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Content
January 2020, Volume 51, Issue 1
- 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 - 367-370 Theory vs. practice: Teaching undergraduate econometrics
by Alice Louise Kassens - 371-387 Scalable, scaffolded writing assignments with online peer review in a large introductory economics course
by Avi J. Cohen & Andrea L. Williams - 388-397 HeadsUp! Econ: Making exam review sessions fun and effective
by Rebecca L. Moryl & Florencia Gabriele & Jannet Desvira - 398-409 The psychology of sunk cost: A classroom experiment
by Louis-Philippe Sirois - 410-417 The undergraduate economics coursework of elementary and secondary school teachers
by William B. Bosshardt & William Walstad - 418-420 Reviewers for Volume 50
by The Editors
July 2019, Volume 50, Issue 3
- 215-229 The effects of a financial literacy intervention on the financial and economic knowledge of high school students
by Andrew Gill & Radha Bhattacharya - 230-241 Teaching students to extend economic models using in-class scaffolding assignments
by Tamara Lynn Trafton - 242-257 Efficient empiricism: Streamlining teaching, research, and learning in empirical courses
by Tomas Dvorak & Simon D. Halliday & Michael O’Hara & Aaron Swoboda - 258-260 Six guidelines for teaching intermediate macroeconomics
by N. Gregory Mankiw - 261-264 What should students learn in intermediate microeconomics? To think conceptually from the fundamentals of the discipline
by Thomas J. Nechyba - 265-268 What should we teach in intermediate macroeconomics?
by Dean Croushore - 269-272 What should we teach in intermediate microeconomics?
by Austan Goolsbee - 273-283 50 years of teaching introductory economics
by Daniel S. Hamermesh - 284-298 Data literacy in economic development
by Simon D. Halliday - 299-320 The unequal distribution of economic education: A report on the race, ethnicity, and gender of economics majors at U.S. colleges and universities
by Amanda Bayer & David W. Wilcox - 321-332 Switching majors – into and out of economics
by Tisha L. N. Emerson & KimMarie McGoldrick - 333-336 Trends in undergraduate economics degrees, 2001–2018
by John J. Siegfried
April 2019, Volume 50, Issue 2
- 89-107 A classroom experiment in monetary policy
by John Duffy & Brian C. Jenkins - 108-128 Teaching courses in macroeconomics and monetary policy with Bloomberg analytics
by Dean Croushore & Hossein S. Kazemi - 129-141 Equilibrium with capacity-constrained firms: A classroom experiment
by Gayane Barseghyan & Aram Grigoryan - 142-156 Learning to do: Facilitating practice in a large introductory macroeconomics class
by Anna Josephson & Larry DeBoer & Dave Nelson & Angelika Zissimopoulos - 157-167 Continuity and change in the Journal of Economic Education over 50 years
by William B. Walstad - 168-195 50 years of economic instruction in the Journal of Economic Education
by Gail M. Hoyt & KimMarie McGoldrick - 196-206 50 years of research in the Journal of Economic Education
by Sam Allgood & Georg Schaur - 207-212 Setting an agenda for the future
by Sam Allgood & KimMarie McGoldrick - 213-213 A geometric approach to multicollinearity
by Stephen Erfle
January 2019, Volume 50, Issue 1
- 1-16 Are your students absent, not absent, or present? Mindfulness and student performance
by Eric P. Chiang & Albert J. Sumell - 17-32 Writing in the discipline and reproducible methods: A process-oriented approach to teaching empirical undergraduate economics research
by Emily C. Marshall & Anthony Underwood - 33-43 One size doesn’t fit all: A project designing small-scale economic development projects
by Sara Gundersen & Allison Shwachman Kaminaga - 44-56 A video game to supplement a hybrid principles of microeconomics course
by Chen Feng Ng - 57-69 An endogenous equilibrium game on traffic congestion externalities
by Leah H. Palm-Forster & Joshua M. Duke - 70-85 A dynamic semester-long social dilemma game for economic and interdisciplinary courses
by Silvia Secchi & Simanti Banerjee - 86-86 Indexing of the JEE online section
by Howard Cochran & Brad Childs & Lakisha Simmons & Marieta Velikova - 87-88 Teaching economics using NBC’s Parks and Recreation
by Jadrian J. Wooten & Kalina Staub
October 2018, Volume 49, Issue 4
- 299-306 Gender difference in willingness to guess after a failure
by Giam Pietro Cipriani - 307-323 Adjusting for guessing and applying a statistical test to the disaggregation of value-added learning scores
by Ben O. Smith & Jamie Wagner - 324-339 Measuring faculty teaching effectiveness using conditional fixed effects
by Maia Linask & James Monks - 340-349 The great American health care debate: A classroom game to explore risk and insurance
by Kelly Grogan - 350-362 Assessment of economic competencies using a matrix puzzle and a document analysis
by William B. Walstad - 363-363 Economics gone country
by Mark A. Melichar - 364-365 Economics media library
by Jadrian J. Wooten - 366-366 Exponential smoothing spreadsheets
by R. Scott Harris & Joshua Hill & Talia Harris - 367-369 Reviewers for Volume 49
by The Editors
July 2018, Volume 49, Issue 3
- 223-223 A note from the editors
by The Editors - 224-225 The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium
by David Colander - 226-236 The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium
by Mario Solis-Garcia - 237-241 The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium
by Mark Setterfield - 242-251 The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium
by Seth Neumuller & Casey Rothschild & Akila Weerapana - 252-259 The automobile industry and new trade theory: A classroom experiment
by Steven Yamarik - 260-270 Integrating econometrics: A modern undergraduate economics capstone experience
by Brooke Conaway & Christopher Clark & J. J. Arias & Jessie Folk - 271-277 Is an economics degree good preparation for the LSAT?
