Background/Question/Methods: Global climate change transcends the traditional boundaries of science.  It is difficult, then, to capture all critical aspects of this topic into a traditional science course. Furthermore, the universal and global impact of climate change has sparked significant interest by students who would not normally consider enrolling in ecology or physical science courses, other than those required of them for graduation.  At the same time, it is more important than ever that non-scientist citizens have a basic grasp of climate change science if they are to participate in the global response to this crisis as earth citizens.

The need for a well-educated public and the concurrent interest in this topic by non-science majors is complicated by the sheer weight of scientific evidence for climate change and the difficult subject matter involved. How can we communicate scientific principles to a non-scientific audience without diluting the science, while continuing to engage students in a way that is relevant and compelling?  An interdisciplinary approach to teaching global climate change overcomes the limitations inherent in a one-dimensional approach.  We demonstrate the utility of increasing student motivation and learning by employing an interdisciplinary approach in teaching about the multitude of threats associated with changes in the earth’s climate.   We recently introduced “Societal Impacts of Global Climate Change” into the curriculum of Mitchell College’s Environmental Studies program.  The course, which was taught collaboratively by a member of the STEM department and a member of the Behavioral Science department, focused on both the science of global climate change and societal impacts while utilizing online discussions and project-based assessments. 

Results/Conclusions: A cross-section of students from Mitchell College, including students from education, environmental studies, liberal arts, and one student from the local area, enrolled in the course.  Student feedback and our own observations suggest that the course was successful in promoting academic and civic engagement.  Although some students commented that the “science was tough to get through” and the “link between the two parts of the course could have been stronger,” many commented that “the discussion questions were a positive way of keeping students engaged.”  Our own observations focus on the development of an Environmental Science Club in response to course material and class discussion.  While our course promotes critical thinking by allowing students to engage with the various consequences of global climate change, more importantly, the course encourages students to visualize their role in the solutions.