Teaching about policy solutions to climate change using an in-class simulation results in increased understanding of the process and is more interesting for the students compared to a lecture-based approach. For those teachers like myself whose expertise is in science rather than policy this approach has the added advantage that much of the student learning derives from their own initiative and resourcefulness instead of the "teacher as expert" method. It develops essential skills including collaboration, cooperation, negotiation, and requires an understanding of different perspectives. To prepare for the simulation, I give a short lecture and assign background readings presenting an overview of international climate change negotiations. During this class, students then choose one country to represent making sure that countries from key groups are represented, e.g. G77 + China, EU, island nations, oil producing countries, and JUSCANZ (Japan, US, Canada, Aus., NZ). Before the next class, each student writes a background paper about their country and their future energy demands as well as a draft resolution on how to mitigate climate change reflecting their countries interests. Once students have determined their own positions, they introduce themselves to the other representatives in class and state their position. I circulate their background papers and position papers. The next class is devoted to informal meetings and discussion between countries (aka caucusing). This can occur in the classroom, or at a local coffee house, which adds to the novelty and enjoyment. Based on conversations, negotiations, and reading position papers, students revise and refine their draft resolution to produce a formal position paper. They present this during the last class which is a final negotiating session


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    History/Policy/Law,oai:nsdl.org:2200/20100502195347379T,Greenhouse gas emissions,NSDL_SetSpec_380601,Chemistry,Undergraduate (Upper Division),Climate Change,Undergraduate (Lower Division),Ecology, Forestry and Agriculture,Atmospheric gases,Higher Education,Social Sciences,Vocational/Professional Development Education,Global Policy,Public policy,Geoscience,Anthropogenic causes,NSDL



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