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“Doing economics” through a photographer’s lens: An experiential learning approach The Journal of Economic Education (IF 1.237) Pub Date : 2024-04-18 Anna Shostya
Kolb Learning Cycle Theory is employed in this study as a pedagogical framework to show how combining economics with photography can foster experiential learning. The author draws on her personal e...
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Using LinkedIn in the economics curriculum The Journal of Economic Education (IF 1.237) Pub Date : 2024-04-15 E. Anne York
Social media is becoming a more widely used tool to engage students in learning. LinkedIn (linkedin.com) is a professional social networking platform that most college students are encouraged to us...
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Improving introductory economics course content and delivery improves outcomes for women The Journal of Economic Education (IF 1.237) Pub Date : 2024-04-08 Mallory Avery, Jane Caldwell, Christian D. Schunn, Katherine Wolfe
The presentation of economics in introductory courses has been highlighted as potentially exacerbating the underrepresentation of women in economics. The authors study the impact of a gender-neutra...
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Teaching behavioral macroeconomics—Examples and applications The Journal of Economic Education (IF 1.237) Pub Date : 2024-03-25 Lena Malešević Perović
The author of this article provides an example of how one might incorporate behavioral economics into teaching macroeconomics or labor economics at an undergraduate level. The focus is on two macro...
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The economic knowledge of Czech high school students: Analysis of the Economics Olympiad The Journal of Economic Education (IF 1.237) Pub Date : 2024-03-19 Frantisek Mašek, Pavel Potužák, Renan Serenini
The authors of this article investigate the economic knowledge of Czech high school students using a database of 18,589 participants from the 2019 to 2020 Czech Economics Olympiad. Czech high schoo...
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Gender gap in university studies of economics-business area: Evidence from Spain The Journal of Economic Education (IF 1.237) Pub Date : 2024-03-10 Rosario Asián Chaves, Eva María Buitrago Esquinas, Inmaculada Masero Moreno, Rocío Yñíguez Ovando
This research provides new empirical evidence of the gender gap in university studies in the economics-business area based on econometric analysis (mean difference, OLS, quantile regression, logit/...
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How LT principles can improve diversity, inclusiveness, and student interest The Journal of Economic Education (IF 1.237) Pub Date : 2024-03-04 Gary A. Hoover, Ebonya Washington
Economics has a well-documented problem with diversity. Literacy-targeted (LT) courses designed for a broader spectrum of students have the potential to help address the underrepresentation of wome...
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Online proctoring discount: The role of measured stressors The Journal of Economic Education (IF 1.237) Pub Date : 2024-02-25 Greg Gaynor, Kevin T. Wynne, Ting Zhang, Daniel Gerlowski, Joel N. Morse
The authors of this article examine the effect of online proctoring on exam scores with samples of proctored and unproctored students in an upper-level economics class. They document a proctoring d...
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Assessment to promote learning in a literacy-targeted (LT) economics course The Journal of Economic Education (IF 1.237) Pub Date : 2024-02-09 Mark Maier, Phil Ruder
The literacy-targeted (LT) introductory economics course seeks to reduce the quantity of economic concepts under study and increase students’ ability to apply those concepts to improve their own de...
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Correction The Journal of Economic Education (IF 1.237) Pub Date : 2024-02-07
Published in The Journal of Economic Education (Vol. 55, No. 2, 2024)
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Curriculum lag challenges and strategies for LT principles: Lessons from closing the monetary policy curriculum gap The Journal of Economic Education (IF 1.237) Pub Date : 2024-02-02 Jane Ihrig, Mary Clare Peate, Scott Wolla
The authors of this article address the challenges faced in implementing a literacy-targeted (LT) approach in economic education. Despite research demonstrating the benefits of the LT approach, the...
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Cognitive science teaching strategies and literacy-targeted economics complementarities The Journal of Economic Education (IF 1.237) Pub Date : 2023-12-29 William L. Goffe, Scott A. Wolla
This article’s authors describe both the advantages of a literacy-targeted introductory course and how it might be taught by employing evidence-based teaching practices developed by cognitive scien...
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Scholarly activity among economists at liberal arts colleges: A life cycle analysis The Journal of Economic Education (IF 1.237) Pub Date : 2023-12-19 Jenny Bourne, Nathan D. Grawe, Michael Hemesath, Maya Jensen
The authors of this article introduce a database of scholarship among liberal arts college (LAC) economists. Capturing publications across the life cycle, the data speak to questions unexplored in ...
