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Content
October 2024, Volume 55, Issue 4
- 333-349 Failure, withdrawals, and retakes in intermediate microeconomics
by Tisha L. N. Emerson & KimMarie McGoldrick - 350-363 Grading policy, email nudges, and grade outcomes
by Shishir Shakya & Michael Levinstein - 364-376 Hooked on podcasts: evidence from a quasi-experimental approach
by Sun Ki Choi & Chelsea T. Dowell & Daniel F. Duncan & Gail M. Hoyt - 377-393 Unequal exposure: An inclusive approach to teaching environmental justice
by Keith Brouhle & Nirupama Devaraj - 394-409 Teaching discrimination in introductory economics: An approach incorporating stratification economics
by Jorgen Harris & Mary Lopez - 410-424 The economics behind Jacob Lawrence’s Migration Series
by William Bosshardt - 425-433 Bringing breadth and relevance to introductory economics courses using JEL codes
by Sarah F. Small - 434-454 The academic origins of economics faculty
by Todd R. Jones & Arielle A. Sloan - 455-460 LSAT® scores of economics majors: The 2022–23 class update and 7-year history
by Michael L. Nieswiadomy - 461-478 Consensus among economists 2020—A sharpening of the picture
by Doris Geide-Stevenson & Álvaro La Parra-Pérez - 479-494 Why it works: Using qualitative methods in economic education research
by William Bosshardt & Amanda Jennings & Peter Davies - 495-495 Editorial statistics
by Sam Allgood & KimMarie McGoldrick
July 2024, Volume 55, Issue 3
- 193-204 Online proctoring discount: The role of measured stressors
by Greg Gaynor & Kevin T. Wynne & Ting Zhang & Daniel Gerlowski & Joel N. Morse - 205-215 The economic knowledge of Czech high school students: Analysis of the Economics Olympiad
by Frantisek Mašek & Pavel Potužák & Renan Serenini - 216-231 Improving introductory economics course content and delivery improves outcomes for women
by Mallory Avery & Jane Caldwell & Christian D. Schunn & Katherine Wolfe - 232-248 Gender gap in university studies of economics-business area: Evidence from Spain
by Rosario Asián Chaves & Eva María Buitrago Esquinas & Inmaculada Masero Moreno & Rocío Yñíguez Ovando - 249-262 Teaching behavioral macroeconomics—Examples and applications
by Lena Malešević Perović - 263-275 Using LinkedIn in the economics curriculum
by E. Anne York - 276-291 A classroom market experiment: Data and reflections
by Anna Cartwright & Edward Cartwright - 292-303 “Doing economics” through a photographer’s lens: An experiential learning approach
by Anna Shostya - 304-319 Teaching production theory through simulation
by Ghislain Nono Gueye & Jonathan R. Peterson - 320-327 Requirements of the undergraduate economics major: An update and comparison
by Emily C. Marshall & Anthony Underwood & Abigail Hyde - 328-332 Trends in undergraduate economics degrees, 2001–23
by John J. Siegfried
April 2024, Volume 55, Issue 2
- 107-109 Introduction to JEE symposium on “What should go into the only economics course students will ever take?”
by Avi J. Cohen & Wendy Stock & Scott Wolla - 110-127 Who does (and does not) take introductory economics?
by Wendy A. Stock - 128-145 What do we want students to (know and) be able to do: Learning outcomes, competencies, and content in literacy-targeted principles courses
by Avi J. Cohen - 146-155 Assessment to promote learning in a literacy-targeted (LT) economics course
by Mark Maier & Phil Ruder - 156-165 Cognitive science teaching strategies and literacy-targeted economics complementarities
by William L. Goffe & Scott A. Wolla - 166-177 Curriculum lag challenges and strategies for LT principles: Lessons from closing the monetary policy curriculum gap
by Jane Ihrig & Mary Clare Peate & Scott Wolla - 178-188 How LT principles can improve diversity, inclusiveness, and student interest
by Gary A. Hoover & Ebonya Washington - 189-189 Correction
by The Editors
January 2024, Volume 55, Issue 1
- 1-15 The study of economics at HBCUs and PWIs
by Tisha L. N. Emerson & KimMarie McGoldrick & Scott P. Simkins - 16-18 If you only had two hours: Best advice for new instructors of economics
by Gail M. Hoyt & Roisin O’Sullivan - 19-33 If you only had five minutes: Best advice for new instructors of economics
by Gail M. Hoyt & Roisin O’Sullivan & Darshak Patel - 34-40 New instructor identity: Knowing yourself and knowing your audience
by Jennifer Imazeki - 41-53 How to belong: Inclusive pedagogical practices for beginning instructors of economics
by Mary Lopez & Kirsten Wandschneider - 54-62 Student engagement and interaction in the economics classroom: Essentials for the novice economic educator
by Carlos J. Asarta - 63-76 Designing effective assessments in economics courses: Guiding principles
by Gina C. Pieters - 77-84 Educational technology for teaching economics–Where to start and how to grow?
