1. USAID LEAF Regional Climate Change Curriculum Development B ASIC C LIMATE C HANGE (BCC) 0.0 Using the RECCCD BCC Module

2. Basic Climate Change (BCC) Module Team

3.  Curriculum materials  Educators and education administration and support  A NETWORK of educators and facilitators  Delivery Systems  Feedback Systems  Improvement Cycles  All in service to society and STUDENTS

4. The BCC Module is designed to provide students with a strong regional focus on climate changes and adaptation in SE Asia and the Asian Pacific; Also, Recognizing that climate change is a global issue; and that some students will go on to work in other countries and regions, a global and international perspective is offered. Instructors should endeavor to add more local examples, data, case studies, and so on to increase the regional and local relevance of the courses they offer.

5.  The full BCC Module was developed as a set of materials designed for advanced university students, as a semester-long course.  The Module can be viewed as a "superset" that can be adapted to varied educational contexts.  For most other educational contexts, the materials have too much complexity and depth of treatment.  Filtering the materials appropriately by instructors is expected; to adapt them to less advanced students, as needed.

6.  This approach is based on the consensus in the BCC team that simplifying is readily accomplished -- that professional educators are adept at this -- But making materials more advanced is difficult and time-consuming.  That is, a detailed course can be adapted without further basic information resource development, but a simplified course would require expensive new development.  We suggest reviewing all the materials and determine the most important and learnable concepts for any given learner group and then simplifying the PPT decks to logically present and teach these concepts.  Please share your modifications with your colleagues.

8. The BCC Module is built: as a toolbox as a “menu planner” but NOT a “cookbook” Materials are for YOU to use and customize to your curriculum needs and course design.

9.  Compilations of slides from varied sources, arranged by topic, subtopics, and concepts.  Slides may contain annotations and references in the Notes window below each slide.  Slides are organized by topic and sub-topic heading. Instructors can adjust the slide resources to fit the educational context they deliver.

11. Earth is the only planet we have. This is our atmosphere, upon which all life depends

12. InspirationArt.jpg

13.  The Earth is our only home.  Science has established that anthropogenic global warming is happening rapidly, and threatens the well-being of humanity.  There is still time to change our behavior and limit warming and impacts. We must greatly reduce GHG emissions to the atmosphere.  Warming is “cooked in” to our atmosphere, regardless of what we do. We have no choice but to adapt. The sooner we recognize and meet the need, the less suffering and loss will happen.  Higher learning students are the most important asset to accomplish this. Without good students, we can have no hope. With good students, we will survive and thrive.

14.  Long-term  Cross-institutional, cross-national  Cross-generational, multi-generational  Affects everything and everyone  Fundamental to all other environmental effects  A risk multiplier for nearly all risks, problems and impacts, especially population impacts  “What’s in it for me?” is obvious to everyone (and makes it “inconvenient” too).  Global scale, global awareness. Transcends all boundaries, disciplinary, international, sectoral, and across long frames of time.  Issue is continually refreshed by the weather  Here to stay

15. October 2012 A climate change taxonomy of all topics was presented  Top-level Priority Topics Identified  4 Modules for these topics planned  BCC  SES  CMM  LE-LUP  BCC November 2012  Priority Setting Collaborative Spreadsheet (WIKI) to identify topics to develop within the BCC Module. All current team members voted on priority topics.  December 2012. Focus topics chosen based on input from all team members at the time.

19. 1. How and Why the Climate is Changing 2. The Effects of Climate Change on People and The Environment 3. Responses and Adaptation to Climate Change 4. Curriculum Module Resources and Tools

20. 1.1. Introduction to Climate Science and Climate Change 1.2. The Causes of Climate Change 1.3. Climate Intensification: Floods and Droughts 1.4. Climate Modeling

21. 2.1. Introduction to Climate Change Impacts 2.2. Sea Level Rise 2.3. Climate Change and Water Resources: Effects 2.4. Climate Change and Food Security 2.5. Climate Change and Human Health

22. 3.1. Climate Change and Forest Management 3.2. Climate Change and Water Resources: Responses 3.3. Principles and Practice of Climate Vulnerability Assessment 3.4. Dealing with Uncertainties in Climate Change 3.5. Introduction to Ecosystem Services 3.6. Introduction to REDD+ 3.7. Bioenergy and Forests 3.8. Communications and Engagement

23. 4.1. Curated Video Collection 4.2. Literature – Annotated Bibliography 4.3. Climate Change Glossary 4.4. Reading Assignments and Problem Sets

