Climate and Global Change Adaptation and Mitigation
Code: 106791Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Environmental Sciences | OP | 4 |
Contact lecturer
- Name :
- Jordi Honey Roses
- Email :
- jordi.honey@uab.cat
Teaching staff
- Samuel Nel·lo Deakin
- Angelos Varvarousis
Group languages
You can consult this information at the end of the document.
Prerequisites
None
Objectives
By the end of the course students should be able to:
- Describe the global threats to our oceans, biodiversity, and terrestrial ecosystems, and how these changing systems are impacting human wellbeing.
- Describe the status of climate change agreements, negotiations, conferences, emissions targets, financing and instruments.
- Explain current policy strategies to mitigate and adapt to global climate change.
- Identify common policy tools used for adaptation and mitigation.
- Assess the viability of adaptation and mitigation policies in the contexts of natural resource management and urban management.
- Appreciate the difficulty of reaching international agreements, through experiential learning via an experiential negotiation exercise.
- Understand your personal weaknesses and default settings in how you perform in a negotiation, a policy debate and a public presentation.
- Formulate a substantiated opinion on conventional environmental policies such as carbon trading and carbon taxes.
- Analyze the strengths and weaknesses of pro-growth and degrowth environmentalism.
- Describe conventional measures to protect biodiversity, the impacts these have had on traditional communities and alternative approaches to biodiversity conservation.
- Explain the difference between scientific knowledge and traditional or indigenous knowledge.
- Describe policies and efforts that cities are making to adapt to climate change.
- Identify the equity and justice dimensions of global threats and the civic and policy responses to those threats.
- Explain how our current economy is based on a capitalist logic of extraction and growth.
Learning outcomes
- CM44 (Interpret the social, economic and environmental impact of issues related to demographic flows, global change or management in companies.) Interpret the social, economic and environmental impact of issues related to demographic flows, global change or management in companies.
- CM46 (Contrast the different current and future options for environmental risk management, especially in the context of resource management, human health, and global and climate change.) Contrast the different current and future options for environmental risk management, especially in the context of resource management, human health, and global and climate change.
- KM57 (Identify the complex network of knowledge necessary to comprehensively address the main contemporary challenges in environmental science.) Identify the complex network of knowledge necessary to comprehensively address the main contemporary challenges in environmental science.
- KM58 (Recognise the relationship between human activity and processes of global and climate change, in particular the actors involved in this relationship and the possible strategies for adaptation/mitigation.) Recognise the relationship between human activity and processes of global and climate change, in particular the actors involved in this relationship and the possible strategies for adaptation/mitigation.
- SM55 (Integrate different types of scientific, technological and social knowledge necessary for the in-depth analysis of environmental processes related to human health, climate change, and environmental management in companies, among others.) Integrate different types of scientific, technological and social knowledge necessary for the in-depth analysis of environmental processes related to human health, climate change, and environmental management in companies, among others.
- SM57 (Apply methodological tools for environmental analysis (Life Cycle Analysis and Analysis of Material and Energy Flows) and management (ISO, EMAS and Eco-labels) in the appropriate context.) Apply methodological tools for environmental analysis (Life Cycle Analysis and Analysis of Material and Energy Flows) and management (ISO, EMAS and Eco-labels) in the appropriate context.
Contents
Course Description
Our planet is undergoing unprecedented changes that need urgent response, swift action and effective adaptation and mitigation policies. This course will examine how the international community, nations, cities and communities are mitigating and adapting to the impacts of global climate change. We will examine a variety of global systems including our oceans, biodiversity, urban systems and consumption networks. For each topic, we will aim to understand the core global challenge and the current responses to a changing planet. While climate change is the greatest global threat faced by humanity, we will look at other global environmental challenges such as biodiversity loss, resource extraction, the regulation of pollutants and environmental injustice. We will also debate policy alternatives, allowing students to develop their own policy positions.
The course will be organized around five primary themes: Oceans, Land, Cities, Consumption, and Policies, with 1 to 3 weeks devoted to each theme. In each theme, we will explore the global threats, mitigation efforts and alternatives. The final theme on policies will allow us to debate mainstream and alternative policy approaches to addressing global environmental challenges. You will also be expected to present and defend your own policy recommendation on a topic of your choice.
This is only the second time that the UAB has allowed our institute, l’Institut de Ciència i Tecnologia Ambientals (ICTA-UAB) to develop and take responsibility for teaching a course to undergraduates at this university. As such, the content of the course will be showcasing the research and expertise at ICTA, allowing students to become familiar with the specialization and research teams working on exciting topics in environmental science at ICTA. At the same time, a special effort will be made to create a coherent course that is pulled together with common themes and learning objectives.
We will explore several topics in environmental science which you have probably already encountered in your degree program, although the aim is to examine these topics from the perspective of adaptation strategies, mitigation efforts and policy alternatives.
