As the frequency and intensity of climate-related disasters escalate, educational institutions are increasingly prioritizing programs that equip students with the knowledge and skills necessary to navigate and address environmental challenges. This shift is not just a response to current events but a proactive approach to preparing future leaders for green careers.
This fall, a notable initiative is set to launch at Clark University with the establishment of its School of Climate, Environment, and Society. This new school represents a significant commitment to climate action and aims to foster interdisciplinary learning for students passionate about sustainability.
In a recent episode of a podcast series focused on student success, host Ashley Mowreader engages in a conversation with Lou Leonard, the founding dean of the new school. They discuss the importance of this educational endeavor and how it can help alleviate climate anxiety among young people.
An edited version of the podcast transcript appears below.
Inside Higher Ed: Can you elaborate on the new school and its alignment with institutional goals?
Lou Leonard, the inaugural dean of the School of Climate, Environment, and Society at Clark University
Lou Leonard: The school is set to officially open next fall, welcoming its first cohort of students into innovative degree programs tailored to address climate issues. We will offer an undergraduate major in climate, environment, and society, alongside a professionally oriented master’s degree in the same field.
This initiative builds on Clark’s long-standing dedication and expertise in environmental studies. The school will incorporate established departments, including the geography department, which has a rich history spanning over a century, and the Sustainability and Social Justice department, which will celebrate its 25th anniversary next year.
Additionally, the Economics Department will be integrated into the new school, highlighting the critical role economics plays in understanding and developing climate solutions. This decision reflects a broader commitment by the university to fully embrace climate action and the interconnectedness of environmental issues with societal challenges.
Thus, the establishment of this school is not merely about creating new programs; it signifies the university’s intention to enhance its reputation as a leader in climate education and action.
Q: Some may perceive sustainability and climate action as recent trends among youth, but many of these programs have been in place for decades. Can you discuss this aspect of continuity and evolution within the school?
A: Your observation is pertinent, as it relates not only to the school but also to the broader context of climate change. Often, climate change is viewed as a contemporary issue, yet the challenges associated with it—such as energy transitions and biodiversity conservation—have existed long before humanity.
The urgency of climate change has accelerated the need for interdisciplinary approaches to address these longstanding issues. Climate is not a new phenomenon; it has always been a part of our world and educational landscape.
Q: Food systems, traditionally linked to agricultural studies, also have significant climate implications. Similarly, economics and societal functions are deeply intertwined with environmental factors.
A: Absolutely. The inclusion of ‘and society’ in the school’s title emphasizes the human aspect of these challenges. It’s not solely about environmental restoration; it’s about fostering a positive impact on society as well.
A: The planet itself will endure; it is the conditions for stable human existence that are at risk. For the past 20,000 years, we have enjoyed relatively stable climate conditions, but we are now entering a period of uncertainty. Understanding the relationship between human society and the changing environment is crucial for ensuring a sustainable future.
Q: This reality can be daunting for young people who are facing an uncertain future.
A: Recent surveys indicate that a significant percentage of college students express concern about climate change. For instance, a study found that 81% of students reported feeling at least somewhat worried about climate issues, with many experiencing eco-anxiety.
Higher education plays a vital role in providing resources, research, and education to help students understand and address climate challenges. The mission of the new school is to empower students to engage meaningfully with these issues.
A: It’s essential to equip students with the tools to navigate the emotional dimensions of the climate crisis. An interdisciplinary approach is necessary to address these challenges holistically, allowing students to manage their feelings while actively participating in solutions.
Clark University is well-positioned to integrate psychological perspectives into its climate education, enhancing students’ emotional resilience as they confront these pressing issues.
Q: The overwhelming nature of climate information can be paralyzing for students. How can education help them manage this influx of data?
A: The internet and social media can inundate individuals with information, often leading to feelings of helplessness. However, a quality education provides the framework to process and understand this complexity. The interdisciplinary programs at the School of Climate, Environment, and Society aim to equip students with the skills needed to navigate this information landscape effectively.
Q: Can you elaborate on the importance of experiential learning and community engagement in addressing climate issues?
A: Experiential learning is crucial for understanding the complexities of climate challenges. At Clark, we have initiatives like Global Learning Collaboratives, which allow students to engage in projects both locally and internationally. This hands-on experience fosters a deeper understanding of the issues at hand.
Moreover, community-based learning is essential. Historically, higher education has often viewed communities as subjects of study rather than partners in knowledge creation. By co-creating knowledge with communities, students gain valuable insights and develop a more profound sense of connection and responsibility.
Q: As students prepare for careers in sustainability, how is policy shaping the landscape of climate work?
A: The environmental sustainability field has evolved significantly over the past few decades. While political dynamics can influence climate discourse, the overall trend shows a growing recognition of climate change as a critical issue. As society transforms, the demand for skilled professionals in this field will continue to rise.
It’s essential for students to remain committed to their passions and purposes, as opportunities for meaningful contributions to climate solutions will only expand in the future.
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