Education Advisory Group

The Education Advisory Group (EAG) consists of approximately 20–25 high school and community college educators from around the 12th District. EAG Fellows work with the SF Fed’s Education & Outreach Department for one academic year term (September–May), providing feedback on content ideas, teaching activities, FRBSF education resources, the use of technology, and best practices related to teaching about the Federal Reserve and the U.S. economy.

The deadline to apply for the 2018–2019 EAG has now closed. Please check back in spring 2019 to apply for the 2019–2020 EAG term.

2017 EAG Fellows

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Mark Alvarez
Laguna Beach High School – Laguna Beach, CA

Eric Anderson
Lindhurst High School – Olivehurst, CA

Jeffrey Brown
Chaffey High School – Ontario, CA

Magdalena Cutler
Glendale Community College – Glendale, AZ

Brian Dinkelman
Etiwanda High School – Rancho Cucamonga, CA

Mandi Hering
Ironwood Ridge High School – Oro Valley, AZ

Gabrielle Kashani
Piedmont High School – Piedmont, CA

James Lerch
University High School – Tucson, AZ

Sheila Martinez
Notre Dame Preparatory High School – Scottsdale, AZ

Matthew McCorkle
BASIS Phoenix – Phoenix, AZ

Stacy Monosso
Franklin High School – Elk Grove, CA

Todd Myers
Grossmont College – El Cajon, CA

Jibin Park
Los Altos High School – Hacienda Heights, CA

Elisa Queenan
Taft & Cuesta Colleges – Taft & San Luis Obispo, CA

Amy Rasin
Cosumnes High School – Elk Grove, CA

Carl Schmidt
Monta Vista High School – Cupertino, CA

Doreen Sorce
Walden Grove High School – Sahuarita, AZ

Ann Tepovich
Redwood High School – Larkspur, CA

Don-Joseph Uy-Barreta
De Anza College – Cupertino, CA

Jeff Walker
Cactus Shadows High School – Cave Creek, AZ

2016 EAG Fellows

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Melissa Ackerman
Northwest Career and Technical Academy – Las Vegas, NV

Christian Anderson
College of the Sequoias – Visalia, CA

Heidi Bonfante
Franklin Police and Fire High School – Phoenix, AZ

Brian Clark
Marina High School – Huntington Beach, CA

Joel Compton
El Camino High School – South San Francisco, CA

Tanya Downing
Cuesta College – San Luis Obispo, CA

Edwin Fagin
Cosumnes River College – Sacramento, CA

Jayme Fitzpatrick
Deer Valley eSchool – Phoenix, AZ

Ben French
Yosemite High School – Merced, CA

Dianna Gradstein
Life Learning Academy – San Francisco, CA

Scott Heinecke
Jesse Bethel High School – Vallejo, CA

Suzanna Hidalgo
Eisenhower High School – Rialto, CA

Humaira Jackson
Bellevue College – Bellevue, WA

Matt Kermen
Las Plumas High School – Oroville, CA

Megan Kirts
Catalina Foothills High School – Tucson, AZ

Kevin Nelson
Skyline College/Burlingame High School – San Bruno/Burlingame, CA

Kate Perry
Independence High School – Brentwood, CA

Tim Ranzetta
Eastside Preparatory – East Palo Alto, CA

Tiffany Sargent
Palomar Community College – San Marcos, CA

Annette Tanori
Rio Salado College – Tempe, AZ

Andy Long
Mission View Public Charter High School – Inglewood, CA

2015 EAG Fellows

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Lamine Akaba
Diablo Valley College – Pleasant Hill, CA

Michele Bentivegna
Raymond S. Kellis High School – Glendale, AZ

Susan Bobadilla
Lakewood High School – Lakewood, CA

Paul Briggs
Windward Community College – Kaneohe, HI

Molly Christensen
California School for the Deaf – Fremont, CA

Rhonda Collier
Portland Community College – Portland, OR

Stephanie Davis
Oak Ridge High School – El Dorado Hills, CA

Diane de Freitas
Fresno City College – Fresno, CA

John Downey
Royal High School – Simi Valley, CA

Laura Drehs
South High School – Torrance, CA

Valerie Felix
Alliance Judy Ivie Burton Technology Academy High School – Los Angeles, CA

