21. EconomicsCenter UC Course economics teaching Materials, 5ECON-531, Fall Quarter, 2005-06 Teaching Consumer Economics Topics – Grades 7-12 – Introducing the basic http://www.cba.uc.edu/econed/s_courses.html

Ranked by Educators as #1 in Customer Service! We value customer service, responsiveness and follow-through. Fall Quarter 2005-2006 Economics Center Professional Development Courses for K-12 Educators University of Cincinnati Graduate Credit Quick List! Click on the course title or scroll down to see the details about the courses. Chocolate Lessons - Chocolate Economics Grades K-5 (Sept. 24) 1 credit hour, $180. (October 1) 1 credit hour, $180 Creating Online Resources Part I - All Grades (October 8) 1 credit hour, $180 Creating Online Resources Part II - All Grades (October 22) 1 credit hour, $180 Real World Math - Grades K-2 (October 4) 1 credit hour, $180 Real World Math - Grades 3-5 (October 11) 1 credit hour, $180 Real World Math - Grades 6-8 (October 18) 1 credit hour, $180 Virtual Economics CD Rom Workshop - All Grades (October 19) 1 credit hour, $160 Problem Based Economics - Grades 7-12 (October 15) 1 credit hour, $160.

22. Archived News Announcements From The Economics Network Our tutorial on Internet skills and key sites for economics teachers, National Workshop on Using Games and Simulations in Teaching Economics http://www.economicsnetwork.ac.uk/news/centre_old.htm

@import "/style/style_main.css"; @import "/style/style_news.css"; About Us Our Publications Resources Awards ... News Quickjump to: About Us Awards Books Case Studies (Economics) Case Studies (Teaching) Contact Us CHEER Journal Economics Education Events External Examiners Funding Handbook for Lecturers IREE Journal News Official Documents Online Sources Question Bank Reflections on Teaching Regional Contacts Software Guide Textbook Guide UK Departments Monthly Email Updates from the Economics Network Archived News Announcements Up: Home News Announcements Student Essay Award winner ESRC e-Social Science Small Grants Scheme ... Student Essay Award winner Our first Student Essay Competition was won by Daniel Alvarado, a 3rd year Economics undergraduate at Kingston University. His answer to "What makes the best learning experience for you?" is now online on our site. Added 31 March 2005 by Martin ESRC e-Social Science Small Grants Scheme The closing date for this scheme has been extended to 31 July. The maximum amount for proposals has been increased to £55k. More details by following the link. Added 23 March 2005 by Martin CHEER Volume 17 Now Online The latest issue of Computers in Higher Education Economics Review is now online. Volume 17 is the fullest issue yet, featuring papers on simulating trade wars in Excel, cellular automata in Excel, explanatory variables in risk simulation, call centre simulation, and illustrating the effects of economic decisions with computer-generated stories.

23. Can You Teach … | All Projects: Project Titles | Project Archive | Tools | Engaging health professionals in health economics teaching. In brief, the experiences of other health economics teaching units in the UK were sought, http://www.nottingham.ac.uk/pgche/archive/allprojects/title/canyoute016/

PGCHE home Tools: Project archive All projects: Project titles Project PGCHE Philosophy What is PGCHE Preparing Doing projects Sharing ... Accreditation PGCHE Tools Learning sets Conference Project archive Project titles ... Merlin PGCHE Handbook Course structure Part one Part two Assessment Your commitment Representation People PGCHE Tools: Project archive All projects: Project titles Previous project: of Next Title: Can you teach an old dog new tricks?: Engaging health professionals in health economics teaching. Author: Tracey Sach (School of Community Health Sciences) Keyword: situated learning Most health economics research is undertaken by health economists, who hope the evidence will be used by health professionals (clinicians and managers) in decision making. However, previous research has suggested that health professionals lack the appropriate health economics training to use economic research to inform practice and policy (Hoffman 2002, Hoffman 2000, Drummond 1997, Druthie 1999, and Rutten 1996). Lecturers at Nottingham University have provided health economics teaching, aimed at health professionals, over the past 7 years through short courses (voluntary attendance), as sessions on the New Researchers Training Programme (compulsory) and two modules on the Masters course in Health Services Research (one compulsory the other voluntary). The university was also the first in the country to provide undergraduate training in health economics to students doing bachelor degrees in economics, who may potentially become involved in decision making within the NHS in the future. This project reports how the module on ‘further techniques in health economics’ (a voluntary module in the MSc for Health Services Research) has been redesigned with the aim of making it more engaging and useful to health professionals.

