Teaching controversial and contemporary topics in economics using a jigsaw literature review activity

Abstract

Abstract Most courses are taught almost exclusively using lecture and, despite gaps in textbook coverage of empirical economics, do not incorporate academic readings. The authors of this article present a “jigsaw literature review” cooperative learning activity to address these shortfalls. The jigsaw guides students through formulating a position by synthesizing key ideas from readings with diverse perspectives on a common topic. The authors provide detailed guidance on conducting the activity in upper-level economics courses, based on their experiences while teaching labor economics, public economics, urban economics, health economics, and econometrics. They argue that their activity provides a meaningful way to integrate recent research, policy topics, and diversity issues while promoting student-student interactions. Sample course materials and additional resources are provided for ease of implementation. Supplemental data for this article is available online at https://doi.org/10.1080/00220485.2021.1963373