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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 [email protected]
Climate Change Africa Blog: http://blogs.dickinson.edu/cop17durban/