By

Anca M. Voicu

and

Isabel Walker

Rollins College

The Impact of Service Learning in Economics:

A Student-Teacher Perspective

2

Motivation of Research

Economics as an arid scientific discipline can be made exciting (e.g. Socratic method of teaching, sharing personal experiences relevant to topic taught, use of media and internet, use service learning to link the classroom with the local community, and last but certainly not least, passion).

“Love [of subject taught] is expressed as energy, which both pulls the students toward the subject matter and transforms the subject from an inert to a living state” (Barbara Harrell Carson, 1996).

Motivation of Research (2)

“The justification for a university is that it preserves the connection between knowledge and the zest for life, by uniting the young and the old in the imaginative consideration of learning… this atmosphere of excitement…transforms knowledge. A fact is no longer a bare fact: it is invested with all its possibilities. It is no longer a burden on the memory: it is energising as the poet of our dreams, and as the architect of our purposes” (Alfred North Whitehead).

3

Research Focus

Service learning: specific form of experiential learning that “recognizes the link between experience and learning” (McGoldrick, 1998, McGoldrick, Battle, Gallagher 2000, Kolb, 1976 & 1984, Dewey, 1938).

Sarah Lawrence College (1930s & 1940s): “a valid education also required that students learn not only how to observe but also to participate in the world in which they lived and to use this knowledge to develop their own abilities and interests, something best achieved through fully integrating filed work into the curriculum” (Lewis, 1994).

Students learn best “economics that is practical and participatory” (McGoldrick, 1998).

4

Course Description

International Economics: provides a presentation of the international economic theory with an emphasis on current applications, issues and policy questions.

Themes highlighted: (1) globalization of economic activity; (2) free trade, fair trade, and "quality of life" issues; (3) trade conflicts between developing nations and industrial

nations; (4) liberalizing trade (5) the dollar as a key currency, (6) the impact of the economic crisis on the world economy.

5

6

Profile of Students Involved

The course gathered junior (59%) and senior (41%) students from the following majors: International Relations, International Business, Economics.

This course was offered twice/week in 75 minutes sessions during the Spring semester 2011.

Course Objectives

Understand and be able to explain fundamental concepts of international economic theory (e.g. globalization of economic activity, free trade, fair trade, trade liberalization, exchange rates and their determination, etc.)

Understand and be able to explain how the world’s economic picture has developed.

Develop a way of thinking about and understanding the international economy.

Demonstrate improved communication skills, preparing and delivering oral presentations, participating in in-class discussions and being able to critically analyze others’ presentations.

7

Course Objectives (cont.)

Last, but not least, understand the importance of community engagement, leadership and citizenship as they relate to the objectives and description of this course.

 At the end of this course students are expected to demonstrate deeper intellectual knowledge and understanding of the world economy. It is most important to be aware of and clearly comprehend that living/being part of a global society where economic, political, and cultural events in one part of the world influence the lives of people in other parts of the world are of high significance to all of us and must not be ignored.

8

Service Learning Project

Goal: learn about ongoing fair trade practices in developing countries, understand why is it important and research the impact it has on artisans and communities in the regions where community partner Ten Thousand Villages (TTV) operates

Ten Thousand Villages: certified fair trade organization that partners with 130 artisan groups in 38 developing countries. They create business relationships with these artisans in order to give them a fair price for the products and aim to provide these artisans with a long-term dependable source of income.

Fair trade “creates opportunities for artisans in developing countries to earn income by bringing their products and stories to our markets through long-term fair trading relationships” (TTV).

9

Community Partner Expectations

“Ten Thousand Villages Winter Park hopes to benefit from this research project by gaining a fresh perspective on how fair trade helps artisans living in developing countries around the world. Although we believe that fair trade has many advantages, we are interested in having Rollins students gather facts, statistics and stories that will back this belief. This information will be invaluable to our staff and volunteers as we seek to educate our patrons and community about the important role we feel fair trade plays in lifting disadvantaged workers out of poverty.” (Lisa Donahue and Jennifer Schroeder, managers at Ten Thousand Villages, Winter Park).

