1. The MesoAmerican Environment Development [MAED] Project: Integrating Research, Teaching and Service Learning The MesoAmerican Environment Development [MAED] Project: Integrating Research, Teaching and Service Learning James Casey Department of Economics Washington and Lee University Lexington, VA 24450 caseyj@wlu.edu phone: 540-458-8102 fax: 540-458-8639

2. Outline What is the MAED Project?What is the MAED Project? –History/Background Teaching and ResearchTeaching and Research –Are they related and if so how? Linking Teaching, Research, and ServiceLinking Teaching, Research, and Service –The positive externalities story Future Plans for MAED ProjectFuture Plans for MAED Project

3. What is the MAED Project? The objective of the project is to conduct research related to environmental and development issues in the corridor comprising Mexico, Belize, Guatemala, and Honduras and to integrate this research into the teaching of environmental and development economics at the undergraduate level.The objective of the project is to conduct research related to environmental and development issues in the corridor comprising Mexico, Belize, Guatemala, and Honduras and to integrate this research into the teaching of environmental and development economics at the undergraduate level.

4. History Agroforestry in Calakmul 1997Agroforestry in Calakmul 1997 Course Development 2002Course Development 2002 Mesoamerican Environment Development ProjectMesoamerican Environment Development ProjectMesoamerican Environment Development ProjectMesoamerican Environment Development Project

5. Teaching and Research The importance of teaching and research interactions, and whether they are synergistic or antagonistic, is an enduring issue that is becoming even more important (Cubbage 1998).The importance of teaching and research interactions, and whether they are synergistic or antagonistic, is an enduring issue that is becoming even more important (Cubbage 1998). So, what is the relationship between teaching and research?So, what is the relationship between teaching and research?

6. Is it complementary? Cubbage (1998) cites 6 papers (primarily qualitative) that find it complementary or having no relationshipCubbage (1998) cites 6 papers (primarily qualitative) that find it complementary or having no relationship Much recent evidence from England and Australia suggests that students perceive there are benefits from faculty research (Lindsey et al. 2002)Much recent evidence from England and Australia suggests that students perceive there are benefits from faculty research (Lindsey et al. 2002)

7. Is it competitive or conflicting? Cubbage (1998) cites 4 papers (all cross sectional data analyses) that find for competitive or conflicting relationship.Cubbage (1998) cites 4 papers (all cross sectional data analyses) that find for competitive or conflicting relationship. The likelihood that research benefits teaching is extremely small, for all practical purposes the two are essentially unrelated. There is little or no foundation for the belief in the existence of a positive causal relationship between effective undergraduate teaching and high levels of research activity (Hounsell 2003).The likelihood that research benefits teaching is extremely small, for all practical purposes the two are essentially unrelated. There is little or no foundation for the belief in the existence of a positive causal relationship between effective undergraduate teaching and high levels of research activity (Hounsell 2003). The common belief that research and teaching are inextricably entwined is an enduring myth, at best they are very loosely coupled. (Hattie and Marsh 1996),The common belief that research and teaching are inextricably entwined is an enduring myth, at best they are very loosely coupled. (Hattie and Marsh 1996),

8. What to do???? Forging productive links between teaching and research helps us to better manage what otherwise can be conflicting demands on limited time.Forging productive links between teaching and research helps us to better manage what otherwise can be conflicting demands on limited time. I believe that teaching provides us with opportunities to refine our research and likewise research provides us with opportunities to enhance our classrooms.I believe that teaching provides us with opportunities to refine our research and likewise research provides us with opportunities to enhance our classrooms.

9. Teaching and Research MAED CoursesMAED CoursesMAED CoursesMAED Courses ResearchResearchResearch I have used raw data in class.I have used raw data in class. A students Lit review prompted a new line of research.A students Lit review prompted a new line of research. A research idea prompted the development of a new course.A research idea prompted the development of a new course. Planning a course led to research collaborationPlanning a course led to research collaboration

10. 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.” 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.

11. Teaching and Service Planning a course led to service opportunitiesPlanning a course led to service opportunities Service is a part of my Development Economics courseService is a part of my Development Economics course And is included in the syllabus for a fieldcourse I have yet to offer.And is included in the syllabus for a fieldcourse I have yet to offer.

12. Service and Research ServiceServiceService Forging strong bondsForging strong bonds –Students serve (and learn) and it creates positive relations for future collaboration

13. The Future W&L Student consulting (market development)W&L Student consulting (market development) Coral Reef ResearchCoral Reef Research Interdisciplinary Coral Reef fieldcourseInterdisciplinary Coral Reef fieldcourse