by William L. Goffe - 85-103 Scholarly activity among economists at liberal arts colleges: A life cycle analysis
by Jenny Bourne & Nathan D. Grawe & Michael Hemesath & Maya Jensen
October 2023, Volume 54, Issue 4
- 349-363 Teaching quantitative macroeconomics to undergraduate students using the Solow model: An application to post–WWII Japan
by Seth Neumuller - 364-378 Integrating data science into an econometrics course with a Kaggle competition
by Masanori Kuroki - 379-381 Expanding diversity (in) undergraduate classes with advancements in (the) teaching (of) economics: A symposium
by Sam Allgood & KimMarie McGoldrick - 382-390 Online platforms for classroom experiments: A primer for new adoptees
by Alicia Atwood & Tisha L. N. Emerson & Melissa A. Knox & Mahjuja M. Taznin - 391-397 Significant learning in introductory macroeconomics: Addressing misconceptions about “others”
by Eylem Ersal Kiziler - 398-406 One nation under stress: A cooperative learning exercise to promote diversity and inclusion in introductory macroeconomics
by Basak Horowitz - 407-417 Inequality and Superfund sites: Using backward design, cooperative learning, and data integration in introductory environmental economics
by Anna A. Klis - 418-428 Significant learning in principles of economics: A module on the minimum wage
by Lisa Giddings & Stephan Lefebvre - 429-439 Cooperative learning exercises in an online asynchronous economics classroom
by Jacqueline Strenio - 440-452 Using backward design to create a more diverse, equitable, and inclusive principles course
by Janine L. F. Wilson - 453-453 Editorial statistics
by KimMarie McGoldrick & Sam Allgood
July 2023, Volume 54, Issue 3
- 225-242 Economic and financial education for investment and financing decision-making in a graduate degree: Experimental evaluation of the effectiveness of two delivery methods
by Manuel Salas-Velasco - 243-255 Low-stakes writing in an active-learning classroom needs focus and feedback to be effective
by Kripa Freitas - 256-266 Adverse selection and risk pooling in the health insurance market: A classroom demonstration
by James Staveley-O’Carroll & Yunwei Gai - 267-280 Bringing the classroom to the real world: Field trips to marginalized neighborhoods
by EeCheng Ong & Timothy Wong - 281-288 Two models for illustrating the economics of media bias in a policy-oriented course
by Michael P. Cameron - 289-300 Teaching vaccines using internal-to-the-market externalities
by Ziyue Chen & Fatima Djalalova & Casey Rothschild & Annette Hofmann - 301-326 The regulation dice game: Teaching the effects of entry barriers on wealth creation using an interactive class activity
by Joab Corey - 327-341 Rating sovereign credit risk: A simulation for advanced economics and finance students
by Mariam Majd & Amanda Page-Hoongrajok - 342-346 Trends in undergraduate economics degrees, 2001–2022
by John J. Siegfried - 347-348 Economics of Squid Game
by Jadrian Wooten & Wayne Geerling
April 2023, Volume 54, Issue 2
- 103-112 Price discrimination: Teaching new results with simple exercises
by Joaquín Coleff & Camilo Rubbini - 113-125 Classroom experiments on technology licensing: Royalty stacking, cross-licensing, and patent pools
by Atle Haugen & Steffen Juranek - 126-127 Games in the classroom: A symposium
by Sarah Jacobson & Allison Oldham Luedtke - 128-144 Climate change mitigation under uncertainty and inequality: A classroom experiment
by Juana Castro Santa - 145-157 Renewable resource dynamics: A Web-based classroom experiment
by Darwin Cortés & César Mantilla & Laura Prada - 158-176 Ore money ore problems: A resource extraction game
by Sarah Jacobson - 177-183 Teaching Nash equilibrium with Python
by Allison Oldham Luedtke - 184-190 Teaching before and during COVID-19: A survey
by Sam Allgood & KimMarie McGoldrick - 191-197 COVID-19 as a trigger of persistent innovations: Evidence from an economics elective at Claremont McKenna College
by Darren Filson - 198-204 Writing-to-learn: Strategies to promote engagement, peer-to-peer learning, and active listening in economics courses
