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Community college economics instruction: Results from a National Science Foundation Project

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  • Mark Maier
  • W. Edward Chi

Abstract

The principal investigator of a National Science Foundation project, “Economics at Community Colleges,” surveyed community college economics faculty and organized workshops, webinars, and regional meetings to address community college faculty isolation from new ideas in economics and economics instruction. Survey results, combined with National Study of Postsecondary Faculty data, help fill a lacuna in information about community college faculty. A key finding is the reliance in community college economic instruction on part-time faculty, including many who do not hold a graduate degree in economics. The project's webinars reached the most community college faculty, while the workshops were most effective in improving economics instruction. Areas for future research are identified.

Suggested Citation

  • Mark Maier & W. Edward Chi, 2016. "Community college economics instruction: Results from a National Science Foundation Project," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(1), pages 84-88, January.
    • Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:84-88
    DOI: 10.1080/00220485.2015.1106364
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    References listed on IDEAS

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    1. Mark H. Maier & KimMarie McGoldrick & Scott P. Simkins, 2012. "Starting Point: Pedagogic Resources for Teaching and Learning Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 43(2), pages 215-220, April.
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    Cited by:

    1. Tyler Cowen & Alex Tabarrok, 2016. "A Skeptical View of the National Science Foundation's Role in Economic Research," Journal of Economic Perspectives, American Economic Association, vol. 30(3), pages 235-248, Summer.

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