Abstract
Economics is the study of human behavior in relation to a resource-constrained world. The discipline is a behavioral science. From this perspective, economics incorporates the evaluation of both individual and societal behavior within the context of prevailing cultural values to assess resource use, constraints and sustainability relative to anthropomorphic or human-focused resource utilization. However, many cultural values can be described as legacy, defined as an inheritance from a previous generation. Additionally and related, unless there is a continuous assessment and reassessment of and between social actions and societal frameworks, there can be a delay in the needed responsiveness to modify cultural values. The latter statement addresses the need for promoting awareness of the parameters that define sustainable consumption. This paper explores one example of how increasing awareness of the assumptions embedded within supply and demand, as overtly visible in “fair” market prices, can increase awareness of the inherent responsibility of consumption decisions. Using a replicable life cycle cost assessment assignment, the author provides a rationale and outcome for the incorporation of a sustainability project in the teaching of introductory economics.
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Appendices
Appendix A: Assessment Table
Students are requested to populate the table below using a scale of 1 (minimal) to 3 (significant) where scoring is based on justifiable evaluation of the impact of the beverage on the stated category and impact grouping. For example, if the beverage uses 10 gallons of water in the production of an ounce, you may view this as a 3 for the category production and impact grouping water footprint. The table will be used in the in-class group discussion and should be attached to the student reflection essay.
Good: beverage—cola/soda | Water footprint | Carbon footprint | Human health impact | Natural resource impact |
|---|---|---|---|---|
Production | ||||
Distribution detail impacts specific to the distribution of the final good | ||||
Consumption detail impacts from the point of consumer purchase to disposal | ||||
Disposal detail impacts from the point of waste disposal; waste incineration or landfill; impact of packaging disposal-impact of recycling |
Appendix B: Assignment Learning Outcomes—Instructor Evaluation
The rubric provided below is to be used in evaluating the student reflection essay. All categories are tied to the stated learning outcomes of the assignment.
Learning outcome | Excellent score: 4 | Good score: 3 | Average score: 2 | Poor score: 1 |
|---|---|---|---|---|
Recognize externalities incurred in the production of a product and relate these to the price paid for the product | ||||
Question the sustainability of consumption choices through a life cycle evaluation that includes production, distribution, consumption and waste | . | |||
Explain the consumer’s role in promoting a sustainable economic outcome | ||||
Articulate the potential for inconsistency between incentives for the producer relative to the consumer |
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Venkatesan, M. (2016). Sustainability in the University Curriculum: Teaching Introductory Economics. In: Leal Filho, W., Pace, P. (eds) Teaching Education for Sustainable Development at University Level. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-32928-4_3
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DOI: https://doi.org/10.1007/978-3-319-32928-4_3
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