Spring, 2015
|
Instructor: |
Joshua Farley |
|
Class Location: |
T, Th 11:30-12:45, Old Mill Annex A200 |
Office Location: |
HILLS 226 |
|
Office Hours: |
W 10-12, Th 9-11 in my office or by appointment |
| TA: | Ezra Mount-Finette (eimountf@uvm.edu) |
|
Contact
Information: |
jfarley@uvm.edu (802) 656-2989 |
Content
This is an upper level
course in ecological macroeconomics that explicitly builds on CDAE
61. We will cover the
material in the Daly and Farley textbook not covered in 61: market
failures as
applied to biotic and abiotic resources, human behavior,
macroeconomics, international
economics, and policy. Students who did not take
CDAE 61 will be expected to review chapters 1-10 in the Daly and Farley textbook
on their own, particularly 1-4 and 10.
You will be asked to apply textbook matieral to current problems in
our economic system. Many of these problems will be unfolding
as the semester progresses. I may therefore adapt the course from time
to time to respond to current events, I expect you to read the
newspaper or other news sources during the semester.
Like 61, this course focuses on the allocation of available resources among alternative desirable ends, and hence the following question: 1) what are the desirable ends? 2) What are the
available resources, and what are their characteristics relevant to allocation?
3. Based on the nature of the available resources, human nature, and available
institutions (those that currently exist or that we can create) what allocative
mechanisms are best for achieving these desired ends? Ecological economics
seeks to answer all these questions in a transdisciplinary fashion, drawing on natural sciences, social
sciences and the humanities. Ecological
economics is problem driven - rather than applying the same disciplinary tools to
different problems, the specific problem being studied determines what tools
and methods are appropriate. Finally, ecological economics views the economic
system as a subsystem of the sustaining and containing global ecosystem, and
therefore prioritizes ecological sustainability and just distribution over
efficient allocation.
Objectives
Our overall objective for this
course is
to try and answer, from a systems perspective, the basic questions that
arise
from the definition of economics proposed above. then apply these
answers to real life problems, including major ecological crises, the
current financial crisis, and the debate over deficits and debt.
Specific
objectives required to achieve this include (in the order we will
address them):
Structure
I will try to make the class
about half
lecture and about half seminar style discussion. DISCUSSION ONLY WORKS
IF STUDENTS DO THE READINGS BEFORE CLASS. I WILL THEREFORE ASK
YOU TO SUBMIT BRIEF SUMMARIES OF KEY POINTS FROM THE READINGS
BEFORE EACH CLASS. The course will
be
organized
approximately the same as the 2nd half of the main textbook,
Ecological Economics, 2nd edition.
I
will miss the final class session and perhaps one or two others during the semester due work related travel I
will arrange guest lectures, small group discussions on specific topics
or movies for the classes I miss.
I
will try to keep the structure flexible.
Instructor Information
Biography
I am a professor
of
Community Development and Applied Economics, Fellow at the Gund
Institute
for Ecological Economics and Visiting Researcher (2-3 months/yr) at the
Universidade Federal de Santa Catarina. Previous positions
include program
director at
the School for Field Studies' Centre for Rainforest Studies in Far
North
Queensland, Australia, Executive Director of the University of
Maryland
Institute for Ecological Economics (now the Gund Institute), and
visiting professor at two different universities in Brazil.
I
earned an undergrad degree in Biology from Grinnell College, a Masters in
International Affairs and a Certificate in Latin American and Iberian Studies
from Columbia, and a Ph.D. in Agricultural, Resource and Managerial Economics
from Cornell. I was very distressed that my PhD program in neoclassical
economics ignored physical and ecological principles as well as issues of
social justice, but I fortunately discovered the work of Herman Daly, Robert
Costanza and other ecological economists. I taught myself ecological
economics.
My
major research interests, in no particular order, include public goods (with a
particular emphasis on non-rival goods), cooperation, quality of life,
problem-based education, restoration of natural capital, economic
globalization, watershed management, policy and about a million other topics.
Other Instructors
I may invite guest lecturers from
time to
time.
Instructional
Approach
This is not a conventional course in which I
deliver
information for you to learn and regurgitate. We will focus on
complex
problems in which facts are uncertain, stakes are high, decisions
urgent and
values important. In many cases, we will be dealing with a sample
size of
one unique and evolving system, in which case the scientific method
cannot
always reduce uncertainty. Even setting aside uncertainty, there
will
rarely be one right answer to any question. For example, virtually all
questions concerning the desirable ends of economic activity are
unavoidably
normative (i.e. value based, not fact based). On the other hand,
we will
also be building on the basic laws of physics and ecology. The
material
is science based but value driven. I do not want you to memorize
material, but rather learn to apply theory to real life situations, and
communicate your insights to others. Most days we will start out
with a discussion of current events relevant to the course. Economic
theory is only useful if it helps you to understand reality.
