Applying Angelo’s Teacher’s Dozen to Undergraduate Introductory Economics Classes: a Call for Greater Interactive Learning

In his article “Teaching Economics in the 21st Century”, William Becker [2000] once again states that the field of economics has placed too little value on the importance of teaching in recent decades [Becker, 1997; 2000]. To improve teaching and learning, Becker suggests that we should ask the question, “What changes in the way we teach economics in our colleges and universities will enhance the use and appreciation of economic analysis?” [2000, 109]. One potential approach to addressing Becker’s issue of improving “what we teach, how we teach, and the assessment of the educational outcomes at the baccalaureate level” is to examine the applicability of Thomas Anthony Angelo’s “Teacher’s Dozen” [1993] to the undergraduate introductory economics course.