Richard Gosselin is a professor of economics at Houston City College, founding president of the National Economics Teaching Association, and holder of the Ewing Endowed Chair of Teaching Excellence. He has taught since 1989 and served in a variety of academic leadership roles.

His teaching brings together classroom experiments, simulations, storytelling, and reflective writing. His work emphasizes the conversations and reflection that help students turn an engaging activity into lasting economic understanding.

Wayne Geerling is a Professor of Instruction in Economics at the University of Texas at Austin. His work spans economics education, economic history, and the use of multimedia in teaching. He has also coauthored principles of economics textbooks.

He draws on television, film, music, social media, and online video to connect economic ideas with students’ everyday lives. His approach helps instructors use familiar cultural moments to make abstract concepts clearer and more memorable.

Brian Domitrovic is the Richard S. Strong Scholar at the Laffer Center. An economic historian, he studies American taxation, economic growth, and supply-side economics. He earned his doctorate in history at Harvard University, where he also pursued graduate study in economics.

His books include Econoclasts and The Emergence of Arthur Laffer. He coauthored JFK and the Reagan Revolution with Lawrence Kudlow and Taxes Have Consequences with Arthur Laffer and Jeanne Sinquefield. His work connects tax history with incentives, investment, entrepreneurship, and growth.

Linda S. Ghent is Professor Emeritus of Economics at Eastern Illinois University. Her work includes economics pedagogy, voting, and aging. She has served as an editor of the Journal of Economics Teaching and as a leader in NETA.

Alan P. Grant is Professor Emeritus of Economics at Baker University. His writing explores lotteries, public economics, and the use of popular culture in teaching.

Together, they are the authors of Seinfeld and Economics and the forthcoming Game Theory of Thrones. They use familiar stories to explore incentives, credible commitments, cooperation, conflict, and strategic decision-making.

Florencia Gabriele is an Associate Professor at Berklee College of Music, where she teaches economics, finance, taxation, and music business. She earned her doctorate in political science at Northeastern University and pursued graduate study in international economics and finance at Brandeis University.

Her interests bring together political economy, instructional design, and active learning. She explores how artificial intelligence can support faculty creativity and the development of classroom simulations while keeping learning goals and instructor judgment at the center.

Jadrian Wooten is a Collegiate Associate Professor of Economics and Director of Undergraduate Studies at Virginia Tech. His teaching and scholarship focus on economics education, pedagogy, and applied topics including sports economics.

He is the author of Parks and Recreation and Economics and directs the Econ Media Library. He uses television, film, sports, and popular culture to help students connect economic models with public policy and everyday decisions. His session explores the economic lessons behind life in Pawnee.

J. Brian O’Roark is a University Professor of Economics and B. K. Simon Fellow at Robert Morris University. He earned his doctorate in economics at George Mason University. His work includes public finance, information security, sports, and economics education.

He is the author of Potternomics: Why Wizards Still Live in the Dark Ages and Why Superman Doesn’t Take Over the World, and edits the Routledge Economics and Popular Culture series. He uses fictional worlds to help students examine institutions, incentives, and tradeoffs.

Stephen Chew is Professor Emeritus of Psychology at Samford University. A cognitive psychologist, he taught at Samford for more than three decades and chaired its psychology department from 1993 to 2019. He is nationally recognized for his work on teaching and learning.

His video series How to Get the Most Out of Studying helps students develop more effective study habits. His work examines metacognition, misconceptions about learning, and the strategies students need to monitor their understanding, study effectively, and persist through challenges.