Dear all, Thank you for your great advice and suggestions. I’m still working through the e-mail thread (I had to wait till I had a couple of hours free!), but as always I appreciate the exchanges of views, and I’ve added substantially to next semester’s reading list!).
I should add I’ve taught live climate negotiations simulations around 10 times, but not for a few years (the class grew to 200 which overwhelmed my already limited executive functioning capacity): I scaffold with exercises on countries’ politics and climate vulnerability, give them a draft resolution to work on their national positions, allies and opponents, and what they would give up/where they draw the line, if we have time (15 week semester) we orchestrate a Wikileaks event. Right now (6 week version, 40 students) they are prepping and recording opening statements! It’s fairly broad-brush - this is often my students’ first exposure to global governance/international politics at all - so we adjust expectations, and give them perhaps out of left-field Articles that they can get to grips with (my groups this summer have done a wonderful job on a proposed global coal production moratorium; I know that sounds way too unrealistic to many here but it really works in fulfilling my pedagogical goals. It sneaks in concepts like CBDR and the Precautionary Principle). They work in 4-8 parallel tracks then we compare the outcomes from the different groups and award sunflowers and fossils. Here are some ideas from you all in one place: 1. The En Roads Climate Interactive <https://en-roads.climateinteractive.org/scenario.html?v=21.7.1> site form MIT is indeed very helpful for scenario mapping 2. Getting creative with google docs (I’ll have groups of 8 or 9 in parallel tracks so it should be doable) 3. Figuring out limits to discussion when we don’t have the 70 minute limit my classes impose 4. Ideas for hallway conversations and side negotiations - using techniques my TA and I can monitor, as it’a all part of the final grade. I’m working on writing the whole thing up for a different project, I’m sure that will be circulated when complete! In the meantime, here’s an article <https://news.berkeley.edu/2013/12/10/climate-change-politics/> from Berkeley News on what we did in 2013. All the very best, Kate *************************************** Kate O'Neill Professor Department of Environmental Science, Policy and Management, Associate Dean, Office of Instructional and Student Affairs at the Rausser College of Natural Resources University of California at Berkeley Unceded Chochenyo Ohlone Lands [email protected] @kmoneill2530 Website <https://ourenvironment.berkeley.edu/people/kate-o039neill> WASTE <http://politybooks.com/bookdetail/?isbn=9780745687391&subject_id=2> (Polity Press, 2019) > On Jul 26, 2021, at 11:20 PM, Jill Richardson <[email protected]> wrote: > > Returning to the original question about how to engage students in an online, > asynchronous environment, I have had the most luck when I give very specific > instructions either about the outcome (e.g. list 3 priorities for your > country with a justification for each) or the engagement I want to see (e.g. > an initial post + 2 replies to peers). You could also ask them to answer > various discussion questions that could guide them to understand the > country's position on climate change as a preliminary exercise. Part of this > could be asking the students whether they think the country would be more > concerned with preventing climate change or adapting to it. > > In an online synchronous class, when I've asked discussion questions, it has > helped when I name the page numbers where the answers can be found or > provided links to sources where students could find answers. > > In terms of apps, Slack or Discord are both options I've seen attempted > (Slack seems better... I've never seen anyone's attempt to use Discord get > off the ground), although it's easier to grade a discussion in an LMS than in > an external app and using your LMS doesn't require students to download a new > app, learn how to use it, or remember to check it. On the other hand, I've > heard a colleague say that students like Slack because they can use it on > their phones (and you can also use it on a computer). If you aren't grading > individual students' participation, it seems like GoogleDocs are easiest as a > shared, asynchronous