new.umaine.edu · Web viewIntroduction. During academic year 2009-10 the University of Maine conducted a campus-wide analysis of academic-unit productivity using …

Table of ContentsI Introduction, Focus, and Review Goals.......................................................................1

I.1 Introduction...........................................................................................................1

I.2 Strategic Focus and Alignment with UMaine and UM System Strategic Plans...2

I.2.1 School of Economics Strategic Focus...........................................................2

I.2.2 Alignment with the College, University, and University System.................3

I.3 School of Economics Goals for Review...............................................................4

I.3.1 Ph.D. Students...............................................................................................5

I.3.2 Closer Collaboration with the School of Policy and International Affairs....5

I.3.3 Financial Economics......................................................................................6

I.4 Strengths, Weaknesses, Opportunities and Threats (SWOT)...............................6

I.4.1 Macroeconomics............................................................................................8

I.4.2 Financial Economics......................................................................................8

I.4.3 International Economics and SPIA Global Policy Graduate Degree............9

I.4.4 Traditional Agricultural Economics............................................................10

II The State and University Environment......................................................................11

II.1 The State.............................................................................................................11

II.2 Maine’s Economy...............................................................................................14

II.3 Opportunities and Challenges – Maine’s Natural, Social, and Economic Systems20

III Faculty and Other Resources.....................................................................................21

III.1 Administrative Overview................................................................................21

III.2 Faculty FTE, Appointment Splits and Experience at UMaine........................22

III.3 Faculty Teaching Effort...................................................................................30

III.4 Faculty Public Service.....................................................................................34

III.5 Budgets, Expenditures and Grant/Contract Summary....................................35

III.5.1 Graduate Student Funding...........................................................................35

III.5.2 Non-salaried Operating:...............................................................................36

III.5.3 Grant and Contract Funds, FY 2006 to FY 2010.........................................38

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III.5.4 Importance of Outside Funding...................................................................40

IV University, System and School Background and Organization.................................41

IV.1 University Organizational Structure................................................................41

IV.2 Institutional Environment................................................................................44

IV.3 Incentive Structure within the College and University...................................45

IV.3.1 Salary...........................................................................................................45

IV.3.2 Promotion and Tenure.................................................................................45

IV.3.3 Awards.........................................................................................................46

IV.3.4 Sabbaticals...................................................................................................46

IV.4 School of Economics Organizational Structure..............................................46

IV.5 Communication...............................................................................................47

IV.6 Facilities..........................................................................................................49

IV.7 Cooperation with Other Units.........................................................................49

V Research.....................................................................................................................51

V.1 Faculty research foci...........................................................................................51

V.1.1 Anderson, Mark...........................................................................................51

V.1.2 Bell, Kathleen..............................................................................................51

V.1.3 Buhr, Karen..................................................................................................51

V.1.4 Cheng, Hsiang-tai........................................................................................52

V.1.5 Criner, George.............................................................................................52

V.1.6 Gabe, Todd..................................................................................................53

V.1.7 Hunt, Gary...................................................................................................53

V.1.8 Kearney, Adrienne.......................................................................................53

V.1.9 Leiby, James................................................................................................54

V.1.10 McConnon, James....................................................................................54

V.1.11 Montgomery, Michael..............................................................................54

V.1.12 Noblet, Caroline.......................................................................................55

V.1.13 Reiling, Steve...........................................................................................55

V.1.14 Rubin, Jonathan........................................................................................56

V.1.15 Silka, Linda..............................................................................................56

V.1.16 Teisl, Mario..............................................................................................56

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V.1.17 Tisher, Sharon..........................................................................................57

V.1.18 Trostel, Phillip..........................................................................................57

V.1.19 Waring, Tim.............................................................................................58

V.1.20 White, Gregory.........................................................................................58

V.2 Individual Faculty Grant/Contract Information..................................................58

V.3 Major Grant Activity...........................................................................................59

V.3.1 Sustainability Solutions Initiative................................................................59

V.3.2 Knowledge Transfer Alliance......................................................................60

VI Graduate Degree Programs........................................................................................68

VI.1 Participation in Graduate Interdisciplinary Degrees.......................................68

VI.1.1 Ecology and Environmental Sciences, M.S. and Ph.D................................68

VI.1.2 Global Policy, M.A......................................................................................69

VI.1.3 Other Degrees..............................................................................................70

VI.2 Opportunity for a Chinese Exchange Program................................................70

VI.3 Enrollment History in Graduate Degrees........................................................71

VI.4 Degrees Conferred...........................................................................................73

VI.5 Recent Measures of Graduate Teaching..........................................................74

VI.6 Formal Graduate Faculty Appointments.........................................................74

VI.7 Service on Outside Graduate Committees.......................................................75

VI.8 Changes to the Graduate Program since the Last Review...............................75

VI.8.1 Concentrations Eliminated...........................................................................75

VI.8.2 Courses Added.............................................................................................76

VI.8.3 Courses Dropped.........................................................................................76

VI.8.4 Courses Modified.........................................................................................77

VI.8.5 Course Modules...........................................................................................77

VI.8.6 Test of English as a Foreign Language (TOEFL) requirement...................78

VI.9 Graduate Student Assistantships.....................................................................78

VI.10 Number of Grad faculty..................................................................................79

VI.11 Graduate faculty status definitions..................................................................80

VI.12 Internationalization of Graduate Programs.....................................................80

VI.13 Employment of Recent Graduates...................................................................80

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VI.14 Graduate Goals for the Review Team to Consider..........................................82

VII Undergraduate Program..........................................................................................84

VII.1 Goal 1: Attract high-quality students..............................................................84

VII.2 Goal 2: Provide an appropriate mix of programs............................................85

VII.3 Goal 3: Continuous pursuit of excellence and innovation..............................86

VII.4 Individual Faculty Comments on Their Teaching...........................................87

VII.4.1 Mark W. Anderson...................................................................................87

VII.4.2 Kathleen P. Bell.......................................................................................87

VII.4.3 Karen Buhr...............................................................................................88

VII.4.4 Hsiang-tai Cheng......................................................................................88

VII.4.5 George Criner...........................................................................................89

VII.4.6 Todd Gabe................................................................................................89

VII.4.7 Gary Hunt.................................................................................................90

VII.4.8 Adrienne Kearney....................................................................................91

VII.4.9 James Leiby..............................................................................................91

VII.4.10 James McConnon.....................................................................................92

VII.4.11 Michael Montgomery...............................................................................92

VII.4.12 Caroline Noblet........................................................................................92

VII.4.13 Stephen Reiling........................................................................................93

VII.4.14 Jonathan Rubin.........................................................................................94

VII.4.15 Linda Silka...............................................................................................94

VII.4.16 Mario Teisl...............................................................................................95

VII.4.17 Sharon Tisher...........................................................................................95

VII.4.18 Phillip Trostel...........................................................................................96

VII.4.19 Tim Waring..............................................................................................97

VII.4.20 Greg White...............................................................................................97

VII.5 Undergraduate Academic Programs................................................................98

VII.6 Undergraduate Degrees Conferred and Other Data........................................99

VII.7 Quality of Teaching.......................................................................................100

VII.8 Use of Technology........................................................................................101

VII.9 The Farm Credit Fellowship Program...........................................................101

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VII.10 The Produce Marketing Association Career Pathway Program....................103

VII.11 Collaboration with undergraduate program in Ecology & Environmental Sciences (EES).............................................................................................................104

VII.12 Indicators of Undergraduate Program Quality..............................................105

VIII Appendix 2 Undergraduate Materials......................................................................A

IX Appendix 3 School of Economics Supplemental Data...............................................C

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Tables

Table II.1 Top 26 Employers in Maine............................................................................16Table II.2 Maine Farm Characteristics.............................................................................18Table II.3 Maine top 5 agricultural commodities, 2009...................................................18Table III.1 School of Economics Faculty FTEs: 2003, 2010 and 2011...........................23Table III.2 Faculty Appointments, FTE Splits and Research Area..................................26Table III.3 Faculty Degrees, Institution and Years at UMaine.........................................27Table III.4 Adjunct, Cooperating, Emeriti, and Other Assoc. Faculty.............................28Table III.5 School of Economics Service Courses...........................................................30Table III.6 School of Economics Quasi-Service Courses................................................31Table III.7 School of Economics Core SOE Undergraduate Courses..............................31Table III.8 School of Economics Graduate/Upper-Level Undergraduate SOE Courses..32Table III.9 School of Economics Graduate SOE Courses................................................32Table III.10 School of Economics Normal Distribution of Courses per year by Category...........................................................................................................................................33Table III.11 School of Economics Non-Salaried Operating Base Budget.......................36Table III.12 School of Economics Expenditures..............................................................37Table III.13 Grants/Contracts Submitted and Received by School of Economics 2006-2010...................................................................................................................................39Table VI.1 Enrollment History in the SOE Graduate Program........................................71Table VI.2 Trends in applications and acceptance rates for the SOE graduate programs72Table VI.3 Trends in the mean GRE scores of enrolled graduate students......................73Table VI.4 Degrees conferred...........................................................................................74Table VI.5 Graduate teaching outputs (Academic years 05/06 – 09/10).........................74Table VI.6 Number of assistantships, by year and by student’s degree program............79Table VI.7 Sample of recent graduate student employment.............................................81Table VII.1 School of Economics Undergraduate Degrees Conferred............................99Table VII.2 Use of Technology in SOE Instructional Delivery.....................................101Table VII.3 School of Economics Majors, Double Majors, Minors, and Honors College Membership.....................................................................................................................108Table VII.4 Grants/Contracts Submitted and Received by SOE 2006-2010.....................B

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Figures

Figure II.1 Maine's location within New England and the Maritime Provinces..............11Figure II.2 Maine's 16 Counties........................................................................................12Figure II.3 Population and Population Density (population / square mile) by County....12Figure III.1 Distribution of SOE Courses by Category....................................................34Figure III.2 School of Economics Total Annual Base Budgets vs. Expenditures............38Figure IV.1 School of Economics and University Administrative Structure...................43Figure IV.2 School of Economics....................................................................................48Figure VII.1 School Total Majors: 2005 – 2010..............................................................99Figure VII.2 Ecology and Environmental Sciences Students, Total and SOE Number.105

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DRAFT AGENDATuesday, May 10, 2011 – Team Arrives/Welcome

Review team arrives in Bangor/OronoDinner hosted by Director Criner for those available

Wednesday, May 117:00 - 8:00 Breakfast at hotel8:10 Van pickup to travel to the University8:30 - 9:30 School of Economics (206 Winslow Hall)

George Criner, Director School of Economics9:45 - 10:45 Entrance Interview UMaine Administration (Provost’s

conference room) Susan Hunter, Senior Vice President for Academic Affairs and

Provost Mike Eckardt, Vice President for Research Stuart Marrs, Associate Provost and Dean for Undergraduate

Education Dan Sandweiss, Dean and Associate Provost for Graduate

Studies11:00 - Noon Entrance Interview College of Natural Sciences Forestry and

Agriculture (202 Winslow Hall) Ed Ashworth, Dean Alan Kezis, Associate Dean for Teaching Fred Servello, Associate Director for Research

12:15 – 1:15 Lunch with School of Economics Stakeholders (202 Winslow Hall)1:30 – 2:30 Discussion of Synergies/Opportunities amongst the School of

Economics, the School of Policy & International Affairs (graduate), Canadian American Center, and the International Affairs (undergraduate). (202 Winslow Hall) Jeff Hecker, Dean College of Liberal Arts and Sciences (home

of the Undergraduate International Affairs Program) Alan Kezis, Associate Dean College of Natural Sciences,

Forestry and Agriculture Dan Sandweiss, Dean and Associate Provost for Graduate

Studies James Settele, Deputy Director, School of Policy and

International Affairs Mario Teisl, Director of School of Policy & International

Affairs Ivan Manev, Dean College of Business, Public Policy and

Health Gary Hunt, Professor of SOE and SPIA Adrienne Kearney, Associate Professor School of Economics Stephen Hornsby, Director Canadian-American Center Karen Buhr, Assistant Professor of Economics and Canadian

StudiesWednesday, May 11 Continued

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Meeting with Faculty (202 Winslow Hall)

2:30 – 3:20 Meet with faculty sub-group 1: Macro, Micro, Labor, Austrian, International Trade and Finance, International Growth and Development (Buhr, Gabe, Hunt, Kearney, Leiby, Montgomery, Trostel)

3:30 - 4:20 Meet with faculty sub-group 2: Environmental and Natural Resource Economics, and Sustainability (Anderson, Bell, Noblet, Reiling, Rubin, Silka, Teisl, Tisher, Waring)

4:30 – 5:30 Meet with faculty sub-group 3: Ag Econ., Community Development, Economic Development, and Regional Development (Cheng, Criner, Gabe, Hunt, McConnon, Rubin, Silka, Smith, White)

5:30 - 6:30 Reception

6:30 - Dinner and work session for review team(202 Winslow Hall or Hotel)

Thursday, May 12

7:00 - 8:00 Breakfast at hotel8:00 Van pickup to travel to the University8:15 - 9:15 Meet with the School of Economics Undergraduate committee (202

Winslow Hall)9:15 – 10:15 Meet with the School of Economics Graduate committee (202

Winslow Hall)Includes other School of Economics faculty as appropriate for discussion of the increase in Ph.D.s in the School of Economics and the long-run implications. Dan Sandweiss, Dean and Associate Provost for Graduate

Studies Scott Delcourt, Associate Dean of the Graduate School Kathleen P. Bell, Associate Professor of Economics and

member of SSI Steering Committee

10:15 Break10:30 – 11:15 Meet with Graduate students (SOE and the EES we advise)11:15 – 12:15 Walking tour of Stevens Hall hosted by School of Economics

undergraduate students (includes briefings on the School of Economics Economics Lab, and the Knowledge Transfer Alliance project. Meet Hugh Stevens Director of the Knowledge Transfer Alliance project)

Thursday, May 12 Continued

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12:15 – 1:30 Lunch with other College of Natural Sciences Forestry andAgriculture Unit Directors and Chairs (202 Winslow Hall)

1:45 Break2:00 – 3:00 Meet with Collaborative Units/Programs I (202 Winslow Hall)

David Hart, Director Mitchell Center and Sustainability Solutions Initiative

Habib Dagher, Director Advanced Structures and Composites Laboratory

Hemant Pendse, Director Forest BioProducts Research Institute Linda Silka, Director Margaret Chase Smith Policy Center (or

Dr. Rubin is Linda is out) John Belding, Director Advanced Manufacturing Center

3:00 – 4:00 Meet with Collaborative Units/Programs II (202 Winslow Hall) John Rebar, Executive Director, Cooperative Extension Ivan Manev, Dean Maine Business School Mark Anderson, Program Coordinator, Ecology and

Environmental Sciences James S. Passanisi, Project Coordinator for Renewable Energy

Curriculum Charlie Slavin, Director Honors College

4:00 Break4:10 – 5:00 Meet with Newer Faculty (Buhr, Noblet, Waring)6:00 - Work session, preparation of draft report and

faculty debriefing -- dinner catered to workroom (202 Winslow Hall) or Hotel

Friday, May 13

7:00 - 8:00 Breakfast at hotel8:00 Van pickup to travel to the University8:30 - 9:30 Exit Interview: University of Maine Administration

(Provost’s conference room)9:45 – 10:45 Exit Interview: College of Natural Sciences Forestry and

Agriculture – (202 Winslow Hall)10:45 Break11:00 – Noon Reviewers brief Department on final report

(201 Winslow Hall)Noon Reviewers depart (or stay for casual lunch at Student Union with the

School of Economics)

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I Introduction, Focus, and Review Goals

I.1 Introduction

During academic year 2009-10 the University of Maine conducted a campus-wide analysis of academic-unit productivity using detailed data for the five years (academic years 2004-05 through 2008-09). For each specific criterion roughly 40 academic units were compared. This analysis indicated that the School of Economics (SOE):

generated 9,184 annual undergraduate student credit hours on average, which ranked 5th among the 42 academic units considered (behind only Mathematics & Statistics, English, School of Business, and Psychology);

ranked 10th out of the 39 units considered in student credit hours per FTE faculty; received $1,743,033 in grant monies over the five-year period, which ranked 18th

out of 42 units (and this amount exceeded the combined grant support received by three of the four departments that had student credit hours greater than the School of Economics);

ranked 24th in grant funding per FTE faculty ($110,279 per FTE).

This campus-wide productivity analysis demonstrated that the School of Economics ranked relatively high in teaching, midrange in external funding, and relatively high in external funding among the high-teaching units. Publications were not one of the criteria examined.

In addition to conventional academic-unit productivity, the School of Economics is:

recognized for providing leadership and service to the University of Maine. Many School of Economics faculty have held of both short- and long-term administrative leadership positions, including Director of School of Policy & International Affairs, Director of the Margaret Chase Smith Policy Center, Interim Chief Financial Officer, Acting Vice-President of Student Affairs, Associate Dean and Director of other units within the College. In addition, School of Economics faculty regularly assist with strategic analyses for the University of Maine, including economic impact of the University, tuition policies, and student recruitment activities.

Amidst the five-year period used for the productivity analysis, the School of Economics underwent an extensive merger and reorganization process. The Department of Economics and the Department of Resource Economics and Policy merged July 1, 2007 (and faculty in the former Department of Economics were moved from the College of Liberal Arts & Sciences to the College of Business).

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In 2010, part of the School of Economics underwent a second extensive and challenging reorganization resulting in the Faculty in the School of Economics who were within the College of Business, Public Policy and Health, being moved to the College of Natural Sciences, Forestry and Agriculture.

Since AY 2008-09, the School of Economics has received three notable grants, the Sustainability Solutions Initiative, the Knowledge Transfer Alliance and the Renewable Energy Strategic Investment Fund. These grants have brought the School of Economics more external funding than during the entire five years examined in the above mentioned productivity analysis.

Since the merger, the School of Economics has strived to achieve productivity gains through specialization based on relative faculty strengths. Some faculty have taken higher teaching loads and others have taken on more research, service, and leadership responsibilities. The School of Economics is one of only a few academic units on campus with a workload policy that monitors faculty productivity and adjusts teaching and research to increase output. Under this flexible workload policy, faculty are reviewed every two years and work load is adjusted according to (1) a four-year assessment of research/scholarly activity output, (2) faculty teaching/research/service desires, and (3) School needs. Newer faculty typically have lower teaching loads and higher research, while those more senior tend to have higher teaching and lower research.

I.2 Strategic Focus and Alignment with UMaine and UM System Strategic Plans

I.2.1 School of Economics Strategic Focus

The faculty of the School of Economics is committed to the goal of being the top social science unit at the University of Maine in fulfilling the university’s missions of teaching, research, and public service. To do this, we offer the following:

quality undergraduate degree programs grounded in fundamentals of microeconomics, macroeconomics, quantitative reasoning, and applications relevant to the needs of the state and beyond;

terminal Masters degree programs recognized nationally for the ability of graduates to pursue advanced graduate degrees at top programs and be competitive in national job markets;

applied research programs that are internationally recognized for their quality and relevance;

to improve the lives of the people of Maine

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To accomplish these goals with excellence, the unit implements focused hiring and program offerings and strives to achieve significant complementarities in teaching and research. The strategic focus of the School is described by the heading Development and Environment. Our focus on development and environment allows the school to build on its existing expertise among the faculty, promote a public image of excellence, and enhance existing teaching, research, and service programs. This strategic vision meaningfully builds on the expertise and research interests of School of Economics faculty and supports degree programs, which enables a real commitment to building depth in areas of importance to Maine and beyond.

I.2.2 Alignment with the College, University, and University System

The strategic plan for the University of Maine can be found at the following web address:

http://umaine.edu/strategicplan/files/2009/06/university-strategic-plan.pdf

The School of Economics fits under several general University of Maine strategic goals, but plays a particularly large and direct role with Strategic Goal #4:

Increase our critical role in the economy and well being of the State of Maine

The School of Economics also is responsive to several goals in the University of Maine System Strategic Plan, which can be found at the following web address:

http://www.maine.edu/pdf/RevisedStrategicPlan-3-20-2006.pdf

Two goals under Strategic Direction #5 are especially relevant for the School of Economics:

1. Strengthen and leverage research throughout the State to ensure greater breadth and depth of research; and

2. Develop a greater capacity to use research, scholarship, and creative expression to enhance Maine’s economy.

By providing high-quality applied economics and policy research, the School of Economics plays a key role in the College of Natural Sciences, Forestry and Agriculture. The College of Natural Sciences, Forestry and Agriculture (NSFA) is in the midst of a reorganization that will expand its areas of focus. As noted earlier, several School of

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Economics faculty joined NSFA during last year’s reorganization. Social Work, Nursing, and Communication Disorders have also joined, or are in the process of joining. The emerging College of Natural Sciences, Forestry and Agriculture will have a much broader mission than typical “life science, or natural science” colleges. We are confident that the School of Economics will play a strong role in the reformulated college and thrive in a broader collaborative setting.

The School of Economics program is of importance to Maine and the nation. Policy makers at the state and national levels are increasingly looking to universities to provide leadership on solving the complex, multifaceted problems that are deeply tied to economic considerations. Issues such as workforce development, business creation, tax policy, land-use regulation, alternative energy development, and health-cost analysis demand new ways of understanding and analyzing existing strategies and approaches. The School of Economics has been at the forefront of research and application in a number of these areas, and faculty continue to produce research that is advancing policy and practice in many of these areas. Faculty lead and serve on national policy making boards, serve on national research funding committees, consult with state and national leaders, and train the next generation of economists who will work with business, industry, government, and nonprofits to solve these interlinked problems.

I.3 School of Economics Goals for Review

This is the first external review of the School of Economics since its creation through merger in 2007. The School of Economics has launched several new initiatives since its creation and looks forward to participating in the review process and hearing the thoughts of the External Review Committee. Although the School of Economics is interested in an overall review, we are particularly interested in reviewer comments about the School’s balance. While we have been fortunate to gain three new faculty in the last three years, our Fall 2011 net faculty FTE will be down due to retirements -- one full retirement and one two-year phased retirement. While the School has been successful in finding efficiencies and external funding, we will have several additional retirements over the next five years, and these retiring faculty have above average teaching loads. The subsequent sections highlight our desired areas for advice from the External Review Committee:

Ph.D. students; Further collaboration with the School of Policy and International Affairs; Financial Economics.

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I.3.1 Ph.D. Students

We feel that the School of Economics has a high-quality and adequately enrolled Masters program. Due primarily to the opportunities associated with synergies with the Sustainability Solutions Initiative and Ecology and Environmental Science programs, we now have several Ph.D. students as well. In the fall of 2010, 5 Ph.D. students began their programs in the School of Economics. While these students are in an interdisciplinary program, virtually all these students’ core courses will be in economics. Most of these students are funded by the Sustainability Solutions Initiative program. We are interested in considering the long-run pros and cons of expanding our involvement in producing Ph.D.s, possibly even creating a Ph.D. program in economics.

The increase in Ph.D. students raises some issues about Ph.D. students requirement for a longer financial commitment from the School (four years instead of two), and could crowd out some of our Masters support and enrollment. But Ph.D. students can help advise Masters students, teach, handle special projects, seek grant money, and so forth. In addition, Ph.D. students can significantly bolster faculty research programs. We are interested in guidance about an appropriate balance across Masters and Ph.D. students.

I.3.2 Closer Collaboration with the School of Policy and International Affairs

A possible area where the School of Economics could achieve greater synergies is with the University of Maine School of Policy and International Affairs (SPIA). Increased cooperation with SPIA might be particularly useful in providing graduate education.

SPIA (http://spia.umaine.edu/) was envisioned as a school without hard faculty lines, where faculty could participate based upon their current academic interests. Collectively the University of Maine has substantial faculty expertise in policy and international affairs, as do many School of Economics faculty. We feel that students training for careers in policy and international affairs need a solid base of economics. Thus there should be significant synergies in course offerings and opportunities for joint project work. SPIA is drawing a large number of high quality graduate students, and we are exploring more avenues for joint activity, including possibly proposing organized initiatives which might lead to future split SPIA/SOE faculty. Further, a healthy SPIA

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program will help fill our graduate and selected undergraduate course offerings. A combined effort might also leverage and strengthen our coverage of macroeconomics teaching, supervision, research, and service.

I.3.3 Financial Economics

The School of Economics programs in financial economics (both BA and MA) are popular and attract highly qualified students. As a group, our undergraduates in financial economics (FIE) are consistently of high academic quality and help lift the level of the entire program. The FIE program also fits well into our applied-finance field experience/travel course program co-sponsored by Farm Credit System. These programs rely heavily upon coursework delivered by the Maine Business School (MBS). Similarly, the Business School relies on courses delivered by the School of Economics. The School of Economics’ involvement in these programs cannot be reduced without substantial disruption to the University’s overall mission. Moreover, financial institutions have been one of the largest employers of the School of Economics undergraduate alumni for many years. Within the next three to five years, though, the School of Economics will experience a retirement of our primary financial economics participant, and with this retirement the School of Economics will need a faculty-replacement hire in financial economics to anchor the program.

I.4 Strengths, Weaknesses, Opportunities and Threats (SWOT)

We believe that the School of Economics possesses numerous strengths. The introductory paragraphs tried to provide some evidence of this. More specifically, we feel that some of our strengths are:

a productive and collegial faculty; a mix of mostly applied economists and several social and policy scientists

provides an integrated/interdisciplinary approach to addressing today’s complex problems;

an internationally recognized strength in environmental economics; a strong and well-functioning terminal Masters program; a vibrant research program with a long history of extramural funding; high-quality undergraduate programs with healthy numbers of majors; many strong partnerships across campus;

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substantial contributions to the University including service, student credit hours, and leadership.

We also believe that there may be some opportunities for the School of Economics to become stronger. Particular opportunities for the School are to:

create greater partnership and synergies with the University of Maine’s School of Policy & School of International Affairs, specifically in the areas of joint faculty appointments and cross fertilization between graduate programs;

continue to develop strong relations with the Sustainability Solutions Initiative and related units, and perhaps solidify participation in the University’s interdisciplinary Ph.D. program.

We also have to acknowledge some areas of weakness within the School of Economics. Specifically, the School of Economics is:

thin in our macroeconomics coverage, and also in other core areas of economics; thin in our coverage of financial economics and also international finance; thin in our coverage of traditional agricultural economics; likely to have four or five retirements within the next five years, and these faculty

generally have high teaching loads.

Finally, we perceive several threats to the future health of School:

The principal threat is funding. Current base (non-salary) operating budgets are not adequate to meet history expense levels. School of Economics base funds rely heavily on state support, which has been flat for many years. Threats to the funding of federal grant agencies are also a concern.

Declining numbers of Maine high school graduates could pose problems for recruiting students.

Given the difficult financial conditions in the University, retiring faculty might not be replaced and could substantially impair our course and section offerings for our undergraduate students.

We are particularly concerned about addressing the School of Economics weaknesses and exploring new opportunities. Thus, further details are provided on these subtopics. This elaboration revolves essentially around new hires. We do not expect several new net hires over the next few years, but we do anticipate that several faculty will retire in the near future and it is critical that these positions are replaced. Faculty likely to retire within the next few years normally teach six courses per academic year which baring replacement of efficiencies will leave a large teaching effort gap. While we may gain

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some instructional efficiency via technology and use of graduate students, we will either need more instructional resources (new faculty) or will need to limit our course offerings.

