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Programme approval 2013/14 PROGRAMME APPROVAL FORM: TAUGHT PROGRAMMES SECTION 1 – THE PROGRAMME SPECIFICATION 1. Programme title and designation For undergraduate programmes only Single honours Joint Major/minor MA Climate Change: History, Culture, Society 2. Final award Award Title Credit value MA Climate Change: 180-210 History, Culture, Society 3. Nested award Award Title N/A N/A 4. Exit award Award Title ECTS equivalent 90-105 Any special criteria Credit value N/A ECTS equivalent N/A Any special criteria Credit value 120 ECTS equivalent 60 Any special criteria 30 N/A Postgraduate Climate Change: Diploma History, Culture, (PGDip) Society Postgraduate Climate Change: 60 Certificate History, Culture, (PGCert) Society 5. Level in the qualifications framework 6. Attendance Mode of attendance Minimum length of programme Maximum length of programme 7. Awarding institution/body 8. Teaching institution 9. Proposing department 10. Programme organiser and contact Details 11. Relevant QAA subject benchmark/ N/A N/A M Full-time Part-time 1 year 6 years 2 years 6 years King’s College London King’s College London Geography Prof. Mike Hulme [email protected] Geography Professional, statutory and regulatory body guidelines 12. Date of production of specification 13. Date of programme review Students take 3 x 20 credit compulsory modules (7SSG2002, 7SSG5208, 7SSG5210); 1 x 60 credit core dissertation (7SSG5211); and 60-90 credits optional modules, of which at least 20 credits must be from the list of prescribed optional modules specified for this programme. May 2014 2020/21 Distance learning N/A N/A N/A Programme approval 2013/14 14. Educational aims of the programme This Master’s programme starts from the premise that since the idea of climate change has penetrated into all aspects of human life, it is no longer possible to adequately understand and address the risks posed by climate change through only scientific, political and economic analysis. The programme therefore aims to provide students with the theories, methods and skills to analyse climate change from different historical and cultural perspectives, thereby enabling them to better understand how people in different settings around the world make sense of climate change and how they respond to it. Specifically, the programme aims: To provide students with an appreciation of the importance of multidisciplinary social, cultural and historical approaches to analysis of climate change To broaden and deepen students’ appreciation of the nature of evidence for human modification of climate, how people evaluate such evidence and how/why they act upon it To enable students to understand why different people in different cultures assess the evidence for, risks of, and responses to climate change in different ways To encourage students to critically assess the range of possible responses to climate change To equip students with the multidisciplinary skills necessary to address complex research and policy questions emanating from the social dimensions of climate change, drawing on insights from geography, environmental studies, history, anthropology, and science and technology studies To provide a stimulating teaching and learning environment by allowing students to benefit from first hand exposure to staff research To provide an open and supportive learning environment by encouraging students to draw on a broad range of theoretical and empirical perspectives To offer skilled supervision to enable students to attain a level of competence in the design and execution of a research project in the social dimensions of climate change 15. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: an understanding of core concepts in environmental history, cultural and media studies, human geography, anthropology and STS and their contribution to interdisciplinary analysis of climate change an appreciation of key debates on the inter-relationships between climate and society, including: the agency of climate in human history; beliefs, narratives and perceptions of climate and climate change today and in the past; the interrelationships of climate and human culture; the emergence and co-production of climate knowledge discussions of the social and historical construct of climatic knowledge from a variety of disciplinary perspectives critical assessment of theoretical approaches to climate adaptation and disaster management and the role of historical analysis in informing such debates the ability to apply key concepts in a range of applied subject areas to outstanding and emerging policy, management and development debates in relation to climate change the ability to undertake empirical and/or theoretical research and present findings in a professional manner the acquisition of transferable competences and skills, equipping them for a career as a professional in the public, private or third sector, or to proceed to the next stage of a higher degree by research Programme approval 2013/14 Knowledge and understanding The programme provides a knowledge These are achieved through the and understanding of the following: following teaching/learning methods and strategies: 1. 2. 3. 4. 5. 6. 7. 