The Journal of Economic Education

1996 - 2025

Current editor(s): William Walstad

From Taylor & Francis Journals
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Volume 52, issue 4, 2021

Using readings beyond the textbook: A survey pp. 269-273

Sam Allgood and KimMarie McGoldrick

Leveraging outside readings and low-stakes writing assignments to promote student engagement in an economic development course pp. 274-285

Emily Beam

Teaching controversial and contemporary topics in economics using a jigsaw literature review activity pp. 286-295

Patrick Button, LaPorchia Collins, Augustine Denteh, Mónica García-Pérez, Ben Harrell, Elliott Isaac and Engy Ziedan

Prepping for a proposal—Using journal articles in a labor economics course pp. 296-307

Laurie A. Miller

Teaching students to read journal articles critically pp. 308-315

George Orlov

“Provide a complete, concise economic analysis of the following article…”: Using outside readings to train students to answer a single question pp. 316-325

Thomas P. Andrews

Laying the groundwork for in-class groupwork with readings beyond the textbook pp. 326-333

Phil Ruder

Promoting economic literacy: Combining news articles and clicker questions in a large introductory microeconomics course pp. 334-342

Laura Ahlstrom

Economics ripped from the headlines: The Economist ascourse text pp. 343-352

Rebecca L. Moryl

Teaching economics of climate change and sustainability as an introductory interdisciplinary elective using critical reading of supplementary sources pp. 353-362

Suchandra Basu

Using outside readings to help students understand what economists do pp. 363-371

Patricia Higino Schneider

Dynamic macroeconomic models with Excel pp. 372-372

Anelí Bongers, Trinidad Gómez and Jose Torres

Editorial statistics pp. 373-373

The Editors

Volume 52, issue 3, 2021

Broadening perceptions of economics in a new introductory economics sequence pp. 175-191

Ann Owen and Paul Hagstrom

Money growing on trees: A classroom game about payments for ecosystem services and tropical deforestation pp. 192-217

Sahan Dissanayake and Sarah Jacobson

Team-based learning in economics: A symposium pp. 218-219

Sam Allgood and KimMarie McGoldrick

Getting started with team-based learning (TBL): An introduction pp. 220-230

Phil Ruder, Mark Maier and Scott Simkins

Team-based learning (TBL): Putting learning sciences research to work in the economics classroom pp. 231-240

Scott Simkins, Mark Maier and Phil Ruder

Challenges and lessons: Design and implementation of a multi-site evaluation of team-based learning pp. 241-248

Katherine Carson, Hiuko Adams, Jimena Gonzalez-Ramirez, Craig Heinicke, James Michael Latham, Mark Maier, C. Lucy Malakar, Phil Ruder and Scott Simkins

Transitioning to a team-based learning principles course pp. 249-256

Marcelo Clerici-Arias

TBL Fridays: Using team-based learning to engage in policy debates in an introductory class pp. 257-263

Alan Green

Trends in undergraduate economics degrees, 2001–2020 pp. 264-267

John Siegfried

Volume 52, issue 2, 2021

Chair the Fed: Insights from game usage data pp. 89-101

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

Teaching an economics capstone course with a policy focus pp. 102-113

Joseph C. Morreale and Anna Shostya

Don’t just read the news, write the news! — A course about writing economics for the media pp. 114-127

Julien Picault

Learning by Giving in an introductory economics of altruism course pp. 128-140

Julia Paxton

Learning by Giving applied in an upper-level course on the Economics of Altruism, Philanthropy, and Nonprofit Organizations pp. 141-155

Gail M. Hoyt

What do economic education scholars study? Insights from machine learning pp. 156-172

Jose Fernandez, Erin Yetter and Kim Holder

Options strategies pp. 173-173

Andrew McKenzie, Billy Ellis, James Smartt and Wei Yang

Looking for innovative pedagogy? An online economics instructor’s toolbox pp. 174-174

Julien Picault

Volume 52, issue 1, 2021

A meta-analysis of technology: Interventions in collegiate economics classes pp. 1-16

Marianne Johnson and Martin E. Meder

The cognitive challenges of effective teaching pp. 17-40

Stephen L. Chew and William J. Cerbin

How can economists use the cognitive challenges framework to enhance economic education? pp. 41-52

Sam Allgood and KimMarie McGoldrick

Does graduate economics education address the cognitive challenges of effective teaching? pp. 53-63

Wendy A. Stock

Designing and communicating new pedagogy ideas in economics pp. 64-72

William Bosshardt

The cognitive challenges of effective teaching and contribution opportunities to the Features and Information section of the Journal of Economic Education pp. 73-81

Gail M. Hoyt and Roisin O’Sullivan

Online implementation of portions of “the cognitive challenges of effective teaching” pp. 82-88

William Goffe

Volume 51, issue 3-4, 2020

Immediate feedback assessment technique (IF-AT) quizzes and student performance in microeconomic principles courses pp. 211-226

Lauren Calimeris and Edward Kosack

Measuring economic competence of secondary school students in Germany pp. 227-242

