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Abstract
The COVID-19 pandemic has disrupted the status quo across higher education, including in the domain of pedagogy. The author of this article provides a case study of the changes made to one course, “Behavioral Economics,” at Swarthmore College, in response to a set of unique, pandemic-related challenges. He begins by providing details on the context and the nature of the changes made in the course before turning to reflections on what did and did not work well. Overall, the author argues that while many of the pedagogical modifications made during the pandemic need not remain in a post-pandemic world, there are many valuable lessons to be learned from the pandemic that can positively inform the evolution of economics pedagogy.
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Acknowledgments
The January Term course described in this piece was made possible by the support of many individuals at Swarthmore College and the Busara Center for Behavioral Economics. In particular, the author thanks the following people for their support: Jennifer Adhiambo, Suleiman Amanela, Chaning Jang, Aishwarya Kumar, Joel Mumo, and Anisha Singh from the Busara Center, and Benjamin Berger, Nimesh Ghimire, Ayse Kaya, Jennifer Magee, Stephen O’Connell, Katie Price, Sarah Willie-LeBreton, and Carina Yervasi from Swarthmore College. In addition, the author thanks his tireless undergraduate teaching assistants for the course, Kaavya Arakoni, Shaurya Bhaskar, Julia Botkin, and Kat Capossela.