Registry
Module Specifications
Archived Version 2020 - 2021
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Description The scale and pace of environmental change in recent decades, as well as predicted future changes, demands that individuals interested in solving environmental issues have developed a distinct set of skills to meet current and future challenges. Specifically, the skills required to manage and address complex environmental problems such as biodiversity loss, climate change, land use change, scarce water resources or food sustainability require new ways of thinking (e.g. critical thinking, creativity, futurist mindset, ethical thinking), new ways of working (e.g. leadership, communication, teamwork and collaboration), new tools for working (e.g. data analytics) and new personal development tools (e.g. personal agility, embracing uncertainty). This module aims to support students in developing many of these skills, including critical thinking, creativity, developing a futurist mindset, ethical thinking, leadership, communication (written and oral), teamwork, collaboration, data analytics, personal agility and embracing uncertainty. This will be achieved by providing students with skills relating to research design, report writing and oral presentation in addition to critical assessment and robust academic argument. Students will work both individually and in teams, with supervision from a dedicated staff member/industry partner. Students will produce a c.10,000 word research project (i.e. written consultancy report, blog, multimedia report), with the topic linked to either work undertaken during an industry work placement in Year 3 or topics explored during the residential field trip in Year 2. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically analyse and interpret data and text 2. Critically analyse the relationship between natural and social sciences related to environmental challenges 3. Communicate effectively in writing and through discussions, debates and oral presentations in both teams and individually 4. Analyse real-world environmental data and solve problems to make reasoned decisions 5. Identify, retrieve, sort, and exchange information from a wide range of sources | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities n/aThis module explores many of Earth’s ecosystems, based on research strengths within the School of History & Geography. It is based on field trip work undertaken in Year 2 or research projects developed during student work placements in Year 3. Indicative topics will draw from many of the following: Planetary Boundaries Biodiversity loss The Anthropocene Global biogeochemical flows Agricultural and food sustainability Marine ecosystems Freshwater security Land use change Global governance with respect to carbon reductions negotiated during annual Conference of the Parties (COP) meetings Environmental geoengineering | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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