The Journal of Economic Education

1996 - 2026

Current editor(s): William Walstad

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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

Volume 54, issue 4, 2023

Teaching quantitative macroeconomics to undergraduate students using the Solow model: An application to post–WWII Japan pp. 349-363

Seth Neumuller

Integrating data science into an econometrics course with a Kaggle competition pp. 364-378

Masanori Kuroki

Expanding diversity (in) undergraduate classes with advancements in (the) teaching (of) economics: A symposium pp. 379-381

Sam Allgood and KimMarie McGoldrick

Online platforms for classroom experiments: A primer for new adoptees pp. 382-390

Alicia Atwood, Tisha L. N. Emerson, Melissa Knox and Mahjuja M. Taznin

Significant learning in introductory macroeconomics: Addressing misconceptions about “others” pp. 391-397

Eylem Ersal Kiziler

One nation under stress: A cooperative learning exercise to promote diversity and inclusion in introductory macroeconomics pp. 398-406

Basak Horowitz

Inequality and Superfund sites: Using backward design, cooperative learning, and data integration in introductory environmental economics pp. 407-417

Anna Klis

Significant learning in principles of economics: A module on the minimum wage pp. 418-428

Lisa Giddings and Stephan Lefebvre

Cooperative learning exercises in an online asynchronous economics classroom pp. 429-439

Jacqueline Strenio

Using backward design to create a more diverse, equitable, and inclusive principles course pp. 440-452

Janine L. F. Wilson

Editorial statistics pp. 453-453

KimMarie McGoldrick and Sam Allgood

Volume 54, issue 3, 2023

Economic and financial education for investment and financing decision-making in a graduate degree: Experimental evaluation of the effectiveness of two delivery methods pp. 225-242

Manuel Salas-Velasco

Low-stakes writing in an active-learning classroom needs focus and feedback to be effective pp. 243-255

Kripa Freitas

Adverse selection and risk pooling in the health insurance market: A classroom demonstration pp. 256-266

James Staveley-O’Carroll and Yunwei Gai

Bringing the classroom to the real world: Field trips to marginalized neighborhoods pp. 267-280

EeCheng Ong and Timothy Wong

Two models for illustrating the economics of media bias in a policy-oriented course pp. 281-288

Michael Cameron

Teaching vaccines using internal-to-the-market externalities pp. 289-300

Ziyue Chen, Fatima Djalalova, Casey Rothschild and Annette Hofmann

The regulation dice game: Teaching the effects of entry barriers on wealth creation using an interactive class activity pp. 301-326

Joab Corey

Rating sovereign credit risk: A simulation for advanced economics and finance students pp. 327-341

Mariam Majd and Amanda Page-Hoongrajok

Trends in undergraduate economics degrees, 2001–2022 pp. 342-346

John Siegfried

Economics of Squid Game pp. 347-348

Jadrian Wooten and Wayne Geerling

Volume 54, issue 2, 2023

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

Joaquin 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 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 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