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Marri in Forbes Online: Cowin Financial Literacy Program Creates "Economic Citizens"

TC's Anand Marri, associate professor of social studies and education and vice president and head of outreach and education at the Federal Reserve Bank of New York, does a Q & A with Forbes online about the Cowin Financial Literacy Program, which he designed with Maureen Grolnick and TC doctoral student Rob Shand.

Fully funded by TC Trustee Joyce Cowin, the Cowin Financial Literacy Program is a professional development program for high school teachers, who come to TC for summer workshops to learn how to teach personal finance concepts using the Case Study method popularized by Harvard Business School.

The curriculum has been piloted in New York City public high schools. It  is online for free download at Lootinc.org, and promoted to teachers and administrators at under-resourced high schools in 15 cities around the country.
 
 
 
 
The views expressed in the previous article are solely those of the speakers to whom they are attributed. They do not necessarily reflect the views of the faculty, administration, or staff either of Teachers College or of Columbia University.

Published Thursday, Apr. 2, 2015

Marri in Forbes Online: Cowin Financial Literacy Program Creates "Economic Citizens"

TC's Anand Marri, associate professor of social studies and education and vice president and head of outreach and education at the Federal Reserve Bank of New York, does a Q & A with Forbes online about the Cowin Financial Literacy Program, which he designed with Maureen Grolnick and TC doctoral student Rob Shand.

Fully funded by TC Trustee Joyce Cowin, the Cowin Financial Literacy Program is a professional development program for high school teachers, who come to TC for summer workshops to learn how to teach personal finance concepts using the Case Study method popularized by Harvard Business School.

The curriculum has been piloted in New York City public high schools. It  is online for free download at Lootinc.org, and promoted to teachers and administrators at under-resourced high schools in 15 cities around the country.
 
 
 
 
The views expressed in the previous article are solely those of the speakers to whom they are attributed. They do not necessarily reflect the views of the faculty, administration, or staff either of Teachers College or of Columbia University.
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