Taking on Poverty, One Project at a Time

We have all passed homeless people on the street, or heard stories of starvation in faraway countries. We might feel a pain in our heart and a sense of duty to help, but may not know how to put our good will into action. Some of our Honors students are finding ways to make a difference this semester though.

Students in the Unexpected Connections course - “Blessed are the Poor,” (HONRS 226) are deepening their understanding of poverty through explorations of theology and history. As part of the class, they are learning how they as individuals can play an active role in serving the impoverished. Led by Professors Jeff Hardy (History) and Andy Reed (Religion), students ask and discuss questions such as “What is poverty and why does it exist? Is it a problem and, if so, what do we do about it? What are the societal or religious obligations to the poor and how have these changed over time?”

Davey Gibson, a Pre-Communication student in the class noted, “Joseph Smith said, ‘By proving contraries, truth is made manifest.’ Drs. Reed and Hardy create an environment that allows for proving contraries. My favorite part of the class is when we talk together as students and have open discussions about the ideas we come across. This model of learning has shaped my perspective on poverty in a way that is more nuanced and complete than ever before.”

His fellow students agree. “I always look forward to our class discussions!” replied Emma Rupp, a Public Health major. “This course has helped me recognize my love for various faith traditions, and through it I was able to attend a trip focused on interfaith dialogue with students at universities in LA.” she added.

The intersections between history, religion, sociology and economics provide meaningful connections for students in the class. Nick Bown, a Philosophy major, said his favorite part of the class is “our exposure to the history of thought on poverty and the blend of social science and religion. It motivates me to grapple with difficult questions and examine how I will do my part to bless others later.” When asked what has surprised him most about the class, Bown continued, “It surprised me how compelling and powerful Joseph Stalin's speech was for the USSR Draft Constitution and the Communist Manifesto was for Marxism. In short, I am becoming more aware of different perspectives and their shortcomings, while recognizing their strengths and being able to become better because of it.”

Rupp has also made surprising discoveries along the way. “This semester I learned about the beautiful historical and ideological connections between Judaism, Christianity, and Islam. These connections surprised me and helped me to develop a deeper understanding and appreciation of these traditions.”

As part of the class, students have the chance to work on a project to create an impact on reducing poverty. Professor Hardy explained, “For the final projects we wanted to give students flexibility to write an academic paper, present research at a poster conference, or organize a service project. About ten students this semester chose the service project option and we are excited for their opportunity to exhibit leadership in thinking about poverty, broadly defined, and then actually do something concrete to serve the poor or raise awareness about poverty in our community.”

Maren Eaton, a Pre-Business major, is working on a project exploring period poverty and how that affects women experiencing poverty in the United States. “I want to increase awareness of this issue and show how education helps women and girls to become more comfortable with their bodies,” she said.

Bown’s project is called “Give a Little More.” “I am creating a website where participants are walked through a one-hour experience designed to help them reflect on their attitude towards poverty and hopefully feel obligated to do more to alleviate poverty locally and globally. The experience will walk participants through philosophical arguments, religious dialogue, and political perspectives related to poverty and its solutions,” he explained.

The goal of Rupp’s service project is to address college student food insecurity at BYU. “I have coordinated with leaders in my stake and Heritage Halls to advertise a food drive that will encourage students moving out to donate extra food (including what can be purchased with excess dining dollars) to Community Action Services and Food Bank-- a well-established nonprofit that is one of the resources used by BYU Food and Housing Insecurity. I have coordinated with the stake to situate a pick-up truck outside the BYU Creamery on April 17 so that we can gather and deliver the donations.”

Professor Hardy noted, “It's easy at university to became insulated from the outside world and we envisioned this as a chance to forge new connections and to make students proximate to people suffering in a variety of ways.”

“The students have been doing more than simply serving in their community,” added Dr. Reed. “They are initiating conversations, locating and identifying potential resources, and with different community organizations. They are using their creative and organizational skills to make a difference locally.”

Amelia Holbrook-Brown, a teaching assistant for the class, had a particularly transformative experience when she took the class last year. Although she felt inadequate and nervous to take on such a big project, Holbrook-Brown chose to do a hunger banquet for her final. In the process, she learned that she is more than capable of making a difference in this way. “This is not impossible at all, anyone can do this,” she said. The experience gave Holbrook-Brown the opportunity to teach her guests about the unequal allocation of poverty in the world and inspire them to do something about it. “Although caring and talking about the poor can inspire action,” she said, “...looking theologically at it made me feel like I needed to do more.”

Now as a TA for the class, Holbrook-Brown has increased in empathy for the poor and realized that making a difference is not only doable, but a responsibility. “It’s really fun to see students enter something that they think they can’t do and then have them figure it out with some help,” she said. “[They] make these connections, mobilize these groups, which I think is what we’re supposed to be learning in the Honors Program -- how to be a leader and be proactive for good.”

Eaton agrees. “I absolutely loved this class and the empathy I have been able to learn from it. I have also learned just how close I am to poverty myself and how that changes my view of people experiencing poverty.”

As the students in the class this semester develop greater empathy, and gain a more complete spiritual understanding of the world around us, we wish them good luck with their final projects! Other Honors students who find themselves wishing they were in the class will have another chance when Professors Hardy and Reed return to teach the class again next Winter semester.