Sarah Fisher
Central Kitsap High School – Silverdale, WA

Edward Gonzales
San Bernardino High School – San Bernardino, CA

Maria Guerra
Valley Academy of Arts & Sciences – Granada Hills, CA

Kelly Guffey
Brophy College Preparatory – Phoenix, AZ

Jan Hacker
John Burroughs High School – Burbank, CA

Mark Maier
Glendale Community College – Glendale, CA

Michael Pasqua
Arcadia High School – Arcadia, CA

Dianna Rees
St. Patrick-St. Vincent High School – Vallejo, CA

Dorothy Sano
Options for Youth Charter Schools – Northridge, CA

Nora Seager
University High School – Irvine, CA

Karsten Walker
Mountain View High School – Orem, UT

2014 EAG Fellows

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Jennifer Antrim
Scottsdale Unified School District eLearning Department, Scottsdale, AZ
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Jennifer Antrim

Teaching economics is valuable because it is so useful and practical and many levels—from showing students how to responsibly handle their personal finances to teaching them the language of economics on the large scale so they can be informed participants in our republic. Economic principles can be complex, but if we can help demystify it for students so that it’s not so intimidating, they can leave our classes with tools that they’ll need as adults.

My current work relies heavily on digital content and collaboration. As I grow as an educator, it’s a goal of mine to work more on curriculum development and finding, creating, and sharing content that really helps students learn.

Bruno Barros
International High School, San Francisco, CA
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Bruno Barros

One of the most exciting things about teaching economics is seeing students come alive and be interested and engaged with “real world” issues and events around them.

EAG provides the opportunity to access the talents of a highly talented group of colleagues. This ability to network has already given me a number of insights that I did not have previously. The use of Schoology [an online PLN platform] has allowed me to share with colleagues, at my school, novel ways of using technology to enrich our classes. I anticipate that the interchange of ideas, teaching techniques and resources will greatly enhance my teaching effectiveness.

Greg Blandino
Monte Vista High School, Pleasanton, CA
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Greg Blandino

I enjoy introducing high school seniors to economics and helping them understand and integrate the different concepts into real life experiences. There is nothing more exciting than to see them grasp the material and make the connection.

Working with the EAG has already stoked my life-long learning fires. I look forward to the stimulus and inspiration from the group so that I may reflect on my teaching practices and take action to improve my curriculum to meet the needs of my students. I am motivated to learn more of the nuances of the Federal Reserve’s history and active monetary policies. The level of academic economic rigor and professionalism throughout the EAG has inspired me to pursue a Master’s Degree in Economics and Entrepreneurial Teaching. I want to grow more confident of my understanding of the Federal Reserve so that I can further advocate and promote it to colleagues.

Heidi Christianson
Hemet, CA
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Heidi Christianson

As a homeschooler, I teach grades 2 through 12 but as it applies to the EAG I am teaching or will be teaching personal finance, economics, leadership and entrepreneurship. I love being able to take complex ideas and find ways to make them applicable to my students’ lives. I try to incorporate non-traditional educational methods to get my students involved (I love simulations and document studies).

Homeschoolers often feel overwhelmed by teaching economics. They will “throw a book” at their child and hope they get the concepts. I am hoping to educate parents about the importance of understanding economic concepts. I am also planning on offering online economic courses next semester so that parents who feel unable to teach it themselves will have a resource for their children. The EAG really is going to help hold me accountable. By sharing my goals I am much more likely to meet them.

Amy Evers
Ed W. Clark High School, Las Vegas, NV
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Amy Evers

When we understand WHY we make economic decisions I think we are better able to have control and take responsibility over the decisions we make. In my five years as an economics teacher, I can see the increased awareness I have about the economy and my role in it from a micro and macro perspective. I hope to instill this level of understanding in my students. As a government teacher, I also see the close relationship between politics and economics. I encourage my students to be informed citizens and active participants in the democratic process, most simply through voting. I feel as though an understanding of economics would enable someone to sort through the political rhetoric and make an informed decision.

I appreciate the opportunity to interact with other economics teachers and get ideas about how to teach content. I like that the EAG is challenging me to take a leadership role in my school district and share my experiences, positive and negative, in developing a rigorous and relevant economic curriculum.

Jonnie J. Fenton
Hanford High School, Richland, WA
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Joannie Fenton

I find the moments when students begin to understand that economics is part of their world to be the most exciting and valuable part of teaching economics. My students do not typically watch the news and as the year progresses, they begin to realize much of what we study in class really DOES matter. They begin to talk about mergers and monopolies, regulatory actions, and even the results of changes in minimum wage.