workspace, although they don't allow for much > conversation aside from inserting and responding to comments. The other > downside is that you'll see a final product in GoogleDocs but you won't know > which student wrote what. > > Best of luck! > > Jill > > -- > Jill Richardson > PhD candidate, Community & Environmental Sociology > University of Wisconsin-Madison > Pronouns: She/hers > https://jillrichardson.webnode.com/ <https://jillrichardson.webnode.com/> > From: [email protected] <mailto:[email protected]> <[email protected] > <mailto:[email protected]>> > Sent: Monday, July 26, 2021 10:31 PM > To: Wil Burns <[email protected] <mailto:[email protected]>> > Cc: Allison M. Chatrchyan <[email protected] <mailto:[email protected]>>; > Kate O'NEILL <[email protected] <mailto:[email protected]>>; 'GEP-Ed > List <[email protected] <mailto:[email protected]>>; > [email protected] <mailto:[email protected]> > <[email protected] <mailto:[email protected]>> > Subject: Re: [ESS Forum] Asynchronous, on-line negotiations exercises? > > yes I think adaptation is different than mitigation and focus should more be > on adaptation (again > my opinion only and I could be full of it ...) > > and that we blew the mitigation window (for me as of 1990) > > On Mon, Jul 26, 2021 at 6:07 PM Wil Burns <[email protected] > <mailto:[email protected]>> wrote: > Here’s a direct quote: “Personally, I have long believed that climate change, > in the form of severe regional weather, > has been upon us for the last ten years so I find it counterproductive to > have students deal > with "politics and policy to prevent climate change". > > That strongly implies that one shouldn’t spend time on mitigation issues. > > wil > > > > > <image001.jpg> > <https://urldefense.com/v3/__http://twitter.com/__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwfYQCtbOg$> > > WIL BURNS > Co-Director & Professor of Practice > Institute for Carbon Removal Law & Policy > American University > > Email: [email protected] <mailto:[email protected]> > Mobile: 312.550.3079 > > 917 Forest Ave., #3S, Evanston, IL 60202 > > https://www.american.edu/sis/centers/carbon-removal/ > <https://urldefense.com/v3/__https://www.american.edu/sis/centers/carbon-removal/__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwcmc5sqww$> > > Want to schedule a call? Click on one of the following scheduling links: > > 60-minute phone call: https://calendly.com/wil_burns/phone-call > <https://urldefense.com/v3/__https://calendly.com/wil_burns/phone-call__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwft5OzR-w$> > 30-minute phone call: https://calendly.com/wil_burns/30min > <https://urldefense.com/v3/__https://calendly.com/wil_burns/30min__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwdeIYHJmw$> > 15-minute phone call: https://calendly.com/wil_burns/15min > <https://urldefense.com/v3/__https://calendly.com/wil_burns/15min__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwfLayp-gQ$> > 60-minute conference call: > https://calendly.com/wil_burns/60-minute-conference-call > <https://urldefense.com/v3/__https://calendly.com/wil_burns/60-minute-conference-call__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJweuQAEJNw$> > 30-minute conference call: https://calendly.com/wil_burns/30-minute-group > <https://urldefense.com/v3/__https://calendly.com/wil_burns/30-minute-group__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwcHKtAXIg$> > 60-minute Zoom call: https://calendly.com/wil_burns/60min > <https://urldefense.com/v3/__https://calendly.com/wil_burns/60min__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwfxZqNJJw$> > 30-minute Zoom call: https://calendly.com/wil_burns/30-minute-zoom-call > <https://urldefense.com/v3/__https://calendly.com/wil_burns/30-minute-zoom-call__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwffHoSCYw$> > > Follow us: > <image002.png> > <https://urldefense.com/v3/__https://www.facebook.com/Institute-for-Carbon-Removal-Law-and-Policy-336916007065063/__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwdzUXNY1w$> > > <image003.png> > <https://urldefense.com/v3/__https://twitter.com/CarbonRemovalAU__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwdqxzLwuw$> > > <image004.png> > > > From: Allison M. Chatrchyan <[email protected] <mailto:[email protected]>> > Sent: Monday, July 26, 2021 7:55 PM > To: Wil Burns <[email protected] <mailto:[email protected]>> > Cc: Prof. G. Bothun <[email protected] <mailto:[email protected]>>; Kate > O'NEILL <[email protected] <mailto:[email protected]>>; 'GEP-Ed List > <[email protected] <mailto:[email protected]>>; > [email protected] <mailto:[email protected]> > Subject: Re: [ESS Forum] Asynchronous, on-line negotiations exercises? > > You might want to keep the snarky tone out of the email responses. We’re all > aware of how drastic climate change is and how insufficient the response is. > We’re all trying to work on this issue and teach students to take it > seriously, and force governments to act. I don’t think he said he teaches > with a “singular focus on adaptation.” > > Kind Regards, Allison > > > On Jul 26, 2021, at 5:49 PM, Wil Burns <[email protected] > <mailto:[email protected]>> wrote: > > > I believe it’s a fundamental mistake to teach climate change in this fashion. > Professor Bothun is assuredly correct that climate change manifestations are > upon us, and substantially more is “baked in” given the fact that models > indicate that temperatures would rise an additional 0.8C even if we all > crawled into caves today. Having said that, however, the policies and > measures that we take to decarbonize the global economy, and our time > schedule for doing so, will have a profound impact on whether we ultimately > hold temperatures to 2-3C above pre-industrial levels, or end up in the > RCP8.5 worst case scenario territory, with temperatures rising 4-5C. So, the > focus here is not on “preventing climate change,” but rather “preventing the > worst possible manifestations of climate change.” > > Also, a singular focus on climate adaptation is likely to lead some students > to believe that we can “live” with large amounts of climate change, which is > much more the case for well-resourced nations such as the United States than > most developing countries. For many countries in the South, full-throated > mitigation policies by major emitters are critical, and I think it’s > important in simulations to have students explore these options, and the > equitable arguments for compelling more aggressive mitigation measures by the > top 10 emitters. > > wil > > > > <image005.jpg> > > > > WIL BURNS > Visiting Professor > Environmental Policy & Culture Program > Northwestern University > > Email: [email protected] <mailto:[email protected]> > > Mobile: 312.550.3079 > > 1810/1812 Chicago Ave. > Evanston, IL 60208 > https://epc.northwestern.edu/people/staff-new/wil-burns.html > <https://urldefense.com/v3/__https://epc.northwestern.edu/people/staff-new/wil-burns.html__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwfmwaSm3Q$> > > Want to schedule a call? Click on one of the following scheduling links: > > > 60-minute phone call: https://calendly.com/wil_burns/phone-call > <https://urldefense.com/v3/__https://calendly.com/wil_burns/phone-call__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwft5OzR-w$> > 30-minute phone call: https://calendly.com/wil_burns/30min > <https://urldefense.com/v3/__https://calendly.com/wil_burns/30min__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwdeIYHJmw$> > 15-minute phone call: https://calendly.com/wil_burns/15min > <https://urldefense.com/v3/__https://calendly.com/wil_burns/15min__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwfLayp-gQ$> > 60-minute conference call: > https://calendly.com/wil_burns/60-minute-conference-call > <https://urldefense.com/v3/__https://calendly.com/wil_burns/60-minute-conference-call__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJweuQAEJNw$> > 30-minute conference call: https://calendly.com/wil_burns/30-minute-group > <https://urldefense.com/v3/__https://calendly.com/wil_burns/30-minute-group__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwcHKtAXIg$> > 60-minute Zoom call: https://calendly.com/wil_burns/60min > <https://urldefense.com/v3/__https://calendly.com/wil_burns/60min__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwfxZqNJJw$> > 30-minute Zoom call: https://calendly.com/wil_burns/30-minute-zoom-call > <https://urldefense.com/v3/__https://calendly.com/wil_burns/30-minute-zoom-call__;!!C5qS4YX3!SykYaN7G8_ZzERxXZ21PCa2AKjTqxp4359zZFoCiQpD_bXvXeJ6x_5yDJwffHoSCYw$> > > I acknowledge and honor the Ojibwe, Potawatomi, and Odawa, as well as the > Menominee, Miami and Ho-Chunk nations, upon