10

11

Course Challenges

Students from a variety of academic disciplines. Students had varying exposure to the study of

economics. Class project on fair trade: data scarcity, relevant

literature on artisans and fair trade was also scarce.

12

Sample Video Clips Presented

Kenya: Opportunity, Not Sympathy Burkina Faso: Bronze Ethiopia: Changing Lives

Teaching Economics Using Service Learning: Professor’s Experience

Service learning was applied with structured intent that linked the course content, the literature and students’ skills to the needs of our community partner.

Academics become relevant when students practice skills through research, interviewing, reading fiction and non-fiction, applying content knowledge in a real life context.

Met academic standards through service learning.

13

14

More Lessons From A Personal Perspective

Students learn better and are more engaged and interested in both the class and the project they are writing since this is a “project with a purpose”. It almost has a life of its own.

The experience allowed us to feel the lives of the people in developing countries, walk into their world, into their homes.

ONE SHOULD NEVER UNDERESTIMATE THE NEED FOR SUCH PARTICULAR KNOWLEDGE.

How Did Students Benefit: A Professor’s View

Applied their academic, social and personal skills to provide TTV with the research output they needed (help and improve the community), while learning a great deal about the lives of the artisans in developing countries, their working conditions, how gender influences their status in the society.

Did gain a better and deeper understanding of the world they live in, the society, the issues presented in the course they take, the importance of fair trade, the people they researched and their

stories. Did gain a better understanding of themselves; (this experience)

helped students grow as individuals, gain respect for others, work as a team and demonstrate their abilities through helping others.

15

16

Course & Instructor Evaluation By Students: Narratives

Content related (90% of students responded in a very positive way); typical comments:

“This class gave me a new perspective on how to look at the world and ask the right questions like is this the only way to do things? Or is there a better alternative?”

“This experience has deepened my understanding of fair trade. I can see myself as an advocate of fair trade in the future b/c I see how it could greatly impact my country (Vietnam) but how little impact it has made so far”.

“This type of learning experience should be extended to many more classes and students should be required to present their research to the community. The typical class does not require the type of involvement in learning that this course required”.

17

Course & Instructor Evaluations By Students: Quantitative (1)

On a scale 1(poor) to 5(excellent) students rated their reactions and performance in the course as follows: 77% at 5 and 22% at 4 (very good), average = 4.78.

Using the same scale students rated the effectiveness of the course in increasing their knowledge, interest, skills, critical thought and perception, as follows: 80 % at 5 and 20% at 4, average = 4.8.

Course & Instructor Evaluations By Students: Quantitative (2)

Based on the same scale students rated the professor on the following characteristics: prepared, enthusiastic, effective, interesting, knowledgeable, as follows: 90% at 5 and 10% at 4, average = 4.9.

18

Motivation for Enrolling in a Service Learning Class

Strong interest in subject matter and the curriculum (International Economics)

Curiosity as to how service learning would be incorporated into the subject ( how would a mostly theoretical field assimilate into a small scale community project)

19

Motivation for Enrolling in a Service Learning Class

Desire to partake in more community service for personal and academic improvement

Achieve academic improvement by taking on the responsibility of a semester long project that would increase my responsibility, accountability and leadership skills

Service learning increases moral and civic responsibility, critical thinking, writing skills, leadership skills and overall academic performance (Astin, Vogelgesang, Ikeda, Yee 2000)

20

Motivation for Enrolling in a Service Learning Class

To learn economics through interactive participation in order to further my knowledge and interest in economics.

A valid education requires “that students learn not only how to observe but also to participate in the world in which they lived and to use this knowledge to develop their own abilities and interests, something best achieved through fully integrating field work into the curriculum (Mc Goldrick, 1998).

