A casestudy “The Ecological Footprint Dilemma”

This case study is a “clicker case.” It combines the use of student personal response systems (clickers) with case teaching methods and formats. The case is presented in class using a series of PowerPoint slides punctuated by questions (called “clicker questions”) that students respond to before moving on to the next slide. In this way, students work through the material to understand (and usually also solve) the problem presented in the case. Specifically designed for use in large introductory science classes, the method integrates lecture material, case storylines, student discussion, (clicker) questions, clarification of answers to those questions, more lecture, and data.

The world’s resource base is quickly becoming depleted and a steady increase in the human population is a concern as we seek long-term solutions to a global, environmental crisis. In addition to this, affluence in industrialized countries constitutes another challenge for a more equitable distribution of resources in the pursuit of a better quality of life for more people. For these reasons, this case study will be of interest to students in an introductory biology course. As they work through the case, students calculate their ecological footprint. They are then asked to decide whether a new parking lot is more effective in accommodating the needs of an expanding university campus than a community garden. Campus greening is becoming a challenging component of the experience of millions of college students throughout the world. Many institutions of higher education are committed to reduce carbon dioxide (CO2) emissions as a way to educate students to become better stewards, and are actively seeking viable strategies to better control global climate change. The American Association for Sustainability in Higher Education (AASHE) counts among its membership hundreds of colleges and universities in the U.S. Moreover, since 2006, about 400 presidents of institutions of higher education have signed a petition to reduce CO2 emissions from their campuses.

Written for a non-majors introductory biology class, this case would also be suitable for courses in ecology, environmental science, conservation biology, environmental studies and general biology. The case is designed to be taught at the end of an ecology unit of the curriculum. Students should be familiar with population ecology concepts (richness, distribution, carrying capacity, competition, symbiosis), including human population ecology, growth, and competition.