Course Syllabus

DRAFT Psychology of Sustainability and Climate Change 

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Semester & Location:

Fall 2020 - DIS Copenhagen

Type & Credits:

Elective Course - 3 credits

Major Disciplines:

Environmental Studies, Psychology, Sustainability 

Faculty Members:

Christie Manning - cmanning@macalester.edu

Program Director:

Neringa Vendelbo - nb@dis.dk

Time & Place:

Xxxxxx & Xxxxxx, XX.XX - XX.XX

Description of Course

This course is built around the argument that “environmental problems” do not exist; they are in fact human behavior problems. Thus, if we want to craft effective solutions to issues such as ocean acidification, air pollution, and our damaged climate, we must start with the human behaviors that lead to them. We will cover psychological principles, theories, and methods and explore the complex web of factors underlying our behavioral choices. A strong theme throughout the semester is the intersection of identity – personal, social, and cultural - and environmentalism.  We will explore questions such as, “Why do some groups of people feel a part of the sustainability and climate movement while others feel alienated from it or skeptical of it?”; “Who takes action, under what circumstances, and why?”; “How can we create contexts that promote climate-friendly behavior?”; and “What are the psychological barriers to better environmental policy?”

 

Course Objectives

The course will provide an overview of the basic knowledge, theories, and research methods that characterize the field of Psychology as it pertains to sustainability and climate change. Course goals include:

 

  • Introduce students to psychological perspectives on global environmental issues, particularly climate change
  • Familiarize students with the psychological, social, and real-world factors that lead people to engage in sustainable, climate-friendly behavior
  • Explore the varying perspectives on sustainability held by different social groups, cultures, and identities
  • Develop and enhance student analytical skills through critical reading and discussion
  • Demonstrate the practical implications and limitations of psychological theory with real-world testing and application of course material
  • Encourage students to reflect upon their personal values and lifestyle choices

 

Learning Objectives

 

By the end of this course, students will be able to:

  • Explain how psychological theories, findings, and methods have been and can be applied to problems of environmental sustainability (such as climate change, climate justice, energy, water, waste, food and agriculture)
  • Identify advantages and shortcomings of sustainability and climate analyses and responses that ignore/include individual-level considerations
  • Describe how culture, social group and social identity shape a person’s response to sustainability and to climate change
  • Connect psychological theory to (sustainable) behavior in the real world
  • Design and implement strategies to address specific communication and action goals
  • Collaborate with a group to define a problem, make observations, devise a strategy, and evaluate a solution

 

Faculty

Christie Manning teaches in the department of Environmental Studies at Macalester College in St. Paul, Minnesota. Christie’s research explores how people perceive and respond to climate change. Her recent co-authored publications include a 2018 edited volume, Psychology and Climate Change and a 2017 review article in the journal Science, “Beyond the roots of human inaction: Fostering collective effort toward ecosystem conservation.”  In her personal life, Christie likes to walk, learn about trees, ride her bike, and spend time with her two favorite climate activists – her teenage daughters.

 

Readings

Books: Scott, B.A., Amel, E.L., Koger, S.M. and Manning, C.M. (2016). Psychology for Sustainability. New York, NY: Taylor & Francis.

Clayton, S. and Manning, C (2018). Psychology and Climate Change: Human Perceptions, Impacts, and Responses.

 

Other Readings: All other readings are available on the course website.

 

 

Field Studies

TBD

 

Guest Lecturers

TBD

Approach to Teaching

This course will engage a variety of teaching approaches with an emphasis on discussion and project-based learning.  I will occasionally give short lectures.  

 

Expectations of the Students

The quality of the course, and value of the experience for all of us, depends on careful preparation for class by everyone.  Thus it is critical that you read the readings carefully and on time and be prepared to discuss them and apply them to in-class assignments.  Your attendance and full engagement during class discussions are required for the entire session of each class.  Great engagement has these foundations:

  • Attend every class. Regular attendance is required in order to receive a passing grade for the course, regardless of how well you do on your written assignments.  More than two unexcused absences results in no evaluation (0).
  • Prepare for discussion by carefully and critically reading the class readings and completing the required Moodle response posting.
  • Be present during class meetings. I teach better when you are mentally present—listening, taking notes, mulling things over in your head, asking questions, occasionally nodding (when you understand), and sometimes looking surprised, confused, or amused (as the situation warrants) or even bored (I need that feedback, too).  Your peers in class also learn better when the class norm is to be present, attentive, and engaged in our discussions and our collaborative learning endeavor.
  • Actively participate in class by regular, thoughtful and substantive contributions to the discussion, the brainstorming, and the in-class assignments.
  • Support others’ contributions through attentive and respectful listening, offering responses that refer to others’ contributions, not dominating the discussion and allowing/encouraging others to share their ideas.

For those who are less comfortable speaking in class, remember that asking a good question is also a valuable way to contribute to the discussion. If you are having serious difficulties with any part of my expectations for engagement, please talk to me outside of class so that we can work together to develop a strategy.

**Laptops and cell phones should be stowed away and remain in your bag during class.**

Evaluation

Late policy: If you submit any of the course assignments late, you will be graded down one full grade for each day beyond the deadline.  That is, if an assignment that was due on Tuesday is turned in on Wednesday, the highest grade it can receive is a B+.

 

Grading

Final grades for the course will be based on the following:

  1. Completion of weekly reading preparation 10%
  2. Engagement and attendance 20%
  3. Self-change project 15%
  4. Write up of short observation assignments 15%
  5. Communication project 15%
  6. Communication project in-class presentation 5%
  7. Portfolio final (collection of in-class assignments) 20%

 

Assignment

Percent

Completion of weekly reading preparation

10%

Engagement and attendance

20%

Self-change project

15%

Write up of short observation assignments

15%

Communication Project 15%
Communication project in-class presentation 5%
Portfolio final (collection of in-class assignments) 20%

 

 

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

 

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

Course Summary:

Date Details Due