Learning to do: Facilitating practice in a large introductory macroeconomics class

Anna Josephson*, Larry DeBoer, Dave Nelson, Angelika Zissimopoulos

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Contemporary pedagogy encourages instructors to move away from memorization to teaching the ability to “do economics.” In such an environment, students are taught to apply knowledge of economic measurement, the economic model, and economic policy to analyze current events and policies. In this article, the authors build on existing literature describing independent activities by sharing a set of class exercises and assignments that comprise an entire course. The course discussed in this article is a large enrollment introductory course and presents a novel approach to active learning, adapted to this often-challenging context. The course emphasizes engaging students by encouraging them to practice using macroeconomic tools.

Original languageEnglish (US)
Pages (from-to)142-156
Number of pages15
JournalJournal of Economic Education
Issue number2
StatePublished - Apr 3 2019


  • A10
  • A22
  • E00
  • active learning
  • economics instruction
  • flipped classroom
  • macroeconomics
  • pedagogy

ASJC Scopus subject areas

  • Education
  • Economics and Econometrics


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