Abstract
Intermediate microeconomics occupies a key position in the undergraduate economics curriculum. It is considered the hardest ‘core’ course: mathematically rigorous, abstract in content, and frequently a turning point in students’ decisions to persist in the major. Yet, as the discipline grapples with declining enrolments, increasing emphasis on quantitative methods and persistent underrepresentation of women and minorities, the pedagogical and curricular design of intermediate microeconomics is ripe for scrutiny. This overview paper summarizes three papers describing those issues and proposing both pedagogical and curricular reforms.
| Original language | English |
|---|---|
| Pages (from-to) | 280-283 |
| Number of pages | 4 |
| Journal | American Economist |
| Volume | 70 |
| Issue number | 2 |
| DOIs | |
| State | Published - Oct 2025 |
Bibliographical note
Publisher Copyright:© The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Keywords
- curriculum
- inclusivity
- intermediate microeconomics
ASJC Scopus subject areas
- General Economics, Econometrics and Finance