ABSTRACT
As described by Gregor Novak and Evelyn Patterson in the opening chapter of this book, Just-in-Time Teaching (JiTT) was initially developed in the mid-1990s to promote student learning in physics. Intrigued by the success of this pedagogical innovation in promoting active, engaged learning, we initiated a National Science Foundation project in 2000 adapting JiTT pedagogy for economics instruction with the aim of providing economists with a pedagogic alternative to the traditional lecture method, the dominant teaching strategy in the discipline. 1 More broadly, we were interested in determining whether pedagogical innovations developed in one discipline (physics) could be successfully adapted in another discipline (economics).