24. Summary Report 251063.00 - economics teachers, Postsecondary. Teach courses in economics. This same data is also presented with one or two similar occupations within http://online.onetcenter.org/link/summary/25-1063.00

Related Links OnLine Help Home Occupation Quick Search: Partially updated 2003 Summary Report for: 25-1063.00 - Economics Teachers, Postsecondary Teach courses in economics. This same data is also presented with one or two similar occupations within O*NET. Data specific to this occupation will be collected in the future. Sample of reported job titles: Economics Professor, Professor, Instructor, Economics Instructor, Finance Professor, Faculty Member, Teacher, Entrepreneurial Finance Professor View report: Summary Details Custom Tasks Knowledge ... Related Occupations Tasks Evaluate and grade students' class work, assignments, and papers. Prepare and deliver lectures to undergraduate and/or graduate students on topics such as econometrics, price theory, and macroeconomics. Advise students on academic and vocational curricula, and on career issues. Compile, administer, and grade examinations, or assign this work to others. Compile bibliographies of specialized materials for outside reading assignments. Initiate, facilitate, and moderate classroom discussions. Keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional conferences.

25. Summary Report 251192.00 - Home economics teachers, Postsecondary. Teach courses in child care, family relations, finance, nutrition, and related subjects as pertaining http://online.onetcenter.org/link/summary/25-1192.00

Related Links OnLine Help Home Occupation Quick Search: Partially updated 2003 Summary Report for: 25-1192.00 - Home Economics Teachers, Postsecondary Teach courses in child care, family relations, finance, nutrition, and related subjects as pertaining to home management. This title represents an occupation for which data collection is currently underway. Sample of reported job titles: Professor, FACS Professor (Family And Consumer Sciences Professor), Instructor, Food And Nutrition Professor, Dietetics Professor, DPD Program Director (Didactic Program In Dietetics Program Director), Lecturer, Human Development Professor, Merchandising Professor, Faculty Member View report: Summary Details Custom Tasks Tasks Evaluate and grade students' class work, laboratory work, projects, assignments, and papers. Prepare and deliver lectures to undergraduate and/or graduate students on topics such as food science, nutrition, and child care. Advise students on academic and vocational curricula, and on career issues. Compile, administer, and grade examinations, or assign this work to others. Compile bibliographies of specialized materials for outside reading assignments.

26. EconEdLink | EconomicsMinute | WIDGET PRODUCTION: Producing More, Using Less Master Curriculum Guide in economics teaching Strategies 56 Teach the lesson on The Doughnuts in Economics and Children s Literature (SPEC http://www.econedlink.org/lessons/index.cfm?lesson=EM539&page=teacher

27. Economics Teachers, Postsecondary Teach courses in economics. Include both teachers primarily engaged in teaching and those who do a combination of both teaching and research. http://www.bls.gov/oes/current/oes251063.htm

Skip Navigation Links U.S. Department of Labor Bureau of Labor Statistics Occupational Employment Statistics www.bls.gov Search A-Z Index BLS Home ... Find It! In DOL RELATED OES LINKS OES Home Page General Overview Frequently Asked Questions How to Contact Us Occupational Employment and Wages, May 2004 25-1063 Economics Teachers, Postsecondary Teach courses in economics. Include both teachers primarily engaged in teaching and those who do a combination of both teaching and research. National estimates for this occupation Industry profile for this occupation State profile for this occupation Metropolitan area profile for this occupation National estimates for this occupation: Top Employment estimate and mean wage estimates for this occupation: Employment Employment RSE Mean hourly wage Mean annual wage Wage RSE Percentile wage estimates for this occupation: Percentile (Median) Annual Wage Industry profile for this occupation: Top Industries with the highest levels of employment in this occupation: Industry Employment Hourly mean wage Annual mean wage Colleges and universities Junior colleges Top paying industries for this occupation: Industry Employment Hourly mean wage Annual mean wage Colleges and universities Junior colleges State profile for this occupation: Top States with the highest concentration of workers in this occupation: State Employment Hourly mean wage Annual mean wage Percent of State employment District of Columbia Vermont Rhode Island North Dakota ... Massachusetts Top paying States for this occupation: State

