Four years ago, Holly Bailey-Hofmann transformed her English 101 class at West Los Angeles College. She joined a pilot program aimed at integrating climate change and community resilience into coursework. Initially, only one syllabus module needed “climatizing,” but Bailey-Hofmann revamped the entire class.
The core objective remained teaching effective writing and academic research. Now, students engage with research studies and nonfiction essays on climate change topics like how social norms hinder climate action, the impact of climate change on mental health, and how hot days affect cognitive skills. Students have responded positively to this approach.
“We just want to do right by our students. We want to give them the climate literacy they’re going to need later in their lives,” Bailey-Hofmann said.
The program, managed by WLAC’s California Center for Climate Change Education, was established by the state legislature in 2022. It encourages climate change education at nine Los Angeles-area colleges. Annually, 15 WLAC professors receive stipends to integrate climate studies into their courses. The initiative has expanded to include professors from eight additional colleges.
Professors from diverse fields like art, biology, and chemistry participate. Jo Tavares, the center’s director, envisions a virtual library for faculty statewide to incorporate climate elements into their teaching.
Nationwide, colleges aim to prepare students for climate change impacts. Experts argue that all careers will intersect with climate change, making climate literacy essential for future job markets. Institutions like UC San Diego and Arizona State University have integrated climate-related courses into graduation requirements.
Bailey-Hofmann is involved in the California Community Colleges Chancellor’s Climate Fellows Program. This initiative explores ways to embed climate education across the state’s 116 community colleges and facilitate student transfers to climate-focused degree programs. Many professors are eager to include climate content but cite time constraints as a barrier.
Bailey-Hofmann finds the effort worthwhile. To climatize her courses, she immersed herself in climate science literature and condensed her findings into a 16-week English curriculum. Modules cover climate topics related to politics, health, and agriculture, using texts like Bending the Curve and articles on agriculture impacts and glacier shrinkage.
Other educators, like Los Angeles Harbor College’s Felipe E. Agredano, weave climate discussions into courses like Chicano studies. He highlights historical ties between Latinos and environmental preservation. San Diego City College’s Terri Hughes-Oelrich encourages using sustainable art materials, prompting students to consider climate change and biodiversity in their projects.
After her English 101 revamp, Bailey-Hofmann extended climate integration to English 102 and 103. She incorporates climate fiction, or “cli-fi,” and nonfiction works to foster critical thinking and argumentation.
Bailey-Hofmann notes that while enrollment data is unavailable, student engagement and feedback suggest her climatized courses resonate. She emphasizes the necessity of climate literacy and adaptability for facing climate challenges and future green job markets. “Things are getting hotter here in the Southwest, things are getting drier,” she said.
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