DICKINSON COLLEGE

Semester Immersion in Climate Change: Science, Ecological History and Human Dimensions

Neil Leary, Center for Sustainability EducationDanielle Thompson, ‘12Jeremy Ball, HistoryJeff Niemitz, Earth Science

DICKINSON COLLEGE

American & Global Mosaics

• Pedagogical model used at Dickinson since 1996

• Combines– Intensive, interdisciplinary course work– Field research in a community• Often ethnographic• Often with a service learning component• Sometimes community-based research (CBR)

DICKINSON COLLEGE

Mosaics – different models

• Full semester mosaic– 4-course program– Taught by 2 or 3 faculty from different disciplines– 3 or more weeks in the field during semester

• Cluster mosaic– 2 or 3 connected courses– Field research during winter, spring or summer break

• Mini-mosaic– 1 interdisciplinary course– Field research during winter, spring or summer break

DICKINSON COLLEGE

Mosaics - examples

• Deindustrialization in Steelton –Steelton, PA• Mexican Migration – Adams County PA and

Peribán, Michoacán, Mexico• Sustainable Food & Cooperative Movements

– Dickinson Farm, Monte Carmelo, Venezuela• Kyoto to Copenhagen (K2C) – Copenhagen• Climate Change Africa Semester – Durban, SA

DICKINSON COLLEGE

The K2C Course, 2009

Fall: Preparation for COP15• Readings: science, negotiations, etc• Individual research & writing: country

profiles, key issues, course blog• Development of group research project• Training: interview methods, video• Discussion, discussion, discussion• Evolution into a research team

December: Two-weeks at COP15• Field research: interview delegates• POPCOP with Ithaca College• Side events, plenary sessions• Actions with YOUNGO• AASHE webcasts• Daily debrief, blog, talk, observe, absorb

Spring: Analysis, Reflection, Outreach• Viewed, edited and catalogued

interviews• Group & individual projects

– AASHE Webinar– Campus Exhibit & Group Presentation– Penn State conference paper– Magazine and newspaper articles– Community outreach– Video log website

DICKINSON COLLEGE

Climate Change Africa Mosaic, 2011-12

• 4 courses– Earth Sciences 311: Global Climate

Change– History 373: Ecological History of

Africa– Sustainability 330: Global

Environmental Challenges & Governance

– Sustainability 500: Field Research on International Climate Negotiations

• Field research at COP 17, Durban• Service learning project, Valley

of 1000 Hills

International Conference Center, Durban, South Africa

DICKINSON COLLEGE

SUST 500, Field research course

Learning Goals: Students who complete this course successfully will be able to

– Develop a research design and successfully carryout a research project using social science field research methods;

– Conduct effective interviews with research subjects and analyze their content;

– Use video technology and edit video with skill; – Identify critical areas of disagreement in the climate negotiations

and explain underlying causes of the disagreements.– Understand environmental and socio-economic challenges facing

communities in the Valley of a 1000 Hills.

DICKINSON COLLEGE

SUST 500, Field research course

• Team taught• Field research methods• Field research in South Africa, Nov 25 – Dec 9• Service learning project, Dec 10 - 17• Reflection & synthesis of research: winter-

spring 2012

DICKINSON COLLEGE

DICKINSON COLLEGE

Research Project

• Research questions:– What are the critical areas of disagreement in the climate

negotiations? – What are the causes of disagreement?

• Primary sources:– Interviews with COP 17 delegates– Observations at COP 17

• Secondary sources:– Position papers, Earth Negotiations Bulletin, Eco newsletter,

media articles, climate policy blogs, journal articles

DICKINSON COLLEGE

Reflection & synthesis

• Research paper• Visual product– Video project, website, photographic exhibit,

brochure, poster, work of visual art, . . . • Presentation– Presentation to a campus audience, community

organization, k-12 class, AASHE webinar, . . .

DICKINSON COLLEGE

Students’ takeaways from K2C• Climate change is complicated!• Negotiations are informed by science• COP delegates agree climate change is real,

it’s a problem, action is needed• International action requires more than

agreement on the science• Much harder to agree who is responsible to

do what, when, how• Frustration w/ process, but gained respect for

the negotiators

• Action is happening, but not fast enough• Mixed opinions about COP15 outcome –

disaster or step forward?• “It’s our future, it’s our responsibility, we

can do this, we must do this”

DICKINSON COLLEGE

What did students value?• Authentic experience; doing

something that matters• Taking action; taking responsibility• Connecting with youth from other

countries• Conversing with delegates, scientists,

advocates from all over the world

• Working as a team with peers from other disciplines

• Preparation before; analysis, reflection after

DICKINSON COLLEGE

Questions? Email learyn@dickinson.edu

Climate Change Africa Blog: http://blogs.dickinson.edu/cop17durban/