Using Action-Mapping to Design a Non-Majors Neuroeconomics Course to Teach First-Year Collegiate Skills

Area of Science:

• Neuroeconomics
• Cognitive Science
• Decision Science

Background:

• Neuroeconomics offers insights into decision-making processes.
• Higher education courses often face challenges in defining clear learning outcomes and appropriate instructional levels.
• First-year students, particularly undecided ones, require tailored educational approaches.

Purpose of the Study:

• To detail a neuroeconomics course specifically modified for undecided first-year college students.
• To address the challenge of defining clear outcomes and delivering instruction at an appropriate level.
• To develop a course that teaches collegiate skills applicable to any field of study or career.

Main Methods:

• The course was designed for undecided first-year students.
• Action-Mapping was employed as a pedagogical strategy.
• Curriculum was structured to be suitable for both social science and natural science credit.

Main Results:

• The course successfully defined clear learning outcomes.
• Instruction was delivered at an appropriate level for the target student demographic.
• The curriculum effectively integrated neuroeconomics content with broader collegiate skills.

Conclusions:

• Neuroeconomics is a viable and engaging subject for introductory college courses.
• Action-Mapping can be an effective method for designing interdisciplinary courses.
• This modified course successfully met its objectives for skill development and content delivery.