During the course, students will learn how to: • Apply and analyze innovative and multi-disciplinary data acquisition, validation, processing and interpretation techniques for climate change evaluation, mitigation and adaptation; • Practically face climate change-related tasks, from problem setting and solving to dissemination of the results. After attending the course, students are expected to be able to: • Organize an individual/team work to face climate change-related topics; • Design and manage a complete workflow to fulfill a task; • Apply the most appropriate techniques for data acquisition and processing, according to the final purposes; • Evaluate/interpret the results and propose innovative solutions; • Disseminate their work by means of appropriate approaches and innovative facilities.

The students should have knowledge of the fundamentals of climate change evaluation/monitoring, adaptation and mitigation, as well as of applied geophysics and geomatics methods.

Task 1 – Climate change evaluation and monitoring (20 h) • Introduction to multi-disciplinary innovative techniques for climate change evaluation and monitoring: study of glacial and periglacial environments as markers of climate change evolution with geophysics and geomatics, permafrost/snow/ice characterization with innovative techniques, monitoring of the ongoing processes, drone-borne vs. ground-based technologies for data acquisition, web platforms for data collection and restitution, correlation with hydro-meteorological time series and basic modeling of future scenarios. • Case study (team work): Data collection/acquisition, processing, interpretation. Merging of multi-methodological results, validation and interpretation. Organization of the work outcomes in a geographic information system and dissemination of the results. Proposal of innovative solutions. Task 2 – Climate change mitigation (20 h) • Introduction to multi-disciplinary innovative techniques for climate change mitigation: geophysics and geomatics for the analysis of greenhouse gas emissions and renewable energy applications (e.g. geothermal reservoir characterization, carbon caputure and storage, precision agriculture), innovative data acquisition and processing methods, remote sensing and field monitoring, multi-methodological approaches, data integration, web platforms for data collection and restitution. • Case study (team work): Data collection/acquisition, processing, interpretation. Merging of multi-methodological results, validation and interpretation. Organization of the work outcomes in a geographic information system and dissemination of the results. Proposal of innovative solutions. Task 3 – Climate change adaptation (20 h) • Introduction to multi-disciplinary innovative techniques for climate change adaptation: innovation in geophysics and geomatics for monitoring and prevention of climate-change related natural hazards (e.g. water floods, landslides), management of water resources, analysis of infrastructures at risk, innovative data acquisition and processing methods, integration of multi-methodological approaches, web platforms for data collection and restitution. • Case study (team work): Data collection/acquisition, processing, interpretation. Merging of multi-methodological results, validation and interpretation. Organization of the work outcomes in a geographic information system and dissemination of the results. Proposal of innovative solutions.

The course is organized in a limited number of introductory lectures (20 h) and a dominant number of practical activities related to three tasks (40 h). Introductory lectures are aimed at providing the basics of the innovative methods applied in the tasks, through theory classes, analyses of literature case studies, technical notes preparatory to practical activities and presentation of dissemination strategies. During practical activities, students are required to work in teams to solve a case study related to one of the three modules of the course, involving lab and field activities, and organize the results in a final group project. All the teams will eventually contribute to the works of the other groups, by critical discussion on the results and proposal of alternative/innovative solutions. Considering the course structure and activities, students are strongly encouraged and recommended to partecipate in presence if they do not have health/logistical problems. For the students that cannot attend in person, real-time streaming and interaction with the class will be guaranteed.

• Lecture notes and slides presented during classes. • Scientific literature and supplementary material for task solving.

Exam: Compulsory oral exam; Group project;

The final examination will consist in an oral interview aimed at evaluating knowledge and skills acquired by the students, with discussion on the group project related to one of the three tasks and on the topics covered during the course. It will be divided in two main parts: 1. discussion on practical team work activities and final group project (vote/30) 2. theoretical questions and discussion on innovative methods for climate change evaluation/monitoring, mitigation and adaptation (vote/30) The final grade is a weighted average of the results of the 2 previous evaluations, with weights: P1=0.50, P2=0.50. In particular, part 1 is aimed at evaluating the ability of the students to organize their team work to face climate-related topics and to critically analyze, process and intepret the available data with proper multi-methodological approaches and methods. Each team will be asked to produce a presentation of the work to be discussed during the exam. Each student of the team will be asked to focus on a specific aspect of the proposed task and will be the presenter and responsible for that part. Part 2 is devoted to the individual evaluation of the acquired theoretical and methodological aspects covered during the introductory lectures (3 questions/students on applied geophysics/geomatics innovative applications for CC monitoring, mitigation and adaptation). The above rules are the same for onsite, online and blended exams.

In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.