CFS Working Papers Series
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The Center published working papers on current issues in finance from 2003-2009.
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Browsing CFS Working Papers Series by Subject "economic literacy"
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Item Finance certification preparation and "teaching to the test" - the NASAD Series 7 General Securities Registered Representative examination(Southern New Hampshire University, 2007) Fehr, DavidThis paper addresses two aspects of offering finance certification training programs at the university level. During the spring term 2006, Southern New Hampshire University offered (in conjunction with a large, diversified financial services company) a finance elective course to prepare students to sit for the NASD Series 7 General Securities Registered Representative Examination. Firstly, the paper provides the background on developing a specialized academic course working in cooperation with a corporate entity. Secondly, the paper explores the academic ramifications of delivering the course in a “teaching to the test” format instead of a more typical academic course delivery. A revised version of this paper has since been published in the Journal of Economics and Finance Education. Please use this version in your citations.Item Using an academic training room to enhance economics literacy training(Southern New Hampshire University, 2003) Bristol, Kristin; Fehr, David; Tripp, GaryThe focus of this paper is to assess the current status of basic economics literacy primarily, though not exclusively, among high-school age students. Although the primary focus of the authors was directed to the secondary-level student population within the State of New Hampshire, considerable evidence indicates that similar proficiency levels exist on a nationwide basis. Indeed, student performance on the economics component of standardized social studies examinations in New Hampshire tend to parallel the results reported in nationwide studies. In general, a majority of students lack an understanding of basic economic concepts. The authors intend to demonstrate that a number of factors, many of which are systemic in nature, conspire to limit satisfactory student performance on such assessments. In the end, and on a practical level, we will discuss the attributes which a stateof-the-art, technology-based venue can offer to both students and teachers with respect to improving basic economics literacy among high school students. The paper will be developed as follows: Part I will frame the nature of the problem; Part II contains a survey of literature germane to this topic; Part III summarizes current national legislative trends; Part IV addresses curriculum frameworks, standards and assessments currently in force in New Hampshire; and Part V outlines the opportunities to use the assets of The Center for Financial Studies at Southern New Hampshire University (SNHU) to enhance economics literacy.