This paper reports on an evaluation of the Sterling Institute self-paced macroeconomics course at Northern Illinois University. Results show that a completely self-paced teaching format for macroeconomics is inferior to a well-directed, concept-oriented, graduate-student instructed, lecture-discussion taught course. (Author/RM)

College student's retention of economic concepts is studied. Two years were spent evaluating the improvement of cognitive skills as a function of time, during and after a one-semester introductory macroeconomics course. Each year the students were taught with either traditional or self-instructional materials. (Author/RM)

This paper discusses several principles of learning and presents a simple model for economics instructional development at the college level. The author's hypothesis is that economics teachers do not adequately define their teaching goals and do not select the components of the learning system on the bases of sound criteria. (Author/RM)

This paper describes a study which was designed to compare the personal economic understandings developed by students who completed business and economics courses at a two-year college. (Author/RM)

The author provides an overview of the many kinds of research studies completed that deal with the teaching of College economics. Approximately 700 studies are categorized by 20 types. (Author/RM)

This paper discusses variables associated with student evaluation of teaching scores and comments on the use of multiple regression analysis as a tool for adjusting raw scores for factors essentially beyond the control of the instructor when ratings are used to reward teaching performance. (Author/RM)

This paper describes studies which support the use of student evaluations of teachers at the college level. (Author/RM)

In this short article, a professor describes the inductive instructional method he has successfully used in his introductory college economics course. (Author/RM)

This brief article describes an effective means of teaching economic principles at the college level through a system of personalized instruction. (Author/RM)

This paper highlights responses received in a survey of two year and four year college economics departments to gain insight into the effectiveness of Ph.D. programs as training grounds for future economics professors. (Author/RM)

This short article presents some preliminary findings of a study which explores the effects on the statistical findings of using alternative forms for specifying Test of Understanding in College Economics (TUCE) scores as the dependent variable in the regression model. (Author/RM)

This paper describes a computer simulation model used to introduce college students to fundamental concepts in managerial economics. (Author/RM)

This article reviews the current status of accounting requirements in economic programs, highlights the primary areas in which economic analysis is dependent upon accounting, and offers a proposal for integrating accounting into economics curricula. (Author/RM)

Reviews and extends arguments regarding influences of grades and grading structures on student evaluations of instruction. Original arguments were set forth in the Journal of Economic Education. Concludes that grade inflation will encourage students to perceive their education as inferior and will not result, in the long run, in positive course…

Maintains that research in economic education has concentrated on projects for which a quantifiable result is likely. Affirms that course grades and achievement are criteria that are too narrow to measure student performance accurately in economics courses on the college level. Suggests that economists use broader criteria in research and in…