Abstract The article’s authors report on a comprehensive curricular reform aimed at communicating the broad range of social issues that economists study while engaging students in active learning strategies. The reform increased interest in taking additional economics courses and majoring in economics, broadened students’ views of what economists do, and imparted more content to students. Female students

(2021). Team-based learning in economics: A symposium. The Journal of Economic Education: Vol. 52, No. 3, pp. 218-219.

Abstract Instructors of active-learning classes in economics face the challenges of motivating students to prepare before class and engaging fully in class activities. Team-based learning (TBL) pedagogy meets these challenges by (1) placing students in fixed, instructor-created teams that develop the ability to work productively together, (2) holding students accountable to the instructor and their

Abstract In this article, the authors describe how Team-Based Learning (TBL) intentionally promotes learning strategies that learning sciences research has identified as highly effective to create powerful learning environments for students. The article illustrates how learning sciences principles and research findings inform and support the TBL framework, focusing on six evidence-based learning science

Abstract The authors of this article describe the design and implementation of a multi-site randomized controlled trial of team-based learning (TBL) application exercises (AE) in introductory economics courses that use TBL. For each of the four study modules that are common across sites, a site is assigned to either the treatment or control version of the module. This design enables the use of a fixed

Abstract Team-based Learning (TBL) has sound conceptual and empirical backing and is seeing growing partial and full adoption in economics. However, perceived implementation costs and risk remain high for many instructors wary of fully implementing TBL. Additionally, common economics problems are often ill-suited for TBL application exercise criteria. The author of this article describes partial implementation

Abstract Undergraduate economics degrees awarded by U.S. colleges and universities were stagnant from 2010 (2009–10) through 2013, increased almost 14 percent from 2013 through 2015, and have subsequently stabilized at just above one percent annual growth.

Abstract Team-based learning is a powerful collaborative learning technique that can be used effectively in a principles of economics course, although its implementation can be costly for instructors and students alike. The author suggests a series of strategies that can result in a much smoother transition to a fully collaborative classroom. The author also highlights some unexpected benefits of team-based

Abstract Chair the Fed is an award-winning online educational game developed by the Federal Reserve Bank of San Francisco to help players learn about monetary policy. Players assume the role of Fed Chair and adjust the federal funds rate to try to achieve low inflation and low unemployment. If successful, they are reappointed to another term. By investigating anonymous user data from a three-month

Abstract This article’s authors offer an organizational framework for an economics capstone course focused on analyzing current public economic policy issues. In this course, thesis topics often include public issues such as city planning, health care, transportation, education, law, the environment, and monetary and fiscal policies. The authors provide practical guidance on the development and organization

Abstract The author of this article describes an upper-level economics course where students learn to write economic news articles, which improves communication and audience-targeting skills. The course was created in partnership with a media outlet and designed around authentic assessments to provide students with a genuine experience based on academic and journalistic standards. The interactive nature

Abstract Supported by the Learning by Giving Foundation or other philanthropic sources, many college courses are allowing students to give away charitable grants to nonprofit organizations. In this article, the author shares the experience of a Learning by Giving Economics of Altruism class taught at an introductory level. The class is taught using best practices from service-learning, and its course

Abstract The author of this article describes a form of service learning called “learning by giving,” as applied in a course on the Economics of Altruism, Philanthropy and Nonprofit Organizations. The motivation for employing such a model is described, and a detailed description of the course and how to use the Learning by Giving model in a semester-long project is offered. Along with identifying important

Abstract The authors of this article use text mining techniques to uncover hidden or latent topics in economic education. The common use of JEL codes only identifies the academic setting for each paper but does not identify the underlying economic concept the paper addresses. An unsupervised machine learning algorithm called Latent Dirichlet Allocation is utilized to identify 15 hidden topics in economic

(2021). Options strategies. The Journal of Economic Education: Vol. 52, No. 2, pp. 173-173.

(2021). Looking for innovative pedagogy? An online economics instructor’s toolbox. The Journal of Economic Education: Vol. 52, No. 2, pp. 174-174.

Abstract Technological interventions have been sold as improving student understanding of economics for decades. Yet despite the panoply of ways to incorporate technology, it is not clear which types of interventions consistently result in statistically significant improvements in learning outcomes. Of 145 papers devoted to the technology in collegiate economics courses, less than one third quantitatively

Abstract The authors describe a research-based conceptual framework of how students learn that can guide the design, implementation, and troubleshooting of teaching practice. The framework consists of nine interacting cognitive challenges that teachers need to address to enhance student learning. These challenges include student mental mindset, metacognition and self-regulation, student fear and mistrust

Abstract Chew and Cerbin (2021 Chew, S. L. , and W.Cerbin . 2021. The cognitive challenges of effective teaching. Journal of Economic Education 52 (1): 17–40.[Taylor & Francis Online] , [Google Scholar]) outline nine cognitive challenges to student learning with which economic educators are likely familiar, even if the language used to describe them differs. In this article, the authors refrain from

