The Journal of Economic Education

1996 - 2025

Current editor(s): William Walstad

From Taylor & Francis Journals
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Volume 56, issue 4, 2025

Effects of cooperative learning on trust, attitudes about group work, and performance pp. 269-289

Graham Beattie and Fulya Ersoy

Economic literacy and public policy views pp. 290-305

Jared Barton and Cortney Rodet

The ancillaries of undergraduate economics programs: Results of a departmental survey pp. 306-321

Gail M. Hoyt and Roisin O’Sullivan

Moving beyond Harberger’s Triangle to present the inefficiency from misallocated market transactions under price controls pp. 322-328

Christopher S. Brunt

Learning by experimenting: An introductory course on experimental economics pp. 329-338

Julien Picault

Applying best practices in writing assignment design—A semester-long policy project for intermediate microeconomics pp. 339-355

Kathryn Rouse

Trends in undergraduate economics degrees, 2001–24 pp. 356-360

John Siegfried

Project-Based Assessment: A web app to measure knowledge and difficulty with rubric-based instruments pp. 361-362

Ben O. Smith

Economics of Taylor Swift and the NFL: Content for instructors pp. 363-363

Misty L. Heggeness and Lynn MacDonald

Economics of Game of Thrones pp. 364-365

Daniel Bragen, Linda Ghent, Alan Grant and Matthew Rousu

Editorial statistics pp. 366-366

The Editors

Volume 56, issue 3, 2025

Student evaluation of economics teaching: Is a single-item teaching effectiveness measure reliable and valid? pp. 205-221

Temesgen Kifle

Introduction: In Memory of David Colander (November 16, 1947–December 4, 2023) pp. 222-223

Sam Allgood and KimMarie McGoldrick

The making of an economic gadfly: David Colander and graduate economics education pp. 224-229

Wendy A. Stock

David Colander: Polite transgressor pp. 230-239

Andrew Mearman

What was “it” that Colander was defining? pp. 240-247

George F. DeMartino and Ilene Grabel

What and how the public knows about the Fed pp. 248-262

Jane S. Lopus, Evgeniya A. Duzhak and K. Jody Hoff

An economics walking tour: A place-based method of teaching economics pp. 263-263

Ramin Nassehi

Teaching economics with Netflix pp. 264-265

Amel Ben Abdesslem, Julien Picault and Erwin A. Tudose

Comic-nomics: Economics in superhero comics pp. 266-267

Brian O’Roark

Volume 56, issue 2, 2025

One email to students: Can a light touch intervention make a difference? pp. 111-126

Darren Page and Travis Williams

Teaching fiscal policy to undergraduates: A new paradigm for the 21st century pp. 127-138

James F. Casey and Arthur H. Goldsmith

Reproducing the stylized facts that motivate models of international trade with heterogeneous firms pp. 139-153

Alejandro Riaño

Exploring endogenous growth through simulation pp. 154-170

Ariel Shwayder

Least-cost diets to teach optimization and consumer behavior, with applications to health economics, poverty measurement and international development pp. 171-186

Jessica K. Wallingford and William A. Masters

Foreign student share and supply of STEM-designated economics programs pp. 187-197

Sie Won Kim

The theory of mirthful sentiments pp. 198-199

Timothy M. Shaughnessy

“Choice: Economics materials for success” on Substack pp. 200-201

Stefani Milovanska-Farrington

ClimeHop: An interactive app for teaching cost-effective biodiversity conservation under climate change pp. 202-203

Charlotte Gerling, Martin Drechsler, Karmand Kadir, Bojan Kahlau, Klaus Keuler, Johannes Leins, Astrid Sturm and Frank Wätzold

Volume 56, issue 1, 2025

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

Alexander 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

Volume 55, issue 4, 2024

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

Volume 55, issue 3, 2024

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

Volume 55, issue 2, 2024

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

Volume 55, issue 1, 2024

The study of economics at HBCUs and PWIs pp. 1-15

Tisha L. N. Emerson, KimMarie McGoldrick and Scott 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