Teaching the health impacts of climate change in many American higher education programs
International Journal of Sustainability in Higher Education
ISSN: 1467-6370
Article publication date: 6 November 2018
Issue publication date: 22 February 2019
Abstract
Purpose
Climate change is the greatest threat to global health today and it challenges professionals in many disciplines. Most American university programs lack courses covering the rising deaths and illnesses from climate change. Consequently, graduates in health and other disciplines are underprepared for providing services in a world affected by climate change. They also lack the training to communicate this transformative development effectively. Universities should fill this gap and this paper aims to provide guidance on approaches to teaching climate-related health effects (CRHE).
Design/methodology/approach
Three analyses guide university coursework on CRHE. First, consider what current practitioners observe about the challenges they face and capability of trainees. Second, identify gaps in accreditation standards for university programs regarding these competencies. Third, draw lessons from innovative courses at a major American university.
Findings
Leading associations of practitioners in healthcare services, public health, social work, urban planning, civil engineering, law and other professions call for training students on CRHE. In contrast, accreditation bodies for most university programs fail to specify such curricula and competencies. Four offerings at a major American public university in 2016-2017 developed knowledge of CRHE, skills to improve professional services, appreciation of professional responsibilities and communication competencies.
Originality/value
Building on recommendations for climate change and sustainability in higher education, this study focuses on health effects, finds gaps in many programs and accreditation standards within and outside health sciences and draws lessons from innovative offerings.
Keywords
Acknowledgements
The author declares no conflicts or funding. The author is grateful to Dr Holly Rosencranz for collaboration on teaching CRHE and her efforts to promote CRHE training with professional organizations and programs. The author would like to thank Paul Brandt-Rauf, Doris Cellarius, Sam Dorevitch, Hillary Klonoff-Cohen, Doug Lavey, Stephanie Lavey, Sharon Monday, Carolyn Pointer, Sara Stone and an anonymous reviewer for helpful comments. The author declares that the errors are his alone.
Citation
Lavey, W.G. (2019), "Teaching the health impacts of climate change in many American higher education programs", International Journal of Sustainability in Higher Education, Vol. 20 No. 1, pp. 39-56. https://doi.org/10.1108/IJSHE-04-2018-0062
Publisher
:Emerald Publishing Limited
Copyright © 2018, Emerald Publishing Limited