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Undergraduate research is not something that should be reserved for the last year of a student's experience. It needs to be intentionally woven into the fabric of coursework to build knowledge and skills for the capstone experience. This example asks students to manipulate a theoretical model to predict outcomes. I focus on theory because at Wooster, our assessment data has found that students have lower levels of competence building theoretical models. Students develop a set of "stylized facts" from a literature search. Then they use some of those stylized facts to manipulate the model to predict an outcome. In this example, I show how to use the Solow model to evaluate the benefits and costs of remittances and brain drain. The answers are ambiguous and depend on the stylized facts that the student finds. This pedagogical example can be replicated using classic papers in other areas of inquiry.

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