The Journal of Economic Education

1996 - 2025

Current editor(s): William Walstad

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Volume 50, issue 4, 2019

Introduction to symposium on teaching undergraduate econometrics pp. 337-342

David Colander

Is precise econometrics an illusion? pp. 343-355

G. M. Peter Swann

What quantitative methods should we teach to graduate students? A comment on Swann’s “Is precise econometrics an illusion?” pp. 356-361

Deirdre Nansen McCloskey and Stephen T. Ziliak

Teaching the art of pulling truths from economic data: Comment on “Is precise econometrics an illusion?” pp. 362-366

Edward Leamer

Theory vs. practice: Teaching undergraduate econometrics pp. 367-370

Alice Louise Kassens

Scalable, scaffolded writing assignments with online peer review in a large introductory economics course pp. 371-387

Avi Cohen and Andrea L. Williams

HeadsUp! Econ: Making exam review sessions fun and effective pp. 388-397

Rebecca L. Moryl, Florencia Gabriele and Jannet Desvira

The psychology of sunk cost: A classroom experiment pp. 398-409

Louis-Philippe Sirois

The undergraduate economics coursework of elementary and secondary school teachers pp. 410-417

William B. Bosshardt and William Walstad

Reviewers for Volume 50 pp. 418-420

The Editors

Volume 50, issue 3, 2019

The effects of a financial literacy intervention on the financial and economic knowledge of high school students pp. 215-229

Andrew Gill and Radha Bhattacharya

Teaching students to extend economic models using in-class scaffolding assignments pp. 230-241

Tamara Lynn Trafton

Efficient empiricism: Streamlining teaching, research, and learning in empirical courses pp. 242-257

Tomas Dvorak, Simon D. Halliday, Michael O’Hara and Aaron Swoboda

Six guidelines for teaching intermediate macroeconomics pp. 258-260

N. Gregory Mankiw

What should students learn in intermediate microeconomics? To think conceptually from the fundamentals of the discipline pp. 261-264

Thomas J. Nechyba

What should we teach in intermediate macroeconomics? pp. 265-268

Dean Croushore

What should we teach in intermediate microeconomics? pp. 269-272

Austan Goolsbee

50 years of teaching introductory economics pp. 273-283

Daniel Hamermesh

Data literacy in economic development pp. 284-298

Simon D. Halliday

The unequal distribution of economic education: A report on the race, ethnicity, and gender of economics majors at U.S. colleges and universities pp. 299-320

Amanda Bayer and David W. Wilcox

Switching majors – into and out of economics pp. 321-332

Tisha L. N. Emerson and KimMarie McGoldrick

Trends in undergraduate economics degrees, 2001–2018 pp. 333-336

John Siegfried

Volume 50, issue 2, 2019

A classroom experiment in monetary policy pp. 89-107

John Duffy and Brian C. Jenkins

Teaching courses in macroeconomics and monetary policy with Bloomberg analytics pp. 108-128

Dean Croushore and Hossein S. Kazemi

Equilibrium with capacity-constrained firms: A classroom experiment pp. 129-141

Gayane Barseghyan and Aram Grigoryan

Learning to do: Facilitating practice in a large introductory macroeconomics class pp. 142-156

Anna Josephson, Larry DeBoer, Dave Nelson and Angelika Zissimopoulos

Continuity and change in the Journal of Economic Education over 50 years pp. 157-167

William B. Walstad

50 years of economic instruction in the Journal of Economic Education pp. 168-195

Gail M. Hoyt and KimMarie McGoldrick

50 years of research in the Journal of Economic Education pp. 196-206

Sam Allgood and Georg Schaur

Setting an agenda for the future pp. 207-212

Sam Allgood and KimMarie McGoldrick

A geometric approach to multicollinearity pp. 213-213

Stephen Erfle

Volume 50, issue 1, 2019

Are your students absent, not absent, or present? Mindfulness and student performance pp. 1-16

Eric P. Chiang and Albert J. Sumell

Writing in the discipline and reproducible methods: A process-oriented approach to teaching empirical undergraduate economics research pp. 17-32

Emily Marshall and Anthony Underwood

One size doesn’t fit all: A project designing small-scale economic development projects pp. 33-43

Sara Gundersen and Allison Shwachman Kaminaga

A video game to supplement a hybrid principles of microeconomics course pp. 44-56

Chen Feng Ng

An endogenous equilibrium game on traffic congestion externalities pp. 57-69

Leah H. Palm-Forster and Joshua Duke

A dynamic semester-long social dilemma game for economic and interdisciplinary courses pp. 70-85

