The Journal of Economic Education

1996 - 2026

Current editor(s): William Walstad

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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.

Volume 48, issue 4, 2017

Evaluating Twitter and its impact on student learning in principles of economics courses pp. 243-253

Abdullah Al-Bahrani, Darshak Patel and Brandon Sheridan

Teaching writing in economics pp. 254-264

Katherine Schmeiser

Effective teaching of economics: A constrained optimization problem? pp. 265-275

Patrik T. Hultberg and David Santandreu Calonge

Teaching exchange rate risk using London's Gherkin building: How investors were in (and out of) a pickle pp. 276-287

Adam T. Jones, William H. Sackley and Ethan D. Watson

Models of undergraduate research in economics: Advice from eight exemplary programs pp. 288-289

Gail M. Hoyt and KimMarie McGoldrick

Learning by doing: The challenge of engaging undergraduates in economics research pp. 290-294

Smita Brunnermeier

Striving to involve undergraduates in economic research at Wellesley College pp. 295-300

Kristin Butcher and Akila Weerapana

Building research skills in the Macalester economics major pp. 301-305

J. Peter Ferderer and Gary Krueger

Undergraduate research in the Dartmouth Economics Department pp. 306-309

James Feyrer

Training young researchers: Successful strategies from University of Chicago college economics pp. 310-316

Victor Lima and Grace Tsiang

Forging on-campus connections to enhance undergraduate student reasoning, writing, and research skills pp. 317-326

Belinda Archibong, Harrison Dekker, Nathan Grawe, Martha Olney, Carol Rutz and David Weiman

LSAT® scores of economics majors: The 2015–16 class update and 15-year history pp. 327-332

Michael Nieswiadomy

Reviewers for Volume 48 pp. 333-336

The Editors

EOV Editorial Board pp. 337-337

The Editors

Volume 48, issue 3, 2017

Time series econometrics for the 21st century pp. 137-145

Bruce Hansen

Diversity, knowledge clusters, and job placement: Graduate economics teaching of core microeconomics pp. 146-166

Arthur Campbell, Jonathan S. Feinstein, Soonwook Hong, Sharon Qian and Trevor C. Williams

Enhancing the teaching of introductory economics with a team-based, multi-section competition pp. 167-175

Laura Beaudin, Aziz N. Berdiev, Allison Shwachman Kaminaga, Sam Mirmirani and Edinaldo Tebaldi

Using FRED data to teach price elasticity of demand pp. 176-185

Diego Mendez-Carbajo and Carlos Asarta

Index of economic freedom: Unrealized pedagogical opportunities pp. 186-192

Mark Maier and John A. Miller

Teaching macroeconomics to the visually impaired: New tactile methods, verbal precision, and small groups pp. 193-197

Michele I. Naples

Creating infographics to enhance student engagement and communication in health economics pp. 198-205

Julia VanderMolen and Christy Spivey

Performing an event study: An exercise for finance students pp. 206-215

William A. Reese and Russell P. Robins

Great ideas for making economic principles relevant and engaging: A three-paper symposium from David Cutler, Dean Karlan, and Cecilia Rouse pp. 216-217

Gail M. Hoyt

Teaching health care in introductory economics pp. 218-223

David M. Cutler

: Three principles of economics lessons as taught by a reality television show pp. 224-228

Dean Karlan

The economics of education and policy: Ideas for a principles course pp. 229-237

Cecilia Elena Rouse

Trends in undergraduate economics degrees, 1991–2016 pp. 238-242

John Siegfried

Volume 48, issue 2, 2017

Editor note on submission guidelines and financial education pp. 63-64

William Walstad

A classroom game on a negative externality correcting tax: Revenue return, regressivity, and the double dividend pp. 65-73

Joshua Duke and David M. Sassoon

Students' persistent preconceptions and learning economic principles pp. 74-92

Isabel Busom, Cristina Lopez-Mayan and Judith Panadés

Perspectives on evaluation in financial education: Landscape, issues, and studies pp. 93-112

William Walstad, Carly Urban, Carlos Asarta, Elizabeth Breitbach, William Bosshardt, Julie Heath, Barbara O'Neill, Jamie Wagner and Jing Jian Xiao

The: Development and measurement characteristics pp. 113-122

William B. Walstad and Ken Rebeck

Using the U.S. in Germany—Adaptation and validation pp. 123-135

Manuel Förster, Roland Happ and Dimitar Molerov

Volume 48, issue 1, 2017

Integrating normative issues in the principles of economics texts: Introduction to a symposium pp. 1-2

David Colander

A proposal for more sophisticated normative principles in introductory economics pp. 3-14

Stephen Schmidt

The ethics behind efficiency pp. 15-26

Jonathan Wight

On welfare economics in the principles course pp. 27-28

N. Gregory Mankiw

Market equilibria already incorporate normative preferences pp. 29-30

Sean Masaki Flynn

Bringing winners and losers into the classroom pp. 31-33

Jonathan Morduch

Cultivating the liberally educated mind through a signature program pp. 34-44

Emily Chamlee-Wright, Joshua Hall and Laura E. Grube

Have economic educators embraced social media as a teaching tool? pp. 45-50

Abdullah Al-Bahrani, Darshak Patel and Brandon Sheridan

Economics and business coursework by undergraduate students: Findings from Baccalaureate and Beyond transcripts pp. 51-60

William Bosshardt and William B. Walstad