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.
Jude Carroll, Oxford Brookes University. Extracted with permission from Teaching International Students: improving learning for all edited by Jude Carroll and Janette Ryan, 2005, RouteledgeFalmer, ISBN: 0415350654.
Published on the Economics Network site, June 2009.
I have typically used the method detailed below in upper division courses with between 15-20 students. This past semester, I began using it more frequently in a Principles of Microeconomics class with an enrollment of 40, though usually no more than 35 were there for a given small group.
'Microeconomic Principles 2' is a course taken mostly by second-year undergraduate students from the BSc in Economics and BSc in Mathematics and Economics programmes. Students opt between either following this course or taking 'Microeconomic Principles 1', the idea being that both courses cover a similar range of topics yet the former uses mathematics more extensively.