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Educational technology for teaching economics–Where to start and how to grow? The Journal of Economic Education (IF 1.237) Pub Date : 2023-12-19 William L. Goffe
New economics instructors face numerous challenges when selecting technology for their courses. Because economists teach at a variety of institutions with diverse student bodies and since technolog...
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Student engagement and interaction in the economics classroom: Essentials for the novice economic educator The Journal of Economic Education (IF 1.237) Pub Date : 2023-12-19 Carlos J. Asarta
Faculty often report limited student engagement in their economics courses. This deficiency makes it challenging for educators to excite students about our field, a situation that could have ripple...
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Designing effective assessments in economics courses: Guiding principles The Journal of Economic Education (IF 1.237) Pub Date : 2023-12-19 Gina C. Pieters
Used correctly, assessments play a vital role in the success of a course: they provide valuable feedback to students regarding their knowledge gaps, encourage deeper understanding of the material, ...
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The study of economics at HBCUs and PWIs The Journal of Economic Education (IF 1.237) Pub Date : 2023-12-19 Tisha L. N. Emerson, KimMarie McGoldrick, Scott P. Simkins
This article’s authors use student transcript data to identify differences in the study of economics among Black students at HBCUs and PWIs. The data show that a higher fraction of Black students a...
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How to belong: Inclusive pedagogical practices for beginning instructors of economics The Journal of Economic Education (IF 1.237) Pub Date : 2023-12-19 Mary Lopez, Kirsten Wandschneider
The authors of this article demonstrate best practices for creating belonging in economics, which allows diverse students to feel respected and accepted within the discipline. Opportunities to conn...
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Introduction to JEE symposium on “What should go into the only economics course students will ever take?” The Journal of Economic Education (IF 1.237) Pub Date : 2023-12-11 Avi J. Cohen, Wendy Stock, Scott Wolla
Published in The Journal of Economic Education (Vol. 55, No. 2, 2024)
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What do we want students to (know and) be able to do: Learning outcomes, competencies, and content in literacy-targeted principles courses The Journal of Economic Education (IF 1.237) Pub Date : 2023-11-25 Avi J. Cohen
Using the backward design model, the author of this article surveys and connects the economic competencies literature evolving from Hansen with the literature on literacy-targeted principles course...
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Who does (and does not) take introductory economics? The Journal of Economic Education (IF 1.237) Pub Date : 2023-11-11 Wendy A. Stock
The author of this article summarizes which, when, where, and how students take introductory economics. Among students who began college in 2012, 74 percent never took economics, up from 62 percent...
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New instructor identity: Knowing yourself and knowing your audience The Journal of Economic Education (IF 1.237) Pub Date : 2023-09-13 Jennifer Imazeki
Effective communication is at the heart of good teaching, and one of the central tenets of effective communication is to know your audience. What often gets less attention is the need for good teac...
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If you only had five minutes: Best advice for new instructors of economics The Journal of Economic Education (IF 1.237) Pub Date : 2023-09-04 Gail M. Hoyt, Roisin O’Sullivan, Darshak Patel
Teaching a course in economics for the first time can be a daunting task, whether the instructor is a graduate student or a new faculty member in their first post-PhD years. In gauging what advice ...
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If you only had two hours: Best advice for new instructors of economics The Journal of Economic Education (IF 1.237) Pub Date : 2023-08-30 Gail M. Hoyt, Roisin O’Sullivan
Published in The Journal of Economic Education (Vol. 55, No. 1, 2024)
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Using backward design to create a more diverse, equitable, and inclusive principles course The Journal of Economic Education (IF 1.237) Pub Date : 2023-08-25 Janine L. F. Wilson
The economics profession has been working to become more open, inclusive, and welcoming. The introductory principles of economics courses provide a unique opportunity to teach students of the wider...
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Editorial statistics The Journal of Economic Education (IF 1.237) Pub Date : 2023-08-24 KimMarie McGoldrick, Sam Allgood
Published in The Journal of Economic Education (Vol. 54, No. 4, 2023)
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Inequality and Superfund sites: Using backward design, cooperative learning, and data integration in introductory environmental economics The Journal of Economic Education (IF 1.237) Pub Date : 2023-08-11 Anna A. Klis
Environmental justice is an important topic that can be better understood by using the tools of economics. The author of this article describes a data integration exercise that connects data availa...
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Cooperative learning exercises in an online asynchronous economics classroom The Journal of Economic Education (IF 1.237) Pub Date : 2023-07-27 Jacqueline Strenio
Cooperative learning is associated with a variety of potential benefits to students, including better comprehension and retention, improved perceptions and attitudes, and increased openness to dive...
