SESYNC - National Socio-Environmental Synthesis Center

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The Blind Spot in the Green Revolution: Temples, Terraces, and Rice Farmers of Bali
(2013-07) Wei, Cynthia; Burnside, William; Che-Castaldo, Judy
This case explores the complex interactions in a socio-environmental system, the Balinese wet rice cultivation system. Using a combination of the interrupted case and directed case methods, students are presented with an issue that arose during the implementation of Green Revolution agricultural policies in Bali: rice farmers were required to plant new high yield rice varieties continuously rather than following the coordinated cropping schedules set up by water temple priests. Students examine qualitative and quantitative data from classic anthropological research by Dr. Steven Lansing to learn about the important role that water temples play in achieving sustainable rice cultivation in Bali. Using a model that synthesizes ecological, hydrological, and ethnographic data, Lansing and his colleague, Dr. James Kremer, were able to demonstrate that temple priests determine the cropping schedules for farmers in a way that reduces pest growth and helps to manage limited water resources, maximizing rice yields. This four-part case can be used for a wide range of courses in a few class periods (total class time approximately 4.5-5 hrs.)
Save the Turtles! And the Grizzlies? Or the Woodpeckers? Prioritizing Endangered Species Conservation
(SESYNC, 2013-07) Che-Castaldo, Judy; Burnside, William; Wei, Cynthia
This case study explores the complexities involved in endangered species management and provides an opportunity for students to perform an exercise in socio-environmental synthesis. Developed for introductory undergraduate courses in environmental studies or conservation biology, it contains suggested modifications for upper-level undergraduate and graduate courses. Students take the position of wildlife managers who must decide how best to allocate limited resources for conserving multiple threatened and endangered species. Students are provided with data on the ecological characteristics and socio-economic circumstances for a set of five species, and then work in small groups to develop conservation priority rankings based on those data. Students summarize their decisions in writing and in small-group presentations, and the case concludes with an instructor-led discussion of how actual conservation priorities are determined.