Applied Economics Teaching Resources

an AAEA Journal

Agricultural and Applied Economics Association

Teaching and Educational Methods

Teaching by the Case Method to Enhance Graduate Students Understanding and Assessment of Wicked-Type Problems: An Application Involving the Bears Ears National Monument

Amanda J. Harker Steele(a) and John C. Bergstrom(b)
KeyLogic(a), University of Georgia(b)

JEL Codes: A20, A23, Q30, Q38
Keywords: Bears Ears National Monument, case method, economic valuation, quantitative and qualitative decision making, student learning, and wicked-type problems

Publish Date: September 15, 2021
volume 3, Issue 3

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Abstract

This paper presents the results of a teaching project designed to enhance graduate-level agricultural and applied economics students’ understanding of wicked-type problems, and the limitations of benefit-cost analysis (BCA) as an evaluation criterion for such problems. We employed the case method, a participatory, student-centered approach to teaching, wherein students work in groups to evaluate a case. The case used for this study focused on a wicked-type problem at the time that this study was being implemented, namely determining “What is the ‘socially optimal’ or preferred size of the Bears Ears National Monument?” The effectiveness of the case method in achieving expected student learning outcomes was assessed through the application of a sign test and a Wilcoxon signed rank test to students’ responses on a pre- and post-survey. Student learning outcomes were further assessed using the grades received by students on an individual and group assignment. Overall, results suggested the case method is an effective tool for advancing students’ understanding of wicked-type problems, but not necessarily for teaching students about the limitations of BCA as an evaluation criterion for such problems. It appeared students may have already been familiar with the limitations of BCA, prior to participating in the study.

About the Authors: Amanda J. Harker Steele is a Senior Economist at KeyLogic (corresponding author: ajharkersteele@gmail.com). John C. Bergstrom is a Professor and the Undergraduate Programs Coordinator in the Department of Agricultural and Applied Economics at the University of Georgia. Acknowledgements: The authors would like to acknowledge Kim Boucher, Administrative Associate I for the Department of Agricultural and Applied Economics at the University of Georgia for her assistance in organizing and preparing data for the analysis. Kim was an instrumental part of the team. Funding support for this research was provided by the National Institute of Food and Agriculture/USDA through grant award 2013-38420-20521 entitled, “Preparing Students for Leadership in Natural Resources and Economics of Alternative Energy: A Cooperative Approach.” The University of Georgia’s Institutional Review Board approved this work and documentation of the approval is included, IRB ID STUDY00005667

Copyright is governed under Creative Commons CC BY-NC-SA

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