Perspectives on Teaching Climate Change: Two Decades of Evolving Approaches

Abstract

AbstractSince 1996, Columbia University and Barnard College have required that undergraduate environmental majors take “Earth’s Environmental Systems: Climate.” The class is co-taught by 2–3 professors and is offered by different teams in fall and spring semesters. As one of the longest, continuously running, required classes on climate in the world, tracing changes in the content of this class, as well as the perspectives of its professors and students, provides insight into the evolution of climate change from a component of Earth’s system, to an international crisis. This chapter discusses the experiences of teaching undergraduate students - both science majors and non-majors - about Earth’s climate system and the risks facing the planet and society. Drawing on 845 student course evaluations and 20 survey responses from co-teachers and teaching assistants, we trace how the course, students, and faculty have evolved over two decades (1996–2018) as the earth warmed, environmental and ecosystems changed, projections of future impacts became more robust, demand for adaptation strategies and mitigation actions increased, and public discourse became polarized. We reflect on how, as we adjusted to these trends, we moved beyond our scientific training to discuss decision-making and actions within an increasingly charged national discourse.