by P. Wesley Routon - 278-290 How is development economics taught in developing countries?
by David McKenzie & Anna Luisa Paffhausen - 291-295 Trends in undergraduate economics degrees, 1991–2017
by John J. Siegfried - 296-296 FREDcast: Economic forecasting game
by Mary C. Suiter & Diego Mendez-Carbajo - 297-297 Create random assignments: A cloud-based tool to help implement alternative teaching materials
by Jadrian J. Wooten & Ben O. Smith
April 2018, Volume 49, Issue 2
- 115-129 Evaluating the flipped classroom: A randomized controlled trial
by Nathan Wozny & Cary Balser & Drew Ives - 130-141 Does studying economics in college influence loan decisions later in life?
by William Bosshardt & William B. Walstad - 142-150 Simple and practical efficiency lessons
by Van Kolpin - 151-166 International monetary policy coordination in a new Keynesian model with NICE features
by Jean-Christophe Poutineau & Gauthier Vermandel - 167-172 Let's make a deal in the classroom: Institutional solutions to the Monty Hall Dilemma
by Brandon Dupont & Yvonne Durham - 173-179 Multiple product qualities in monopoly: Sailing the RMS Titanic into the economics classroom
by Carlos J. Asarta & Franklin G. Mixon & Kamal P. Upadhyaya - 180-193 Games superheroes play: Teaching game theory with comic book favorites
by Brian O'Roark & William Grant - 194-199 Farmer Brown v. Rancher Wyatt: Teaching the Coase Theorem
by Patrick Gourley - 200-208 A college athletics recruiting game to teach the economics of rent-seeking
by Justin R. Roush & Bruce K. Johnson - 209-219 Teacher training for PhD students and new faculty in economics
by Sam Allgood & Gail Hoyt & KimMarie McGoldrick - 220-221 Multiplatform software tool to disaggregate and adjust value-added learning scores
by Ben O. Smith - 222-222 Econocast.net: Pencasts to supplement the undergraduate economics curriculum
by James Murray & John Nunley
January 2018, Volume 49, Issue 1
- 1-7 Improved grade outcomes with an e-mailed “grade nudge”
by Ben O. Smith & Dustin R. White & Patricia C. Kuzyk & James E. Tierney - 8-21 Diversity, effort, and cooperation in team-based learning
by Molly Espey - 22-37 Revisiting unemployment in intermediate macroeconomics: A new approach for teaching Diamond-Mortensen-Pissarides
by Arghya Bhattacharya & Paul Jackson & Brian C. Jenkins - 38-45 Syllabus and economics: Reasoning with Generation “Why”
by Mariya Burdina & Sue Lynn Sasser - 46-58 The economics of online dating: A course in economic modeling
by Andrew J. Monaco - 59-71 Leveraging the power of experiential learning to achieve higher-order proficiencies
by Amy Henderson - 72-90 Integrating graphing assignments into a money and banking course using FRED
by James Staveley-O'Carroll - 91-102 Let's put demography back into economics: Population pyramids in Excel
by Humberto Barreto - 103-114 Social Security and saving: A time-series econometrics pedagogical example (with code)
by Charles S. Wassell, Jr.
