeconomic Principles course for a number of years, I was aware that many students found this course academically challenging, and often rather 'dry'. Consequently, in the 2000/1 academic year I introduced a Personal Response System (PRS) in the lectures. (Note 1)