Abstract
The COVID-19 pandemic has disrupted the status quo across higher education, including in the domain of pedagogy. The author of this article provides a case study of the changes made to one course, “Behavioral Economics,” at Swarthmore College, in response to a set of unique, pandemic-related challenges. He begins by providing details on the context and the nature of the changes made in the course before turning to reflections on what did and did not work well. Overall, the author argues that while many of the pedagogical modifications made during the pandemic need not remain in a post-pandemic world, there are many valuable lessons to be learned from the pandemic that can positively inform the evolution of economics pedagogy.
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