Teaching Climate Change: Prof. John Gyakum Discusses His New Course, ATOC 183

Recently, I had the opportunity to speak with Professor John Gyakum from the department of Atmospheric and Oceanic Sciences about his new course “ATOC 183: Climate and Climate Change” being offered this winter. Full disclosure: I am the liaison librarian for his department and will be working with him to provide library support for the course.

Here is what he had to say.

Tara:

Thanks so much Professor Gyakum for taking the time to share with our blog readers about your new course “Climate and Climate Change”. First off, tell us about the course.

Professor Gyakum:

As you probably know, I’ve been teaching Natural Disasters (ATOC/EPSC 185) with John Stix for 25 years. And the thing is climate change is a natural disaster and I’m really passionate about talking to students and working together to understand what we know about climate change and perhaps more importantly what we don’t know.

Tara:

25 years, that’s a long time.

Professor Gyakum:

It is. I had no idea until John Stix mentioned it earlier this term, but yeah, it’s been that long.

Tara:

What is your anticipated student demographic for this course?

Professor Gyakum:

You know, I have not looked in detail at the registration numbers. We have about 145 students. My expectation is that the demographics of our student population will be very similar to what we’ve been having in Natural Disasters. The levels will range probably from U0 to U3. And we’re expecting to have students from all faculties.

Tara:

Are you expecting students to have a certain base level of knowledge when they’re starting this course or will it be for people new to this area of study?

Professor Gyakum:

There are no prerequisites whatsoever and I expect to be able to reach out to all students without any preparation for this course.

Tara:

What led you to developing the course?

Professor Gyakum:

We’ve been incorporating climate change into the Natural Disasters course for the past 5-7 years. It only lasts for one week as a module. It’s an exciting field. Furthermore, I’m in the Department of Atmospheric and Oceanic Sciences and it’s my view that we should be leaders in articulating the science [of climate change] to our students and doing so in an accessible way.

Tara:

Was this [initiative] driven from your own experience in Natural Disasters or was it a combination of hearing about needs for a course like this from students in that class or from elsewhere?

Professor Gyakum:

A combination of my experience in Natural Disasters and also as Department Chair. I’m not Department Chair now, but I had been for about 16 years. And Chairs assign teaching. It was pretty clear to me that this was a gap in our departmental outreach that we needed to fill.

Tara:

Absolutely. A lot of people report feelings of eco anxiety when faced with the immensity of the problem of climate change. How will your course help students deal with the kinds of feelings that this topic can generate?

Professor Gyakum:

Well, you know, we’ve touched on this a little bit in our [Natural Disasters] course. There’s no doubt about it that when we pose this question as a Slido [polling] question to the students, their reactions are predominantly pessimistic and lots of people are really quite depressed about this, with good reason. It’s very frustrating for students when they see that governments are not acting in a way that is responsible. What we tell them and what I’m going to be intending to articulate to our students is that there’s a lot of reason for optimism. Primarily because we, as individuals, can work towards a better future. In other words, we do not have to rely upon a government that may not be so proactive. We can do things for ourselves, that contribute to mitigating against climate change and taking actions.

Tara:

Things like?

Professor Gyakum:

On a personal level, of course, your own habits, including transportation. Take the bus, take the metro, walk. It’s not always possible for people to do that but, at the same time, people can and should be acting responsibly. Diet has a role as well. Our choices of what we eat have an impact on the climate.

Tara:

Definitely. How will your course fit in with existing courses? How will it complement things that are already being offered at McGill like “FSCI 198: Climate Crisis and Climate Actions,” offered through the Office of Science Education and “GEOG 514: Climate Change Vulnerability and Adaptation?”

Professor Gyakum:

First of all, I think our department should be playing a leadership role in this aspect. And I think the contributions that we’re going to be making with this climate course are, in fact, not duplicating what exists already but rather complementing. To do that, what I intend to do is focus on what we do know as scientists in Atmospheric and Oceanic Sciences. In particular, I will be discussing extreme weather systems and we will be having guest speakers from various areas in the Atmospheric and Oceanic Sciences community to articulate this. Water vapour is the most important greenhouse gas. And that’s not really looked upon very much in current climate change courses. One of the reasons is that water vapour has a tendency to disperse. You have a warm air mass, particularly in the summer. It goes away with a cold front and the water vapour lifetime is rather short. However, there’s been more recent evidence to suggest that extreme weather systems and even submarine volcanic eruptions can, in fact, inject a massive amount of water vapour into the stratosphere, where the lifetimes are much longer. Also, we’re going to be looking at some of the radiative aspects of clouds that have an impact on our climate. So there are some nuances here, very important subtleties that are critical to our understanding of the problem.