I.4.1 Macroeconomics

We feel that the School currently has a significant shortage of faculty specializing in macroeconomics. Adrienne Kearney and Michael Montgomery are our only two full-time professors with any appreciable expertise in macroeconomics. They teach principles and intermediate macro (a section is offered every semester), as well as the related field courses that support our majors at the graduate and undergraduate levels (these are taught once a year). Outside of the School of Economics, one or more of the core courses (principles of macro, intermediate macro) are required in majors offered by the Maine Business School and the School of Policy and International Affairs. If one of these faculty members has a sabbatical leave or their teaching assignments are allocated to intermediate/advanced undergraduate and graduate courses, temporary faculty must be hired to cover the core courses that are offered each semester. This is hardly an optimal approach for attracting new majors to economics.

Additional faculty members in this area would greatly improve this situation, as well as strengthen and broaden our focus on economic development and our program in financial economics, and complement the programs offered by the Business School and SPIA. In addition, this would help meet our outreach expectations from the state (e.g., regular interviews the local press regarding the government budget deficit, monetary policy, and events in foreign exchange and financial markets; we are a resource for the Maine Legislature’s Trade Policy Commission; in the past we were active in advising the State in regional economic matters including revenue forecasting).

I.4.2 Financial Economics

As mentioned earlier, the School of Economics’ BA and MA programs in financial economics are popular and generally draw noticeably better-than-average students. Our graduates in financial economics constitute an important resource for the financial services industry in Maine. Moreover, human resource personnel at various Boston institutions have told us that our economics degrees are highly quantitative and that our graduates are easily trainable.

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The undergraduate degree is a collaborative effort between the School of Economics and the Maine Business School. The collection of core and elective courses in the program support other programs as well (see Appendix 1 Undergraduate Materials, Exhibit C). Core courses in this field are International Finance (ECO 339), Business Finance (BUA 350)1, and Money & Banking (ECO 353) at the undergraduate level, and Advanced International Finance (ECO 524) and Monetary Economics (ECO 590) at the graduate level (the latter has only been offered once). We also have a limited enrollment applied finance course which is part of the Farm Fellowship program (see Farm Credit Fellowship in section VII.9).

The addition of a financial economist would provide the School of Economics with the opportunity to offer an Introductory Financial Economics course at the undergraduate level and a theory course at the graduate level. Moreover, a new hire could offer a time series econometrics course at both levels to strengthen and enrich the background and analytical skills/research of our majors as well as those in MBS.

I.4.3 International Economics and SPIA Global Policy Graduate Degree

The School of Economics offers a concentration in international economics and courses in international finance at both the undergraduate (ECO 339) and graduate (ECO 524) levels.

The addition of an international macroeconomist (perhaps a joint appointment between the School of Economics and SPIA) whose research specialization is in the area of macroeconomic development and transition would strengthen and broaden the curricula of both the School of Economics and SPIA at the graduate and undergraduate levels. This would also provide important support for SPIA’s mission to promote educational programs, conferences, and internships that reflect the intersection of policy and international affairs.

I.4.4 Traditional Agricultural Economics

The expected retirements over the next few years will come from traditional agricultural economics. This could create a substantial hole in an area that has long been a strength of the School of Economics – applied economists who are in tune with and responsive to the needs of the state, and also the College and University. Helping meet the land-grant

1 SOE Professor Greg White teaches two section of BUA 350 each year. Others SOE courses are cross-listed with the Maine Business School, including our Canadian Economics/Business Finance course, and our Environmental Regulation and Law course.

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mission of the University through traditional agricultural economics research and applied cost analysis must remain an important focus of the School of Economics.

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II The State and University Environment

II.1 The State

Maine is the most northeastern of all US states. Situated in New England, Maine is bordered by New Hampshire, the Atlantic Ocean, and the Canadian Provinces of Quebec and New Brunswick (Figure II 1). While on one hand Maine is considered “the end of the line” of the eastern seaboard states, the driving distance from Bangor, Maine to New York City is only six or seven hours. The driving distance to Boston is 4 hours, and to Quebec and Montreal are 5 and 6 hours, respectively. Maine’s distinct location greatly influences both its social and natural environments.

Figure II.1 Maine's location within New England and the Maritime Provinces

Of the 6 New England States (Connecticut, Massachusetts, Rhode Island, Vermont, New Hampshire, and Maine), Maine has the largest area (35,385 square miles) and the lowest population density (43 people / square mile). The population of Maine (1.328 million; U.S. Census Bureau 2010) is concentrated in the southern most counties, with 36 percent of the state’s population living in York and Cumberland Counties (Figures Figure II.2

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and Figure II.3). Portland is the northern terminus of the sprawling urban areas along the Atlantic coast that runs all the way to Washington, DC. Figure II.2 Maine's 16 Counties

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Population and Population Density (population / square mile) by County

There are stark demographic, economic, and natural environment differences within Maine. Patterns in characteristics are contrasted by northern and southern counties; coastal, central, and rim counties, and urban, suburban, and rural areas. Population levels and densities are notably higher in the southern most counties (Figure II.3). Household median incomes differ significantly across coastal, central, and rim counties. According to the U.S. Census Bureau, the York County (coastal) median household income in 2009 was $54,414 with 8.5 percent of the household incomes below the poverty rate. In Penobscot County (central), the median household income in 2009 was $42,366 with 14.7 percent of individuals below the poverty line. In contrast, the median household income was $34,203 with over 19.2 percent of the households below the poverty rate in Washington County (rim).

Portland, which is located in Cumberland County and is the largest city in Maine, consistently shows up on a variety of quality of life indices as one of the most desirable small cities to live in the U.S. From 2000 to 2010, Portland and South Portland's populations grew by 3.0 and 7.0 percent, respectively. Population growth was not isolated to the Southern part of Maine, as Bangor, for example grew by 5.0 percent over this same time period. Population and/or housing growth are also higher in natural resource amenity areas throughout the state; southern and mid-coastal areas have experienced significant growth and benefit most directly from tourism activities.

Maine’s natural environment is a key feature of the state. As romanticized in Down East Magazine and other popular outlets, the Maine “brand” includes its striking coastlines (3,478 miles), beautiful and abundant lakes (6,000 lakes and ponds), vast undeveloped forested areas (17 million acres), mountains, rivers and streams (32,000 miles), and agricultural landscapes. Collectively, these natural resources provide numerous services to residents and visitors alike. Some unique features of Maine’s landscape are noteworthy. First, Maine's lands are mostly privately owned; only four percent of Maine’s land area is publicly owned. Prominent public lands include Acadia National Park, Maine's State Park System, and Baxter State Park (Mount Katahdin and one endpoint of the Appalachian Trail). The lack of public land ownership introduces interesting challenges to the resolution of some natural resource management issues. Another distinguishing feature of Maine’s landscape is the extent of forest land cover. Maine is over 90 percent forested, with approximately 17 million acres of forestland. Ownership of forest lands is diverse and has changed dramatically over the last 25 years, with increased subdividing of large lots and less large-scale, industrial ownership. Recent trends reveal increases in conservation easements placed on these working lands and growth in ownership by real-estate investment trusts. Finally, Maine’s aquatic resources are an important part of the natural landscape in Maine. Coastal and estuarine resources, lakes, and river and streams support diverse ecological and social services;

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these resources are important for tourism businesses and some of Maine's major industries. Emerging issues related to these resources include consideration of dam removal and river restoration projects and siting of wind and tidal energy facilities.

II.2 Maine’s Economy

Population and Demographics (information from the U.S. Census Bureau)

As of 2009, Maine had an estimated population of 1,318,301 people, making it the 10th

smallest state in terms of population size. With about 43 people per square mile, Maine ranks 38th nationally in terms of population density. Over the last 25 years, Maine’s population grew by 15.3 percent. This places Maine 34th nationally in terms of population growth. With a median age of 42.2 years, Maine is the “oldest” state in the country. About 27 percent of Maine residents aged 25 and older has at least a 4-year college degree. Maine ranks 23rd nationally –although last in New England –in terms of formal educational attainment.

Income and Employment

Maine had a 2009 median household income of $45,734, which places it 31 st nationally –although last in New England (U.S. Census Bureau). The state has a 5-year employment growth rate of -2.73 percent (U.S. Bureau of Labor Statistics). By this measure, Maine ranks 43 nationally –although ahead of Rhode Island (another New England state).

Key Industries in Maine

According to 2008 County Business Patterns data from the U.S. Census Bureau, the Maine economy specializes in (i.e., location quotient exceeds 1.20) the major NAICS sectors of: Forestry, fishing, hunting, and agriculture support (LQ = 5.18); Healthcare and social assistance (LQ = 1.46); and Retail trade (LQ = 1.29). On the other hand, Maine has a relatively small share of employment (relative to the U.S. economy; i.e., location quotient is less than 0.80) in the major NAICS sectors of Administrative and support… services (LQ = 0.53); Management of companies and enterprises (LQ = 0.65); Professional, scientific, and technical services (LQ = 0.69); Wholesale trade (LQ = 0.73); and Real estate and rental and leasing (LQ = 0.79).

Brief Summary of Maine’s Economy

The state’s major industries depend on its natural resources (e.g., forestry, fishing, hunting and agriculture support) and reflect Maine’s older and relatively low-income population demographics (e.g., healthcare and social assistance). The economy of

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northern Maine is heavily resource-based, forestry and agriculture, and these industries have been declining in number and employment, i.e., those businesses that have survived have been investing in labor saving technologies. Overall, Southern Maine has a more diversified economy and has been more successful in attracting new businesses. The state has a comparatively small share of employment in service-oriented sectors that are important to the “new economy” (e.g., professional, scientific, and technical services). Maine has a relatively small population in terms of overall size and population density. It is the oldest state in the country and Maine lags behind the region in terms of the percentage of residents with at least a 4-year college degree. In addition, relative to the rest of New England, Maine has a relatively low median household income and slow employment growth.

Top Employers in Maine

Of the fifty largest private employers in Maine, only 26 employ more than 1,000 people statewide. Of these, ten are healthcare and social service related, seven are manufacturers, six are retailers, three are finance/insurance firms, and the final three are a utility, a private school, and a research laboratory. These top 26 private employers are listed in Table II 1 below.

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Table II.1 Top 26 Employers in Maine

Rank Name LocationEmployment

RangeBusiness Description

1 Hannaford Bros Co Statewide 8,001 to 9,000 Grocers-Retail

2 Walmart Statewide 7,001 to 8,000 Department Stores

3 Maine Medical Ctr Portland 6,001 to 7,000 Hospitals

4 Bath Iron Works Corp Bath 5,001 to 6,000 Ship Builders/Repairers

5 L L Bean Statewide 4,001 to 5,000 Retail

6 Eastern Maine Medical Ctr Statewide 3,001 to 4,000 Hospitals

7 Unum Portland 3,001 to 4,000 Insurance

8 Central Maine Healthcare Co. Lewiston 3,001 to 4,000 Health Care Facilities

9 Maine General Medical Ctr Statewide 2,001 to 3,000 Hospitals

10 Shaw's Supermarket Statewide 2,001 to 3,000 Grocers-Retail

11 TD Banknorth Inc Statewide 2,001 to 3,000 Banking

12 Verso Paper Statewide 1,001 to 2,000 Paper-Manufacturers

13 Mercy Hospital Portland 1,001 to 2,000 Hospitals

14 Lowe's Statewide 1,001 to 2,000 Home Centers

15 Bank of America Statewide 1,001 to 2,000 Banks

16 Home Depot Statewide 1,001 to 2,000 Home Centers

17 Rite Aid Statewide 1,001 to 2,000 Pharmacies

18 Southern Maine Medical Ctr Statewide 1,001 to 2,000 Hospitals

19Pratt & Whitney North

Berwick1,001 to 2,000 Aircraft Engines &

Engine Parts-Mfrs

20 Sappi Fine Paper Statewide 1,001 to 2,000 Paper-Manufacturers

21 Jackson Laboratory Bar Harbor 1,001 to 2,000 Lab-Research & Develop

22 Bowdoin College Brunswick 1,001 to 2,000 Schools-Universities

23Goodwill Statewide 1,001 to 2,000 Vocational Rehabilitation

Services

24 Central Maine Power Co Statewide 1,001 to 2,000 Electric Companies

25 York Hospital York 1,001 to 2,000 Hospitals

26 Penobscot Bay Medical Ctr Rockland 1,001 to 2,000 HospitalsSource: Infogroup®, Omaha, NE. Copyright © 2010 All Rights Reserved.

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Agriculture

Natural resource based industries -- agriculture, commercial fishing, and forestry, are important sectors of Maine’s economy. According to the 2007 Agricultural Census, Maine has 1.3 million acres of farmland; about 10% of the 8,136 farms earned $100,000 or more from sales (Table Figure II.2). Maine’s total cash receipts from agricultural commodities totaled $676 million in 2008, and Maine was in the second place in New England region following Vermont, according to New England Agricultural Statistics. The top five agricultural commodities are fall potatoes, dairy products, chicken eggs, greenhouse and nursery, and aquaculture.

Maine agriculture is relatively more diversified compared to neighboring states. Potato and milk production, for example, are the top two commodities produced in Maine, the total farm sales of the two industries only comprise about 40%, and chicken eggs and greenhouse/nursery each account for about 10% of state total farm receipts (Table Figure II.3). In addition Maine is a leading producer of wild blueberries and second in the U.S. in the production of maple syrup, and organic farming is growing in Maine. Furthermore, Maine has a fairly strong food processing sector. Maine’s food processors purchased $363 million of food products from Maine farms, and the food processing sector generated $2.2 billion sales revenue, according to the preliminary result of a study conducted by the School of Economics faculty.

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Table II.2 Maine Farm Characteristics

Economic Characteristics Quantity Operator Characteristics QuantityFarms by value of sales: Principal operators by primary

occupation:Less than $1,000 2,866 Farming 3,540$1,000 to $2,499 1,058 Other 4,596$2,500 to $4,999 838$5,000 to $9,999 846 Principal operators by sex:$10,000 to $19,999 747 Male 6,093$20,000 to $24,999 202 Female 2,043$25,000 to $39,999 328$40,000 to $49,999 151 Average age of principal

operator (years)56

$50,000 to $99,999 328$100,000 to $249,999 377 All operators by race 2:$250,000 to $499,999 197 American Indian or Alaska

Native95

$500,000 or more 198 Asian 23Black or African American 27

Total farm production expenses ($1,000)

493,693 Native Hawaiian or Other Pacific Islander

6

Average per farm ($) 60,680 White 12,616More than one race 76

Net cash farm income of operation ($1,000)

167,671

Average per farm ($) 20,609 All operators of Spanish, Hispanic, or Latino Origin 2

75

Source: 2007 Census of Agriculture State Profile

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Table II.3 Maine top 5 agricultural commodities, 2009

Value of receipts thousand $

Percent of sate total farm receipts

Percent of US Value

1. Potatoes 139,837 24.2 4.1

1. Dairy products 87,616 15.2 0.4

2. Chicken eggs 63,226 10.9 1.0

3. Greenhouse/Nursery 59,400 10.3 0.4

4. Aquaculture 46,875 8.1 4.3

All commodities 577,701 0.2Source: State Fact Sheets: Maine, USDA, ERS

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More than many other states, Maine agriculture demonstrates a bimodal structure with larger industrial farms producing most of the output and smaller, more diversified farms that are increasing in numbers. In a 2004 survey of a representative sample of all Maine farms, 52% of all farms identified themselves as industrial farms, producing one or two commodities sold to high volume buyers and depending on efficient production to stay competitive, while 48% identified themselves as sustainable farms, operating complex systems as a biological whole, and depending on high value markets rather than low cost production techniques. Sustainable farmers tend to be newer to farming, with more education and selling more product directly to consumers.

According to the Ag Census the value of direct sales increased from $8.6 million in 1997 to $18.4 million in 2007, although the 2004 survey referred to above indicates substantially greater direct sales if greenhouse and nursery products are included as well as secondary sales. Organic production represents another growth area in Maine, with Ag Census reporting 582 organic farms (294 certified) in 2007, producing $13.5 million in sales, 41% from milk. The Maine Organic Farmers and Gardeners Association, founded in 1971, now has over 6,000 members, although a minority are commercial farmers.

As shown in Table Figure II.3 above, the dairy industry in Maine is second only to potatoes. In addition to the farm receipts, Maine has three larger milk processors and several smaller bottlers, cheese makers and other processors. In general these dairy processing jobs are relatively well-paying and the State values its dairy industry not only for the direct jobs, but also for the indirect jobs and the contributions to the maintenance of rural communities. The farm milk price in Maine and New England is generally above the national average due to some premiums paid. The price premium helps the industry as milk production costs in Maine are high (electricity, fuel, grain). From month to month, the Maine farm price fluctuates widely depending on national and international factors. In response, the Maine legislature has established an income stabilization program. When farm milk prices drop below the costs of production, the State of Maine pays farmers a portion of the difference between the price and the costs of production.

The School of Economics helped establish the methodology for determining the costs of production, and has participated in every cost of production update. School faculty have been heavily involved in special dairy tasks forces and have directly advised legislative leadership on the dairy program. The Maine Milk Commission, under the Maine Department of Agriculture, Food and Rural Resources, regularly seeks research from the

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School of Economics. Through its dairy research the School has been successful: (1) helping farmers via the income stabilization program; (2) training graduate students, as most cost studies involve one or more students; (3) securing external funding for research; and (4) contributing to the academic literature on dairy economics.

II.3 Opportunities and Challenges – Maine’s Natural, Social, and Economic Systems

Maine’s natural, social, and economic systems interact in myriad ways. Recent reports by the Brookings Institution and Envision Maine point to both challenges and opportunities for Maine to recognize these interactions and jointly maintain the health of these respective systems. Numerous School of Economics faculty have contributed to statewide discussions and analyses of these issues.

A few examples help illustrate basic conflicts in the state. Within the last 5 years, the State has faced challenges developing policies and practices related to the siting of inland and off-shore wind turbines and tidal energy facilities. Likewise, intensive debates have taken place over the siting of gambling facilities. Over the last decade, the State has struggled with developing a common vision for its unorganized, forested territories. Controversial development and national park proposals in these traditional, working forest areas exposed uncertainty and divides across Maine’s population about the future of Maine’s North Woods. All of these examples involve interactions between economic, social, and environmental systems and, in some cases, tradeoffs across these systems. Poor economic times and rising inequalities across Maine complicate efforts aimed at looking at these issues using systems and long-term perspectives. Other emerging issues include: management of invasive species in forest (spruce budworm, hemlock wooly adelgid, emerald ash borer) and aquatic (green crabs) systems; maintenance of public access to key recreational resources on private lands; development of local networks for small-scale agriculture to market products; development of bioenergy products; evaluation of dam removal and river restoration projects; investments and construction activities to facilitate commerce with Canada; managing increasing health care costs throughout the state and access to health care in rural comminutes; managing declining economic viability of rural communities; funding for education at the primary and secondary levels, as well as for technical colleges and universities; increasing educational attainment of residents and attracting high-skilled, young professionals; attracting a more diversified group of businesses to the state; and re-structuring some governmental institutions to reduce costs. This is by no means a complete listing, but it does highlight that there are many issues in Maine that are consistent with the skills and expertise of the School’s faculty members.

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III Faculty and Other Resources

III.1 Administrative Overview

The School of Economics has the following administration:

Title Name Areas of responsibility

Administrative Assistant Tammy Crosby All financial, personnel and graduate student issues.

Administrative Assistant Karen Casey All general inquiries and undergraduate issues.

Director George Criner, Professor All matters.

Undergraduate Coordinator Todd Gabe, Professor Undergraduate student matters.

Graduate Coordinator Mario Teisl, Professor Graduate student matters.

In addition to the above staff, the School of Economics has 1/12th FTE for computer support in Winslow Hall (computer/data analyst, Tom Allen). Mr. Allen’s salary is not in our base budget and is normally covered by release time salary from Winslow Hall faculty. Stevens Hall School of Economics faculty use the University of Maine IT department for computer repairs.

The two current Administrative Assistants (AAs) are highly valued within the School not only for their hard work, but also for their dedication to the School. Since the 2007 creation of the School of Economics, student majors have risen dramatically, and the workloads of the AA’s have risen markedly in response. In addition to their usual responsibilities, the two AA’s now maintain a second office in another building (215 Stevens Hall) and also assist seven additional faculty. (At the time of the 2007 merger, the former Department of Economics had a one-half time Administrative Assistant. This position was lost to the College of Business, Public Policy and Health, which reassigned the person to work with other programs.)

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Since the merger the School has expanded activities in many areas, including the Sustainability Solutions Initiative, the Knowledge Transfer Alliance, the Renewable Energy Initiative and projects in the School of Policy & International Affairs. Due to the School’s heightened pace of activities, the Dean of NSFA has agreed to move ahead with funding some part-time help for the School of Economics administration. At this time, it appears that the School will gain roughly two days per week of additional administrative help.

III.2 Faculty FTE, Appointment Splits and Experience at UMaine

Table III.4 shows the School of Economics faculty FTEs based on data, both the UMaine Office of Institutional Studies’, as well as School of Economics’ data. Both in 2003 and 2010 the School of Economics data and the OIS data are very close (see discussion below).

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Table III.4 School of Economics Faculty FTEs: 2003, 2010 and 2011

Faculty 2003 OIS FTE

2003 SOE FTE

OIS FTE 2010

SOE FTE 2010

FTE in SOE 2011

Adrienne Kearney 1 1 Adrienne Kearney 1 1 1David Wihry 1 1 RetiredGary Hunt 1 1 Gary Hunt 1 1 1George Criner 1 1 George Criner 1 1 1Georges Tanguay 0.4 0.4 Took Montreal jobGregory White 1 1 Gregory White 1 1 1Hsiang-tai Cheng 1 1 Hsiang-tai Cheng 1 1 1James Leiby 1 1 James Leiby 1 1 1James McConnon 0 0.1 James McConnon 0 0.1 0.1Jonathan Rubin Jonathan Rubin 0.3 0.3 0.3Kathleen Bell 1 1 Kathleen Bell 1 1 1Kevin Boyle 1 1 Took job at VTechMario Teisl 1 1 Mario Teisl 1 1 1Mark Anderson 1 1 Mark Anderson 1 1 1Melvin Burke 0.5 0.5 RetiredMichael Montgomery

1 1 Michael Montgomery

1 1 1

Philip Trostel 0.5 0.5 Philip Trostel 0.5 0.5 0.5Ralph Townsend 1 1 RetiredSharon Tisher 0.17 0.17 Sharon Tisher 0.7 0.17 0.17Stewart Smith 1 1 Stewart Smith 1 1 RetiredThomas Duchesneau

1 1 Retired

Timothy Dalton 1 1 Took Job at KSUTodd Gabe 1 1 Todd Gabe 1 1 1Dale Wheaton 0.2 Attrition

Aaron Hoshide 0.2 0.2 0.2Linda Silka per OISTim Waring 1 1 1Caroline Noblet 1 1 1Karen Buhr 0.5 0.5 0.5Steve Reiling 1 1 Phased

retire0.5

Sharon Wagner Start 8/1/11

1

Total FTEs 18.56 18.87

17.2 16.77

16.27

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For the 2003 data, notes and comments on the variations are as follows:

1. Dr. Jim McConnon has a 10% School of Economics appointment.2. The School of Economics data shows that Dale Wheaton was teaching in

2003/2004 as an adjunct. If Dr. Aaron Hoshide is to be counted as an adjunct in 2010 and 2011, we think it is appropriate that Dale Wheaton should be counted similarly during 2003/2004.

3. It was mutually agreeable (SOE and OIS) that for tracking purposes, Dr. Rubin would be considered full-time in the Smith Policy Center as he was Interim Director at that time.

Even with the School of Economics adjustments to the 2003 School of Economics faculty FTE count, the difference in the School of Economics and OIS FTE calculations is just under 1/3 of an FTE. The School of Economics and the OIS data for 2010 are very similar, with only two small points of difference:

1. OIS has Sharon Tisher listed as 0.7 FTE in the School of Economics. While Ms. Tisher’s appointment did increase recently, this added effort should be shown as accruing to the Honors College. In 2010 Ms. Tisher taught one course for the School of Economics – a 0.17 FTE.

2. As was the case in 2003, Dr. Jim McConnon has a 10% School of Economics appointment.

In Table III.4 the 2011 FTEs are for Academic Year 2011/2012, and only the School of Economics data is shown. OIS data for 2012 is not shown as OIS tracks data historically, not for the upcoming year. The net change in FTEs for the School of Economics in moving from 2010 to 2011 is a loss of 1/2 FTE. The changes in going from 2010 to 2011 are as follows:

1. Dr. Reiling was in administration at the time of the 2002 review. He returned to the School of Economics full-time two years ago, and will be 50% FTE beginning Fall 2011, when he begins a phased retirement. He will be one-half time phase retirement, where he will be fully retired as of summer 2013.

2. Dr. Stewart Smith will be fully retired at the close of this academic year and he is therefore not listed in 2011.

3. Sharon Wager has been sent an official offer to join the School of Economics for the Fall of 2011/2012. She is finishing her Ph.D. this summer at Carnegie-Mellon University.

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To summarize, there are only a few minor differences in tracking the School of Economics FTEs between the School of Economics and the UMaine Office of Institutional Studies in both 2003 and 2010. OIS shows a 1.36 decline in FTEs between 2003 and 2010, while the School of Economics records show a 2.1 decline. For the 2003 to 2011 change, OIS data shows a 1.86 FTE decline, while the School of Economics data will show a 2.6 decline. This difference is primarily a result of the OIS data showing School of Economics Lecturer Sharon Tisher as 0.7 FTE while her School of Economics effort has been 0.17 FTE. No matter which data one uses the net change from 2010/2011 to 2011/2012 will be a 0.5 FTE decline (this summer Dr. Smith retires and Dr. Reiling begins a two-year 50% appointment, and Sharon Wagner joins the School of Economics on August 1, 2011).

Table III.5 lists School of Economics faculty members, their FTE splits, and their areas of research. Note that as Smith Center Director, Linda Silka teaches for the School of Economics, so she is listed as having a 0.3 FTE in instruction for the School of Economics. Note also that the bulk of the School of Economics FTEs are in instruction, with a total of roughly 11. For research there is 5.84 FTEs, and for administration there is 0.4 FTE. Of the research FTEs, the vast majority fit within the School’s strategic focus of development and environment. Major areas include issues surrounding the environment and regional/community economics, with several other areas of strength including macroeconomics, finance, education, agriculture, and others.

Table III.6 lists Faculty information on date of last degree, degree type, degree institution and number of years at the University of Maine. The average years of service completed at the University of Maine is 16 years.

Table III.7 lists adjunct and cooperating faculty in the School of Economics.