I'm
a firm believer in the learning pyramid concept depicted below, but
find it a
challenge to implement with 30 students. I will try to strike an
appropriate
balance between lecture, reading, student presentations, videos, demonstrations and seminar
style
discussion. The goal of both lectures and readings will be to stimulate
discussion. To further encourage discussion during lectures,
everyone
will be asked to prepare for class by reviewing the "think about it"
and "big
ideas" sections for each chapter in the Daly and Farley text. I
will
supplement these with some additional questions as well. As the
class is
a bit too large to easily engage everyone in discussion, we
will
sometimes break up into smaller discussion groups. Typically,
each
member of the discussion group will have a separate reading presenting
different
views on the same topic, and it will be your responsibility to
critically introduce others in your group to those views. Coming
to class unprepared on these days is
not an option. Class participation will be a significant portion
of your
grade. If you hope to earn a good grade in this course, attendance will
be
mandatory.
I
will use Blackboard to post the syllabus, accept electronic assignments, provide
discussion boards, and so on.
Required
Ecological Economics: Principles and
Applications, 2nd edition, by Herman Daly and Joshua Farley, Island Press, 2010
(ABBREVIATED AS DF IN THE TENTATIVE SCHEDULE.)
This
textbook provides an introduction to ecological economics. We will
cover the
chapters not covered in CDAE 61. Students who did not take CDAE 61 or
who did
not master the material covered will be expected to learn it on their
own. I will be using the 2nd edition, but will post new and heavily
revised chapters for those who have the older version.
I will post
additional readings to Blackboard
ALL ASSIGNMENTS MUST BE SUBMITTED AS WORD OR RTF DOCS. EVERY WORD PROCESSING PROGRAM CAN SAVE AS RTF.
Big Ideas: Every
reading has a list of "big ideas" at the end. For each new reading, you
must submit a sentence or two description of each big idea before
class.
14%
Macroeconomic solutions paper: Most
of your grade will be based on a policy paper based on central course
themes. This is a major research project, which means you will do
extensive background research beyond what you learn in class.
Your task is to describe a major macroeconomic problem, explain its
origins, and propose a solution. The paper has 4 separate parts.
1. Choosing a problem: Your
first task is to choose a specific problem and carefully explain why it
is a problem. The problem must relate
to the main themes of the course as outlined under objectives.
Carefully review the syllabus, then prepare a paragraph discussing a
problem that relates to course topics and interest you. 2%
2. Problem Statement and causes: Once
you have chosen a problem, you must do an intensive literature review
to see what others have written about it, then use this literature
review to describe the problem. In the context of this course,
problems are trends or states that are unsustainable, unjust, or
inefficient. Who is affected by the problem? What are the
consequences? What will happen if the problem is not addressed?
When developing a problem statement, iIt often helps to start with a
fairly broad problem, then narrow it
down to the very specific problem you plan to address. This
should have extensive references from legitimate sources, with an
emphasis on peer reviewed journals.
Your next step is to clearly
explain the specific causes of the problem. What institutions
contribute to the problem? Do some individuals or groups benefit from
the problem? Are the physical characteristics of the resources
involved relevant (e.g. rivalry, excludability, spatial
distribution)? How does the problem relate to sustainable scale,
just distribution and/or efficient allocation?
You
must have another student review your paper and make suggestions for
improvements, and you must do the same for another student. You
will need to submit the review on your draft and the name of the
student who did it together with your revisions. In my
experience, papers always improve with revisions.
The complete assignment counts for 11% of your grade
4. Solutions to the Problem: Explain
specific policies we could implement that will contribute to the
solving the problem. Integrate theory with empirical evidence.
For example, you should explain what policy design priniciples you
apply (from chapter 21), and whether your polic is an example of
prescription, payment, penalty, property rights or persuasion.
What is the evidence you policy will work? Have similar policies
been applied successfully elswhere? Could your solutions
possibly cause harm? How much time do we have to implement
them?
You
must have another student review your paper and make suggestions for
improvements, and you must do the same for another student. You will
need to submit the review on your draft and the name of the student who
did it together with your revisions. In my experience, papers always
improve with revisions.