28. Home Economics Teachers, Postsecondary 251192 Home economics teachers, Postsecondary. Teach courses in child care, family relations, finance, nutrition, and related subjects as pertaining to http://www.bls.gov/oes/current/oes251192.htm

Skip Navigation Links U.S. Department of Labor Bureau of Labor Statistics Occupational Employment Statistics www.bls.gov Search A-Z Index BLS Home ... Find It! In DOL RELATED OES LINKS OES Home Page General Overview Frequently Asked Questions How to Contact Us Occupational Employment and Wages, May 2004 25-1192 Home Economics Teachers, Postsecondary Teach courses in child care, family relations, finance, nutrition, and related subjects as pertaining to home management. Include both teachers primarily engaged in teaching and those who do a combination of both teaching and research. National estimates for this occupation Industry profile for this occupation State profile for this occupation Metropolitan area profile for this occupation National estimates for this occupation: Top Employment estimate and mean wage estimates for this occupation: Employment Employment RSE Mean hourly wage Mean annual wage Wage RSE Percentile wage estimates for this occupation: Percentile (Median) Annual Wage Industry profile for this occupation: Top Industries with the highest levels of employment in this occupation: Industry Employment Hourly mean wage Annual mean wage Colleges and universities Junior colleges Technical and trade schools Top paying industries for this occupation: Industry Employment Hourly mean wage Annual mean wage Colleges and universities Junior colleges Technical and trade schools State profile for this occupation: Top States with the highest concentration of workers in this occupation: State Employment Hourly mean wage

29. Department Of Economics For further details see the Economics Undergraduate Handbook. Permanent faculty of the Department of economics teach over ninety percent of the department s http://www.econ.ucdavis.edu/undergraduates_potential_students.cfm

people courses recruitment undergrad program ... job market Undergraduate Program Potential Student Information Why Economics? Economics is the study of society's allocation and distribution of resources. The essential insights of economics are that these resources are scarce and have a price, that prices provide the link between individual agents (consumers and firms), and that individual behavior can vary across different incentive schemes. The study of economics provides a valuable way of analyzing many of the major issues facing society today. The skills of an economist are also useful in many jobs. According to the National Association of Colleges and Employers Salary Survey, the average starting salary for bachelor degree recipients in mid-1997 was $24,044 across all social science disciplines, $29,891 across all business and economics disciplines, and within this last group was $31,294 for majors in economics. Why UC Davis? U.C.-Davis is ideally located in northern California. The city of Davis, with 55,000 residents, doubles as a classic college town and a desirable "suburb" of the state capital Sacramento which is twelve miles away. Most students live on campus in Davis, within three miles of the campus in a city that provides an extensive bus system and a renowned system of bike paths and bike lanes. The Sierra Nevada mountains, California coast and city of San Francisco are all within two hours drive. The university campus itself is old by California standards, starting in 1909, and has grown to 25,000 students. The campus is historically known for its tradition in agriculture and biological sciences and for supporting interdisciplinary research. More recently it has enjoyed success in many fields and supports professional schools in Law, Management, Medicine and Veterinary Medicine, in addition to Colleges of Letters and Science, Agriculture and Environment, and Engineering.