Tara:

So would it be fair to say that this course will be taking more of a science bent than some of the other courses that might be more [policy-oriented]?

Professor Gyakum:

I mean the other courses certainly have science in them. What we’re doing here is to emphasize extreme weather systems not just simply as a symptom but rather as a really significant producer of sometimes cataclysmic feedbacks on the climate system.

Tara:

I’m a fan of the Walrus Magazine and there was an article that came out in 2022 on climate change education. One of the people interviewed in that article was saying and I’m quoting “climate education should be framed in a way that incites hope and incites change.” That sounds like a very challenging, yet very important, task. How do you plan to incite hope and change in your classroom?

Professor Gyakum:

I think what we can do here is show our students tangible examples of what we as individuals can do and what we can do on a political level, albeit relatively small-scale to begin with, depending upon the students’ own personalities, to affect positive changes in our political system that would facilitate taking strong action against the ill effects of climate change. So I think this can be done really at all ages and at all levels and at all areas of expertise. I think that’s an excellent article that you were referring to. I have to produce a realistic state of affairs – there’s no question about that – but at the same time, there are good examples that I can show of individuals and also governments doing a terrific job in addressing the whole issue of climate change.

Tara:

You’re making me want to take the course! Are you accepting people auditing the course?

Professor Gyakum:

Totally. It’s not a remotely-given course, so some of this depends upon the size of the classroom, of course.

Tara:

Related to that, I know you have taught online before. I remember the years before the pandemic when you offered the very popular Natural Disasters course free online as a Massive Open Online Course (MOOC). What lessons about the way you taught that course will inform how you teach this new in-person one?

Professor Gyakum:

So when we taught the MOOC, both John Stix and I had this idea that teaching a 45 or 75 minute lecture was just fine, but what we found with the MOOC was that we really needed to break things up and focus on a topic for a limited period of time, 10 to 15 minutes. And then, at the same time, what we found since the MOOC, and since the pandemic, is that we’re really working harder towards engaging students more proactively, even in a 600-person class. We do this with questions, feedback and even discussions. I think that’s going to be a readily available tool that we can use in this climate course, which right now has about 140 students, which is a fraction of what we have in Natural Disasters. So I’m looking forward to that.

Tara:

So what you’re saying is that you’re taking the practice from your online course of integrating engaging activities and bringing that into the physical classroom?

Professor Gyakum:

Absolutely. We’re going to be using techniques to actively engage the students in every single class much more frequently than has been a typical practice. At the same time, we want to know if anything that we’ve said during the lecture has gotten into people’s brains. We can do that with some of the questions that we ask students. It’s very important. Sometimes we, as instructors, can be very surprised at what a student really learns and does not learn from what we’ve just said. [Using techniques for engaging students] is an excellent tool for gathering fairly quick feedback for both the students and the instructors.

Tara:

That can help you then to tailor your teaching moving forward.

Professor Gyakum:

Yes. Even in Natural Disasters – we’ve done this for 25 years – but we’re constantly changing the way we teach.

Tara:

That’s fantastic. I think that makes so much sense because every class is different and, as these things move forward and time passes, the kinds of knowledge that students are bringing to the classroom are different and that impacts what you teach.

Professor Gyakum:

That’s exactly right. And you know, one of your first questions about the demographics, I don’t know the specifics of the demographics, but I’m going to try in the very first class to engage with the students and work with them to address student strengths because the demographics of a particular class change from year to year. I want to know where they’re from, what sort of background they have. I can’t do it all in one day, but at least I can get an idea of what students’ interests are and what they would like to learn.

Tara:

Excellent. What are some of the main things that you hope students will take from your class this upcoming semester? What main takeaways are you hoping they’re going to come away from your class having learned?

Professor Gyakum:

I think the real emphasis is to instill students with a good idea of what we know about climate change and in particular what we don’t know. A lot of times, politicians, naysayers and so forth spend a lot of time talking about issues that are related to climate change, which are really unknown, totally unknown. There is a lot that we do know about climate change and in particular some of the initial phases of the course are going to go into basics. We will cover what the greenhouse gases are, what they do to our climate and how we as human beings can make changes. Following up on that, we’re going to be talking about some of the implications of the science and what we can do to learn and also to work towards a better environment, a more habitable environment for humans.

Tara:

Is there anything else that you want to tell me about the course?

Professor Gyakum:

Well, it’s going to be fun. I can’t wait for it to start. I realize there is a holiday coming on, but at the same time, I feel very enthusiastic and very passionate about this course. I hope to convey some of that enthusiasm and passion to the students so that they themselves will be able to move ahead and learn. And get something positive out of this course [that can help them] in the different paths they will take in the future. That might be policy, science, arts, anything that the students can do to convey their knowledge and do so in a constructive way to make our society better. So that’s my goal.

