Cornell University-Endowed Colleges
Teaching Local Economic Development Using Problem-Based Service Learning part of Starting Point: Teaching and Learning Economics:Teaching Methods:Service Learning:Examples
The course was a senior-level 3 credit seminar designed primarily for junior and senior economics majors and minors. This capstone-type course offered an opportunity for 18 students to learn about urban economics as it applies to local economic development while being actively involved in the actual practice of community and economic development through a partnership with Burlington's innovative Community and Economic Development Office (CEDO). Specifically, Students conducted the following activities for CEDO's economic development division: 1. Collected data to enable an up-to-date understanding of economic/demographic trends and conditions in Burlington and the region. CEDO has previously hired outside consultants to periodically produce a data rich document titled "Jobs and People." My students put together "Jobs and People IV." Key contributions unique to J&P IV were the construction of time series based on NAICS instead of SIC industry codes and the addition of variables to reflect Burlington's movement away from manufacturing to an economy based more on the arts, technology and sustainable agriculture. This report is now used throughout the state of Vermont. 2. Developed a dataset in excel with formulas and sources that makes it easy for CEDO staff to keep "Jobs and People" continuously updated and to modify the data and charts to meet their changing needs. CEDO will now need to rely less on expensive outside consultants. Students conducted the following activities for CEDO's community development division: 1. Conducted a survey of Burlington residents on their quality of life in the historical but economically challenged Old North End neighborhood. The survey was also designed to gather information about the types of supports residents want and to identify the role played by CEDO sponsored neighborhood associations in resident perceptions of quality of life.
University Economic Impact Analysis: Applying microeconomic tools and concepts part of Starting Point: Teaching and Learning Economics:Teaching Methods:Service Learning:Examples
This service-learning impact analysis project had students look in detail at the current employment and purchasing practices and policies of the University of Vermont. Unlike traditional impact analyses that attempt to calculate the total impact of an institution on the local economy, this project attempted to identify where the University could change policies and practices to increase positive local impacts both from an efficiency and equity perspective. Students worked with a 14-person advisory committee from the University, local and state government and local non-profits.
Service Learning part of Starting Point-Teaching Entry Level Geoscience:Service Learning
Created by Suzanne Savanick, Science Education Resource Center, and enhanced first by Ed Laine (Bowdoin College) and then by Andrea Ziegert (Denison University), Nancy Brooks (Cornell University), Emily Janke (UNC ...
Nancy Brooks part of Starting Point: Teaching and Learning Economics:About this Project:Project Participants
Visiting Associate Professor Department of City and Regional Planning Cornell University email@example.com Phone:607-255-2186 Background Information I currently teach urban and public economics and econometrics ...