Contributors
Anand R. Marri, Ph.D., is an Associate Professor of Social Studies and Education at Teachers College, Columbia University. A former high school social studies teacher, his research focuses on economics education, civic education, and teacher education. He is principal investigator for Understanding Fiscal Responsibility: A Curriculum for Teaching about the Federal Budget, National Debt, and Budget Deficit and Loot, Inc., which aim to improve the economic literacy of K-12 students. He served as one of the authors of Teaching the Levees: A Curriculum for Democratic Dialogue and Civic Engagement. In addition to authoring several chapters, his work has appeared in journals such as Action in Teacher Education, New Educator, Social Education, Social Science Docket, The Social Studies, Teachers College Record, Urban Education, and Urban Review. He has also contributed articles to CNN and the New York Times. He has received over $4.5 million in grants from organizations such as Carnegie Corporation of New York, the Joyce Cowin Foundation, the Peter G. Peterson Foundation, the Spencer Foundation, the U.S. Department of Education, and the Woodrow Wilson International Center for Scholars.
Anand R. Marri, Ph.D., is an Associate Professor of Social Studies and Education at Teachers College, Columbia University. A former high school social studies teacher, his research focuses on economics education, civic education, and teacher education. He is principal investigator for Understanding Fiscal Responsibility: A Curriculum for Teaching about the Federal Budget, National Debt, and Budget Deficit and Loot, Inc., which aim to improve the economic literacy of K-12 students. He served as one of the authors of Teaching the Levees: A Curriculum for Democratic Dialogue and Civic Engagement. In addition to authoring several chapters, his work has appeared in journals such as Action in Teacher Education, New Educator, Social Education, Social Science Docket, The Social Studies, Teachers College Record, Urban Education, and Urban Review. He has also contributed articles to CNN and the New York Times. He has received over $4.5 million in grants from organizations such as Carnegie Corporation of New York, the Joyce Cowin Foundation, the Peter G. Peterson Foundation, the Spencer Foundation, the U.S. Department of Education, and the Woodrow Wilson International Center for Scholars.
Maureen Grolnick manages the TC/Cowin Financial Literacy Program. Her most recent background is in curriculum development and project management. She also co-edited Forever After: New York City Teachers on 9/11, Teachers College Press, 2006. Maureen managed, edited and wrote for a multi-million dollar, foundation-funded curriculum project on the federal economy developed at Teachers College, a position similar to the one she held in 2007/2008 when Teachers College created “Teaching The Levees,” based on Spike Lee’s film, When the Levees Broke: A Requiem in Four Acts. In addition to her work as writer and project manager/curriculum editor, Maureen has been an Education Editor (The New Press), a Program Officer (The American Council of Learned Societies), and a school teacher at both the secondary and college levels. For the last 20 years of her work in the public schools, Maureen was a high school principal. Maureen has an undergraduate degree in history from Rice University and a Master of Arts in Teaching degree from Wesleyan University.
Maureen Grolnick manages the TC/Cowin Financial Literacy Program. Her most recent background is in curriculum development and project management. She also co-edited Forever After: New York City Teachers on 9/11, Teachers College Press, 2006. Maureen managed, edited and wrote for a multi-million dollar, foundation-funded curriculum project on the federal economy developed at Teachers College, a position similar to the one she held in 2007/2008 when Teachers College created “Teaching The Levees,” based on Spike Lee’s film, When the Levees Broke: A Requiem in Four Acts. In addition to her work as writer and project manager/curriculum editor, Maureen has been an Education Editor (The New Press), a Program Officer (The American Council of Learned Societies), and a school teacher at both the secondary and college levels. For the last 20 years of her work in the public schools, Maureen was a high school principal. Maureen has an undergraduate degree in history from Rice University and a Master of Arts in Teaching degree from Wesleyan University.
Robert Shand is a doctoral candidate in the Economics & Education program at Teachers College, Columbia University. A former teacher of history, government, and economics in the New York City public schools, his research interests include teacher training and effectiveness, efficiency of resource allocation, and college access and success among recent immigrant students. He maintains a strong interest in the intersections between research, policy, and practice, and has contributed to the Cowin Financial Literacy Project as well as the Understanding Fiscal Responsibility curriculum on public finance and fiscal policy. In addition to his curriculum writing work, Rob serves as a researcher at the Center for Benefit-Cost Studies of Education at Teachers College and as an Instructor in the Education Policy and Social Analysis Department.
Robert Shand is a doctoral candidate in the Economics & Education program at Teachers College, Columbia University. A former teacher of history, government, and economics in the New York City public schools, his research interests include teacher training and effectiveness, efficiency of resource allocation, and college access and success among recent immigrant students. He maintains a strong interest in the intersections between research, policy, and practice, and has contributed to the Cowin Financial Literacy Project as well as the Understanding Fiscal Responsibility curriculum on public finance and fiscal policy. In addition to his curriculum writing work, Rob serves as a researcher at the Center for Benefit-Cost Studies of Education at Teachers College and as an Instructor in the Education Policy and Social Analysis Department.