Tim Kaiser, Luis Oberrauch and Günther Seeber

Who benefits from regular class participation? pp. 243-256

Lei Tang, Shanshan Li, Emma Auden and Elizabeth Dhuey

Assessing the impact of research capstone preparation in the economics curriculum pp. 257-270

Priscilla Cooke St. Clair, Lynn Hunnicutt and Karen Travis

A mixed methods approach to uncover common error patterns in student reasoning of supply and demand pp. 271-286

Aaron J. Staples, Hillary M. Sackett-Taylor, Jason Forgue, Stephanie B. Brewer and Supriya Sarnikar

Using the movie Joy to teach innovation and entrepreneurship pp. 287-296

John Dalton and Andrew J. Logan

Reimagining the introductory material in teaching money creation and monetary policy pp. 297-316

Andre Neveu

Learning Tableau: A data visualization tool pp. 317-328

Steven Batt, Tara Grealis, Oskar Harmon and Paul Tomolonis

“Tackling the federal debt problem fairly”: Context for the introductory class pp. 329-331

Sam Allgood and KimMarie McGoldrick

Tackling the federal debt problem fairly pp. 332-358

William Gale

Trends in undergraduate economics degrees, 2001–2019 pp. 359-363

John Siegfried

Expanding and diversifying the pool of undergraduates who study economics: Insights from a new introductory course at Harvard pp. 364-379

Amanda Bayer, Gregory Bruich, Raj Chetty and Andrew Housiaux

Economics is a Kahoot! pp. 380-380

Jadrian Wooten, Charity-Joy Acchiardo and G. Dirk Mateer

Editorial statistics pp. 381-381

The Editors

Volume 51, issue 2, 2020

Taking notes in the digital age: Evidence from classroom random control trials pp. 103-115

Benjamin Artz, Marianne Johnson, Denise Robson and Sarinda Taengnoi

Using the process approach to teach writing in economics pp. 116-129

Jill Caviglia-Harris

Student loan debt: A problem-based learning activity for introductory economics students pp. 130-142

Kristen Roche Carioti

Teaching modules for estimating climate change impacts in economics courses using computational guided inquiry pp. 143-158

Lea Fortmann, Justin Beaudoin, Isha Rajbhandari, Aedin Wright, Steven Neshyba and Penny Rowe

The Alchian Maze pp. 159-166

Michael J. Clark

Is economics STEM? Trends in the discipline from 1997 to 2018 pp. 167-174

Emily Marshall and Anthony Underwood

Admission into economic PhD programs: Results of a recent study and advice from directors of graduate studies at six exemplary U.S. economics PhD programs pp. 175-176

Gail M. Hoyt

So you want to go to graduate school? Factors that influence admissions to economics PhD programs pp. 177-190

Adam Jones, Peter Schuhmann, Daniel Soques and Allison Witman

Comments on Jones et al. and advice for the graduate school application process pp. 191-193

Gautam Gowrisankaran

Comments on “So you want to go to graduate school? Factors that influence admissions to economics PhD programs” by Jones et al pp. 194-198

M. Daniele Paserman

Comments for JEE based on ASSA panel discussion “Preparing undergraduates for application to graduate school” pp. 199-200

Navin Kartik

Admissions to economics PhD program: Perspectives from a large public university pp. 201-202

Martin Boileau

Preparing undergraduates for application to graduate school pp. 203-205

Wojciech Olszewski

Preparing undergraduates for application to graduate school: Comments on Jones et al (2020) pp. 206-208

Marcus Berliant

Kiviq.us: A free double auction Internet classroom experiment that runs on any student device pp. 209-209

Kyle Hampton and Paul Johnson

Economics within ABC’s Modern Family pp. 210-210

Jadrian Wooten, Kalina Staub and Susan Reilly

Volume 51, issue 1, 2020

Learning effects of the flipped classroom in a principles of microeconomics course pp. 1-18

Erik Craft and Maia Linask

An exchange rate risk experiment with multiple currencies pp. 19-30

Paul Johnson and James Staveley-O’Carroll

A classroom experiment on the causes and forms of bounded rationality in individual choice pp. 31-41

Anna Rita Bennato, Adrian Gourlay and Chris M. Wilson

A demand and supply game exploring global supply chains pp. 42-51

Bei Hong

For want of a chair: Teaching price formation using a cap and trade game pp. 52-66

Stefano Carattini, Eli P. Fenichel, Zander Gordan and Patrick Gourley

The Federal Reserve Board and economic education pp. 67-67

Sam Allgood and KimMarie McGoldrick

A survey of Federal Reserve economic education programs and resources1 pp. 68-79

Andrew Hill and Scott Wolla

The Economics Scholars Program: Creating a professional economics research conference for undergraduate students pp. 80-86

Stephen Clayton and Daniel Nuckols

Active learning with FRED data pp. 87-94

Diego Mendez-Carbajo

Flipping the classroom with econlowdown.org pp. 95-102

Diego Mendez-Carbajo and Lucy C. Malakar