I have been teaching Introductory Economics for over 30 years, in classrooms ranging from 30 to 500 students. I love my job (mostly – marking not so much), especially when I see students are engaged, their eyes widen and the light bulb goes on because they “get it.” In attempting to help them get it, I have used motivational techniques, group work, technologies including big sidewalk chalk (so students at the back of classrooms could see what I was writing), video clips to stimulate discussion, online quizzing to help students keep up, clickers, one-minute papers, digital lecture capture …. The list is long at my age!

I have learned so much from 20 years of authoring the Study Guide accompanying the Parkin and Bade textbooks, as students complained to me about what is not clear, or thanked me for what is helpful. As a teacher, I am attracted to the potential (not always realized) of using technology to enhance the learning experience.

My experiments with technology led me to create the do TEL (Technology Enhanced Learning) faculty development program at York for instructors interested in transforming their face-to face courses to blended or fully online formats.

I wrote the Economics for Life textbooks to get more students interested in economics as a way of thinking that will help them make smarter choices in life and become economically literate citizens. If you are reading this, you may share at least part of that goal. My goal with the Instructor’s Manual is to try and make it as easy and as satisfying as possible for you to succeed in helping students learn Economics, whether in small classrooms, large classrooms, online, or in blended courses.

These textbooks are supported by many supplemental materials designed to help instructors quickly customize their courses and enhance student learning. I have developed and edited the supplements.