Journal for Economic Educators <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','//','ga'); ga('create', 'UA-68458938-1', 'auto'); ga('send', 'pageview'); // ]]></script> en-US <p>By making research freely available, we help support the greater global exchange of knowledge. There are no article submission or processing charges. Each journal volume is preserved via the Walker Library's three level preservation methods including local and cloud storage. The author(s) retains/retain the copyright to the work, but grants the Journal the right to publish, display, and distribute the work in print and electronic format. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY-NC-ND 4.0 license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more information on this license go to <a href="" target="_blank"></a>.</p> (Michael Roach) (Michael Roach) Thu, 21 Apr 2022 09:30:03 +0000 OJS 60 THE MICRO IN PRINCIPLES OF MACRO: A SURVEY AND MODEST PROPOSAL <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> Nancy J. Burnett, Marianne Johnson, Alexander Kovzik Copyright (c) 2022 Thu, 21 Apr 2022 00:00:00 +0000 UNDERGRADUATE RESEARCH WITH INTERNATIONAL STUDENTS <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> Doris Geide-Stevenson Copyright (c) 2022 Thu, 21 Apr 2022 00:00:00 +0000 USING K-POP TO TEACH INDIFFERENCE CURVE ANALYSIS, BEHAVIORAL ECONOMICS AND GAME THEORY <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> Wayne Geerling, Kristofer Nagy, Elaine Rhee, Jadrian Wooten Copyright (c) 2022 Thu, 21 Apr 2022 00:00:00 +0000