The inaugural workshop of the CORE-USA project will take place on August 17-19, 2017 at Barnard College in New York.
A call for applications from faculty and graduate students is available here.
Applications should be submitted by May 21, 2017.
As part of its strategy to improve the teaching of economics CORE is now seeking to expand its outreach and impact in the United States. It will do so in collaboration with Barnard College, which has received a major award from the Teagle Foundation for exactly this purpose.
At the heart of the initiative is a series of workshops involving faculty and graduate students, who will be selected through a competitive application process and provided with stipends and partial reimbursement of travel costs. These workshops will be designed to bring together instructors who already have experience with implementing CORE, and a larger group of potential adopters.
Among our goals is the creation of a cadre of confident, networked, new PhDs excited about making teaching a fulfilling and central part of their career in economics. Graduate students who complete a workshop will be certified as CORE-Teagle Fellows, a designation that we hope will become a credible signal of commitment to quality teaching among employers, especially liberal arts colleges and public policy schools. We would also like this to be a signal of scholarship potential, and will accordingly screen applicants for exceptional promise in both research and teaching.
Over the longer term, we also want to identify a set of institutional partners with shared goals for the improvement of economics education and a commitment to the development and use of high quality, open access instructional content. To further these goals, we will launch the CORE Consortium, a membership program for institutions willing to enter into a long-term, multi-year commitment to support faculty and graduate students using CORE, and host workshops on a rotating basis. By the end of the 36-month period covered by the Teagle grant, we hope to have at least half a dozen institutions on board as members, as well as a leadership team and an administrative structure.
Rajiv Sethi is a Professor of Economics at Barnard College and an External Professor at the Santa Fe Institute.
His research areas include microeconomics and game theory, with applications to inequality, crime, and communication. In recent research, he has examined segregation in neighborhoods and social networks, stereotyping in economic interactions, disparities across groups in crime victimization and incarceration, and the intergenerational transmission of inequality. He is on the editorial boards of the American Economic Review and Economics and Philosophy.
Homa Zarghamee is an Assistant Professor of Economics at Barnard College.
Her recent research focuses on decision-making on behalf of others, the impact of mood on economic behavior, gender and competition, and determinants of subjective well-being. Other areas of research include the economics of child labor, youth in developing countries, and transition from education to the labor force in Iran. She has previously worked as a consultant for the World Bank.
Belinda Archibong is an Assistant Professor of Economics at Barnard College, and a faculty affiliate at Columbia University’s Center for Development Economics and Policy, and at the Columbia Earth Institute.
Her research areas include development economics, political economy, and environmental economics, with an African regional focus. Her research investigates the origins, drivers and effects of inequality of access to public services (particularly infrastructure, education and measures of public health), the persistent effects of historical institutions and geography on access to public services in Nigeria, the impact of health shocks on the gender gap in education, and the effects of environmental regulation on pollution levels and associated health outcomes.
Sarah Thomas is a graduate student at New York University’s Gallatin School of Individualized Study.
Her studies are in economic thought and pedagogy, and her current research looks both at the history of undergraduate economics education in the United States and at the potential for incorporating new technology and teaching methods in college economics classrooms.