1. Demonstrate a clear understanding of the physical and societal causes and consequences of climate change.
Knowledge & Understanding

2. Be aware of the political responses to climate change at a range of scales.
Knowledge & Understanding; Enquiry

3. Demonstrate a critical understanding of the principles that underpin the transition to a low carbon economy and society and analyse the role that the economy plays as both a driver of climate change and a tool for climate change remediation.
Knowledge & Understanding; Analysis

4. Identify and explain appropriate strategies, technologies and behavioural changes for the reduction of carbon emissions, and discuss the benefits, costs, and barriers associated with their implementation.
Enquiry; Analysis; Problem Solving

5. Devise, present, justify and reflect on a business proposal for a low carbon intervention or a low carbon product.
Communications; Application; Reflection

The assessment focuses on the production of a business proposal for a low carbon intervention or a low carbon product. This will consist of two interlinked elements:

1. A 10-minute oral presentation that pitches the idea to a panel drawn from course tutors and local businesses and organisations (addresses learning outcomes 3 – 5).
2. A 1500-word report that clearly sets out the context for the proposal, provides a clear justification for the low carbon intervention or product, and reflects on feedback from the oral presentation (addresses learning outcomes 1 – 5)

Students can either use a live brief supplied by a local business or organisation as the focus for their proposal or they can liaise with their own employer and the course tutors to identify an appropriate alternative focus.

Formative assessment opportunities will be available throughout the course - structured class activities will allow students to discuss the concepts and ideas introduced throughout the short course and will build towards the summative assessed activities. This will provide them with the opportunity to self-evaluate their understanding of the course materials. Regular opportunities will also be provided to discuss ideas for the course assignments and receive feedback on their plans.

It is now recognised that human-induced climate change is a reality because of the increasing scientific evidence that global temperature trends are reacting to the enormous quantities of greenhouses gases that have accumulated in the atmosphere over the past 150 years. Consequently, societies at the global, national, and local levels need to find ways to both reduce the carbon emissions associated with their activities and become more climate resilient. This short course will: (i) introduce students to the science of climate change; (ii) provide them with an understanding of the complex inter-relationships between environmental systems, human activity, quality of life and how climate change will impact on both present and future generations; (iv) develop their carbon literacy skills; (v) through the use of real world examples critically explore the strategies, technologies and behavioural changes that can be used by businesses and other organisations to reduce carbon emissions and transition towards a carbon net zero economy and society; and (vi) provide students with the opportunity to develop and justify a proposal for either a carbon reduction strategy or a low carbon product. On completion of the course students will understand the crises posed to the environment and society at both global and local levels by the impacts of climate change and be able to critically evaluate the strategies and tools that can be used by businesses and other organisations to facilitate the transition to a low-carbon economy and more sustainable society.

N/A

This short course will be delivered using a flipped class-room approach. This will involve a combination of independent and online learning, scheduled class sessions, and planning, researching, and producing the course assessments:
• Materials and resources that introduce the main themes and key concepts covered in the short course, as well as supporting the development of any key skills required to complete the assessment, will be made available via the VLE. These will be in the form of a mixture of pre-recorded lectures, directed readings, links to videos, podcasts, or appropriate external learning resources and micro-certification packages. A new set of materials will be released at the start of each week. The nature and range of resources available via the VLE will be carefully chosen to ensure that the course is accessible to students from a range of backgrounds and prior experiences.
• The perspectives of local businesses and organisations will be embedded throughout the course using a mixture of pre-recorded videos and interviews, site visits, guest speakers, and authentic assessment briefs to address problems and challenges identified by local businesses and organisations
• Class sessions will be in the form of workshops and seminars designed to provide students with the opportunity to: (i) debate and further explore the ideas introduced in the learning materials; (ii) discuss how they will use them to address the course assessments; and (iii) receive guidance on completing the assessments.
• Students should spend the independent learning hours working through the learning resources and self-instructional materials provided in the VLE, completing preparatory and follow-up activities for the class sessions, and completing the module assessments.
The course will be delivered over a 14-week period consisting of 11 teaching weeks and a three-week period to produce and present the final summative assessed elements of the course. Students will be encouraged to attend weekly face-to-face class sessions delivered at Staffordshire University, but for those unable to attend live class sessions the key learning materials will be available on the course VLE for students to access. Class sessions will be held weekly – 2 x 3 hours sessions (for 11 weeks), both on the same day to minimise student travel to campus and facilitate day release for students in employment; and a final session of up to 4hours (depending on student numbers) at which students deliver their pitches.

1. Berners-Lee, M. (2021) There Is No Planet B: A Handbook for the Make or Break Years (Updated Edition) Cambridge University Press
2. Berners-Lee, M. (2020) How Bad Are Bananas? The Carbon Footprint of Everything. Profile Books
3. Carolan, M.S. (2020) Society and the Environment: Pragmatic Solutions to Ecological Issues. Routledge.
4. Kopnina, H. & Blewitt, J. (2018) Sustainable Business: Key Issues. Routledge
5. Kopnina, H. & Polder, K. (2021) Circular Economy: Challenges and Opportunities for Ethical and Sustainable Business. Routledge
6. Leichenko, R. and O’Brian, K. (2019). Climate and Society: Transforming the Future. Wiley.
Middleton, N. (2019) The Global Casino: An Introduction to Environmental Issues. Routledge.

VLE with virtual classroom facilities for accessing on-line learning and resources.
High quality learning space for face-to-face class sessions, with good audio-visual facilities that can support synchronous hybrid delivery to students both on and off campus.
Library resources, both online and physical, to support module learning activities and research for assignments.