RECD 10/01/2019 @10 - Western Michigan University



COAS REQUEST TO COLLEGE CURRICULM COMMITTEE FOR CURRICULAR IMPROVEMENTSCOAS REQUEST TO COLLEGE CURRICULM COMMITTEE FOR CURRICULAR IMPROVEMENTSECON 2190 - L-2019-ECON-218-WES RECD 10/01/2019 @10Department: ECONInitiator name: Michael RyanInitiator email: michael.ryan@wmich.eduProposed effective term: 202040Does course need General Education approval?: NWill course be used in teacher education?: NIf 5000 level course, prerequisites apply to: UProposed course data:WES New Course ECON 2190New course selected: This new course is seeking approval as WMU Essential Studies - Level 2: Exploration and Discovery1. Proposed course prefix and number:ECON 21902. Proposed credit hours:33. Proposed course title:Economic Principles of Sustainability, the Environment, and Natural Resources 4. Proposed course prerequisites:None.5. Proposed course corequisites:None6. Proposed course prerequisites that may be taken concurrently (before or at the same time):None7. Minimum grade for prerequisites (default grades are D for Undergrad and C for Grad):None8. Major and/or minor restrictions:Exclude9. List all the four-digit major and/or minor codes (from Banner) that are to be included or excluded:ECLJ ECNJ ECBJ10. Classification restrictions:Not Applicable11. List all the classifications (freshman, sophomore, junior, senior) that are to be included or excluded:None12. Level restriction:Include13. List the level (undergraduate, graduate) that is to be included or excluded.UG14. Do prerequisites and corequisites for 5000-level courses apply to undergraduates, graduates, or both? Not Applicable15. Is this a multi-topic course?No16. Proposed course title to be entered in Banner:Making Sense of Sustainability17. Is this course repeatable for credit?No18. Is this course mandatory credit/no credit?No19. Select class type:Lecture20. How many contact hours per week for this course?321. Level 2: Exploration and DiscoveryIndicate which course category the course should be placed in:Science and Technology22. Indicate which ONE additional required student learning outcome the course will assess: (may NOT select category required outcome listed above) Develop practices for planetary sustainability23. Indicate the first of TWO required student learning outcomes the course will assess:Not Applicable24. Indicate the second of TWO required student learning outcomes the course will assess:Not ApplicableA. Please choose Yes or No to indicate if this class is a Teacher Education class:NoB. Please choose the applicable class level:UndergraduateC. Please respond Yes if this is a current general education course and/or a course being submitted for the new WMU Essential Studies program. Please respond No if it is neither.NoD. Explain briefly and clearly the proposed improvement.Sustainability is one of the major tenants of economic policy decisions, especially with respect to environmental economics concerns. 'Economic sustainability' typically refers to the notion that economies and economic policies should support long-term economic growth without adversely affecting a communities environmental, social, and cultural fabrics.We propose this course to1) Meet the needs of students in the WMU Freshwater Science and Sustainability major to provide an appropriate-level 'economics and sustainability' course as part of their program's requirements. This course may be considered as an elective or required course in their other majors (Environmental and Sustainability Studies and Sustainable Brewing).2) meet the demand for economic sustainability-related courses for non-economics majors across campus.3) as desired by CAS Dean Koretsky, increase the 'planetary sustainability offerings' in the WMU Essential Studies program, especially regarding the relationship between economics and the environment. 4) do so at the Level II Essential Studies tier for which no pre-requisites are requiredWe propose this course at the WES Level II 'Science and Technology' since this category specifically identifies a role for economic analysis of the participation of science and technology in society. As stated, courses in this area address '[t]he roles and influences of natural science and technology in regards to personal, social, and economic welfare... and the management of society's impact on the environment, with sensitivity to ecological interconnections.'E. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes prerequisites, justify those, too.).1) Currently, WMU Freshwater Science and Sustainability majors take ECON 3190 (Environmental Economics) as part of their major curriculum. This course has multiple pre-requisites, including ECON 2010 and MATH 1160. ECON 3190 is pitched toward economics majors and minors who often have more significant economics training than the Freshwater Science and Sustainability majors, and thus does not always meet the needs of the freshwater students. In addition, sustainability is only one portion of ECON 3190 learning objectives list.2) Creating ECON 2190 will better address the needs of the Freshwater Science and Sustainability majors since it will a. be taught with no-prerequisites to better address their prior academic training.b. focus on sustainability, a significant aspect of their program's focus c. students who still wish to dig deeper into the environment-economic nexus can also take ECON 31903) This course will also be considered by the Institute of the Environment and Sustainability for a requirement or elective in the Institute's Environmental an Sustainability Studies and Sustainable Brewing majors.4) Create a course for students in a broad set of academic disciplines to explore economic sustainability issues. Sustainability has become a significant goal of corporate America, with many companies creating 'sustainability manager' positions within their companies. Industries represented in this list include, but are not limited to, airlines, engineering and construction firms, and logistics/supply-chain management. 