30. Teaching Innovations Program (TIP) In Economics Teaching Innovations Program (TIP) in Economics. small logo online modules is to help faculty members in economics use interactive teaching strategies http://www.vanderbilt.edu/AEA/AEACEE/TIPphase2.htm

skip to: page content links on this page site navigation footer (site information) Committee on Economic Education AEA Home AEACEE Home TIP Home Residential Workshops ... Phase 2 Teaching Innovations Program (TIP) in Economics TIP Home Page General Information Phase 1: Residential Workshops Phase 2: Follow-on Instruction ... Apply for 2006 workshops Phase 2: Follow-on Instruction and Classroom Application Phase Two of TIP is participation in two on-line modules on instructional topics introduced at the residential workshop. The purpose of the on-line modules is to help faculty members in economics use interactive teaching strategies in a course they are teaching. They will receive mentoring and advice from faculty experts in economics to complete this work. As part of this phase, they will review instructional materials, complete assessments, prepare learning exercises for their own courses, teach using their newly created materials, and complete an assessment designed to help them improve the new materials and their use. Participants will also be in communication with participant teammates and with program experts who introduced the interactive strategy at the workshop. Those economic instructors who complete Phase 2 of the project will be awarded a Certificate of Achievement from the AEA Committee on Economic Education.

31. HWU: Postgraduate Prospectus 2005-2006: School Of Management And Languages There are 15 economics teaching staff and some 200 undergraduate students. Teaching is supported by links with a research unit investigating the http://www.postgraduate.hw.ac.uk/subjectarea/22/

Accountancy and Finance Economics Introduction Taught Courses ... Information Economics Introduction Economics is concerned with studying some of the biggest issues facing the world today : unemployment, taxation, trade flows, third world development, pollution, and political and economics restructuring in former communist countries are some of the problems on which economists at Heriot-Watt University are working. To do their work effectively, economists need to be able to understand the complex nature of the economics problems which face late 20th century societies. This is what we equip our students to do. Our main objectives are to teach our students: to think analytically and critically to take complex problems and reduce them to their key components to use up-to-date theoretical ideas as a framework of understanding to use statistical and econometric techniques to test theoretical models for their adequacy as representations of real world problems to think strategically when put into situations of potential conflict to communicate ideas effectively both verbally and in writing With these skills, economics graduates are well equipped for a wide variety of careers. Heriot-Watt economics graduates are highly successful in finding jobs in banking, insurance, investment analysis, accountancy, manufacturing industry, the civil service, the armed forces, the police and even undertaking! An increasing proportion of our graduates go on to take higher degrees at home or abroad where they find themselves adequately prepared for advanced study.

32. True Cost Economics : How To Get People Talking Ask your professors what they think about ecological economics, true cost markets Hold an economics teachin. Invite your profs, and if they don’t come, http://www.adbusters.org/metas/eco/truecosteconomics/howto.html

HOW TO GET PEOPLE TALKING AT YOUR UNIVERSITY Join your Campus JammerGroup Download the Truecost Economics Manifesto and post it all over the Economics department. Then make photocopies and distribute them throughout your university. Ask your professors what they think about ecological economics, true cost markets, post-autistic economics and the deficiencies of neoclassical economics. Be ready with rebuttals in case their answers are unsatisfactory. Contact the International Society for Ecological Economics to bring a guest lecturer to campus. Unfurl a banner in class or on the Economics Department building. Examples of slogans you may want to use include: Economists need to learn to subtract. Economics is about people, not curves Whatever you do, be sure to take pictures and send them to us at

33. Socialstudies.org Sessions And Workshops Saturday, November 19 An Economics Approach to Environmental Issues Effective economics teaching To Teach The Heart of Economics Virtual Economics 3.0 Economic Resources http://www.socialstudies.org/conference/sessions/saturday/

Sessions and Workshops Saturday, November 19 With hundreds of sessions and workshops, the NCSS Annual Conference features professional development activities for every social studies discipline at every level. All sessions and workshops are included in your conference registration. You won't find a wider range of opportunities to expand your knowledge and enhance your classroom. This listing of sessions is preliminary. Please consult the final program book (available at the Conference) for complete details including times, abstracts, and presenters. Saturday, November 19 A Forgotten History: Slavery in New England A Lens on the Global Community: Using PBS to Bring the World into Your Classroom A Practical Approach for Teaching with Artifacts Acadia To Cajun: The 250th Anniversary Of The Expulsion Active Learning through Research-Based Planning, Teaching, and Assessing Aligning Social Studies Standards Across Disciplines for Teacher Preparation America First, Lend Lease and the Golden Age of Radio American Identity as a Theme in the US History Survey American Studies Teaching Modules Combining US History and Literature An Exploration of Inuit culture via the Internet Ancient China Across the Dynasties ART at the HEART of HISTORY Award for Global Understanding Becoming an Informed Citizen: SEEING is believing Bridging the Gap Between Multiculturalism and Democracy: Preservice Teachers Understanding Bringing GIS and Geographic Inquiry into US History Brown v. Board of Education National Historic Site with Teaching Strategies/Resources