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Table III.5 Faculty Appointments, FTE Splits and Research AreaFaculty Appointment Split

Notes% FTE SOE

Teaching% FTE SOE

ResearchResearch Area

Mark Anderson Senior Instructor

Departing Coordinator EES

100 Env/Res

Kathleen P. Bell Associate Professor

Not counting SSI activities

34 66 Env/Res

Karen Buhr Assistant Professor

50% Canadian - American Center

66 34 Health, Can-Am

Hsiang-Tai Cheng Associate Professor

90 10 Ag. Econ., marketing

George Criner Professor & Director

40% Admin 30 30 Ag. Econ., waste management economics

Todd Gabe Professor

34 66 Regional Dev. & Sci

Gary Hunt Professor 50 50 Dev., Growth, Int’l, Renewable Energy

Adrienne Kearney Associate Professor

66 34 Monetary Theory & Policy -- Macro & Int’l Finance

James Leiby Associate Professor

100 Ag. Econ.

James McConnon Professor

90% Coop Ext. Professor

10 Small Bus Mgnt and Entrepreneurship

Mike Montgomery Associate Professor

66 34 Macro, Austrian Econ

Caroline Noblet Lecturer

100 Env/Res

Steve Reiling Professor

30 70 Env/Res, economics of recreation

Jonathan Rubin Professor

70% Smith Policy Center

30 Env/Res, renewable energy, policy,

Linda Silka Professor

70% Director Smith Policy Center

30 Social psychology, community development

Mario Teisl Professor

Director SPIA 20 80 Env/Res

Sharon TisherLecturer

w/ Adjunct Assist Prof Honors College

17 Nat’l Res/Env Law, Policy, Regulation and Ethics

Phil Trostel Professor

50% w/ Smith Policy Center

50 Education, Labor

Sharon Wagner Assistant Professor

50 50 Renewable energy tech, policy, and econ systems

Tim Waring Assistant Professor

50% with Mitchell Center/SSI

50 50 Human ecology, human/nat’l res/env. modeling

Greg White Professor

100 Ag. Econ, Finance, Mkting

Total FTEs 10.96 5.84

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*In addition to the above, it is assumed that all faculty do some combination of service to School of Economics, College, UMaine, the State and the profession. The timing and duration will vary. It is also assumed that all faculty advise some undergraduate and/or graduate students.

Table III.6 Faculty Degrees, Institution and Years at UMaine

Faculty Last Degree

Institution Year Degree

Years @ UMaine

Mark Anderson Senior Instructor M.S. U. Maine 1980 31

Kathleen P. Bell Associate Professor Ph.D. U. Maryland 1997 8

Karen Buhr Assistant Professor Ph.D. Carleton University 2006 5

Hsiang-Tai Cheng Associate Professor Ph.D. Virginia Tech 1985 23

George Criner Professor & Director Ph.D. Washington State U. 1983 28

Todd Gabe Professor Ph.D. Ohio State U. 1999 12

Gary Hunt Professor Ph.D. U. of Colorado, Boulder 1984 18

Adrienne Kearney Associate Professor Ph.D. Pennsylvania State U. 1992 14

James Leiby Associate Professor Ph.D. North Carolina St. U. 1986 26

James McConnon Professor Ph.D. Iowa St. U. 1989 22

Mike Montgomery Associate Professor Ph.D. U. of Florida 1988 23

Caroline Noblet Lecturer M.S. U. Maine 2005 6

Steve Reiling Professor Ph.D. Oregon St. U. 1976 33

Jonathan Rubin Professor Ph.D. U. California - Davis 1993 13

Linda Silka Professor Ph.D. U. of Kansas 1978 2

Mario Teisl Professor Ph.D. U. Maryland 1997 14

Sharon TisherLecturer JD Harvard U. 1977 20

Phil Trostel Professor Ph.D. Texas A&M U. 1991 10

Sharon Wagner Assistant Professor Ph.D. Carnegie-Mellon U. 2011 0

Tim Waring Assistant Professor Ph.D. U. California – Davis 2010 1

Greg White Professor Ph.D. Washington State U. 1977 35

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Table III.7 Adjunct, Cooperating, Emeriti, and Other Assoc. FacultyName Position School of Economics ActivityDavid Clark Emeritus ProfessorThomas Duchesneau

Emeritus Professor

Wally Dunham Emeritus ProfessorEd Johnston Emeritus Associate ProfessorMark Lutz Emeritus ProfessorDavid Wihry Emeritus Associate ProfessorAaron Hoshide PhD, Ecology & Environmental

Sciences, UMaineAdjunct Professor who teaches one to three courses per year. Most are evening or web, but more in the day when we have large sabbatical holes

Al Kezis Associate Dean, College of Natural Sciences, Forestry & Agriculture

Holds tenure in the UMaine School of Economics and periodically collaborates with SOE faculty

Andy Smith Maine State Toxicologist Research collaboration between Teisl and Bell and grad student Engelberth examining the effectiveness of Maine CDC’s fish advisory for pregnant women

Anthony Halog Assistant Professor in Integrated and Life Cycle Sustainability Assessment

Cooperating SOE faculty who serves on committees, teaches courses our graduate students take, etc.

Edward Laverty Associate Professor in the Department of Public Administration

Cooperating SOE faculty who teaches undergraduate and graduate courses on environmental policy. Collaborates on undergraduate honors theses and graduate student committees.

Eric Fromberg Manager, Maine CDC/Dept of Health and Human Services

Research collaboration between Teisl and Bell and grad student Engelberth examining the effectiveness of Maine CDC’s fish advisory for pregnant women

Guy DeBrun former Director, Outward Bound Program

Past collaborator with undergraduate adventure recreation concentration. No longer at University of Maine.

Harold Daniels Director, Center for Tourism Research & Outreach

Cooperating SOE faculty who has collaborated with several SOE faculty on tourism economic/business research

Jack Lavery Reitred Merrill Lynch Financial Economist

Adjunct (Senior Executive Fellow in Financial Economics) who has taught financial economics for SOE

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Table III.7 Adjunct, Cooperating, Emeriti, and Other Assoc. FacultyName Position School of Economics ActivityJames Acheson Professor of Marine Policy,

UMaineCooperating SOE faculty who collaborates on grad student research, and sits as a member of thesis committees

James Wilson Professor, School of Marine Sciences, UMaine

Cooperating SOE faculty, fisheries economist, who collaborates on numerous teaching and research activities

Jeff Hunt Director of Campus Recreation, UMaine

Past collaborator with undergraduate adventure recreation concentration.

Jessica Leahy Assistant Professor of Human Dimensions of Natural Resources

Cooperating SOE faculty who collaborates on grad student research, and sits as a member of thesis committees

Jim Breece Vice Chancellor for Academic and Student Affairs, University of Maine System

Holds tenure in the School of Economics and is active in tracking state and regional economic activity

John Daigle Associate Professor of Forest Recreation Management

Cooperating SOE faculty who collaborates on grad student research, and sits as a member of thesis committees

Katherine Hopkins Extension Educator Adjunct who shared her expertise on a Master’s Thesis (economics of Maine Maple Syrup)

Lisa Bragg MS, Resource Economics & Policy, Univ of Maine

Former Lecturer who collaborated for a time on research

Lisa Carter Maine Bound Coordinator Past collaborator with undergraduate adventure recreation concentration.

Maurice Doyon Professor of Agricultural Economics, Laval Univ

Adjunct Professor - collaborates with Dr. Criner on various projects, was member of thesis committee

Morris Lee UMaine Industrial Hygienist/Safety Specialist

Adjunct who teaches environmental health and safety

Rob Roper Professor of Business Administration, Univ of Maine, Augusta

Adjunct Professor who teaches Principles of Macroeconomics (ECO 121) (evenings), collaborates on some research

Robert J. Lilieholm Associate Professor, School of Forest Resources, Univ of Maine

Collaborates on grad student research, and sits as a member of thesis committees

Wayne Maines Director, Environmental Health & Safety

Adjunct who teaches environmental health and safety

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III.3 Faculty Teaching Effort

Under the School’s workload policy, faculty with a 100% teaching load teaches 3-3 (three courses in the fall and three in the spring, for a total of six). Thus the School’s roughly 11 FTEs in instruction would equate to roughly 66 courses per year available. The School’s normal number of courses taught per year is roughly 60, with the difference primarily being due to sabbaticals, readings or special topics courses, and the practice of keeping new faculty slightly below their official teaching load for a year or two so as to foster a strong start to their research program.

Table III.8 though Table III.13 list the School of Economics classes with information provided about when these classes are normally taught. Some courses have multiple sections per semester such as our principles of economics courses. Other courses are normally taught once per year, but the semester may change. Still other courses are taught in alternate years. Finally, courses not scheduled to be offered at any particular future date are indicated in the table. The School is determined to either work these “occasional” courses into some regular rotation, or have the subject matter incorporated into courses which would be offered regularly.

The table does not list courses such as:

Practicums and Internships Readings Field Experience Special topics (graduate or undergraduate) Graduate Research Credits Independent Studies

Table III.8 School of Economics Service Courses

Course Number and Title Normally in Fall

Normally in

Spring

Once (fall or spring)

Alt year

Unknown

ECO 100 - Intro to Economics (Gabe note) 2ECO 180 - Citizens, Energy & Sustainability 2ECO 190 - World Food Supply, Pop & Env 1 1INT 105 - Environmental Policy 1ECO 377 - Intro Nat'l Resource Econ &Policy 1Total 5 3Normal total per year = 8

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Table III.9 School of Economics Quasi-Service Courses


Normally in

Spring


Alt yea

r

Unknown

ECO 120 - Principles of Microeconomics 4 3ECO 121 - Principles of Macroeconomics 2 2ECO 254 - Small Business Econ and Management

1

ECO 410 - Accelerated Introductory Economics

1

ECO 479 - Land Use Planning 1BUA 350 - Business Finance 2Total 10 6Normal total per year = 16

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Table III.10 School of Economics Core SOE Undergraduate Courses


Normally in

Spring


Alt yea

r

Unknown

ECO 280 - Fundamentals of Math Economics 1ECO 321 - Intermediate Macroeconomics 1 1ECO 333 - Labor Mrkts & Human Res Dev 1ECO 335 - History of Economic Thought 1ECO 339 - International Finance 1ECO 340 - Canadian Economy: Issues and Policies

1

ECO 342 - Health Economics 1ECO 343 - North American Economic Integration

1

ECO 350 – Inter. Microeconomic Theory 1 1ECO 353 - Money and Banking 1ECO 366 - Applied Data Analysis Econ & Policy

1

ECO 370 - Topics in Economics 1ECO 371 - Public Finance and Fiscal Policy 1ECO 475 - Industrial Organization 1ECO 488 - Quantitative Analysis and Forecasting

2

ECO 489 - Senior Seminar 1 1ECO 381 - Sustainable Dev. Principles & Policy

1

ECO 466 - Internet Marketing for Small Bus. 1ECO 485 - Intro Econ Stats and Econometrics 1ECO 497 - Independent Studies (Farm Credit) 1ECO 477 - Econ Environ and Resource Mgnt 1Total 8 9 5 0.5Normal total per year = 22.5

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Table III.11 School of Economics Graduate/Upper-Level Undergraduate SOE Courses


Normally in Spring


Alt year

Unknown

ECO 405 - Sustainable Energy Econ & Policy 1ECO 420 - Intermediate Microecon w/ Calculus

1

ECO 422 - Rural Economic Development 1ECO 443 - Intro to Modern Economic Growth 1ECO 445 - Urban-Regional Economics 1ECO 449 - International Trade 1ECO 450 - Int'l Environ Econ & Policy 1ECO 470 - Topics in Economics 1ECO 473 - Econ and Policy Applications of GIS

1 1

ECO 480 - Intro to Mathematical EconomicsTotal 2 1 0 2Normal total per year = 5

Table III.12 School of Economics Graduate SOE Courses


Normally in

Spring


Alt year

Unknown

ECO 511 - Macroeconomic Theory 1ECO 514 - Microeconomic Theory 1ECO 515 - Advanced Microeconomics 1ECO 524 - Advanced International Finance 1ECO 525 – Adv. Topics in Economic Dev. 1ECO 527 – State/Local Econ Analysis (w/422)ECO 530 - Econometrics 1ECO 531 - Advanced Econometrics & Apps 1ECO 533 - Economics of Human Capital 1ECO 545 - Advanced Regional Economics 1ECO 571 – Adv. Env and Resource Econ I 1ECO 572 – Adv. Env and Resource Econ II 1ECO 581 - Sustain. Res Systems & Public Policy

1

ECO 582 - Human Dimensions of Global Change

1

ECO 590 - Advanced Topics in Economics 1ECO 593 - Grad Seminar (e.g. Grant Writing) 1SPI 502 - Contemporary Issues in World Economy

1

Total 3 2 0 4Normal total per year = 9

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Table III.13 School of Economics Normal Distribution of Courses per year by Category

Category Number PercentService 8 13.2Quasi-service 16 26.4SOE Undergrad 22.5 37.2SOE Grad/Undergrad 5 8.3SOE Graduate 9 14.9Total 60.5 100

Figure III.4 below shows the distribution of the School of Economics courses by category. In the short-run the School needs to either shift more resources to teaching School of Economics undergraduate and graduate courses, such as International Trade, Economic History, International Development, or else find other methods to include essential amounts of this knowledge in new required courses. These areas of instruction have not been intentionally excluded from the required curriculum – the exclusion has come about due to the loss of former faculty (e.g. international development economist Tim Dalton going to Kansas State), “School of Economics growing pains”, and lack of within-SOE course distribution requirements.

Since the merger in 2007 the School has yet to attain a steady-state. The School has been involved in a reorganization and the grant writing and launching of three majors grants (two of which resulted in new School of Economics faculty search/hire processes). These grants are the Knowledge Transfer Alliance, the Sustainability Solutions Initiative, and the UMaine System Renewable Energy Strategic Investment fund grant. As part of the Renewable Energy project, the School developed two new courses, ECO 180 Citizens, Energy and Sustainability, and ECO 405 Sustainable Energy and Policy, which are being taught this year (Spring 2011).

In the long-run the School needs to brace for the possible loss of multiple FTEs due to retirements through a variety of options. Thus the School of Economics continues to seek efficiencies in the following ways:

Matching talented undergraduate TAs with graduate TAs to cover two large sections of the same course,

Continue to develop high quality on-line courses, and Experiment with a hybrid course in Fall 2011.

Our hybrid courses will combine video lectures with some in-class contact hours. Although there will only be one-third to one-half the normal contact hours, we feel having students watch the on-line lectures before attending class (encouraged by use of a short quiz), will allow for more time for discussions and other classroom participatory activities.

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Figure III.4 Distribution of SOE Courses by Category

Service; 13.2%

Quasi-service; 26.4%

Core SOE Undergrad; 37.2%

SOE Grad/Undergrad; 8.3%

SOE Graduate; 14.9%

% Courses by Category

III.4 Faculty Public Service

One of the distinguishing characteristics of the School of Economics is its commitment to public service activities. Although only one faculty member has an official Cooperative Extension appointment, the School has a long history of embracing this third mission of land-grant universities. In addition to the usual service to the university by serving on committees in the School, College and the University, the faculty of the School of Economics are also active in assisting groups and organizations within Maine and beyond its borders.

For example, the faculty are involved in professional organizations and have served on the editorial board of several professional organizations, including the Agricultural and Resource Economics Review, the International Journal of Applied Environmental Sciences, International Regional Science Review, the Journal of Regional Science, the Journal of Choice Modeling, the Eastern Economic Journal, the Open Communications Journal, the Journal of Empirical Research, and the New Solutions Journal. Faculty also have served on review panels for the Northeast Sun Grant Program, the U.S. Environmental Protection Agency, the NSF panel on Coupled Natural/Human Systems, the USDA Food and Nutrition Assistance Program, the USDA/NIFA Strengthening Grant Program, and the USDA NRI Grants program.

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Faculty members also have used their expertise to assist and work with many state and quasi-state government agencies in Maine. In recent years, these include the Eastern Maine Economic Development Corporation, the Maine Department of Environmental Protection, the Maine Milk Commission, the Legislative Joint Committee on Agriculture, Conservation and Forestry, the Maine State Planning Office, the Maine Bureau of Parks and Lands, the Maine Department of Transportation, the Maine Citizens Trade Policy Commission, the Maine Center for Disease Control and Prevention, the Maine Land Use Regulation Commission, Inland Fisheries and Wildlife, the Maine Forest Service, the Maine Air Toxics Advisory Committee, the Maine Agricultural Bargaining Board, the Maine Potato Market Improvement Fund, and the Maine Department of Health and Services. Faculty have also assisted several towns in the state, including Orono, Ellsworth and Lincoln.

Finally, the faculty members have also been active in assisting NGOs and businesses in Maine. Some of the groups the faculty have worked with include the Maine Coast Heritage Trust, Mobilize Maine, Future Farmers of America, the Bangor Land Trust, The Nature Conservancy, the Forest Society of Maine, the Northern Forest Alliance, the Maine Congress of Lake Associations, J.W. Sewell, Co., Maine Biz, Maine Potato Growers, Maine Organic Farmers and Gardeners Association, Maine Milk Producers, the Maine Snowmobile Association, the Appalachian Mountain Club, and the Moosehead Region Futures Commission.

III.5 Budgets, Expenditures and Grant/Contract Summary

III.5.1 Graduate Student Funding

The School of Economics has 6 “hard-line” graduate teaching assistants (GTAs) provided by the University of Maine. They help mostly with our roughly 9 larger enrollment introductory-level courses per semester. These GTAs are reinforced by some of our better undergraduates. The School of Economics also employs 7 hard-money graduate Research Assistants who are funded by the Maine Agricultural and Forest Experiment Station (MAFES). These students work with their committees to carry out research under MAFES areas of work (agriculture, natural resources, rural economic development, human capital, energy and so on). In addition we receive roughly $100,000 per year in scholarship money which we use for graduates and undergraduates. More details on graduate student funding, etc. is included in the graduate section of this report.

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III.5.2 Non-salaried Operating:

Table III.14 below shows the School of Economics annual non-salary operating funds. Between the years 2004 and 2006 the School lost nearly one-half of its operating funds. Since 2006 the School of Economics has been able to keep running by rolling forward monies temporarily available from retirements. However, this money has run out. In consequence, severe and disruptive travel restrictions have been imposed. At present any travel is reserved for faculty working on tenure or faculty traveling on grant funds (e.g. UMaine System Strategic Investment Fund for Renewable Energy). The Director has requested that part of the funds released in the upcoming two retirements be retained to replenish these operating funds. As soon as it is practical, a travel policy that allows some known ability to travel to professional conferences should be reinstituted.

Table III.14 School of Economics Non-Salaried Operating Base Budget

Year MAFES MEIF E&G (REP) E&G (ECO) TOTAL$ $ $ $ $

2000 47,000 15,000 21,534 83,5342001 46,200 14,100 13,200 21,534 95,0342002 46,200 12,500 12,400 21,534 92,6342003 41,200 12,500 11,600 21,534 86,8342004 39,316 12,500 10,800 21,534 84,1502005 33,727 12,500 10,000 21,534 77,7612006 15,127 12,500 4,000 12,786 44,4132007 15,127 12,500 4,000 12,786 44,4132008 13,900 12,500 4,000 12,686 43,0862009 14,400 12,500 4,000 12,686 43,5862010 14,400 12,500 4,000 12,686 43,586

SOE E&G2011 14,400 12,500 23,734 50,634

Note: MAFES is Maine Agricultural and Forest Experiment Station, MEIF is the Maine Economic Investment Fund (R&D), E&G is Education and General, and REP is former Department of Resource Economics and Policy, and ECO is former Department of Economics.

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While the table above shows the annual School of Economics base budget, Table III.15 below shows annual School of Economics expenditures. Below this is Figure III.5, a graph comparing the School’s base budget with actual expenditures for academic years 2006 through 2010, and including the 2011 forecasted budget. In all years actual expenditures exceeded the base budget, and in several years expenditures were more than double the base budget. As described above, this gap has been covered by salary carry-over from retiring faculty, and from some “faculty release time” generated by faculty. This funding gap poses a problem which has not been resolved. The School of Economics Director has discussed the matter with the Dean, who stated that while he could not promise additional funds, he would see what he could do to help.

Without serious supplementation of the School of Economics budget, it is likely that travel funds will essentially be eliminated except where travel is funded through dedicated accounts (such as Sustainability Solutions Initiative, Strategic Renewable Energy Investment Fund, or other). This is a considerably more significant problem at a geographically-isolated campus like the University of Maine than it would be at a school that was near other campuses. As much as possible the School of Economics will help Assistant Professors attend conferences for making presentations. However, Associate Professors, who want to make progress towards Full Professorship through research and scholarly activity, will have to make due with fewer resources under this arrangement.

Table III.15 School of Economics Expenditures

Category 2006 2007 2008 2009 2010 Average

Projected need

$ $ $ $ $ $ $Equipment < 5,000 9,219 4,441 15,34

86,837 24,55

812,081 10,000

Library Acquisitions - - 256 - 118 75 100Maintenance &Alterations 3,677 6,276 8,970 4,711 4,310 5,589 5,589Memberships/Dues/Fees/ 2,728 4,573 7,420 3,671 5,291 4,736 4,736Outside Services 2,770 2,825 429 1,122 319 1,493 1,493Postage 1,316 593 673 1,526 550 932 932Printing/Copying 4,856 6,713 4,163 3,298 2,561 4,318 4,318Rentals/Leases - 289 - - - 58 58Supplies & Services 19,685 11,96 13,71 10,07 13,84 13,856 13,856Telephone/Telecommunication

15,442 14,652

13,815

13,263

13,438

14,122 14,122

Travel 33,982 20,89 25,26 19,29 16,14 23,115 23,115Undergrad Student Wages 819 - 2,845 2,687 655 1,401 2,000Total Expenditure 94,494 73,22 92,89 66,47 81,79 81,776 80,319Total Expenditure 100,78 79,51 99,18 72,76 88,08 88,068 86,611T.Allen is the School’s only technical support person who works part-time at an annual cost of $6,300.

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Unfortunately, even with severe travel restrictions, it is not clear how the School of Economics will be able to make its budget. The Director will work with the School’s Policy Advisory Committee and the Dean to see how this problem may be resolved. One question the School should consider is whether to systematically seek external funds to augment its base operating funds.

Figure III.5 School of Economics Total Annual Base Budgets vs. Expenditures

2006 2007 2008 2009 2010 2011$38,000

$40,000

$42,000

$44,000

$46,000

$48,000

$50,000

$52,000

Total Expenditures

Total Budget

III.5.3 Grant and Contract Funds, FY 2006 to FY 2010

Table III.16 below summarizes the number of grants submitted and awarded by the School’s faculty. Given that the School of Economics has just under six FTEs in research, the School is pleased with its external grant activity. The School’s level of grant activity puts the School of Economics as a leader amongst the University’s social science academic units. On average per year the School is submitting 13.25 grants and receiving 6.55 grants.

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Table III.16 Grants/Contracts Submitted and Received by School of Economics 2006-2010

Grants/Contrasts Submitted by the School of EconomicsYear Number

ProposalsSponsor Total

$UM Total $ Total Amount $ Sponsor

Indirect $2006 17.89 1,959,302 263,048 2,222,347 373,5422007 16.65 2,710,463 237,435 2,947,898 550,2182008 12.41 921,704 293,172 1,214,874 160,9302009 14.77 5,403,485 1,831,992 7,235,478 1,327,6512010 4.49 401,749 117,748 519,496 46,121Ave. 13.25 2,279,341 548,679 2,828,018 491,692

Grants/Contrasts Awarded by the School of EconomicsYear Number

ProposalsSponsor Total

$UM Total $ Total Amount $ Sponsor

Indirect $2006 7.54 464,793 318,476 783,268 43,5482007 5.74 310,113 16,870 326,983 75,4672008 4.34 245,192 39,853 285,044 62,8492009 9.05 330,177 51,136 381,313 48,0222010 6.08 2,099,140 672,901 2,772,041 410,483Ave. 6.55 689,883 219,847 909,730 128,074

During the years 2006 through 2009 the School consistently submitted over a dozen grants, but this fell to 4.49 in 2010. This decline in grants submitted is primarily a function of past success – with the Knowledge Transfer Alliance and the Sustainability Solutions Initiative projects many of our faculty are fully engaged, with no time for additional research. It should also be noted that one of our historically largest grant awardees, Professor Mario Teisl, has been significantly occupied as the Interim Director of School of Policy & International Affairs and as a result his grant productivity for the School of Economics has diminished greatly. The School of Economics knows that a strong School of Policy & International Affairs can benefit not only the School of Economics but also the University and State. The School of Economics feels that Dr. Teisl’s efforts with SPIA is good investment for the University of Maine, but we would also like some recognition of our contribution to this important University program.

The pattern of grants sought and awarded over the past five years is a good representation of what the School will likely do in the future. That is, a typical pattern could be expected that there will be several years of grants awarded in the $200K to $300K range, followed by one or more large grants being received. Historically, we have had reoccurring periods where grants received in a short number of years is three or more times our annual average (for example, we received a Fund for Rural American grant and an IFAFS grant several years ago). We expect to seek and receive large grants after the

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Knowledge Transfer Alliance and Sustainability Solutions Initiative have run their course.

III.5.4 Importance of Outside Funding

External funding has become extremely important to the School’s ability to accomplish its missions. It is only through the School’s outside funding that much of the research is accomplished, as much of the School’s research requires funding for data collection and analysis. Faculty research is discussed in more detail under the Research and Scholarship section of this report.

To meet the School’s goal of having a healthy graduate program we need externally funded graduate students. We also feel it important that we receive external funds for graduate students as a way of leveraging the Experiment Station investment in the School of Economics.

It is also common for undergraduate students to participate in research with faculty. Having a vibrant research program provides the students opportunities for practical experience that helps them in the job market upon graduation. External funding for research helps the University in many ways including the generation of indirect costs and advancing the University’s mission to serve the people of Maine and the nation. Through the external funding Knowledge Transfer Alliance (KTA) the School of Economics has been able to hire some professional staff to help with our mission (more details under the KTA section in the Research Section of this volume).

Thus, external funding is fundamental to the School of Economics accomplishing its teaching and research missions.

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IV University, System and School Background and Organization

The University of Maine has a student enrollment of 11,501 students, including 8,483 undergraduates and 2,318 graduate students. Of the 8,483 undergraduates, 7,070 are in-state and 1,413 are out-of-state. Of the 2,318 graduate students, 1,845 are in-state and 473 are out-of-state.

The University of Maine is moving from six colleges to five. The College of Business, Public Policy and Health until recently including the following units (1) the Maine Business School, (2) part of the School of Economics, (3) the Department of Public Administration, and (4) the School of Social Work. Under the 2010 reorganization, the College of Business, Public Policy and Health will cease to exist, and the Maine Business School will become a stand-alone School reporting directly to the Provost’s office. The non-business remaining units will no longer reside in the Maine Business School, with the portion of the School of Economics which was in the College of Business, Public Policy and Health moving to the College of Natural Sciences, Forestry and Agriculture.

Thus as of September 2010, all faculty, programs, etc. of the School of Economics resided in the College of Natural Sciences, Forestry and Agriculture. Prior to this time, the School resided in both colleges, with programs and faculty in each.