24. I.HOW AND WHY THE CLIMATE IS CHANGING 1.1.Introduction to Climate Science and Climate Change 1.2.The Causes of Climate Change 1.3.Climate Intensification: Floods and Droughts 1.4.Climate Modeling II.THE EFFECTS OF CLIMATE CHANGE ON PEOPLE AND THE ENVIRONMENT 2.1.Introduction to Climate Change Impacts 2.2.Sea Level Rise 2.3.Climate Change and Water Resources: Effects 2.4.Climate Change and Food Security 2.5.Climate Change and Human Health 2.6.Climate Change and Terrestrial Ecosystems III.REPONSES AND ADAPTATION TO CLIMATE CHANGE 3.1.Climate Change and Forest Management 3.2.Climate Change and Water Resources: Response and Adaptation 3.3.Principles and Practice of Climate Vulnerability Assessment 3.4.Dealing with Uncertainties in Climate Change 3.5.Introduction to Ecosystem Services 3.6.Introduction to REDD+ 3.7.Bioenergy and the Forest 3.8.Communications and Engagement IV.CURRICULUM MODULE RESOURCES AND TOOLS 4.1.Curated Video Collection 4.2.Literature – Annotated Bibliography 4.3.Climate Change Glossary 4.4.Reading Assignments and Problem Sets

25. YOU As you learn the concepts... Design your courses... Teach Basic Climate Change... Improve the materials... Share your improvements

26.  How can we mobilize determination and passion?  How can we use social media to foster education and progress in knowledge? How will we make smartphones part of the educational solution?  Can we use remote education, Massive Open Online Courses (MOOCs) and other educational technology to enhance our courses?  How can we develop the "flipped classroom" so we use student time most efficiently and effectively?  How can we best use educational technology, especially Education Management Systems (EMS. Such as Moodle) most effectively?

27. Motivation is key  If people are strongly motivated to learn something, they’ll devote enough energy to learn it however they can, irrespective of the situation.  If motivation levels are lower, they’ll put in less energy, and care less if they fail; more of the responsibility for enabling learning falls on the instructor.  If motivation level is very low, failure becomes an agreeable option. Here you need to trick people into learning.

28. Motivation comes from:  Intellectual curiosity / it’s interesting  Knowledge is power / the application is compelling  Financial gain  Know-how is needed to advance socially/professionally  Know-how is needed to survive  Know-how is needed to do something you want to do  Competition  Peer expectations / fear of embarrassment

29. Motivation comes from (cont.):  Entertainment—this is fun, and I didn’t know I was learning something....  Wanting to live up to expectations of someone you respect and who cares about how you’re doing (like a particular teacher)  Short-term rewards (....dog biscuits)  There are multiple (often coexisting) pathways to learning:  Learning a skill is different than learning an idea

30. Primary learning modes:  learning-by-doing  motor/kinetic (maybe taking notes, maybe learning-by-doing)  visual  aural  conceptual / theoretical  A surprisingly small proportion of the population is capable of learning through a primarily conceptual approach

31.  boredom  procrastination  conflicting time commitments  frustration  lack of motivation  lack of self-confidence (no expectation of success)  ego (e.g., feeling you’re being talked down to)  getting out of step and not being able to catch up  lack of clear goal or opportunity to put knowledge into practice  bad setting (temperature, static, uncomfortable seat, and so on.)  fear

32.  you have clear, consistent, and timely feedback on your successes and failures  you’re not scared  you’re paying attention  practice is incorporated  there are clear goals  there are clear timelines and responsibilities  you have multiple paths to achieve those goals so you can switch back and forth when you need clarification  rewards are relatively frequent  you have immediate meaningful applications for the material  there is some kind of participatory role for the student  new material relates to experience or to things already known

33.  Lectures are necessary, but alone are not sufficient for learning. Learners, after being exposed to the fundamentals, need to engage the material.  In the new "flipped classroom" approach, Students complete the lectures remotely via video, as self-paced learning, ideally with testing. This is efficient and puts an emphasis on active learning during live, same-time/same-place sessions (class time). That is, class time is used for engagement, not passive listening. Learning outcomes increase.

34. Time Place different same MJ Furniss 2009

35.  Climate change can seem apocalyptic for the public. Without hope, people will not act, and will disengage.  Young people are sensitive to defeatism and are easily overwhelmed by predictions of harm.  There is a LOT we can do to adapt.  We mostly know how adapt, but it requires university students to design and implement  We know how to reduce emissions. Progress is real and can be done.  Predictions of impacts are important, but should be paired with responses.  Keep thinking about the younger folks, who will be getting this handed to them soon, with higher stakes.

36.  Scholarship of Discovery  Scholarship of Integration  Scholarship of Application  Scholarship of Teaching Ernest L. Boyer A leader of educators, an educator of leaders 1928-1995 Scholarship Reconsidered: Priorities of the Professoriate (1990)

37. “Discovery involves being the first to find out, to know, or to reveal original or revised theories, principles, knowledge or creations.” Ernest L. Boyer A leader of educators, an educator of leaders 1928-1995

38. “Integration creates new knowledge by bringing together otherwise isolated knowledge from two or more disciplines thus creating new insights and understanding.” Ernest L. Boyer A leader of educators, an educator of leaders 1928-1995

39. “Application involves the use of knowledge or creative activities for development and change.” Ernest L. Boyer A leader of educators, an educator of leaders 1928-1995

40. “Teaching means not only transmitting knowledge, but transforming and extending it as well.” Ernest L. Boyer A leader of educators, an educator of leaders 1928-1995