34. Teacher Resources - Economic Education - FRB Dallas Resources for economics teachers from K–12 to college/university level plus links to Trains teachers to use Internet resources to teach economics; http://www.dallasfed.org/educate/teachers.html

Back to Entire Page View HOME EMPLOYMENT CONTACT US ... Events You are here: FRB Dallas Home Economic Education Teacher Resources Economic Education Economic Education Home About Economic Education Teacher Resources Student Resources ... Contacts Tools E-mail Alerts E-mail This Page View Printer-friendly Page (IE 5.5+ only) Teacher Resources Links to Curriculum Materials Money Math: Lessons for Life [off-site] (U.S. Treasury) AskERIC Lesson Plans [off-site] (Educational Resources Information Center) A variety of economics-based lesson plans and activities for students in grades 4 through 12. Money and the Economy Modular Series [off-site] (Federal Reserve Bank of San Francisco) Short, computer-animated videos that illustrate standard concepts in high school economics.

35. High School Economics Teachers Bone Up On Latest Trends: 11/00 High school economics teachers in California are back in the thick of their jobs running classes, grading papers and trying to stay on top of a hot http://www.stanford.edu/news/report/news/november1/econschool-a.html

Stanford Report, November 3, 2000 High school economics teachers bone up on latest trends BY LISA TREI High school economics teachers in California are back in the thick of their jobs running classes, grading papers and trying to stay on top of a hot economy that keeps charging ahead. But for one week last summer, a group of 30 instructors got to step away from the classroom, become students and learn the latest from experts in everything from the nitty-gritty behind startup companies to the impact of changing welfare policy. Sponsored by the Stanford Institute for Economic Policy Research (SIEPR), the Summer Economic Institute for Teachers gives instructors a chance to arm themselves with what's happening in the economy and share tips on how best to pass that on to their students. The course, which is taught in July, is free to public and private high school teachers who are invited by Don Hill, a staff member at the Haas Center for Public Service. Notices also are sent to the California Council for the Social Studies, a nonprofit organization. Most of those who attend are from the Peninsula, but this year some came from San Francisco and Chico. "This is the most protected week of my year; nothing is going to get in the way of it," said Wayne Phillips, a teacher for 28 years at Mills High School in Millbrae. Phillips has been attending the institute every year since economists John Shoven and Gavin Wright started it in 1987. The course was established in response to a California Mandate for Social Sciences that required high school students study economics for one semester. The state legislature was reacting to pressure from an industry lobby concerned about the lack of economically literate students entering the work force, said Shoven, SIEPR's director and the Charles Schwab Professor of Economics. However, the mandate was passed without setting up any formal system for training teachers. The institute was created to help address the gap.

36. Teaching Social Economics TEACHING THE SOCIAL ECONOMICS WAY OF THINKING SELECTED PAPERS FROM THE NINTH With three exceptions – two of which relate to team teaching economics and http://www.socialeconomics.org/teaching.htm

TEACHING THE SOCIAL ECONOMICS WAY OF THINKING: SELECTED PAPERS FROM THE NINTH WORLD CONGRESS OF SOCIAL ECONOMICS INTRODUCTION Teaching the Social Economics Way of Thinking is unique in that it is the first time a large number of papers on this subject has been published as a collection. Our working premise in calling for papers on this theme has been that social economics makes a real and substantial difference in how economic affairs are understood and how economics is taught. Our approach has been direct and simple: we asked social economists who have been teaching for some time what they do which in effect sets off their teaching from the teaching of others who adhere to the conventional paradigm of contemporary economics. Our collection is organized around and presented in eight major sections in the following order: premises employed in economics the masters on the social economics way of thinking diagnostic tools employed in economics teaching methods teaching standard courses from a social economics perspective teaching economics and ethics team teaching economics and theology/religion evolution of courses taught from a social economics viewpoint With one exception each section contains at least two essays. The section on teaching standard courses from a social economics perspective covers the following courses: development economics, environmental economics, health economics, industrial organization, international economics, labor economics, money and banking, and principles. This section accounts for 18 of the 34 essays in the collection.

