Targeting teaching: A primer for new teachers of economics

Brandon J. Sheridan, Gail Hoyt, Jennifer Imazeki

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

Abstract

In many economics programs, both graduate students and new assistant professors are thrown into the classroom without guidance, with the potential for negative ramifications that can last throughout their careers as teachers. This article is a primer in which we offer unique insights into useful methods and practices for new teachers in the economics profession. We discuss organizational and logistical issues that new teachers must consider and then offer our advice on specific pedagogical tools and techniques. Following the growing literature on the benefits of student-centered and interactive instruction, we focus on ways instructors can move away from the traditional "chalk and talk" approach. We organize and present these alternative pedagogies in terms of their level of complexity and time required. We conclude with suggestions and resources for the continued growth and development of new teachers in economics.

Original languageEnglish
Pages (from-to)839-854
Number of pages16
JournalSouthern Economic Journal
Volume80
Issue number3
DOIs
StatePublished - Jan 2014

ASJC Scopus subject areas

  • Economics and Econometrics

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