by M. Femi Ayadi & Grace Onodipe - 205-213 Reshaping a course for COVID along 5 dimensions: Lessons from “behavioral economics” at Swarthmore College
by Syon Bhanot - 214-223 Asynchronous learning design—Lessons for the post-pandemic world of higher education
by Parama Chaudhury
January 2023, Volume 54, Issue 1
- 1-16 Cutting our losses: The effects of a loss-aversion strategy on student learning gains
by Neal H. Olitsky & Sarah B. Cosgrove - 17-37 Required or voluntary financial education and saving behaviors
by William B. Walstad & Jamie Wagner - 38-59 Teaching the COVID-19 lockdown using the Keynesian Cross
by Florian Sniekers - 60-75 Teaching development economics from a gender perspective
by Günseli Berik & Yana van der Meulen Rodgers - 76-93 Teaching an undergraduate elective on the Great Recession (and the COVID-19 recession too)
by Emily C. Marshall & Paul Shea - 94-101 An alternative approach for introducing instrumental variables based on ordinary least squares omitted variable bias
by Quinn A. W. Keefer
October 2022, Volume 53, Issue 4
- 277-295 Online proctored assessment during COVID-19: Has cheating increased?
by Ivo J. M. Arnold - 296-306 Repeated quizzing of basic mathematics concepts to improve grades in economics classes
by Jack Leggett & Bryan Morgan & Kam Ki Tang - 307-324 The link between financial education and financial literacy: A cross-national analysis
by John Jerrim & Luis Alejandro Lopez-Agudo & Oscar David Marcenaro-Gutierrez - 325-339 Economics PhD programs in Europe: Completion times and job placement
by Árpád Ábrahám & Benedikt Dengler & Vinzenz Ziesemer - 340-347 Alternatives to the scarcity principle
by William Darity - 348-367 Teaching post-intermediate macroeconomics with a dynamic 3-equation model
by Leila E. Davis & Leopoldo Gómez-Ramírez - 368-368 Editorial statistics
by The Editors
June 2022, Volume 53, Issue 3
- 197-209 Helping some and harming others: Homework frequency and tradeoffs in student performance
by Abdullah Al-Bahrani & Maria Apostolova-Mihaylova & Emily C. Marshall - 210-231 Examining modern money creation: An institution-centered explanation and visualization of the “credit theory” of money and some reflections on its significance
by Andrew Hook - 232-249 Let’s close the gap: Updating the textbook treatment of monetary policy
by Jane Ihrig & Scott Wolla - 250-258 Is economics STEM? Process of (re)classification, requirements, and quantitative rigor
by Emily C. Marshall & Anthony Underwood - 259-272 Classroom management and student interaction interventions: Fostering diversity, inclusion, and belonging in the undergraduate economics classroom
by Abdullah Al-Bahrani - 273-276 Trends in undergraduate economics degrees, 2001–2021
by John J. Siegfried
March 2022, Volume 53, Issue 2
- 109-125 The effects of game-based financial education: New survey evidence from lower-secondary school students in Finland
by Panu Kalmi & Jaana Rahko - 126-140 A Python-based undergraduate course in computational macroeconomics
by Brian C. Jenkins - 141-142 Lessons from the fields
by Allen C. Goodman - 143-149 Teaching public policy analysis: Lessons from the field
by Christine Piette Durrance - 150-158 Teaching the economics of sports
by Michael A. Leeds - 159-164 Integrating economics into professional studies: Criminal justice, health, and public policy education
by Juliette Roddy - 165-173 The rich palette of the economic history curriculum
by Price Fishback & Michael Haupert - 174-175 Introduction to symposium on teaching innovative classes in economics
by Wendy A. Stock - 176-180 The economics of social entrepreneurship
by Andrew A. Samwick - 181-187 An undergraduate economics course on belief formation and influence
by Daniel F. Stone - 188-191 Economics of artificial intelligence and innovation
by Evangelia Chalioti - 192-193 Economics of Star Wars
