The Journal of Economic Education

1996 - 2023

Current editor(s): William Walstad

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Volume 54, issue 2, 2023

Price discrimination: Teaching new results with simple exercises pp. 103-112

Joaquín Coleff and Camilo Rubbini

Classroom experiments on technology licensing: Royalty stacking, cross-licensing, and patent pools pp. 113-125

Atle Haugen and Steffen Juranek

Games in the classroom: A symposium pp. 126-127

Sarah Jacobson and Allison Oldham Luedtke

Climate change mitigation under uncertainty and inequality: A classroom experiment pp. 128-144

Juana Castro Santa

Renewable resource dynamics: A Web-based classroom experiment pp. 145-157

Darwin Cortés, César Mantilla and Laura Prada

Ore money ore problems: A resource extraction game pp. 158-176

Sarah Jacobson

Teaching Nash equilibrium with Python pp. 177-183

Allison Oldham Luedtke

Teaching before and during COVID-19: A survey pp. 184-190

Sam Allgood and KimMarie McGoldrick

COVID-19 as a trigger of persistent innovations: Evidence from an economics elective at Claremont McKenna College pp. 191-197

Darren Filson

Writing-to-learn: Strategies to promote engagement, peer-to-peer learning, and active listening in economics courses pp. 198-204

M. Femi Ayadi and Grace Onodipe

Reshaping a course for COVID along 5 dimensions: Lessons from “behavioral economics” at Swarthmore College pp. 205-213

Syon Bhanot

Asynchronous learning design—Lessons for the post-pandemic world of higher education pp. 214-223

Parama Chaudhury

Volume 54, issue 1, 2023

Cutting our losses: The effects of a loss-aversion strategy on student learning gains pp. 1-16

Neal H. Olitsky and Sarah B. Cosgrove

Required or voluntary financial education and saving behaviors pp. 17-37

William B. Walstad and Jamie Wagner

Teaching the COVID-19 lockdown using the Keynesian Cross pp. 38-59

Florian Sniekers

Teaching development economics from a gender perspective pp. 60-75

Günseli Berik and Yana van der Meulen Rodgers

Teaching an undergraduate elective on the Great Recession (and the COVID-19 recession too) pp. 76-93

Emily Marshall and Paul Shea

An alternative approach for introducing instrumental variables based on ordinary least squares omitted variable bias pp. 94-101

Quinn A. W. Keefer

Volume 53, issue 4, 2022

Online proctored assessment during COVID-19: Has cheating increased? pp. 277-295

Ivo J. M. Arnold

Repeated quizzing of basic mathematics concepts to improve grades in economics classes pp. 296-306

Jack Leggett, Bryan Morgan and Kam Ki Tang

The link between financial education and financial literacy: A cross-national analysis pp. 307-324

John Jerrim, Luis Alejandro Lopez-Agudo and Oscar David Marcenaro-Gutierrez

Economics PhD programs in Europe: Completion times and job placement pp. 325-339

Árpád Ábrahám, Benedikt Dengler and Vinzenz Ziesemer

Alternatives to the scarcity principle pp. 340-347

William Darity

Teaching post-intermediate macroeconomics with a dynamic 3-equation model pp. 348-367

Leila E. Davis and Leopoldo Gómez-Ramírez

Editorial statistics pp. 368-368

The Editors

Volume 53, issue 3, 2022

Helping some and harming others: Homework frequency and tradeoffs in student performance pp. 197-209

Abdullah Al-Bahrani, Maria Apostolova-Mihaylova and Emily Marshall

Examining modern money creation: An institution-centered explanation and visualization of the “credit theory” of money and some reflections on its significance pp. 210-231

Andrew Hook

Let’s close the gap: Updating the textbook treatment of monetary policy pp. 232-249

Jane Ihrig and Scott Wolla

Is economics STEM? Process of (re)classification, requirements, and quantitative rigor pp. 250-258

Emily Marshall and Anthony Underwood

Classroom management and student interaction interventions: Fostering diversity, inclusion, and belonging in the undergraduate economics classroom pp. 259-272

Abdullah Al-Bahrani

Trends in undergraduate economics degrees, 2001–2021 pp. 273-276

John J. Siegfried

Volume 53, issue 2, 2022

The effects of game-based financial education: New survey evidence from lower-secondary school students in Finland pp. 109-125

Panu Kalmi and Jaana Rahko

A Python-based undergraduate course in computational macroeconomics pp. 126-140

Brian C. Jenkins

Lessons from the fields pp. 141-142

Allen C. Goodman

Teaching public policy analysis: Lessons from the field pp. 143-149

Christine Piette Durrance

Teaching the economics of sports pp. 150-158

Michael Leeds

Integrating economics into professional studies: Criminal justice, health, and public policy education pp. 159-164

Juliette Roddy

The rich palette of the economic history curriculum pp. 165-173

Price Fishback and Michael Haupert

Introduction to symposium on teaching innovative classes in economics pp. 174-175

Wendy A. Stock

The economics of social entrepreneurship pp. 176-180

Andrew Samwick

An undergraduate economics course on belief formation and influence pp. 181-187

Daniel F. Stone

Economics of artificial intelligence and innovation pp. 188-191

Evangelia Chalioti

Economics of Star Wars pp. 192-193

Matthew Rousu, Ben Smith and Bailey Hackenberry

Assessment disaggregation: A new tool to calculate learning types from nearly any exam platform, including online systems pp. 194-195

Ben O. Smith

Teaching with Superstore pp. 196-196

Jadrian Wooten and Brian Lynch

Volume 53, issue 1, 2022

Gender and peer evaluations pp. 1-10

Molly Espey

Team-based learning in economics: Promoting group collaboration, diversity and inclusion pp. 11-30

Gabriella Cagliesi and Mahkameh Ghanei

International trade with heterogeneous firms: An interactive classroom simulation pp. 31-42

Nathaniel Cook and Angie Pantuosco

Wikipedagogy: Enhancing student motivation and collaboration in an economics class with Wikipedia pp. 43-51

Stefan Humer and Matthias Schnetzer

Springsteen-omics: contemplative pedagogy and Springsteen in undergraduate economics courses pp. 52-68

Melissa H. Mahoney, Leah G. Mathews and Audrey E. Thomas

Critical thinking and economic instruction: One approach and six points of view pp. 69-70

Gail M. Hoyt

What does critical thinking mean in teaching economics?: The big and the little of it pp. 71-84

John Siegfried and David Colander

What does critical thinking mean in teaching economics? pp. 85-87

Melissa S. Kearney

The instructor as ambassador pp. 88-90

N. Gregory Mankiw

Critical thinking on the Samuelsonian Gospel according to John and David pp. 91-94

Deirdre Nansen McCloskey

Sparking Student Curiosity pp. 95-99

Betsey Stevenson

Enhancing critical thinking skill formation: Getting fast thinkers to slow down pp. 100-108

John List