Faculty members are encouraged to highlight the connection between the courses we teach and climate change, and raise awareness of the issue in our lectures, across subjects in my university. I am wondering what is usually done in that respect in mathematics. To formulate a question (answers to any of the three variants are welcomed) :
What are the mathematics of planet earth initiatives that can be retold within undergraduate and graduate classes?
Outside of optimization / numerical analysis, are there other areas where net impact on energy via mathematics can be highlighted and has been investigated (cryptography perhaps at a graduate level)?
Has anyone tried to convert (negative) powers of $n$ in error estimates into KW, or given examples of the impact of optimization / numerical analysis in terms of reduction of energy usage?
I first asked this question on Math SE, but it received a -3 vote in a few minutes, so I removed it. Maybe this is a more adequate place to ask.
To clarify : more than (sets of) lectures on the mathematics of climate change, or awareness lectures, I was wondering whether some examples can be found that could be embedded in run of the mill Calculus classes, Algebra classes, or other classes taught in many universities.
To clarify even further. What we are encouraged to do is to include in our curriculum elements concerning adaptation to climate change. It can take many forms, such as adding additional lectures to the common core modules, possibly coming from other disciplines; it can also be of the form described above. Since this is the part relevant to MO, that is the focus of this question. The lively debate in the comments about the motivations of such a question and /or politics within mathematics wasn't intended. I should have worded it perhaps in terms of adapting traditional "real world" examples that appear in many classes to climate change.