In this session, Emilie Cameron will reflect on the challenges and rewards of teaching a large 2nd-year course on the social science dimensions of climate change as a non-specialist. What kinds of expertise do both instructors and students think is required in order to engage with climate change, and how might we reimagine the core competencies, orientations, skills, and tools required to intervene?


Emilie Cameron is an Associate Professor in the Department of Geography and Environmental Studies at Carleton University.

Resource List:

Emilie Cameron’s “Climate Change: Social Science Perspectives” Syllabus (Fall 2019)

The Learning Scientists Podcast, Episode 65: Teaching about Climate Change with Protect Our Future

Check out our previous teach-in on climate change and experiential learning for more resources and sample syllabi.

Climate Heritage Network has a wonderful resource library available here, and they are also in the process of organizing a event on to topic of climate heritage education:


  • Using Climate Commons (and events like Noons for Now) to develop our community knowledge and recognize who has expertise in our community that could inform our classrooms via guest lectures or other collaborations. While we questioned the idea of expertise as a prerequisite to teach or engage with climate change both inside and outside of classrooms, we also recognized the need for more collaboration in this work.
  • Please consider sending us any climate-related syllabi or teaching resource that you have! We would love to share more of them on this site.