It is easy to get comfortable with curriculum you have taught for 10 years. I hope working with the EAG will shake up and improve some of my lessons. I also hope the sharing some of my best lesson ideas might also inspire some of my teaching colleagues. I expect that my participation in the EAG will allow more time to think about economics and introduce new teaching colleagues outside of my district. Many economic teachers are “singletons” – the only teacher of a subject in the building. It will be wonderful to discuss teaching ideas with a dedicated team of peers.

Patrick Grant
University Prep, Seattle, WA
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Patrick Grant

Economics plays a role in the lives of every one of us, even if we aren’t in business or finance. We all must contend with scarcity.

The EAG is challenging me to rethink how I teach many of the lessons I have been using and offers me great ideas for making my classes more effective. I hope that my teaching about central banking, in history and at present, will be far clearer and more interesting than it has been. It is not that I haven’t taught it well, it is just that I want to enhance my teaching of what is for students a difficult concept for them to learn.

Kristin Heimerdinger
Buchanan High School & Cal State Fresno, Fresno, CA
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Kristin Heimerdinger

I enjoy giving students more knowledge about concepts that are in the news and provoking them to think about those topics in an educated way. Knowledge is power!

With the EAG, I’m hoping to spread the message that economics is relevant, interesting, and fun. Also, my current teaching assignment does not allow me to be a master teacher – an experience that has always been enjoyable for me. I’m hoping to get more experience mentoring teachers, but in a different way than I have in the past.

Stan Herder
Hawaii Baptist Academy, Honolulu, HI
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Stan Herder

Economics is about real life. As I tell my economics students at the beginning of the course, “While some of you may find economics very exciting and interesting and some of you may not, economics will be one of the most practical course you will take in high school.” Economics combines elements of the social sciences into real world understanding. It is both exciting and valuable to teach such a practical subject that will not only help students understand their world, but to live more productive, purposeful and fulfilled lives.

I am the lead for our school’s economics teachers. While I teach four semester sections of economics, I am also the lead teacher in political science. I teach a section each of government and ancient world history. Economic concepts fit into all of these subjects, so our entire social studies department will benefit from my EAG experience. I look forward to becoming a stronger leader in Hawaii’s economic education community.

Ginger Jackson-Gleich
San Francisco University High School, San Francisco, CA
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Ginger Jackson-Gleich

I love teaching economics because you get to introduce students to an entirely new discipline and arm them with a fresh toolkit for analyzing and exploring the world around them. Because students can observe the material we are studying everywhere, they really relish the topics that we cover and feel empowered to engage with the world in a more sophisticated way.

As the only economics teacher at my school, the opportunity to work with teachers from different states, schools, and types of classrooms has been such a gift. I appreciate learning from their diverse perspectives and experiences. I also think that monetary policy and the role of the Federal Reserve is a complex and essential part of my AP curriculum, so feeling connected to the Educational Advisory leaders at the Fed has been immensely helpful in fine-tuning how I teach some of those topics.

Ed Kummerer
Basha High School, Chandler, AZ
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Ed Kummerer

Selfishly, I love teaching economics because I love the subject matter and never get bored talking about it. Less selfishly, understanding economics is critical for individual and social success. In the best case, my students learn to “think like economists” and use that skill to better themselves. At the very least, my students understand how the world works a bit better.

Two things I hope to get out of this group:

  • Many econ teachers are teaching the subject out of necessity because there is such a shortage of econ teachers. I would love to take a role in helping those teachers any way I can—even if it’s just connecting them to the same resources we’ve been given.
  • Economics curricula is very likely to undergo a bit of an overhaul, and my hope is that the skills, knowledge and social capital I gain from my participation in EAG will help me take an active role in shaping the direction of that change.

Anna McNamer
Taylorsville High School, Salt Lake City, UT
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Anna McNamer

Economics impacts everyone. It impacts how and when we buy a car, a cell phone, and our home. It impacts the price of food and how we plan to take care of our future selves. However, the concept of economics is incredibly daunting. By integrating relevant nonfiction materials, I give my students the opportunity to analyze contemporary literature in a setting which will (hopefully) directly impact their spending habits and understanding of the flow of money.

Luckily, like all content fields, understanding economics has a lot to do with “learning the language” which is where I can help my students best. Developing skills to understand difficult nonfiction texts and persevere through the dissection of that information is one of the most important skills to being an effective 21st century reader.

