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2019 Winner Global Educator's Challenge




"We used the game in my environmental science class, with 9th all the way through 12th grade students in the same class. The lessons were easily understood, and it's great that the game is accessible to such a diverse range of students!"  VIctoria Bartley, West Windsor Plainsboro High school


“Highly recommended product for introducing topics like climate change and energy sources. The game leads to in-depth discussions and my undergraduate students had fun. Works great for large classes (my class had 30 students and all participated in the game). The game instructions are clear and easy to follow.”  

Rocio Duchesne, University of Wisconsin  Whitewater

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“My students love playing the You Change It climate game and get really into finding a winning strategy. After we play students naturally start a self-initiated discussion of why it is so difficult for countries to agree on and meet any greenhouse gas reduction targets. Students enjoy seeing how countries with different levels of income and economic activity affect global climate damages.”  

Erik Johnson,  Carthage College

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"The game was very useful, and the instructions very clear and easy to follow. What was particularly interesting was the various levels of carbon taxes, which gave the students a good understanding of the differences (and uncertainties) around the exact level of a carbon tax."  

Nikolaos Zirogiannis, Indiana University, Bloomington

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"I hadn't been able to cover much economics in my environmental science classes because economics curriculum isn't very accessible to students in other disciplines. It's great to have a game that can so easily teach core economic concepts!"  Clare N, Marine Academy of Science and Technology

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"I have used You Change It in my introductory Global Environmental Challenges and my upper level Climate Change courses. At both levels, the students enjoyed the interaction and were able to understand the messages it conveys, and for all of the classes it helped foster deeper discussion on the hidden costs of pollution and climate change."

John Frye, University of WIsconsin Whitewater



“The discussion guide offers a great resource to classes that only have 2 hours on this topic, and the optional data output was great. Interestingly, we did not play with prizes, but the students were still happy to sabotage each other! Thanks again for all your hard work (and your team's) as this is a great tool for teachers."

David Zetland, Leiden University, Netherlands

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"I really like how the output shows changes in wealth. This leads to some interesting conversations about income inequality. Students suggested ideas such as having the rich countries take in refugees from the poor countries, or charging large fines to large polluters."

Lynne Lewis, Bates College



“I enjoyed playing the game and the students got really into it. They especially would cheer (or shout in frustration) when the big die was rolled in the later rounds. It led to a discussion about how profitable the fossil fuel industry is, and also how costs are not realized in the short term. The students wanted to find a way to "win" while also doing the right thing."

Katherine Owens, University of Hartford

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