ABSTRACT
This chapter describes a major stumbling block to developing signature pedagogy and emerging influences on economic education and their implications for a potential signature pedagogy in economics. Economics education will continue to be dominated by an expedient, rather than signature, pedagogy. The most extensive change in undergraduate teaching is grounded in expanding interest in economics experiments and behavioral economics as a research field, elevated by the awarding of the 2002 Nobel Memorial Prize in Economic Sciences to Vernon Smith and Daniel Kahneman. Despite the challenges, the growing use of classroom-based economic experiments in undergraduate education, new initiatives to expand the nature of graduate education in economics, and the development of broad-based Web resources supporting pedagogical innovation provide hope for change. Only then will students be able to address the multifaceted, interdisciplinary, and global challenges they are likely to face in their lifetimes.