Tara:

That’s a very big mission.

Professor Gyakum:

It is. In academia, we have to think big, but at the same time, we have to be practical about what we can do. But just conveying the enthusiasm to some fantastic students that we have at McGill is sometimes all it really takes to expand this vision and to make ourselves a part of a much better world. So, to some extent, I’m relying upon the wisdom and the strength and the enthusiasm of our McGill students to go forward.

Tara:

You’ve got a good bank of people to do work with, that’s for sure. I think McGill students are definitely on board with this topic.

Professor Gyakum:

They certainly are and, like I said, I think I’ve told you before, I feel very privileged to be a part of the McGill community. To have you, in particular, as our librarian to help us and provide resources to students for doing their work. And the student body itself makes a huge contribution to our scholarly community. And I’m just very, very thankful that I can be a part of that.

Tara:

Me too. Thank you so much. I’m really looking forward to hearing more about the class as it moves forward. It’s been really exciting to hear about the course. Thanks again!

A little piece of Schulich Library goes to China!

One of the main reasons I love working at McGill is the opportunity to interact with amazing students and staff who are doing exciting projects that could potentially change the world. The 99 McGill and Concordia student, staff, and alumni members of Team Montreal are currently part of one such endeavor. They are building a net zero energy home, a prototype that could revolutionize how we live in the future since the technological design features of this house enable it to create as much energy as the house dwellers consume. They have all kinds of sponsors including their lead presenting sponsor, Hydro Quebec, who sees this project as an opportunity for them to become a main player in technologies related to intelligent and sustainable home design. Hydro Quebec’s vice-president of client services, Eric Filion, sees this project as a way for them to learn more about innovative technologies and actually test them out.

Not only is Team Montreal building a house that could change for the better the way we live, they are also out to win the Solar Decathlon China 2018 competition currently taking place in China, where, as the only team from Canada, they are competing against 21 other teams from around the world. Once the competition is over, most houses will remain on public display either in China or elsewhere. Team members say there are plans to build other houses in Montreal using the same design.

What is particularly cool about the Team Montreal design is the way it takes the traditional row housing style of architecture so predominant in Montreal and creates something new, incorporating Asian-style features such as an open-air courtyard, and innovative technologies that enhance the house’s sustainability. For a sneak peek of how the house will look upon completion, check out the 3-minute video here (part-way down the page on the right-hand side).

I had heard about the project a few months back and was thrilled to be contacted in April by one of the team members who was asking for help. They wanted to have books on architecture and engineering to add to the house’s built-in bookshelves. The books could show signs of use since they wanted to give the house a lived-in feel. I was so happy to be able to support this fantastic project. Right away, I contacted my engineering librarian counterpart at Concordia, Joshua Chalifour to see if he could help out. Joshua had a number of engineering books that were going to be discarding due to them being so well-used and they had purchased replacement copies already. He willingly lugged a bunch of them over by foot from Concordia for me to add to the pile. So along with the books Joshua brought over, we had a combination of items from Schulich Library that were donations we already had in our collection, items that we were going to discard because we had duplicate copies or newer editions, and some old engineering trade magazines from my personal collection.

It was very exciting to correspond and meet with team members Kim Chayer and Thierry Syriani. Their enthusiasm for this project is certainly contagious! When they came to see the books, they were really happy to take everything! The books went out in two shipments, with the pre-fabricated house materials in big crates, the 1st shipment being in April and the 2nd one in June.

How can you help? You can support the team by liking and following them on Facebook or by following their diary where, as I write, they are in the home stretch of needing to assemble the house within the next few days. They are battling hot weather, challenges associated with pre-fabrication construction, heavy rain, and typhoon threats in order to complete the house on time. You can also support them by making a donation.

Go Team Montreal! Who knows, some of the engineering books you may have used in courses taught at McGill and Concordia might be lining the shelves of this year’s prize-winning house of the Solar Decathlon China competition!

Welcome Aleiah!

aleiah closeup picture

I would like to introduce a new student blogger to the Turret. Her name is Aleiah and she is a student in “CCOM 206 – Communication in Engineering” at McGill this semester. The course gives students an opportunity to develop their writing skills through various types of writing including a research paper, a cover letter, and a business proposal. She is a 3rd year student in Mechanical Engineering who is interested in aerospace and wants to works in aircraft design. She is originally from Winnipeg. Welcome to the Turret Aleiah! We look forward to having your perspective as a McGill engineering student added to the blog!

Women and the Google Doodle

doodle

Thanks to a SPARK study done last year you might have noticed the famous Google doodles have been featuring more women!

