The Teaching Innovations Program (TIP) was a six-year project funded by the National Science Foundation that gave economics instructors the opportunity to learn interactive teaching strategies for use in undergraduate economics courses. TIP participants first attended a teaching workshop that presented various teaching strategies. They then could…

One of the most important challenges facing college instructors of economics is helping students engage. Engagement is particularly important in a large-enrollment Principles of Economics course, where it can help students achieve a long-lived understanding of how economists use basic economic ideas to look at the world. The author reports how…

Discusses Galbraith's (see SO516713) three major points, 1) that the Joint Council's "Framework" should not hide the fact that macroeconomics is messy and political; 2) that the emphasis in the "Framework" is misplaced; and 3) that in certain areas, such as aggregate supply and demand, it is wrong. (JDH)

Identifies four microeconomic concepts students should learn before entering the study of intermediate macroeconomics. Included are relative prices, general versus partial equilibrium, constrained optimization, and the nature of production concepts. Recommends making intermediate microeconomics a prerequisite for intermediate macroeconomics. (MJP)