October 2017, Volume 48, Issue 4
- 243-253 Evaluating Twitter and its impact on student learning in principles of economics courses
by Abdullah Al-Bahrani & Darshak Patel & Brandon J. Sheridan - 254-264 Teaching writing in economics
by Katherine Schmeiser - 265-275 Effective teaching of economics: A constrained optimization problem?
by Patrik T. Hultberg & David Santandreu Calonge - 276-287 Teaching exchange rate risk using London's Gherkin building: How investors were in (and out of) a pickle
by Adam T. Jones & William H. Sackley & Ethan D. Watson - 288-289 Models of undergraduate research in economics: Advice from eight exemplary programs
by Gail M. Hoyt & KimMarie McGoldrick - 290-294 Learning by doing: The challenge of engaging undergraduates in economics research
by Smita Brunnermeier - 295-300 Striving to involve undergraduates in economic research at Wellesley College
by Kristin F. Butcher & Akila Weerapana - 301-305 Building research skills in the Macalester economics major
by J. Peter Ferderer & Gary Krueger - 306-309 Undergraduate research in the Dartmouth Economics Department
by James Feyrer - 310-316 Training young researchers: Successful strategies from University of Chicago college economics
by Victor Lima & Grace Tsiang - 317-326 Forging on-campus connections to enhance undergraduate student reasoning, writing, and research skills
by Belinda Archibong & Harrison Dekker & Nathan D. Grawe & Martha L. Olney & Carol Rutz & David Weiman - 327-332 LSAT® scores of economics majors: The 2015–16 class update and 15-year history
by Michael Nieswiadomy - 333-336 Reviewers for Volume 48
by The Editors - 337-337 EOV Editorial Board
by The Editors
July 2017, Volume 48, Issue 3
- 137-145 Time series econometrics for the 21st century
by Bruce E. Hansen - 146-166 Diversity, knowledge clusters, and job placement: Graduate economics teaching of core microeconomics
by Arthur Campbell & Jonathan S. Feinstein & Soonwook Hong & Sharon Qian & Trevor C. Williams - 167-175 Enhancing the teaching of introductory economics with a team-based, multi-section competition
by Laura Beaudin & Aziz N. Berdiev & Allison Shwachman Kaminaga & Sam Mirmirani & Edinaldo Tebaldi - 176-185 Using FRED data to teach price elasticity of demand
by Diego Méndez-Carbajo & Carlos J. Asarta - 186-192 Index of economic freedom: Unrealized pedagogical opportunities
by Mark Maier & John A. Miller - 193-197 Teaching macroeconomics to the visually impaired: New tactile methods, verbal precision, and small groups
by Michele I. Naples - 198-205 Creating infographics to enhance student engagement and communication in health economics
by Julia VanderMolen & Christy Spivey - 206-215 Performing an event study: An exercise for finance students
by William A. Reese & Russell P. Robins - 216-217 Great ideas for making economic principles relevant and engaging: A three-paper symposium from David Cutler, Dean Karlan, and Cecilia Rouse
by Gail M. Hoyt - 218-223 Teaching health care in introductory economics
by David M. Cutler - 224-228 : Three principles of economics lessons as taught by a reality television show
by Dean Karlan - 229-237 The economics of education and policy: Ideas for a principles course
by Cecilia Elena Rouse - 238-242 Trends in undergraduate economics degrees, 1991–2016
by John J. Siegfried
April 2017, Volume 48, Issue 2
- 63-64 Editor note on submission guidelines and financial education
by William Walstad - 65-73 A classroom game on a negative externality correcting tax: Revenue return, regressivity, and the double dividend
by Joshua M. Duke & David M. Sassoon - 74-92 Students' persistent preconceptions and learning economic principles
by Isabel Busom & Cristina Lopez-Mayan & Judith Panadés - 93-112 Perspectives on evaluation in financial education: Landscape, issues, and studies
by William Walstad & Carly Urban & Carlos J. Asarta & Elizabeth Breitbach & William Bosshardt & Julie Heath & Barbara O'Neill & Jamie Wagner & Jing Jian Xiao - 113-122 The : Development and measurement characteristics
by William B. Walstad & Ken Rebeck - 123-135 Using the U.S. in Germany—Adaptation and validation
by Manuel Förster & Roland Happ & Dimitar Molerov
January 2017, Volume 48, Issue 1
- 1-2 Integrating normative issues in the principles of economics texts: Introduction to a symposium
by David Colander - 3-14 A proposal for more sophisticated normative principles in introductory economics
by Stephen Schmidt - 15-26 The ethics behind efficiency
by Jonathan B. Wight - 27-28 On welfare economics in the principles course
by N. Gregory Mankiw - 29-30 Market equilibria already incorporate normative preferences
by Sean Masaki Flynn - 31-33 Bringing winners and losers into the classroom
by Jonathan Morduch - 34-44 Cultivating the liberally educated mind through a signature program
by Emily Chamlee-Wright & Joshua C. Hall & Laura E. Grube - 45-50 Have economic educators embraced social media as a teaching tool?