The complete assignment counts for 11% of your grade
Research papers need to be meticulously documented, with at least 7 correct references for each of parts 2 and 3 and a total of at least 12 references, following an accepted academic format (e.g. APA). You must submit each section via BlackBoard as a Word or RTF document. Include your name and a title. Each piece should be no more than 1200 words, not including references. This will require very concise language. I will grade each piece by the following criteria:
Turned in on-time in correct format: 10 pts
Clear links to general course themes: 10 pts
Evidence of original research beyond what you learned in lectures and assigned readings: 20 pts
Creativity and clarity in integrating literature, current events and your own ideas, and response to peer comments: 30 pts
Complete, accurate references: 15 pts.
Clear writing with good grammar and spelling: 15 pts.
NOTE THAT CLARITY MATTERS. I STRONGLY SUGGEST THAT YOU TAKE YOUR WORK TO THE WRITING LAB.
Editorials: An
effective means to communicate to large numbers of people is through
newspaper editorials. You must therefore condense the two parts
of your macropolicy paper into a ~700 word editorial.
There
are a few basic tips that can help you write an effective
editorial. First, the editorial should focus on a topic currently
in the news. Your strategy might be to take a current event and
make people look at it in a different way, or relate a topic in the
news to the economics of sustainability. Second, your goal is to
convince people of the reasonableness of your stance. It helps if
you avoid superlatives, recognize both sides to the argument, and
support your position with specific, concrete examples. Third,
choose a well defined topic. You will have a limited amount of
space, and must narrow your topic down to a few key points you can
effectively argue. Finally, find out what the exact guidelines
are for editorials in the paper you plan to submit to. Read a few
dozen guest editorials to get an idea of what is likely to get you
published.
There are a number of resources on the Web that offer
guidelines for writing effective editorials. I strongly recommend that you visit The Op-Ed Project, which has detailed information on what different newspapers look for, and how to write an editorial. Another site
suggests these common elements:
• The Lead: An
attention getting lead that is accurate and specific and hooks the
reader. It should clearly state your position.
•
The Concession: A recognition of the validity of the opponents
position, which can disarm your opponent and enhance the credibility of
your position.
• The Body: Arguments for your thesis moving from strong to strongest.
•
The Conclusion: A restatement of your thesis with something added, such
as a call to action, or a positive vision for the future.
The
word limit
makes this assignment much more challenging than you might expect.
Multiple drafts will be necessary. Take your near-final draft
to the writing lab for final polishing, unless you are extremely
confident of your own writing skills--poor writing will be
penalized. This has to be well researched, but should
emphasize your ideas, not simply repetition of what others have said.
When you do refer to someone elses specific ideas, the reference must
be in the text, not in an academic format.
I will grade editorials according to the following criteria. PAY ATTENTION TO THESE:
If you get your editorial published, you will receive an automatic 100% for the assignment. Many students have gotten theirs published in the past. The asignment is worth 20%.
Current events:The themes we cover in this class will be highly relevant to current events. I want you to to pay close attention to the news, and try to relate what you read or see to what you learn in class. It is interesting to see how the media portrays these stories, and therefore want you to explore a variety of media, including newspapers with different political perspectives (e.g. New York Times and The Wall Street Journal), news programs with different perspectives (e.g. Fox News and PBS), social networking (e.g. news stories posted on facebook, twitter, you tube), news magazines (e.g. The Nation, The Weekly Standard, The Economist), etc. I'm impressed when students integrate current events into discussion of class topics, which will be reflected in your participation grade.
Group discussions and debate:There
are many different views on the topics we will
address in this course, and I would like to expose you to a variety of
them
without overwhelming you with readings. We will therefore have a number
of
small group discussions that might include alternatives to
capitalism, environmental
valuation,
envisioning a sustainable and desirable future, ecological
sustainability,
distributional justice and so on. For these, I will assign different
readings
to different students in the discussion group. You will break into
small groups
to discuss the assigned topic during class. Students will be required
to finish
the readings prior to class and post a list of three carefully
thought out
questions or comments designed to provoke discussion. As I will not be
able to
sit in on all of these discussion groups, you will be asked to evaluate
the
other students in your group. Your grade will be based on the
questions/statements you turn in before the start of class, how others
evaluate
your preparation and contributions, the quality of your evaluation of
others'
preparation and contribution, and when possible, my evaluations of you
as well. I will likely organize a debate related to current events
instead of one of these discussion group. You will also be required to
turn in your main debate points. There will be at least 5 total,
worth a total of 15%.
Group feedback on editorials: One group discussion will consist of students
presenting their editorials to a small group of class members for
feedback. You will each be asked to submit brief evaluations of
your peers. 4%
Class participation:
As this is an upper level course, I expect that each
of you has something to contribute to the class as a whole. You will
therefore
be graded on participation. This means not only going to class, but
actively
contributing questions, answers, additional resources and observations.
