Coalition for Christian Colleges and Universities
Global Stewardship Initiative
Report on Global Stewardship Initiative Project
Submitted by
Roger Johnson
Messiah College
I have completed the syllabus and preparations for a new course in environmental economics which I will be teaching this Fall of 1996. The course currently has an enrollment of 21 students. The class is an introductory level economics course, which will use environmental issues as a means of introducing students to the basic tools of economic analysis. The course will use a case study approach. I am enclosing a copy of the course syllabus which contains more information relative to the content and structure of the course.
ECO 117 ISSUES IN ENVIRONMENTAL ECONOMICS
Required Texts:
Course Description:
There has been an increased awareness of mounting problems with regard to our treatment of the environment and the need to act as faithful stewards of creation. The growing awareness of the scope and severity of the problems has also been accompanied by an increased awareness of the complexity of the problems. Unfortunately, public discourse often focuses upon simplistic, emotionally charged responses. If there is to be any meaningful progress, however, there must be a creative and informed dialogue that draws in individuals with widely diverging ideological, cultural, theological and disciplinary perspectives. From a disciplinary perspective, it is significant that practitioners of the natural sciences have often been leaders in voicing environmental concerns. One of the other key voices in the dialogue has been the discipline of economics. Economics has been called upon, often in a decisive role, as a tool for defending or attacking proposed policies.
This course is designed to introduce you to the nature and application of the methods of economic analysis, and to apply these tools to problems and issues associated with the environment. We will attempt to explore both the usefulness and limitations of economic analysis as a tool for understanding past policy choices and emerging issues and options. We will examine specific issues and case studies relevant to local, national and international environmental concerns. Prerequisites: none.
Course Outline: | ||
| Topic | Assignment | Due Date |
| I. The Basics: Economics, Entropy & Theology | (G) Chs. 1,2,3,4 | 9/6 |
| (T) Ch. 1 | 9/9 | |
| (RV) Reading, pp. 1-(43-52) |
9/9 | |
| A. Learning to Value Creation | (G) Chs. 5,6 | 9/13 |
| (T) Chs. 2,3 | 9/16 | |
| (RV) Reading, pp. 1-(53-69) |
9/18 | |
| 1. The MACRO SCALE- GDP ??? | Repetto,R., "Wasting Assets", Technology Review, January 1989, pp. 39-44. | 9/23 |
| "If the GDP is Up, Why Is America Down?", Atlantic Monthly, October, 1995, pp. 59-78. | 9/23 | |
| 2. The MICRO SCALE | ||
| Cost/Benefit Analysis | (T) Ch. 4 | 9/27 |
| (RV) Reading, pp. 1-(70-96) |
9/27 | |
| II. Natural Resource Economics | (T) Ch. 6 | 10/2 |
| (G) Ch. 7 | 10/2 | |
FALL Break 10/5 -10/8************************ | ||
| A. Energy - | (T) Ch. 7 | 10/11 |
| Report #1 | (RV) CASE #12 | 10/16 |
| B. Forest & Wildlife | (T) Chs. 10,11 | 10/18 |
| Report #2 | (RV) CASE #3 | 10/25 |
| III. Environmental Economics | (T) Ch. 12 | 10/25 |
| A. Local and Regional Air Pollution | (T) Chs. 13.14 | 10/28 |
| Report #3 | (RV) CASE #7 | 11/1 |
| B. Toxic & Hazardous Waste | (T) Ch. 18 | 11/4 |
| Report #4 (RV) | CASE #8 | 11/8 |
| Report #5 | (RV) CASE #11 | 11/15 |
| IV. Development, Poverty & the Environment | (T) Ch. 19 | 11/15 |
| Report #6 | (RV) Case #23 | 11/20 |
| V. Sustainable Growth? | (T) Chs. 20,21 | 11/22 |
THANKSGIVING BREAK 11/27 - 12/1************** | ||
| Report #7 | (RV) Case #26 | 12/16 |
GRADING & CLASS POLICIES:
Your grades for this course will be based upon a series of reports you will write using the seven case studies listed in the above course outline. For the first case study you will be assigned a partner and you will submit a joint report which will be worth 50 points. Each of the remaining case studies will be done on an individual basis, and each will be worth 100 points. The reports will be a minimum of four typed pages in length, and include a bibliography with a minimum of three additional outside sources( i.e. sources other than your texts). You must follow appropriate style guidelines for footnotes/endnotes and the bibliography. The main focus of the report will be to attempt provide evidence for or against the proposed/existing policies or practices discussed in specific case. The following questions should help shape your analysis:
In addition to writing the report, individuals will be called upon to present their reports to the class and a lead a discussion of the issues. This presentation and participation in class discussion will also count towards you final grade.
TOTAL POINTS AVAILABLE:
| 1st Case Study - Joint Report | 50 |
| Case Studies 2-7 @100 points | 600 |
| Class Discussion | 50 |
| TOTAL POINTS | 700 |
GRADING SCALE:
Meaning
A 93%+
A- 90 - 92% Exceptionally high level of achievement
B+ 87 - 89%
B 83 - 86% Substantially high level of achievement
B- 80 - 82%
C+ 77 - 79%
C 73 - 76% Satisfactory level of achievement
C- 70 - 72%
D+ 67 - 69% Minimum level of achievement required to
D 60 - 66% receive credit
F 0 - 59% Unacceptable level of achievement
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