About Dr. Tremendous

The Origin of Dr. Tremendous

It was an accident.

My last name is Treme, and for years, autocorrect had opinions about that. Students would start an email with "Dr. Treme," and their phones would helpfully finish it: "Dr. Tremendous."

It happened often enough that it stopped being a typo and became a running joke. Eventually, it became a name I just answered to.

By the time I started building teaching tools, the name was already there.

I'm an economist. I teach applied microeconomics, build courses, and direct an undergraduate program. I am not a programmer by training.

But I have always had ideas about how economics should be taught: what students need to see, what they should try to predict before the answer is revealed, and which moments of confusion are worth creating because they lead to understanding.

PRINCIPLE 01Predict before revealStudents commit to an answer before the mechanism is revealed.
PRINCIPLE 02Make the invisible visibleAbstract forces become something students can see, hear, or work through.
PRINCIPLE 03Productive struggleThe answer is withheld long enough for learning to happen.
PRINCIPLE 04Retrieval practiceTimed, repeated recall under game pressure — not re-reading.
PRINCIPLE 05Learning by doingStudents take a real role — planner, chair, analyst — and make consequential decisions.

For most of my career, many of those ideas stayed ideas. The distance between imagining a teaching tool and actually building one required a team, a budget, and technical skills I did not have.

For the first time, I can get much closer to the thing I imagined.

The economics and the teaching are mine. I still revise, test, and get help, but the first version no longer has to stay in my head.

So I started making the things I wished I had.

Every tool here does the same thing: it takes a solution that once lived in a model, a spreadsheet, or my own head, and makes it visible. A market mechanism, a degree path, a decision rule, a trade-off.

Most of these tools started with a specific teaching problem in one of my courses.

None of these were available off the shelf. If I wanted them to exist, I had to make them.

And it turns out that making things students can actually use is the most fun I have had in this job.

Julianne Treme, Ph.D., directs the undergraduate program in Agricultural Business Management in NC State’s Department of Agricultural & Resource Economics. Her teaching has been recognized with the 2026 AAEA Distinguished Teaching Award, the association’s top honor for undergraduate teaching.

She has also received the NC State Alumni Distinguished Undergraduate Professor award, the USDA Southern Region Teaching Award, and the NC State Outstanding Teacher Award. She co-coaches the AAEA Academic Quiz Bowl team and has led spreadsheet-competition teams to 1st place nationally (AAEA, Kansas City 2026), 3rd nationally (AAEA, Denver 2025), and 3rd at SAEA (Louisville 2026).

That is the whole project: turning ideas about teaching into experiences students can see, test, hear, and act upon.

Dr. Tremendous is simply the name that stuck.