699 American Economic Review: Papers & Proceedings 100 (May 2010): 699–703 http://www.aeaweb.org/articles.php?doi=10.1257/aer.100.2.699 On January 6, 2009, with co-sponsorship from the Council for Economic Education, the Journal of Economic Education, and the Senesh Endowment in Economic Education at Purdue University, the Committee hosted a day long sym- posium comparing precollege and undergraduate economic education initiatives and research in four other nations ( Australia, Japan, Korea, and the United Kingdom) where there are relatively “mature” and extensive programs to compare with current US practice. Michael Watts ( Purdue ) and William Walstad (Nebraska–Lincoln ) were the co-directors of the symposium. Papers were presented by David Round and Martin Shanahan (both at South Australia ) ; Michio Yamaoka (Waseda University ) , Tadayoshi Asano ( Yamamura Gakuen College ) , and Shintara Abe ( Josai International University ) ; Peter Davies and Guy Durden (both of Staffordshire University ) ; and Jinsoo Hahn ( Gyeongin National University of Education ) and Kyungho Jang ( Inha University ) . Several members of the Committee and other prominent economic educators served as discussants or on a panel discussion of the issues raised in the four papers. A closing din- ner featured a keynote address by John Taylor ( Stanford) . The four papers presented at the symposium are forthcoming in the Journal of Economic Education. The Committee sponsors the “Teaching Innovations Program” (TIP) for faculty mem- bers in economics, funded by a $675,000 grant over ive years from the National Science Foundation, co-directed by William Walstad (Nebraska–Lincoln ) and Michael Salemi (North Carolina ) . The project began in 2005 and fea- tured two workshops a year on interactive teach- ing strategies. A inal TIP conference will be held in Atlanta, immediately after the AEA meetings. A total of 338 economists attended one of the 10 workshops offered in the pro- gram. In 2009 workshops were held in Santa Fe, NM, and Rosemont, IL. Online modules on assessment and teaching methods are com- pleted by participants after the workshops. TIP also offers participants opportunities to present their own work on interactive teaching strate- gies at the annual AEA, SEA, and WEA meet- ings. An edited volume featuring these papers is Report of the Committee on Economic Education for 2009 forthcoming, and the proposal for TIP 2.0 was recently submitted to NSF. The TIP report for 2009 is appended to this report. The Committee was awarded a grant from the Teagle Foundation in 2007, to address the role of the undergraduate economics major in a liberal education. Dave Colander (Middlebury ) and KimMarie McGoldrick (Richmond) served as project co-directors. A short version of the inal report was presented at the 2009 AEA meetings in San Francisco, with comments from economists who are or have been high level administrators at prominent liberal arts schools. An edited volume with a longer ver- sion of the report and responses from a large number of economists teaching or serving as administrators at different kinds of schools has now been published (Elgar 2009) . With fund- ing from the grant copies of the book are being mailed to chairs of US economics departments. In 2009 Teagle awarded two follow-up grants for the project: the irst deals with teaching “Big Think” questions in economics and is directed by KimMarie McGoldrick and Rob Garnett (TCU) ; the second funds the development of a pilot “Creativity Boot Camp” for graduate pro- grams in economics and will be directed by Dave Colander (Middlebury ) and John Siegfried (Vanderbilt ) . A proposal developed by the Committee to prepare training modules on advanced econometric methods in economic education research was funded as part of annual grants on Excellence in Economics made by the US Department of Education to the Council on Economic Education. William Becker (Indiana ) has now developed three of the four modules, which are posted on the Committee web page. The modules cover data management and het- eroskedasticity issues; endogenous regressors with natural experiments, instrumental vari- ables, two-stage estimators; and panel data ( this module developed with William Greene at NYU and John Siegfried at Vanderbilt ) . The inal module (by Becker and Greene ) will deal with sample selection issues. Each of the modules includes a dataset from published papers and sample programs written in LIMDEP, STATA, and SAS. The formal “rollout” of the modules