The two-year, post-secondary institution where I teach, Monroe Community College (MCC) in upstate New York, is well suited to meeting the goals of the AMS Climate Studies Diversity Project. MCC is a Middle-States-accredited college dedicated to providing access to higher education and training to a diverse community. Of a population of about 18,000 students, 34% are minority students; most of whom are enrolled in career and transfer programs. In addition, MCC currently has a total of 413 underrepresented and/or at-risk middle and high school students enrolled in youth academic enrichment programs. The Department of Chemistry and Geosciences at MCC currently has degree programs in both geology and geography that would support a climate studies course. The department is also home to the New York State Geographic Alliance, an organization dedicated to revitalize geographic education in our nation's classrooms. A Sustainability Certificate Program was recently designed to educate students on the social, economic, institutional and environmental aspects of sustainable development as they relate to both human society and the physical environment. To meet the needs of these programs, and to educate diverse student populations on subject of climate change, a course proposal was written for development of a new, introductory-level climate studies course to be offered in the 2012-2013 academic year. The course is titled GEG 253/252 Climate Change: Past, Present, and Future, which will be the platform to apply the AMS Climate Studies course package. The Climate Studies textbook will serve as the primary resource for the lecture potion of the course in addition to lecture notes. The Investigations Manual will be used to supplement both lecture and laboratory activities. The structure of GEG253/252 is a three-credit hour lecture with a one-credit hour laboratory and has been approved by the State University of New York as a natural science general elective. This course will approach the topic of climate change through a geographical perspective to promote critical and analytical thinking skills while building a strong background in the science of climate change. Students will learn the mechanics of the climate system and contextualize policy-related issues with regards to sustainability. The laboratory component of the course will build spatial skills by having students analyze and create maps, organize spatial data, and evaluate trends. I plan to offer the course in the 2013 spring semester in a fully online format. The course will be delivered using an online course management system (SLN Angel) where students will have access to course materials, pre-recorded lectures, discussion forums, and interactive laboratory activities.