1. USAID LEAF Regional Climate Change Curriculum Development C arbon M easurement and M onitoring (CMM) 0.0. Using the RECCCD CMM Module

2.  Curriculum materials  EDUCATORS  A NETWORK of educators and facilitators  Delivery Systems  Feedback Systems  Improvement Cycles  All in service to society and  STUDENTS

3. NameAffiliationNameAffiliation Deborah Lawrence, Co-leadUniversity of VirginiaMegan McGroddy, Co-leadUniversity of Virginia Bui The Doi, Co-leadVietnam Forestry UniversityAhmad Ainuddin NuruddinUniversiti Putra Malaysia Prasit Wang, Co-leadChiang Mai University, Thailand Mohd Nizam SaidUniversiti Kebangsaan Malaysia Sapit DiloksumpunKasetsart University, ThailandPimonrat TiansawatChiang Mai University, Thailand Pasuta SunthornhaoKasetsart University, ThailandPanitnard TunjaiChiang Mai University, Thailand Wathinee SuanpagaKasetsart University, ThailandLawong BalunUniversity of Papua New Guinea Jessada PhattralerphongKasetsart University, ThailandMex Memisang PekiPNG University of Technology Pham Minh ToaiVietnam Forestry UniversityKim SobenRoyal University of Agriculture, Cambodia Nguyen The DzungVietnam Forestry UniversityPheng SoklineRoyal University of Phnom Penh, Cambodia Nguyen Hai HoaVietnam Forestry UniversitySeak SophatRoyal University of Phnom Penh, Cambodia Le Xuan TruongVietnam Forestry UniversityChoeun KimsengRoyal University of Phnom Penh, Cambodia Phan Thi Quynh NgaVinh University, VietnamRajendra ShresthaAsian Institute of Technology, Thailand Erin SwailsWinrock InternationalIsmail ParlanFRIM Malaysia Sarah WalkerWinrock InternationalNur Hajar Zamah ShariFRIM Malaysia Sandra BrownWinrock InternationalSamsudin MusaFRIM Malaysia Karen VandecarUS Forest ServiceLy Thi Minh HaiUSAID LEAF Vietnam Geoffrey BlateUS Forest ServiceDavid GanzUSAID LEAF Bangkok Chi PhamUSAID LEAF Bangkok

4. The CMM Module has 5 sections:  Overview of Climate Change and Terrestrial Carbon  Terrestrial Carbon stocks and change  Carbon measurement and monitoring design  Carbon stock measurement methods  National Scale Monitoring Systems

5. I.OVERVIEW: CLIMATE CHANGE AND FOREST CARBON 1.1.Overview: Tropical Forests and Climate Change 1.2.Tropical Forests, the Global Carbon Cycle and Climate Change 1.3.Role of forest carbon and forests in global climate negotiations 1.4.Theoretical and practical challenges for forest-based climate mitigation II.FOREST CARBON STOCKS AND CHANGE 2.1.Overview of forest carbon pools (stocks) 2.2.Land use, land use change, and forestry (LULUCF), CO 2 emissions and sequestration 2.3.Overview of Forest Carbon Measurement and Monitoring 2.4.IPCC approach for carbon measurement and monitoring 2.5.Reference levels – Monitoring against a baseline (forest area, forest emissions) 2.6.Establishing Lam Dong’s Reference Level for Provincial REDD+ Action Plan: A Case Study III.CARBON MEASUREMENT AND MONITORING DESIGN 3.1.Considerations in developing a monitoring system IV.CARBON STOCK MEASUREMENT METHODS 4.1.Forest Carbon Measurement and Monitoring 4.2.Design of field sampling framework for carbon stock inventory 4.3.Plot Design for Carbon Stock Inventory 4.4.Forest Carbon Field Measurement Methods 4.5.Carbon Stock Calculations and Available Tools 4.6.Creating Activity Data and Emission Factors 4.7.Carbon Emission from Selective Logging 4.8.Monitoring non-CO 2 GHGs V.NATIONAL SCALE MONITORING SYSTEMS

7.  Forests play an important role in regulating the climate of the Earth  Deforestation accounts for a substantial minority of global carbon emissions (about 10 to 18 %).  Increasing forest area and avoiding deforestation and forest degradation are key components of climate change mitigation

8.  The UNFCCC has called for transparent, reliable and accurate inventories of carbon emissions and stocks at regional and national scales from all signatory countries as a first step towards climate mitigation  National carbon inventories rely on the integration of field measurements, remote sensing data and models

9.  International efforts such as REDD+ and various carbon markets are being developed which allow developing nations to benefit financially from avoided emissions from deforestation or forest degradation as long as these can be quantified

10. By the end of the course, learners will be able to:  Identify the roles of forests in climate change and that of international efforts to mitigate climate change  Explain forest carbon stocks, the geographic and climatic constraints on forest carbon, and the drivers of change in forest carbon  Apply the theoretical issues of and practical methods for measuring and monitoring forest carbon, including statistical approaches, sampling design, and operational protocols.  Integrate map and field-based measures to generate forest carbon stocks and emissions at plot to national scales using an IPCC framework

11. The CMM module is built as a toolbox, for you to take and customize according to your curriculum development needs.

12. YOU As you learn the concepts... Design your courses... Teach CMM... Improve the materials... Share your improvements.

13.  The complete CMM module can be used as a semester-long university course.  However, the CMM module is also designed to be flexible:  Can be used by practitioners as well as professors  Instead of using the entire module, sections can be used independently or in combination with other sections  Some professors or practitioners can choose to take and use several sections to create a mini-course that is related to the Regional Climate Change Curriculum.  Others may use one section as a single lecture within a class that is unrelated to the Regional Climate Change Curriculum.  The material is YOURS – once the modules are finalized, everyone is welcome to use and customize the sections to best fit their needs!

14. Student characteristics:  Educational level  Educational background and experience in science, environmental science, weather and climate  Major and specialties in college and professional practice  Motivations Class structure:  Duration  Frequency  Class size  Prerequisites  Active Learning approaches  Flipped classroom approaches  Technology support This module is designed to be adapted to a wide range of educational contexts. The instructor using this module will adapt the materials and slide decks to fit:

15. A note on priority setting and simplifying the materials for varied students and audiences:  The CMM Module was developed as a set of materials designed to ultimately be suitable for a range of learning levels – from undergraduate to more advanced university students.  We expect that for some implementations, the materials have an excess of complexity and depth of treatment.  This module was designed to provide students with a strong background on carbon measurement and monitoring using examples from SE Asia and the Asian Pacific. Instructors are encouraged to add more local examples, data, case studies, and so on to increase the regional and local relevance of the courses they offer  We suggest reviewing all the materials and determining the most important and learnable concepts for any given audience and then revising the PPT decks to logically present and teach these concepts.

16. We hope you will take an interest in the CMM module and consider using some or all of the materials to:  Create a new course at your university  Integrate materials as is into an existing course  Modify materials as needed to fit an existing course  Recommend to your colleagues and peers for their use CMM is Yours to Use, Teach, and Customize!!!