Post reorganization, there are five colleges at the University of Maine containing roughly 42 academic units (i.e. departments and schools). The five colleges are:

Education and Human Development Engineering Liberal Arts and Sciences Natural Sciences, Forestry and Agriculture Honors

In terms of sponsored research, the University of Maine was awarded $70,749,767 in 2010. The College of Natural Sciences, Forestry and Agriculture ranked first among all colleges and research units on campus in external funding for research with roughly $25 million, followed closely by Engineering with roughly $22 million.

IV.1 University Organizational Structure

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The basic organizational structure of the University of Maine is shown in Figure IV.6 below. The Dean of College of Natural Sciences, Forestry and Agriculture reports directly to the Senior Vice President and Provost and also works with the Vice President for Research. Within the College, the Assistant Dean and Associate Director report to the Dean. The Assistant Dean coordinates undergraduate programs within the college and the Associate Director coordinates the Experiment Station research and associated activities. The Assistant Dean works closely with the Vice President for Academic Affairs on undergraduate issues and the Associate Director works with the Vice President for Research.

The Director of the School reports to the Dean and works closely with the Assistant Dean and Associate Director. The Assistant Dean works directly with the Undergraduate Coordinator on undergraduate issues. The School’s Graduate Coordinator works with the Director of the Graduate School, who reports to the Dean and Associate Provost for Graduate Studies, on graduate student issues.

The University of Maine is part of the University of Maine System, which was established in 1968. The University of Maine System (UMS) consists of seven separate universities (Augusta, Farmington, Fort Kent, Machias, Orono, Presque Isle and Portland) and nine University College regional outreach centers. The location of the seven campuses can be seen at: http://www.maine.edu/prospective/seven.php. Some consider it a stretch to classify all seven of the campuses as universities, and discussion of funding between the campuses has political dimensions.

The President of the University of Maine reports to the Chancellor of the University of Maine System, who is advised by a Board of Trustees, who in turn are appointed by the Governor to oversee the system. The University of Maine is the flagship campus with about one half of the students and one half of the allocation of state funding.

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http://www.maine.edu/prospective/seven.php

55

Director of theGraduate SchoolScott Delcourt

Associate Director,Maine Agriculture and

Forest Experiment StationFred Servello

Graduate CoordinatorMario Teisl

UndergraduateCoordinatorTodd Gabe

Director, School of Economics

George Criner

Dean and Associate Provost for Graduate Studies

Dan Sandweiss

Vice Presidentfor Research

Michael EckardtDean, College Nat’l Sci. For. & Agri., and Dir Maine Ag

& Forest Experiment Station Edward Ashworth

Associate DeanAlan Kezis

Associate Provost &Dean for Undergraduate

EducationAcademic Affairs

Stuart Marrs

Senior VP for Academic Affairs

& ProvostSusan Hunter

President Robert Kennedy

Figure IV.6 School of Economics and University Administrative Structure

IV.2 Institutional EnvironmentIn recent memory the University of Maine has experienced repeated difficult financial times. The general rule was not whether there was going to be a budget cut, but of what magnitude. Of course, the University of Maine has not been alone during these hard times as the Center for Budget and Policy Priorities (2009) reported that “Thirty-six states have cut education or proposed such cuts because they face massive, devastating budget deficits in this recession.2

During challenging financial times, some academic units have had success seeking new or replacement faculty positions by aligning their request with broader initiatives involving other units or larger groups. One strategy for securing faculty (replacements or new positions), is to identify opportunities for replacement hires that would be a “win-win.” That is, proposed hires are identified that are beneficial to one or more groups beyond the unit (perhaps part of a college or University effort). Often these efforts involve the securing of grant funding that enables the hiring of the tenure-track faculty for some fixed number of years. As part of this strategy, the university is asked to move the position to hard funding at the end of the initial soft-money term.

University Administrators have noted that this soft-money driven approach to making faculty hires does not always achieve a “global university needs” view. In addition to soft-money faculty positions, organized initiatives often secure substantial soft money including funds for post-docs, graduate students, travel, equipment, symposia, and the like.

As is discussed in other sections of this report, over the past three years, the School of Economics has been involved in several organized initiatives:

the Sustainability Solutions Initiative (SSI)3

the Renewable Energy UMS Strategic Investment Fund Initiative the Knowledge Transfer Alliance (KTA)4, and the School of Policy & International Affairs (SPIA)5

The Sustainability Solutions Initiative funding permitted the hiring of Dr. Tim Waring, and has also helped fund a sizable complement of post-docs, Masters and Ph.D. students.

The second initiative, the Renewable Energy Initiative, was funded last year by the University of Maine System’s special call for proposals under its Strategic Investment Fund. The fund is

2 Nicholas Johnson, Jeremy Koulish and Phil Oliff. 2009. http://www.cbpp.org/cms/index.cfm?fa=view&id=2220

3 http://www.umaine.edu/sustainabilitysolutions/4 http://umaine.edu/kta/5 http://www.spia.umaine.edu/

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http://www.spia.umaine.edu/

http://umaine.edu/kta/

http://www.umaine.edu/sustainabilitysolutions/

meant to create new initiatives involving two or more of the University of Maine’s seven campuses. The initiatives are intended to develop programs in important or emerging high priority areas. Under the Renewable Energy Initiative, the School of Economics received one tenure-track faculty, and Sharon Wagner who is completing her Ph.D. at Carnegie-Mellon University has signed a contract to join the School of Economics. Her start date is August 1, 2011. The renewable energy initiative is complemented well by existing work in the School of Economics in renewable energy and sustainability.

IV.3 Incentive Structure within the College and University

IV.3.1 Salary The University of Maine has a faculty union that negotiates compensation packages. The typical package in recent years has included a 1% to 3% annual raise that is applied to all members, although there is no merit pay. A post-tenure review program exists, where tenured faculty are reviewed every four years.

Tenured faculty whose job performance is rated as satisfactory receive a 3% raise above whatever other raises are in effect. Faculty rated above satisfactory may receive up to an additional 3% raise, but funds have generally been insufficient to approach this level even for a limited number of faculty.

The Dean has discretion to make counter offers to faculty members who are recruited for positions at other institutions. The source of the counter offer funds are negotiated between the academic unit, the Dean and Upper Administration.

The University of Maine pay rates for faculty are significantly below the national average. Over the past two decades, the School of Economics has made 8 counter offers. Unfortunately we lost two faculty whose expertise was in crucial areas. Fortunately, we were able to retain the faculty in the other cases, and the impact from the wave of counter offers has been an increase in overall salary scale for economists. The College and University of Maine administration has been very helpful in this regard and their efforts have been appreciated.

IV.3.2 Promotion and Tenure Faculty members are expected to apply for tenure during their sixth year. A faculty member may apply for a delayed tenure date under extenuating circumstances. The promotion process starts with faculty members applying for tenure. The Peer Committee within the department votes on the application and forwards their recommendation to the Dean. The School Director makes a separate recommendation that is also forwarded to the Dean. In the School there is also a nonbinding advisory vote by the faculty that the Peer Committee and Chair use in their deliberations as to whether to recommend an individual for tenure. The Dean also makes a recommendation, then the entire package is forwarded to the upper administration for consideration. The final decision is made by the Board of Trustees of the University of Maine System.

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The faculty contract specifies minimal raises at promotion from assistant to associate professor (6.5% of base) and associate to full professor (7.5% of base). Historically any raises in excess of the minimums had been split between funds provided by the Dean and the operating budget of department/school. We are hopeful that the overall improvement in the School of Economics salary structure will reduce the need both to provide significant adjustments beyond the minimum, as well as for the faculty and the School to submit to the onerous counter offer process.

IV.3.3 Awards Both the university and the college provide awards for teaching, research and public service. In addition to the recognition, these awards are accompanied by one-time monetary incentives that range from about $1000 to $5000. Several School of Economics faculty have received College and/or University awards. Individual faculty awards can be viewed in the Faculty CV Document.

IV.3.4 Sabbaticals Full Professors are eligible for sabbatical after completion of five years of service since their last sabbatical. Faculty at the Associate Professors or Lecturer level, are eligible for sabbatical after completion of six years of service since the completion of their last sabbatical. Under the University of Maine policies, faculty may take a sabbatical for a full year, at one-half of their salary, or one semester at full salary.

The School has had success in obtaining funding to cover courses vacated by sabbaticals, particularly in cases where the faculty have had heavy teaching responsibilities. However, when faculty with lower teaching loads have gone on sabbatical, it is often the case that the School has been asked to cover the individual’s course(s) with internal resources. Most faculty who have been eligible for one or more sabbaticals have taken at least one, with several faculty having taken multiple sabbaticals.

IV.4 School of Economics Organizational StructureThe School of Economics has a Director who is selected from within the faculty in coordination with the Dean who recommends the appointment to the President. The Director leads the School and serves for either a three-year or five-year term and can be re-appointed. The Director is responsible for the day-to-day operation of the School and is advised by the Policy Advisory Committee.

The Policy Advisory Committee (PAC) also serves as the School’s Peer Committee (unless one PAC member is untenured, then an additional (tenured) Peer member is elected). This Peer/PAC is a four-person committee with each person serving a three-year term. Although Assistant Professors can be elected to the PAC, they cannot be members of the Peer Committee. Operating as the PAC, this committee advises the Director on policy matters of importance to the School. Operating as the Peer Committee, this group is responsible for faculty evaluations and promotion

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and tenure recommendations. Faculty evaluations occur annually for untenured faculty and every four years for tenured faculty. The Director or Peer Committee can request that tenured faculty be evaluated more frequently. The Director also provides independent evaluations on tenure and promotion. The evaluations by the Peer Committee and the Director are forwarded to the Dean of the College.

The School also has Undergraduate and Graduate Coordinators. These individuals serve three-year terms and can serve consecutive terms. The Coordinators are responsible for the day-to-day administration of the undergraduate and graduate programs. They report to the Director and bring important academic policy issues to the faculty for discussion and votes. Three-member Undergraduate and Graduate Committees assist the Coordinators.

The School also has ad hoc committees that are formed on an as needed basis. These committees typically report to the Director. The full document of policies and procedures of the School of Economics, including workload guidelines and P&T criteria is included in the supporting documents.

IV.5 Communication

Communication within the School occurs in a variety of ways. Figure IV.7 shows the formal School internal structure. Mechanisms for communication include:

The Director schedules meetings as needed with the PAC and the full faculty. These meetings are organized to discuss important policy issues and to convey information to the faculty about the college, university and other matters.

The Peer Committee completes formal reviews of faculty. The evaluation is in narrative form, and sometimes involves a meeting with faculty to discuss their evaluations.

Professional staff each have a designated supervisor who is responsible for their professional evaluations. At present there are two professional staff under the Knowledge Transfer Alliance project.

Graduate students are assigned an advisor as soon as they are admitted. The Graduate Coordinator monitors their academic progress and conveys information on policies and practices to them.

Undergraduate students are advised by the Undergraduate Coordinator for their first semester (they meet weekly in the fall for one hour per week in an orientation course). The Undergraduate Coordinator assigns them a permanent advisor after the first semester, and works with the Administrative Assistant for undergraduate matters and Director in conveying important information to the students. For communication purposes, the School of Economics maintains student email lists and has an electronic general information folder for students.

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In addition to these formal lines of communication, there is continual ongoing communication within the faculty. The faculty is a cohesive group and most decisions within the School are made by consensus with everyone having an opportunity to share their expertise. For example, the policies and procedures document that resulted in the School of Economics, was unanimously approved by all faculty following a series of meetings to draft and iron-out issues of concern.

In addition to these formal lines of communication, there is continual ongoing communication with the faculty. The faculty is a relatively cohesive group and while we do not agree on all issues, most major decisions within the Department are made by consensus with everyone being given an opportunity to express their thoughts.

IV.6 Facilities

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UndergraduateCommittee

Faculty

GraduateCommittee

Graduate Coordinator,Mario Teisl

UndergraduateCoordinator, Todd Gabe

PAC

Director,George Criner

Figure IV.7 School of Economics

Most School of Economics faculty and staff are located in Winslow Hall and Stevens Hall. Three of our faculty (Silka, Trostel, and Rubin) with split appointments with the Margaret Chase Smith Policy Center have offices in York Village. Professor Phil Trostel also has an office in Stevens Hall and Rubin also has an office in Winslow Hall. Professor Jim McConnon who is 90% with Cooperative Extension has his office in Libby Hall. The School’s administrative office is located on the second floor of Winslow Hall, and a second office is maintained on the second floor of Stevens Hall to support the faculty in that building. The School’s economic development program, Knowledge Transfer Alliance (KTA), is housed in Stevens Hall, and helps run the Stevens Hall portion of the School of Economics operations.

The School of Economics houses a computer lab in Winslow Hall available for the use of all students in the College. It is used, primarily by School of Economics majors, and for some of our economics classes. This computer lab houses roughly 20 computers and is administered and subsidized by the College of College of Natural Sciences, Forestry and Agriculture. The School also administers the “Economics Lab” that is located in 305 Stevens Hall. Throughout the academic year the Econ Lab is open from mid-morning to late afternoon Monday - Thursday. Lecturer Caroline Noblet, is in charge of the lab and coordinates the TA coverage.

Graduate students work and have offices in the two large rooms located on the third floor of Winslow Hall. In addition the School has two newly assigned offices in the basement of Winslow that are used by some of the Ph.D. students.

The amount of office space is adequate for the School. However, both Winslow and Stevens Halls are deteriorating buildings in serious need of repair. Winslow Hall has a number of major structural flaws. Roof problems have led to regular building leaks, leaving many offices with water damage. There is asbestos tile on the floors that is cracking and coming loose, creating significant health risks. The basement leaks a few times a year, impacting the tenants and the equipment. The building has not been made ADA accessible. The configuration of offices does not make the best use of available space in the building.

IV.7 Cooperation with Other Units

The School of Economics (SOE) is broad-based academic unit with many formal and informal linkages with other units and programs. The roles played by School of Economics Faculty in the collaborations with other units have been significant and far reaching. Within the College of Natural Sciences, Forestry and Agriculture the School of Economics faculty collaborate on a wide variety of projects including organic wheat, blueberries, potato irrigation, and many environmental projects with need of some economic analysis.

Other collaborations include Mario Teisl directing of the School of Policy and International Affairs, Linda Silka directing the Margaret Chase Smith Policy Center, and Kathleen Bell who is one of just three faculty who serve on the guiding leadership team of University of Maine

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Sustainability Solutions Initiative. In the collaborations with all of the units listed above, School of Economics faculty have been instrumental in spearheading grant writing, program development, workshop development, graduate student recruitment, and publication and dissemination of key research findings. School of Economics faculty have been sought by leaders in each of these units to bring strong economic research to some of the most challenging problems that confront Maine and the nation. Policy makers throughout the state have sought to have SOE faculty serve in the collaborations with these units.

Some of the School’s collaborating units include:

Advanced Structures and Composites Center http://www2.umaine.edu/aewc/

Canadian-American Centerhttp://www.umaine.edu/canam/

Center for Research on Sustainable Forestshttp://crsf.umaine.edu/research-programs/family-forests/

Cooperative Extensionhttp://extension.umaine.edu/

Forest Bioproducts Research Institutehttp://forestbioproducts.umaine.edu/

Margaret Chase Smith Policy Centerhttp://mcspolicycenter.umaine.edu/

Maine Business Schoolhttp://www.umaine.edu/business/

School of Policy and International Affairshttp://www.spia.umaine.edu/

Sustainability Solutions Initiativehttp://www.umaine.edu/sustainabilitysolutions/

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http://www.umaine.edu/sustainabilitysolutions/

http://www.spia.umaine.edu/

http://www.umaine.edu/business/

http://mcspolicycenter.umaine.edu/

http://forestbioproducts.umaine.edu/

http://extension.umaine.edu/

http://crsf.umaine.edu/research-programs/family-forests/

http://www.umaine.edu/canam/

http://www2.umaine.edu/aewc/

V Research

V.1 Faculty research foci.

The following list provides a narrative of faculty research activities.

V.1.1 Anderson, MarkWhile I have no formal research appointment, I have been involved in research on the economics of forest-based recreation, on developing techniques for learning outcomes assessment in environmental courses for undergraduates, and I am a core faculty member of the Sustainability Solutions Initiative (SSI). My work with SSI is part of the Sustainability Behavior/Knowledge to Action Collaborative. Specifically I have worked on research on the effect of differences in world views between researchers and stakeholders and the impact of these differences on Knowledge to Action effectiveness. I plan to continue this work in the coming years, including work on the development of more meaningful and operational definitions of sustainability.

V.1.2 Bell, KathleenMy research program integrates economics, spatial modeling, and policy analysis. Over the last decade, my research has focused on spatial aspects of environmental, natural resource management, and community economic development issues. I am particularly interested in land use, forestry, and water resource issues and enjoy the opportunities and challenges of interdisciplinary research. Recent publications in Annual Review of Resource Economics, Journal of Forest Economics, Forest Science, Landscape and Urban Planning, Agricultural Economics, Water Resources Research, Agricultural and Resource Economics Review, and Journal of Regional Science convey the key elements of my research program. My research program has benefitted from recent external funding success, including an NSF EPSCoR Award (Maine’s Sustainability Solutions Initiative; $20,000,000). As a member of the project's management team and research council, I have made core contributions to the development of an exciting, interdisciplinary research and education initiative at University of Maine. New collaborations and opportunities fostered by this initiative are and will continue to enhance my research program. My research goals for the next five years are to establish a novel, cohesive and productive sustainability science research program; to secure significant funding for this program; and to strengthen research collaborations with other U.S. colleagues and establish international research collaborations.

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V.1.3 Buhr, KarenMy current research focuses on the labor market for registered nurses in both the US and Canada. I am particularly interested in studying job satisfaction among nurses and how this affects retention. I have begun some collaborative work with faculty from the School of Nursing and the Cooperative Extension. Newer areas of research I am conducting focus on access to health care services and I am particularly interested in studying the differences in access to health care services in Canada and the US. Other areas of research interest include obesity and children’s health outcomes.

V.1.4 Cheng, Hsiang-taiMy research focuses primarily on analyzing the market and demand issues relevant to the Maine agriculture and seafood industries. Changing consumer demand and increased market competition pose a constant challenge to producers and marketers of agricultural and seafood products; my goal has been to provide information to the industries that can be used in planning marketing strategies.

One of my research areas is on consumer behavior. The major topics addressed in my research include consumer purchasing decision and preference for potato, wild blueberry, and farmers’ market products. The other major area of my research has been demand analysis of agricultural and seafood products. Major research topics include the impact of lobster imports from Canada, the competitive position of Maine potato industry in the northeast region. My future work will concentrate on assessing market potentials and economic feasibility for growing market segments (e.g., organic foods and specialty products) for Maine industries.

V.1.5 Criner, GeorgeThe two primary areas of my research have been agricultural economics and waste management economics. Although varied, a large portion of my research has focused on dairy cost studies, at the farm, processor and retail levels. Maine is one of a handful of states with active price and income stabilization and minimum price setting programs. Our research results frequently feed directly into Maine state regulations. Another theme within my agricultural economics research has been marketing, with my most interesting research being an investigation on retail pricing of fresh produce. We found that when there is significant wholesale (or grower) cost variability, then retail prices would tend to follow the wholesale (or grower) variation. However, when wholesale (or grower) costs were more stable, then retailers would tend to add variation on their part, usually with high-low pricing. It was our hypothesis that this behavior was profitable, and using proprietary supermarket data, we were able to demonstrate supporting results.

My second major area of research has been waste management economics. Much of this work involved data collection and basic analysis rather than any theory and modeling. However, this

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work has been readily used by the State in its planning, including research which resulted in the building of a state-wide biomedical waste treatment facility.

V.1.6 Gabe, ToddI conduct research in the broad area of regional economic development, with a specific focus on studies related to the knowledge economy, agglomeration and occupational-based analysis. In recent years, I have published articles in leading regional science journals including Journal of Economic Geography, Journal of Regional Science, Regional Studies and Urban Studies. Over the next five years, I plan to continue researching these areas –especially my work on the knowledge economy. I try to publish about three articles per year.

Along with my research program that deals with issues that are national (or international) in scope, I also conduct several (4 to 6) applied research studies per year on topics related to Maine. These range from the economic impact of cruise ship passengers in Portland to a project focusing on second homeowners in Bar Harbor. These studies are often conducted at the request of a state/local organization or an industry group. Oftentimes, these projects involve extensive outreach efforts.

V.1.7 Hunt, GaryMuch of my past research has been in the areas of migration, immigration, and regional economic growth and development. I plan to continue with some migration research, but intend to focus my research efforts on applied renewable energy economics and policy and regional economic growth and development (and particularly as they relate to energy economics and policy).

Currently I am heavily involved with the offshore wind program at UMaine and plan to continue this work both with respect to basic economics and policy research and public service presentations and advice. I also have started research in competitive natural gas and hydro electricity generation and their impacts on renewable energy. Recently I have made presentations on wind and natural gas generated electricity to the Island Institute conference, the MWEA 2011 conference, the DeepcWind developers summit (streamed on the internet to over 200 connections worldwide), the EWEA 2011 meetings in Brussels, BE (poster), and AWEA 2011 (Anaheim—forthcoming in May). I plan to have several publications for academic journals prepared and submitted in energy economics during 2011; and I would like to continue to make presentations of my research to policy makers, business and environmental leaders, and concerned citizens.

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V.1.8 Kearney, AdrienneMy research focus is on the influence of monetary policy on the behavior of asset prices (e.g., stock prices, gold prices, exchange rates, etc.). The economics and financial literature has shown the response of asset prices to news about the macro economy varies over time and across different operating procedures of the Federal Reserve. My research objective has been mainly to examine the impact of changing expectations for monetary policy on asset prices and the factors that cause expectations to change over time. From this perspective, I am currently working on four papers that focus on the behavior and accuracy of fed funds futures rates.

In the future, my current collaboration with Pankaj Agrrawal, Associate Professor of Finance, Maine Business School, will produce two papers: one on the behavior of interest rates in light of the current conduct of monetary policy, and the other on the implied volatility of the S&P500 index (VIX) and short-term bond-equity switching. In addition, during my next sabbatical in 2012, I plan to expand the scope of my research program by exploring new dimensions as they have appeared in my inquiry into the above topics. For example, I plan to add an international dimension to my work on monetary policy and asset prices by focusing on international capital flows, the foreign exchange market, and the U.S. bond market.

V.1.9 Leiby, JamesNo formal Research appointment.

V.1.10 McConnon, JamesDr. McConnon’s research has focused on topics such as: regional retail trade patterns, economic impact analysis, economic importance of home-based and micro-enterprises, agri-tourism, and small business development. He was a co-investigator on a four-year USDA Fund for Rural America project analyzing the economics of grocery store retailing in rural Maine. He was recently a co-investigator on a funded project to enhance the business support infrastructure for micro-entrepreneurs in Eastern Maine. He has made presentations at many regional and national conferences and has published his work in a variety of outlets including the Review of Economics and Statistics, the Journal of the Community Development Society, the Journal of Travel Research, the Journal of Extension, and Applied Economic Letters.

V.1.11 Montgomery, MichaelMy primary research activities include work in orthodox macroeconomics and public economics (with emphasis on the distinction between “market failure” and “government failure” in policy discussion). In the last several years I have also developed a third research area in the history of economic thought (John Stuart Mill and his contribution to the development of “progressivism”).

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In macroeconomics, I derive, and work with, patterns of construction for residential and nonresidential constructions. Such patterns when used to restrict models have demonstrated some explanatory power with respect to some unexplained behaviors of the fixed-investment accounts. I also write an occasional methodological piece on the state of macroeconomics.

In public economics, I focus on the “market failure vs. government failure” debate. Many public policy problems that are casually assumed to be market failure are primarily due to poor government policies—i.e., government failure. I have several publications in this area, and a major economic history project in this area that I hope to return to soon. In future work, I will continue to work on these topics.

V.1.12 Noblet, CarolineWhile I have no formal research appointment, my research interest is consumer behavior, particularly how we communicate to the consumer the implications of their purchases on the environment. My research is increasingly interdisciplinary in nature, incorporating the disciplines of psychology and communications. My work incorporates people’s tastes and preferences into economic models, drawing on social psychology literature which focuses on these very issues including examination of the role of pre-existing perceptions as factors in human behavior. Existing environmental concern may also be an important precursor to engaging in environmentally preferred behavior, and thus researchers such as myself who are concerned about effectively converting results into stakeholder (policy makers, NGOs, businesses, and the general public) actions are beginning to study the differences in attitudes across these populations. My current and future research will aim to investigate multiple applications of the interaction between environmental behavior and factors which may alter this behavior including: pre-existing perceptions and social/personal norms, access to information, existing environmental world view and the role of the media.

V.1.13 Reiling, SteveOver the years, my research has focused on non-market valuation and issues related to outdoor recreation in Maine. Currently, I am working on two projects. One is a study of the mechanisms used to help fund the cost of developing and maintaining snowmobile trails in Maine and the program that helps snowmobile clubs purchase grooming equipment and other capital goods required to maintain snowmobile trails. This work is funded through a grant from the Maine Department of Conservation and the Maine Snowmobile Association.

My second project is related to trends in outdoor recreation activities in Maine. The State and some inland regions are interested in using nature-based tourism as a way to enhance economic opportunities in their regions. This effort is being undertaken at a time when national data indicate that participation rates in many forms of outdoor recreation activities are declining. If

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the same trends apply to Maine, it will be more difficult for communities to enhance economic growth through the promotion of nature-base tourism that are declining.

A second phase of the project will look at the types of environments that people prefer when participating in selected outdoor recreational activities. Maine’s managed forest environment may be preferred for some forms of recreation, but not for others. This information, along with the trends data discussed above will help regions identify the types of recreational activity that people want to pursue in their region.

V.1.14 Rubin, JonathanI specialize in the economics of energy, light-duty transportation, greenhouse gas emissions and alternative fuels. My current research investigates the economics and energy security implications of a national low carbon transportation fuel standard. Related research focuses on biofuel pathways, the potential economic and environmental impacts from trading greenhouse gases and fuel efficiency credits for automobiles and light-duty trucks. More generally, I am interested in studying behavioral and technological approaches to increase energy efficiency. This research agenda branches into the related literatures on the hedonic value of fuel economy, behavioral economics and engineering economics. I do not anticipate any significant changes in this research agenda over the next several years.

V.1.15 Silka, LindaMy research program focuses on building interdisciplinary approaches to the solution of problems. The research has been funded by National Institute of Environmental Health Sciences, Environmental Protection Agency, Department of Education, U.S. Housing and Urban Development, the National Science Foundation, and numerous foundations. I have written extensively on environmental health issues in refugee and immigrant communities, on urban environmental partnerships, on community economics development, and on community-university research partnerships.

V.1.16 Teisl, MarioFor the last decade or so my research has focused on how the provision of environmental and health information affects demand behavior. In this research I focus on two themes: 1) I examine ways to enhance the market conditions for environmentally certified and labeled products, and 2) I examine the factors impacting the effectiveness of these labeling and marketing programs. My research has had specific policy and management ramifications for various industries (e.g., fisheries, forestry, transportation, electricity).

