Awards

Target Award

Award Description:Bachelor of Science with Honours - BSH
Alternative Exit
Alternative Exit
Recruitable Target
Alternative Exit
Alternative Exit
Alternative Exit

Programme Offerings

Full-Time

F2F-JMU-SEP

Sandwich Year Out

F2F-JMU-SEP

Educational Aims of the Course

The core aim of the Climate Change programme is to develop an integrated approach to the study of this global issue, producing students educated in all aspects relevant to this issue. The main objective of the programme is to deliver a degree in Climate Change, led by a team of research-active teaching staff within an innovative and inclusive teaching and learning environment. With a practical and applied focus, this programme will examine the subject of Climate Change through the twin lenses of scientific scrutiny and socio-political analysis. This will include: Detailed introduction of the physiochemical and life processes that operate across the climate system of the Earth. Introduction to the physical basis of climate and earth systems. Examination of evidence for observed changes in climate and potential future impacts on all aspects of the Earth, including society and the economy. Exploration and evaluation of the current and potential future responses, adaptation, and mitigation to Climate Change. Understanding of issues concerning science communication and the reasons for climate scepticism and denialism. The specific programme aims are to: a) Develop graduates with a critically informed understanding of the processes that control climate, who have an integrated approach to the understanding and management of the interaction between the natural and human world in relation to anthropogenic Climate Change. b) Demonstrably link fieldwork and experiential learning to the wider development of both subject specific and practical skills and to apply such skills to the understanding, mitigation and adaptation of anthropogenic Climate Change. c) Enhance employment prospects by developing graduates with a wide range of transferable technical (including ICT & GIS),analytical and critical skills. d) Develop powers of critical and analytical thinking, problem solving and logical argument through the progressive development of understanding, critical awareness and research skills over the course of the degree programme. e) Promote the concept of continuous improvement, lifelong learning, and contribution to the wider community through personal development and scholarly activity. f) Encourage students to engage with the development of employability skills. In addition to the aims for the main target award, the sandwich programme aims to provide students with an extended period of work experience at an approved partner that will complement their programme of study at LJMU. This will give the students the opportunity to develop professional skills relevant to their programme of study, as well as attitude and behaviours necessary for employment in a diverse and changing environment.

Learning Outcomes

1.
Demonstrate a comprehensive understanding of climatology, and climate change.
2.
Evaluate and take responsibility for their own learning and reflect upon that learning
3.
Communicate (including all written, verbal and visual forms of communication) complex results and synthesise outputs via the use of analytical techniques
4.
Design, plan and implement relevant methodologies to collect data (including secondary data sources) relevant for addressing a particular problem or question
5.
Apply professional ethics and standards
6.
Undertake the management of large datasets
7.
Undertake field and laboratory investigations with due regard for health and safety
8.
Demonstrate an understanding of how the processes affecting climate change vary at a range of spatial and temporal scales.
9.
Articulate appropriate techniques which may be employed in order to provide a holistic and interdisciplinary approach to managing climate change
10.
Demonstrate a critical awareness of the interaction between people and the environment and how human alteration impacts upon natural process at a range of temporal and spatial scales
11.
Demonstrate critical awareness of the main methodologies (including GIS) used in the analysis and interpretation of climatological data
12.
Apply appropriate techniques to problem solving and hypothesis testing
13.
Observe, collect, analyse, synthesize and summarise climatological information from a range of diverse sources
14.
Evaluate the significance of data (both quantitative and qualitative), draw appropriate interpretations and conclusions and contextualise their findings
15.
Critically evaluate the strengths and weaknesses of contrasting theories and interpretations and consequently develop logical argument

Teaching, Learning and Assessment

The programme will be delivered through lectures, practical sessions including both PC based and laboratory based sessions, paper based practical sessions, workshops (discussion forums),group and individual project work, tutorials and field classes. The latter will include both day long field trips, and residential field classes. It is estimated that approximately 50% of learning activity will be non-lecture-based, providing students with an active and hands-on approach to learning about Climate Change through practice. The programme will be structured so that there is a transition from the introduction of methods and topics in L4 to increasing applicability in L5 and complex problem solving in L6. Specifically throughout L5 students develop the ability to employ methods and skills strategically to test hypotheses and solve environmental problems. Throughout L6 students will develop and demonstrate the ability to analyse with (increasingly complex data sets and hypotheses to test),synthesise, critically evaluate and apply solutions to real world practical problems relevant to environmental situations/management.

Opportunities for work related learning

Employability sessions will be part of the curriculum, in order to raise student awareness and understanding of personal employability and skills acquisition. Briefly in many of the proposed core modules (e.g. Methods, Skills and Careers 1, Skills in Climate Change Science, and GIS and Employability) we have developed assessed employability sessions (tutorial, workshops) around job application, personal statement development and to raise understanding and awareness of the skill set students in Climate Change will need. Furthermore the Geography and Environmental Sciences Subject group have been working alongside the Careers advisors to develop links with Careers within JMU as well as with the industry. In addition through the utilisation of the common resources Climate Change students will enjoy several formal modular options regarding development of work based learning. These include a Work Based Learning Module where 6 weeks are spent at a host employer and the Sandwich year, where students can gain 12 months’ work experience following their second year of study; both comply with the University Placement Learning Code of Practice. Once the students are accepted onto a sandwich or work-based placement the module leader arranges suitable mentor/tutors and manages communication with the student throughout the time in placement. Climate Change is a global issue affecting a large number of environmental processes and socioeconomic aspects of life, therefore graduates will have a broad range of career prospects. These include areas of environmental management and consultancy (e.g. Mouchel, Amec Foster Wheeler, nationally based consultancies including Applied iGeology), operational government authorities such as Environment Agency and Natural England, engineering and surveying roles and the business and insurance sector. Roles in science communication and science policy through governmental and non-governmental organisations also offer employability opportunities. Beyond the directly applied career potential, graduates can gain employment in the teaching profession, the civil service and a range of GIS (Geographical Information Systems) related roles across various (non-environment) employment sectors. Further study including Masters programmes develop research skills in more specific areas of the wider Climate, Life and Environmental Sciences, other graduates transfer to environmental engineering related Masters degrees to develop a more vocational career. Several modules in the proposed programme engage external professionals to introduce subject specific lectures and/or workshops, thus enriching the learning experience of the students with industry expertise whilst providing a chance for networking the development of their careers. Sessions involving industry experts at the module level are in: Environment Society and Sustainability (L4): Sefton Council, Centre for Alternative Technology, Coastal and Marine Management (L6): Sefton Council, Natural England, National Nuclear Laboratories Environmental Modelling and GIS (L6): JBA Consulting River Monitoring and Management (L6): AMEC Foster Wheeler/EA It is envisaged that several of the proposed modules will also have an input from external professionals.

Programme Structure

Programme Structure Description

Study Abroad Students will be offered the opportunity of study abroad at Level 5. Option 1: Replacement of 60 credits of Level 5 with study abroad The programme will offer the opportunity of 60 credits of study at Level 5. Students will be enrolled on a 360 credit honours with … For more content click the Read More button below.

Entry Requirements

A levels
BTECs
GCSEs and equivalents
IELTS
International Baccalaureate
Irish awards
OCR Cambridge Technical
T levels
UCAS points

HECoS Code(s)

(CAH26-01) geography, earth and environmental studies
(CAH26-01) geography, earth and environmental studies