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Mainstreaming Climate in the Classroom: Teaching Climate Change Planning

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  • Elisabeth Hamin
  • Daniel Marcucci

Abstract

Climate change planning, both mitigation (reducing greenhouse gasses) and adaptation (designing built environments for changed climate conditions), is an area of emerging importance in both planning practice and education. This research examines the uptake of climate issues in planning education programs primarily in the US, and compares course content to leading climate change planning practice and research concepts. Studio and seminar courses are emerging in various universities, and are addressing many of the key research concepts for mitigation and adaptation. Beyond stand-alone classes, the article argues the need to mainstream climate considerations in core planning curricula. Modeling this pedagogy will encourage our students to normalize climate considerations as they enter the profession.

Suggested Citation

  • Elisabeth Hamin & Daniel Marcucci, 2013. "Mainstreaming Climate in the Classroom: Teaching Climate Change Planning," Planning Practice & Research, Taylor & Francis Journals, vol. 28(4), pages 470-488, August.
    • Handle: RePEc:taf:cpprxx:v:28:y:2013:i:4:p:470-488
    DOI: 10.1080/02697459.2012.732327
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    References listed on IDEAS

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    1. Matthias Ruth (ed.), 2006. "Smart Growth and Climate Change," Books, Edward Elgar Publishing, number 3938.
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    Cited by:

    1. Wolfgang Scholz & Tim Stober & Hannah Sassen, 2021. "Are Urban Planning Schools in the Global South Prepared for Current Challenges of Climate Change and Disaster Risks?," Sustainability, MDPI, vol. 13(3), pages 1-16, January.

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