{"id":406098,"date":"2026-04-24T15:26:18","date_gmt":"2026-04-24T19:26:18","guid":{"rendered":"https:\/\/www.yorku.ca\/yfile\/?p=406098"},"modified":"2026-04-24T15:26:22","modified_gmt":"2026-04-24T19:26:22","slug":"experiential-learning-illuminates-science-of-changing-climate","status":"publish","type":"post","link":"https:\/\/www.yorku.ca\/yfile\/2026\/04\/24\/experiential-learning-illuminates-science-of-changing-climate\/","title":{"rendered":"Experiential learning illuminates science of changing climate"},"content":{"rendered":"\n

Students at ¿ì²¥ÊÓƵ are using the same climate models as scientists to explore how human behaviour could shape the planet\u2019s future through an experiential learning approach developed by Joshua Thienpont<\/strong>, assistant professor in the Faculty of Environmental & Urban Change<\/a>.<\/h3>\n\n\n\n
<\/div>\n\n\n\n

Thienpont teaches Physical Geography: Weather and Climate<\/a>, a first-year course focused on Earth\u2019s weather systems and the drivers of past and current climatic change. Through the course's learning lab activities, students conduct climate modelling to assess how human influence may contribute to different climate scenarios \u2013 and how those scenarios could impact biodiversity.<\/p>\n\n\n\n

\u201cI think it\u2019s critical to understand the nuances of how the planet is going to change in the not-too-distant future as a result of anthropogenic activities, so I try to expose them to what is under the hood of computer models,\u201d says Thienpont, noting each course iteration operates about five lab sections for a total of about 200 students.<\/p>\n\n\n\n

To forecast how global warming will manifest by 2100, Thienpont\u2019s students use the same sophisticated computer modelling as climate scientists, which draws on the laws of physics (conservation of mass, energy, momentum), fluid dynamics and chemistry and considers variables such as temperature, wind and humidity.<\/p>\n\n\n\n

Using five CO2<\/sub> emissions scenarios from the United Nations\u2019 Intergovernmental Panel on Climate Change, students examine outcomes for each scenario, ranging from aggressive emissions cuts to high fossil fuel use. This data is used to analyze resulting risks, such as heatwaves, sea-level rise and species extinction.<\/p>\n\n\n\n

\u201cIt\u2019s a good way of taking things that are fairly theoretical and putting them into a real-world perspective,\u201d Thienpont says. \u201cStudents see just how variable the climate really is \u2026 if we can manage our emission activities to the point where we\u2019re getting closer to more conservative scenarios, then the outcomes are much less drastic.\u201d<\/p>\n\n\n\n

In another lab assignment, Thienpont asks students to consider how climate change might impact them directly by examining how a warming planet may affect one of the world\u2019s most popular agricultural products: arabica coffee.<\/p>\n\n\n\n

The bean grows best in a cool, stable tropical climate at a moderate to high altitude and needs plenty of rain and light shade. Global warming is causing dry spells and irregular rainfall, which diminishes the yield and quality of Arabica crops. Farmers must keep planting further upslope \u2013 but mountains only go so high.<\/p>\n\n\n\n

Thienpont\u2019s students map how the land suitable for growing the beans could shift under diverse climate scenarios in countries such as Brazil, Costa Rica, Hawaii, Honduras and Nicaragua.<\/p>\n\n\n\n

\u201cThey learn how some of these countries, where coffee is one of their main domestic exports, have quite small land areas for cultivation, and that land size is expected to keep shrinking \u2013 in some cases significantly,\u201d Thienpont says. \u201cIt demonstrates that the impacts of climate change are global. Everyone who enjoys a cup of coffee in the morning may feel this outcome.\u201d<\/p>\n\n\n\n

Thienpont says a nuanced understanding of climate change processes, outcomes and human influence helps prepare students for a range of science-related careers.<\/p>\n\n\n\n

\u201cThe goal is to give them information that they\u2019ll be able to use, whether they go on to do further scientific exploration or work in environmental policy or city planning,\u201d he says. \u201cThey have a foundational understanding of the broad-scale environmental processes that impact us.\u201d<\/p>\n\n\n\n

With files from Sharon Aschaiek<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Inside a first-year course at York, students are using hands-on modelling to predict global warming trends and understand the impacts for life on 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