Semester Immersion in
Climate Change:
Science, Ecological History and Human
Dimensions
Neil Leary, Center for Sustainability Education
Danielle Thompson, ‘12
Jeremy Ball, History
Jeff 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)
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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
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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
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The K2C Course,
2009
Fall: Preparation for COP15
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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
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Field research: interview delegates
POPCOP with Ithaca College
Side events, plenary sessions
Actions with YOUNGO
AASHE webcasts
Daily debrief, blog, talk, observe, absorb
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Spring: Analysis, Reflection,
Outreach
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Viewed, edited and catalogued
interviews
Group & individual projects
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AASHE Webinar
Campus Exhibit & Group Presentation
Penn State conference paper
Magazine and newspaper articles
Community outreach
Video log website
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
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International Conference Center, Durban,
South Africa
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.
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SUST 500, Field research course
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Team taught
Field research methods
Field research in South Africa, Nov 25 – Dec 9
Service learning project, Dec 10 - 17
Reflection & synthesis of research: winterspring 2012
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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
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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, . . .
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Students’ takeaways from K2C
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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
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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”
What did students value?
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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
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Working as a team with peers from
other disciplines
Preparation before; analysis,
reflection after
Questions?
Email learyn@dickinson.edu
Climate Change Africa Blog:
http://blogs.dickinson.edu/cop17durban/
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