Unit 7: Climate Change from the Socio-Environmental Systems Perspective
Robyn Smyth, Bard College; Curt Gervich, SUNY College at Plattsburgh; Eric Leibensperger, Ithaca College
This unit summarizes and synthesizes the previous six units by inviting students to reflect on their experiences throughout the module, identify key learning moments and consider how these events influenced their ...

Unit 2: Water Footprints
Robert Turner, University of Washington-Bothell Campus
Unit 2 opens a window into water accounting and reveals intensive water use that few people think about. How much water goes into common commodities? Have you considered how much water it takes to support our ...

Unit 3: Crops and Irrigation Patterns in the United States
Chris Sinton, Ithaca College
This unit is designed to allow students to quantitatively assess how much water is used for irrigating crops and how this varies across the United States. This unit also has students link water use to the economic ...

Rebecca Boger: Using Food Security in Introduction to Urban Sustainability at CUNY Brooklyn College
Rebecca Boger, Brooklyn College, CUNY
My course is an introduction to urban sustainability that integrates materials from environmental science, sociology and economics. As a relatively new course, I have been learning about what works or doesn't work each time I teach it. From the onset, the course was designed around two-week units pertaining to sustainability topics (e.g., water, transportation, housing). A few years ago, I took a Team Based Learning (TBL) workshop. While the course structure doesn't totally fit within the TBL design, I do apply many of the elements, such as having students work in teams throughout the semester, giving quizzes at the beginning of each unit so that students do the reading and come prepared to learn more deeply about a subject, and more application activities and fewer lectures. One of the course units is food and so the food security module was a perfect fit for the course, both in content and structure.

Comparing Market Structures
Amber Casolari, Riverside City College
Working in predetermined teams of 4-5 students, teams will examine and identify the market structure for cell phone operating systems. After examining the current market structure, teams will be asked to analyze ...

Financial Incentives of Open Access Resource Overuse
Chris McIntosh, University of Minnesota-Duluth
In this activiy when property rights are absent participants have financial incentive to take what they can get immediatly as opposed to waiting until the resource is more valuable. Adding strong property rights provides the proper finanacial incentives for students to wait to extract the resource when it is most valuable.

Game Assignment for Environmental Economics
Nelson Altamirano, National University
Game Assigment for Environmental Economics and Sustainability

Tax Game
Betty Blecha, San Francisco State University
The link between a set of taxes and income distribution is an important, but difficult, concept taught in economics principles courses. The Tax Game simulation requires a student to set tax rates for an income tax, a property tax, a wealth tax, a payroll tax, a corporate income tax, a sales tax,and an excise tax. The student can choose any rates he or she wishes, but must achieve a given revenue target.

Exploring Easter Island Economics with Excel
Morris Coats, Nicholls State University

Supply and Demand: Single and Multiple Changes in the Market for Homes
Eddy Chi, University of Southern California
The activity leads teams of students through successive simultaneous report application exercises on the market for homes. Students will apply supply and demand concepts, including multiple shifts, and use ...