SCX8000 : Facing up to Climate Change: Tackling Climate Change Through Solution Focused Multi-disciplinary Collaboration
- Offered for Year: 2024/25
- Module Leader(s): Mrs Qianqian Qin
- Lecturer: Dr Alistair Ford, Dr Stephen Blenkinsop, Dr Jenny Davidson, Dr Scott Ashley
- Owning School: School X
- Teaching Location: Newcastle City Campus
- Capacity limit: 60 student places
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The aim of this module is to:
1. provide students with a foundational knowledge of climate change and a critical understanding of sustainable climate action from a “systems thinking” perspective.
2. bring students together from across Newcastle University's disciplines to tackle climate change challenges and start to develop impactful climate action responses
3. provide the opportunity for students to engage in cross-disciplinary collaboration, supporting them to develop interdisciplinary approaches, appreciate climate action from diverse perspectives and hear from some of the latest climate change related research, actors and actions.
4. support students to understand that every discipline has a connection to climate change, and to be able to bring this learning back to their own disciplines and future careers.
Outline Of Syllabus
The syllabus will be delivered in a blended format, to make accessible to students across the University.
Students will engage in interactive, project -based, learning activities that will support collaborative and negotiating skills. This approach is designed to help students to make impactful change on climate crisis
The syllabus will include four key themes:
1. The Scientific Evidence and Impacts of Climate Change
2. The Policies, Politics and Economics of Climate Action
3. People and Planet: Social and Ethical Challenges
4. Measuring, Monitoring and Methods
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 12 | 1:00 | 12:00 | Present in person (6 in semester 1 and 6 in semester 2) |
| Structured Guided Learning | Lecture materials | 12 | 2:00 | 24:00 | Asynchronous content (additional lecture materials and flipped learning activities designed to support in person lectures) |
| Guided Independent Study | Assessment preparation and completion | 2 | 20:00 | 40:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 12 | 1:00 | 12:00 | 6 seminars per semester (designed to support cross-disciplinary group work and problem-based learning) |
| Structured Guided Learning | Structured research and reading activities | 12 | 1:00 | 12:00 | Asynchronous structured learning activities designed to support scheduled seminars. |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 2:00 | 8:00 | 2 workshops per semester . The workshops are activity-led, aiming to assist students in synthesizing the knowledge and skills they've gained from the lectures and previous studies. |
| Guided Independent Study | Reflective learning activity | 20 | 1:00 | 20:00 | 1 hour in each teaching week. Discussion Board on Canvas can support reflective learning. |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 2:00 | 4:00 | 1 drop-in session will be offered each semester. |
| Guided Independent Study | Independent study | 1 | 64:00 | 64:00 | N/A |
| Scheduled Learning And Teaching Activities | Module talk | 2 | 2:00 | 4:00 | Module talk at outset to present module/ icebreaker sessions to build module community Module talk at the end to discuss learning and module experience with students. |
| Total | 200:00 |
Teaching Rationale And Relationship
To meet expectations of an interdisciplinary cohort we will provide multiple methods and approaches to teaching content delivery:
Lectures will deliver foundational knowledge that students will require.
Seminars will give context for deeper exploration of lecture content and a forum for questions from structured guided learning activities.
Workshops would be activity-led, will provide a context for interdisciplinary collaboration and exchange will provide a context for interdisciplinary collaboration.
Structured guided materials will allow students from different disciplinary areas to develop knowledge and skills at their own pace.
Drop-ins will support the development of interpersonal skills and reflection.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Design/Creative proj | 2 | M | 50 | Students work in groups of 3 or 4 to create an infographic that visually communicates the impacts of climate change on a specific ecosystem or region and proposes innovative solutions to address these challenges. |
| Essay | 2 | A | 50 | A 2500 word essay. Essay questions are designed to encourage students to integrate their knowledge from various disciplines, critically analyse complex issues, and demonstrate their understanding of the interconnected nature of climate change. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Oral Presentation | 1 | M | This entails a verbal and team presentation focused on the content of the infographic for Semester 2 |
Assessment Rationale And Relationship
Students will be assessed via a critical essay that captures and provides evidence of that captures and provides evidence of
• their learning across both semesters (content)
• their critical reflection on the lectures and seminars from the context of their discipline
• their critical reflection on the experience and outcomes of the group project work
• their ability to identify additional subject-specific learning resources that inform both the group work and demonstrate a commitment to continued learning in climate change
• A critical reflection on the module contents relationship to the UNSDGs
Students will also be assessed via a group produced poster in terms of:
- Clarity and coherence of the infographic design.
- Effective visualization of quantitative data.
- Relevance and accuracy of information presented.
- Creativity in conveying complex concepts visually.
- Inclusion of innovative solutions and mitigation strategies.
- Overall impact and ability to engage the audience.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SCX8000's Timetable