The course may include occasional guest speakers, however to ensure course continuity and structure, the program will be led by one course instructor for pedagogical coherence.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Readings | 26 | 1.04 | CM44, CM46, KM57, KM58, SM55, SM57 |
| Team Project | 6 | 0.24 | KM57, SM55 |
| Quizzes | 8 | 0.32 | CM44, CM46 |
| Pecha Kucha | 30 | 1.2 | SM55, SM57 |
Course Format
We will meet once a week for three hours week. Classes will be dynamic, often beginning with a short lecture, followed by discussion and an exercise. We will have debates, exercises and case-based discussions. One field trip is also scheduled.
Readings
The course readings will be posted on the course webpage. Each week students are expected to have come to class having completed the readings. Students should critically engage with the readings, identifying the central argument of the author(s), connecting those arguments with the themes of the course. It is highly recommended that students make notes on hardcopies of the reader (dossier). The readings are an essential element of the course. Students must complete the readings in order to learn in this course. Students will also be asked to purchase and read one book:
Hickel, J. 2020. Less is More. How Degrowth will Save the World. Penguin Books. New York.
Cold calling
When a professor asks a student a question or invites them to respond to the comment from another student, this is often referred to as “cold calling” because the student invited to speak will have to speak on their feet or without warning. It is not clear to me how common this practice is at the UAB, but in other universities it is common. The aim will never be to embarrass anyone, and “I do not know” can be a fair answer, although obviously your own opinion or something thoughtful is preferred. When you come to class, simply be prepared to participate, follow the conversation and be ready to make your contribution to the discussion.
AI Policy
AI can be a tool for carrying out short-term tasks, but it also entails a reduction in effort that, in the long run, can hinder the learning process. On the first day of class, we will discuss the policy regarding AI use in this course, the pros and cons, and how we wish to manage it together. We will reach an agreement that everyone feels comfortable with.
Single Assessment
Single assessment will not be permitted in this course.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Pecha Kucha | 20 | 20 | 0.8 | SM55, SM57 |
| Class Participation | 25 | 19 | 0.76 | CM44, CM46, KM57, KM58, SM55, SM57 |
| Group Project | 20 | 10 | 0.4 | CM44, CM46 |
| Quizzes | 15 | 15 | 0.6 | CM44, CM46, KM57, KM58, SM55, SM57 |
| Policy Memo | 10 | 10 | 0.4 | SM55, SM57 |
| Exercise Debrief | 10 | 6 | 0.24 | KM58 |
Requirements and Grading
Class Participation 25%
Group Project 20%
Exercise Debriefs 10%
Quizzes 15%
Policy Memo 10%
Pecha Kucha Presentation 20%
Bibliography
IPCC, 2023: Summary for Policymakers. In: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland, pp. 1-34, doi: 10.59327/IPCC/AR6-9789291691647.001
Orlove, R. 2022. The concept of Adaptation. Annu. Rev. Environ. Resour. 2022. 47:535–81.
Wagner, D.L. Eliza M. Grames, M L. Forister, D Stopak (2021) Insect decline in the Anthropocene: Death by a thousand cuts. Proceedings of National Academy of Sciences 118 (2) e2023989118 https://doi.org/10.1073/pnas.2023989118
Orlove, B., Sherpa, P., Dawson, N. et al. Placing diverse knowledge systems at the core of transformative climate research. Ambio 52, 1431–1447 (2023). https://doi.org/10.1007/s13280-023-01857-w
Anguelovski, I. (2016). From Toxic Sites to Parks as (Green) LULUs? New Challenges of Inequity, Privilege, Gentrification, and Exclusion for Urban Environmental Justice. Journal of Planning Literature. 31 (1) 23-36.
Honey-Rosés, J. 2022. Urban resilience in perspective: tracing the origins and evolution of urban green spaces in Barcelona. In Urban Resilience to the Climate Emergency: Unravelling the transformative potential of institutional and grassroots initiatives. Ed. I. Ruiz-Mallen, H. March, M. Satorras. Springer International Publishing. pps 45-63. ISBN 978-3-031-07300-7
Metcalf, G. (2021). Carbon Taxes in Theory and Practice. Annual Review of Resource Economics: 13:245-265. https://doi.org/10.1146/annurev-resource-102519-113630
Van den Bergh, J. and W.W.J. Botzen (2024). Assessing Criticisms of Carbon Pricing. International Review of Environmental and Resource Economics. 18:315-284.
Salekpay, F., J. van den Bergh, I. Savin, (2024). Comparing advice on climate policy between academic experts and ChatGPT. Ecological Economics https://doi.org/10.1016/j.ecolecon.2024.108352
Honey-Rosés, J. 2023. Barcelona’s Superblocks as spaces for research and experimentation. Journal of Public Space. 8(2) pp. 1–20. doi: 10.32891/jps.v8i2.1646.
Hickel (2020). Less is More. How Degrowth will Save the World.
J. van den Bergh (2011) Environment versus growth — A criticism of “degrowth” and a plea for “a-growth”. Ecological Economics (70) 881-890.
