Thirteenth International Conference on Climate Change: Impacts & Responses

Abstract

With the current trend in globalization and multi-faceted dimensions of most community issues, it is challenging for educators to prepare graduates who have the ability to solve complex problems and understand the global and societal impacts these solutions have on a community. There is an increasing demand, especially in coastal regions, for leaders and future graduates to have an appreciation for climate-related challenges that lie ahead, be informed about current solutions, and work towards developing new solutions to mitigate anticipated impacts. At the undergraduate level, innovative methods of teaching, learning, and assessing student performance that promote the ability to make the connection between theory and practical applications are required. One such approach, project-based learning, combined with multidisciplinary perspectives, was used in a course (Coastal Resiliency) at the U.S. Coast Guard Academy. The objective of the course is to provide exposure to the impacts of climate change and foster a general understanding of the analytical and adaptation methods used to improve the resiliency of infrastructure while encouraging a high level of intellectual stimulation by challenging students to solve real-world engineering problems. Use of a variety of learning techniques, including a term project that requires students to perform climate change focused risk and vulnerability assessments in local communities, and the infusion of global perspectives on how different regions of the world are addressing climate change and adaptation planning, has been particularly enriching to the student experience. The authors discuss course development, assessment of student performance and feedback from community stakeholders.