Abstract What do we know about how well graduate teaching in economics addresses cognitive challenges to learning? In short, very little. There is a dearth of research that investigates how graduate student, program and professor characteristics, and choices impact graduate student learning and other outcomes. Some of the broader literature on graduate education in economics includes findings that

Abstract “The Cognitive Challenges of Effective Teaching,” by Chew and Cerbin (2021 Chew, S. L. , and W.Cerbin . 2021. The cognitive challenges of effective teaching. Journal of Economic Education 52 (1): 17–40.[Taylor & Francis Online] , [Google Scholar]) outlines a framework of nine cognitive challenges to student learning. The framework can help economic educators better design and describe new

Abstract Learning-focused teaching must take into account students’ cognitive processes. Chew and Cerbin (2021) offer a conceptual framework based on nine interacting cognitive challenges faced by students to guide instructors toward teaching practices that provide the best opportunities for students to learn. The goal of this guideline article is to identify fruitful areas for writing and analysis

Abstract Chew and Cerbin (2021 Chew, S. L. , and W. J.Cerbin . 2021. The cognitive challenges of effective teaching. Journal of Economic Education 52 (1): 17–40. [Google Scholar]) offer a fruitful way of thinking deeply about teaching economics. In this article, the author offers several ideas on how to offload parts of three of the cognitive challenges they identify to an online module that any instructor

Abstract It is challenging for economics major programs to support an undergraduate research capstone where the goal is for all majors to complete a research project that creates new knowledge. Our program has found a way to achieve this for all of our majors in the face of resource constraints and varying student skill levels, and has done this without requiring econometrics or a research methods

Abstract Economics does not attract as broad or diverse a pool of talent as it could. For example, women comprise less than one-third of economics bachelor’s degree recipients, significantly lower than in math or statistics. The authors present a case study of a new introductory economics course that enrolled 400 students, achieved nearly 50–50 gender balance, and was among the highest-rated courses

Abstract The authors introduce a test of economic competence for German-speaking secondary school students and provide evidence from a large-scale assessment with 6,230 students from grades 7 to 10. They present the development and psychometric properties of the scale, along with an investigation of predictors of economic competence. They find evidence of a gender gap favoring male students, lower

(2020). Editorial statistics. The Journal of Economic Education: Vol. 51, No. 3-4, pp. 381-381.

Abstract In this study, the authors investigate the impact of the Immediate Feedback Assessment Technique (IF-AT) on student learning outcomes in principles of microeconomics classes. The IF-AT enables students to receive immediate feedback and to retry questions for partial credit. The authors use a randomized experiment to evaluate the effect of the IF-AT versus a traditional Scantron quiz on student

Abstract Rising federal debt threatens to reduce the growth of the economy, people’s living standards, wages, and the standard of living. A policy solution needs to respect many constraints, most importantly, that it is seen as fair—both within generations and across generations. This article addresses concepts of fairness and their application to resolutions of the federal debt problem. The major

Abstract “Doing economics” is an important theme of undergraduate economics programs. Capstone courses increasingly include instruction in “data literacy” and the STEM-related skills of quantitative and empirical methods. Because the professional discipline has moved in this direction and because of greater employer demand for these skills, data visualization is a key component of data literacy. Tableau

Abstract Undergraduate degrees awarded in economics by U.S. colleges and universities were stagnant from 2010 (2009–2010) through 2013, increased rapidly (almost 14 percent) over the 2 years from 2013 through 2015, but have subsequently leveled off from 2016 through 2019.

Abstract In this study, the authors investigated three questions: whether students’ outcomes were improved by grading participation more intensely; who benefits most from increased participation; and, whether students who would benefit from more intensive grading choose it when they are given the choice. An eight-month field experiment was used to elicit students’ preferences for and randomly assign

Abstract Students of introductory economics are often able to predict changes in equilibrium price correctly on standardized assessments, but make consistent errors in predicting changes in equilibrium quantity. To examine the reasons for this pattern, the authors collected open-ended explanations written by students and categorized their reasoning using a rigorous multi-step qualitative method. Integrating

(2020). “Tackling the federal debt problem fairly”: Context for the introductory class. The Journal of Economic Education: Vol. 51, No. 3-4, pp. 329-331.

Abstract The money creation and monetary policy chapters in the leading introductory textbooks commonly present an outdated and misleading approach that is now largely irrelevant. A preferable model would help students understand that money and monetary policy are about bank and household motives, the importance of capital, and the role of credit. An updated approach would move beyond the current orthodoxy

(2020). Economics is a Kahoot! The Journal of Economic Education: Vol. 51, No. 3-4, pp. 380-380.

Abstract Film and video clips have been used in the classroom to bring economic concepts to life. The authors use the 2015 film Joy to animate Joseph Schumpeter’s The Theory of Economic Development, a foundational text on the theory of innovation and entrepreneurship that remains relevant for students today. They outline Schumpeter’s theory of innovation and entrepreneurship and connect it to various

(2020). Comments for JEE based on ASSA panel discussion “Preparing undergraduates for application to graduate school”. The Journal of Economic Education: Vol. 51, No. 2, pp. 199-200.

