ABSTRACT
There have been numerous calls to reform introductory economics through the incorporation of heterodox material; a second approach calls for greater interdisciplinarity in undergraduate instruction. The experience of Evergreen State College offers a test case. I assemble criticisms of conventional instruction conveyed since 2000 by dissident economics students. After describing how economics is taught at Evergreen, I demonstrate that most of the student concerns are addressed, and that interdisciplinarity leads organically to a more heterodox approach. Nevertheless, some of the difficulties of instructional reform also appear in this context: reduced coverage of mainstream economics and problems in preparation for advanced work due to a lack of standardization in introductory content.
