The goal of post-secondary institutions offering undergraduate courses and programs is to provide students the ability to develop a varied skill set-from writing, to communicating effectively to problem-solving and to developing analytical skills-in order to be ready for pursuing graduate programs or having the necessary tools to be successful in a diverse and increasingly complex workforce. As educators teaching economics at an undergraduate level, we are exposed to many challenges -budgetary, student retention, keeping students engaged, and enhancing students’ learning experience. The different technologies that are now available, the diverse variety of online resources that have been developed, along with the evolution of different modes of course and program delivery has enhanced the scope of teaching and learning. The different learning modes include in-person, face-to-face, online, remote, synchronous or asynchronous, or hybrid modes, such as blended learning and flipped or inverted classrooms. This book, through contributions by selected academics, offers a detailed analysis into several specific areas of course delivery, providing valuable insights for teaching and learning for students, faculty and administrators. It covers topics such as developing appropriate learning outcomes for individual students, and tools to enhance students’ motivation, engagement and performance. An in-depth analysis of various teaching pedagogies is explored, from blended learning, to flipped classrooms, to creating different learning environments, based on a Universal Design of Learning framework from student learning assessments. The book finishes with presenting valuable pedagogical insights into the design and implementation of a research seminar course tailored for advanced undergraduate students in economics. The primary goal is to provide these students with a platform to conduct community-based research and enable them to contribute to a contemporary economic issue or policy debate that is relevant to the community.