Sixth International Geoengineering Governance Summer School: A Student’s Reflection

Authored by Amanda Borth

From August 5th-11th, 2019, the Emmet Institute on Climate Change and the Environment at the University of California, Los Angeles Law School held its Sixth International Geoengineering Governance Summer School in partnership with the Forum for Climate Engineering Assessment, the Solar Radiation Management Governance Initiative, Harvard’s Solar Geoengineering Research Program, and the Carnegie Climate Governance Initiative. The Emmett Institute and its partners created the summer school as a forum for post-graduate students and professionals interested in geoengineering to learn from experts in the field. The summer school thus prioritized the collaborative investigation of the social, political, ethical, and governance aspects of geoengineering. This year’s summer school was designed as a tour of the current thinking on geoengineering governance. An important component that ran through our time together was where and how geoengineering might fit into the broader sweep of climate change policy.

The summer school brought 44 students and 18 faculty experts together for 7 days in Banff, Canada. These attendees represented more than a dozen countries and a myriad of backgrounds. Students and faculty seemingly specialized in every discipline conceivable as there were experts from the physical sciences, to public health, to sociology, and much more. While many of the attendees came from academia, others represented non-governmental organizations, the civil service, the private sector, and a foundation.

The exploration of geoengineering governance considerations began with two days of highly structured instructional content where faculty presented on the following topics:

    • contemporary understandings of the science of carbon dioxide removal and solar radiation management;
    • potential integration of geoengineering into climate response portfolios;
    • governance considerations for carbon dioxide removal and solar radiation management;
    • engagement of developing countries in geoengineering research and governance; and
    • recent and ongoing developments in geoengineering.

The remaining days were less structured to give time for working group projects and a scenario exercise. For the working groups, faculty experts and students worked together to develop original, actionable projects investigating issues and questions related to geoengineering. The project topics included:

    • building a climate restoration non-governmental organization;
    • governing stratospheric aerosol injection across scales;
    • planning Canada’s approach to geoengineering;
    • crafting an accessible and flexible climate change course design tool;
    • evaluating the national and global security considerations of geoengineering;
    • investigating the relationship between adaptation and carbon dioxide removal and
    • using social media to enhance environmental consciousness.

While developing working group projects, students and experts simultaneously engaged in a scenario exercise where they were tasked with responding to a climate change challenge related to geoengineering by providing governance recommendations. In doing so, scenario groups assessed response options, expanded the scope of considerations needed to craft a response, and explored the relationship between climate response options and their governance challenges.

On the whole, the Sixth International Geoengineering Governance Summer School’s proceedings discussed above proved to be highly impactful for students on three fronts.

    1. Intensive introduction to foundational knowledge: While many students had some level of knowledge about carbon dioxide removal and/or solar radiation management going into the summer school, this knowledge tended to be incomplete given the complex, interdisciplinary nature of geoengineering. The expert presentations and panel discussions allowed students to fill gaps in their existing knowledge, learning from an eclectic collection of experts who approach geoengineering from a variety of lenses (i.e. law, policy, physical science, etc.). In turn, students gained a strong foundation of knowledge to engage constructively with experts in the unstructured portions of the week.
    1. Expert-Student Collaboration: The low distance between experts and students throughout the summer school made for an extremely fruitful learning environment. Having experts actively participate in the working groups and scenario exercise allowed students to learn the ins-and-outs of geoengineering in a more organic way, which complemented the structured presentations. Furthermore, it is important to remember that while the students were not experts in geoengineering, they were often practitioners and seasoned professionals in other fields. The collaboration between students and experts allowed for all participants to leverage their respective competences for a rich learning experience.
    1. A Culture of Support: The experts and participants impressively facilitated a supportive learning environment, which allowed students to learn widely and confidently. Because the instructors allowed ample time to unpack expert and participant interests, supplemental opportunities to further learning, and encouraged the sharing of diverse perspectives, the summer school cultivated a culture of supportive learning among participants. Thus, this prompted students to think broadly about the governance considerations of geoengineering and have agency over their learning.

While the Sixth International Geoengineering Governance Summer School allowed me, as a participating student, to grow personally and professionally, I hope that the aforementioned insights can assist and inspire future educational opportunities in geoengineering and other fields. I wish to close by expressing a sincere thank you to the Emmett Institute and all participants for creating this experience.

Amanda Borth is currently a PhD student at George Mason University.

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