37. Applied Economics Major Applied economics teach students to apply theory to solve complex economic problems through mathematical and statistical analysis to help organizations http://www1.wnec.edu/artsandsciences/index.cfm?selection=doc.3355

38. Economics, Business And Law - UNE Faculty of Economics, Business and Law, University of New England, in interdisciplinary teaching; members of economics teach cooperatively with members http://www.une.edu.au/febl/aboutus.htm

The School of Economics was formed in 1998. It incorportates the former Departments: Agricultural and Resource Economics was founded in 1957. It is now the premier academic centre for training and research in agricultural and resource economics in Australia and a national leader in the development of both agricultural and resource economics curricula. Its training and research programs have established an international reputation comparable with the major academic centres of Europe and North America. Economics offers units to students enrolled in a number of degrees within the University. There is increasing involvement in inter-disciplinary teaching; members of Economics teach cooperatively with members of other departments and schools, and teach units within the postgraduate programs of Public Policy, Peace Studies and Business Administration. Econometrics was founded in 1966 as the Department of Economic Statistics. In 1982 the name was changed to Econometrics to reflect the term which is commonly used for the discipline. The Former Department has a long history of high quality teaching. It offers quantitative units in all degrees in the Faculty of Economics, Business and Law and in a variety of post graduate programs. All of the programs are taught on campus and also by distance education mode.

39. Teacher Resources - St. Louis Fed Center for Economic Education at the University of Nebraska at Omaha — Resources for economics teachers from K–12 to college/university level, http://stlouisfed.org/education/teacher_resouces.html

You Are Here: HOME Education Resources : Teacher Resources Conferences and Workshops Essay Contest Fed Challenge Teacher Resources ... Tours Teacher Resources If you would like to find out about our conferences and workshops, please sign up for our economic education mailing list NEW: We have added a new feature for our Inside the Vault subscribers, lesson plans for teachers. Take a look. Publications and Articles Videos Economic Info and Data ... Web Curricula Complete listing of educational resources available on Federal Reserve web sites. The Federal Reserve System's interactive economic education site for teachers and students. You've Got Questions, We've Got Answers Take a look at The FEderal Reserve's FAQ database Publications and Articles Economic Education Publications and Resources In Plain English: Making Sense of the Federal Reserve Inside the Vault The Road to the FOMC The Eighth Note , the bi-monthy employee magazine of the St. Louis Fed.)

40. IUPUI Center For Economic Education - Catalog, Books A teaching plan designed for social studies and economics teachers. A Curriculum Guide for Teaching Economics and Consumer Education http://www.iupui.edu/~cee/books.htm

Homepage The Bob and Moe Show Teacher Workshops EcoVan Catalog Teacher Resources Center Mission Back to EcoVan Catalog Books, Lesson Plans, and Student Activities Books Teacher Units Software Videos Children's Lit Advanced Placement Economics Grades 9-12 National Council on Economic Education An instructional package for teaching college-level economics to high school students. Includes microeconomics and macroeconomics student activities and a teacher resource manual. Advertising and the Economy Grades 7-12 This teaching package takes a look at advertising's history and its role in the U.S. economy. Included are 8 reproducible lessons, teaching tips, and colorful posters. Air: Intermediate Grades 4-7 Robyn Freedman Spizman and Marianne Daniels Garber Good Apple, Inc. Environmental education activity book on the problems that affect the air. Air: Primary Grades 1-3 Ava Deutsch Drutman Good Apple, Inc. Environmental education activity book on the problems that affect the air. Alexander, Who Used to Be Rich Last Sunday Grades K-3 Judith Viorst Scholastic, Inc.

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