This is a letter that you can use as an introduction to Climate 101 for the chief executive of your university. You can email it or print it and send it by post.
This letter has four sections:
- Who you are (people)
- The big idea of Climate 101 (inspiration)
- The desired outcome (results)
- Request a meeting (process)
When you edit the letter you should make sure that each of these sections are still included.
We are a group of students currently enrolled at the University studying a range of subjects including AAAAA, BBBBB, CCCC and DDDDD. We have recently started a university wide campaign called Climate 101.
Climate 101 calls on universities around the world to include climate change in the curriculum of every degree course. We realise this is will take time, energy and lots of intellectual effort. If we are to be considered fully educated university graduates all of us need to have at least a basic understanding of climate change and how it is transforming the world.
We very much appreciate your efforts to make the university environmentally sustainable and to reduce carbon emissions. However, the most important thing you can do for us is to teach us about climate change.
With knowledge and understanding of climate change we can work on how to mitigate the effects and adapt our communities to climate change.
Learning about the ethical, moral, philosophical and political challenges associated with climate change is as important to us as understanding the physics, chemistry and statistics.
We have some ideas about what Climate 101 might include and how to embed it into the curriculum – for example:
- We think that it is essential that courses on climate change include assessments that award academic credits that contribute to final degrees.
- We want you to appoint the best and most creative academics to the design and delivery of this curriculum.
- We believe that it is essential for every first year student to study climate change.
- Where possible we would like climate change to be embedded in degree courses. For example: students of STEM would experience a different Climate 101 course from students of humanities. Students of maths would learn different things about climate from students of computer science and students of French would learn different things about climate from students of German or Chinese.
Eventually we hope that Climate 101 will help develop a generation of educated citizens, alumni of the university, who can participate effectively in our society, become innovative, compassionate leaders and climate change problem solvers.
We would very much like to come and discuss these ideas and how to implement them with you as soon as possible.