I see my role in EAG impacting the nonfiction resources I choose for my students. The Common Core allows me to use literally anything! Being part of the EAG will help support my effort to gain the knowledge, network, and personal resources to choose material that will implicitly support the need for students to graduate with a well-rounded knowledge of the way money flows around them.

Sara Monegan
San Ysidro High School, San Diego, CA
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Sara Monegan

I find teaching economics to be exciting and valuable because the concepts taught are applicable in real life. Economics is so valuable to the students I teach because they come with such a limited foundation. I teach at a school that is 96% Hispanic. The school is less than two miles from the Mexican border town of Tijuana. Over 90% of our students are socioeconomically disadvantaged. As mainly first generation American citizens, our students lack basic economic skills. They do not know how to apply for loans or what loans to accept as they apply for college. They have no understanding of the importance of saving money. Most students live paycheck to paycheck while their parents work multiple jobs. Teaching at a socioeconomically disadvantaged school has shown me that students, especially those living in poverty, need to be taught these basic skills so they can improve their lives and the lives of their families. They need to be able to apply these skills on a daily basis to make responsible economic decisions in order to be successful members of society. It’s exciting to know that the concepts we cover will help them make educated economic decisions throughout their lives.

Through my participation in the EAG, I hope to increase collaboration between math and economics teachers at my school and eventually throughout my district. Economics is so important, yet students in our district only take a one semester crash course. I hope to increase Economics education by integrating economic concepts into math classes. I would also like to create an Economics curriculum that would ensure all graduating students have the ability to apply essential economic skills throughout their lives to achieve economic success. Overall, I believe that my participation with the EAG will help me establish relationships with other educators and open doors to help with the creation of economics and mathematics curriculum as we shift toward common core.

Sigrid Olsen
Sprague High School, Salem, OR
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Sigrid Olsen

I find economics to be the driving force in today’s world—and for the most part, a significant player in world history. I am seeing, in my classroom, the great pushing down on labor, as many of my students have parents who struggle to find employment. I see economics as both micro and macro….and moms and dads having jobs to provide for families. I also find it interesting how economics work in other countries. Having traveled and lived abroad, I have some understanding about socialist economies and the demands that are made on taxpayers there. The thing that really links all this is the variety of economic systems and the understanding that the world is so very closely linked.

I think that this experience with the EAG will help me to have a better understanding of our economic system and how much banks can and can’t do.

Teresa Squires Osborne
Reynolds High School, Troutdale, OR
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Teresa Osborne

In economics, I find it interesting to connect the observations students make in regular life (prices, wages, location of businesses) to specific economic concepts. I also really enjoy applying the ideas in psychology to the practice of economics, including motivation. In addition, the “surprise” of personal finance – how much it really costs to live on your own – is valuable for my students.

At this point in my career, the techniques are often in my “tool bag.” But new knowledge about academic areas, and the ability to think about ideas, is invaluable. As a history teacher, real economics is not always in the forefront of training. The EAG will provide more background and understanding for me personally which will then translate into more knowledge for my students. Because I am relatively new to the field of economics, the vocabulary of econ is not yet comfortable. I still have to think through definitions slowly when discussing economic concepts. I believe that in working with the EAG I will become a more fluent “speaker” of economics.

Denise Ottenheimer
Centennial High School, Peoria, AZ
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Denise Ottenheimer

My participation in EAG will impact my career for the better by enabling me to be a better business teacher, as the EAG relates to the core Economics teachers, U.S. History and Government teachers as well as other perspectives from math, English and other business teachers in the program. It will most definitely impact my students positively by ways of communicating topics in a broader light based on the varied perspectives of my colleagues.

Kari Phillips
Davis Applied Technology College, Kaysville, UT
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Kari Phillips

I believe my participation in the EAG will increase my awareness of integrating multiple topics into my business communications and financial literacy courses. Collaboration with my colleagues on EAG projects and discussion topics will help me grow as a teacher, and my knowledge of the Fed will grow tremendously. I am excited to incorporate new knowledge into non-economics courses.

Tony Renouard
Nathan Hale High School, Seattle, WA
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Tony Renouard

I love teaching economics. Of all that I teach, I think that economics is the most empowering to students. It helps explain so much of human interaction and is really the study of human decision making. The world seems much less arcane to students as they delve deeper into the study of economics and come to new understandings. I also see the study of economics as an equity issue. Our school requires that all students take economics because we want all students to have a working understanding of the system in which they live and to be empowered to access the financial system to their benefit. Knowledge is power and all kids should have access.