I will pass around an attendance sheet from time to time, and assume
that your attendance on those days accurately reflects your average
attendance. 20 %.
Student Responsibilities
Attendance is required if you
hope to do well in this course, as participation counts for much of your
grade. I expect students to come to class prepared (i.e. do your readings
before class, and bring thoughtful questions/comments for discussion).
Always respect other students, which means no chatting and no cell
phones. Assignments must be turned in on time. If you have a reason you
cannot do so, make sure you let me know ahead of time.
I will post important changes to the syllabus or course on Blackboard.
Religious Holidays
Students
have the right to practice the religion of their choice. Each semester students
should submit in writing to their instructors by the end of the second full
week of classes their documented religious holiday schedule for the semester.
Faculty must permit students who miss work for the purpose of religious
observance to make up this work.
Instructor
Responsibilities
The course TA (Corey Wilga) and I
will do our best to get your
assignments graded and returned within a week of submission. I
will reply to e-mails with a subject line
beginning CDAE 237, but with about 300 total students this semester, can't guarantee I'll
be prompt. If your subject lines do not begin like this, I promise
nothing. I will do my best to make myself available outside of
outside
hours if necessary.
Academic
Dishonesty
I expect you to follow UVM policies on
student honesty. I hope that students will work together on assignments
if it helps them to learn the material, but am very opposed to simply copying
others' work. I will fail students for plagiarism, so be very careful to correctly
cite all your work.
To be completely honest, I am far less interested in quantifying your learning experience than I am in helping you learn. Different people learn in different ways, and it can be very difficult for me to assess how much you've learned.
BREAKDOWN OF GRADES.
Class
Participation:
20%
Big ideas 15%
Macro
policy paper:
24%
Editorials: 20%
Group discussions: 15%
Feedback on peer editorials 04%
Letters
to politicians
02%
TOTAL 100
%
|
Grade |
Percentage
Required |
|
A |
95 |
|
A- |
90 |
|
B+ |
87 |
|
B |
83 |
|
B- |
80 |
|
C+ |
77 |
|
C |
73 |
|
C- |
70 |
|
D+ |
67 |
|
D |
63 |
|
D- |
60 |
|
F |
below 60 |
|
Date |
Topic |
Readings |
Assignments |
|
1/13 |
Introduction to course |
SYLLABUS!!! Review Ch 7-10 in D&F |
|
|
1/15-1/22 |
Market failures |
Chs. 11-12 in DF |
Big ideas ch. 11-12 |
|
1/27-1/29 |
Human Behavior |
Ch. 13 in DF |
Choice of Problem due Big ideas ch. 13 |
|
2/3-2/5 |
Macroecon, GNP Growth discussion |
Readings on Growth Macro intro; Ch. 14 in DF |
talking points on growth big ideas ch. 14 |
|
2/10-2/12 |
Money |
Ch. 15 in DF |
|
|
2/17-2/24 |
Distribution |
5 readings on inequality Ch. 16 Distribution in DF
|
Talking points on inequality big ideas ch. 16 First draft of problem paper due for review
|
|
2/26 |
Monetary and Fiscal Policy |
Ch. 17 IS-LM in DF |
Peer review of policy paper big ideas chapter 17 (tough chapter)
|
| BREAK |
|||
|
3/10-3/12 |
Monetary and Fiscal Policy |
5 readings on policy Ch 17 (cont.)
|
Talking points on policy Problem description and causes due
|
|
3/17-3/19 |
Policy Design and Applications |
Ch. 21-22 Policy |
|
|
|
Policy Design and Application |
Ch. 23 Policy Debate on current events |
big ideas chapter 23 Talking points for debate |
|
3/31-4/2 |
Policy Design and Application International Trade and globalization |
Ch. 24 Efficiency Ch. 18 International trade |
big ideas chapter 24 Big ideas 18
|
|
4/7-4/9 |
International Trade and globalization |
Chapter 19 Globalization Cbapter 20 Financial globalization
|
first draft of solutions paper due Big ideas chapters 19 Peer review of solutions paper due
|
|
4/14-4/16 |
Financial Globalization; |
Chapter 20 Financial Globalization 5 readings on crisis |
big ideas ch 20 Problem solutions due Talking points on crisis
Editorial draft must be sent to discussion group members
|
|
4/21-4/23 |
topic TBA |
Wrapping up loose ends |
Comments on editorials |
|
4/28 |
|
Looking Ahead in DF |
You should submit your editorials for publicaiont by Thursday if you want 100% grade for publication Final revisions due as complete paper
|
|
5/5 |
editorials due |
|
Editorials due by 5/5; must be submitted for publication
|