But climate change also presents an opportunity to change … It’s so interesting how much I’ve been able to use just from this course.” She noted her focus as a manager is how to “reduce your inventory, reduce the waste, sell what you need to.” Elaine views Walmart’s waste issues both as a climate issue and a management problem: “I see the huge amounts that they’re throwing away because they’re not managing their business correctly, because they’re not managing their production versus what they need, what they don’t. Millennial Republicans are more likely to say global warming is happening, is human-caused, and that most scientists agree it is happening, and they are more likely to worry about … The first part of the survey focused on participants’ attitudes and beliefs about global warming. Yes Survey instrument used for the graduates of the COMM 168 course. Different areas of the world have different climates. Each of these tools, together with other learning experiences in the class, are structured around the three key focus areas of climate science, climate solutions and communication. Two recent polls suggested over 75 percent of Americans think humans are causing climate change. The third aspect of the course that we feel was important to creating impactful and lasting change was the social norms that were established during the year-long course. Further, we assume that such a program would start small at 1 million students and grow by 13% per year until 2050, when the program reaches over 38 million participants. Another project had students track their personal energy use, and then implement a plan to reduce their energy use in their home using data from their home smart meters. As referenced in the conjecture map of Fig 1, these course design elements support a number of mediating processes that ultimately can lead to actions and behaviors that reduce carbon emissions. The results of both survey data and focus group interviews provide an indication of the long-term impact of the course, and they contribute to our understanding of the potential role that education can play in long-term behaviors and attitudes. The first factor is labeled as an entry-level variable and describes the importance of an empathetic perspective towards nature and the environment. This exploratory approach to thematic analysis enabled us to present a rich description of student experiences in the course and perceptions of climate change issues. It was found that the participants who had personally experienced the effects of global warming, or felt that global warming will harm them personally, had the largest reductions in carbon emissions. This will help you ensure that your understanding of climate change and other hot-button scientific issues is grounded in peer-reviewed science. One limitation in this study is the lack of a control group or a pre-survey. This included recycling more often (95%), changing to more energy efficient light bulbs (86%), giving away or donating products so they can be reused (75%), buying products that have less packaging (64%), and purchasing energy-efficient appliances (59%). Encouraging group discussions with different students: We did a lot of group work in class, and with 80–120 students per class, we took special efforts to mix students for their group work. Given the reductions in carbon emissions calculated in Section 4.1.1 (and shown in Fig 3), we now explore the potential role of education as a climate change mitigation strategy. The following question was submitted through our Instagram page by one of our followers: Response from Meredith Harris, a student in Barnard College and the Jewish Theological Seminary (Class of ’21): Arianna Christina Menzelos and Meredith Harris co-lead Columbia for Carbon Neutrality. In the CAP, student teams build on their course knowledge to develop, design and implement projects that respond to climate change in local communities. It was our intention that through this experience, students would not only better understand some of the challenges associated with creating change but also gain confidence that change can happen through well-designed efforts. Aspects of the mediating processes and intervention outcomes can be measured using various tools. This website uses cookies as well as similar tools and technologies to understand visitors' experiences. Send us an email or message us on Instagram. Agreed in 1997, the UNFCCC's Kyoto Pr… Another uncertainty that this research only partially uncovered was the motivation for the reported changes. For the focus area of climate science, the instruction provides an understanding of the natural and anthropogenic factors that affect the Earth’s climate. Although a number of studies have established links between educational programs and environmental quality, such as water or air quality [7], far fewer studies have established causal links between education and carbon emissions [5]. While there are similarities to the teaching of other environmental topics, climate change includes some unique education challenges that make teaching this topic especially difficult [25]; [26]; [27]. The Next Generation Science Standards now emphasize applying integrative science fields to solving real-world problems, and this serves as an ideal platform for applying the type of educational platform developed in COMM 168 towards a broader science curriculum for schools. For example, the purchase of an energy-efficient light bulb or automobile is a one-time action, and these decisions will shape energy use for years into the future. For the solution scenarios developed by Project Drawdown, each of these represents ambitious and yet also technically and economically feasible plans for reducing carbon levels. Participants noted the impact of the course on life beyond the home. ... China is the only country responsible for climate change Despite being one of the largest emitters of greenhouse gases, China is currently one of the largest investors in renewables. 