by Abdullah Al-Bahrani & Darshak Patel & Brandon J. Sheridan - 51-60 Economics and business coursework by undergraduate students: Findings from Baccalaureate and Beyond transcripts
by William Bosshardt & William B. Walstad
October 2016, Volume 47, Issue 4
- 269-287 A quantitative evaluation of the flipped classroom in a large lecture principles of economics course
by Rita A. Balaban & Donna B. Gilleskie & Uyen Tran - 288-299 Classroom experiments: Teaching specific topics or promoting the economic way of thinking?
by Tisha L. N. Emerson & Linda K. English - 300-310 An analysis of economic learning among undergraduates in introductory economics courses in Germany
by Roland Happ & Olga Zlatkin-Troitschanskaia & Susanne Schmidt - 311-316 Motivating the study of international trade: A classroom activity
by Sherry Jensen - 317-323 A classroom experiment with bank equity, deposit insurance, and bailouts
by Denise Hazlett - 324-337 A classroom market for extra credit: A semester-long experiment
by James Staveley-O'Carroll - 338-350 What's in a grade? Grading policies and practices in principles of economics
by William B. Walstad & Laurie A. Miller - 351-356 Trends in undergraduate economics degrees: 1991–2015
by John J. Siegfried - 357-357 EconEdReviews: Economics and personal finance lessons and reviews
by Carlos J. Asarta & Jamie F. Wagner - 358-360 Reviewers for Volume 47
by The Editors - 361-361 EOV Editorial Board
by The Editors
July 2016, Volume 47, Issue 3
- 193-210 Assessing financial education methods: Principles vs. rules-of-thumb approaches
by William L. Skimmyhorn & Evan R. Davies & David Mun & Brian Mitchell - 211-225 Randomized controlled trial of teaching methods: Do classroom experiments improve economic education in high schools?
by Gerald Eisenkopf & Pascal A. Sulser - 226-240 When do first-movers have an advantage? A Stackelberg classroom experiment
by Robert Rebelein & Evsen Turkay - 241-257 Growing by getting their hands dirty: Meaningful research transforms students
by Amy Henderson - 258-267 Are MS in economics programs in departments that also have a PhD program in economics different from their counterparts?
by Martin I. Milkman & Riza Marjadi & James P. McCoy - 268-268 Broadway economics
by Matthew C. Rousu
April 2016, Volume 47, Issue 2
- 95-105 Financial literacy of high school students: Evidence from Germany
by Carsten Erner & Michael Goedde-Menke & Michael Oberste - 106-120 Using online compound interest tools to improve financial literacy
by Edward Hubbard & Percival Matthews & Anya Samek - 121-131 The disaggregation of value-added test scores to assess learning outcomes in economics courses
by William B. Walstad & Jamie Wagner - 132-139 Price discrimination: A classroom experiment
by Paula Aguiló & Maria Sard & Maria Tugores - 140-141 Estimating gender wage gaps: A data update
by Judith A. McDonald & Robert J. Thornton - 142-160 Policies with varying costs and benefits: A land conservation classroom game
by Sahan T. M. Dissanayake & Sarah A. Jacobson - 161-167 Capstone senior research course in economics
by Ishuan Li & Robert Simonson - 168-173 Comparative economics systems in the undergraduate curriculum: An update
by Alexander Kovzik & Marianne Johnson - 174-186 Mass attrition: An analysis of drop out from principles of microeconomics MOOC
by Gloria Allione & Rebecca M. Stein - 187-191 Is economics a good major for future lawyers? Evidence from earnings data
by John V. Winters - 192-192 Bazinganomics: Economics of The Big Bang Theory
by James Tierney & G. Dirk Mateer & Ben Smith & Jadrian Wooten & Wayne Geerling
January 2016, Volume 47, Issue 1
- 1-10 Significant returns in engagement and performance with a free teaching app
by Alan Green - 11-11 Introduction to symposium on opportunity cost
by David Colander - 12-22 Opportunity cost: A reexamination
by Michael Parkin - 23-25 Opportunity cost and the intelligence of economists: A comment
by Daniel G. Arce - 26-31 Complexities in the examination of opportunity cost
by Rod O’Donnell - 32-34 Comments on “Opportunity cost: A reexamination”: A case in point of no free lunch
