Helping students to “think like economists” A case study using service-learning to study poverty in an undergraduate development economics course Academy of Economics and Finance February 11, 2005 Myrtle Beach, SC James F. Casey Washington and Lee University Lexington, VA

“think like economists” Heckman or Darity?, Heckman or Darity?, Mankiw or Sen? Mankiw or Sen? Soft Hearts & Hard Heads Soft Hearts & Hard Heads Critical & Caring Critical & Caring The notion of a “Caring Economist” The notion of a “Caring Economist”

The Case Study Background of Econ 280 Background of Econ 280 Service-Learning Service-Learning –What, why, how Results to date Results to date The Future The Future

Econ 280: Development Economics Introduction to the study of Development Economics. Introduction to the study of Development Economics. 1. overview of Development 2. theories of growth and development. 3. factors of production: physical, human and natural capital. 4. "global issues."

The Service Learning Component What is service learning? What is service learning? Why use it? Why use it? Why I use it. Why I use it. How I use it. How I use it.

What is service learning? Service-Learning is a method of experiential learning that links the classroom with the local community. It requires students to spend time, outside of class, volunteering and to relate this volunteer experience to the educational theories they learn in the classroom. Service-Learning is a method of experiential learning that links the classroom with the local community. It requires students to spend time, outside of class, volunteering and to relate this volunteer experience to the educational theories they learn in the classroom. Service-learning suggests an active approach to learning economics or perhaps an active approach to learning to “think like an economist.” Service-learning suggests an active approach to learning economics or perhaps an active approach to learning to “think like an economist.”

Why Use it? Service connected to specific courses can enhance the learning of the course content (Markus, Howard and King 1993). Service connected to specific courses can enhance the learning of the course content (Markus, Howard and King 1993). Service-Learning has impacts on students' personal, social and cognitive outcomes (Giles and Eyler 1994). Service-Learning has impacts on students' personal, social and cognitive outcomes (Giles and Eyler 1994). Participation in a service-learning program can improve the interaction between faculty members and students. Participation in a service-learning program can improve the interaction between faculty members and students.

According to Astin and Sax (1998) “Even after regression analyses controlled for individual student characteristics at the time of college entry, including the propensity to engage in service, results indicate that participating in service during the undergraduate years substantially enhances the student’s academic development, life skill development, and sense of civic responsibility.” “Even after regression analyses controlled for individual student characteristics at the time of college entry, including the propensity to engage in service, results indicate that participating in service during the undergraduate years substantially enhances the student’s academic development, life skill development, and sense of civic responsibility.”

Why I use it expose students to poverty expose students to poverty alleviate common misperceptions alleviate common misperceptions invest in someone else's human capital and, of course, their own invest in someone else's human capital and, of course, their own careful caring economists careful caring economists

How I use it convey the importance of the SLC convey the importance of the SLC This assignment is important, because the only way to truly understand poverty or underdevelopment is to be poor. I do not expect anyone to take an oath of poverty to complete this course. However, I do believe there is something to be learned from working with people who suffer from the effects of poverty. This service learning experience is aimed at enriching your understanding of underdevelopment and hopefully to attain a higher level of compassion and understanding when thinking about economics, social policy and poverty. This assignment is important, because the only way to truly understand poverty or underdevelopment is to be poor. I do not expect anyone to take an oath of poverty to complete this course. However, I do believe there is something to be learned from working with people who suffer from the effects of poverty. This service learning experience is aimed at enriching your understanding of underdevelopment and hopefully to attain a higher level of compassion and understanding when thinking about economics, social policy and poverty.

How I use it each student must meet with the Community Service Coordinator, and the Service Learning Coordinator, during the first week of the term each student must meet with the Community Service Coordinator, and the Service Learning Coordinator, during the first week of the term volunteer 10 hours volunteer 10 hours journal journal 3-4 page paper linking the experience to a particular theory of development from class 3-4 page paper linking the experience to a particular theory of development from class

The Journal write in a journal after each volunteer experience write in a journal after each volunteer experience reflection on the experience reflection on the experience important to explain to the students that this is their opportunity to explore their feelings and emotions. important to explain to the students that this is their opportunity to explore their feelings and emotions. Guide the students in getting them to ask the following kinds of questions. Guide the students in getting them to ask the following kinds of questions.