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Significant learning in introductory macroeconomics: Addressing misconceptions about “others” The Journal of Economic Education (IF 1.237) Pub Date : 2023-07-22 Eylem Ersal Kiziler
Misconceptions hinder optimal student learning. They need to be addressed explicitly and formally to achieve effective teaching of economics. The author of this article outlines an activity that is...
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Significant learning in principles of economics: A module on the minimum wage The Journal of Economic Education (IF 1.237) Pub Date : 2023-07-21 Lisa Giddings, Stephan Lefebvre
The authors of this article make a case for using Fink’s (2013) taxonomy of significant learning in the economics classroom to improve standard-based economics education and to continue transformin...
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One nation under stress: A cooperative learning exercise to promote diversity and inclusion in introductory macroeconomics The Journal of Economic Education (IF 1.237) Pub Date : 2023-07-05 Basak Horowitz
The author of this article discusses a cooperative learning exercise designed for introductory macroeconomics that was completed by 44 groups of three or four students during the spring 2021, fall ...
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Online platforms for classroom experiments: A primer for new adoptees The Journal of Economic Education (IF 1.237) Pub Date : 2023-06-22 Alicia Atwood, Tisha L. N. Emerson, Melissa A. Knox, Mahjuja M. Taznin
The use of experiments in the undergraduate economics classroom has been shown to have pedagogical value in increasing student learning and engagement, but the startup costs of adopting classroom e...
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Integrating data science into an econometrics course with a Kaggle competition The Journal of Economic Education (IF 1.237) Pub Date : 2023-06-15 Masanori Kuroki
As vast amounts of data have become available in business in recent years, the demand for data scientists has been rising. The author of this article provides a tutorial on how one entry-level mach...
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Teaching quantitative macroeconomics to undergraduate students using the Solow model: An application to post–WWII Japan The Journal of Economic Education (IF 1.237) Pub Date : 2023-06-03 Seth Neumuller
The author of this article demonstrates how the unified approach to answering economic questions employed in modern quantitative macroeconomics research can be taught to undergraduate students usin...
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Rating sovereign credit risk: A simulation for advanced economics and finance students The Journal of Economic Education (IF 1.237) Pub Date : 2023-05-25 Mariam Majd, Amanda Page-Hoongrajok
Abstract The authors of this article propose a classroom simulation designed for advanced economics or finance courses whereby student teams role-play Moody’s sovereign credit risk analysts. Despite the importance of sovereign credit risk ratings in affecting the funding liquidity of countries, the process generating ratings is a black box. The authors use active and experiential learning techniques
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Expanding diversity (in) undergraduate classes with advancements in (the) teaching (of) economics: A symposium The Journal of Economic Education (IF 1.237) Pub Date : 2023-05-23 Sam Allgood, KimMarie McGoldrick
Published in The Journal of Economic Education (Vol. 54, No. 4, 2023)
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Trends in undergraduate economics degrees, 2001–2022 The Journal of Economic Education (IF 1.237) Pub Date : 2023-05-21 John J. Siegfried
Abstract Undergraduate economics degrees awarded by U.S. colleges and universities increased almost 12 percent from 2013 to 2015, then stabilized at a little above the 2015 level until 2018, after which they began an accelerating decline over the past 4 years to end back at 2015 levels.
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The regulation dice game: Teaching the effects of entry barriers on wealth creation using an interactive class activity The Journal of Economic Education (IF 1.237) Pub Date : 2023-05-15 Joab Corey
Abstract There is a well-known connection between the barriers to entry created by an overburdensome regulatory climate and lower levels of productivity that create less economic growth. Many economics students are under the impression that regulations are designed to protect the workers and consumers as well as improve product quality, so they are often uninformed about the adverse effects of regulations
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Economics of Squid Game The Journal of Economic Education (IF 1.237) Pub Date : 2023-05-04 Jadrian Wooten, Wayne Geerling
Published in The Journal of Economic Education (Vol. 54, No. 3, 2023)
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Bringing the classroom to the real world: Field trips to marginalized neighborhoods The Journal of Economic Education (IF 1.237) Pub Date : 2023-04-28 EeCheng Ong, Timothy Wong
Abstract The authors incorporate experiential learning into three courses: Urban Economics, Labor Economics, and the Economics of Inequality. Students visit neighborhoods that, while geographically proximate, remain outside most students’ day-to-day experiences, such as a legal red-light district that is also home to low-wage immigrant workers and a public rental housing estate whose residents were
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Economic and financial education for investment and financing decision-making in a graduate degree: Experimental evaluation of the effectiveness of two delivery methods The Journal of Economic Education (IF 1.237) Pub Date : 2023-03-30 Manuel Salas-Velasco
