journal - Academy of Economics and Finance

Educators who utilize a Facebook group, a Twitter account, or a learning management ...... For this paper, we used daily stock data for four stocks, PDCO, AAPL,.
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Editorial Staff  Managing Editor:  Joshua Hall, West Virginia University 

Senior Editors:  Richard J. Cebula, Jacksonville University  Luther Lawson, University of North Carolina‐ Wilmington 

Co‐Editors (Economics):  Adam Hoffer, University of Wisconsin – La Crosse 

Co‐Editors (Finance):  Bill Z. Yang, Georgia Southern University 

Assistant Editors:  Gigi Alexander, Jacksonville University  Robert Houmes, Jacksonville University 

Board of Editors (Economics):  Steven Caudill, Rhodes College  Joy Clark, Auburn University at Montgomery  David Colander, Middlebury College  Stephen Conroy, University of San Diego  Mike Daniels, Columbia State University  Paul Grimes, Pittsburg State University  John Marcis, Coastal Carolina University  Kim Marie McGoldrick, University of Richmond  Franklin Mixon, Jr., Columbus State University  Usha Nair‐Reichert, Georgia Tech  Inder Nijhawan, Fayetteville State University  Carol Dole, Jacksonville University  James Payne, Georgia Colleges & State University  Christopher Coombs, LSU ‐ Shreveport  Jason Beck, Armstrong Atlantic State University 

Board of Editors (Finance): 

   Number 2

  Beyond Grades: Using Incentives to Motivate Students Kim Holder, G. Dirk Mateer, Matthew C. Rousu, and James Tierney Keynesbiscuit, Marketariat, and the Fool in the Shower: Metaphors for Teaching Policy Lags in Macroeconomics Principles Jason E. Taylor & Jerry L. Taylor Through the Lens of Life: Teaching Principles of Economics with Humans of New York Charity-Joy Acchiardo, Abdullah Al-Bahrani, Kim Holder G., and Dirk Mateer An Excel-Based Approach for Teaching Markowitz’s Portfolio Optimization Theory Glenna Sumner, Mahmoud Haddad, and Nell Gullett Instructional Videos in an Online MBA Finance Course David C. Hyland, R. Brian Balyeat, and Julie A. B. Cagle Duration and Convexity Using Polynomial Least Squares – Some Educational Aspects Manuel Tarrazo Incorporating the Bloomberg Professional Terminal into an Introductory Finance Course Bryan P. Schmutz  Teaching Corporate Finance using a Stock Trading Simulation: Student Expectations, Engagement, Performance, and Satisfaction Serkan Karadas and Adam Hoffer

Robert Boylan, Jacksonville University  Kam (Johnny) Chan, Western Kentucky University  S. J. Chang, Illinois State University  Edward Graham, University of North Carolina at  Wilmington  John Griffin, Old Dominion University  Srinivas Nippani, Texas A&M University ‐ 

Increase Interest In Compound Interest: Economic Growth and Personal Finance Tomi Ovaska and Albert Sumell


Academy of Economics and Finance

Mario Reyes, University of Idaho  William H. Sackley, University of North Carolina at  Wilmington  Barry Wilbratte, University of St. Thomas  Bob Houmes, Jacksonville University  Shankar Gargh, Holkar Science College, India  Shelton Weeks, Florida Gulf Coast University 

Production Editor:  Doug Berg, Sam Houston State University 


 Volume 16               SPRING 2017 

The Impact of Teaching Financial Literacy to College Students Christi R. Wann



Beyond Grades: Using Incentives to Motivate Students Kim Holder1, G. Dirk Mateer2, Matthew C. Rousu3, and James Tierney4,5 Abstract Economists study how incentives motivate human behavior. However, besides grades, professors do not frequently employ incentives to motivate students in the classroom. This may be because expenses associated with classroom incentives often remain unreimbursed or because other implementation costs are high. In this paper, we demonstrate methods educators can use to motivate student behavior while minimizing costs. We identify a range of options that include: incentives appropriate for large sections, an effective monetary incentive system suitable for smaller classes, tips for using an asso