by Matthew Rousu & Ben Smith & Bailey Hackenberry - 194-195 Assessment disaggregation: A new tool to calculate learning types from nearly any exam platform, including online systems
by Ben O. Smith - 196-196 Teaching with Superstore
by Jadrian Wooten & Brian Lynch
January 2022, Volume 53, Issue 1
- 1-10 Gender and peer evaluations
by Molly Espey - 11-30 Team-based learning in economics: Promoting group collaboration, diversity and inclusion
by Gabriella Cagliesi & Mahkameh Ghanei - 31-42 International trade with heterogeneous firms: An interactive classroom simulation
by Nathaniel P. S. Cook & Angie Pantuosco - 43-51 Wikipedagogy: Enhancing student motivation and collaboration in an economics class with Wikipedia
by Stefan Humer & Matthias Schnetzer - 52-68 Springsteen-omics: contemplative pedagogy and Springsteen in undergraduate economics courses
by Melissa H. Mahoney & Leah G. Mathews & Audrey E. Thomas - 69-70 Critical thinking and economic instruction: One approach and six points of view
by Gail M. Hoyt - 71-84 What does critical thinking mean in teaching economics?: The big and the little of it
by John Siegfried & David Colander - 85-87 What does critical thinking mean in teaching economics?
by Melissa S. Kearney - 88-90 The instructor as ambassador
by N. Gregory Mankiw - 91-94 Critical thinking on the Samuelsonian Gospel according to John and David
by Deirdre Nansen McCloskey - 95-99 Sparking Student Curiosity
by Betsey Stevenson - 100-108 Enhancing critical thinking skill formation: Getting fast thinkers to slow down
by John A. List
October 2021, Volume 52, Issue 4
- 269-273 Using readings beyond the textbook: A survey
by Sam Allgood & KimMarie McGoldrick - 274-285 Leveraging outside readings and low-stakes writing assignments to promote student engagement in an economic development course
by Emily A. Beam - 286-295 Teaching controversial and contemporary topics in economics using a jigsaw literature review activity
by Patrick Button & LaPorchia A. Collins & Augustine Denteh & Mónica García-Pérez & Ben Harrell & Elliott Isaac & Engy Ziedan - 296-307 Prepping for a proposal—Using journal articles in a labor economics course
by Laurie A. Miller - 308-315 Teaching students to read journal articles critically
by George Orlov - 316-325 “Provide a complete, concise economic analysis of the following article…”: Using outside readings to train students to answer a single question
by Thomas P. Andrews - 326-333 Laying the groundwork for in-class groupwork with readings beyond the textbook
by Phil Ruder - 334-342 Promoting economic literacy: Combining news articles and clicker questions in a large introductory microeconomics course
by Laura J. Ahlstrom - 343-352 Economics ripped from the headlines: The Economist ascourse text
by Rebecca L. Moryl - 353-362 Teaching economics of climate change and sustainability as an introductory interdisciplinary elective using critical reading of supplementary sources
by Suchandra Basu - 363-371 Using outside readings to help students understand what economists do
by Patricia Higino Schneider - 372-372 Dynamic macroeconomic models with Excel
by Anelí Bongers & Trinidad Gómez & José L. Torres - 373-373 Editorial statistics
by The Editors
May 2021, Volume 52, Issue 3
- 175-191 Broadening perceptions of economics in a new introductory economics sequence
by Ann L. Owen & Paul Hagstrom - 192-217 Money growing on trees: A classroom game about payments for ecosystem services and tropical deforestation
by Sahan T. M. Dissanayake & Sarah A. Jacobson - 220-230 Getting started with team-based learning (TBL): An introduction
by Phil Ruder & Mark H. Maier & Scott P. Simkins - 231-240 Team-based learning (TBL): Putting learning sciences research to work in the economics classroom
by Scott P. Simkins & Mark H. Maier & Phil Ruder - 241-248 Challenges and lessons: Design and implementation of a multi-site evaluation of team-based learning
by Katherine Silz Carson & Hiuko Adams & Jimena Gonzalez-Ramirez & Craig Heinicke & James Michael Latham & Mark Maier & C. Lucy Malakar & Phil Ruder & Scott P. Simkins - 249-256 Transitioning to a team-based learning principles course
