Unit 6: Carbon Emissions Game part of Regulating Carbon Emissions
In this unit, students play a game, a variation on the "Pollution Game" (Corrigan 2011), to develop an appreciation of the pros and cons of the commonly discussed policy options for carbon abatement ...

Unit 5: Abating Carbon Emissions part of Regulating Carbon Emissions
Students evaluate the EPA's Clean Power Plan in the context of Common but Differentiated Responsibility. This unit also introduces students to the idea that there are costs and benefits associated with the ...

Unit 2: Water Footprints part of Water, Agriculture, Sustainability
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 part of Water, Agriculture, Sustainability
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 ...

Unit 7: Climate Change from the Socio-Environmental Systems Perspective part of Regulating Carbon Emissions
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 ...

Rebecca Boger: Using Food Security in Introduction to Urban Sustainability at CUNY Brooklyn College part of The Wicked Problem of Global Food Security
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.

Introducing the economic concept of 'tragedy of the commons' using global warming part of Integrate:Program Design:InTeGrate Program Models:Gustavus Adolphus:Teaching Activities
This one-day module for an introductory economics class uses global warming as an example of 'the tragedy of the commons' principle.

Financial Incentives of Open Access Resource Overuse part of Integrate:Workshops and Webinars:Systems, Society, Sustainability and the Geosciences:Activities
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 part of Integrate:Workshops and Webinars:Systems, Society, Sustainability and the Geosciences:Activities
Game Assigment for Environmental Economics and Sustainability

Exploring Easter Island Economics with Excel part of Integrate:Workshops and Webinars:Systems, Society, Sustainability and the Geosciences:Activities