Computer Systems Engineering (3 Years) [BEng]
Climate Change & Society
|Unit level:||Level 3|
|Teaching period(s):||Semester 1|
|Offered by||School of Biological Sciences|
|Available as a free choice unit?:||Y
Students will be able to understand the scientific information and key concepts that
underlie climate change, and incorporate current events and new scientific information into what they
have learned to foster critical thinking on future global climate change. They will:
- understand the basic scientific foundation, key concepts and current scenarios that underlie global climate change science
- Have an appreciation for the effect of climate variability and change on society throughout history
- Become aware of climate change impacts, including possible meanings for both the
- natural and the social world
- incorporate current events (eg Brexit, Trump, Climate Finance) into the greater context of climate change impacts and policy
- recognize the limits of current science-policy nexus, in particular of the use of modelling techniques in predicting and acting on climate change.
- analyze climate change from multiple perspectives including analysis of stakeholders
- analyze climate change from the perspectives of other people and nations
- learn how to make explicit their own personal views regarding climate change
This course is also available as a 20-credit version as HSTM33501.
Why does climate change policy, despite attracting a worldwide interest, remain a disappointment? Is it because the world is not working hard enough to implement decisions, or because the issue is so extraordinarily difficult that no amount of good will be sufficient to control the rising greenhouse emissions? This unit is a meeting place of climate optimists and climate pessimists: the unit’s readings, research assignments, and weekly group debates will help you see a bigger picture, clear a fog of media clichés and platitudes, and help you scratch under the surface of generic policy buzz words: IPCC, consensus, mitigation, sustainability, clean development mechanism, climate governance, COP, green investments, climate policy, geongineering etc.
Teaching and learning methods
Teaching and learning will be done via a mixture of lectures, seminars and readings around key topics on the course. The assessments will act as ways to track your progress with learning the course material.
Knowledge and understanding
Be conversant with theories, methods and skills to study climate change from different historical, cultural and social perspectives.
Possess knowledge about the varieties of interactions between climate, science and social organisations (publics, government, private sector, indigenous communities)
Understand key elements of climate policy and the politics of climate negotiation
Possess the language and knowledge-base necessary to discuss the science, history and policy of climate change with their peers
Be able to close-read statements on climate change and interpret the policy implications
Think contextually: understand how environmental issues emerge as social problems that require policy measures
Be able to evaluate the nature of information presented in policy documents and the media
To pilot original proposals applicable to local climate governance policies from behavioral, educational or infrastructural perspectives
Have conceptual skills to understand the policy, public and economic statements regarding the climate change regime
Transferable skills and personal qualities
The unit requires that students critically read and analyse select academic and media materials, research original topics, prepare for oral presentations, argue opposing views in real-time. Skills include: team work in preparation and presentation of research, critical and policy-oriented thinking, skills to understand the ‘hidden’ framings of climate change statements; writing skills: academic and for specific audiences.
- Analytical skillsEspecially in terms of content analysis. Students taking this unit as 10 or 20 credit module will have an opportunity to further refine these skills as the project requires them to investigate in greater detail a specific problem, carry out innovative research and come up with innovative analytical methods to find out the relevant answers.
- Group/team workingSeminar activities to be carried out in groups and debates presented by teams.
- Innovation/creativityEach debate requires students to address the motion in a creative and convincing manner; the groups perform stronger when avoid generic arguments.
- Project managementStudents, whether working for an essay, presentation or a project, will take ownership of a task that would allow them to develop ideas on how to assimilate their readings and in-class assignments into an original, informed discussion on the subject. Coordination of project parts will be necessary to prepare for an effective debate.
- Oral communicationStudents will argue opposing views during their weekly debates and in less-structured seminar discussions. These discussions really help the students to frame arguments and defend views.
- ResearchUse of databases, visual and other material, research for essay and project writing, team preparation for debates, use of a variety of sources.
- Written communicationSee above
Assessment Further Information
Essay (45%); 2 hour examination (45%); Seminar Debate (10%)
- The Greatest Empire
- The Grand Experiment
- Science Triumphant
- Politics: What Works
- Ethics: What Gives
- Economics: The Showdown
- Security: Tropic of Chaos
- The City: The Asphalt Jungle
- The Media: Tyranny of News
- Futures: The Apocalypse?
- Overview and mock exam
- Mike Hulme (2009), Why We Disagree about Climate Change. Cambridge.
- John Urry (2011). Climate Change and Society. Polity.
- Anthony Giddens (2006). The Politics of Climate Change. Cambridge
- Candis Callison (2014). How Climate Change Comes to Matter: the Communal Life of Facts. Duke University Press.
- Roger A. Pielke Jr (2011). The Climate Fix: What Scientists and Politicians Won’t tell you About Global Warming. Basic Books.
- Maxwell Boykoff (2011). Who Speaks for the Climate: Making Sense on Media Reporting on Climate Change. Cambridge
- Christian Parenti (2011). Tropic of Chaos: Climate Change and the New Geography of Violence. Nation Books.
Students will receive to formative feedbacks during the course of the unit: (1) individual feedback to their presentations and debate and (2) individual feedback on their essay assignment. They will also have access to full feedback on their projects and exams. All submitted coursework will be returned with annotations and comments on Blackboard explaining the rationale for the marks given. All feedback on written coursework will be given within two weeks time, unless otherwise specified
- Assessment written exam - 2 hours
- Lectures - 11 hours
- Seminars - 11 hours
- Independent study hours - 76 hours