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TME\u27s 30th Anniversary Editorial
No full textThe Mathematics Educator (TME) turned 30 in 2020 and the editorial staff decided to reach out to a variety of previous TME editors for their thoughts. More specifically, we asked several editors to reflect on the legacy of TME. Some reflections are personal, others impersonal. Some share similar themes, others are unique. Regardless of their nature, we hope that the eclectic nature of these short reflections provide a rich and varying account of the significance of TME
Career and education choice as central elements of long- term financial planning
No full textCareer and education choice play a central role in individual’s long-term financial planning. In defining individual’s overall wealth, we not only consider the financial wealth (net worth), but also incorporate individual’s human capital (expressed as the present value of future earnings) as a com- ponent of the wealth function. We demonstrate that human capital accounts for the majority of an individual’s wealth portfolio in most cases for most of individual’s life. By including human capital in the traditional theoretical portfolio choice framework, we show that the choice of career and edu- cation level has a significant effect on the Sharpe ratio of an individual’s overall wealth portfolio. We conclude by providing several examples of the computations of the present values of future aver- age earnings streams for individuals of various education levels from several different occupations. The calculations are meant to illustrate how an individual can perform a simple NPV-like analysis when in the process of career planning
A theoretical examination of cash-back credit cards and their effect on consumer spending
No full textThe role of cash-back credit cards in personal financial strategies is highly debated. For example, Dave Ramsey (Ramsey, 2019) urges consumers to avoid even the most lucrative cash-back cards, while others argue that these cards offer significant savings. Herein, we construct models to analyze the use of cash-back cards by rational consumers, demonstrating that cash-back cards increase spending (and, thus, reduce savings) for some consumers. While prior research focuses on behavioral issues related to credit cards, our research is the first to show that some consumers will rationally increase spending when using a cash-back credit card in lieu of cash
Financial literacy: profiling a successful high school outreach program
No full textThe CFA Society Pittsburgh launched a high school financial literacy campaign resulting in sig- nificant improvements in financial behavior, subjective and objective financial knowledge, and self- esteem. Before the campaign, male students and students with higher grade point averages (GPAs) show better objective knowledge. In addition, we find disconnect between actual and perceived fi- nancial knowledge. Students exhibited gains in all aspects after completing the program. The subca- tegories with the lowest pre-survey scores or female students show the greatest improvements in the post-survey. Students with lower GPAs experienced greater improvement in financial behavior and objective knowledge, while higher GPA students improved more in subjective knowledge
Student Engagement and Deep Learning in Higher Education: Reflections on Inquiry-Based Learning on our Group Study Program Course in the UK
Get PDFA group study program in the UK provides the setting for understanding deep learning in social work education through inquiry-based learning (IBL). Thirteen undergraduate and graduate students from a large university in Western Canada participated in a 15-day learning journey complete with a research methods conference and multiple exchanges with academics, service providers, and service users during their experiential inquiry. Two student coauthors and a faculty member discuss this unique active learning experience in this reflective essay using a constructivist lens to illustrate and make connections between IBL, student engagement, critical thinking, and deep learning. Students’ deep-learning experiences are shared in relation to Sawyer’s (2006) six deep-learning activities, adding to our knowledge about how IBL can support student learning preferences. Implications for consideration for social work education conclude the essay
Developing Engaged Scholars Through Glocal Learning: A Case Study of the Thailand Global Citizenship and Civic Engagement Initiative
Get PDFWith the development of Thailand 4.0, it is critical for engaged scholars to address the role of higher education in Thailand’s social and economic development with an understanding of how local histories (local) and economic globalization (global) shape their work. The empirical analysis in this article is based on an international partnership designed to prepare graduate students as engaged scholars in a newly industrialized country. We discuss the Thai context for community engagement, then describe the purpose and learning goals for the Global Citizenship and Civic Engagement initiative. We describe the methodological approach to gathering data about the impact of the initiative and discuss findings. The findings contribute valuable international perspectives to the literature on graduate student education by focusing on the development of graduate student identities as engaged scholars through an international partnership with a US university. The GCCE initiative encourages the formation of reciprocal relationships with international universities as partners in order to prepare graduate students as engaged scholars through glocal learning