by Daniel F. Stone - 35-39 Opportunity cost: A reply
by Michael Parkin - 40-48 Using STELLA simulation models to teach natural resource economics
by Sahan T. M. Dissanayake - 49-63 Product bundling and shared information goods: A pricing exercise
by William G. Morrison - 64-70 Pod learning: Student groups create podcasts to achieve economics learning goals
by Rebecca L. Moryl - 71-75 Resources for economic educators from the Federal Reserve Bank of St. Louis
by Mary C. Suiter & Keith G. Taylor - 76-83 The opinions of economics majors before and after learning economics
by Michael R. Hammock & P. Wesley Routon & Jay K. Walker - 84-88 Community college economics instruction: Results from a National Science Foundation Project
by Mark Maier & W. Edward Chi - 89-93 Trends in undergraduate economics degrees, 1991--2014
by John J. Siegfried
October 2015, Volume 46, Issue 4
- 341-349 Do Monetary Incentives Matter in Classroom Experiments? Effects on Course Performance
by Matthew C. Rousu & Jay R. Corrigan & David Harris & Jill K. Hayter & Scott Houser & Becky A. Lafrancois & Olugbenga Onafowora & Gregory Colson & Adam Hoffer - 350-359 Effect of Peer Attendance on College Students' Learning Outcomes in a Microeconomics Course
by Jennjou Chen & Tsui-Fang Lin - 360-375 Trust Me, I'm a Doctor: A PhD Survival Guide
by Koen Deconinck - 376-393 Macroeconomic Stabilization When the Natural Real Interest Rate Is Falling
by Sebastien Buttet & Udayan Roy - 394-402 A Simple Model to Teach Business Cycle Macroeconomics for Emerging Market and Developing Economies
by Roberto Duncan - 403-411 The Music Industry as a Vehicle for Economic Analysis
by Christopher C. Klein - 412-419 Airing Your Dirty Laundry: A Quick Marketable Pollution Permits Game for the Classroom
by Jill L. Caviglia-Harris & Richard T. Melstrom - 420-429 Visualizing Data and the Online FRED Database
by Diego Méndez-Carbajo - 430-439 Simulating Price-Taking
by Lucas M. Engelhardt - 440-441 On Using a Barter Edgeworth Box to Discuss Efficiency Early in the Semester
by Stephen Erfle - 442-442 Connecting Supply and Demand-An Interactive Visualization
by Adalbert Mayer - 443-443 Rockonomix
by Kim Holder & Adam Hoffer & Abdullah Al-Bahrani & Solina Lindahl
July 2015, Volume 46, Issue 3
- 233-238 In Memory of Michael Watts (November 3, 1950-December 5, 2014)
by William B. Walstad & Sam Allgood & Tisha Emerson & Gail Hoyt & KimMarie McGoldrick & Georg Schaur & William E. Becker - 239-259 Lecture Attendance, Study Time, and Academic Performance: A Panel Data Study
by Vincenzo Andrietti & Carlos Velasco - 260-273 Examining Theories of Distributive Justice with an Asymmetric Public Goods Game
by Stephen J. Schmidt - 274-284 A Research-Based Development Economics Course for Undergraduates
by Prakarsh Singh & Hongye Guo & Alvaro Morales - 285-299 Fiscal Challenge: An Experiential Exercise in Policy Making
by Mike Aguilar & Daniel Soques - 300-309 Why Excel?
by Humberto Barreto - 310-323 What Do Teaching Weights Tell Us?
by Cynthia L. Harter & Georg Schaur & Michael Watts - 324-339 Perspectives on Economics in the School Curriculum: Coursework, Content, and Research
by William B. Walstad & Michael Watts
April 2015, Volume 46, Issue 2
- 121-134 The Belief that Market Transactions Are Mutually Beneficial: A Comparison of the Views of Students in Economics and Other Disciplines
by Amélie Goossens & Pierre-Guillaume Méon - 135-149 What Did We Learn from the Financial Crisis, the Great Recession, and the Pathetic Recovery?
by Alan S. Blinder - 150-165 The Undergraduate Origins of PhD Economists Revisited
by Wendy A. Stock & John J. Siegfried - 166-173 How Broad Liberal Arts Training Produces PhD Economists: Carleton's Story
by Jenny Bourne & Nathan D. Grawe - 174-188 The Undergraduate Origins of PhD Economists: The Berkeley Experience
by Martha L. Olney - 189-199 Liberal Arts Colleges and the Production of PhD Economists
by Philip N. Jefferson & Ellen Magenheim - 200-206 Engaging Undergraduates in Economics
by Kiran Gajwani & Jeffrey Miron