Abstract The author of this study offers new evidence on the effectiveness of chatbots as an instructional mode via a randomized controlled experiment in which college seniors were given online training on the convenience of pursuing a master’s degree and the suitability of taking out a graduate student loan. Two educational formats, a YouTube video and a Facebook chatbot, were used for delivering
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Teaching vaccines using internal-to-the-market externalities The Journal of Economic Education (IF 1.237) Pub Date : 2023-03-29 Ziyue Chen, Fatima Djalalova, Casey Rothschild, Annette Hofmann
Abstract Textbook models of externalities tacitly assume that those externalities fall upon individuals “outside” of the market. In many contexts—including common undergraduate examples—externalities fall “inside” the market instead. Positive externalities associated with vaccination, for instance, accrue to other individuals who would potentially demand vaccines and affect their willingness to pay
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Adverse selection and risk pooling in the health insurance market: A classroom demonstration The Journal of Economic Education (IF 1.237) Pub Date : 2023-03-21 James Staveley-O’Carroll, Yunwei Gai
Abstract The authors describe an asymmetric information demonstration that assigns students different probabilities of incurring healthcare expenses. In each round, students choose whether to purchase insurance; then, the instructor randomly determines who gets “sick.” After computing insurer profits, students help determine a new insurance price to maximize future profit. Within three rounds, students
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Two models for illustrating the economics of media bias in a policy-oriented course The Journal of Economic Education (IF 1.237) Pub Date : 2023-03-11 Michael P. Cameron
Abstract Media bias is an important and underexplored feature of the economics of information. In this article, the author outlines two models that can be used to illustrate media bias in a policy-oriented undergraduate economics or public policy course. The models rely on relatively simple and intuitive underlying assumptions and draw on related empirical research. They do not require extensive mathematical
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Classroom experiments on technology licensing: Royalty stacking, cross-licensing, and patent pools The Journal of Economic Education (IF 1.237) Pub Date : 2023-02-23 Atle Haugen, Steffen Juranek
Abstract The authors present two classroom experiments on technology licensing. The first classroom experiment introduces the concept of royalty stacking. Students learn that noncooperative pricing of royalties for complementary intellectual property rights leads to a double-marginalization effect. Cooperation solves the problem and is welfare-improving. The second classroom experiment introduces students
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Price discrimination: Teaching new results with simple exercises The Journal of Economic Education (IF 1.237) Pub Date : 2023-02-23 Joaquín Coleff, Camilo Rubbini
Abstract The authors of this article propose a simple exercise of monopoly pricing to illustrate complex theoretical results on the welfare effects of group pricing. By exposing students to this exercise, they aim to bridge a gap between the standard textbook analysis of group pricing and more general results in the literature and clarify some students’ misconceptions. They gear the exercise toward
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Ore money ore problems: A resource extraction game The Journal of Economic Education (IF 1.237) Pub Date : 2023-02-15 Sarah Jacobson
Abstract The economic theory of natural resource exploitation predicts that scarcity crises will not arise because forward-looking resource owners will smooth their extraction over time to maximize their profits. The model providing this result can seem opaque and technical to students, but its intuition can be learned from experience. The author shares a game that provides that experience. Participants
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Asynchronous learning design—Lessons for the post-pandemic world of higher education The Journal of Economic Education (IF 1.237) Pub Date : 2023-02-15 Parama Chaudhury
Abstract In this article, the author describes the use of a storytelling approach in a learning design with significant asynchronous elements. This approach was introduced in an upper-level international trade course with close to 200 students in response to the COVID-19 pandemic. As most live “lectures” took place online and were subject to disruption due to Internet issues, the bulk of the content
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Climate change mitigation under uncertainty and inequality: A classroom experiment The Journal of Economic Education (IF 1.237) Pub Date : 2023-02-14 Juana Castro Santa
Abstract A novel game that captures the central dimensions of climate change mitigation as a social dilemma is presented. Students play the role of countries sharing a global atmosphere. In each round, carbon emissions are released and accumulated in the atmosphere, making climate change consequences more severe and difficult to mitigate over time. Without mitigation, CO2 accumulations will cause losses
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Reshaping a course for COVID along 5 dimensions: Lessons from “behavioral economics” at Swarthmore College The Journal of Economic Education (IF 1.237) Pub Date : 2023-01-29 Syon Bhanot
Abstract The COVID-19 pandemic has disrupted the status quo across higher education, including in the domain of pedagogy. The author of this article provides a case study of the changes made to one course, “Behavioral Economics,” at Swarthmore College, in response to a set of unique, pandemic-related challenges. He begins by providing details on the context and the nature of the changes made in the
