Making introductory economics more relevant: Using personalized connections to introduce environmental economics

Brooks Depro

International Review of Economics Education, 2022, vol. 39, issue C

Abstract: Instructors have used real-world problems in introductory economics classrooms for over three decades, but today’s students continue to perceive that economics is not relevant for their lives. I provide three teaching modules associated with pollution externalities designed to improve student perceptions of relevance and make the study of environmental problems “more useful for more people.” I provide a new context-rich problem that helps students make a personal connection with local environmental quality indicators. Two additional modules are included. The second module engages students with the interdisciplinary field of environmental justice. The third module explains how a Nobel Prize winner Ronald Coase’s influential and controversial insight about reciprocal harm can help encourage critical thinking about negative externalities in a world with transaction costs. In such a world, the module focuses on the legal system's role and Coase’s overlooked view that factors other than efficiency should be considered. Finally, I include supplementary materials and tips for instructors wishing to use one or more modules in their classrooms.

Keywords: Teaching; Environmental economics; Negative externalities; Inequality; Undergraduate economics (search for similar items in EconPapers)
JEL-codes: A22 D62 D63 Q50 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:39:y:2022:i:c:s1477388021000220

DOI: 10.1016/j.iree.2021.100230

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