Teaching and Learning from Environmental Summits: COP 21 and Beyond
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glep_a_00364.pdf
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96.48 KB
Format
Adobe PDF
Checksum (MD5)
6d0c8505dca9011dba297cb1250c6f56
Author(s)
Selin, Noelle E
Date Issued
August 2016
Journal
Global Environmental Politics
Publisher
MIT Press
Citation
Selin, Noelle E. “Teaching and Learning from Environmental Summits: COP 21 and Beyond.” Global Environmental Politics 16, no. 3 (August 2016): 31–40. © 2016 by the Massachusetts Institute of Technology
Version
Final published version
Abstract
High-profile environmental summits like the recent Paris climate conference (COP 21) offer an opportunity to incorporate real-world, timely issues into teaching and learning about global environmental governance. Using COP 21 as an example, this Forum article summarizes the ways that contemporary environmental summits can be incorporated into university-level education, providing content and context to help address the challenges of interdisciplinary sustainability education. Faculty members have incorporated COP-21-related content in ways ranging from traditional lectures and discussions to field trips, which have contributed to a broad range of course content and learning goals. However, the challenges of including environmental summits in educational settings include knowledge-based, normative, and structural barriers. While environmental summits can be an effective way to incorporate knowledge of global environmental governance into interdisciplinary education, more resources, experimentation, and extensions beyond climate change are needed.
MIT Department
Massachusetts Institute of Technology. Department of Earth, Atmospheric, and Planetary Sciences
Massachusetts Institute of Technology. School of Engineering
Terms of Use
Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1162/GLEP_A_00364