5) Create an additional gateway into the study of economics as a discipline by presenting a topic current-event driven course. 6) Goal #5 of the WMU Strategic Plan is 'advance economic and environmental sustainability practices and policies.' This course will directly address this goal. 7) Students are now able to take a two-course sequence in sustainability/environmental economics, expanding their knowledge in an important area of study.F. List the student learning outcomes for the proposed course or the revised or proposed major, minor, or concentration. These are the outcomes that the department will use for future assessments of the course or program.1) Compare and contrast market outcomes with “socially efficient” outcomes using basic tools of economic analysis (Essential Studies Level 2 Learning Objective (LO))2) Speak to common forms of policy intervention (taxes, subsidies, permits) used to address environmental shortcomings (Essential Studies Level 2 LO)3) Articulate economic concepts of value and their role in cost benefit-analysis for improved policy decision making4) Draw distinctions between economists, ecologists, and environmentalists with respect to sustainability goals and decision making (Essential Studies Level 2 LO – Planetary Sustainability)5) Discuss economic perspectives on current issues in resource usage and management (Essential Studies Level 2 LO – Planetary Sustainability)G. Describe how this curriculum change is a response to student learning assessment outcomes that are part of a departmental or college assessment plan or informal assessment activities.This course responds to student learning outcomes in the following ways1) This course is designed to meet the needs of the WMU Freshwater Science and Sustainability students and the learning objectives set forth by their program2) Addresses the WES Level II science and technology requirement of demonstrating scientific literacy through identifying the roles and influences of natural science and technology in regards to personal, social, and economic welfare (Learning Objectives 1,2, and 3 listed in section F.2) Provide an additional course in our department that addresses the WES Planetary Sustainability criteria (Learning Objectives 4 and 5 listed in section F above.H. Effect on other colleges, departments or programs. If consultation with others is required, attach evidence of consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you propose is not a duplication of an existing one.This course was designed in large part after discussions with the Dr. Maarten Vonhof from the WMU Institute of the Environment and Sustainability. He addressed faculty and student concerns with us regarding the role that ECON 3190 played in their major, especially regarding level and the match of ECON 3190's course content with their major's needs. He and the Institute are very supportive of the creation of ECON 2190. Supportive documents are attached.While other courses at WMU have 'sustainability' in their title, this is the only course that we know of which addresses economic sustainability. I. Effect on your department's programs. Show how the proposed change fits with other departmental offerings.This course should have no effect on departmental offerings.1) This course is not designed for our majors (BA, BS, BBA), so majors and others wishing to take ECON 3190 (Environmental Economics) will still take that course. There is significant demand for this course outside of those from freshwater studies switching to ECON 2190.2) Students are now able to take a two-course sequence in sustainability/environmental economics, expanding their knowledge in an important area of study.2) Existing faculty with expertise in economic sustainability will teach this course.3) As other courses disappear from our offerings in the near future (eg, ECON 1000 - Economics for Elementary Education, given the changes to the WMU CEHD curriculum), this course will fit into our course offerings.J. Effects on enrolled students: are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students' time. If a required course will be offered during summer only, provide a rationale.This should have no effect on enrolled students.While not counting for our major, this course will count toward our minor, increasing the number of course choices students have in meeting their degree requirement.This course expands the WES Planetary Sustainability courses, making it easier for students in all programs of study to meet their WES needs.K. Student or external market demand. What is your anticipated student audience? What evidence of student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students?Corporations and governments are placing increased emphasis on sustainable economic development and the role that economics plays in environmental sustainability. Increasing number of sustainability manager jobs are being created (a September 27 Google shows Stryker, FCA Fiat Chrysler, and Herman Miller being among the local companies searching for sustainability managers). This course will prepare and train students of all academic backgrounds to understand economic and environmental sustainability and meet the needs of this growing field. We anticipate 50-60 students a year to initially take this course, with enrollment increasing as word-of-mouth about the course spreads. L. Effects on resources. Explain how your proposal would affect department and University