Software
| Week 1. Introduction | September 9 |
| Session 1. Introductions and Course Overview |
- Learning Objectives
- Expectations
- Strategies for mitigation of climate change
| Week 2. Global Climate Change | September 16 |
- Feedback effects and tipping points
- The current status of international climate negotiations
- Adaptation
| IPCC, 2023: Summary for Policymakers. In: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland, pp. 1-34, doi: 10.59327/IPCC/AR6-9789291691647.001 | Orlove, R. 2022. The concept of Adaptation. Annu. Rev. Environ. Resour. 2022. 47:535–81. | |||
| Week 3. Oceans: Global Change, Adaptation and Mitigation Strategies | September 23 |
- Historic changes to our oceans
- Overfishing and our food supply
- Marine litter
- Warming in the Arctic and feedback effects
| Grelaud M and Ziveri P (2020) The generation of marine litter in Mediterranean island beaches as an effect of tourism and its mitigation, Scientific Reports, 10, 20326. | ||||
| Arctic Amplification of Global Warming | Guest Lecture by Dr. Graham Morytn (Geography + ICTA-UAB | |||
| Week 4. Climate Fresk Workshop | September 30 | |||
| Week 5. Global Change in Terrestrial Ecosystems | October 7 |
- Global Biodiversity Loss
- Governance and Conservation Effectiveness
- Traditional and Indigenous Knowledge
| Wagner, D.L. Eliza M. Grames, M L. Forister, D Stopak (2021) Insect decline in the Anthropocene: Death by a thousand cuts. Proceedings of National Academy of Sciences 118 (2) e2023989118 https://doi.org/10.1073/pnas.2023989118 | Orlove, B., Sherpa, P., Dawson, N. et al. Placing diverse knowledge systems at the core of transformative climate research. Ambio 52, 1431–1447 (2023). https://doi.org/10.1007/s13280-023-01857-w | ||
| Week 6. The MercuryGame Negotiation Exercise | October 14 |
- International and multilateral negotiations
- Preparing for negotiations and reaching agreements
- Experiential learning
| Come prepared to participate in the Mercury negotiation exercise. Submit a hard copy of your negotiation template at the beginning of class. Write your reflection piece after class and submit the following week. | General Instructions for all participants | United Nations Environmental Programme. International Mercury Assessment. | Role Negotiation Instructions (to be handed out in class) | ||||
| Week 7. Cities & Climate Mitigation | October 21 | ||||||
| § Greenhouse gas emissions from global cities | § City and regional mitigation plans | Additional readings | |||||
| Week 8. Resilience | Nov 4 | ||||||
| Begin to read Jason Hickel: Less is More: How Degrowth will Save the World | Guest Lecture: Sandra Sotelo Reyes, Gender and Climate Justice Professional | ||||||
| Exams Week. No Class |
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| Week 9. Urban Climate Justice | Nov 11 |
- Green space and wellbeing
- Environmental justice
- Green gentrification
| Movie Screening: The Green Divide | Anguelovski, I. (2016). From Toxic Sites to Parks as (Green) LULUs? New Challenges of Inequity, Privilege, Gentrification, and Exclusion for Urban Environmental Justice. Journal of Planning Literature. 31 (1) 23-36. | Honey-Rosés, J. 2022. Urban resilience in perspective: tracing the origins and evolution of urban green spaces in Barcelona. In Urban Resilience to the Climate Emergency: Unravelling the transformative potential of institutional and grassroots initiatives. Ed. I. Ruiz-Mallen, H. March, M. Satorras. Springer International Publishing. pps 45-63. ISBN 978-3-031-07300-7 | ||
| Week 10. Climate Policies | Nov 18 |
- Carbon trading, Carbon taxes and carbon prices
- Artificial Intelligence (AI) in Policy Advice
- How to write a policy memo
| Metcalf, G. (2021). Carbon Taxes in Theory and Practice. Annual Review of Resource Economics: 13:245-265. https://doi.org/10.1146/annurev-resource-102519-113630 | Van den Bergh, J. and W.W.J. Botzen (2024). Assessing Criticisms of Carbon Pricing. International Review of Environmental and Resource Economics. 18:315-284. | Salekpay, F., J. van den Bergh, I. Savin, (2024). Comparing advice on climate policy between academic experts and ChatGPT. Ecological Economics https://doi.org/10.1016/j.ecolecon.2024.108352 | |||||
| Week 11. Mobility & Transportation Policy | Nov 25 | ||||||
| § Built Environment and Mobility | § Transformational Urban Planning: Barcelona’s Superblocks | § Bike Bus | Honey-Rosés, J. 2023. Barcelona’s Superblocks as spaces for research and experimentation. Journal of Public Space. 8(2) pp. 1–20. doi: 10.32891/jps.v8i2.1646. | ||||
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| Week 12. Consumption & Degrowth | Dec 2 | ||||||
| Hickel (2020). Less is More. How Degrowth will Save the World. | J. van den Bergh (2011) Environment versus growth — A criticism of “degrowth” and a plea for “a-growth”. Ecological Economics (70) 881-890. | ||||||
| Week 13. Presentations | Dec 9 | ||||||
| Pecha Kucha Presentations | |||||||
| Week 14. Presentations | Dec 16 | ||||||
| Pecha Kucha Presentations & Course Wrap-up |
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | English | first semester | morning-mixed |
| (VEXT) Visites externes a entitats | 1 | English | first semester | morning-mixed |