by Marcelo Clerici-Arias - 257-263 TBL Fridays: Using team-based learning to engage in policy debates in an introductory class
by Alan Green - 264-267 Trends in undergraduate economics degrees, 2001–2020
by John J. Siegfried
April 2021, Volume 52, Issue 3
- 218-219 Team-based learning in economics: A symposium
by Sam Allgood & KimMarie McGoldrick
March 2021, Volume 52, Issue 2
- 89-101 Chair the Fed: Insights from game usage data
by Evgeniya Duzhak & K. Jody Hoff & Jane S. Lopus - 102-113 Teaching an economics capstone course with a policy focus
by Joseph C. Morreale & Anna Shostya - 114-127 Don’t just read the news, write the news! — A course about writing economics for the media
by Julien Picault - 128-140 Learning by Giving in an introductory economics of altruism course
by Julia Paxton - 141-155 Learning by Giving applied in an upper-level course on the Economics of Altruism, Philanthropy, and Nonprofit Organizations
by Gail M. Hoyt - 156-172 What do economic education scholars study? Insights from machine learning
by Jose M. Fernandez & Erin A. Yetter & Kim Holder - 173-173 Options strategies
by Andrew McKenzie & Billy Ellis & James Smartt & Wei Yang - 174-174 Looking for innovative pedagogy? An online economics instructor’s toolbox
by Julien Picault
January 2021, Volume 52, Issue 1
- 1-16 A meta-analysis of technology: Interventions in collegiate economics classes
by Marianne Johnson & Martin E. Meder - 17-40 The cognitive challenges of effective teaching
by Stephen L. Chew & William J. Cerbin - 53-63 Does graduate economics education address the cognitive challenges of effective teaching?
by Wendy A. Stock - 64-72 Designing and communicating new pedagogy ideas in economics
by William Bosshardt - 73-81 The cognitive challenges of effective teaching and contribution opportunities to the Features and Information section of the Journal of Economic Education
by Gail M. Hoyt & Roisin O’Sullivan - 82-88 Online implementation of portions of “the cognitive challenges of effective teaching”
by William L. Goffe
December 2020, Volume 52, Issue 1
- 41-52 How can economists use the cognitive challenges framework to enhance economic education?
by Sam Allgood & KimMarie McGoldrick
September 2020, Volume 51, Issue 3-4
- 257-270 Assessing the impact of research capstone preparation in the economics curriculum
by Priscilla Cooke St. Clair & Lynn Hunnicutt & Karen Travis - 364-379 Expanding and diversifying the pool of undergraduates who study economics: Insights from a new introductory course at Harvard
by Amanda Bayer & Gregory Bruich & Raj Chetty & Andrew Housiaux - 381-381 Editorial statistics
by The Editors
August 2020, Volume 51, Issue 3-4
- 211-226 Immediate feedback assessment technique (IF-AT) quizzes and student performance in microeconomic principles courses
by Lauren Calimeris & Edward Kosack - 227-242 Measuring economic competence of secondary school students in Germany
by Tim Kaiser & Luis Oberrauch & Günther Seeber - 243-256 Who benefits from regular class participation?
by Lei Tang & Shanshan Li & Emma Auden & Elizabeth Dhuey - 271-286 A mixed methods approach to uncover common error patterns in student reasoning of supply and demand
by Aaron J. Staples & Hillary M. Sackett-Taylor & Jason Forgue & Stephanie B. Brewer & Supriya Sarnikar - 287-296 Using the movie Joy to teach innovation and entrepreneurship
by John T. Dalton & Andrew J. Logan - 297-316 Reimagining the introductory material in teaching money creation and monetary policy
by Andre R. Neveu - 317-328 Learning Tableau: A data visualization tool
by Steven Batt & Tara Grealis & Oskar Harmon & Paul Tomolonis - 329-331 “Tackling the federal debt problem fairly”: Context for the introductory class
by Sam Allgood & KimMarie McGoldrick - 332-358 Tackling the federal debt problem fairly
by William G. Gale - 359-363 Trends in undergraduate economics degrees, 2001–2019
by John J. Siegfried - 380-380 Economics is a Kahoot!