1. What You Can Do about Climate Change on EPA's Climate Change site offers suggestions for what you can do at home, at the office, at school, and on the road to reduce your greenhouse gas emissions. Our work is similar. And rainfall patterns are shifting, causing devastating droughts and floods. A student's guide to Global Climate Change. Investigation, Surveys and focus group interviews identify that course graduates have developed a strong personal connection to climate change solutions, and this is realized in their daily behaviors and through their professional careers. For more information about PLOS Subject Areas, click First, we do not have a good way to access course participant’s prior behavior retrospectively, and second, we assume that behavior after graduating from the course could change as students become professionals resulting in a potential dramatic lifestyle change. Anna Taylor, 17, who co-founded the UK student climate network, said: “Young people in the UK have shown that we’re angry at the lack of government leadership on climate change. Thus, it appears that in most cases, participants were at some level influenced by how they perceived the impact of global warming on their own well-being, or the well-being of future generations, when making personal decisions related to the environment. The specific roles of these authors are articulated in the ‘author contributions’ section. Jagers, S. & Duus-Otterström, G. Dual climate change responsibility: On moral divergences between mitigation and adaptation. This framework outlines the intermediate processes that support learning, and offers opportunities to measure the effectiveness of these mediating processes towards the intervention outcomes. Southwest. China, the largest emitter of carbon in the world, has made some strides on addressing the climate change. In the past two years, I co-led a campaign with my close friend to urge Columbia to commit to carbon neutrality. The report also highlights a number of climate change impacts that could be avoided by limiting global warming to 1.5ºC compared to 2ºC, or more. Surveys and focus group interviews reveal that graduates of the course feel a lasting personal connection to the issue and have confidence in the success of their actions. It is clear that some of the carbon reductions attributed to the course experience may have inherent uncertainties. S1 Text. We now review each of these elements in more detail to provide insights into how these ideas may be applied to other educational settings. Writing – review & editing, Affiliation School climate strikes, Extinction Rebellion protests, national governments declaring a climate emergency, improved media coverage of climate change and an increasing number of extreme weather events have all contributed to this shift. The most familiar and predictable phenomena are the seasonal cycles, to which people adjust their clothing, outdoor activities, thermostats, and agricultural practices. There is clear evidence to show that climate change is happening. Melissa noted, “I think about it all the time…. Each question asked participants to reflect on how participation in COMM 168 may have affected their actions today in those areas. You can help protect the planet by educating others about the dangers of climate change and how to act against it. Using the survey responses about the actions that participants took, we estimate the reductions in carbon emissions for all participants using a household carbon footprint calculator. It appears that some of the high-impact actions identified by [30], such as having fewer children, did resonate with the COMM 168 students. In Fig 6, six of the solutions presented in Project Drawdown are compared with our own estimate for using education as a climate change mitigation strategy. References . In 1992, the United Nations Framework Convention on Climate Change (UNFCC) stated, “Education is an essential element for mounting an adequate global response to climate change” [1]. Few would argue against the importance of education in providing an informed response to environmental problems. We find that participants who believe that global warming will harm them personally, or will harm future generations, have larger reductions in carbon emissions compared to participants who do not believe there will be a strong impact on them or future generations. Other areas of climate change mitigation include studies of personal behavior around subjects like food, transportation and home energy use. Melting ice and rising seas. “We don’t really worry about climate change because it’s too overwhelming and we’re already in too deep. Climate is a description of the average weather conditions in a certain place for the past 30 or so years. Here are some thoughts about how to broach the subject with students… Climate Action What the Paris Agreement means in 2019. Project background. And in the food choices category, most participants (80%) reported that at least occasionally they made food choices based on reducing carbon emissions. The San Jose State University IRB committee has approved this human subject research (F15035) and all participants have provided written consent. here. Conjecture map illustrating the connection between the course design elements, the mediating processes (e.g., observable interactions) and the intervention outcomes. The adverse effects of the climatic change will continue to influence the next generation if adequate measures are not implemented (George 86). Climate change includes both the global warming driven by human emissions of greenhouse