My participation with EAG will impact my career by giving me the opportunity to go deeper into the study of economics with a group of gifted educators and professionals. My personal knowledge will grow and with that my ability to teach economics. With new resources at my disposal I also will have the opportunity to experiment with and create new and different curriculum. Collaborating with and liberally using the ideas of my new colleagues should also help me to explore some new ground as an educator.

Cheryl Shea
Pinnacle High School, Phoenix, AZ
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Cheryl Shea

I love that I teach all the strands of economics throughout the entire sequence of my course selection. I want to continue to develop project-based units that make my course content come alive for my students within the marketing curriculum. By doing so, I will help them understand the theories and how they apply to everyday situations in the business world.

Being in the EAG has already given me the opportunity to collaborate and learn from a diverse group of colleagues. I am excited for this coming year and expect to be intellectually challenged, gain lots of new ideas, perspectives and resources to use in my classroom. Ultimately, I hope to become a stronger leader in my Marketing Education community.

Maria Skala
South Anchorage High School, Anchorage, AK
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Mark Storer
Adolfo Camarillo High School, Camarillo, CA
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Mark Storer

I don’t teach economics, per se–but I am fascinated by economics. The “dismal science” is the basis for a free market, for the chance to live in liberty, and it defines who we are and the decisions we make.

I’m using my work in the EAG to inform how my seniors are learning about the world they’re about to enter. I’m learning a great deal about economics and working with true professionals am absorbing a great deal. This year, the economy, as awful as it is, provides serious challenges and I’m having students write about those issues using FRBSF resources to discuss their lives.

Amanda Ward
Bainbridge High School, Bainbridge Island, WA
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Amanda Ward

While I don’t teach a specific economics class, I try to infuse basic economic concepts into all my classes. To be successful in the 21st century, it is essential for students to understand the application of economics to their daily lives.

I see the EAG not only helping me to be more familiar with the Fed so that I can better teach about the institution to my AP Government students, but I love the opportunity to hear from my cohort not just about economic concepts but more importantly, how they effectively teach these concepts. By collaborating and discussing ideas with my cohort, I’m hoping that I can not only learn from them about ways to be a better instructor, but I also hope to be able to create an online network like this one with my colleagues locally.

2013 EAG Fellows

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Helen A. Andrews, CFA
Bellevue High School, Bellevue, WA
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There is great breadth of experience among members of the EAG and it has been helpful to see how teachers from across the 12th District approach economics. My career as an educator has been impacted by:

  • Recognition from my building administration and district leadership
  • An opportunity to showcase my courses, especially personal finance
  • Learning more about the resources available from the Fed which has improved my teaching and the content of my courses
  • Meeting other teachers who are passionate about teaching economics

In my prior career (finance & investments) I was quite familiar with the Federal Reserve and its work, but through my EAG project I have become a stronger student of the Fed. My appreciation for the Fed’s work and their role in the economy is stronger as a result of my participation in EAG.

Maria Cooper
Canyon High School, Canyon Country, CA
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Real world economic activities and events can so easily be brought into the classroom to help the subject become relevant to seniors. It never gets old because something is always causing a change.

My participation in EAG stirred up the desire in learning and teaching because I was able to connect new materials with current affairs. Any time FRBSF has an event or presentation, it is always worthwhile to attend.

Abby Dupke
AZ Hamilton High School, Chandler, AZ
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Dustin Cook Duran
Channel Islands High School, Oxnard, CA
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EAG has not only acted as a resource for my own professional development, but it has allowed me to use a vast amount of resources to share with my colleagues. EAG has given me a chance to collaborate with teachers that I would have never reached out to. There are so many teachers applying great ideas and projects in the classroom. In the end, my knowledge for teaching economics has grown, which the students benefit from.

The EAG has allowed me to get a close-up and personal look at how the Federal Reserve operates by allowing EAG members to speak with senior managers, expert economists, and giving us insight into Federal Open Market Committee meetings. The EAG has also allowed us to speak with Directors of specific departments at the Fed such as Cash Operations and Community Development. To have the opportunity to speak with such prominent positions at the Fed has allowed my knowledge and understanding of how the Fed operates to become more transparent.

