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AERE/MEA (International Society for Ecological Economics) Conference
Cincinnati, OH, March 21 - April 2, 2017
"A Pedagogical Approach to the Nexus between Sustainable Scale and Just
Distribution: A Well-Being Analysis Project in Cincinnati, Ohio”
Nancy Bertaux, PhD
Professor of Economics
Director, Economics, Sustainability & Society
Director, Sustainability: Economics & Management
Xavier University
Cincinnati, Ohio USA
Students in a senior level economics course (including economics, sustainability
and environmental science majors) will be utilizing an experiential learning
methodology in the Spring of 2017, whereby they assist Cincinnati, Ohio
neighborhoods in assessing well-being, utilizing a Genuine Well-Being
framework. This paper will report on the preliminary phases of this pedagogical
and practical exercise, and consider how theoretical concepts from
environmental, natural resource, and ecological economics can be used by
students to assist in non-profit efforts (driven by Cincinnati's Economics of
Compassion Initiative) to inventory and assess the well-being of neighborhoods.
Bio:
Nancy Bertaux, PhD is Professor of Economics, founder and Director of the BA
in Economics, Sustainability & Society, and the BSBA in Sustainability:
Economics & Management degree programs at Xavier University in Cincinnati,
Ohio. She also is the faculty co-chair of Xavier's Sustainability Committee. She
is committed to the importance of integrating ecological concerns into economics
and interdisciplinary studies.
A Practical and Pedagogical Experience with Well-Being Analysis in Cincinnati, Ohio
Nancy Bertaux, PhD, Professor of Economics
Director, Economics, Sustainability & Society
Director, Sustainability: Economics & Management
Xavier University, Cincinnati, Ohio USA
I. Why?
Nexus between human, social, and ecological well-being (concentric
circles, not triple bottom line/sweet spot)
Intersects with necessity for full cost/true cost/ accounting for
positive and negative externalities
Daly and many other scholars have long recognized deficiencies of
using GDP and GDP growth as well-being measures
II. What?
Make this analysis feasible and operational at the local level
Others are focused on national and global levels
Incorporate into required course in ecological/environmental/natural
resource economics
Demonstrate academic concepts learned are directly applicable to
local well-being
Final goals of class project Fall 2016:
1. Describe community and its natural resources
2. How do these natural resources relate to community well-being?
What is well-being to this community and what are some ideas on
can/how should it be measured?
3. What policies might enhance the community's well-being, related
to natural resources?
III. Where?
Neighborhoods in Cincinnati, Ohio
Middle American, practical Midwestern perspective: if it can be sold
here, it can work anywhere
IV. Who?
Students of ecological economics, interdisciplinary, many
sustainability and environmental science majors
Working in 5 neighborhoods, varied socio-economically and
geographically; include one or more of 3 neighborhoods bordering
University (Evanston, North Avondale and Norwood)
V. How?
Five groups of five in each class of 25; Each group takes a different
community, all have same tasks; Meetings on Fridays (MWF class)
Require attendance at public meeting, forum, or event in community,
early in the semester; Find ways to engage in conversation with
community members and or community leaders; Provide phone
number contacts: Cincinnati Parks, Cincinnati health department,
Cincinnati office of environment and sustainability, Cincinnati urban
league
Start with community general descriptive statistics; Can compare
community to other communities within Cincinnati, or broader
comparisons, such as state or national; Students who have had
STAT 211 may use Excel skills
Include photos from community related to each natural resource
described
Provide template for final presentations of groups
Tie in Mark Anielski's index: how does information gathered by
students validate elements in Well Being Index, particulary those
related to environmental quality's effects on well being
VI. So what?
Next steps: tie in to advanced policy class in spring semester, what
policies will enhance true well-being, what is required to argue for
and achieve them?
Actual measurement of well-being by community, by teams of
student and community members
Possible partnerships: Port Authority, City of Cincinnati, CMHA,
Economics of Compassion Initiative