(2020). 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. The Journal of Economic Education: Vol. 51, No. 2, pp. 175-176.

(2020). Comments on “So you want to go to graduate school? Factors that influence admissions to economics PhD programs” by Jones et al. The Journal of Economic Education: Vol. 51, No. 2, pp. 194-198.

Abstract The authors of this article examine trends in the economics discipline regarding the classification of some undergraduate economics majors, i.e., econometrics and quantitative economics degrees, as STEM. According to the Integrated Postsecondary Education Data System (IPEDS), the number of institutions conferring undergraduate econometrics and quantitative economics (STEM-eligible) degrees

Abstract The Alchian Maze uses active learning for teaching important economic concepts like spontaneous order and the power of profit and loss. While the game is an effective teaching tool, it is also cheap, low tech, and requires little advance preparation. The author of this article provides an overview on how to create and run an Alchian Maze. A number of economic principles that could be taught

Abstract The authors survey admissions coordinators about the importance of application components in admissions decisions for economics PhD programs. The survey explores the importance of difficult-to-quantify aspects such as a targeted personal statement, strength of letters of recommendation, extracurricular activities, and related work experience. The most important aspects of an application are

Abstract Taking good notes is linked to success in college. However, increased use of computers to take notes necessitates reconsideration of the linkages between note-taking and learning. One difficulty is disentangling the latent student characteristics that may correlate with computer use from the actual effect of computer note-taking on information retention. The authors employ a within-subject

Abstract Economists largely agree that writing is fundamental to understanding and communicating economics and can serve as an effective way to teach students to “think like economists.” However, only a small percentage of programs include writing-intensive courses, a major research paper, or a senior thesis, and even fewer devote class time to the writing process. This article provides a multi-dimensional

Abstract Student loan debt and delinquency is a mounting problem among college graduates. To show students the consequences of debt-financing their education in an economic context, the author describes a collaborative problem-based learning activity designed for small, introductory economics courses. The activity has three parts: an introduction to the current statistics and trends on student loan

(2020). Kiviq.us: A free double auction Internet classroom experiment that runs on any student device. The Journal of Economic Education: Vol. 51, No. 2, pp. 209-209.

(2020). Admissions to economics PhD program: Perspectives from a large public university. The Journal of Economic Education: Vol. 51, No. 2, pp. 201-202.

Abstract The authors of this article introduce two teaching modules that aim to increase climate literacy and active learning in undergraduate economics courses through the incorporation of real-world data and modeling. These modules are based on the concept of computational guided inquiry (CGI), which combines a guided inquiry approach within a computational framework, such as Excel. In one module

(2020). Preparing undergraduates for application to graduate school: Comments on Jones et al (2020) The Journal of Economic Education: Vol. 51, No. 2, pp. 206-208.

(2020). Preparing undergraduates for application to graduate school. The Journal of Economic Education: Vol. 51, No. 2, pp. 203-205.

(2020). Economics within ABC’s Modern Family. The Journal of Economic Education: Vol. 51, No. 2, pp. 210-210.

(2020). Comments on Jones et al. and advice for the graduate school application process. The Journal of Economic Education: Vol. 51, No. 2, pp. 191-193.

Abstract Bounded rationality is a key concept with implications across all areas of economics. To help students better understand the nature, causes and forms of bounded rationality in individual choice, the authors present a flexible classroom experiment. Beyond providing students with some first-hand evidence of bounded rationality, the experiment shows how a range of factors can prompt bounded rationality

Abstract Whether pursuing immediate professional careers or preparing for graduate research, for many students the opportunities to conduct original research as undergraduates can be formative, creating a valuable differentiating factor on their resumes. The Economics Scholars Program builds an environment where undergraduate students can conduct economic research and then follow with another facet

Abstract “Cap and trade” is one of the most innovative policy options developed by environmental economists. By placing a cap on a social bad and allowing firms to buy and sell the right to generate it, policymakers combine government intervention with market-based incentives to improve welfare and internalize the externality. Such programs represent a great opportunity for instructors to show students

(2020). The Federal Reserve Board and economic education. The Journal of Economic Education: Vol. 51, No. 1, pp. 67-67.

Abstract The authors of this article estimate the learning effects of the flipped classroom format using data from 16 sections of principles of microeconomics over a 4-year period. The experimental design is unique in that two treatment and two control sections were taught during the fall semester in four consecutive years. Further, the instructor switched the time of day when the treatment and control

Abstract The authors survey the economic education programs and resources produced and supported by the Federal Reserve System: from K–16 professional development opportunities for teachers and professors, to free lesson plans, videos, online learning modules, and readings ready for the classroom. They provide the history, goals, context, and reach of the Federal Reserve System’s economic and personal

Abstract In this article, the authors describe two independent efforts at “flipping” introductory economics courses employing econlowodown.org resources from the Federal Reserve Bank of St. Louis. From an instructor’s perspective, it is relatively simple to locate the high-quality free resources available online and assign them to students. Their alignment with national content standards in economics