Sarah Epstein
Roosevelt High School, Portland, OR
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EAG has provided networking opportunities with colleagues from around the region and has opened up a number of resources. In addition, having the time to explore the San Francisco Fed website, has given me the confidence to bring more of the Fed’s materials into the classroom.

Attending the fall 2012 EAG conference gave me a lot of insight on how it is important to our community and economy that people are educated in the role of the Fed.

Kim Fale
Kamehameha Schools, Honolulu, HI
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Steven Faulkner
Capital High School, Boise, ID
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I love to teach economics because of the way it opens up the world to students who are going to be heading out on their own. I get excited to teach it because it gives students a foothold on how countries and their economic systems work. Finally, economics has great value in the way it teaches a person to consider all types of costs and benefits when making decisions.

Although I had a good working knowledge of the Fed coming into my time with EAG, participation has given me the opportunity to fine tune my thinking and more comfortably use previous knowledge in presenting and explaining Fed mechanics to my students. In turn, it allows me to have students better engage, while applying, presenting, and defending their knowledge and feelings about the Fed and Fed policy.

Marybeth Hammerstrom
A.J. Dimond High School, Anchorage, AK
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Satinder Brar Hawkins
Robert A. Millikan High School, Long Beach, CA
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What I love about economics is that it helps students understand so much of what is confusing in the world. It also gives students a chance to learn about and consider workable solutions to current problems. Because most teenagers are generally curious about the world and have an interest in helping make things better, they find economics to be an empowering discipline. As a teacher, this brings together all the things I love about my profession in one neat, package.

Working with the EAG has provided me with several benefits. One is that my knowledge of the Federal Reserve System increased. The workshops that were provided were not only useful, but very interesting for anyone curious about behind the scenes issues. For example, I was fascinated by the information presented by John F. Moore about banking policies. The educational staff are very knowledge and pleasant to work with. Everyone made me feel like I was part of the team!

Danny Herdegen
Centennial High School, Boise, ID
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Economics is all around us so it is relevant, applicable, and exciting. Economics provides the opportunity for students to think and see the world in a different way. Ultimately, studying economics makes you a better decision-maker.

I have a deeper appreciation of the FED and how big of an organization it is. All the work that goes into the FOMC meetings as well as the research done by so many people is truly incredible. I also like the current updates the website has and will continue to use. Even more, I think the FED is really an organization that tries its best to predict what is going to happen based on its actions as well as the actions that impact the U.S. and world economy. The FED has a huge responsibility and it takes this responsibility very seriously because it impacts peoples’ lives.

Nicole Housh
Grace High School, Santa Rosa, CA
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I love teaching students about how the American economy works, their role in our economy and how they can maximize their economic potential as they become adults.

I have been able to interact and brainstorm with great Economics teachers from around the State! Our EAG group is full of passionate and talented professionals. Collaborating with the EAG team has fueled my desire to teach Economics, as well as provide me with new tools to effectively teach the subject. In addition, I feel more confident as an Economics teacher and have been able to expand my curriculum to fit in more advanced topics, such as the role of the Federal Reserve in helping to shape our Economy!

Don R. Ide
Lynnwood High School, Lynnwood, WA
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As a teacher I feel the EAG has allowed me the opportunity to grow professionally. Seldom in a teacher’s career, are you presented with an opportunity to work so closely with an organization that is as professional as the Federal Reserve. It has been a humbling and exciting experience, that I will recall all of my life.

My knowledge of the Federal Reserve has grown substantially as a result of working on the EAG. What great resources and amazing educational personnel they have to work with.

Todd Jones
West Linn High School, West Linn, OR
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Students regularly tell me they appreciate economics class because they “learned stuff we can use.” Economics plays such a big role in our lives, and I love working with students to discover how it works, and how they can make it work for them.

I’ve developed more of an appreciation for how complex and how simple the Fed’s work is. Does that make sense? What I mean is there is so much the Fed must weigh before it makes decisions – I still don’t have my mind around all of it – and yet at decision time, the Fed’s choices are pretty straight forward.

Travis Klein
Pueblo Magnet High School, Tucson, AZ
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My participation in the EAG has broadened my career by bringing more SF Federal Reserve Bank resources in to my class. The weekend in December was one of the highlights of my career due to meeting the Fed economists and other amazing teachers from around the 12th District. I can also say it impacted my school. The school newspaper did a story on my involvement and several students asked great questions about my trip to the SF Fed.

