Student Activities for Mitigation:
Possible models that link institutional/policy changes and climate impacts
1. C-learn from Climate Interactive or En-ROADs (simplified NEMS) to change human
2. DICE excel version or some version translated into Insightmaker – and MAGIC written in Insightmaker (a basic climate model compared to a GCM).
3. One or two case studies (Laitner et al 2012 http://aceee.org/research-report/e121, Cusack et al 2014 http://www.esajournals.org/doi/abs/10.1890/130030, Dietz, Thomas., Gerald T. Gardner, Jonathan Gilligan, Paul C. Stern, and Michael P. Vandenbergh. 2009. "Household actions can provide a behavioral wedge to rapidly reduce US carbon emissions." Proceedings of the National Academy of Sciencesof the United States of America 106, 18452–18456. Behavioral Wedge http://behavioralwedge.msu.edu/). TIEE cases with data. Use papers from evidence table for data sets.
4. Students develop models of policy implementations using data or mental models. In conjunction with students developing policy recommendations at various levels based on international and national policies (proposed or current).
-Design an experiment test how carbon tax impacts a system.
-Use global data to inform a climate model and use net logo to work with deforestation, sinks,
-Climate Change Negotiations Simulation-http://www.climateinteractive.org/tools/world-climate/
-Social Rules Project- http://www.rulechangers.org/
-MIT Greenhouse Gas Simulator- https://www.climate.gov/teaching/resources/mits-greenhouse-gas-simulator
-Frontiers in Ecology and the Environment papers special issues 11 volume 9.
5. Using the supplemental material from Cusack et al. 2014, create a mental model using the criteria for adopting mitigation and geoengineering strategies as well as those strategies, create a scenario minimizing both economic and environmental costs and maximizing equity. Create a policy brief endorsing your scenario including goals, measures, and cost/benefits.
Possible models that link institutional/policy changes and climate impacts
1. C-learn from Climate Interactive or En-ROADs (simplified NEMS) to change human
2. DICE excel version or some version translated into Insightmaker – and MAGIC written in Insightmaker (a basic climate model compared to a GCM).
3. One or two case studies (Laitner et al 2012 http://aceee.org/research-report/e121, Cusack et al 2014 http://www.esajournals.org/doi/abs/10.1890/130030, Dietz, Thomas., Gerald T. Gardner, Jonathan Gilligan, Paul C. Stern, and Michael P. Vandenbergh. 2009. "Household actions can provide a behavioral wedge to rapidly reduce US carbon emissions." Proceedings of the National Academy of Sciencesof the United States of America 106, 18452–18456. Behavioral Wedge http://behavioralwedge.msu.edu/). TIEE cases with data. Use papers from evidence table for data sets.
4. Students develop models of policy implementations using data or mental models. In conjunction with students developing policy recommendations at various levels based on international and national policies (proposed or current).
-Design an experiment test how carbon tax impacts a system.
-Use global data to inform a climate model and use net logo to work with deforestation, sinks,
-Climate Change Negotiations Simulation-http://www.climateinteractive.org/tools/world-climate/
-Social Rules Project- http://www.rulechangers.org/
-MIT Greenhouse Gas Simulator- https://www.climate.gov/teaching/resources/mits-greenhouse-gas-simulator
-Frontiers in Ecology and the Environment papers special issues 11 volume 9.
5. Using the supplemental material from Cusack et al. 2014, create a mental model using the criteria for adopting mitigation and geoengineering strategies as well as those strategies, create a scenario minimizing both economic and environmental costs and maximizing equity. Create a policy brief endorsing your scenario including goals, measures, and cost/benefits.