resources, including faculty, equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.) It will not have an effect on our department resources. The course will be taught in rotation with ECON 3190 by existing faculty with expertise in the field. There is no effect on equipment, space, technology, and library holdings. No additional advising will be needed - current economics and college advisors will be able to handle advising for this course. The course will be offered at least once a year in accordance with the needs of the WMU Freshwater and Sustainability Science program needs. We anticipate its offering in face/face, hybrid, and online formats, since freshwater students are located both in Kalamazoo and in Traverse City. M. With the change from General Education to WMU Essential Studies, this question is no longer used.For courses requesting approval as a WMU Essential Studies course, a syllabus identifying the student learning outcomes and an action plan for assessing the student learning outcomes must be attached in the Banner Workflow system.Not ApplicableN. (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer articulation for Michigan community colleges. For course changes, include detail on necessary changes to transfer articulation from Michigan community college courses. For new majors or minors, describe transfer guidelines to be developed with Michigan community colleges. For revisions to majors or minors, describe necessary revisions to Michigan community college guidelines. Department chairs should seek assistance from college advising directors or from the admissions office in completing this section.This should have no change to articulation agreements from Michigan community colleges. No changes should be needed. This does not affect our major or minor. With the introduction of this course to our course offerings, we now will have an additional course that, if offered at a community college, will transfer directly into a WMU economics course rather than just as general credit. Since this course will count toward the economics minor, that should facilitate transfers from the community college system. O. Current catalog copy:N/AP. Proposed catalog copy:An introduction to economic thought on problems of the environment, sustainability, and natural resources. This course will examine how economists view environmental issues, potential solutions that influence human behavior, and the institutional challenges that arise during implementation. In this course you will explore problems related to pollution control, global climate change, environmental degradation, fisheries, energy, and environmental sustainability.Department Curriculum Chair approver: Wei-Chiao HuangDepartment Curriculum Chair comment: Date: 01-OCT-2019Department approver: Wei-Chiao HuangChair comment: Date: 01-OCT-2019Western Michigan University Department of EconomicsECON 2190: Economic Principles of Sustainability, the Environment, and Natural Resources Spring 202189535018415000Instructor:W. Jason BeasleyOffice: 5408 Friedman HallEmail: William.beasley@wmich.edu Phone: 269-387-5548Office Hours:Teaching Assistants:Class Schedule:89535018415000Course Description:Do you have concerns about the environment? Have you ever wondered why societal decisions lead to issues of environmental degradation, biodiversity loss, and climate change? In this course, we will examine how economists view environmental issues, potential solutions that influence human behavior, and the institutional challenges that arise during implementation. We begin the course with a brief review of economic principles and the conditions in which economic markets fail to produce efficient outcomes. We will examine how to address these market failures, while exploring questions related to "fairness" in the distribution of income, goods, or services, and use real world examples of successes and failures of the application of corrective policies. The remainder of the course will introduce similar economic perspectives on issues related to resource management, energy, sustainable development and growth. ECON 2190 is a 3 credit Essential Studies – Level 2 class in the Science and Technology category.This course meets the Essential Studies “Planetary Sustainability” required student learning outcome.Course Goals and Desired Learning Outcomes:This course has been designed to (i) provide non-economics majors with an introduction to basic economic perspectives on environmental and resource management, (ii) introduce the concept of sustainable development as it pertains to decision making over-time, and (iii) prepare students working in interdisciplinary teams alongside economists on environmental issues. More specifically, students who complete this course will be able to demonstrate and apply scientific literacy (WES Level 2 Learning Objective) by:Compare and contrast market outcomes with “socially efficient” outcomes using basic tools of economic analysis (Essential Studies Level 2 Learning Objective (LO))Speak to common forms of policy intervention (taxes, subsidies, permits) used to address environmental shortcomings (Essential Studies Level 2 LO)Articulate economic concepts of value and their role in cost benefit-analysis for improved policy decision makingDraw distinctions between economists, ecologists, and environmentalists with respect to sustainability goals and decision making (Essential Studies Level 2 LO – Planetary Sustainability)Discuss economic perspectives on current issues in resource usage and management(Essential Studies Level 2 LO – Planetary Sustainability)Required Materials:The primary course text is1:Instructor Course Packet. Which may include excerpts from: “Environmental Economics: The Essentials”, by