21

International EconomicsStructure of Community Service Project

Collaboration between students, Dr Voicu, and managers of Ten Thousand Villages to research fair trade practices in specific regions of the developing world; Asia, Africa, Latin America etc

Research fair trade, use resources provided to us by our community partner to report back on the current situation and future possibilities of fair trade

22

EXCERPTS FROM FINAL PRESENTATION

Fair Trade In Africa

Focus Countries: Kenya and Ghana

Why is fair trade beneficial, personal stories, how fair trade can be improved

Presented in Spring 2011

Isabel Walker, Brianna Quist, Andrew Hanna

23

Kenyan Fair Trade

Advancements for Kenyan womenSocially & Economically

Helps gives Kenyan people control of their lives, access to markets, as well as improves social skills

Addresses ethical issues which plague Kenya and most of sub-Saharan Africa

Connects it to countries throughout the world offering opportunities economically & politically

VIDEO CLIP http://www.youtube.com/watch?v=YSAnfENJMEw&feature=player_detailpage

24

Expanding MarketsAn Economic Approach to Fair Trade

Classical Economics suggests that this increase in demand will create competition between importers and distributors

of Fair Trade. This competition will motivate importers and wholesalers, such as Ten Thousand Villages, to find new and innovative ways of keeping their market share.

For example, TransFair USA has said their goal is to “build on current market momentum and expand into new

product lines and distribution channels to reach a broader mainstream consumer audience”

25

Expanding MarketsAn Economic Approach to Fair Trade

Keeping A Competitive Edge

1. Business Development

2. Marketing & Education

3. Certification

4. Product Management

5. Global Services

Why is This Important?

“Tomorrow’s sources for growth will come from strongly investing in continuous product development and on expanding product ranges along the “organic + fair” concept.”

“Fair Trade as a movement will only survive if it succeeds in attracting younger people to take over and to further develop what has been achieved so far. To facilitate this more efforts should go into organizing an intensive international exchange of information on practical experiences with young people in Fair Trade.

Fair Trade Europe 200726

Personal BenefitsIncreased academic performance and academic involvement

– This course required involvement inside AND outside the classroom. This allowed me to become more connected to the project. I became emotionally involved in the research and this made me strive for a higher academic standards

– Personal attachment to the project helped to become more vocal in class and take more initiative in active participation. I learned many skills that helped me become a better student.

27

Personal BenefitsIncreased academic performance and academic involvement

– Service learning helped me become a better student. I became more responsible and accountable because my actions were affecting my classmates, my professor, and our community partner TTV. I was no longer a student simply trying to get a high grade, I was a part of something bigger than myself. Actions speak louder than words, and my actions during project was a reflection on the type of person and student I wanted to be. The higher expectations that came with this project helped me reach my full potential as a student

28

Personal BenefitsIncreased knowledge and real world experience in economics

– I felt that for the first time I was utilizing the knowledge I gained in the classroom in real life. I got a to learn and experience economics directly which helped further my understanding of important economic concepts and theories being taught in class

– It was extremely satisfying to see how economics plays out in real life. We were dealing with real people, real businesses, and real stories.

29

Personal Benefits Increased desire to continue community service and giving back to the community

– The research we did in fair trade and the partnership we developed with TTV associates was one of a kind. In exchange for their resources on fair trade we were able to present our final presentation to them and the greater Winter Park community.

– The feedback the students received from them was truly touching. I learned that I was capable of helping my community and there is nothing better than realizing your potential to make a difference

30

Personal Benefits Increased desire to continue community service and giving back to the community

– I had the misconception that in order to have community service be successful it had to be on a much larger scale than what we did in International Economics. I learned that all it takes to make a difference is a little initiative and desire to better the community. These qualities combined with a small group of enthusiastic participant are all that is needed.

31

Personal Benefits

Helped determine and solidify career path– Partaking in a service learning class was the final factor in

my decision to pursue higher education and get my masters in International Development. The interactive nature of service learning classes helped me experience and visualize real life scenarios in which I could use my education

– I had always had an interest in working with third world and developing countries but was not sure how I would pursue this as a career path. This class showed me one of the many possibilities that lie ahead of me. It was this brief but meaning experience that helped me make some important decisions about my future.

32