Unit Outline

The course of climate change can be altered, and science tells us the next decade will be crucial. Averting a climate catastrophe depends on rapid action to reduce greenhouse gases, as well as widespread adaptation to minimise the impact of the changes already being felt. This unit considers why we have not acted quickly as a society so far and what some of our options are going forward. We will explore policy responses and practical solutions that may help us reduce the most damaging changes to Earth’s climate and associated impacts on human and natural systems. The unit explores pathways to reduce the most extreme effects of climate change, including international agreements on reduction of greenhouse gases and other mitigation measures such as carbon sequestration and drawdown and alternative energy sources. The unit additionally examines social movement demands and communication of climate change. In this unit you will also look at climate change through the lens of ethics, justice and injustice, and investigate how indigenous knowledges can instruct us in our responses to climate change. You will think about climate change and system change and ask whether current economic systems based on growth are compatible with averting catastrophic climate change.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Explain key national and international policy responses relevant to mitigating climate change and future energy scenarios in Australia
2	Discuss climate adaptations, including options to reduce greenhouse gas emissions, that will be necessary to live on a changing planet
3	Explain the ethical, justice and equality issues related to climate change across Australia and internationally.
4	Identify solutions to engage individuals and society in addressing climate change

Alterations as a result of student feedback

We endeavour to ensure student feedback is taken on board and welcome comments on discussion boards.

Teaching arrangements


ATTENDANCE MODE	TEACHING TYPE	LEARNING ACTIVITY	CONTACT HOURS	FREQUENCY
Online	Lecture (Online)	On average, you will need to watch approximately half an hour of video content per week. Sometimes this is a lecture, other times it is other video media introducing or explaining content	0.50	Weekly
	Individual Study	You will engage with written materials and online activities on MyLO, that are linked to the weekly video/lecture content	1.50	Weekly
	Tutorial (Online)	Three, one-hour (with an optional repeat) tutorials held on zoom explain assignment tasks and provide opportunities for questions and interaction.	1	Study Period 3 times
	Independent Learning	Each week, you should dedicate approximately 6 hours to your own reflection time and further research, and work on your assessment tasks in this unit.	6	Weekly

Attendance / engagement expectations

If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online or includes online activities, it is expected you will engage in all those activities as indicated in the Unit Outline or MyLO, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Media Article	Week 5	20 %	LO1, LO2, LO4
Assessment Task 2:	5-minute video	Week 9	40 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Reflective Essay	Week 13	40 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Media Article

Task Description:

Write a feature article or digital content post on any topic related to climate change mitigation or renewable energy, globally or in your local area, using some of the principles that research shows are most effective for communicating climate change. Note: The use of generative artificial intelligence (AI) in the completion of this assessment task is discouraged. However, any use of AI as a learning tool must be in alignment with the UTAS guidelines on academic integrity.

Task Length:

Approximately 700 words

Due Date:

Week 5

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Prepare an article suitable for publication related to climate change mitigation or renewable energy	LO1, LO4
2	Effectively communicate with your audience about climate change.	LO4
3	Discuss climate change mitigation and renewable energy on a local or global level.	LO1, LO2

Assessment Task 2: 5-minute video

Task Description:

This task is to create a 5-minute video in which you describe the importance of grassroots climate action. You will select a community organisation that promotes climate action or advocacy and explain to your audience the benefits of becoming involved. Note: The use of generative artificial intelligence (AI) in the completion of this assessment task is discouraged. However, any use of AI as a learning tool must be in alignment with the UTAS guidelines on academic integrity.

Task Length:

Approximately 5-minute video including Powerpoint slides with appropriate communication tools (graphs, pictures etc)

Due Date:

Week 9

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Describe a community or grassroots organization that promotes climate action or advocacy	LO4
2	Explain the importance of climate action to mitigate or adapt to climate change	LO2
3	Create a video presentation on climate change, adaptation and/or mitigation and actions that local communities can take.	LO1, LO2, LO3, LO4

Assessment Task 3: Reflective Essay

Task Description:

Climate change poses an existential threat to human life on planet earth, but do the changes needed to mitigate climate change offer opportunities as well as challenges? Discuss the way that your country, area, and/or community, could benefit from making the changes necessary to mitigate climate change. Note: The use of generative artificial intelligence (AI) in the completion of this assessment task is discouraged. However, any use of AI as a learning tool must be in alignment with the UTAS guidelines on academic integrity.

Task Length:

Approximately 2000 words

Due Date:

Week 13

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Reflect on the challenges posed by effective responses to climate change on a national, local or community level.	LO1
2	Consider the possible social benefits, including economic and health benefits, and the ethical, justice and equality implications of effective climate change mitigation.	LO2, LO3
3	Engage your audience by documenting your solutions to address climate change	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.