Tom Tietenberg and Lynne Lewis; “Environmental Economics for Non-Economists: Techniques and Policies for Sustainable Development” by John Asafu-Adjaye; and other readings as deemed fit by the instructor.Course Content:Most class content, including problem sets and supplemental readings, can be accessed via Elearning ().Problem Sets: I will provide several problem sets via Elearning throughout the semester. These problem sets comprise 25% of the final course grade.In Class Exercises: You will work together in small groups of 2-5 to answer problem sets as a review. These will usually occur before an exam, allowing you to practice problems, ask questions, and prepare yourself with your cohort. These exercises in total account for 10% of your grade.Policy Critique: Over the course of the semester you will be required to critique three current (or recent) policies using foundational analysis discussed in class, in total worth 20% of your final course grade. You should approach this write-up as if you are preparing a 1-2 page summary of the benefits and drawbacks of a given policy. You will need to offer a final recommendation on the policy and provide support for your decision. Remember, government resources are scarce: you cannot make recommendations that will cost the taxpayers more money. Policy Critique 1 will address policies relating to market failures and pollution control. Policy Critique 2 will address either policies based upon non-market valuation or policies aimed to improve issues of environmental justice. Policy Critique 3 will address policies relating to sustainable development, natural resource management or climate change.Exams: There are two exams throughout the semester worth 20, and 25 percent of the final course grade. Exams are not cumulative per se, but may draw on the theory or concepts developed throughout the course. The exams will be similar in style to the problem sets, and thus no practice exams or study guides will be provided. All exams will be taken in-class; no outside notes or materials are permitted for use. No make-up exams will be offered.Grade ScaleA>94BA88-94B84-88CB77-84C74-77DC67-74D64-67E< 64914400176530001 Financial assistance, including short‐term loans for books and emergency‐related educational expenses, is available via Bronco Express; see Honesty:Students are responsible for making themselves aware of and understanding the University policies and procedures that pertain to academic honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. The academic policies addressing student rights and responsibilities can be found in the Undergraduate Catalog at . If there is reason to believe a student has been involved in academic dishonesty, they will be given an incomplete grade in the course and will automatically be referred to the Office of Student Conduct. The student will be given the opportunity to review the charge(s) and if they believe they are not responsible, they will have the opportunity for a hearing. The incomplete grade will be removed upon discovery that no academic dishonesty actually occurred. There are two possible outcomes if they are found guilty. If they admit to dishonesty, they will receive a failing grade on the assignment in question. If they do not admit guilt, they will receive a failing grade in the course. Students should consult with the instructor if they are uncertain about an issue of academic honesty prior to the submission of an assignment or test.Statement on Sexual Misconduct and Other Inclusion Policies:“Students and instructors are responsible for making themselves aware of and abiding by the “Western Michigan University Sexual and Gender-Based Harassment and Violence, Intimate Partner Violence, and Stalking Policy and Procedures” related to prohibited sexual misconduct under Title IX, the Clery Act and the Violence Against Women Act (VAWA) and Campus Safe. Under this policy, responsible employees (including instructors) are required to report claims of sexual misconduct to the Title IX Coordinator or designee (located in the Office of Institutional Equity). Responsible employees are not confidential resources. For a complete list of resources and more information about the policy see wmich.edu/sexualmisconduct. In addition, students are encouraged to access the Code of Conduct, as well as resources and general academic policies on such issues as diversity, religious observance, and student disabilities.2914400229870002 Office of Student Conduct (wmich.edu/conduct); Division of Student Affairs (wmich.edu/sudents/diversity); Registrar’s Office (wmich.edu/registrar and wmich.edu/registrar/policies/interfaith); Disability Services for Students (wmich.edu/disabilityservices)DatesReadingsExpected TopicsAssignments / ExamsSection IWhy do we pollute and is it too much? (I.e., The Economic Approach)Week 1Human, EnvironmentRelationshipWeek 2Economic theory foundationsHWK 1Week 3Market failures & correctionsHWK 2Section IICan the Great Lakes Water Quality Agreement between the US and Canada actually improve water quality? (I.e., Pollution Control – Theory and Problems)Week 4Pollution control modelStationary Source PollutionWeek 5Mobile Source Pollution, Water PollutionHWK 3Section IIIWould you pay $50 for 1 more moose in the Michigan wild? (I.e., Economic Insight: Evaluating Trade‐OffsWeek 6Valuing the environmentCBACritique 1Week 7CBA in practice Exam ReviewExam 1Section IVDo wealthier families breathe cleaner air? (I.e., Environmental Justice)Week 8UN Sustainable Development Goal 16Environmental JusticeHwk 4Section VAre we leaving enough of the planet for tomorrow? (I.e., Sustainable Development)Week 9UN Sustainable Development Goal 11Ecologists vs economists vs environmentalists;sustainability