Abstract
Climate change is known for its complexity. The fourth IPCC assessment report (AR4) compiles multifaceted facts and suggestions relevant for decision-making. This report is thus an ideal basis for educational activities aimed at addressing climate change comprehensively. Teaching an integrated view on climate change, however, requires a proper teaching method in order to enable students to (1) understand crucial climatic processes and impacts on the Earth system, (2) comprehend core elements of adaptation and mitigation strategies, and (3) discuss and even innovate strategies for different societal actors. We designed and applied an approach where student working groups addressed different aspects of the IPCC AR4 (Governance, Ocean and Coasts, Economics and Renewable Energy). Each group consisted of five to nine students from diverse backgrounds, ranging from economics and social sciences to environmental scientists and physicists. The groups were supervised by an expert scientist. The task of the groups was to prepare a presentation on the group’s subject suitable for an interdisciplinary audience. External experts gave scientific and methodological background information. Outcomes from this one-term course comprised video films, presentations and material for further outreach. Students and lecturers shared the invaluable life experience of the difficulties of interdisciplinary cooperation and how to manage them.
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Acknowledgements
We are grateful to the students and lecturers of the IPCC course (winter term 2008/09) for their cooperation, support, patience, and indulgence.
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Hergert, R., Barth, V., Klenke, T. (2010). Interdisciplinary and Interfaculty Approaches in Higher Education Capable of Permeating the Complexity of Climate Change. In: Leal Filho, W. (eds) Universities and Climate Change. Climate Change Management. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-10751-1_9
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DOI: https://doi.org/10.1007/978-3-642-10751-1_9
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