Guidance How did it feel?, What did you do? Who are you serving? Who is serving you? How did it feel?, What did you do? Who are you serving? Who is serving you? What did you think about? How does this experience influence how you think about underdevelopment and poverty? What did you think about? How does this experience influence how you think about underdevelopment and poverty? Is there a connection through your previous academic study to your work? Are there dimensions of your community that you have not yet explored or fully understood? Is there a connection through your previous academic study to your work? Are there dimensions of your community that you have not yet explored or fully understood?

Final Paper For this part of the assignment I am very clear that now is the time to be analytical and critical. There is no room for “fluff.” For this part of the assignment I am very clear that now is the time to be analytical and critical. There is no room for “fluff.” present a theory and make a clear connection between what they saw in the “real-world” and what this theory says they should have seen or how what they saw is a piece of evidence to support the theory. present a theory and make a clear connection between what they saw in the “real-world” and what this theory says they should have seen or how what they saw is a piece of evidence to support the theory.

Results to date students in Economics 280 have served 1010 hours (10 hours X 101 students) students in Economics 280 have served 1010 hours (10 hours X 101 students) 1. Caring Quotes 2. Critical/connecting quotes

Caring quotes “This made me question my assumption that parents with low incomes neglect their kids.” “This made me question my assumption that parents with low incomes neglect their kids.” “Poor people probably have more in common with everyone else than they do differences.” “Poor people probably have more in common with everyone else than they do differences.” “I feel I have more compassion for the poor in this country because I can relate to them on a human level. Its not so abstract for me now.” “I feel I have more compassion for the poor in this country because I can relate to them on a human level. Its not so abstract for me now.”

Critical/connecting quotes “For the record, this element of the course was very helpful in applying the classroom knowledge. I got to see your Harlem example and Sen’s viewpoints applied to real world situations with real kids that were begging for me to hug them and put them on my shoulders. It is all so humbling.” “For the record, this element of the course was very helpful in applying the classroom knowledge. I got to see your Harlem example and Sen’s viewpoints applied to real world situations with real kids that were begging for me to hug them and put them on my shoulders. It is all so humbling.” “The experience enabled me to see, first hand, the benefits of investing in the human capital of a nation’s youth.” “The experience enabled me to see, first hand, the benefits of investing in the human capital of a nation’s youth.” “After considering the implications of Preschool on the Bus’s provision of free childcare for disadvantaged families, it is apparent that Amartya Sen’s theoretical framework of development as freedom illuminates the goals and operation of the program.” “After considering the implications of Preschool on the Bus’s provision of free childcare for disadvantaged families, it is apparent that Amartya Sen’s theoretical framework of development as freedom illuminates the goals and operation of the program.” “Through service with ESOL, I found the dynamics behind the intricacies of investment in human capital less mundane. I was able to see the effects of poverty that would arguably be more difficult to measure.” “Through service with ESOL, I found the dynamics behind the intricacies of investment in human capital less mundane. I was able to see the effects of poverty that would arguably be more difficult to measure.” “I am less certain of the direct contribution of Preschool on the Bus on the child’s human capital accumulation. However, the program may significantly improve the ability of parents to find and keep jobs. Consequently, they are more able to provide for their families and meet their basic needs. Thus, Preschool on the Bus may have an indirect but significant effect on the family’s accumulation of human capital.” “I am less certain of the direct contribution of Preschool on the Bus on the child’s human capital accumulation. However, the program may significantly improve the ability of parents to find and keep jobs. Consequently, they are more able to provide for their families and meet their basic needs. Thus, Preschool on the Bus may have an indirect but significant effect on the family’s accumulation of human capital.”

Conclusion “Can an economist be both critical and caring?” (Rebecca Blank, Jan. 2003) “Can an economist be both critical and caring?” (Rebecca Blank, Jan. 2003) YES YES and service learning can help and service learning can help

The Future Service-Learning in Mexico Service-Learning in Mexico MAED Project MAED Project