Interdisciplinary Education: Teaching Environmental Economics to the Uninitiated Graduate Student in the Natural Sciences

Abstract

Research shows that interdisciplinary economics education can be conducive to critical thinking. In this paper, an economics course is offered to doctoral students in the natural sciences with little or no background in economics. Learning outcomes included an ability to (1) utilize multiple approaches to thinking about and addressing environmentally-related science questions and problems (2) understand and interpret data or information through the perspectives of different disciplines (3) explore outcomes and implications of policy implemented to address environmental issues and (4) evaluate the fundamental assumptions of one discipline in light of another discipline. An assigned reading, illustrative case and water management policy example demonstrate these effective learning outcomes. A discussion of institutional and administrative challenges of teaching such a course is also included.

JEL Classification: A23