Some instructors have developed courses to implement teaching philosophies that may be difficult to integrate into traditional economics courses. For example, Hoyt (2021) and Paxton (2021) describe courses developed through the Learning by Giving initiative. In these courses, students work with nonprofit organizations, volunteer in their communities, evaluate proposals, and recommend the allocation of charitable funds.

 

Other instructors implement educational approaches that differ from those typically found in economics departments. Stilwell (2011) describes a pluralist introductory economics course that exposes students to competing schools of economic thought, while Saucier et al. (2022) propose an empathetic course-design framework aimed at creating supportive learning environments and improving student engagement.