The Journal of Economic Education

1996 - 2025

Current editor(s): William Walstad

From Taylor & Francis Journals
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Explaining heterogeneity in student diversity across economics departments pp. 1-21: Anna McDougall, Douglas McKee and George Orlov
Does supportive feedback on class rank improve scores for intermediate-level microeconomics? pp. 22-29: Chanita C. Holmes and Marlon R. Tracey
Teaching student-driven modules in macroeconomics classes pp. 30-48: Cynthia Bansak, Julie Smith and Christine L. Storrie
A symposium on crisis-related teaching pp. 49-50: Sam Allgood and KimMarie McGoldrick
The economic way of thinking in a pandemic pp. 51-57: Alex Tabarrok
Teaching principles of macroeconomics after COVID-19 pp. 58-65: Lee A. Coppock
Teaching the crisis: Climate change policy and cost curve confusion pp. 66-75: Charles A. Holt and Erica R. Sprott
Teaching democracy and capitalism: High engagement and “doing economics” pp. 76-86: Robert F. Bruner
Teaching and learning communities of practice in economics pp. 87-97: Kripa Freitas and Jennifer Murdock
Undergraduate journals and conferences: Pathways to understanding the economics profession pp. 98-109: Stephen B. DeLoach and Steven A. Greenlaw

Failure, withdrawals, and retakes in intermediate microeconomics pp. 333-349: Tisha L. N. Emerson and KimMarie McGoldrick
Grading policy, email nudges, and grade outcomes pp. 350-363: Shishir Shakya and Michael Levinstein
Hooked on podcasts: evidence from a quasi-experimental approach pp. 364-376: Sun Ki Choi, Chelsea T. Dowell, Daniel F. Duncan and Gail M. Hoyt
Unequal exposure: An inclusive approach to teaching environmental justice pp. 377-393: Keith Brouhle and Nirupama Devaraj
Teaching discrimination in introductory economics: An approach incorporating stratification economics pp. 394-409: Jorgen Harris and Mary Lopez
The economics behind Jacob Lawrence’s Migration Series pp. 410-424: William Bosshardt
Bringing breadth and relevance to introductory economics courses using JEL codes pp. 425-433: Sarah F. Small
The academic origins of economics faculty pp. 434-454: Todd Jones and Arielle A. Sloan
LSAT® scores of economics majors: The 2022–23 class update and 7-year history pp. 455-460: Michael Nieswiadomy
Consensus among economists 2020—A sharpening of the picture pp. 461-478: Doris Geide-Stevenson and Alvaro La Parra-Perez
Why it works: Using qualitative methods in economic education research pp. 479-494: William Bosshardt, Amanda Jennings and Peter Davies
Editorial statistics pp. 495-495: Sam Allgood and KimMarie McGoldrick

Online proctoring discount: The role of measured stressors pp. 193-204: Greg Gaynor, Kevin T. Wynne, Ting Zhang, Daniel Gerlowski and Joel N. Morse
The economic knowledge of Czech high school students: Analysis of the Economics Olympiad pp. 205-215: Frantisek Masek, Pavel Potužák and Renan Serenini
Improving introductory economics course content and delivery improves outcomes for women pp. 216-231: Mallory Avery, Jane Caldwell, Christian D. Schunn and Katherine Wolfe
Gender gap in university studies of economics-business area: Evidence from Spain pp. 232-248: Rosario Asián Chaves, Eva María Buitrago Esquinas, Inmaculada Masero Moreno and Rocío Yñíguez Ovando
Teaching behavioral macroeconomics—Examples and applications pp. 249-262: Lena Malešević Perović
Using LinkedIn in the economics curriculum pp. 263-275: E. Anne York
A classroom market experiment: Data and reflections pp. 276-291: Anna Cartwright and Edward Cartwright
“Doing economics” through a photographer’s lens: An experiential learning approach pp. 292-303: Anna Shostya
Teaching production theory through simulation pp. 304-319: Ghislain Nono Gueye and Jonathan R. Peterson
Requirements of the undergraduate economics major: An update and comparison pp. 320-327: Emily C. Marshall, Anthony Underwood and Abigail Hyde
Trends in undergraduate economics degrees, 2001–23 pp. 328-332: John Siegfried

Introduction to JEE symposium on “What should go into the only economics course students will ever take?” pp. 107-109: Avi Cohen, Wendy Stock and Scott Wolla
Who does (and does not) take introductory economics? pp. 110-127: Wendy A. Stock
What do we want students to (know and) be able to do: Learning outcomes, competencies, and content in literacy-targeted principles courses pp. 128-145: Avi Cohen
Assessment to promote learning in a literacy-targeted (LT) economics course pp. 146-155: Mark Maier and Phil Ruder
Cognitive science teaching strategies and literacy-targeted economics complementarities pp. 156-165: William Goffe and Scott Wolla
Curriculum lag challenges and strategies for LT principles: Lessons from closing the monetary policy curriculum gap pp. 166-177: Jane Ihrig, Mary Clare Peate and Scott Wolla
How LT principles can improve diversity, inclusiveness, and student interest pp. 178-188: Gary A. Hoover and Ebonya Washington
Correction pp. 189-189: The Editors

The study of economics at HBCUs and PWIs pp. 1-15: Tisha L. N. Emerson, KimMarie McGoldrick and Scott P. Simkins
If you only had two hours: Best advice for new instructors of economics pp. 16-18: Gail M. Hoyt and Roisin O’Sullivan
If you only had five minutes: Best advice for new instructors of economics pp. 19-33: Gail M. Hoyt, Roisin O’Sullivan and Darshak Patel
New instructor identity: Knowing yourself and knowing your audience pp. 34-40: Jennifer Imazeki
How to belong: Inclusive pedagogical practices for beginning instructors of economics pp. 41-53: Mary Lopez and Kirsten Wandschneider
Student engagement and interaction in the economics classroom: Essentials for the novice economic educator pp. 54-62: Carlos Asarta
Designing effective assessments in economics courses: Guiding principles pp. 63-76: Gina Pieters
Educational technology for teaching economics–Where to start and how to grow? pp. 77-84: William Goffe
Scholarly activity among economists at liberal arts colleges: A life cycle analysis pp. 85-103: Jenny Bourne, Nathan D. Grawe, Michael Hemesath and Maya Jensen