gases, and the resulting large-scale shifts in weather patterns.Though there have been previous periods of climatic change, since the mid-20th century, humans have had unprecedented impact on Earth's climate system and caused change on a global scale.. We found that these elements of the course helped students to connect with the subject in ways that extended into their personal and professional lives, and are broadly aligned with some of the predictor variables that we used to design the course. Although we attempted to determine whether students self-selected into the course based on their environmental leanings or the 3-unit incentive, we do not have independent data to quantify the role that selection bias had on student enrollment. This is one reason we chose to use the California per capita emission reduction as a control group, so that pro-environmental trends seen throughout California could be accounted for. Project administration, Including a qualitative approach, such as focus group interviews, can complement the survey analysis and ultimately enhance the quality of the resulting analysis [33]. The reductions in carbon emissions (in tons/year) for groups based on their responses to the two questions about how global warming will affect them personally or future generations. Writing – original draft, Affiliation Environmental Politics 1, 576-591 (2008). The types of actions studied here can be divided into two groups: one-time actions and recurring actions. Participant comments demonstrate that environmental actions are not just because of sacrifice but that people feel good about taking action. If I only ever walk places, no one will ever know unless I try to let them know why I walk places…. The general areas of climate action included waste reduction, home energy conservation, transportation and food choices. The household carbon footprint calculator was used to estimate how student responses would impact carbon emissions. In open-ended feedback and the focus group interviews, students recounted how the course has changed their lives, both personally and professionally. A first lesson we are drawing from the COVID-19 pandemic and how it relates to climate change is that well-resourced, equitable health systems with a strong and supported health workforce are essential to protect us from health security threats, including climate change. The course, COMM/ENVS/GEOL/HUM/METR 168 & 168W: Global Climate Change I & II (hereafter referred to as COMM 168), is taught over an academic year, with six credit hours in the fall semester, and three credit hours in the following spring semester. We first assume that a modest investment in climate change education would allow students of secondary school age from middle and high income countries (where their carbon emissions are highest) to receive a specialized climate change education (i.e., using similar educational methodologies as we have described in this paper), and that students who receive this education would each reduce their carbon emissions by 2.86 tons of CO2/year (i.e., as in the COMM 168 course), for that year, and for each year following. Conceptualization, However, once the 3-unit incentive was removed in 2014, only two colleges (i.e., Social Sciences, Humanities and the Arts) had significant enrollment (i.e., more than 10% of students), with the course now having more enrollment from Environmental Studies and Communication Studies. Education is an essential element of the global response to climate change. What You Can Do about Climate Change on EPA's Climate Change site offers suggestions for what you can do at home, at the office, at school, and on the road to reduce your greenhouse gas emissions. Examples of CAPs include developing community gardens in the local neighborhood, presenting climate lessons in schools, and creating campaigns to help individuals and businesses move towards some type of climate action. Participants described their attempts to make a difference, both in their personal and professional lives. Page Climate change mitigation Climate change is happening now and is expected to continue. In Fig 4, we show the relationship between individual carbon emission reductions with personal beliefs about how global warming will influence them or future generations. This strong sense of personal obligation and the perceived individual agency to address climate change suggest that education that leverages these design elements including community engagement may provide a public benefit. We also acknowledge that although barriers to developing a successful large-scale climate change education program exist, significant social and political challenges exist with most large-scale solutions to climate change. Funding: The National Science Foundation under grant 1513332 provided support for the partial salary of DC, but did not have any additional role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. Even among successful programs, the question of how long the intended behavior is sustained can vary depending on the type of intervention, with longer and more sustained engagements tending to have more long-lasting impacts [20]. Survey results for questions related to how often participants make choices to reduce carbon emissions as a result of the COMM 168 course. No, Is the Subject Area "Graduates" applicable to this article? Columbia University Website Cookie Notice, echo do_shortcode('[instagram-feed]'); ?