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When Service is Good for Economics: Linking the Classroom and Community through Service-Learning


  • Andrea L. Ziegert

    () (Denison University)

  • KimMarie McGoldrick

    () (University of Richmond)


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 enhances student learning because it encourages deep learning. Furthermore, it is a method by which economics can be made more accessible to an increasingly diverse student body and improve the relationship between colleges and universities and their communities. This paper offers an overview of the learning theory that underlies service-learning experiences, describes examples in the economics curriculum which demonstrate the associated components of deep learning, and provides a discussion of important considerations for economics faculty who wish to integrate service-learning into their classrooms.

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  • Andrea L. Ziegert & KimMarie McGoldrick, 2008. "When Service is Good for Economics: Linking the Classroom and Community through Service-Learning," International Review of Economic Education, Economics Network, University of Bristol, vol. 7(2), pages 39-56.
  • Handle: RePEc:che:ireepp:v:7:y:2008:i:2:p:39-56

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    References listed on IDEAS

    1. William E. Becker & Michael Watts, 2001. "Teaching Methods in U.S. Undergraduate Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 269-279, January.
    2. Daniels, Lisa & Mead, Donald C, 1998. "The Contribution of Small Enterprises to Household and National Income in Kenya," Economic Development and Cultural Change, University of Chicago Press, vol. 47(1), pages 45-71, October.
    3. William E. Becker & Michael Watts, 2001. "Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk," American Economic Review, American Economic Association, vol. 91(2), pages 446-451, May.
    4. Cameron,A. Colin & Trivedi,Pravin K., 2008. "Microeconometrics," Cambridge Books, Cambridge University Press, number 9787111235767, March.
    5. William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
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    Cited by:

    1. Stephen B. Deloach & Elizabeth Perry-Sizemore & Mary O. Borg, 2012. "Creating Quality Undergraduate Research Programs in Economics: How, When, Where (And Why)," The American Economist, Sage Publications, vol. 57(1), pages 96-110, May.
    2. Joshua D. Miller & Robert P. Rebelein, 2011. "Research on the Effectiveness of Non-Traditional Pedagogies," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 30 Edward Elgar Publishing.
    3. Andrew Mearman & Aspasia Papa & Don Webber, 2014. "Why do Students Study Economics?," Economic Issues Journal Articles, Economic Issues, vol. 19(1), pages 119-147, March.
      • Andrew Mearman & Aspasia Papa & Don J. Webber, 2013. "Why do students study economics?," Working Papers 20131303, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
    4. KimMarie McGoldrick & Andrea L. Ziegert, 2011. "Let Experience be the Guide: Experiential Education in Economics," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 6 Edward Elgar Publishing.

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