This work introduces a new approach to promoting independent study and quantitative skills in undergraduate theory courses. For the “Explore” project, students work in groups to study new theoretical material independently, and then use this expertise to teach their classmates. This pedagogical approach is grounded in research on collaborative learning, requires students to develop a deep understanding of new material, and encourages students’ self-efficacy and independence by challenging them to tackle difficult topics. While this paper focuses on implementing the project in an Intermediate Microeconomics course, extensions to a wide range of courses are discussed.
Andrew J. Monaco