In the last few years my research has changed focus somewhat in that I am increasingly interested in how social psychology theory and methods can improve my research. I have been

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working closely with several psychologists (both at UMaine and elsewhere) to help develop ways to merge psychological and economic modeling approaches, and how to apply these to specific applications related to sustainability-based research. As part of this effort, I am a PI in a $20 million NSF-grant to use interdisciplinary methods to improve research and outreach in sustainability science. I currently work on, or lead, several project teams that are highly interdisciplinary (e.g., economics, psychology, anthropology, communications) to examine people’s perceptions and reactions to alternative ways of enhancing sustainable development efforts. I anticipate that this strain of research will continue for several more years.

In the last five years I have published 15 journal articles, 21 other publication and have made over 60 professional presentations (some invited).

V.1.17 Tisher, SharonMy work outside of the classroom is principally focused on environmental advocacy (see Service) and not on research for publication. I maintain special expertise in the fields of Constitutional takings law, regulation of toxics on the national and state level, reform of the federal Toxics Substances Control Act, and the environmental impacts of energy exploration, production, and utilization.

V.1.18 Trostel, PhillipMost of my research throughout my career has revolved around issues of human capital accumulation, and how policies affect it. In recent years my research has become more applied to higher education policy. Specifically, my recent work has focused on quantifying the fiscal payback from public investments in higher education. The three main papers in this line of work are “The Fiscal Impacts of College Attainment”, “The Impact of New College Graduates on Intrastate Labor Markets”, and “The Effect of Public Support on College Attainment”. I am also working on a paper titled “The College Wage Premium and the Supply of New College Graduates”.

I plan to continue my research in this direction in the short term (i.e., over the next couple of years). I would like to combine, update, and extend these four papers into a book on the fiscal payoff to public investment in college students. It is likely that this process will lead to a couple of spinoff papers as well.

After this, I anticipate that there could be a significant change in my research focus, although still within the general area of human capital accumulation and fiscal policies (I have significantly changed my research focus a few times before). Although I have found my current line of research very rewarding, and also important and successful, I suspect that I might be ready for a new intellectual challenge. I have been toying with several ideas (e.g., the intertemporal

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complementarities between investments in human capital at different ages, explaining “sheepskin effects in the return to education, etc.), but it is too early to know what that new challenge will be.

V.1.19 Waring, TimI study the dynamics of human social systems with regards to environmental resource use and socio-ecological sustainability with fieldwork, economic experiments, and theory and computational modeling. In the lab, I use behavioral experiments to study human behavior such as social learning and cooperation in order to better understand cultural dynamics such as cooperation and imitation. In the field, I study socio-ecological systems, such as the management of yellow star-thistle in California rangelands, and the effects of inter-ethnic relationships on cooperation in irrigation management in Southern India. I also use computational models to test new ideas about sustainability science theory, again around the questions of how human social evolution interacts with socio-ecological stability. I have published articles in Ecological Economics, Philosophical Transactions of the Royal Society, B, Evolution and Human Behavior, Frontiers in Ecology and the Environment, Rangeland Ecology and Management, and Research in Economic Anthropology. In the coming months I am engaging in cooperative experimental research on campus, building a computational model of socio-ecological systems evolution, and revising papers from previous work for re-submission. Over the next couple of years these efforts will come to focus increasingly on the local context of Maine.

V.1.20 White, GregoryI do not have an official research appointment. However, I am actively participating on the Knowledge Transfer Alliance project, taking a leadership role with education and training with clients who have website/internet marketing issues. My activities in this area more closely resemble the Extension model than research per se. I am generally asked to do 4 to 8 presentations a year for external groups.

V.2 Individual Faculty Grant/Contract Information

The budget/resource section of this document reported on the aggregate grants and contracts of the School of Economics. Appendix 1 contains two tables listing School of Economics faculty grant and contracts for the years 2006 through 2010. The first table is compiled directly from the UMaine Office of Research and Sponsored Programs (ORSP) archived reports web page (http://umaine.edu/orsp/reports/archived-reports/). As shown in the Appendix 1 table, the bulk

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http://umaine.edu/orsp/reports/archived-reports/

of the grants/contracts have been received by School of Economics faculty are from the Federal government, followed by State agencies.

Under the UMaine system of tracking grants, a grant can be listed multiple times if there are multiple principal investigators, and several School of Economics grants fall into this category. UMaine also apportions grants according to principal investigator percent responsibilities. The table includes all grants submitted as recorded by the ORSP, and the year submitted is listed in the next to last column on the right (Submit). The last column on the right contains the year the grant/contract was awarded (Award). If this column is blank for a specific grant/contract, it means the grant/contract was not awarded, or not awarded yet. Some faculty who are listed are no longer current SOE faculty or researchers (Bragg, Dalton, Davis, and Files), and our professionals Tom Allen (part-time) and Hugh Stevens (full time) appear in a limited number of grants/contracts.

The bulk of the School of Economics grant and contract activity is tracked by the UMaine Office of Research and Sponsored Programs and listed in the Appendix table. However, there are a few categories of grants which are not listed. Several faculty receive periodic research funding from the Maine Agricultural Center, internal competitions, or through direct collaborations with other campus units or other System campuses. For example, Dr. Kearney received a UMaine instructional grant for $1,250 for some teaching equipment. Dr. McConnon who has a 90% appointment with Cooperative Extension has applied for four grants over the period, receiving two for a total of over $20,000. Both of his grants were from the Maine Community Foundation to support micro-enterprise development and community sustainability. A final example of such activity is when Dr. Hunt received $34,405 from the Advanced Structures and Composites Center to support the School of Economics’ research on wind energy. This money was in effect a pass-through from an original Rockefeller grant. The support documents of this self-study contain the faculty curriculum vitae which will list these supplemental activities.

V.3 Major Grant Activity

The School of Economics has recently become involved in three major initiatives – Sustainability Solutions Initiative, Knowledge Transfer Alliance, and the UMaine System Strategic Investment Fund Renewable Energy Initiative. The Sustainability Solutions Initiative and the Knowledge Transfer Alliance are discussed below and the Renewable Energy Initiative is discussed under the undergraduate section as it is primarily an undergraduate curriculum development project.

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V.3.1 Sustainability Solutions InitiativeThe School of Economics faculty members continue to be key players in UMaine’s Sustainability Solutions Initiative (SSI). SSI is a major research initiative funded by the National Science Foundation through Maine EPSCoR. SSI describes itself as follows:

Producing knowledge and linking it to actions that meet human needs while preserving the planet’s life-support systems is emerging as one of the most fundamental and difficult challenges for science in the 21st century. There is growing consensus that traditional methods of generating and using knowledge must be fundamentally reorganized to confront the breadth, magnitude, and urgency of many problems now facing society. Maine's Sustainability Solutions Initiative, a partnership between the University of Maine the University of Southern Maine and other institutions of higher education, seeks to transform Maine’s capacity for addressing these scientific challenges in ways that directly benefit Maine and other regions. The program of research will also help Maine increase economic activity and technological innovation in ways that sustain the State’s remarkable “quality of place” SSI’s Mission is to connect knowledge with action in ways that promote strong economies, vibrant communities, and healthy ecosystems in and beyond Maine. There is a vision to create a Center for Sustainability Solutions that searches for, implements, and evaluates policies and practices that promote economic development while protecting ecosystem health and fostering community well-being.

Within the School of Economics there are six faculty members with SSI core faculty appointments – Bell, Waring, Teisl, Silka, Noblet, and Anderson. Among roles played are members of the Stewardship Council, members of the Research Council, funded project PIs and co-PIs, chair or member of the Curriculum and Culture Committee, Chair of the Economic Development Task Force, Graduate Student Coordinator, grants educator and “Knowledge to Action” trainer to the 11 Sustainability Solutions Partner Higher Education institutions. Tim Waring is an EPSCoR hire, a collaboration between SSI and the School of Economics.

Several Ph.D. candidates funded through SSI are advised or co-advised by the School of Economics faculty members and several School of Economics M.S. candidates are working on research related to SSI. Additional SSI Ph.D. candidates are taking graduate courses offered by School of Economics faculty members.

As SSI evolves toward a more permanent institutionalized structure, School of Economics faculty will play key roles in the evolution of this important initiative in capacity building for research and graduate education.

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V.3.2 Knowledge Transfer Alliance

In September of 2009, a U.S. Economic Development Administration (EDA) grant helped create the Knowledge Transfer Alliance (KTA) project within the School of Economics. The project has been funded for three years, ending October 31, 2012. KTA is an initiative to help Maine communities and businesses succeed by connecting them to the knowledge and tools they need to recover from economic and natural disasters. The KTA collaboration is led by the University of Maine’s School of Economics, and involves the Maine Business School, the College of Engineering, Cooperative Extension, numerous community and economic development districts, Maine’s business assistance agencies, some municipal and community leaders, and an array of private sector advisory firms and individuals.

The project has funded two full-time and two part-time staff. The full-time professionals include the Director, Hugh Stevens, and the Assistant Director, Anne Akoa. In addition, the grant funds two part time staff – Peggy McKee and Chris Coplin – who assist with administrative details, paperwork and budget requirements.

At the core of the program, KTA assembles teams of faculty, staff, and students to visit businesses to help determine what action needs to take place to assist the business. The project is education oriented. For example, while we may help the business with their accounting, the focus is to train the business to do their own taxes, or, to get their taxes ready to take to a specialist. KTA does not offer on-going long-term assistance.

KTA teams offer knowledge and skills in such areas as decision analysis, financial accountability and record keeping, marketing and branding, e-commerce, streamlining production channels, and increasing manufacturing efficiencies. In its 18 months, KTA has worked directly with over 125 businesses in manufacturing, construction, technology, agriculture, food and lodging, energy, transportation and storage, waste management, retail, and wholesalers.

V.3.2.1 KTA Workshops and Seminars

In addition to assisting businesses individually, KTA has developed and presented numerous workshops and seminars for farmers and farm-related businesses. The total number of Maine farmers reached with KTA programming as of March 2011 has been 170 individual farmers, with some repeat attendance. Individuals from seventeen non-farm businesses also attended these seminars. Feedback from all sessions and meetings has been extremely positive.

At the March 2011 Maine Agricultural Trade Show in Augusta, an annual state conference for farmers and related agencies to come together for support and resource purposes. KTA

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conducted workshops over three days on record keeping, budgeting and QuickBooks training. There were approximately 40 farmers attending these workshops during the three day period. School of Economics graduate students participated in leading these workshops for farmers. The flyer associated with the event is included below.

The Maine Organic Farmers & Growers Association (MOFGA) invited KTA to conduct workshops on “QuickBooks Basics & Record Keeping” at their Certification events for farmers who want (and need) to be certified. KTA has delivered three of these day-long workshops in the span of three months. Each session was attended by about twenty farmers. Future workshops for farmers have been requested in southern Maine and there has also been farmer feedback on possible QuickBooks help given as formal class designed specifically for farmers.

KTA held business management workshops in March at the University of Maine at Presque Isle and at the University of Maine’s Hutchinson Center in Belfast. Attendance totaled 30 individuals from farm and non-farm enterprises. School of Economics faculty and graduate students delivered workshops on budgeting, marketing, record keeping, and QuickBooks. The flyer for this event is included below. These events have allowed the School of Economics to have a direct impact on the agricultural and business communities in the State and have given graduate students direct experience in teaching and presenting. An additional workshop is planned for Farmington and other requests have been received.

V.3.2.2 KTA and School of Economics Students

KTA has employed six graduate students and six undergraduate students from the School of Economics, giving them real-world training in business assistance, research, reporting, and outreach activities. Each project engagement is assigned at least one faculty leader, based on the needs of the business, and a lead graduate assistant. The lead graduate assistant works closely with faculty advisors to ensure the delivery of high quality work to the client. School of Economics undergraduates typically assist the graduate students with research or related tasks, gaining applied experience in their field. The graduate students gain hands-on experience in the business world by working with KTA clients, positioning them to apply their academic work in their career upon graduation. Some student comments regarding KTA follow:

“Being involved with KTA was a major reason I stayed at UMaine School of Economics for graduate school (and not just because of the assistantship!) Being able to help local Maine business while getting hands-on experience is an unmatched opportunity. I am able to apply skills I have learned in the classroom to help clients either stay in business or grow and expand. Through speaking with friends at other graduate programs, and comparing our experiences, mine has been much more interactive and involved, while theirs has focused mostly around lectures and homework. I'm positive being involved with this program will give

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me a leg up in the job market since most college students do not have such a breadth of experience working with a variety of clients and small business.” (School of Economics graduate student)

“My experience working as an undergraduate student with the Knowledge Transfer Alliance has been extremely beneficial for my education at the University of Maine. I have been able to not only apply knowledge gained from my studies directly in the field, but I have also gained great insights and first-hand experience. By applying this learning process to real life problems for countless Maine businesses, it is reassuring to know that improvements can be made and communities can begin to prosper through economic development.” (School of Economics undergraduate student)

“Working with KTA has been an amazing experience for me. I have not only developed lots of skills as a business advisor in marketing and strategy but also have had the opportunity to meet and to help great people around Maine. I can certainly say that in this year and a half, I have learned about different markets, businesses and perspectives. I have been able to help business to do a better job and at the same time work with Maine organizations in understanding the local business environment and looking for opportunities.” (School of Economics graduate student)

V.3.2.3 Impacts from KTA

The KTA anticipates that by the end of Year 2 the program’s engagements with businesses will have helped generate over $5 million in additional revenue for clients, and will have resulted in at least 250 new jobs at all levels within their businesses. Additionally, the State of New Hampshire is very interested in the KTA model and has made several visits to Orono to study the program and its operations.

An example of a KTA client is Wallace Brothers Woodcrafters, a manufacturer of high-end wooden fishing nets. KTA provided a cost analysis and accounting and energy efficiency audits. KTA analyzed production methods and a university engineer greatly improved the company’s production speed and ergonomic safety by recommending that certain machines be moved and processes altered. Students designed a new logo and created a marketing campaign. In 18 months Wallace Brothers increased volume from producing 3,000 nets to approximately 9,000 nets by year’s end (2010), and the firm expects sales to increase by another 60% for year 2011.

“… It more or less boils down to getting these college people a chance to step up and help these businesses, whether it’s marketing or whatever it is. This winter is when [KTA] will begin marketing us very hard to go out west. We have sent nets to Canada and England. It’s just what we needed. There’s no doubt we will do 10,000 a year, easily. It feels great. KTA opened our minds and helped us to think

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like businessmen.” (Don Wallace, Co-Founder Wallace Brothers Woodcrafters, LLC)

Another KTA client, Sovereign Moosehead LLC, purchased the closed Moosehead Manufacturing Company (furniture) and Saunders Mill (wood products) in 2010 with the intention of returning their facilities to operations and re-creating wood products manufacturing jobs. The KTA provided in-depth assistance from acquisition planning, financial modeling and production process improvement to hiring and plant re-start. In the past three months Sovereign Moosehead has hired more than forty new employees, and is expected to continue hiring as business solidifies.

"Having the benefit of The Knowledge Transfer Alliance and Hugh Stevens during this rescue and start- up of two fairly complicated business (Saunders Brothers, and Moosehead Manufacturing) was like having a giant Business SIM card that I could plug into my business, as needed, download some advice, as needed, select from a menu of expertise, (tech center, etc.) as needed, and know in the back of my mind that I had storehouse of no-nonsense facts and intelligence that I could rely on. This is what helped me get through: intelligence for my business. KTA arrived on the scene, quickly assessed the situation, gave real advice which confirmed my thoughts and gave me the confidence to move fast-forward and take the risk of creating 18 jobs in 3 months.” (Louise Jonaitis, Sovereign Moosehead LLC, Owner, Saunders Mills, Locke Mills, Maine)

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VI Graduate Degree Programs

The School of Economics offers the following graduate degree programs: M.A. in Economics M.A. in Financial Economics M.S. Resource Economics and Policy M.S. Ecology and Environmental Sciences – Policy Concentration Ph.D. Ecology and Environmental Sciences – Policy Concentration

VI.1 Participation in Graduate Interdisciplinary Degrees

The School also actively participates in two interdisciplinary degrees; one in Ecology & Environmental Sciences and the other in Global Policy.

VI.1.1 Ecology and Environmental Sciences, M.S. and Ph.D.

The Graduate Program in Ecology and Environmental Science (EES) is one of the nation’s leading interdisciplinary graduate training programs in ecology, environmental science, and environmental policy, offering Masters and Doctorate degrees with an integrated multi-disciplinary approach to the analysis and resolution of ecological and environmental problems. The EES Graduate Program includes over 80 faculty members in 16 academic departments (see below).

The School generally advises and supports students in the Environmental Policy & Management, and the Sustainable Agriculture concentrations; however faculty also serve on student committees in other concentrations. The School of Economics’ collaboration with the Sustainability Solutions Initiative (SSI) has created new opportunities for EES students interested in the social and economic aspects of environmental challenges. These opportunities have become increasingly popular with students, and as a result the School of Economics has become an increasing contributor to the graduate program in EES. In prior years the School of Economics has often funded 1 or 2 EES students per year. In academic year 2010/2011 there are seven EES graduate students taking the School of Economics courses (5 Ph.D., 2 MS), five EES graduate students who are advised by School of Economics faculty (3 Ph.D., 2 MS), and five EES graduate students who are partly funded by the School of Economics (3 Ph.D., 2 MS).

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These numbers continue to climb this fall as the School of Economics will be partially supporting two new EES Ph.D. students.

School of Economics faculty most involved in SSI/EES collaborations are Kathleen P. Bell, Mark Anderson, Mario Teisl, Caroline Noblet, and Tim Waring. Additionally, many other faculty support the EES collaboration by teaching courses which meet the needs of the growing focus on environmental challenges at UMaine. As the SSI matures and EES evolves in the coming year, we expect that the role of the School of Economics in providing social science for environmental and sustainability research will continue to grow.

In addition to the School of Economics, the following units also cooperate in providing the EES program:

– Department of Biochemistry, Microbiology & Molecular Biology– School of Biology and Ecology – Department of Biological Engineering – Department of Chemistry– Department of Civil & Environmental Engineering – Department of Forest Ecosystem Science– Department of Forest Resources – Department of Geological Sciences– Department of Mathematics and Statistics– Department of Philosophy– Department of Plant, Soil & Environmental Science – Department of Public Administration– Department of Spatial Information Science and Engineering – Department of Wildlife Ecology– School of Marine Sciences– Mitchell Center for Environmental and Watershed Research

VI.1.2 Global Policy, M.A.

The Masters degree in Global Policy is a new (initiated in Fall 2010) program that provides students a unique opportunity to pursue advanced, interdisciplinary studies focusing on understanding public policy in an increasingly interdependent world. The program combines core courses that embody the necessary skills required to address timely global policy questions and issues relating to the environment, trade and commerce, international relations and security. Although it is a new program, the School of Economics currently advises one double degree student (M.S. in Resource Economics & Policy and M.A. in Global Policy with a concentration in International Environmental Policy), and has one confirmed double degree student (M.S. in Economics and M.A. in Global Policy with a concentration in Trade and Commerce) starting in

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the Fall 2011. School of Economics faculty most involved in this new collaboration are George Criner, Gary Hunt, Adrienne Kearney, Jonathan Rubin, Mario Teisl, and Tim Waring. As SPIA matures and evolves we expect the role of the School of Economics in providing social science for environmental and economic teaching will continue to grow.

In addition to the School of Economics, the following units also cooperate in providing the Global Policy degree:

– Department of Anthropology– Canadian-American Center – Climate Change Institute – Department of Communication and Journalism – Department of Computer Science– Department of Civil & Environmental Engineering – Department of Forest Ecosystem Science– Department of Forest Resources – Department of Geological Sciences– Department of Modern Languages– Department of Philosophy– Department of Public Administration– Department of Political Science– Disability Studies – Extension – Maine Business School – Program in International Affairs – School of Marine Sciences

VI.1.3 Other Degrees

It is likely that the School of Economics will also be a strong contributor to two new graduate degrees: the Business School’s International MBA, and the Anthropology Department’s Environmental Policy Ph.D. program.

VI.2 Opportunity for a Chinese Exchange Program

The School of Economics (sanctioned by the University of Maine and the University of Maine System) has signed a Memorandum for Academic Cooperation with the School of Economics of Sichuan University in China. It has been agreed that qualified Sichuan University students would complete nine 9 credit hours of graduate coursework at Sichuan University, then come to

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the University of Maine and complete one full year of coursework, which might include course work over one summer. The program would be called a “0.5 plus 1” joint program. The University of Maine School of Economics would have the ability to verify the quality and appropriateness of the nine credits taken at Sichuan University.

The University of Maine School of Economics feels that under such an arrangement we can handle a dozen students per year with little additional resources, provided the students, as planned, are non-thesis Masters students. Should the number of Chinese students increase much beyond a dozen or so per year, then additional graduate sections may be needed. Associate Professor Hsiang-tai Cheng has offered to travel to China, as part of the program, to teach English or other courses to these students prior to their arrival. It is envisioned that during the students semester in China, they would take courses equivalent to our ECO 530 Econometrics, ECO 514 Microeconomic Theory, and ECO 511 Macroeconomic Theory.

To date we do not know when the flow of students may begin. It is our understanding that before students begin to arrive, we will iron-out details including matters such as courses of action when and if students number exceed our immediate capacity.

VI.3 Enrollment History in Graduate Degrees

As shown in the Table below, the School of Economics has generally maintained stable numbers in our graduate programs, although the composition of the students across degree programs has fluctuated. This fluctuation within a Masters program is due to several factors. First is the amount of soft-money grants available to support students (soft-money grants have traditionally come from the areas of environmental and resource economics, although the School of Economics recently obtained a significant grant (the Knowledge Transfer Alliance) that primarily supports students in the ECO and FIE areas).

Table VI.17 Enrollment History in the SOE Graduate Program

Year Students2005 252006 242007 272008 272009 272010 29

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Another factor affecting the relative mix of graduate students within the program is the number of applicants and the relative interest in the various degree options. In some years the number of applicants for the REP degree are double the number of applicants for the ECO or FIE degrees, in other years the ratio is reversed.

Table VI.18 Trends in applications and acceptance rates for the SOE graduate programs

Economics - Masters Level# of

Applications

# of Acceptances

Acceptance Rate

# of Enrollments

2005 5 5 100% 12006 8 6 75% 32007 11 10 91% 52008 9 3 33% 32009 8 5 63% 22010 14 4 29% 3

Financial Economics - Masters Level# of

Applications

# of Acceptances

Acceptance Rate

# of Enrollments

2005 4 3 75% 22006 5 4 80% 12007 6 5 83% 42008 8 2 25% 22009 10 6 60% 32010 10 1 10% 0

Resource Economics & Policy - Masters Level# of

Applications

# of Acceptances

Acceptance Rate

# of Enrollments

2005 17 15 88% 72006 11 8 73% 52007 9 7 78% 52008 8 4 50% 42009 21 8 38% 52010 11 7 64% 6

A final factor affecting the mix of students with the graduate program appears to be quality changes driven by the merger of the Department of Resource Economics and Policy and the Department of Economics. As part of the merger there was a concerted effort to increase the standards for graduate student acceptance. For example, the School increased the TOEFL requirements for international students, and has slowly been increasing the average GRE requirement for all student acceptances. This

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is clear in the Table below. One repercussion of this is the drop in acceptance rates shown in the Table above.

Table VI.19 Trends in the mean GRE scores of enrolled graduate students

Economics Verbal GRE Quantitative GRE2004 423 6572005 540 6742006 610 7332007 445 6602008 486 6942009 630 6802010 635 710

Resource Economics & Policy2004 493 5972005 518 6422006 413 6302007 490 6152008 460 7102009 550 6802010 592 704

VI.4 Degrees Conferred

The number of graduate degrees conferred by the School of Economics has remained relatively stable in the area of 10- 15 per year.

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Table VI.20 Degrees conferred

Major 02-03

03-04

04-05

05-06

06-07

07-08

08-09

09-10

Totals

Economics 0 0 1 2 2 2 2 1 10

Financial Economics

6 1 2 4 2 0 4 5 24

Resource Eco. & Policy

5 4 6 7 4 6 6 6 44

Resource Utilization

0 0 1 0 0 0 0 0 1

EES – MS 2 2 5 0 2 2 1 1 15

EES - Ph.D. 2 2 2 2 1 1 1 1 14

Totals 15 9 17 15 13 11 14 16 108

VI.5 Recent Measures of Graduate Teaching

In the last few years the School has taught fewer courses per year but increased the number of students in each course. This is primarily a result of the School (responding to the shrinking number of graduate faculty) taking courses that used to be offered every year to offering them every other year (effectively doubling the class size for these courses). Some increase in student credit hours was also due to increases in course enrollments from non-SOE students.

Table VI.21 Graduate teaching outputs (Academic years 05/06 – 09/10)

05-06 06-07 07-08 08-09 09-10Course Credit Hours Taught (CC) 56 66 67 42 38Student Credit Hours Taught (SC) 245 293 240 347 271SC/CC 4.4 4.4 3.6 8.2 7.1

VI.6 Formal Graduate Faculty Appointments

Graduate faculty have joint appointments with the following campus units:

– Margaret Chase Smith Center for Public Policy (Rubin, Silka, Trostel)

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– Canadian-American Center (Buhr)– Cooperative Extension (McConnon)

Graduate faculty have cooperating appointments with the following campus unit:

– School of Policy and International Affairs (Criner, Hunt, Kearney, Rubin, Silka, Teisl, Waring)

VI.7 Service on Outside Graduate Committees

School of Economics faculty members regularly serve on graduate committees of graduate students from other departments on campus. The most common links are:

– Wildlife Ecology– Forest Management– Food Science and Human Nutrition– Civil and Environmental Engineering

VI.8 Changes to the Graduate Program since the Last Review

In efforts to increase the quality of the graduate program and to more effectively utilize teaching resources, the graduate program has been substantially revised since the last reviews of the former departments. These changes also responded to recommendations made by the last CSREES review team. And some changes were made as the two Departments (Economics and Resource Economics & Policy) merged. This restructuring included offering some new courses, dropping some courses, and offering field courses in alternate years. Specifically, during the last five years the following changes have occurred:

VI.8.1 Concentrations Eliminated

The following concentrations from the Resource Economics and Policy Degree were eliminated:

– Agricultural Economics– Resource and Environmental Economics– Community Economic Development

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We are also no longer participating in the interdisciplinary M.S. in Resource Utilization.

VI.8.2 Courses Added

The following courses were added to the School’s graduate curriculum:

ECO 515 - Advanced Microeconomics. This is a new core course taken by all graduate students. This was done because both students and faculty expressed concern that a single, theoretical microeconomics course did not provide them with sufficient insight to effectively undertake applied research.

ECO/SPI 502 - Contemporary Issues in World Economy. This course provides a higher level understanding of how the world economy works and its relation to economic growth, the distribution of wealth, sustainable development, culture, and political power. The SPI designator indicates that this course is cross-listed as a course in the School of Policy and International Affairs.

