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The AEA Committee on Economic Education has launched a new program to promote interactive teaching and learning of college economics.  The Teaching Innovations Program (TIP) has three phases.  Phase one is a serious of introductory workshops on interactive teaching.  Phase two is Blackboard-based follow-on instruction that helps teachers implement interactive strategies in their courses. Phase three comprises opportunities for TIP teachers to participate in the scholarship of teaching and learning.  In the keynote address, Michael Salemi will provide an overview of TIP and will illustrate how TIP uses Blackboard to provide just-in-time instruction to college teachers.  He will provide a virtual tour of the TIP module on classroom discussion and explain how TIP helps participants assess learning outcomes.

 A review of articles, by category, that have appeared in the Instruction section of the Journal of Economic Education since 1988, when I became the Associate Editor of the section.  I will then describe some of my personal favorites in more detail, and discuss some common features of those articles that led to their acceptance and publication, and some common features of (unnamed) papers that were rejected during this same time period.  A bibliography of the published articles, by category, will be provided.

After 30 years of working together to promote classroom discussion of economic readings, Michael Salemi and W. Lee Hansen have written a book that provides an overview of their approach and methods. In 2005, Edward Elgar released Discussing Economics: A Classroom Guide to Writing Discussion Questions and Leading Discussions.  In his workshops, Michael Salemi provides an introduction to the inquiry approach to discussion and an orientation to the economic readings covered in the Salemi-Hansen book.

A number of articles and book chapters have been published in recent years on using different kinds of writing assignments in undergraduate courses, ranging from one-minute papers to small-group term papers and presentations.  Most of these publications are advocacy and "how to" pieces, but a few empirical studies have appeared on the effects of one-minute papers on student performance in economics and business courses.  This session will provide a brief review and annotated bibliography of these studies, including two of my own forthcoming pieces, one on team term papers and the other on the one-minute paper.