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The following professors are willing to speak about these topics for your group or class.  Please contact them directly to schedule a lecture.

Eric Jamelske

Associate Professor of Economics 
(715) 836-3254

Pollution Permit/Cap & Trade Example

A classroom example of creating the missing market in a situation where there is pollution. The lecture has a handout for students to follow along in class. There are five firms that all emit pollution as they produce a product of value for society. Some firms pollute more/ less than others and some firms have higher/lower cost of reducing pollution below current levels.
Three policies are considered to reduce pollution to a specified target (30% reduction) and the costs as well as the fairness of each policy are discussed as we walk through the example. The third policy involves creating a market for pollution either by allocating permits to firms and then allowing trade from the initial allocation (cap & trade). We also adapt this policy to equate to a pollution tax by having the government auction off all of the permits rather than giving them to firms initially.
The lecture ideally fits in an hour and fifteen minute class because it takes about 60 minutes to do at a good pace and then there can be discussion afterwards.
I have adapted to do it in a fifty minute class.
Presentation of Survey Results on Climate Change Perceptions

I have been conducting research by collecting survey responses to a variety of questions regarding the awareness, perceptions, understanding and beliefs about climate change/global warming among college students in the United States and China. I generally present the motivation and background for this project and then the sample and the data. It begins by comparing US and Chinese student responses and then I dig into the US data and examine differences in responses across students with different political ideologies….basically comparing liberals to conservatives.
The results are quite interesting and informative and lead to great discussion. I typically like to have the students in the class take the survey prior to seeing the presentation so that they have a common frame of reference as they listen and watch.
The lecture ideally fits in an hour and fifteen minute class because it takes about 60 minutes to do at a good pace and then there can be discussion afterwards.
I have adapted to do it in a fifty minute class.

Ruth Cronje

Professor of English
(715) 836-5384

Environmental Civic Engagement:  Undergraduate as Technocrat

This lecture will describe a UW—Eau Claire course we have developed to connect undergraduates (both science and non-science majors) with community partners in a collaborative project to promote the stewardship of pollinator biodiversity. This authentic undergraduate-community experience introduces students to the principles and skills of civic engagement and gives them both reason and opportunity to reflect upon and problematize the epistemic status of scientific evidence and their role as technocrats in a project that requires the reciprocal empowerment of citizens and citizens' own expertise. This lecture will enable attendees to reflect upon the tensions intrinsic to the integration of scientific evidence into public projects and to consider ways to best help prepare undergraduates to take their full place as citizens as well as scientific professionals. 

Environmental Civic Engagement: The Pedal and Paddle Pollution Tour

This lecture describes a course in Environmental Civic Agency that partners undergraduate students from a multitude of disciplines with community agencies to prepare an outreach project to educate the general public about sources of water pollution in the Lower Chippewa River State Natural Area.  Students and their community partners produced short films that take viewers on a "virtual tour" of the Lower Chippewa River and introduce them to various pollution problems affecting our local watershed.  The students/community agency teams also created the tour in the form of a map.  This lecture describes the main learning outcomes of the course — including civic agency, scientific literacy, public communication, and technological literacy — and how they were achieved in a 15-week semester.