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majors interested in economics, undecided students that may be interested in economics, and students from other majors that take economics because it is required for their major or chosen as an elective. Enrollment data demonstrates how important the principles course is to the overall student exposure to the subject. In 1998, of all undergraduate students at four-year institutions, 40 percent completed at least one economics course; 19 percent completed only one course Siegfried (2000). Students who take one economics course, take principles. Students who take two courses, almost always take a two-term principles sequence. Hansen (2002).


This paper suggests that including Peakonomic typology cases in the introductory two-term classes has the potential to create better retention and appreciation for economics concepts in today’s undergraduate students. This paper takes the first step in establishing face validity towards a case typology that can be further investigated via time series tests of retention before and after inclusion of the typology utilizing all or part of a standardized test such as the Test of Understanding in College Economics (TUCE-4) in a broad range of undergraduate academic settings.


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Cohn, E. & Cohn, S. and Balch, D, and Bradley, J. (2001). Do Graphs Promote Learning in Principles of Economics. Journal of Economics Education (Fall): 32(4), 299-310

Dynan, K. & Rouse, C. (1997). The Underrepresentation of Women in Economics: A Study of Undergraduate Economics Students. Journal of Economic Education (Fall): 28 350- 368.

Frank, R. & Bernanke, B. (2007). Principles of Micro Economics 3rd ed.,New York: McGraw-Hill/Irwin.

Frank, R. & Cook, P. (1996). The Winner-Take-All Society: Why the Few at the Top Get So Much More Than the Rest of Us. :Penguin Books

Journal of Economics and Economic Education Research, Volume 9, Number 1, 2008

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