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This work assesses the possibilities and limitations of reducing
poverty among families with children by increasing the work effort
of the adults in those families. Following a historical review of
family poverty since 1995, the authors present several policy
simulations, including increased employment, a higher minimum wage,
more generous tax credits, a child allowance, and reduced childcare
or medical expenses. Specific policy proposals-including the
proposals of the Biden Administration-are assessed using four
criteria: reducing child poverty; equitable treatment of the
poorest groups; promotion of self-sufficiency; and
cost-effectiveness. The authors conclude that while no single
policy is able to reduce family poverty by half while meeting the
other criteria, several combinations of policies have the potential
to do so.
Service learning is an experiential learning pedagogy that enables
students to integrate their study of economics in the classroom
with service activities in their communities. It can enhance both
economic literacy and the quality of our communities by helping to
make economics more accessible to an increasingly diverse student
body, increasing student citizenship skills, and improving the
relationship between colleges and universities and their
communities.
The two parts of this volume provide a theoretical basis for
service learning and offer lessons gleaned from applying it in the
classroom. The theoretical chapters outline the learning theory and
models of service learning as they can be applied in economics.
Service learning is introduced here as a technique that teaches
students to "do economics." Also included are specific models of
service learning and an overview of assessment issues. The
applications chapters detail various examples of using service to
enhance learning. These range from using a single service
experience in a class to courses that use service experiences as
the focus and context for learning economics. Course topics cover
environmental and natural resources, statistics, econometrics and
research methods, principles and economic issues, labor, the
economics of gender, forensic economics, and development economics.
Each application provides details regarding the institutional
environment in which it was implemented, type of course,
enrollment, and process through which student learning was
enhanced. Handouts and abbreviated syllabi are included.
Economics educators have a stake in improving their students'
long-term economic literacy. Service learningoffers significant
benefits beyond those offered by pedagogies traditionally found in
economics classrooms and should be considered as a teaching
strategy by economics professors everywhere.
Kim Marie McGoldrick is Associate Professor of Economics,
University of Richmond. Andrea L. Ziegert is Associate Professor of
Economics, Denison University.
Service learning is an experiential learning pedagogy that enables
students to integrate their study of economics in the classroom
with service activities in their communities. It can enhance both
economic literacy and the quality of our communities by helping to
make economics more accessible to an increasingly diverse student
body, increasing student citizenship skills, and improving the
relationship between colleges and universities and their
communities.
The two parts of this volume provide a theoretical basis for
service learning and offer lessons gleaned from applying it in the
classroom. The theoretical chapters outline the learning theory and
models of service learning as they can be applied in economics.
Service learning is introduced here as a technique that teaches
students to "do economics." Also included are specific models of
service learning and an overview of assessment issues. The
applications chapters detail various examples of using service to
enhance learning. These range from using a single service
experience in a class to courses that use service experiences as
the focus and context for learning economics. Course topics cover
environmental and natural resources, statistics, econometrics and
research methods, principles and economic issues, labor, the
economics of gender, forensic economics, and development economics.
Each application provides details regarding the institutional
environment in which it was implemented, type of course,
enrollment, and process through which student learning was
enhanced. Handouts and abbreviated syllabi are included.
Economics educators have a stake in improving their students'
long-term economic literacy. Service learningoffers significant
benefits beyond those offered by pedagogies traditionally found in
economics classrooms and should be considered as a teaching
strategy by economics professors everywhere.
Kim Marie McGoldrick is Associate Professor of Economics,
University of Richmond. Andrea L. Ziegert is Associate Professor of
Economics, Denison University.
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