
NSF Org: |
DUE Division Of Undergraduate Education |
Recipient: |
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Initial Amendment Date: | September 8, 2015 |
Latest Amendment Date: | September 8, 2015 |
Award Number: | 1522234 |
Award Instrument: | Standard Grant |
Program Manager: |
Connie Della-Piana
DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
Start Date: | October 1, 2015 |
End Date: | September 30, 2018 (Estimated) |
Total Intended Award Amount: | $82,401.00 |
Total Awarded Amount to Date: | $82,401.00 |
Funds Obligated to Date: |
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History of Investigator: |
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Recipient Sponsored Research Office: |
1500 N VERDUGO RD GLENDALE CA US 91208-2809 (818)240-1000 |
Sponsor Congressional District: |
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Primary Place of Performance: |
CA US 91208-2809 |
Primary Place of
Performance Congressional District: |
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Unique Entity Identifier (UEI): |
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Parent UEI: |
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NSF Program(s): | IUSE |
Primary Program Source: |
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Program Reference Code(s): |
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Program Element Code(s): |
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Award Agency Code: | 4900 |
Fund Agency Code: | 4900 |
Assistance Listing Number(s): | 47.076 |
ABSTRACT
This project will support forty (40) two-year college economics faculty (twenty teams of two faculty members each year) to attend the 2016 and 2017 American Economic Association's (AEA) annual Conference on Teaching and Research in Economic Education (CTREE). The annual CTREE conferences have become the focus of efforts to improve student learning of economics in higher education. In addition to bringing two-person teams of faculty to CTREE, the project will require each faculty participant to complete a curriculum redesign project. The forty completed redesign projects will be posted for public use at the Science Education Resource Center website, Economics at Community Colleges which is part of the online portal called Starting Point: Teaching and Learning Economics (that can be entered at http://serc.carleton.edu/econ/index.html). A follow-on workshop will identify new economics two-year faculty leadership who will work with representatives of the AEA to sustain two-year faculty involvement with CTREE and other AEA teaching and learning projects.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Supporting Two-year College Economics Faculty at the Conference on Teaching and Research in Economics Education was a third step in NSF-supported projects to improve student learning in economics at community colleges. Prior projects investigated efforts in other disciplines. Supporting Community College Faculty Across the STEM Disciplines (DUE 1238279) investigated efforts in other disciplines and Adapting Effective Outreach and Workshop Practices to Improve Community College Economics Instruction (DUE 1043245) tested efforts effective in other disciplines. This project supported participation by community college economists in the American Economic Association's Conference on Teaching and Research in Economic Education (CTREE) and a meeting of economic education experts to plan future efforts.
Forty community college economists attended CTREE in 2016 and 2017 and then stayed for an additional workshop at which they prepared contributions to the NSF-supported Starting Point: Teaching and Learning Economics at the Science Education Resource Center. The participant contributions included evidence-based teaching examples, regional conferences, and collaborative workshops with a Federal Reserve District bank.
A 2017 planning meeting brought together leading community college economists, representatives from the American Economic Association (AEA) Committee on Economic Education, media experts, and education officials from the Federal Reserve. As a result, projects were initiated to sustain community college economists' connections with efforts to improve student learning in economics. They included community college representation on the AEA Committee on Economic Education, workshops to familiarize community college economists with the Federal Reserve Economic Database, an enlarged mailing list of community college economists, a newsletter for community college economists, and committees to further efforts to improve online instruction, use of open source textbooks, and new initiatives to increase diversity among community college economics majors and faculty. Information about the project is available at https://serc.carleton.edu/econ/2yc/index.html and by contacting principal investigator Mark Maier at mmaier@glendale.edu
Last Modified: 11/12/2018
Modified by: Mark H Maier
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