VI.8.3 Courses Dropped

REP 511 - Applications of Microeconomic Theory. This course combined the use of economic theory and research methods to study public policy issues relating to agricultural economics, resource and environmental economics, and community economic development. It focused on the use of economic theory and research methods to analyze policy issues and to make policy recommendations.

REP 554 - Production Economics. This course addressed the principles of optimum resource allocation applied to the agri-business firm including advanced techniques for attaining optimum resource allocation.

REP 565 - Marketing Theory and Concepts in Agribusiness. This course examined the economic theory underlying the policies of agricultural marketing firms as well as current marketing problems and market practices for selected commodities and segments of the agri-business sector of the U.S. economy.

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VI.8.4 Courses Modified

REP 527 - Community Development Principles. This course provided an analysis of the principles of community economic development in rural settings, with emphasis on social analysis, strategy planning and policy formulation.

It was modified to:

ECO 527 - State and Local Economic Analysis. This course is about the analysis and measurement of changes in state and local economies. Emphasis on analytical tools, such as input–output modeling.

ECO 581 - Sustainable Resource Systems and Public Policy. This course surveys current management protocols of agricultural, energy, fisheries, and forest resources in context of principles of sustainable development, considering ethical and socio-cultural as well as economic and environmental values; evaluates influences of public policy on management strategies.

It is being modified to:

ECO 581 - Modeling Sustainability. This is a skills-based course in the modeling of social-ecological systems, focusing particularly on agent-based models. It builds on the complex adaptive systems literature as well as research on common pool resource dynamics, human cooperation and game theory. This theoretical background supplies a broad framework that motivates the coursework. Students will use the free, cross-platform agent-based modeling system called NetLogo to explore the dynamics of social-natural systems models, critique these models, and modify and extend them. The semester’s work will cumulate with individual student models of socio-ecological systems. No programming experience is required, although students will learn to program NetLogo efficiently over the course of the semester.

VI.8.5 Course Modules

Due to changes made by the University’s Graduate School, the School of Economics is experimenting with developing course modules. These modules will be offered as new 1-2 credit short courses, or could be offered by cross-listing current 3 credit courses as 3-credit, and as 1- and 2-credit courses. For example, this spring ECO 515 was offered as a 15-week, 3-credit

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course, as a 5-week 1-credit course in Survey research methods and as a 10-week 2-credit course in Game Theory. The motivation for this approach is twofold. First, it provides current School of Economics students some increased flexibility in developing their curricula. In addition, it allows non-SOE students to take a portion of a course’s content that is in their interest (without requiring the student to take the full-course content). This appears to have been successfully achieved this semester as course enrollment for the 3-credit ECO 515 includes 14 School of Economics students while the 1-credit Survey methods course included an additional 16 students from many different disciplines, and the 2-credit Game theory course included four students from other disciplines.

VI.8.6 Test of English as a Foreign Language (TOEFL) requirement

The School also changed its TOEFL requirement. Up until 2007, the School accepted the Graduate School’s minimum requirements for admission (minimum paper-based score of 550) and for the awarding of assistantships (minimum paper-based score of 580). These scores were only based upon the written exam. Starting in 2008 the School required a total score that covers the areas of reading, writing, listening and speaking. For admission, the School requires TOEFL scores to be above 597 and to be eligible for an assistantship the scores should be above 623.

VI.9 Graduate Student Assistantships

The School of Economics has a number of research and teaching assistantships available for qualified students. These are awarded on a competitive basis, and are shown below. There are a fixed number of teaching and research assistantships, although many research assistantships are also soft-money (grant) based. Teaching assistants help in undergraduate classrooms, and hold office and tutoring hours in the School of Economics lab. Research assistants primarily help with faculty research. Efforts are also made to match the student’s interests and background with the research and teaching needs of the School’s faculty.

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Table VI.22 Number of assistantships, by year and by student’s degree program

2005 2006 2007 2008 2009 2010Teaching assistantshipsECO 3 3 1 2 3 2FIE 0 0 3 4 1 1REP 2 2 2 0 2 3EES 1 1 0 0 0 0

6 6 6 6 6 6Research assistantshipsECO 0 0 1 0 1 1FIE 0 0 3 1 4 4REP 5 6 8 10 11 10EES 2 2 1 0 0 4Total 7 8 13 11 16 19

Both our 9- and 12-month GA stipends are competitive with other programs. Masters Students receive a stipend of approximately $17,000, a health insurance subsidy, and a tuition waiver for up to nine credit hours of study per semester. Graduate Assistants are expected to work 20 hours per week throughout the term, unless otherwise arranged by their faculty supervisor. Note that a student’s thesis-related research may not count toward the work requirement. The exception to the 20 hour per week expectation are the Knowledge Transfer Alliance graduate assistants who are considered the “advance” or “super” GAs. These students normally take a reduced schedule of classes and work up to 30 hours per week. These students are considered “quasi professionals” and take on significant responsibility in working with off-campus clients. These “super GAs” receive an enhanced stipend ($25,000 per year).

VI.10 Number of Grad faculty

As shown below, the School of Economics has two levels for graduate faculty status that differentiates the level of research productivity. The status of all graduate faculty are reviewed every five years. During the last five years, there have been a number of retirements and individuals taking other employment opportunities, some new hires, and some faculty who desired to reduce their graduate-faculty status from Full to Associate. The result is a net loss of four faculty with Full graduate status and a gain of two with Associate status.

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VI.11 Graduate faculty status definitions

Appointment to the Full Graduate Faculty

To be appointed to the Full Graduate Faculty, all other faculty members must meet the requirements of the Graduate School, as stated in Article III of the Constitution of the Graduate School, and must have, in the most recent five-year period, a minimum of three external peer-reviewed publications, or the scholarly equivalent. Qualifying works include journal articles, book chapters, funded grant proposals. Qualifying works do not generally include abstracts, posters, and other short publications or presentations. External peer review means that publication is conditional on satisfactory review conducted by members of the relevant profession outside the University of Maine’s School of Economics.

Appointment to the Associate Graduate Faculty

Members of the Associate Graduate Faculty are individuals at the University of Maine, who do not meet all the criteria for appointment as Full Graduate Faculty but have qualifications for graduate instruction and may serve on Master’s thesis committees. Associate Graduate Faculty cannot Chair student committees.

VI.12 Internationalization of Graduate Programs

The graduate program does not have a specific international component outside of several courses (e.g. international finance, macroeconomics, and trade), but international students comprise an important component of the graduate program. Recent international students have come from Bangladesh, Canada, China, Czech Republic, India, Poland, Saudi Arabia, Eritrea, Turkey, and Peru. With the new graduate degree in Global Policy offered by the School of Policy and International Affairs, coupled with interests of our current graduate students, the School has developed, or is developing internationally related courses (e.g. International Environmental Economics and Policy, Regional Economics, International Development). Graduate-level research in the School is also being developed (e.g., International Education Policy, International Environmental Policy, and Energy Economics).

VI.13 Employment of Recent Graduates

About one third of the Department’s graduate students have gone on to pursue a Ph.D. and the other two thirds are about evenly split between employment in public agencies and private

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industry (see the Table VI 7 below). Most of those who work in private industry have obtained employment with consulting firms. Unlike the undergraduates where a large number of graduates obtain employment in Maine, most of the graduate students leave Maine upon graduation. This is not surprising for two reasons. First, most graduate students are not Maine residents and come to Maine because the School of Economics’ graduate program offers the education experience they are seeking. Thus, there is not a specific tie to Maine. Second, there are relatively fewer employment opportunities for graduates in a small rural state like Maine. The graduate students who have remained in Maine have tended to be quite successful. For example, at least four commissioners of state agencies are graduates of the School. The Executive Director of the Maine Organic Farmers and Gardeners Association and the President of Farm Credit both received their M.S. degrees from the School.

Table VI.23 Sample of recent graduate student employment

2005 - Ph.D. Virginia Tech2005 - Ph.D. UC Davis2005 – Researcher, Washington State University2005 - Economist, Nova Scotia Dept. of Agriculture. Halifax, NS Canada2005 - Analyst, Southwick Associates2005 - Researcher, Michigan State University2005 - Leibniz Universität Hannover, Germany2005 - Instructor, University of Maine2005- Program Director, Maine Development Foundation2006 - Survey Statistician, U.S. Census Bureau Washington, D.C.2006 - Economist, U.S. Environmental Protection Agency (Maryland)2006 - University of California, San Diego2006 - Briggs Advertising, Woolwich Maine2006 - Environmental Specialist. Maine Dept. of Environmental Protection.2007 – U.S. Department of Energy2007 - Rates Specialist. Bangor Hydroelectric Company. Bangor, Maine2007 - Analyst, Southwick Associates2007 - Natural Resources Defense Council2007 - Financial Analyst, Laxmi Capital Market Limited Investment Bank, Nepal2008 - Geospatial Database Manager, City of Auburn, Maine2008 - Economist, Fisheries and Oceans Canada, Quebec City, Quebec, Canada2008 – Research analyst at Asian Development Bank2008 - Ph.D. at Trinity College, Dublin, Ireland2009 - Ph.D. Penn State in Environmental and Resource Economics2009 - Editor at Fares Center for Eastern Mediterranean Studies2009 – Maine Department of Conservation2010 - Resources for the Future2010 – Ph.D., Brandeis University2010 - Grant Contract Specialist, UMaine, Office of Research and Sponsored Programs

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The placement of graduate students is one indicator of quality. The School’s graduate program clearly prepares students to pursue further graduate study; a third of recent graduates have gone on to pursue a Ph.D. at very good universities. In addition, the strong analytical skills that students develop allow them to obtain successful careers as analysts for government agencies and private consulting firms.

Many of our graduate students have published their research in venues that make the findings available to decision makers, and some have published their research in peer-reviewed journals.

VI.14 Graduate Goals for the Review Team to Consider

The School is fully committed to offering a high-quality educational experience to our majors and advisees in the interdisciplinary Ecology and Environmental Science degree program. Graduate course work and research experience are designed to provide students the theoretical foundation and empirical tools needed for employment at businesses, government agencies, consulting firms, and NGOs; as well as preparing students for further graduate education.

The development of new graduate degree programs (e.g. the Global Policy degree, the International MBA, and Anthropology’s new Ph.D. in Environmental Policy), growth in grant/research opportunities on campus (e.g., new energy initiative in biofuels, wind and tidal power) and changes in graduate school policies (e.g., an increased desire for interdisciplinary graduate education) lead the School of Economics to examine an expansion of its graduate offerings.

However, with possible expansions, we recognize that there are potential pitfalls and tradeoffs. For example, in increasing our involvement with interdisciplinary Ph.D. programs, do we lessen the economic rigor/content in our graduate courses, or do we potentially ignore our current Master’s students? Do we gain, or lose teaching resources for our undergraduate economics programs when we allocate more assistantship resources toward students engaged in interdisciplinary work? Guidance from the review team is welcome in helping us understand these tradeoffs.

Should the School continue to enhance the international content of graduate courses, degree requirements and non-academic activities to improve graduates’ professional skills and preparation for further graduate study? The interest in our current graduate students in Global Policy leads us to think that an expanded amount of international content is desired (as well as desirable). Developing closer ties to other globally focused programs (e.g. the School of Policy

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http://www.facebook.com/pages/Fares-Center-for-Eastern-Mediterranean-Studies/113402262511

http://www.facebook.com/pages/Asian-Development-Bank/108196175868691

http://www.facebook.com/pages/Maine-Development-Foundation/111139688905655

and International Affairs) and initiatives (e.g., the Climate Change Institute) could help us leverage some of their resources as well.

Should the School investigate the feasibility of offering a Ph.D. in Applied Economics and Policy which would consist of a core of economics coursework enhanced with courses from a variety of disciplines? Leveraging course offerings from these disciplines could allow students to focus on several possibilities, e.g.: behavioral economics (economics + psychology + communications); energy economics (economics + engineering + business); international development (economics + agriculture + international affairs).

Should the School consider offering certificate programs? Certificates are non-degree offerings that usually consist of six courses. Certificates could attract non-student professionals who seek to enhance their professional advancement (e.g., local banking staff may desire a certificate in financial economics), or students in other degree programs (e.g., a student in an environmental science may desire some interdisciplinary coursework in economics and resource management).

Should the School consider offering formal dual-degree programs? Dual degrees would allow current non-SOE graduate students to also enroll into one of the School of Economics graduate degree programs, while allowing some coursework to overlap (double-counting). This may attract some additional students into our courses and could lead to an increase in the School of Economics graduate degrees being offered.

Should the School consider developing a 4+1 program? These programs would target high quality undergraduate students toward the end of their sophomore year. These students would be advised such that they would complete their undergraduate degree with additional coursework that would transfer into the graduate program allowing them to finish a graduate degree (non-thesis only) in 15 months.

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VII Undergraduate Program

The School of Economics’ strategic vision for its undergraduate program is to offer “quality undergraduate degree programs grounded in fundamentals of macroeconomics, microeconomics, quantitative reasoning, and applications relevant to the needs of the state and beyond.”

To achieve this vision, we pursue the following goals:

Attract high-quality students that have an interest in the field of economics;

Provide an appropriate mix of programs and courses that cover core areas of economics (e.g., microeconomics, macroeconomics, quantitative analysis) which reflect the strengths of the department and needs of the state; and

Focus on student learning through a continuous pursuit of excellence and innovation in instruction and course offerings.

VII.1 Goal 1: Attract high-quality students

Our recruiting strategy, presented as Exhibit A in Appendix 2, furthers our goal of attracting high-quality students. Exhibit A outlines a wide range of recruiting activities that, along with our subjective assessment of time and money resources required, we could use in an attempt to (1) increase the pool of UMaine applicants, (2) increase the percentage of current UMaine applicants who matriculate, and (3) attract current UMaine students. Based on a discussion of these strategies, we decided on the following:

The School of Economics proposes an approach to undergraduate recruitment that focuses on two primary strategies: increasing the percentage of students (from the current pool of UMaine applicants) who matriculate, and attracting current UMaine students. We will devote fewer resources to increasing the pool of UMaine applicants.

Specific strategies of emphasis include: (1) electronic communication with accepted students, (2) send letters and recruitment materials to accepted students, (3) attend UMaine Open Houses, (4) on-line marketing, (5) email communication with students in 100-level courses, (6) phone calls to accepted students, (7) advertise in student newspaper, (8) open houses for students in 100-

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level courses, (9) send recruitment materials to high schools, (10) distribute printed materials to students in 100-level courses, and (11) send recruitment materials to targeted high school students.

Other promising strategies to be implemented subject to available resources, include: (1) develop personal contacts with high school teachers, counselors, etc., (2) arrange for current students to visit high schools, (3) faculty visits to high schools, (4) increase scholarships, and (5) improve experience in 100-level courses.

VII.2 Goal 2: Provide an appropriate mix of programs

As an aid to our goal of providing an appropriate mix of programs, we compared our current degree offerings with those available both at national peer institutions, and at selected liberal arts colleges in Maine. According to the UMaine Office of Institutional Studies, our peer institutions are: University of Wyoming, North Dakota State University, South Dakota State University, Montana State University, University of Idaho, and University of Rhode Island. The liberal arts colleges selected for comparisons are Bates College, Bowdoin College and Colby College. Exhibit B of the Undergraduate Program Appendix contains an overview of economics programs at these institutions. This table was compiled using information available at program websites.

The School of Economics offers three degrees: the BA in Economics, the BA in Financial Economics, and the BS in Economics. Under the BA and BS Economics degrees, we offer seven concentrations: Resource and Environmental Economics and Policy, Equine Business Management, Pre-Law, Agribusiness Administration, Recreation Business Management, International Economics, and Renewable Energy. Exhibit C of the Undergraduate Program Appendix presents requirements for all three degree programs including the courses recommended for the concentrations.

There is a common core for our three programs, consisting of Introduction to Microeconomics, Introduction to Macroeconomics, Intermediate Microeconomics and Intermediate Macroeconomics. These classes also are required core courses at the comparison institutions. In addition to the four-course core, the BS Economics and BA Financial Economics degrees also require an econometrics (ECO 485) course. Several economics programs in our reference group list additional core requirements; specifically, Competing Traditions in Economics (Rhode

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Island), Introduction to Research Methods (Rhode Island, Colby), Introduction to Quantitative Methods (Rhode Island, Idaho) and Benefit-Cost Analysis (Montana State). Although not a core requirement of all three of our programs, many of our students take courses that cover research methods and quantitative methods. Overall, our programs appear to have core requirements that are similar to the economics classes required at other institutions.

Along with a review of our core requirements, we also looked at the extent to which our undergraduate programs reflect the strengths of the department and needs of the state. The concentrations in Resource and Environmental Economics and Policy, and Renewable Energy, clearly reflect both department strengths (in terms of faculty research and expertise) and needs of the state (e.g., wind power, land use, etc.). For example, in the concentration in Resource and Environmental Economics and Policy we are able to offer five 400-level ECO electives, as well as two additional courses taught by School of Economics faculty (e.g., EES 324 and EES 418). This is possible due to faculty expertise as well as student interest in the topics, as they frequently appear on the state’s agenda. The International Economics concentration also reflects a growing strength of the department, as we are able to incorporate five 300- and 400-level ECO electives in this concentration. Again, this is possible due to a combination of faculty expertise and student interest in this area. In contrast, the majority of the suggested electives for the other four concentrations –Equine Business Management, Pre-Law, Recreation Business Management and Agribusiness Administration –are courses that are offered outside the School of Economics.

The Financial Economics BA degree is a rigorous degree which requires 18 credit hours in Business courses. In addition, the FIE degree requires calculus, either the basic calculus course for scientists and engineers, or our ECO 280 Fundamentals of Mathematical Economics. The FIE degree also requires our Applied Economic Data Analysis course (ECO 366) as well as ECO 485 Introduction to Econometrics.

VII.3 Goal 3: Continuous pursuit of excellence and innovation

Our continuous pursuit of excellence and innovation in instruction and course offerings involves incorporates a regular assessment of student outcomes. Exhibit D of the Undergraduate Program Appendix presents our undergraduate academic program goals, as well as an assessment matrix that matches program goals to courses.

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We believe that students graduating with an undergraduate degree in Economics (BA and BS programs) and Financial Economics should be able to demonstrate an understanding and mastery of concepts related to economics of the individual, economics of firms and industries, economics of nations and large regions, economics of public policy, economics of capital and interest, communication skills, and quantitative and analytical skills. For the final two goal areas –communication skills, and quantitative and analytical skills – our goals align closely with those articulated by the broader university. For the five goal areas that are specific to the School of Economics, the goals and corresponding content areas were articulated by School of Economics faculty. Additionally, examination of the course offerings at our reference group of economics departments reveals focal points similar to those of the School of Economics.

Exhibit E of the Undergraduate Program Appendix presents assessment ratings from the first two semesters that we implemented our plan. As a way to increase the percentage of students that demonstrate mastery in these goal areas, we are considering some modest changes to the undergraduate program curricula. At present, the broad range of courses offered in the department makes it possible that a student could graduate with limited exposure to core areas of economics (beyond what is covered in the core). We have talked about creating two new courses, Economic Topics I and Economics Topics II, designed to provide a 4 to 5 week introduction to major areas of economics (e.g., public finance, international trade, industrial organization, environmental economics, etc.). Requiring these new courses would make our programs more homogeneous and guarantee that students receive at least a minimal introduction to the major areas of economics.

VII.4 Individual Faculty Comments on Their Teaching

VII.4.1 Mark W. AndersonAs coordinator of the EES program, I have taught the foundations course (EES 100) and capstone courses (EES 400 and EES 489). I also have taught a service course for non-majors, ECO 377, Natural Resource Economics and Policy, ECO 479, Land use planning, and Junior-year tutorials for the Honors College. In spring 2011 I am teaching my first graduate level course, Advanced Topics: Ecological Economics. For 2010/2011 academic year I was the Graduate Coordinator for the Sustainability Solutions Initiative (SSI). At the end of spring semester 2011 I will be stepping down after 23 years as EES program coordinator. Teaching in the future will include EES 100, EES 400, ECO 479, and a new graduate course for me, ECO 582, Human Dimensions of Global Change.

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VII.4.2 Kathleen P. BellMy teaching includes core economics and environmental/natural policy offerings. Within the last 5 years, I have taught the following courses: Advanced Econometrics Models and Applications (ECO 531), Environmental and Natural Resource Economics (ECO477), Economics and Policy Applications of GIS (ECO473), Land Use Planning (ECO479); and Introduction to Sustainability Science (INT590). I enjoy teaching, devote a considerable amount of time to developing my course offerings and teaching skills, and take pleasure in integrating research and education activities. I regularly attend University of Maine Center for Excellence in Teaching and Assessment Workshops and participate in a teaching learning circle. I have experimented with a variety of teaching strategies and find myself continuously evaluating alternative approaches. In the next 5 years, I look forward to more experimentation around teaching skills, including innovative uses of technology, and to offering the graduate environmental economics course (ECO 571).

VII.4.3 Karen BuhrI teach the following courses on a regular basis: The Canadian Economy: Issues and Policy (ECO 340) and Canadian American Business Comparison (BUA 328) as a combined course, Health Economics (ECO 342), Comparative Health Care Systems (ECO 370). I also teach Industrial Organization (ECO 475) and North American Economic Integration (ECO 343). I am planning to develop a graduate level course in Applied Health Economics and Policy. My cross appointment with the School of Economics and the Canadian American Center requires my teaching (and research) to have a fairly significant focus on Canadian topics or topics that are comparative (Canada and the US) in nature.

VII.4.4 Hsiang-tai ChengMy current courses include:

ECO 120—Microeconomics. The majority of students in my class are business majors; I make an effort to relate economic theory to marketing concepts, which I had taught in Business School.

ECO 350—Intermediate Microeconomics. I teach this course for the first time this semester. My efforts is to provide students with concrete examples of economic concepts and applications of microeconomic principles.

ECO 485—Introduction to Economic Statistics and Econometrics. My goal is to help students apply what they learn in economics, mathematics, and statistics--courses some students considered unrelated, to analyze economic data.

ECO 531—Advanced Econometrics and Applications. The course covers econometric techniques commonly used in applied micro-economics research. My goal is provide graduate students with quantitative methods that can be used in their thesis work.

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ECO 370—Topics in Economics. Topics vary from semester to semester. In 2006, this course was designed around the annual Camden Conference, “China on the World Stage”. The pre-conferences course meeting was to help students familiar with China’s economic development and culture. Between 2007 and 2009, this course was designed as a travel study course on doing business in China. Currently this course is designed around the Career Pathways Program sponsored by the Produce Marketing Association. The goal of this course are for students to gain perspective on market system, consumer behavior, and trends in the produce industry to help students prepare for the event and add more value to the learning experience.

ECO 496—Field Experience in Economics. This is a supervised employment or internship in either the private or public sector. Serving as a faculty supervisor, I evaluate the proposed learning objectives, monitor student’s progress on weekly bases, and collaborate with student’s work supervisor to evaluate students’ learning experience and outcome.

VII.4.5 George CrinerWhen I began at UMaine in 1983, my teaching appointment was roughly one-third of my FTE and my courses included graduate econometrics, graduate research methods, and a senior level production economics course. Following this initial set of courses my teaching appointment increased and I was involved in some course development. Some of my teaching included:

developed one of the UMaine’s Population and Environment General Education course ECO 190 “World Food Supply, Population and Environment,” (a course I taught several times),

helped the School of Economics by covering other courses on an as need basis including two other Population and Environment General Education courses “INT 105 Environmental Policy,” and “EES 100 Human Population and Global Environment”

taught principles of economics (ECO 100) co-taught senior seminar (ECO 489) developed a junior level waste management courses (ECO 330) taught an economic-engineering course for the Department of Civil Engineering

As Chair of the former Department of Resource Economics and Policy, and now Director of School of Economics, I have been able to teach between one and three courses per year, with one per year being recently typical. My present course, ECO 254 Small Business Economics and Management, grew out of what was our 400 level production economics course. Part of the change was my thought that students should know how to conceptualize a production process and develop a budget. I do feel that we should expose our students to some classical production economics, and we will be looking into this. Perhaps a one-hour module might suffice. One purpose of the ECO 254 is to make sure that all students know the basics of using spreadsheets for developing budgets. This course is primarily for undergraduates and I normally have 70 per spring semester when I teach the course.

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VII.4.6 Todd GabeI teach the following courses on a regular basis: Introduction to Economics (ECO 100), Applied Economic Data Analysis (ECO 366), Rural Economic Development (ECO 422), State and Local Economic Analysis (ECO 527), and Issues and Opportunities in Economics (NFA 117). Introduction to Economics is an on-line course that I developed two years ago. It is offered every semester with typical enrollments of between 70 and 100 (or more) students. The course covers basic topics in microeconomics and macroeconomics, with an introduction to some policy issues. Applied Economic Data Analysis is a second- or third-year course, which acts as a bridge between a statistics course taught in the mathematics department and an undergraduate econometrics course. Rural Economic Development is an undergraduate course and State and Local Economic Analysis is a graduate course, but –in order to get a reasonable number of students –they are typically taught together. These courses, which cover the basics of regional economic development, are offered every other year. Issues and Opportunities in Economics is offered during the fall semester as an orientation course for our new first-year students.

Over the next five years, I would like to develop a course in Sports Economics and perhaps teach Applied Economic Data Analysis as a “hybrid” course, where students watch recorded video lectures and attend one in-class lecture per week.

VII.4.7 Gary HuntI have taught a number of courses recently including: economic growth (grad and undergrad), econometrics (graduate), international trade, international economics (graduate—SPIA), the new energy economics course (with Jonathan Rubin). I have a complete draft of a book that I have written for grad econometrics; and I have prepared during spring 2011 the international economics and energy courses.

I have participated, as committee member and as chair, in several undergraduate honors theses and a number of graduate master’s theses. I am currently a member of an interdisciplinary Ph.D. thesis committee.

Other courses that I have taught some time ago include: intermediate micro, math econ, undergraduate econometrics, urban and regional (undergraduate and graduate), labor/human capital (graduate), intro (both 120 and 100).

I am interested in continuing to contribute to the energy economics course, to teach the grad econometrics course and graduate—SPIA international course, to redesign my advanced regional economics course to have an international/development orientation (probably a seminar where various readings on key issues are assigned and discussed—e.g., aid and development, crises and their management, policy coordination, trading blocks and currency areas), to continue to teach economic growth (graduate/undergraduate), and to present a module (2 credits?) on time series econometric methods for econ master’s students and Ph.D. non-economics students.

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VII.4.8 Adrienne KearneyTeaching assignments since my arrival at UMaine in 1997 have been in the area of Macroeconomics (teaching load is two courses per semester): Undergraduate Level:

Principles of Macroeconomics, Intermediate Macroeconomics, International Finance

Graduate Level: Advanced Macroeconomic Theory, Advanced International Finance, Monetary Economics.

These courses support the Economics and Financial Economics majors in School of Economics (SOE) and the School of Policy and International Affairs (SPIA) graduate degree. In the future, at the undergraduate level I look forward to finding innovative ways to use technology in the classroom in teaching live classes and recording online classes. In the spring of 2010, I created an online version of Principles of Macroeconomics using an LCD tablet financed by an IT Technology grant. I look forward to the opportunity to run this online course to free up additional time for research. I enjoy teaching the above courses. Each year I update the course content to incorporate current events and research findings in the current economics and finance literature. When we hire an additional macroeconomist in the future, I look forward to teaching graduate Monetary Economics (which has only been offered once) as well as International Finance both of which overlap with my research interests.