Since I already had an academic knowledge of how the Fed works, the background wasn’t new, however the dedication that the Fed has to education was very new. I did not realize how much time and effort the Fed spends on educating the public, educators and even college students.

Brooke Mowry
Glencoe High School, Hillsboro, OR
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EAG has given me the opportunity to collaborate with other Economics teachers and gain new experiences. The experience has also exposed me to new curriculum, teaching methods, and technology. I have taken these and put them into my practice and continue to grow with those resources. Additionally, because of the prestige of the Federal Reserve, I have been included in other opportunities within my own district. I have gained more respect and consideration professionally. This is a direct result of participation on the EAG.

My knowledge of the Fed has grown significantly during this year. I have begun to learn the depth of Fed policy and the Fed’s role in regulation, supervision, and education. The depth of policy and involvement is overwhelming looking from the outside. Being able to talk with a Fed Bank VP, listen to Fed economists, and use Fed resources has made the material less intimidating. I feel comfortable with my knowledge and comfortable with that which I don’t understand. The San Francisco Fed’s Economic Letter and Fedviews publications have become essential to my classroom curriculum. I want to teach students the basics of policy and teach them to critically analyze current economic conditions so that they can make life decisions to put them in a good position. I hope they leave the classroom with knowledge and skills. The Fed helps me feel confident that my students are walking out of my class with not only knowledge, but the skills to access, analyze, and apply that knowledge.

Mark Sabo
Sequim High School, Sequim, WA
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Will Sankey
Admiral Arthur W Radford High School, Honolulu, HI
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Participation with the EAG has been a great experience. The impact has been connecting with professionals, working together, learning from each other, and will continue to impact my career as we keep in touch and learn new ideas from each other.

My goal has been to start an AP Economics class and from the colleagues I worked with over the past year, I feel I have learned enough to successfully launch this new AP class at our school. I also have learned the need to implement Fed knowledge in classes other than Econ along with strategies for introducing the Fed.

David St Clair
Troy High School, Fullerton, CA
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Economics as social science can explain how the world works, and inform individual decision making.  The subject is changing with the changing economic conditions which make teaching exciting.  The emphasis of the course changes with conditions, which allows creativity in teaching.  Also, I passionately believe that students can benefit in their personal lives from understanding the nature of the economic system, employment trends, business cycle, and Monetary Policy.  Monetary Policy impacts one’s ability to buy a home, fulfilling the traditional American Dream.

EAG has given me the opportunity to collaborate with other Economics teachers and gain new experiences. The experience has also exposed me to new curriculum, teaching methods, and technology. I have taken these and put them into my practice and continue to grow with those resources. Additionally, because of the prestige of the Federal Reserve, I have been included in other opportunities within my own district. I have gained more respect and consideration professionally. This is a direct result of participation on the EAG.

Katherine (Kelli) Tarvyd
Culver City High School, Culver City, CA
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I enjoy providing students with real world applications and understanding of economic issues. In my class, we discuss current events on a regular basis. High School Seniors are intrigued about money and hope to soon have an abundance of it. By teaching them the intricacies of economics, they learn the full value of money and its impact upon our lives and society in general.

My participation in EAG has provided me with a better understanding of the Fed and how it works. More importantly, it has teamed me with colleagues in multiple states who share resources, knowledge and a common interest in teaching economics. I have learned a tremendous amount from my colleagues in the group.

George Thornton
Oroville High School, Oroville, WA
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Economics enlightens everyday decisions and provides multiple perspectives on personal, local, regional, national and world issues. Economics pushes people to examine the consequences and wide spread effects of their actions. All people gather a broader view of themselves and their world, it’s utterly enlightening.

EAG has provided the privilege to network and talk with a wide variety of educators and get to become familiar with the people at the FRBSF. This has profoundly added to my perception of the organization. It’s been an honor to be involved. I am sharing the experience with every educator I meet and encouraging them to get involved.

Amanda Yocum
ASU Prep Academy, Phoenix AZ
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What I find exciting about teaching economics is the ease at which I can relate current and real world events to the curriculum. I feel this is valuable for our students to remain engaged and begin to apply economics to their lives. Learning about economics helps students realize their place in the financial world and allows them to begin setting responsible financial goals.

I believe my participation in the EAG has impacted my career as an educator by helping me to become more informed and giving me more resources to use in the classroom. Working with colleagues from the 12th district was intellectually challenging and stimulated my education through professional development. I have a lot of new ideas and tools to use in my career.