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Teaching Nash equilibrium with Python The Journal of Economic Education (IF 1.237) Pub Date : 2023-01-29 Allison Oldham Luedtke
Abstract The author describes an assignment in an undergraduate game theory course in which students work together in class to develop a computer algorithm to identify Nash equilibria. This assignment builds basic computer science skills while applying game theory knowledge to real-world situations. Students work as a team to delineate the steps and write a program to identify all of the pure-strategy
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COVID-19 as a trigger of persistent innovations: Evidence from an economics elective at Claremont McKenna College The Journal of Economic Education (IF 1.237) Pub Date : 2023-01-22 Darren Filson
Abstract The COVID-19 pandemic made it necessary for instructors to innovate, and some of the innovations will persist and be refined post-pandemic. An economics elective at Claremont McKenna College provides examples. Innovations likely to persist include replacing in-class exams with context-rich assignments and conducting a set of student presentations and an initial Q&A using recordings posted
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Renewable resource dynamics: A Web-based classroom experiment The Journal of Economic Education (IF 1.237) Pub Date : 2023-01-22 Darwin Cortés, César Mantilla, Laura Prada
Abstract The authors adapted a lab-in-the-field experiment emulating the dynamic extraction of a fishery to create a Web-based classroom experiment. The game includes a multi-player version analogous to an open-access problem and a single-player version analogous to the social planner problem. This game is helpful in introductory microeconomics courses to teach about dominant strategies and the consequences
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Writing-to-learn: Strategies to promote engagement, peer-to-peer learning, and active listening in economics courses The Journal of Economic Education (IF 1.237) Pub Date : 2022-12-28 M. Femi Ayadi, Grace Onodipe
Abstract Incorporating writing into an economics course is a beneficial goal of economic educators. The potential benefits of using writing to enhance learning among economics students have been emphasized in the literature. Writing to Learn (WTL) is an act of using writing activities to help students think through key concepts presented in a course. The authors’ objective in this article is to describe
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Games in the classroom: A symposium The Journal of Economic Education (IF 1.237) Pub Date : 2022-12-28 Sarah Jacobson, Allison Oldham Luedtke
Published in The Journal of Economic Education (Vol. 54, No. 2, 2023)
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Teaching development economics from a gender perspective The Journal of Economic Education (IF 1.237) Pub Date : 2022-12-22 Günseli Berik, Yana van der Meulen Rodgers
Abstract An undergraduate course in development economics presents an ideal opportunity to introduce students to the importance of gender differences in economic outcomes. The authors of this article argue that a systematic integration of gender into development economics courses based on standard textbooks is feasible and desirable. They provide a gendered narrative of how to engender a development
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Teaching an undergraduate elective on the Great Recession (and the COVID-19 recession too) The Journal of Economic Education (IF 1.237) Pub Date : 2022-12-19 Emily C. Marshall, Paul Shea
Abstract The authors describe an undergraduate economics elective focused on the Great Recession and the recession resulting from the COVID-19 pandemic. They have taught the course with great success at both liberal arts colleges and research universities and at all levels of the curriculum ranging from a first-year seminar to an upper-level elective. They present a roadmap for instructors interested
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Teaching before and during COVID-19: A survey The Journal of Economic Education (IF 1.237) Pub Date : 2022-12-15 Sam Allgood, KimMarie McGoldrick
Abstract Past survey evidence shows little change in how economists teach, but the pandemic forced change upon faculty. This survey investigates what that change looked like, whether faculty feel that the changes were for the better or worse for themselves and their students, and what changes faculty will continue post-pandemic.
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Teaching the COVID-19 lockdown using the Keynesian Cross The Journal of Economic Education (IF 1.237) Pub Date : 2022-12-08 Florian Sniekers
Abstract I present a framework to teach the macroeconomic effects of COVID-19 using the Keynesian Cross. I show that the rest of the economy suffers from a decline in demand once one sector of the economy is shut down and that the government spending and tax multipliers are smaller than usual. Fully insuring workers in the sector that is shut down cannot prevent a recession, but for the same aggregate
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Required or voluntary financial education and saving behaviors The Journal of Economic Education (IF 1.237) Pub Date : 2022-12-01 William B. Walstad, Jamie Wagner
Abstract The authors of this study investigate the likely influence of required or voluntary financial education on the saving behaviors of U.S. adults. They compare the results for three groups defined by different life experiences with financial education (required, voluntary, and none). Probit models estimate the effects of financial education on four saving behaviors: having a savings account;