Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

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Aims

This module aims to:

• Engage students in contemporary sustainable development challenges through problem-based learning
• Support students to build on the theoretical foundations and concepts taught in the Introduction to Sustainability (NES1201) module and apply the skills taught in the Academic and Professional Skills (NES1200) module.
• Help students to critically examine real-world sustainability problems and potential solutions from multi-disciplinary perspectives
• Help students to contextualise sustainable development challenges by introducing the role people, policy and practice play within these
• Enable students to develop interpersonal and intrapersonal skills through multi-disciplinary
team-based learning and reflective practice

Outline Of Syllabus

Students will be assigned real-world sustainability problems focused around four key Sustainable Development Goals (SDGs): Life on Land; Zero Hunger; Life Below Water; Responsible Consumption and Production.

Each of the four topics will be explored through problem-based case studies. These case studies will involve front-loading theory-based teaching and learning delivered through asynchronous and synchronous learning activities and resources. Through each case study, students will draw on the foundational theories and concepts delivered in NES1200 and apply the skills developed through NES1201. Multidisciplinary group working will allow students to explore, discuss and understand the role of people, policies and practices from different disciplinary perspectives, and begin to draw these perspectives together to identify interdisciplinary sustainable solutions.

Intended Knowledge Outcomes

At the end of the module students will be able to:

•       Identify and discuss a range of approaches and perspectives on contemporary sustainable development
issues.
•       Reflect on current issues and debates in relation to sustainable development challenges and identify
potential opportunities and solutions.
•       Recognise the role of reflection in the learning process
•       Connect real-world problems to scientific research and reflect on and begin to develop research
interests.

Intended Skill Outcomes

By the end of this module, students should be able to:

•       Demonstrate interpersonal and intrapersonal skills
•       Demonstrate critical analysis and problem-solving skills
•       Demonstrate self-directed learning
•       Work in a multi-disciplinary team effectively to achieve specific tasks and problem-based learning
objectives
•       Develop oral and written communication skills
•       Reflect on the opportunity and obstacles in multi-disciplinary team working

Teaching Rationale And Relationship

The problem-based learning approach provides students with an opportunity to reflect on sustainable development issues from a peer focused range of different disciplinary perspectives. Students across disciplines will be encouraged to consider & discuss the problem from their disciplinary perspective within mixed discipline groups to facilitate inter-disciplinary working & collaboration.
Each case study will include a front-loading theory-based learning activity such as a lecture, seminar, guest speaker or field visit. This will help to frame each topic subsequently introduced in a case study & provide additional background and the necessary context to tackle the problem based learning. Following the front-loading session, a seminar-based session will begin with the introduction of a problem for learners to explore and/or solve.

Assessment Rationale And Relationship

The infographic provides students with an opportunity to develop their written and presentation skills while showcasing their knowledge and understanding of the nature-based solutions explored in Semester 1. The group element enables students to work in an interdisciplinary environment and consider the topic under investigation from different viewpoints and disciplines. The infographic will test specific skills such as teamworking, research and data gathering, organisation, time management and creativity whilst simultaneously testing subject knowledge and understanding. This assessment format provides a platform for students to work both independently and in a group format. It also allows for the development of a common language across disciplines.

The formative assessment gives students the opportunity to receive feedback on the group's infographic concept and plan prior to finalising this for submission.

The reflective essay provides students with an opportunity to reflect on their learning journey throughout the module. This assessment format will test students’ interpretation of knowledge delivered throughout the module. It will provide an insight into student understanding and interpretation of the module learning outcomes and will require reflection on skill development and multidisciplinary ways of working. The reflective essay will require students to reflect on their learning journey evidencing clear links to explicit skill development. The reflective essay aims to assess the true value of active learning and problem-based learning activities.

General Notes

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