>. The following procedure and set of assumptions are used to calculate carbon emission reductions associated with climate change education, as shown in Fig 6. During this same five-year period, student enrollment came from a broad distribution of the campus colleges, as shown in Table 1. It also gave them some agency over this issue. And [46] found that students were deeply affected by their service-learning course even years after the experience. Participants also noted the importance of communicating with others about the actions they take. In honor of Climate Week NYC and the Covering Climate Now initiative, we’re dedicating a few weeks to focusing on your questions about climate change. Overall, focus group participants noted that this course helped them develop experience communicating with other people about their actions and why they are taking them. The first tool is a series of activities where students explore connections between their personal and professional lives and climate change. In this research, Hungerford and Volk identified three predictor variables or factors that contribute to pro-environmental behavior. Participants were asked a series of open-ended questions about the course and its impact on their current lives. Their main source of prey, seals, are also affected by climate change, as they depend on sea ice to raise their young. In addition to developing new solutions to reduce agriculture’s impact on the environment, we’re also exploring how to shape agriculture to become part of the solution. Although we took measures in our survey design and focus group protocol to reduce such biases, it cannot be ruled out that such self-reporting response biases may be present and could influence the reliability of the results. The science is highly complex and spans various areas in the natural and physical sciences, and yet the implications of our changing climate and the role of human activities make this scientific topic both a social and a political issue. We use the CoolClimate Calculator [34] an online household carbon footprint calculator that has been well documented and verified in a number of studies (e.g., [35]; [36]; [37]; [38]). The notion that knowledge leads to awareness and then to action has been countered with studies that document that knowledge and skills are not enough to change behavior (e.g., [16]). We’re already seeing the effects of climate change, but thankfully, the planet is equipped with a powerful tool for stabilizing the climate: nature itself. An increase in the atmospheric concentrations of greenhouse gases produces a positive climate forcing, or warming effect. One of the best ways to improve climate change to is to help those who … For example, when faculty reflected on their own personal challenges in reducing emissions associated with driving or eating, students could relate to this. Climate forcing refers to a change in the Earth’s energy balance, leading to either a warming or cooling effect over time. In contrast, while over 90% of participants reported that they recycle more often, the combined reduction in carbon emissions only accounted for 11% of the total reductions. According to the Intergovernmental Panel on Climate Change (IPCC), to keep global warming below 2 °C, emissions of carbon dioxide (CO2) and other greenhouse gases (GHGs) must be halved by 2050 (compared with 1990 levels). Supervision, These elements were not isolated from each other, or from other important elements of the course, including a solid focus on climate science, climate solutions and environmental communication. The Community Action Project (CAP) was the culminating experience where student teams competed to develop the most impactful community-based project. This is the type of denial we are all familiar with: that the science of climate change is not settled. So many things are being affected by climate change. For more information about PLOS Subject Areas, click It is unclear how … Department of Communication Studies, San José State University, San José, California, United States of America. No, Is the Subject Area "Transportation" applicable to this article? Billy noted the course explained how to make “big issues” like climate change “resonate with your audience… That’s what I do now.” He explains that in his job at the utility company, Pacific Gas and Electric, one of his roles is communicating about energy issues, “That’s my biggest takeaway from this class: messaging. China, India and Brazil) will have to limit their emission growth. Only later did we realize that this learning environment was creating unique outcomes, worthy of further study. At the end of the second semester, a panel of external judges comprising local government and industry award prizes to the teams with the most innovative and successful projects. Most participants (84%) also strongly agreed or agreed with the statement, “I have personally experienced the effects of global warming.”, and when asked about how global warming will affect future generations, 91% said “a great deal.” Because these results are quite different from the average U.S. general public (e.g., [44]), this suggests that the course may have had an influence on students’ long-term beliefs about climate change. Climate change will also likely affect tourism and recreational activities. Once the data was collected, spreadsheet statistical techniques, including pivot tables, were used to analyze participant data based on responses to different items. If you start realizing how everything ties together, then pretty much everything you do, every choice you make can affect it in some way.” She continued, “I think every small step does make a difference…. In the case of long-distance travel, trains are more sustainable than airplanes, which cause a great deal of the CO 2 emitted into the atmosphere. The categories of questions focused on participants’ a) attitudes and beliefs about global warming and whether they perceive it to affect them personally, and b) whether any of the participants’ current pro-environmental behaviors can be attributed to taking the COMM 168 course. In both cases it is in the USA that these