Assessing climate solutions and taking climate leadership: how can universities prepare their students for challenging times?

Through this point-of-departure paper we aim to prompt discussion and action around redesigning university learning to help students tackle climate-related challenges in a personally and societally meaningful way. We use the lens of assessment to draw attention to how discipline areas without an explicit environmental or climate science focus can play a fundamental part in prompting climate action. We draw on the very limited number of studies to date of assessment related to climate learning and on an illustrative example of teaching and assessing leadership practices for confronting climate change to make recommendations with relevance for all curricula. We reflect on assessment tools, approaches, strategies, and good practice that not only gauge the level of learning at individual and whole cohort level but also prompt meaningful learning to take place through the way they are designed, with potential impact outside the campus walls and beyond the end of formal university study.摘要我们通过本文抛砖引玉，以期围绕如何重新设计大学学习来启迪讨论和行动，从而帮助大学生以惠及自身与社会的方式应对气候的相关挑战。通过运用各种评估视角，我们意在引起各方关注，即学科领域若不明确关注环境或气候科学，该如何在推动气候行动方面发挥根本作用。文中我们还引用了迄今为止与气候学习有关的，数量非常有限的评估研究，并借助教学和评估应对气候变化的领导力实践作为阐述案例，为所有课程提出相关性建议。最后，我们对各类评估工具、方法、策略和良好实践进行了回顾。它们不仅可衡量个人和整个团队的学习水平，还可通过其设计方式推动有意义的学习过程，且在校外和学生结束正式大学学业后依然会产生潜在的影响.