In 2014 SPARK studied the doodles being placed on Google’s homepage and found there was a distinct lack of diversity among the historic figures being celebrated. In fact between 2010 and 2013 only 17% of doodles featured women, and of that 17% only 4.3 % were women of colour.

History is learned in a variety of ways from a myriad of sources, including those fun images showing up on your Google home page! By leaving out women, as history so often does, Google was underrepresenting a group that makes up half the world’s population; a group that has also made significant contributions to science, technology, politics, literature and every field in between.

Since being made aware of SPARK’s study Google has made an effort to equally represent both men and women in their doodles. When SPARK went back to check Google’s progress they found the women are now being featured as often as men.  Just this past week Google featured trailblazing journalist Nellie Bly. To learn more about Bly check out the doodle, http://www.google.com/doodles/nellie-blys-151st-birthday .

For more information on SPARKS study click the following link, http://www.sparksummit.com/doodleus/

The Biggest Transition

Starting undergraduate studies is definitely one of the biggest transitions in anyone’s life. This gets even more significant when you come from a different country. As an international student, I faced a lot of changes as well. The biggest being to stay alone – away from your family. Change is life’s biggest truth, regardless of whether one accepts it or not. But one can only take a certain amount of change at a time.

Change is life’s biggest truth, regardless of whether one accepts it or not.

I arrived at Montreal two days after the beginning of the semester. As with many other international students, I had some delays in getting my visa. Luckily I had my uncle over here with whom I stayed for the first week. I was overwhelmed by the sight, when he dropped me off at the Roddick Gates for the first time. I could see the McGill flag flying at the top of the arts building. I had a feeling that I came to the right place.

Things started to move on pretty fast afterwards. Honestly, you don’t have much time to fit in at McGill. The professors go into full gear, assignments keep on piling up and exams start to knock on your door sooner than you even realize. It’s good in a way that you don’t have time to sit and feel bad for being away from your family. Well, I never did. Friends, in this case are a crucial element. It’s always nice to have people who are in your shoes. We supported each other in our bad times, shared our happiness and learned to overcome obstacles together. This really makes the transition much smoother than one can imagine.

It has been one semester now. In fact, it’s almost the end of my second semester. When I think of the first days, it feels like as if it was just yesterday! I can see myself to be quite a changed person. I can live independently. Never thought of that before; can’t believe it even now. It’s the beginning of a new life. And yes, I accepted the change.

A New Addition to the Blogging Team

I am pleased to introduce Mushfique, the Turret’s newest blogger.  He joins some of his fellow students from this semester’s Communication in Engineering course in contributing to the blog about his experiences as a new student at McGill.  Mushfique is an electrical engineering student from Dhaka, Bangladesh who will be staying on in Montreal this summer to take part in McGill’s Summer Undergraduate Research in Engineering.  Welcome to the Turret Mushfique!  We look forward to hearing about your experiences as an international student in engineering. Mushfique_photo

Welcome Grace!

AScreenshot_Graces April announced, this semester, the Turret will have a few new bloggers from the CCOM-206 class. The next new blogger I would like to welcome is Grace. She travelled from a small town in Alaska to Montreal. She will soon share with us her experience about this transition.

Superfast scientist

Associate Professor Bradley Siwick, a Canada Research Chair in Ultrafast Science, delivered a Cutting Edge Lecture in Science in January (I’m falling behind on my posts!): Lights, action, camera – Making movies of molecules and materials. I have a background in microbiology so I was keen to hear about some of the tools and techniques that he has been using in his lab.

During his talk he pointed out how the 20th century was all about the development of new tools, like the electron microscope (one of the greatest Canadian inventions, as voted on by CBC watchers, just six spots behind the poutine). In the 21st century we can expect to see scientists pushing the limits of these tools. His research is taking a novel approach to electron microscopy, using femtosecond lasers to produce ultrashort/ultrafast pulses.

Visit Bradley Siwick’s research site to learn more.

I highly recommend attending one of the upcoming lectures as well, if you get the chance.

Welcome Pauline!

The Turret is going to see a few new bloggers this semester, undergraduate students taking the Communication in Engineering course here at McGill.

Pauline

To kick this off, it is my great pleasure to welcome Pauline (and her little brother).

We are all looking forward to hearing what Pauline will share with us on The Turret (no pressure!).

Calendar of Science

Would you like a scientific blast from the past?  The Pacific Science Center in Seattle posts a monthly list of scientific facts for each day of the month called the Calendar of Science.  On this day, 124 years ago, Vladimir Zworykin was born.  He was the engineer “who invented the type of cathode-ray picture tube used in TV sets [and] computer monitors.” Check out the Calendar of Science to find out what happened on tomorrow’s date.