Assignments

DQ = discussion questions · CS = case study · CA = climate action

In-class participation (25%)

I expect you to have come to class and have done the readings beforehand in order to participate and engage with the material.

• Discussion questions for the week's readings are due each Monday before class here.
• Active engagement in class is a large part of your grade! This includes asking/answering questions in lecture, participating in small group activities, and fostering an inclusive and curious environment.
• Regular in-class responses to the readings will be used to check comprehension and completion of assigned course readings.
• If you have any barriers to in-class participation, please let me know at the beginning of the semester and we will work to find appropriate accommodations.
• In-class assignments (presentations, discussion questions, case studies) will be a regular form of participation alongside class discussions and activities.

Case studies (25%)

Pick one country to focus on throughout the course from this list. The goal of the case studies is for you to engage with concepts in class by applying them to a specific context you're interested in.

• Weekly summary (10%). Apply the concept from the course to your country. How does the issue manifest in your country? What are the similarities or differences between your country's experience and the experience of country examples from class?
• Random presentation (15%). Each Wednesday I will pull three student names from a hat. Each randomly selected student will give a two-minute summary of their case study from the week. Students will present three times (5% per presentation) over the course of the semester.

Direct climate action (5%)

Choose a form of climate action to pursue across the semester. Types of action include (but are not limited to!): starting a composting bin in your dorm/apartment, joining a local climate or environmental group, participating in citizen science initiatives, volunteering for a pro-climate cause, writing or creating public-focused climate information or art, etc. See the list of suggestions at the end of this syllabus.

• Propose direct action. Short description of how you plan to take action.
• Evidence of direct action. Take a photo of you engaging in a form of direct climate action; reflect on the process of finding and engaging with climate action (500 words).

Midterm (20%)

A closed-book, in-person midterm. The midterm is an essay question that asks students to synthesize concepts from class using examples from a country of choice. Date TBA.

Final (25%)

A closed-book, in-person final. The final is an essay question that asks students to synthesize concepts from class using examples from a country of choice. Date TBA.

• Start a composting bin in your dorm/apartment
• Volunteer with a local environmental group
• Attend a climate protest
• Switch to biking, walking, or riding the bus when commuting
• Conduct research
• Create art that brings attention to climate/the environment
• Communicate climate science via blog, podcast, vlog
• Connect with city government
• Call and write your representative
• Track your consumption habits and try to reduce them
• Take the train or bus instead of flying
• Reduce your red meat and dairy consumption
• Participate in citizen science initiatives
• Join a national or international movement
• Organize an event on campus
• Advocate for heat pumps, electrification, and energy efficiency in buildings
• Volunteer for the local bike coop (thebikeproject.org)
• Join me (your professor) on Chloride Watch at select dates throughout the semester to check on salt run-off levels at sites in Champaign-Urbana

Additional resources:

• Heatmap — Decarbonize Your Life
• MEER
• Climate Fresk
• Sunrise Movement
• Extinction Rebellion
• Illinois Library — Find a Citizen Science Project