1. DICKINSON COLLEGE 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

2. 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)

3. 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

4. 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

5. 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

6. 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

7. 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.

8. 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

9. DICKINSON COLLEGE

10. 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

11. 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,...

12. 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”

13. 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

14. DICKINSON COLLEGE Questions? Email learyn@dickinson.edu Climate Change Africa Blog: http://blogs.dickinson.edu/cop17durban/