VII.4.9 James LeibyI currently am focused entirely on teaching. My current efforts include developing complete intermediate microeconomics courses in a narrated slide show format to be offered either entirely on-line, or as a supplement to live classes. These are heavily animated and have had excellent reviews from students. I hope to have these completed by Fall 2011. My recent teaching has included two intermediate microeconomics classes, with and without calculus. The micro economics with calculus has been offered only three times. In addition, I teach two distinct Mathematical Economics courses. One is taught at the sophomore level and includes basic calculus up to the constrained optimization level. This two has been offered only three times. The upper-level Mathematical Economics class is offered only each third semester and is taught as a graduate school preparatory course, including: matrix algebra, calculus and dynamic optimization. In Fall ‘10, I taught our first Behavioral Economics course. This field didn’t exist when I was a student but many students are now very interested in this. The first outing was extremely well received, despite my struggles to keep ahead of the students.

I also teach the Senior “capstone” course. My approach to this course is to concentrate on the student’s communication skills. Most of their grade in the course is based on their preparation of a thesis and presenting it in public. Topics are chosen by the students and cover a wide range, including both micro- and macro-economic theory, applied business analysis, environmental economics etc. This course requires a good deal of individual attention and guidance. As I will

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most likely have only have four more semesters to teach, I am unlikely to take on any new initiatives.

VII.4.10 James McConnon My Extension program teaching is focused in the areas of small business management and entrepreneurship education and community economic development.

I provide statewide leadership for Extension’s Small and Home-Based Business Education Program, which has helped thousands of entrepreneurs improve business success through cutting-edge educational programs, collaborative projects, workshops and seminars, business clinics, web-based offerings, conferences, publications and special projects.

I also conduct the Trade Area Analysis program and collaborate on a variety of applied research and outreach projects with colleagues in Maine and across the region and country as part of my community economic development programs.

VII.4.11 Michael MontgomeryTraditionally, I have taught Intermediate Macroeconomics [~50 students], Money, Banking and Financial Markets [~40 students], Principles of Macroeconomics [100-150 students], and Graduate Macroeconomics. Down the road I would be interested in teaching seminars: a second semester of Money and Banking, a second semester of Intermediate Macroeconomics, The History of Economic Thought, Time Series Econometrics, and/or a seminar in Free-Market Economic Theory.

VII.4.12 Caroline NobletMy main teaching focus has been to introduce a wide range of students to the fundamentals of economics. I presently teach large enrollment undergraduate courses, ECO 120 – Principles of Microeconomics, ECO 121 – Principles of Macroeconomics, INT 105 (now ECO 105) – Environmental Policy, REP 190 (now ECO 190)– World Food, Population and the Environment and ECO 180 – Citizens, Energy and Sustainability. I also teach ECO 410 – Accelerated Introduction to Principles of Economics for students seeking to enter the University of Maine’s MBA program (this is a small enrollment course).

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The introductory courses (ECO 120, 121) are considered fundamental courses by School of Economics, other departments (e.g. business, construction management, etc.) and are mandatory to pursue many School of Business minors. They assist many of our students in determining if economics is the correct path for them, and have also drawn prospective majors into the department. In addition, many of the courses that I teach (INT 105, REP 190 and ECO 180) fulfill an important function at the University as these courses fulfill the University’s general education requirement for ‘Population and the Environment’ while not requiring a prerequisite. All three of these courses serve to introduce students to the inter-relationship of policy and economics and has also introduced students from other majors to the idea of economics as a base or complement for a variety of other disciplines.

With increased experience in the next few years, I foresee teaching additional courses at the 300+ level.

VII.4.13 Stephen ReilingI currently teach two courses for the School of Economics. One is ECO 100, an introductory economics course that is listed as a general education course by the University, and ECO 477 which is the senior level resource and environmental economics course. This course is required for fulfillment of some of the majors offered by the School of Economics.

ECO 100 Introduction to Economics: ECO 100 covers selected macro and micro economic topics in one semester. The course is designed for non-majors who do not plan to take any other economics course while in college. My goal in the course is to expose students to key economic concepts (supply, demand, markets, GDP, inflation, employment, etc.) and apply the concepts to current issues. It is an attempt to make the students more literate, economically, and give them a better idea of how the economic system works in the U.S. Enrollment in the course is usually around 75 students.

ECO 477 Economics of the Environment and Resource Management: ECO 477 is designed to cover both resource economic issues and environmental economic issues on one semester. This is problematic in that it is very difficult to cover both topics well in one semester. While I cover both resource and environmental issues, I have chosen to place more emphasis on resource issues because students have often taken other courses that address key environmental concepts and issues. I have found that students have had

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much less exposure to resource issues, such as optimal resource use over time, both with and without substitute resources. Enrollment in the course is usually around 20 students.

VII.4.14 Jonathan Rubin SOE 572 Advanced Environmental and Resource Economics

This course examines the economic principles behind pollution generation and its control. This course covers the theory of externalities, public goods and property rights and the design of environmental policy. The course examines the use of emission taxes, marketable credits, regulatory standards and subsidies as potential pollution control tools, both in terms of their theoretical properties and practical potential as policy instruments. The second half of the course covers resource economics. Since resource economics often involves decision making over time, a short section of the course will be devoted to teaching the basic principles of discrete time dynamic optimization. These dynamic tools are then used to look at renewable (fisheries, forestry) and non-renewable (mines) resource topics. Finally, we explore the economics of sustainable development.

SOE 405 Sustainable Energy Economics and Policy (team taught with Gary Hunt)This course presents the economics of energy supply and use and the consequences for environmental quality, energy security, and sustainable economic growth and development. A variety of energy types are examined including fossil fuels, nuclear power, and a range of renewable energy technologies including biomass, hydro, solar, and wind power. The effects of energy use on greenhouse gas (GHG) emissions and climate change, on air and water quality, and on human health are considered along with policies to mitigate these effects such as carbon prices, emissions targets, efficiency requirements and investments, and renewable portfolio standards.

INT 105 – Environmental Policy This course provides students with a fundamental understanding of environmental policy. We will discuss the factors that lead to a need for environmental policy, and the role that various government agencies and citizens play in dealing with environmental issues. The role of economics as a means of understanding and evaluating environmental issues and policies will be an important part of this course. Specific environmental policy issues will be explored in detail.

Historically, I have also taught undergraduate and graduate level microeconomics and introductory micro/macro.

VII.4.15 Linda SilkaThroughout my three decades of teaching I have focused on the interface between basic and applied research. My goal has been to provide students—whether undergraduate or graduate—

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with exercises that confront them with complex problems that they are likely to encounter as they attempt to apply what they have learned in their undergraduate and graduate courses. I’ve designed online courses as well as traditional face-to-face courses. The courses include: Researcher-Stakeholder Partnerships, Grant Writing, Program Evaluation, Advanced Research Methods, Applied Research Methods, and Community Mapping (GIS). Most courses (including the online courses) have included having the students design and deliver a community workshop that brings what they have learned to the community and other stakeholders. In evaluations, the students generally report that the courses are highly demanding and labor intensive but well designed to prepare them for the intellectual tasks they expect to encounter in the work world.

VII.4.16 Mario TeislIn the last five years main teaching responsibilities have been to teach an undergraduate course, ECO 450 - International Environmental Economics and Policy, and a graduate course, ECO 515 -Microeconomic Theory II

I developed ECO 450 as an upper-level undergraduate course and the first year I taught the course it was taken by 11 undergraduates; but I also had four graduate students in the course from various disciplines. The second time I taught the course it had only two undergraduates and 11 graduate students, many getting their degree in Global Policy.

I have taught ECO 515 for several years – the course traditionally covers some new topics: game theory, risk and uncertainty, but it also provides an opportunity for ECO students to apply the theory and econometrics knowledge they gained in their first semester (in ECO 514). In some years I also covered social science research methods as part of the course. This year I have changed the course so that the content could be divided into two modules. In one module students could sign up for a 1-credit course on survey research methods, in the other they could sign up for a 2-credit course in game theory. Students interested in both topics could sign up for a 3-credit course (ECO 515). The reason for trying this module approach was in the past I have had non-ECO students ask to take a portion of the 3-credit course but did not want to sit through all of the material. The result is that I have 18 students taking the 3-credit course, four taking the game theory module and 11 taking the survey research module.

VII.4.17 Sharon Tisher I divide my time between the Honors College, where I have taught the first and second year “Civilizations” core curriculum, as well as a variety of third year tutorials, and the School of Economics, where I teach the environmental law and policy course for the School of Economics and the Ecology and Environmental Sciences Program, EES 324. As an attorney active in environmental advocacy in Maine and as a retired partner in Connecticut’s largest law firm with fifteen years of litigation practice, I approach teaching law to undergraduates as a total

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immersion experience in the realities of thinking and performing like a lawyer. The course introduces students to new skills and ways of thinking – oral and written advocacy, counseling and negotiation exercises, legal research skills, case and statutory analysis. The goal of the course is to nurture and understanding of the process of making, interpreting, and enforcing environmental law, and the social, economic, and political contexts that influence that process.

While I will continue to teach EES 324, this year I am developing a new undergraduate course entitled “Current Issues and Ethical Perspectives: Energy, Law and the Environment.” This will be part of the UMS sustainable energy curriculum initiative. The course will address the problem of climate change and of non-climate environmental impacts of energy exploration, production, and use, through legal frameworks advancing policy objectives. A core feature of the course will be a semester-long role play. Students will play members of President Obama’s Energy Advisory Council, assisting in the development of a new Comprehensive National Energy Policy. They will be divided into different caucuses representing different national constituencies; evaluate three major case studies as part of this process (shale gas development in New York State, a Maine windpower project, and a third option chosen by the class); and write a term paper which presents three of their own proposals for elements of the National Energy Policy, with Powerpoint presentations.

VII.4.18 Phillip TrostelOver the course of my career I have taught about a dozen different courses, mainly in the areas of microeconomic theory and public finance. But I have also taught macroeconomics and labor economics at different levels. Since joining the University of Maine about ten years ago I have mostly taught microeconomic theory at the principles, intermediate, and graduate level, public finance, and labor economics. And over the last couple of years I have specialized in just graduate microeconomic theory and upper-level public finance.

There are a few new areas where I would like to teach someday, hopefully in the near future. Over my entire career I have wanted to teach a course in the Economics of Social Issues. This would certainly fit within my research focus on public policy. More recently, I have wanted to teach a course in the Economics of Education (perhaps jointly with the College Education). This also would fit well within my research focus, and I team-taught a similar course during my last sabbatical with the University of Wisconsin’s College of Education. Also, for few years I have considered teaching a course on the Economics of Sports. I have often that sports offers numerous good and interesting examples of economic phenomena (particularly when teaching labor economics). Moreover, I believe that such a course might be a very popular offering to our students as well as students from other disciplines.

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VII.4.19 Tim WaringI teach two courses currently, undergraduate ECO 381 (sustainable development principles and policy) and graduate ECO 581 (modeling socio-ecological systems). I have not yet taught 581, and have only so far taught the first half of 381. As I gain some preliminary experience teaching these courses I look forward to the iterative learning that I can accomplish, as an educator. The space of possible educational strategies is so huge and complex that there is no substitute for experience. I look forward to improving both as I gain that experience and try various teaching innovations. For instance I am currently employing AASHE’s STARs sustainability rating system as a focal tool for student projects in ECO 381. This is a new addition to the course, and I am sure I will learn something from the experience.

With regards to pedagogical philosophy, I strive for student-motivated learning. At the core of my strategy in this area are a few key principles. First, as the teacher, I do not know everything, and do not need to hold an intellectual high ground. This is a type of intellectual honesty that encourages student exploration. I attempt to make the learning goals, assessment mechanisms and course trajectory as clear as possible. I believe that if students understand how they will be evaluated, it gives them the power to use that evaluation as a tool to measure their own progress. This is a key part of allowing students to find their own motivation. Clarity in assessment pays off quickly.

VII.4.20 Greg WhiteWhile no formal agreements have been made, I anticipate teaching full-time for two more years and then possibly moving to a phased retirement plan for up to three additional years. This would entail teaching only during a single semester each year. I do not anticipate major changes in my course offerings within the next few years.

My current courses include:

Two sections of ECO 488 (spring) – Quantitative Analysis and Forecasting. I am using Hillier and Hillier: Introduction to Management Science for this course and teaching it in one of the computer classrooms on campus. It emphasizes a modeling approach to management and forecasting problems and significantly increases students’ Excel skills. Using a computer classroom limits section sizes to a maximum of 24.

ECO 466 (spring) – Internet Marketing for Small Businesses. This course grew out of my internet marketing research. I am currently using Roberts’ Internet Marketing: Integrating Online and Offline Strategies. The course structure and content changes significantly from year to year as the technologies and marketing strategies evolve.

Two sections of BUA 350 (fall) – Business Finance. This is a standard introductory business finance course. It is a core requirement within the Business School and a

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requirement or several of our programs. They are usually fully enrolled at 45 students per section.

ECO 496 (fall) -- Farm Credit Field Experience. This is a 3 credit course that is only open to students selected for the Farm Credit Fellowship Program. During the fall we meet regularly focusing on financial management issues facing small businesses in Maine. The goal of the course is to expose these students to issues facing businesses and the some of the public and private resources that are available to assist. We often meet with two or three manufacturing or agriculture business owners, and officials from the Small Business Development Center, the Finance Authority of Maine, Coastal Enterprise Institute, the commercial lending division of a regional bank, and North Atlantic Capital (a Portland based venture capital organization).

VII.5 Undergraduate Academic Programs

The School of Economics offers several academic programs independently or in collaboration with others. Under both the BA and BS in Economics, students may obtain concentrations in Renewable Energy, Recreation Business Management Agribusiness Management, Pre-Law, Equine Business Management, Resource and Environmental Economics, and International Economics. The graph below from the UMaine Office of Institutional Studies shows School of Economics majors for 2005 through 2010. Not included in these numbers are the Ecology and Environmental Sciences undergraduates which the School of Economics faculty advise. In 2009 the School of Economics advised 29 BS EES students, and in 2010 the School of Economics advised 35. Of the undergraduate shown in the Figure below, roughly 40% are BA Economics students, 27% are BS Economics students, and 33% are Financial Economics students.

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Figure VII.8 School Total Majors: 2005 – 2010

Undergraduate Graduate Total0

50

100

150

200

250

School of EconomicsTotal Majors: 2005-2010

VII.6 Undergraduate Degrees Conferred and Other Data

Table VII.24 below shows the number of School of Economics undergraduate degrees conferred by academic year. This data is from the UMaine Office of Institutional Studies. Please not that this data does not include the School of Economics’ share of the Ecology and Environmental Sciences students who have graduated. While participation in interdisciplinary programs is rewarding and beneficial to students and faculty alike, tracking output for institutional analysis is complicated by the cross-organizational structures.

Table VII.24 School of Economics Undergraduate Degrees Conferred

Academic Year AY05-06 AY06-07 AY07-08 AY08-09 AY09-10 AverageDegrees Conferred 31 28 25 25 41 30

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The table above is a sample of a variety of data summaries for the School of Economics which have been prepared by the UMaine Office of Institutional Studies. These data are included in Appendix 3 of this report contains. The exception regarding data source is the list of courses offered, which was downloaded from the UMaine computer system (PeopleSoft). Most of the data is for the 2006 to 2010 academic years, and the data is frequently calculated on a per FTE basis as well. Information on the following is included:

Course history: name, year/semester, title, enrollment Results of “life after Maine graduation” survey Graduate applications, acceptances, new enrollments Undergraduate applications, acceptances, new enrollments School of Economics Faculty FTEs Student Credit Hours Mean test scores for new Masters students Mean test scores for new first-year students Course sections taught, including enrollments School of Economics majors

VII.7 Quality of Teaching

The School of Economics prides itself on high quality of teaching. Many faculty are involved in the University’s Center for Teaching Excellence, and several have served as workshop leaders. The School (Director and Peer Committee) closely monitors student evaluations and works with faculty when evaluations indicate that a problem exists. In addition to the focus which the School keeps on quality of teaching, we are also very pleased with the level of usage of the Economics Lab. The Associate Dean certainly could discuss the School of Economics teaching quality with the External Review Team, as he has access to comparative student evaluation data across the college.

Related to quality of instruction is the School’s evaluation of the general education requirement in the area of Population and the Environment. We are perhaps the only academic unit conducting research on the effectiveness of requirement on students’ attitudes. As we begin use of more and more teaching technology, we will also assess the effectiveness in learning.

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VII.8 Use of Technology

The School of Economics has been expanding its use of technology in course delivery. The current status is shown in Table VII.25:

Table VII.25 Use of Technology in SOE Instructional Delivery

Course Technology StatusECO 100 Introduction to Economics Has been available on-line for several semesters,

and is normally available every semester and during the summer.

ECO 120 Principles of Microeconomics Recently became available on-line and will likely be available one semester per year, plus every summer.

In the fall of 2011 we will also be offering a hybrid version of this course, integrating video with contact hours.

In the fall of 2011 this course (on-line version) will also be available to Maine high school students through the Acadam-e program (UMaine offers courses for university credit to Maine high school seniors through the internet). (http://www.umaine.edu/academ-e/).

ECO 121 Principles of Macroeconomics Has been available on-line twice but its future is not certain given faculty constraints.

ECO 410 Accelerated Introduction to Economics

Will be offered on-line this fall and will likely be taught on-line every fall thereafter.

ECO 180 Citizens, Energy and Sustainability

As part of the University of Maine System strategic investment fund initiative we are offering this course to other System campuses Spring 2012 via Polycom.

ECO 405 Sustainable Energy Economics and Policy

As part of the University of Maine System strategic investment fund initiative we are offering this course to other System campuses Spring 2012 via Polycom.

VII.9 The Farm Credit Fellowship Program

The Farm Credit Fellowship Program has been in existence for over 30 years. The program is intended to inform students about the Farm Credit System as well as financing issues and

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opportunities for small businesses, particularly those in agricultural and natural resources. It traditionally involves students from the University of Maine, Vermont, and Cornell. The program is organized and supported financially by Northeast Farm Credit ACA’s (including Farm Credit of Maine) and Farm Credit Financial Partners. Dr. White serves as the advisor/coordinator of the program at Maine.

Each year a small group of students in good academic standing in the School of Economics are invited to apply to participate in the Farm Credit Fellowship Program. While priority is normally given to our own majors, a call for applications is also distributed to finance majors in the Maine Business School. To be eligible this year, students must be U.S. citizens, have a GPA above 3.0, and have taken ECO 420 (Intermediate Microeconomic Theory with Calculus) or ECO 350 (Intermediate Microeconomic Theory), BUA 201 (Principles of Financial Accounting), BUA 202 (Principles of Managerial Accounting), and BUA 350 (Business Finance). The groups are kept small due to Maine Farm Credit’s limited ability to work with students during the summer. During the past year six students participated, and four have been selected for next year. We believe participation in the program has successfully offered career orientation for many of our students. We also view it as a vehicle to present our better students to regional businesses and financial organizations.

Selected students participate in the following activities:

A two-day trip this semester to Farm Credit Regional Offices in Springfield, Mass. during April for an introduction to the Farm Credit System and loan practices.

One week during the summer each student will be assigned to a Farm Credit field office to job shadow loan officers. Efforts are made to place students in a field office near their home and during a convenient week, but some students have been placed in offices in other states. A stipend of 650 is provided to help with costs during the week.

Students enroll in ECO 497 for one to three credit hours during the fall semester. The goal of this course is to review small business finance in Maine. Field visits are made to several small businesses to meet with owners and chief financial officers. Meetings are also scheduled with a commercial lending bank, the Small Business Administration, the Finance Authority of Maine, Coastal Enterprises, Inc., and a venture capital firm.

113

In the past, students also took at three day trip to the Financial District in New York to visit the NYSE, the New York Mercantile Exchange, the New York Fed., Rabobank, a major bond trading bank such as Merrill Lynch, and the Farm Credit Funding Corporation. Due to security issues this trip has been increasingly difficult to arrange, and as of last year it was eliminated. Dr. White and Farm Credit of Maine are planning to replace this experience with one based on financial organizations in New England. The Federal Reserve Bank of Boston, Boise Cascade, Wellington, Fidelity, and Forest Systems Holdings have agreed to participate in the near future.

Farm Credit of Maine has been a consistent supporter of the School of Economics. In recent years they have hired several students from both our undergraduate and graduate programs, and they generously provided the funds to remodel the second floor Winslow Hall conference room. The School’s relationship with Farm Credit continues to be important to our mission. We are able to attract strong students into our programs in part due to the opportunity to participate in career building opportunities such as the Farm Credit Fellowship Program. The relationship also helps us to build and maintain contacts throughout the state with our agribusiness clientele.

VII.10The Produce Marketing Association Career Pathway Program

Two years ago, the School of Economics began its collaboration with the Produce Marketing Association (PMA). The specific effort concerned the PMA Foundation Industry Talent (FIT) Career Pathways program, which aims to educate and network college students with appropriate background and interests, with produce industry personnel.

The centerpiece of this program is a two-day workshop at the New England Produce Council Expo, held annually in April in Boston. The workshop covers produce supply chain overview and career path discussion. An industry mentor is assigned to each student to answer questions, introduce them to other industry professionals. In 2009 and 2010 the School of Economics solicited Economics and others students to participate in the program. In both years a faculty member accompanies the students to the event.

In order to enrich the program as well as to have some agribusiness marketing instruction available to our students, in the Spring of 2011, the School of Economics launched a 1 Credit Hour “Produce Industry/Produce Marketing” companion course. The course adds value to the learning experience and helps the students gain a perspective on the produce market system, consumer behavior, and trends in the produce industry. As this is our first year of the companion course we did not widely market the course and had three participating students. We want to increase the number who participate in this course but will need to cap it somewhere around 6 per year.

114

VII.11Collaboration with undergraduate program in Ecology & Environmental Sciences (EES)

The University of Maine has offered the B.S. in Ecology & Environmental Sciences (EES), which was formerly known as Natural Resources, since the early 1970. Faculty members from the former Department of Resource Economics and Policy participated in the program since its inception. Mark Anderson, Senior Instructor in the School of Economics, has been program coordinator almost continuously since 1988.

The EES program is a broadly interdisciplinary degree with faculty participation from four other units with the School of Economics, including School of Biology and Ecology, Department of Plant, Soil, and Environmental Sciences, Department of Wildlife Ecology, and School of Forest Resources. School of Economics faculty teach and advise in the program and current School of Economics participants include Criner, Teisl, Bell, Reiling, Noblet, Waring, Tisher, and Anderson.

EES majors have varied over the years, but School of Economics faculty have consistently advised approximately 35% of the total majors in the program. In the current program structure, School of Economics faculty advise students in several concentrations, including Land Use Planning, Resource and Environmental Policy, Natural Resource Management, and International Conservation.

The program will transition this year as Mark Anderson will complete his term as program coordinator in May. School of Economics faculty will continue to be central to teaching and advising in this program as it moves forward in the future.

The Figure below shows the total number of EES students and the number which the School of Economics has advised ( REP/ECO denotes both the former Department of Resource Economics and Policy the current School of Economics).

115

Figure VII.9 Ecology and Environmental Sciences Students, Total and SOE Number

1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 20100

20

40

60

80

100

120

140

160

Total EESREP/ECO Number

VII.12 Indicators of Undergraduate Program Quality

Common measures of undergraduate program quality are (1) employment and graduate school acceptance, (2) academic performance, (3) awards, recognitions and scholarships and (4) program assessment. Program assessment was addressed in the body of the review document, so this supplemental section addresses the remaining three quality indicators.

Employment of Alumni

The School of Economics does not keep an active data base on alumni. However, many individual faculty stay in touch with their former students. In addition, the School has setup a Facebook page and a LinkedIn group to improve our ability to stay in touch with alumni. From faculty and other information, we know that most of our undergraduate alumni obtain appropriate career track employment following graduation.

116

A good number of our undergraduates have continued their education obtaining graduate degrees, MBAs or Law degrees. Some of the schools selected include University of California-Davis, Kansas State, and Purdue. Several School of Economics undergraduate students have completed our Masters program, and most perform very well. For example, a May 2010 BA Economics graduate received the 2011 2nd Place recognition for her University of Maine Graduate Student Academic Exposition presentation.

Our students who focus on environmental/resource economics tend to find employment in environmental consulting firms or as environmental specialists within business, and two are currently pursuing M.S. degrees. The table below lists either a first job, or the current position of several recent graduates.

Area Type of EmploymentAgribusiness

Farmer or farm management (various including potato, apple, maple syrup)

Managing family agricultural business

Agribusiness management Crop InsuranceAgricultural Sales/Marketing Farm Credit of Maine

BusinessFinancial Services (various including stock broker, portfolio manager, insurance)

Health care economics (drug trial manager, cost analysis)

Lobster harvesting & manager of Lobster Coop. AccountantManagement (grocery store, restaurant, resort) Management of non-profits

Environmental Economics or ManagementManager remediation project Timber ManagementEnvironmental Consultant Compliance analyst

Academic Performance

The table at the end of this supplemental document lists all current School of Economics undergraduates except those we advise under the Ecology and Environmental Sciences program, and those transfer students who do not yet have a University of Maine GPA. The table includes all majors and other academic programs in which our students are enrolled. The top of the table provides the codes for the School of Economics degrees (e.g. FIE = Financial Economics), as well as other codes (DM = Double Major).

Of the 140 School of Economics students listed:

12 (8.57%) have GPAs of 3.90 and higher, 50 (35%) have GPAs of 3.25 and higher, and 66 (47%) have GPAs of 3.00 and higher.

117

We feel the breadth of the students’ interest is impressive. Of all of the School of Economics students listed, 66 (47%) are seeking at least one additional academic program as part of their education.

Awards, Recognitions and Scholarship

With such a large number of high quality undergraduates, it is not a surprise that the School of Economics has a number of undergraduates who receive College and University awards. A few examples follow. In 2008, Marianne Schneider of Jena, Germany, was selected as the University of Maine Valedictorian. Ms. Schneider graduated with degrees in economics and international affairs. In 2011, School of Economics undergraduates were recognized as the top international student in the College of Natural Sciences, Forestry and Agriculture, and as the recipient of the Wally and Janet Dunham Prize for best student who overcame personal adversity.

