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Sector I: The Science of Climate Change

CCL, Section 1, The Science of Climate Change

1. Sex
2. Years at university
3. Disciplinary background (or planned direction of studies). Check several if you wish
The purpose of education is to ensure that students acquire knowledge, skills and competences and are given the opportunity to develop a well thought-through approach to their education and future profession. Students should also be encouraged to make use of the University’s width from a formation perspective and thereby be given the chance develop personally. All planning of courses and teaching should be based on disciplinary and pedagogical knowledge and with the aim of to facilitate students’ independent, active learning and responsibility-taking. (translated excerpt from Uppsala University’s pedagogical program)

How meaningful was the lecture/seminar/workshop for your process of learning? (1=without meaning; 5=very meaningful)
4. Course Introduction & Framework, Course Coordinators and Niclas Hällström
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5. CEMUS Wide Introductory Lecture, Bengt Gustafsson
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6. Theoretical Leadership, Julia Jennstål
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7. The Evolution and Role of Climate Science, Bengt Gustafsson
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8. The Natural Climate System, Veijo Pohjola
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9. Human Impacts on the Climate, Cecilia Johansson
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10. Why do we act irrationally to Climate Change?, Marta Cullberg Weston
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11. Uncertainty and skepticism, Film/Discussion: The Great Global Warming Swindle
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12. Workshop assignment I: The Science of Climate Change – presentation to policymakers: Group Presentations, Course Coordinators and Students
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13. Written reflection of assignment I, I: The Science of Climate Change – presentation to policymakers
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14. Litterature: Hansen, James C.(2009) Storms of my grandchildren: the truth about the coming climate catastrophe and our last chance to save humanity.
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15. Course readers: Articles read during section I
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