Workshop 2011

NSF-sponsored initiative to enhance economic education at community colleges

Economics at Community Colleges is an initiative to promote the use of innovative economic education resources by community college instructors. The project is co-led by Mark Maier, Glendale Community College (CA) and Cathryn Manduca, Science Education Resource Center, Carleton College (MN).

The first phase of the project is a workshop that will bring together 20 economic educators to plan regionally-based outreach programs for community college instructors. The economic educators will be joined by 8 experts from other disciplines that have already developed national outreach projects targeting community college instructors. Working in a collaborative manner, the group will develop plans for four regionally-based training programs to take place during 2011-2012. Participants in the June workshop will be encouraged to apply to take part in these efforts. The workshop will be held in Palo Alto, CA, May 30 - June 1, 2011.To learn more about the workshop, check out the Workshop Agenda and Participants pages. Workshop participants can also access their private workspace.

Outreach Across Disciplines

Disciplines outside of Economics have also been working on the challenges and issues facing education at the two-year/community college level. Pages highlighting work done in other disciplines have been compiled with the help of the disciplinary experts who will be attending the workshop.

Regional 2YC Economics Instruction

As a baseline for future work, four regional surveys were conducted to ascertain the current state of community college economics instruction. Results from these surveys are presented.

Discussion Boards

Discussion boards have been created to promote conversations around the issues of collaboration and outreach between the disciplines as well as the particular issues of Economics education at the two-year college level.

For more information, contact project co-principal investigator, Mark Maier

This work is supported by the National Science Foundation (NSF) Division of Undergraduate Education under grant #1043245.

Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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