Silvia Secchi and Simanti Banerjee

Indexing of the JEE online section pp. 86-86

Howard Cochran, Brad Childs, Lakisha Simmons and Marieta Velikova

Teaching economics using NBC’s Parks and Recreation pp. 87-88

Jadrian Wooten and Kalina Staub

Volume 49, issue 4, 2018

Gender difference in willingness to guess after a failure pp. 299-306

Giam Pietro Cipriani

Adjusting for guessing and applying a statistical test to the disaggregation of value-added learning scores pp. 307-323

Ben Smith and Jamie Wagner

Measuring faculty teaching effectiveness using conditional fixed effects pp. 324-339

Maia Linask and James Monks

The great American health care debate: A classroom game to explore risk and insurance pp. 340-349

Kelly Grogan

Assessment of economic competencies using a matrix puzzle and a document analysis pp. 350-362

William B. Walstad

Economics gone country pp. 363-363

Mark A. Melichar

Economics media library pp. 364-365

Jadrian Wooten

Exponential smoothing spreadsheets pp. 366-366

R. Scott Harris, Joshua Hill and Talia Harris

Reviewers for Volume 49 pp. 367-369

The Editors

Volume 49, issue 3, 2018

A note from the editors pp. 223-223

The Editors

The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium pp. 224-225

David Colander

The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium pp. 226-236

Mario Solis-Garcia

The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium pp. 237-241

Mark Setterfield

The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium pp. 242-251

Seth Neumuller, Casey Rothschild and Akila Weerapana

The automobile industry and new trade theory: A classroom experiment pp. 252-259

Steven Yamarik

Integrating econometrics: A modern undergraduate economics capstone experience pp. 260-270

Brooke Conaway, Christopher Clark, J. J. Arias and Jessie Folk

Is an economics degree good preparation for the LSAT? pp. 271-277

P. Wesley Routon

How is development economics taught in developing countries? pp. 278-290

David McKenzie and Anna Luisa Paffhausen

Trends in undergraduate economics degrees, 1991–2017 pp. 291-295

John Siegfried

FREDcast: Economic forecasting game pp. 296-296

Mary Suiter and Diego Mendez-Carbajo

Create random assignments: A cloud-based tool to help implement alternative teaching materials pp. 297-297

Jadrian Wooten and Ben Smith

Volume 49, issue 2, 2018

Evaluating the flipped classroom: A randomized controlled trial pp. 115-129

Nathan Wozny, Cary Balser and Drew Ives

Does studying economics in college influence loan decisions later in life? pp. 130-141

William Bosshardt and William B. Walstad

Simple and practical efficiency lessons pp. 142-150

Van Kolpin

International monetary policy coordination in a new Keynesian model with NICE features pp. 151-166

Jean-Christophe Poutineau and Gauthier Vermandel

Let's make a deal in the classroom: Institutional solutions to the Monty Hall Dilemma pp. 167-172

Brandon Dupont and Yvonne Durham

Multiple product qualities in monopoly: Sailing the RMS Titanic into the economics classroom pp. 173-179

Carlos Asarta, Franklin Mixon and Kamal Upadhyaya

Games superheroes play: Teaching game theory with comic book favorites pp. 180-193

Brian O'Roark and William Grant

Farmer Brown v. Rancher Wyatt: Teaching the Coase Theorem pp. 194-199

Patrick Gourley

A college athletics recruiting game to teach the economics of rent-seeking pp. 200-208

Justin Roush and Bruce Johnson

Teacher training for PhD students and new faculty in economics pp. 209-219

Sam Allgood, Gail Hoyt and KimMarie McGoldrick

Multiplatform software tool to disaggregate and adjust value-added learning scores pp. 220-221

Ben Smith

Econocast.net: Pencasts to supplement the undergraduate economics curriculum pp. 222-222

James Murray and John Nunley

Volume 49, issue 1, 2018

Improved grade outcomes with an e-mailed “grade nudge” pp. 1-7

Ben Smith, Dustin White, Patricia C. Kuzyk and James E. Tierney

Diversity, effort, and cooperation in team-based learning pp. 8-21

Molly Espey

Revisiting unemployment in intermediate macroeconomics: A new approach for teaching Diamond-Mortensen-Pissarides pp. 22-37

Arghya Bhattacharya, Paul Jackson and Brian C. Jenkins

Syllabus and economics: Reasoning with Generation “Why” pp. 38-45

Mariya Burdina and Sue Lynn Sasser

The economics of online dating: A course in economic modeling pp. 46-58

Andrew J. Monaco

Leveraging the power of experiential learning to achieve higher-order proficiencies pp. 59-71

Amy Henderson

Integrating graphing assignments into a money and banking course using FRED pp. 72-90

James Staveley-O'Carroll

Let's put demography back into economics: Population pyramids in Excel pp. 91-102

Humberto Barreto

Social Security and saving: A time-series econometrics pedagogical example (with code) pp. 103-114

Charles S. Wassell, Jr.