criteriaCritique 2Week10Intertemporal criteria; thepopulation bombHwk 5Section VIWhy don’t we all have solar panels? (I.e., Resource Economics)Week11UN SustainableDevelopment Goal 7, 12Renewable resources: Energyand recyclablesHwk 6Week12Fisheries; MiningHwk 7Section VIIPutting it all together; can we protect tomorrow while growing today?Week13UN SustainableDevelopment Goal 13Global climate change;international agreementsCritique 3Week14Michigan specific topics;global climate changeFinalsWeek15Exam IIScience and TechnologyWMU Essential Studies Student Lerning OutcomeAssignments and/or Learning Activities that meet the criteria within the rubric that is aligned with the SLOWhen the SLO assessmentwill take placeDemonstrate and applyscientific literacy? Apply scientific knowledge to situations common to daily life, and/or societal concerns (e.g., global change, hazards, pollution, human health, etc.)?Students will write a 1‐2 page policy critique of current (or recent) government intervention aimed at resolving environmental issues relating to market failures or pollution control (e.g., light bulb mandates, gasoline taxes, environmental standards). Students will utilize foundations of economic analysis to identify the benefits and costs associated with the policy, analyze the distributional effects of the policy (i.e., “fairness”), and offer recommendations for or against the policy.The paper will serve as identification of the student’s understanding of the environmental economics issue, the way policy discussions influence their day‐to‐ day lives, and allow the use of basic theory to underscore an environmentaleconomics analysis of the policy intervention.Week 6? Understand the basic scientific, philosophical, and/or historical foundations of contemporary science or technology?Students will be given homework assignments specifically to improve and assess their knowledge of the core concepts of basic economic tools (e.g., supply and demand). These assignments will cover a variety of topics in environmental economics, including market failures, policy corrections, and pollution control. Students will be required to utilize both graphical techniques and discussion‐based answers to articulate their understanding of the core tenants of economic analysis. The homework assessments work to ensure that students have obtained a foundational knowledge necessary to apply towards more advanced problemsolving.Week 5, 8, 10,11, 12Planetary SustainabilityWMU Essential Studies Student Lerning OutcomeAssignments and/or Learning Activities that meet the criteria within the rubric that is aligned with the SLOWhen the SLO assessmentwill take placeDevelop practices forplanetary sustainability? Explore and apply habits of mind that illuminate the interconnectedness of the human and natural world over time, space, and culture?Students will be given homework assignments related specifically to natural resource management and sustainable practices. Students will answer questions on how economic theory and policy may shape emerging resource markets (recyclables), counter the damages of depletion of common pool resource (fisheries), and articulate the differences between economists, ecologists, and environmentalists with respect to sustainability goals. These problem sets will require both graphical analysis (e.g., optimal fishing effort vs open‐access fishingeffort) as well as discussion‐based analysis to highlight how human decisions, and thus incentives, may lead to environmental degradation or recovery.Week 10, 11,12? Analyze the actions of community that promote or disrupt the well‐being of the human and natural worlds over time, space, and culture?Students will write a 1‐2 page policy critique of current (or recent) government intervention aimed at issues pertaining to sustainable development, natural resources, or climate change mitigation. Policies with a goal of environmental improvement are likely to limit or incentivize collective actions for better societal outcomes. Student policy critiques must highlight the benefits associated with environmental quality, how the incentives of individuals are misaligned with community incentives, how policy may alter incentives, and discuss the societalcosts of such improvements.Week 13Re: Sustainability Economics course - updates and quick requestMaarten J VonhofMon 9/30/2019 2:29 PMTo: Michael J Ryan <michael.ryan@wmich.edu>Dear Mike,Thank you for providing an update on the creation of the new ECON 2190 Economic Principles of Sustainability, the Environment, and Natural Resources course. The Institute is very supportive of the creation of this course, and anticipate using it as a requirement in our Freshwater Science and Sustainability major (~60 majors) in place of the current requirement of ECON 3190 Environmental Economics. We will also consider including this course as a requirement or elective in our other majors (Environmental and Sustainability Studies and Sustainable Brewing), dependent our internal curricular review process. We appreciate the responsiveness of the Department of Economics to our needs, as the development of ECON 2190 arose directly from conversations between our units, and we appreciate the spirit of collaboration in which those discussions took place. We are excited to have this new offering on the economics of sustainability available to our students and the broader campus community.Best regards, MaartenDr. Maarten VonhofDirector, Institute of the Environment & SustainabilityProfessor of Biological Sciences and Environmental & Sustainability Studies Western Michigan University1903 W. Michigan Avenue Kalamazoo, MI 49008-5410Phone: (269) 387-5626 ................
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