Classroom Simulation of United Nations Conference on Climate Change

Global climate change is widely recognized as the most important environmental problem today that requires complex, global solutions with international cooperation. Teaching the science of climate change is relatively simple compared to the challenges of determining solutions to this problem. It is important for students to learn that solutions do exist and that international negotiations are underway to achieve reductions. What are the (policy) solutions to this vexing problem, which countries should take responsibility, and specifically how can this be done? In the final week of an advanced undergraduate environmental science class: Global Environmental Change, students engage in a week-long classroom simulation of the annual United Nations Framework Convention on Climate Change Conference of the Parties (UNFCCC/COP). Small groups of students represent one nation that has a particular, and important, interest in the negotiations. Each group researches the positions their country has with respect to the negotiations, determines their possible allies, and who might have interests that are in conflict with their country. While NGOs such as environmental organizations and industry groups are not formally represented, I include some of these groups since they are influential and provide interesting insight into different interests. For simplicity, about 8-10 nations and NGOs are included. In preparation for the conference, students produce a background paper and draft resolution. At the end of the conference, they refine these documents to produce an updated position paper and resolution on how to mitigate global warming. Students are asked to focus on: 1. How much to change global greenhouse gas emissions over the next decade and over the next century; 2. How much of these emission reductions their country should be responsible for; 3. How will their country meet these goals? They must focus on whether and how to implement two mechanisms: a) Clean Development Mechanisms (specifically whether forests should be used as a carbon sink); and b) emissions trading. Informal negotiations (often at a local café) are included in an effort to make the process more realistic. Fact or Fiction? This exercise is largely on reality, but some of it will be fictitious. While I encourage students to base arguments and proposals on real, documented information I encourage them to develop creative and innovative proposals. This exercise relies on educational material and resources designed for Model United Nations simulations; numerous on-line resources are available for students. At the end of the exercise both science and non-science students have enjoyed immersing themselves in challenging questions that confronts all practitioners of climate policy. This approach gives traditional science students an opportunity to experience the challenges and problems associated with implementing policy solutions, and allows those with interests in policy to explore their interests in depth. Rather than a static, text-oriented approach, students engage in active learning, which is appropriate for this quickly evolving subject. Details of classroom logistics, assessment tools, and handouts will be provided.