views are most likely to be held. For the focus area of climate solutions, students study how both policy mechanisms and personal actions can help mitigate climate change. These students may respond more favorably to the course design, and may be more willing to change their behavior in the future given their initial interest in the environment. These quotes and phrases were woven into a narrative to describe the focus group responses in a coherent way. This helped students work with new students and be exposed to new ideas. A copy of the original syllabus is provided in S4 Text. Although at scale, the use of education as a climate change mitigation technique is still untested, our analysis suggests that if the educational approach is sound, and if we take the effort to measure the impact of education, we may realize the potential to reduce carbon emissions using education. One 2017 study co-authored by Lund … The potential to use education as a climate change mitigation measure would be valuable and in line with other mitigation measures if such reductions as achieved in the COMM 168 course could be achieved in other classrooms. Climate.gov , run by the National Oceanic and Atmospheric Administration, serves as a source for news and features on U.S. and global climate, maps and … And younger generations are being robbed of their future on a healthy, liveable planet. upending social, economic, and political orders in favor of a more sustainable status quo overnight. Further, even among existing climate change education resources offered in textbooks and through government programs, it appears there are opportunities to promote more effective emission-reduction strategies [30]. Other studies that attempt to establish causal links between education and environmental quality also faced similar challenges (e.g., [5]), and yet the insights gained from such work provide a strong motivation for environmental education and this type of research [7]; [53]. Competing interests: I have read the journal’s policy and the authors of this manuscript have the following competing interests: EC is the majority owner of Green Ninja, an education company that produces middle school curriculum. Based on the scenario we developed, the implementation of climate change education over a 30-year period (2020–2050) could reduce emissions by 18.8 GT of CO2 eq, an amount that would rank in the top quarter (15 out of 80) of the presented solutions in Project Drawdown. The survey was broadly based on questions about climate change drawn from [31] and [32], and included questions that used a five-element Likert scale (strongly agree, agree, don’t know, disagree, or strongly disagree), multiple choice, and free response. The carbon footprint calculator is used to estimate how a particular action attributed to taking COMM 168 would impact individual annual carbon emissions. The design elements of the course were developed to achieve the stated outcome of developing a personal connection to climate change and participating in behaviors that reduce carbon emissions. The design of the course is described including the background research framework that was employed to help students develop a deep connection with climate change and climate solutions. [I now understand] the importance of communicating about climate change in a way where people who don’t have a background in that subject can understand.” Other participants concurred that the course made them experts in climate change, and they now have to think about how to communicate with people who don’t have such extensive knowledge. While it is difficult to write policy, or change the minds of adults in power, informing the current and next generation will help prepare society for how we can combat the most life-threatening issue any of us will have to face in the coming years. Climate change: 11 facts you need to know We’re already seeing the effects of human-caused climate change — but nature can help. Fig 2 also shows the contribution of each of the survey questions to the total reductions in carbon emissions. We did attempt to control for how pro-environmental behaviors in California have become more common over the last decade, but we do not have any data that measured student attitudes or behavior before taking the class. For example, actions such as carpooling regularly, making food choices to reduce emissions and buying energy-star appliances all suggest actions to reduce emissions, and yet the actual reduction amount depends on specifics of the action that are difficult to obtain without a more detailed survey tool. Depending on country, only between 0% and 6% of people believe that no climate change whatsoever is taking place, and likewise only between 1% and 9% in each nation say that climate change is happening, but that it has nothing to do with human activity. " The Geological Society of America (GSA) concurs with assessments by the National Academies of Science (2005), the National Research Council (2011), the Intergovernmental Panel on Climate Change (IPCC, 2013) and the U.S. We start by estimating the participant reductions in carbon emissions compared to a control group. In contrast, recurring actions such as recycling or food choices are made every day, and thus require more consistent engagement or behavior response. Further, we note that when this incentive was removed from the course design in 2014, the initial broad distribution of majors who enrolled in the class declined quite dramatically. Protecting nature today means a better planet for future generations. The course is team taught by three faculty members from different departments with expertise in the core themes of climate science, climate mitigation and environmental communication. 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