https://libjournals.mtsu.edu/index.php/jfee/issue/feed Journal for Economic Educators 2022-04-21T09:30:03+00:00 Michael Roach michael.roach@mtsu.edu Open Journal Systems <p><strong>The<em> Journal for Economic Educators</em> publishes articles of interest to teachers of Economics and Finance from high school through doctoral degree levels. </strong><br>ISSN 2688-5956 (online)</p> <script>// <![CDATA[ (function(i,s,o,g,r,a,m){i['GoogleAnalyticsObject']=r;i[r]=i[r]||function(){ (i[r].q=i[r].q||[]).push(arguments)},i[r].l=1*new Date();a=s.createElement(o), m=s.getElementsByTagName(o)[0];a.async=1;a.src=g;m.parentNode.insertBefore(a,m) })(window,document,'script','//www.google-analytics.com/analytics.js','ga'); ga('create', 'UA-68458938-1', 'auto'); ga('send', 'pageview'); // ]]></script> https://libjournals.mtsu.edu/index.php/jfee/article/view/2169 THE MICRO IN PRINCIPLES OF MACRO: A SURVEY AND MODEST PROPOSAL 2022-04-21T09:20:17+00:00 Nancy J. Burnett digitalscholar@mtsu.edu Marianne Johnson digitalscholar@mtsu.edu Alexander Kovzik digitalscholar@mtsu.edu <p>To better understand the degree to which students enrolled in principles of macroeconomics are exposed to fundamental microeconomic concepts, we survey twenty popular textbooks. Using the TUCE guidelines as a framework, we categorize the microeconomic content of the textbooks by topic and amount of coverage. We find that for the significant percentage of undergraduates who take only a single semester of macroeconomics, these students are left without enough exposure to the core concepts of microeconomics – including ones that underpin macroeconomic models. On its own, we hope our detailed survey will prove useful to instructors who must select between a myriad of seemingly similar textbooks. In addition, we make a modest proposal for how instructors could include some specific microeconomic content at low opportunity cost.</p> 2022-04-21T00:00:00+00:00 Copyright (c) 2022 https://libjournals.mtsu.edu/index.php/jfee/article/view/2170 UNDERGRADUATE RESEARCH WITH INTERNATIONAL STUDENTS 2022-04-21T09:22:56+00:00 Doris Geide-Stevenson digitalscholar@mtsu.edu <p>Over the last decade, pedagogies have shifted toward high impact practices, asking students at US universities to engage in undergraduate research, for example. At the same time, the enrollment of international students, especially in the business and economics disciplines, has increased substantially until 2019. This study focuses on student performance and the pedagogical strategies of teaching a required undergraduate economics research capstone course with a majority of international students from China and South Korea. Differences between the pedagogical practices of the home and host countries are highlighted with reference to Confucian Heritage Learners. Ten years of performance data from the capstone course reveal that international students are more likely to successfully complete their undergraduate research experience than domestic students but earn lower grades in the process. This corroborates the hypothesis that Confucian Heritage Learners may struggle with undergraduate research requirements at US universities. A number of strategies are discussed that were implemented to help international students complete their capstone experience course. International students received focused help with ideation, application of the scientific method, language preparation and plagiarism, as well as cultural knowledge.</p> 2022-04-21T00:00:00+00:00 Copyright (c) 2022 https://libjournals.mtsu.edu/index.php/jfee/article/view/2171 USING K-POP TO TEACH INDIFFERENCE CURVE ANALYSIS, BEHAVIORAL ECONOMICS AND GAME THEORY 2022-04-21T09:25:08+00:00 Wayne Geerling digitalscholar@mtsu.edu Kristofer Nagy digitalscholar@mtsu.edu Elaine Rhee digitalscholar@mtsu.edu Jadrian Wooten DIGITALSCHOLAR@MTSU.EDU <p>Economic educators have been teaching with pop culture for decades, but until recently the focus was on English-based media. In this paper, we build on the work of Wooten et al. (2021b), who show how K-pop can be integrated into the principles-level curriculum. We develop three teaching guides that can be used to teach aspects of behavioral economics, game theory and indifference curve analysis – topics which are taught at the end of most principles-level courses but are also standalone upper-level courses. The three artists chosen – BTS, BLACKPINK and TWICE – have huge global followings. We hope this paper will contribute to the library of diverse and inclusive teaching resources while helping to address the deficit of resources available to instructors of upper-level courses.</p> 2022-04-21T00:00:00+00:00 Copyright (c) 2022