LARC40610 Tools for Sust Development

Academic Year 2023/2024

*** Not available in the academic year indicated above ***

The focus of this module is to develop students’ professional skills for environmental policy-making through participating in a ‘live’ policy formulation exercise. The module will explore the key stages in the preparation of a strategy and a suite of policy options to address a key environmental challenge. For each academic year, the environmental challenge addressed in the project will change - indicative examples include development of:

- a green infrastructure and ecosystem services strategy for the Dublin region;
- a national climate change adaptation strategy;
- a national strategy to implement a fair carbon tax system;
- a national environmental engagement strategy;
- a strategy to promote uptake of electric vehicles;
- a strategy to advance the 'bioeconomy'

To respond to these types of environmental policy challenges, the class will take on the role of policy consultants who have been commissioned to formulate a strategy and policy options, and advise on policy implementation. To undertake this role, students will be guided through the key stages of the policy-making process, inter alia: 1. Policy Inception and Scoping; 2. Gathering (fieldwork) and analysing the evidence; 3. Strategy appraisal and selection of policy options; 4. Provision of policy advise.

You are required to work, both individually and in groups, outside of the tutor-led sessions, reflecting the student workload of a 10-credit module.

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Curricular information is subject to change

Learning Outcomes:

On successful completion of the course, you should be able to:

- Gain an appreciation of the inter-related aspects of an evidence-based policy-making process;
- Develop key skills of policy analysis and evidence-based policy formulation
- Gain an appreciation of the importance of critical reflection for professionalism as you incrementally progress through the work programme;
- Enhance teamwork capacity and oral, written, visual and presentational skills.

Indicative Module Content:

For each academic year, the environmental challenge addressed in the project will change - indicative examples include development of:

- a green infrastructure and ecosystem services strategy for the Dublin region;
- a national climate change adaptation strategy;
- a national strategy to implement a fair carbon tax system;
- a national environmental engagement strategy;
- a strategy to promote uptake of electric vehicles;
- a strategy to advance the 'bioeconomy'

Student Effort Hours: 
Student Effort Type Hours
Project Supervision

36
Specified Learning Activities

20
Autonomous Student Learning

144
Total

200
Approaches to Teaching and Learning:
This module will involve both individual and group-based components, and there will be an emphasis on developing effective group-working skills. There will be group-based discussion and student presentations throughout the study. This module is based on principles of task-orientated, enquiry-based and self-directed learning. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Continuous Assessment: Individual Assignments Varies over the Trimester n/a Graded No

50
Project: Studio-based class group project involving a series of group activities. Throughout the Trimester n/a Graded No

50

Carry forward of passed components
Yes
 
Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Assignment briefs, including grading criteria, are presented in Brightspace and discussed in class to allow students to ask specific questions on the assessment criteria in advance. Specific feedback is presented via Brightspace as a grading rubric along with a summary of strengths, weaknesses and areas to improve, and also discussed generally in class.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 

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