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Table VII.26 School of Economics Majors, Double Majors, Minors, and Honors College Membership

1st Major Other Major/Minor Other Major/Minor Other Major/Minor Level Cum GPA % tot

1 ECO-BA FY 4.000 0.71%2 Bus. Finance-BS Accounting-DM FIE-DM Honors SR 4.000 1.43%3 ECO-BA Bus Admin-

UndecidedDMEMP-MIN JR 4.000 2.14%

4 FIE-BA Honors SO 4.000 2.86%5 Marine Sci-BS ECO-BS SR 4.000 3.57%6 Math-BA ECO-BADM SR 3.990 4.29%7 ECO-BA French-MIN Business Admin-MIN SR 3.986 5.00%8 ECO-BS Honors JR 3.949 5.71%9 FIE-BA Accounting-MIN SR 3.929 6.43%10 ECO-BA Polit Sci-DM Honors FY 3.924 7.14%11 RAM-BS SR 3.910 7.86%12 FIE-BA Honors Business Admin-MIN JR 3.900 8.57%13 FIE-BA SO 3.890 9.29%14 FIE-BA Bus. Finance-DM Accounting-DM JR 3.875 10.00%15 ECO-BA Int'l Affairs-DM SR 3.873 10.71%16 ECO-BA Honors SO 3.848 11.43%17 ECO-BS Honors SR 3.839 12.14%18 ECO-BA SR 3.804 12.86%19 ECO-BA JR 3.802 13.57%20 EMP-BS SR 3.794 14.29%21 FIE-BA JR 3.751 15.00%22 ECO-BS SR 3.750 15.71%23 ECO-BS FY 3.750 16.43%24 ECO-BA History-MIN JR 3.745 17.14%25 FIE-BA Chem Engineering-DM Math-MIN Business Admin-MIN SR 3.718 17.86%26 ECO-BA Polit Sci-DM SR 3.697 18.57%27 FIE-BA Honors Polit Sci-MIN Business Admin-MIN JR 3.694 19.29%28 Bus. Finance-BS ECO-BADM SR 3.651 20.00%

119


29 EMP-BS SR 3.639 20.71%30 ECO-BA SO 3.626 21.43%31 ECO-BA Honors FY 3.555 22.14%32 ECO-BS SR 3.548 22.86%33 ECO-BS Polit Sci-DM Honors FY 3.538 23.57%34 ECO-BA Business Admin-MIN SR 3.529 24.29%35 ECO-BA SR 3.517 25.00%36 ECO-BA Honors SO 3.501 25.71%37 ECO-BS Honors Business Admin-MIN SO 3.500 26.43%38 FIE-BA Psychology-DM SR 3.449 27.14%39 FIE-BA Bus. Finance-DM Legal Studies-MIN SO 3.425 27.86%40 FIE-BA SR 3.400 28.57%41 Spanish-BA ECO-BADM SR 3.375 29.29%42 Civil Engineering-BS ECO-BADM SR 3.327 30.00%43 ECO-BS Spanish-DM Honors JR 3.323 30.71%44 Bus. Finance-BS FIE-DM SR 3.309 31.43%45 ECO-BS Business Admin-MIN JR 3.293 32.14%46 ECO-BA FY 3.285 32.86%47 FIE-BA FY 3.284 33.57%48 Polit Sci-BA ECO-BADM JR 3.280 34.29%49 FIE-BA Business Admin-MIN Polit Sci-MIN SR 3.266 35.00%50 EMP-BS Honors SR 3.258 35.71%51 FIE-BA Business Admin-MIN JR 3.231 36.43%52 RAM-BS Marketing-DM SR 3.193 37.14%53 FIE-BA SO 3.178 37.86%54 ECO-BA Music-MIN JR 3.158 38.57%55 FIE-BA Math-DM SR 3.150 39.29%56 FIE-BA SR 3.116 40.00%57 ECO-BA Honors SO 3.102 40.71%58 FIE-BA Business Admin-MIN Public Mgnt-MIN Public Admin-MIN JR 3.095 41.43%

120


59 ECO-BA SR 3.093 42.14%60 ECO-BS Business Admin-MIN SR 3.088 42.86%61 ECO-BS SR 3.064 43.57%62 Sustainable Agri.-BS ECO-BSDM SO 3.056 44.29%63 Polit Sci-BA ECO-BADM SO 3.025 45.00%64 ECO-BA SO 3.001 45.71%65 ECO-BA Business Admin-MIN SO 3.000 46.43%66 FIE-BA Math-DM FY 3.000 47.14%67 RAM-BS Business Admin-MIN JR 2.985 47.86%68 Bus Admin Mgnt-BS ECO-BSDM FY 2.934 48.57%69 FIE-BA FY 2.918 49.29%70 RAM-BS EMP-MIN SR 2.913 50.00%71 EMP-BS SR 2.885 50.71%72 FIE-BA SR 2.881 51.43%73 FIE-BA SO 2.868 52.14%74 EMP-BS Dance-MIN Business Admin-MIN SR 2.838 52.86%75 FIE-BA Business Admin-MIN SO 2.837 53.57%76 FIE-BA Business Admin-MIN JR 2.833 54.29%77 ECO-BA English-MIN SR 2.833 55.00%78 Chem Engineeing-BS EMP-DM SR 2.817 55.71%79 ECO-BS SR 2.816 56.43%80 Psychology-BA ECO-BADM SR 2.804 57.14%81 FIE-BA FY 2.780 57.86%82 ECO-BA SR 2.753 58.57%83 FIE-BA Bus. Finance-DM SR 2.747 59.29%84 FIE-BA SR 2.695 60.00%85 FIE-BA SR 2.674 60.71%86 FIE-BA Psychology-MIN SR 2.663 61.43%87 ECO-BA SR 2.652 62.14%88 ECO-BA Business Admin-MIN SR 2.651 62.86%

121


89 RAM-BS JR 2.650 63.57%90 ECO-BS SO 2.650 64.29%91 FIE-BA JR 2.649 65.00%92 RAM-BS SR 2.631 65.71%93 ECO-BA SO 2.620 66.43%94 ECO-BA Accounting-MIN SO 2.597 67.14%95 FIE-BA Music-MIN JR 2.561 67.86%96 ECO-BA Public Admin-MIN SO 2.558 68.57%97 ECO-BA Business Admin-MIN SR 2.558 69.29%98 FIE-BA Business Admin-MIN JR 2.555 70.00%99 ECO-BS SO 2.514 70.71%100 RAM-BS SR 2.476 71.43%101 FIE-BA JR 2.467 72.14%102 ECO-BS JR 2.454 72.86%103 FIE-BA JR 2.441 73.57%104 ECO-BS Equine Sci-MIN JR 2.410 74.29%105 EMP-BS EES-MIN ECO-MIN Public Admin-MIN SR 2.389 75.00%106 ECO-BS FY 2.385 75.71%107 EMP-BS EES-DM Business Admin-MIN ECO-MIN SR 2.379 76.43%108 Polit Sci-BA ECO-BADM SR 2.349 77.14%109 EMP-BS JR 2.338 77.86%110 ECO-BA FY 2.335 78.57%111 ECO-BA JR 2.325 79.29%112 ECO-BA FY 2.268 80.00%113 FIE-BA SR 2.259 80.71%114 FIE-BA SO 2.250 81.43%115 ECO-BS SO 2.250 82.14%116 FIE-BA SR 2.236 82.86%117 FIE-BA SR 2.227 83.57%118 RAM-BS SR 2.203 84.29%

122


119 FIE-BA SR 2.192 85.00%120 ECO-BA JR 2.187 85.71%121 FIE-BA FY 2.168 86.43%122 ECO-BA SO 2.109 87.14%123 EMP-BS SR 2.041 87.86%124 ECO-BA SR 2.037 88.57%125 ECO-BA SO 2.031 89.29%126 ECO-BS SO 2.000 90.00%127 ECO-BA SR 2.000 90.71%128 FIE-BA JR 2.000 91.43%129 ECO-BA SO 2.000 92.14%130 ECO-BS SO 1.991 92.86%131 ECO-BA SO 1.952 93.57%132 ECO-BA SO 1.904 94.29%133 ECO-BS SO 1.861 95.00%134 ECO-BS SO 1.833 95.71%135 ECO-BA JR 1.819 96.43%136 ECO-BA JR 1.811 97.14%137 ECO-BA SO 1.790 97.86%138 ECO-BA SO 1.667 98.57%139 FIE-BA JR 1.536 99.29%140 ECO-BA SO 0.600 100.00%

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A

Appendix 1 Research Grants and Contracts

Table VII.27 Grants/Contracts Submitted and Received by SOE 2006-2010

Name Title Sponsor No. Proposals

Sponsor Total

UM Total Total Amount

Sponsor Indirect

Submit Award

Trostel, P.

Survey of Those Who Have Left the Katahdin Region

Millinocket Area Growth Council

6,698 924 7,622 924 2006

Trostel, P.

In-Depth Study of Maine State and Local Government Employment and Expenditures

The Brookings Institution

8,500 30,911 39,411 0 2006

Trostel, P.

Net State and Local Government Expenditures

The Lynde and Harry Bradley Foundation, Inc.

59,444 62,570 122,014 0 2006

Allen, T. An Economic Impact Analysis of State Parks in Maine

US Dept of the Interior

2,100 735 2,835 191 2006 2006

Allen, T. Center for Tourism Research and Outreach

ME Dept of Economic & Community Development

80,000 12,631 92,631 9,825 2006 2006

Anderson, M.

Engaging and Assessing Social Science Students' Attitudes Towards the Environment

US Environmental Protection Agency

12,445 4,171 16,615 2,777 2006

B


Sponsor Total


Sponsor Indirect

Submit Award

Bell, K. Assessment of Natural and Watershed Conditions in and Adjacent to ANP


4,999 1,319 6,318 745 2006 2006

Bell, K. Sustainable Lake Management in Maine's Changing Landscape


89,775 0 89,775 26,904 2006 2007

Cheng, H. Broadening the Scope of the International Agribusiness Curriculum

US Dept of Agriculture

59,802 0 59,802 11,960 2006

Criner, G. Maine Maple Syrup Production Costs

The North American Maple Syrup Council

131 64 195 0 2006 2007

Criner, G. Milk Processing Costs 2006

ME Dept of Agriculture

25,578 4,992 30,570 4,992 2006 2006

Dalton, T. Milk Processing Costs 2006


25,578 4,992 30,570 4,992 2006 2006

Dalton, T. Profitability and Transitional Analysis of Northeast Dairy Farms


38,352 0 38,352 7,671 2006

C


Sponsor Total


Sponsor Indirect

Submit Award

Files, A. Broadening the Scope of the International Agribusiness Curriculum


9,967 0 9,967 1,993 2006

Files, A. Improving Economic Opportunity for Mid-Size NE Farms


24,129 11,339 35,468 0 2006

Files, A. Increasing the Competitiveness of Maine Organic Dairy Farms


15,634 0 15,634 3,127 2006

Gabe, T. Analysis of State and Local Government Finances in Maine

ME Executive Department

27,589 9,656 37,245 2,508 2006 2006

Gabe, T. Maine Wilderness Guides Economic Impact Study

The Wilderness Society

3,459 0 3,459 839 2006 2006

Gabe, T. Supporting Innovation and Growth of the Envir, and Energy Technology Cluster

Maine Technology Institute

17,518 10,620 28,139 3,419 2006 2006

Gabe, T. The Pursuit of Happiness in Rural America


298,902 0 298,902 59,781 2006

D


Sponsor Total


Sponsor Indirect

Submit Award

Hoshide, A.

Maine Maple Syrup Production Costs


1,834 890 2,724 0 2006 2007

Noblet, C.

Development of a Creative Enterprise Database

Maine Arts Commission

3,750 517 4,267 517 2006 2006

Noblet, C.

Engaging and Assessing Social Science Students' Attitudes Towards the Environment


24,889 8,341 33,230 5,554 2006

Noblet, C.

How do you Teach the European Union?: A Eurolibrary

National Endowment for the Humanities

19,984 5,234 25,218 6,410 2006

Noblet, C.

Maine Wilderness Guides Economic Impact Study

The Wilderness Society

8,071 0 8,071 1,957 2006 2006

Noblet, C.

Saint John Valley Creative Economy Project


9,945 7,423 17,367 2,027 2006 2008

Noblet, C.

Supporting Innovation and Growth of the Envir, and Energy Technology Cluster


7,508 4,552 12,059 1,465 2006 2006

Noblet, C.

Sustainable Transportation for Maine's Future

US Dept of Transportation

5,060 1,771 6,830 460 2006 2006

E


Sponsor Total


Sponsor Indirect

Submit Award

Rubin, J. An Economic Impact Analysis of State Parks in Maine


4,200 1,470 5,670 382 2006 2006

Rubin, J. Investing in Maine Research Infrastructure: Sustainable Forest Bioproducts

National Science Foundation

360,000 0 360,000 92,668 2006 2006

Rubin, J. The Regional Integrated Sciences and Assessment (RISA) Program for New England:

US Dept of Commerce

13,867 0 13,867 4,529 2006

Smith, S. Improving Economic Opportunity Mid-Size NE Farms


136,731 64,254 200,985 0 2006

Smith, S. Increasing Prosperity for Small and Medium-Sized Farms/Ranches


84,403 0 84,403 16,881 2006 2007

Smith, S. Increasing the Competitiveness of Maine Organic Dairy Farms


203,237 0 203,237 40,648 2006

F


Sponsor Total


Sponsor Indirect

Submit Award

Smith, S. Maine Maple Syrup Production Costs


131 64 195 0 2006 2007

Smith, S. Mapping and Categorizing "value-chain like" Food Systems


5,000 1,750 6,750 455 2006 2007

Smith, S. Sustainability Decision Aids to Increase Comprehensive Prosperity for Small Farm


194,875 0 194,875 38,975 2006

Teisl, M. Engaging and Assessing Social Science Students' Attitudes Towards the Environment


4,148 1,390 5,538 926 2006

Teisl, M. How do you Teach the European Union?: A Eurolibrary

National Endowment for the Humanities

39,968 10,468 50,436 12,820 2006

White, G. Increasing Prosperity for Small and Medium-Sized Farms/Ranches


21,101 0 21,101 4,220 2006 2007

17.89 1,959,302 263,048 2,222,347 373,542 2006 Submitted7.54 464,793 318,476 783,268 43,548 2006 Awarded

G


Sponsor Total


Sponsor Indirect

Submit Award

Buhr, K. Course Development for the Canadian Economy Issues ECON

Canadian Embassy

3,000 0 3,000 0 2007 2007

Buhr, K. Labour Market Outcomes and Credential Recognition for Immigrant Nurses in Canada

Canadian Labour Market and Skills Researcher Network

13,157 0 13,157 4,297 2007

Allen, T. Marketing Cellulosic Biofuels in the Northeast


49,545 0 49,545 9,909 2007 2008

Anderson, M.

Estimating Recreation Impacts of Plum Creek Concept Plan

ME Dept of Conservation

13,047 2,546 15,593 2,547 2007 2007

Bell, K. Characterizing the Effects of the Plum Creek Concept Plan


18,617 3,634 22,251 3,634 2007 2007

Bell, K. Spatial Patterns & Consequences of Land Ownership Change in the Northern Forest


67,538 27,587 95,125 0 2007

Criner, G. 2007 Milk Retailing Cost Analysis


31,373 6,123 37,496 6,123 2007 2007

H


Sponsor Total


Sponsor Indirect

Submit Award

Davis, M. Applying Econometric Methodology in Exposure Assessment

US Dept of Health & Human Services

422,506 0 422,506 94,852 2007

Davis, M. Measuring The Effect of Economic Trends on Historical Pollution Exposure


420,376 0 420,376 95,630 2007

Davis, M. Using Economic Analyses to Reduce Uncertainty in Exposure Assessment


653,402 0 653,402 143,214 2007

Files, A. Improving Economic Viability of Mid-size Northeast Farms


7,223 3,503 10,725 0 2007

Gabe, T. Lifecycle of Happiness


148,500 0 148,500 48,500 2007

Gabe, T. Social, Economic, & Ecological Effects of Second Home Development


11,694 5,672 17,366 0 2007

I


Sponsor Total


Sponsor Indirect

Submit Award

Noblet, C.

An Economic Assessment of Snowmobiling in Maine

Maine Snowmobiling Association

11,422 2,229 13,651 2,229 2007

Noblet, C.

Informing Consumers About Wood-based Biofuels: Impacts on New England’s Energy


111,306 20,925 132,231 22,262 2007

Noblet, C.

Marketing Cellulosic Biofuels in the Northeast


115,605 0 115,605 23,121 2007 2008

Noblet, C.

Saint John Valley Creative Economy Project


9,967 13,729 23,697 2,032 2007 2008

Rubin, J. Economic Impact of CEI on Capital Management Investments

Coastal Enterprises Inc

23,030 0 23,030 4,495 2007

Rubin, J. Informing Consumers About Wood-based Biofuels: Impacts on New England’s Energy


129,857 24,413 154,270 25,972 2007

Rubin, J. Marketing Cellulosic Biofuels in the Northeast


49,545 0 49,545 9,909 2007

J


Sponsor Total


Sponsor Indirect

Submit Award

Rubin, J. The Regional Greenhouse Gas Initiative: A Primer for Maine

Environmental Defense Fund

2,500 0 2,500 224 2007

Smith, S. Improving Economic Viability of Mid-size Northeast Farms


137,228 66,555 203,783 0 2007

Teisl, M. Informing Consumers About Wood-based Biofuels: Impacts on New England’s Energy


129,857 24,413 154,270 25,972 2007

Teisl, M. Marketing Cellulosic Biofuels in the Northeast


99,090 0 99,090 19,818 2007 2008

Teisl, M. Organic Market Development in Croatia

Republic of Croatia

20,620 34,065 54,685 3,437 2007

16.65 2,710,463 237,435 2,947,898 550,218 2007 Submitted5.74 310,113 16,870 326,983 75,467 2007 Awarded

Noblet, C.

Marketing New England Biofuels To Ensure Energy Security


40,487 8,547 49,034 8,098 2008

Noblet, C.

Stonington Fisheries Industry Economic Impact

Town of Stonington

6,747 1,294 8,041 1,300 2008 2009

K


Sponsor Total


Sponsor Indirect

Submit Award

Allen, T. Employing Conjoint Analysis to Assess the Affects of Culture on Tourism


13,504 0 13,504 2,701 2008

Allen, T. Stonington Fisheries Industry Economic Impact

Town of Stonington

1,349 259 1,608 260 2008 2009

Anderson, M.

Public Preferences for Protecting Forested Landscapes


10,902 5,342 16,244 0 2008

Anderson, M.

Recreation/Plum Creek Addenum


5,398 1,053 6,451 1,054 2008 2009

Bell, K. Assessment of Natural and Watershed Conditions in and Adjacent to ANP +


799 211 1,009 119 2008 2008

Bell, K. Economic Valuation of Avoiding Exposure to Arsenic in Drinking Water

US Environmental Protection

14,999 0 14,999 4,899 2008 2008

Bell, K. Forecasting & Assessing the Future & Status of Maine's Forests Using LiDAR


104,946 105,214 210,160 0 2008

L


Sponsor Total


Sponsor Indirect

Submit Award

Bell, K. Public Preferences for Protecting Forested Landscapes


14,536 7,123 21,659 0 2008

Bell, K. Relating Human Systems to Landscape Dynamics

National Aeronautics & Space Administration

32,261 0 32,261 10,536 2008

Bragg, L. American Folk Festival Customer Satisfaction and Economic Impact Project


5,105 21,361 26,465 1,667 2008

Bragg, L. Proposal to Continue Enhancing Contribution to Maine's Tourism Industry

ME Dept Economic & Community Development

100,000 9,705 109,705 9,705 2008 2009

Bragg, L. The University of Maine System Center for Tourism Research and Outreach

ME Dept of Economic & Community Development

238,748 42,842 281,590 42,842 2008

Criner, G. Estimating the Cost of Milk Production Under Maine Conditions 2007-2008


16,568 3,234 19,802 3,234 2008 2008

M


Sponsor Total


Sponsor Indirect

Submit Award

Dalton, T. Harvest+Production Module-Data Analysis and Synthesis

International Center for Tropical Agri

24,918 5,918 30,836 4,153 2008

Davis, M. Safety and Compliance in the Maine Commercial Fishing Industry

US Dept of Commerce

141,419 50,777 192,196 42,819 2008 2008

Rubin, J. Marketing New England Biofuels To Ensure Energy Security


25,305 5,342 30,647 5,061 2008 2009

Rubin, J. Systems Assessment Methodology for Northeast Bioenergy Feedstock


47,313 8,895 56,208 9,462 2008

Teisl, M. Employing Conjoint Analysis to Assess the Affects of Culture on Tourism


13,504 0 13,504 2,701 2008

Teisl, M. Marketing Cellulosic Biofuels in the Northeast


0 0 0 0 2008

Teisl, M. Marketing New England Biofuels To Ensure Energy Security


35,426 7,479 42,905 7,085 2008

N


Sponsor Total


Sponsor Indirect

Submit Award

Teisl, M. Public Preferences for Protecting Forested Landscapes


10,902 5,342 16,244 0 2008

12.41 921,704 293,172 1,214,874 160,930 2008 Submitted4.34 245,192 39,853 285,044 62,849 2008 Awarded

Noblet, C.

Comprehensive Review and Consumer Survey Analysis of New England Transportation

New England Transportation Consortium

52,344 0 52,344 14,571 2009

Noblet, C.

Feasibility Study of Unified Marketing of the American Lobster

US Dept of Commerce

62,456 20,932 83,388 12,491 2009

Noblet, C.

Modeling Consumer Acceptance of Biofuels


98,451 2,692 101,143 21,656 2009

Allen, T. Employing Conjoint Analysis to Assess the Affects of Rural Culture on Tourism

US Dept of Commerce

46,271 8,884 55,155 9,254 2009

Bell, K. ARRA: Water & Rural Environmental Health


99,970 0 99,970 23,842 2009

O


Sponsor Total


Sponsor Indirect

Submit Award

Bell, K. Improving Economic Analysis of Forest Change


24,996 12,248 37,244 0 2009 2009

Bell, K. Maine’s Sustainability Science Initiative


500,000 259,907 759,907 130,974 2009

Bell, K. The impact of conservation lands on housing values

ME Executive Department

19,995 2,838 22,833 2,809 2009 2010

Cheng, H. Non-invasive Ornamentals for the Green Industry


49,948 64,257 114,205 10,987 2009

Criner, G. Household Financial Education Initiative

Maine Community Foundation

12,500 1,477 13,977 1,477 2009 2009

Criner, G. Household Financial Education Travel

Maine State Treasurer

6,210 734 6,944 734 2009 2009

Criner, G. Household Financial Literacy Initiative

The Libra Foundation

25,000 2,562 27,562 2,561 2009

Criner, G. Knowledge Transfer Alliance

US Dept of Commerce

810,913 226,026 1,036,939 164,144 2009 2010

Criner, G. Sustainable Production of Wild Blueberries


89,999 81,287 171,286 19,797 2009

P


Sponsor Total


Sponsor Indirect

Submit Award

Criner, G. Systems approach to improving the sustainability of wild blueberry production


92,142 87,035 179,178 20,269 2009 2010

Criner, G. Economic and Environmental Sustainability of Small and Medium Size Dairy


20,000 3,260 23,260 4,399 2009 2010

Gabe, T. Economic Impact of Cruise Ship Passengers in Portland, Maine

City of Portland, Maine

5,557 657 6,213 657 2009 2009

Gabe, T. Effects of Public Law 629 on Maine Beverage Taxes

Fed Up With Taxes

21,699 0 21,699 4,586 2009 2009

Gabe, T. Social, Economic, and Ecological Effects of Second Home Development

Northeastern States Research Cooperative

10,964 5,372 16,336 0 2009 2010

Rubin, J. Biofuel Markets: Integrating Consumers and Stakeholders with Forests Research,

US Dept of Energy

1,421,003 399,190 1,820,193 446,527 2009

Q


Sponsor Total


Sponsor Indirect

Submit Award

Rubin, J. Comprehensive Review and Consumer Survey Analysis of New England Transportation


44,866 0 44,866 12,490 2009

Rubin, J. Development of a Standardized Biomass Assessment Methodology for Northeast


12,500 8,435 20,935 2,500 2009

Rubin, J. Investing in Maine Research Infrastructure: Sustainable Forest Bioproducts +


23,000 0 23,000 3,357 2009

Rubin, J. Modeling Consumer Acceptance of Biofuels


65,634 1,795 67,429 14,437 2009

Rubin, J. Road Salt Risk Assessment

ME Dept of Trans

21,760 4,055 25,815 4,055 2009 2009

Smith, S. Enhancing Farmers' Capacity to Produce High Quality Organic Wheat


69,494 11,275 80,769 15,286 2009

Stevens, H.

Knowledge Transfer Alliance

US Dept of Commerce

720,811 200,912 921,723 145,906 2009 2010

R


Sponsor Total


Sponsor Indirect

Submit Award

Teisl, M. ARRA: Water & Rural Environmental Health


99,970 0 99,970 23,842 2009

Teisl, M. Comprehensive Review and Consumer Survey Analysis of New England Transportation


52,344 0 52,344 14,571 2009

Teisl, M. Employing Conjoint Analysis to Assess the Affects of Rural Culture on Tourism

US Dept of Commerce

46,271 8,884 55,155 9,254 2009

Teisl, M. Feasibility Unified Marketing of the American Lobster

US Dept of Commerce

78,070 26,165 104,235 15,614 2009

Teisl, M. Maine’s Sustainability Science Initiative


500,000 259,907 759,907 130,974 2009

Teisl, M. Modeling Consumer Acceptance of Biofuels


98,451 2,692 101,143 21,656 2009

Teisl, M. Non-invasive Ornamentals for the Green Industry


99,896 128,514 228,411 21,974 2009

14.77 5,403,485 1,831,992 7,235,478 1,327,651 2009 Submitted9.05 330,177 51,136 381,313 48,022 2009 Awarded

S


Sponsor Total


Sponsor Indirect

Submit Award

Hunt, G. Growth of Microalgae on Lignocellulosic Biomass Sugars for Enhanced Bio-oil


6,000 0 6,000 0 2010

Trostel, P.

Ohio State- and Local-Government Payroll and Expenditure

The Brookings Institution

7,600 5,711 13,311 2,499 2010 2010

Bell, K. Improving Economic Analysis of Forest Change +


20,463 10,027 30,490 0 2010 2010

Criner, G. ARRA: Strategic Training and Education in Power Systems

US Dept of Energy

50,931 2,137 53,068 12,302 2010

Criner, G. Cost of Producing Milk in Maine 2010


5,499 1,091 6,589 1,091 2010

Gabe, T. Measurement and Valuation of Scientific Ideas


54,325 0 54,325 17,927 2010

Rubin, J. ARRA: Strategic Training and Education in Power Systems

US Dept of Energy

50,931 2,137 53,068 12,302 2010

Rubin, J. Design and Analysis of U.S. Low Carbon Fuel Standard

The Energy Foundation

200,000 96,645 296,645 0 2010 2010

T


Sponsor Total


Sponsor Indirect

Submit Award

Rubin, J. Growth of Microalgae on Lignocellulosic Biomass Sugars for Enhanced Bio-oil


6,000 0 6,000 0 2010

4.49 401,749 117,748 519,496 46,121 2010 Submitted6.08 2,099,140 672,901 2,772,041 410,483 2010 Awarded

U

VIII Appendix 2 Undergraduate Materials

A

B

IX Appendix 3 School of Economics Supplemental Data

C

Documents

new.umaine.edu · Web viewIntroduction. During academic year 2009-10 the University of Maine conducted a campus-wide analysis of academic-unit productivity using …