Starting Point: Teaching and Learning Economics > About this Project > Project Participants > Rochelle Ruffer

Rochelle Ruffer

Author Profile


Associate Professor
4245 East Avenue
Rochester, NY 14618-3790 rruffer9@naz.edu

Phone:585-389-2662


Background Information

Rochelle joined Nazareth College as an Associate Professor of Economics in the School of Management in the Fall of 2008. Prior to coming to Nazareth, she was Associate Director of Economic Analysis at Center for Governmental Research in Rochester, N.Y. for 2 years. Before moving to Rochester, NY, she held academic positions at Youngstown State University (11 years) and Ithaca College (3 years). She received her Ph.D. in Economics from University of Wisconsin-Madison in 1994.

Related Pedagogical Projects

Rochelle has been involved in three NSF funded grants. In 2009, she attended two workshops at the Science Education Resource Center (SERC) at Carleton College to assist with the Starting Point: Teaching Economics project (NSF DUE # 0817382 by Simkins, Manduca, Maier, and McGoldrick). She helped with creating pedagogy portals on context rich problems and interactive lecture demonstrations. She has presented posters at the American Economic Association meetings in January 2010 (on context rich problems) and January 2011 (on interactive lecture demonstrations, with Mark Maier).

In 2004, she served as a field tester using context rich problems in Principles of Microeconomics under the NSF CCLI- Adaptation and Implementation grant funded by Scott Simkins and Mark Maier entitled: "Implications of STEM Discipline Research for Instructional Innovation and Assessment in Economic Education." In 2002, she explored the use of a simulated economy in Principles of Microeconomics under the NSF Educational Materials grant "Teaching Microeconomic Principles through a simulated economy on the internet." In 2001-2002, Rochelle was a scholar in the CASTL (Carnegie Academy for the Scholarship of Teaching and Learning) program at the Carnegie Foundation for the Advancement of Teaching.