The Tricentennial Project formed with the hope of reshaping the approach to climate change. As the past and current power, academic and social structures are what brought us to where we are now, the importance of making the approach more intersectional and intergenerational cannot be overstated. Thus, as Columbia ramps up its efforts to handle the climate crisis, students are eager to get involved as the decisions made affect them as well.
The event began with nine student climate groups from Columbia presenting what they wished to see from the Climate School. The groups present were:
- SUMASA (Sustainability Management Student Association)
- Columbia EcoReps
- Columbia Nourish
- Consilience
- Green Business Club
- UNSDSN -- Youth, Columbia Chapter
- Build it Green
- Women and Sustainability
- Tricentennial Project
Representatives from the Earth Institute included:
- Sir Alex Halliday
- Robin Bell
- Jason Smerdon
- Alicia Roman
- Sandra Goldmark
- Alix Schroder
The student groups provided a range of suggestions, including but not limited to:
- Implement a carbon tax
- Achieve zero carbon footprint at Columbia
- Reduce emissions through supply chains
- Increase climate education’s presence in the Core
- Offer capstones on nature-based solutions/increase nature-based climate education
- Design challenges for sustainability
- Address environmental racism and inequities
- Bring in adjunct professors, guest speakers and other experts with strong experience in the industry
- Work with nearby communities to engage sustainable practices
- Ensure just and equitable transitions
- Provide training for careers in sustainability
- Develop a mentorship program allowing students to gain access to sustainable institutions
- Upgrade old building stock
- Incentivized voluntary participation/encouraging advocacy and activism
- Source all food sustainably/donate unused food
After the presentations, Sir Alex Halliday, Director of the Earth Institute, spoke briefly and thanked the student groups. He stated that he was pleasantly surprised and motivated by just how many proposals the groups made.
In breakout rooms, students discussed with a representative from the Earth Institute what the success of the Climate School might look like to them. To some students, success would be defined by the school serving as a vehicle to think strategically about climate and sustainability across the entire campus. Others echoed this sentiment, urging for the school to foster clarity and unity for action for the climate crisis throughout Columbia. Other students emphasized the importance of not just action by the administration, but strong communication as well. Work done by Columbia ought to be broadcasted more accessible to the public, perhaps to serve as an inspiring example which might galvanize other institutions.
It seems one of the most prominent themes/suggestions was that the Climate School be much more than a singular, isolated identity. While students emphasized the importance of the Climate School being a place where students could take climate/sustainability related classes and further their education in a very tailored environment, the actual success of the school would require much more. From serving as a ‘living lab’ to creating a more deeply ingrained climate culture at Columbia through revised curriculums and research opportunities in all schools, students clearly saw the opportunity for reformative measures in all realms.
In order to accommodate all of the groups, discussion was limited. However, we at the Tricentennial Project hope this event will have served as simply the beginning of an ongoing conversation. As changes of all kinds disrupt and dismantle the status quo at Columbia, we are hopeful that students can play an impactful role in shaping the future norms to be more sustainable, more inclusive and more just.