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178 ARTS AND SCIENCES
Environmental Science (ENVS)
101. The Blue Planet. (3)
To understand global change and environmental concerns,
this course weaves together an understanding of Earth’s
lithosphere, atmosphere and oceans and how ecosystems
are linked to the physical environment. Students are encouraged,
but not required, to enroll concurrently in 102L.
102L. The Blue Planet Laboratory. (1)
Introductory environmental earth science laboratory. Includes
minerals, rocks, and rock cycle, topographic maps, local geology
and groundwater, weather and climate.
Pre- or corequisite: 101.
330. Environmental Systems. (3)
Study of the human relationship to and impact on the physical
environment. Sustainable development and management of
resources. Global change and implications for ecosystems.
Environmental law, policy, regulations and ethics.
Prerequisites: (101 or EPS 101) and CHEM 121L and (MATH
162 or BIOL 123/124L or PHYC 160). {Fall}
430./530. Advanced Environmental Science. (3)
Application of basic science to the interdisciplinary study of
environmental systems. Causes of and solutions to land, air,
water and ecosystem degradation.
Prerequisites: 330 and MATH 163 and PHYC 160 and CHEM
121L and BIOL 123/124L. {Spring}
530/430. Advanced Environmental Science. (3)
Application of basic science to the interdisciplinary study of
environmental systems. Causes of and solutions to land, air,
water and ecosystem degradation.
Natural Science (NTSC)
No major or minor offered.
Matthew W. Nyman, Coordinator
Natural Sciences
Northrop Hall 126
MSC03 2040
1 University of New Mexico
Albuquerque, NM 87131-0001
(505) 277-4355
261L. Physical Science. (4)
For pre-service K-8 teachers only. A broad, interdisciplinary
introduction to the science of geology, chemistry, physics
and astronomy, with emphasis on the sciences processes,
inquiry and the integration of technology. The course is activity-based,
utilizing a problems-and-issues based approach;
various teaching methods are modeled and practiced by
students; some field trips may be required.
262L. Life Science. (4)
For pre-service K-8 teachers only. An activity-based study of
science topics including botany, cell biology, genetics, microbiology
and zoology with emphasis on science processes,
inquiry and the integration of technology. Various teaching
methods are modeled and practiced by students; some field
trips may be required.
Prerequisite: 261L, MATH 112.
263L. Environmental Science. (4)
For pre-service K-8 teachers only. An activity-based interdisciplinary
study of major issues in environmental science
with emphasis on science process, scientific investigations
and field-based activities and the integration of technology.
Course topics include current issues on population, healthy
ecosystems and natural resources. Various teaching methods
are modeled and practiced by students.
Prerequisites: 261L, 262L.
400*. Science Topics for Educators. (1-4 to a maximum
of 6).
Topics in specific science content areas with a focus on scientific
process and inquiry. Topics vary; lectures are normally
supplemented with laboratory exercises.
Restriction: permission of instructor.
ECONOMICS
Philip T. Ganderton, Chairperson
The University Of New Mexico
Department of Economics
MSC05 3060
1 University of New Mexico
Albuquerque, NM 87131-0001
(505) 277-5304; FAX (505) 277-9445
Professors
Robert Berrens, Ph.D., Oregon State University
Alok K. Bohara, Ph.D., University of Colorado
David S. Brookshire, Ph.D., The University of New Mexico
H. Stuart Burness, Ph.D., University of Kansas
Donald Coes, Ph.D., Princeton University
Philip Ganderton, Ph.D., University of California
(Santa Barbara)
Christine Sauer, Ph.D., Brown University
Associate Professors
Melissa Binder, Ph.D., Columbia University
Janie Chermak, Ph.D., Colorado School of Mines
Kate Krause, Ph.D., University of Wisconsin
Richard Santos, Ph.D., Michigan State University
Assistant Professors
Matias Fontenla, Ph.D., University of Texas at Austin
Kristine Grimsrud, Ph.D., Washington State University
Jennifer Thacher, Ph.D., University of Colorado, Boulder
Affiliated Faculty
Lawrence Waldman, Ph.D., The University of New Mexico
(Economist III, BBER, UNM)
Professors Emeriti
Shaul Ben-David, Ph.D., Cornell University
F. Lee Brown, Ph.D., Purdue University
Albert Church, Ph.D., Claremont Graduate School
Ronald Cummings, Ph.D., University of Kansas
Micha Gisser, Ph.D., University of Chicago
Peter Gregory, Ph.D., Harvard University
David Hamilton, Ph.D., University of Texas
Chung Pham, Ph.D., University of Pennsylvania
Donald Tailby, Ph.D., Rutgers University
Paul Therkildsen, Ph.D., University of Colorado
Nathaniel Wollman, Ph.D., Princeton University
Introduction
Why is there pollution? Why are the rainforests vanishing? Is
the federal budget deficit a problem? Will graduating seniors
ever collect on Social Security? Will consumers benefit from
increased competition in the electricity market? Why and how
would people shop on the Internet? Can government policies
reduce unemployment? Is crime an economic problem? Why
are some countries rich and others poor? Does international
trade help or hurt workers in the United States?
Economics provides answers to questions like these by analyzing
how scarce resources are used and how goods and
services are distributed. Students of economics learn how
incentives shape human behavior and why people debate
public policies. Majors develop analytical and quantitative
skills, including modeling, econometrics and forecasting.
They understand macroeconomic relationships that explain
economic growth, unemployment and inflation and exchange
rate fluctuations. They also study the microeconomics of
government policies, work, industrial organization, labor and
UNM CATALOG 2006–2007 Symbols, page 611.