whose traditional homelands > Northwestern University stands, and the Indigenous people who remain on this > land today. > > > > > From: Prof. G. Bothun <[email protected] <mailto:[email protected]>> > Sent: Monday, July 26, 2021 4:02 PM > To: Kate O'NEILL <[email protected] <mailto:[email protected]>> > Cc: 'GEP-Ed List <[email protected] <mailto:[email protected]>>; > [email protected] <mailto:[email protected]> > Subject: Re: [ESS Forum] Asynchronous, on-line negotiations exercises? > > I have done similar exercises but have had the most success by having groups > adopt countries and analyze > > a) what the main effects of climate change will be on their country and how > might that impact GDP > b) what kinds of adaptations can be done to cope with these changes > c) what is a likely financial cost, in terms of fractional GDP > > Personally, I have long believed that climate change, in the form of severe > regional weather, > has been upon us for the last ten years so I find it counterproductive to > have students deal > with "politics and policy to prevent climate change". I find it more > productive to have them focus on the issues of a) climate change is here, b) > what kind of adaptation needs to occur, c) what > policies must come into place to make it significantly worse (it will get > incrementally worse regardless of what we do now). > > On Mon, Jul 26, 2021 at 1:47 PM Kate O'NEILL <[email protected] > <mailto:[email protected]>> wrote: > Hello everyone, > > (Apologies for cross-posting) > > I hope wherever you’re at in the year is treating you well. I am teaching an > on-line and asynchronous summer course right now, and because why not, I have > them doing a mock climate negotiation. There are only 40 students, they’ll be > in groups of 10 (10 countries in each), and they have a complex, 4 article > resolution to discuss. I’m a bit worried about the final part where they > discuss and debate positions and try to come up with an agreement. But we > can’t do anything live, it’ll carry on over 3-5 days as they add to > discussion posts as and when they can. Has anyone tried this? Any tips on > getting conversations started and keeping them going? Or apps you’ve used to > facilitate these/keep discussions focused? > > They are doing opening statements with zoom backgrounds from their assigned > countries! > > I’ve called it a climate “politics” exercise, not a “negotiations” one, as > they’ll be reflecting as they go, and we don’t have time for the full-on, > regular semester version. This is a 6 week course. > > Happy to share what we collectively come up with, > > Thanks! > > Kate > > *************************************** > Kate O'Neill > Professor, Department of Environmental Science, Policy and Management, > Associate Dean, Office of Instructional and Student Affairs at the Rausser > College of Natural Resources > University of California at Berkeley > Unceded Chochenyo Ohlone Lands > > [email protected] <mailto:[email protected]> > @kmoneill2530 > Website > <https://urldefense.com/v3/__https:/ourenvironment.berkeley.edu/people/kate-o039neill__;!!C5qS4YX3!SWQQY4UikO7Mw96oDNg6icPuBbd9PetBnJh10P-4Zi308DF6B3nFqZtsKZMPYJjpWw$> > WASTE > <https://urldefense.com/v3/__http:/politybooks.com/bookdetail/?isbn=9780745687391&subject_id=2__;!!C5qS4YX3!SWQQY4UikO7Mw96oDNg6icPuBbd9PetBnJh10P-4Zi308DF6B3nFqZtsKZM6trNX6g$> > (Polity Press, 2019) > Calendly meeting links: > https://calendly.com/kmoneillmeetings/15min > <https://urldefense.com/v3/__https:/calendly.com/kmoneillmeetings/15min__;!!C5qS4YX3!SWQQY4UikO7Mw96oDNg6icPuBbd9PetBnJh10P-4Zi308DF6B3nFqZtsKZPQb-D_-A$> > > https://calendly.com/kmoneillmeetings/30min > <https://urldefense.com/v3/__https:/calendly.com/kmoneillmeetings/30min__;!!C5qS4YX3!SWQQY4UikO7Mw96oDNg6icPuBbd9PetBnJh10P-4Zi308DF6B3nFqZtsKZO8n-kndQ$> > > -- > The Environmental Studies and Sciences (ESS) Forum is a service of the > Association for Environmental Studies and Sciences (https://aessonline.org/ > <https://urldefense.com/v3/__https:/aessonline.org/__;!!C5qS4YX3!SWQQY4UikO7Mw96oDNg6icPuBbd9PetBnJh10P-4Zi308DF6B3nFqZtsKZMLqPrCKg$>). > The purpose of the Forum is to share information, facilitate respectful and > inclusive dialogue, and build community amongst professionals and students > engaged with environmental studies and sciences. 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