by Jadrian J. Wooten & Charity-Joy Acchiardo & G. Dirk Mateer
April 2020, Volume 51, Issue 2
- 103-115 Taking notes in the digital age: Evidence from classroom random control trials
by Benjamin Artz & Marianne Johnson & Denise Robson & Sarinda Taengnoi - 116-129 Using the process approach to teach writing in economics
by Jill Caviglia-Harris - 130-142 Student loan debt: A problem-based learning activity for introductory economics students
by Kristen Roche Carioti - 143-158 Teaching modules for estimating climate change impacts in economics courses using computational guided inquiry
by Lea Fortmann & Justin Beaudoin & Isha Rajbhandari & Aedin Wright & Steven Neshyba & Penny Rowe - 159-166 The Alchian Maze
by Michael J. Clark - 167-174 Is economics STEM? Trends in the discipline from 1997 to 2018
by Emily C. Marshall & Anthony Underwood - 175-176 Admission into economic PhD programs: Results of a recent study and advice from directors of graduate studies at six exemplary U.S. economics PhD programs
by Gail M. Hoyt - 177-190 So you want to go to graduate school? Factors that influence admissions to economics PhD programs
by Adam Jones & Peter Schuhmann & Daniel Soques & Allison Witman - 191-193 Comments on Jones et al. and advice for the graduate school application process
by Gautam Gowrisankaran - 194-198 Comments on “So you want to go to graduate school? Factors that influence admissions to economics PhD programs” by Jones et al
by M. Daniele Paserman - 199-200 Comments for JEE based on ASSA panel discussion “Preparing undergraduates for application to graduate school”
by Navin Kartik - 201-202 Admissions to economics PhD program: Perspectives from a large public university
by Martin Boileau - 203-205 Preparing undergraduates for application to graduate school
by Wojciech Olszewski - 206-208 Preparing undergraduates for application to graduate school: Comments on Jones et al (2020)
by Marcus Berliant - 209-209 Kiviq.us: A free double auction Internet classroom experiment that runs on any student device
by Kyle Hampton & Paul Johnson - 210-210 Economics within ABC’s Modern Family
by Jadrian Wooten & Kalina Staub & Susan Reilly
January 2020, Volume 51, Issue 1
- 1-18 Learning effects of the flipped classroom in a principles of microeconomics course
by Erik Craft & Maia Linask - 19-30 An exchange rate risk experiment with multiple currencies
by Paul Johnson & James Staveley-O’Carroll - 31-41 A classroom experiment on the causes and forms of bounded rationality in individual choice
by Anna Rita Bennato & Adrian Gourlay & Chris M. Wilson - 42-51 A demand and supply game exploring global supply chains
by Bei Hong - 52-66 For want of a chair: Teaching price formation using a cap and trade game
by Stefano Carattini & Eli P. Fenichel & Alexander Gordan & Patrick Gourley - 67-67 The Federal Reserve Board and economic education
by Sam Allgood & KimMarie McGoldrick - 68-79 A survey of Federal Reserve economic education programs and resources1
by Andrew T. Hill & Scott Wolla - 80-86 The Economics Scholars Program: Creating a professional economics research conference for undergraduate students
by Stephen Clayton & Daniel Nuckols - 87-94 Active learning with FRED data
by Diego Mendez-Carbajo - 95-102 Flipping the classroom with econlowdown.org
by Diego Mendez-Carbajo & Lucy C. Malakar
October 2019, Volume 50, Issue 4
- 337-342 Introduction to symposium on teaching undergraduate econometrics
by David Colander - 343-355 Is precise econometrics an illusion?
by G. M. Peter Swann - 356-361 What quantitative methods should we teach to graduate students? A comment on Swann’s “Is precise econometrics an illusion?”
by Deirdre Nansen McCloskey & Stephen T. Ziliak - 362-366 Teaching the art of pulling truths from economic data: Comment on “Is precise econometrics an illusion?”
by Edward Leamer