8. differing and changing conceptual and theoretical understandings of the idea of climate theoretical and empirical debates on the role of climate variability in societal shifts in human history narratives of climate change in the past and the emergence of contemporary climate discourse theoretical and empirical discussions on the role of historical case studies in contemporary climate-related disaster management the role of worldviews and beliefs in shaping knowledge of climate change across different cultural and historical contexts cultural representations of climate change in image, fiction, art and performance the different political and social debates underpinning policy responses to climate change, including the role of power dynamics, values, beliefs and epistemologies an appreciation of different research methods in the study of climate history, culture and society All of the topics are embedded in the compulsory modules ‘7SSG5208 Climate Change and Culture’ and ‘7SSG5210 Climate: Science and History’. Points 6 to 8 are also studied in more depth and in diverse contexts through the optional modules which are available as part of the programme. Point 8 is additionally covered through the Dissertation module. Teaching methods involve lectures, seminars, coursework presentations and research project supervision. Additionally, students are expected to engage in directed reading and extensive use of the library resources (including electronic forms of learning materials). Assessment: Assessment of knowledge, understanding and skills is an integrated process. Across the programme students’ work is summatively assessed though coursework essays and projects, oral presentations, and group and individual research projects, including a dissertation. These methods are integrated with formative oral feedback in seminars. Additionally, specific formative feedback is provided on the coursework assessment form and the coursework that is returned to the student. Skills and other attributes Intellectual skills: 1. 2. 3. 4. 5. 6. the ability to assess contrasting theories, explanations and policies in relation to climate change the ability to combine insights from a range of disciplines, including climatology, human geography, history, cultural and media studies, anthropology, sociology and science and technology studies the ability to recognise and critically assess ‘wicked’ problems such as climate change, which defy rational solution the ability to perform a critical reading of published studies and to evaluate their rigour, validity and relevance the ability to think critically and independently the ability to plan, develop and undertake a research project in climate history, culture and society These are achieved through the following teaching/learning methods and strategies: All the intellectual skills listed are developed explicitly with reference to the substantive content of the programme through engaging with key concepts in the social dimensions on climate change in the compulsory modules. They are developed further in the optional modules, which give the opportunity to go into greater systematic/topical depth. Intellectual skills 4, 5 and 6 are additionally the subject of the compulsory research methods module 7SSG5002 Practising Social Research and the dissertation. Assessment: See above for details of assessment. Programme approval 2013/14 Practical skills: 1. 2. 3. 4. the ability to undertake an independent research project the ability to present findings in a professional manner, both orally and in writing and including the use of PowerPoint and other aids to public presentation the ability to identify and source secondary literature and primary research material the ability to use appropriate information technology These are achieved through the following teaching/learning methods and strategies: The Research Methods module 7SSG5002 Practising Social Research, which is a compulsory element of the MA Climate Change degree, addresses the need to develop a skills base for students and forms a spine of M-Level methodological training. These skills focus on issues of research design as well as data generation, analysis and interpretation. This culminates in the production of a dissertation relating to Climate Change: History, Culture, Society at the end of the programme. Practical skills are further developed through the compulsory modules, which make use of case studies as well as coursework and presentations. Presentational skills are enhanced through the preparation and delivery of formal presentations throughout the key modules. Assessment: See above for details of assessment Generic/transferable skills: 1. The ability to tackle problems in a rigorous and open-minded fashion, in a spirit of critical enquiry 2. Develop effective and sustainable learning skills 3. Work effectively as a member of a team 4. Manage time and input to best effect in fulfilling individual assignments 5. Make effective use of IT 6. Write clear and well-focused reports 7. Deliver findings to audiences with clarity and confidence These are achieved through the following teaching/learning methods and strategies: Generic and transferable skills are developed throughout the teaching and learning programme outlined above and specifically through individual and group assignments in the compulsory modules and, where applicable, across the spectrum of option modules. Assessment: See above for details of assessment. 16. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines The underlying rationale and principles of the MA Climate Change: History, Culture Society programme reflect the ethos of the Geography Benchmark Statement which explicitly acknowledges that given the breadth of Geography and “its value in providing a plurality of ways of knowing and understanding the world…institutions offering degree programmes in Geography must be free to decide upon the details of content and organisation”. The MA Climate Change: History, Culture Society programme builds on the benchmark statement for higher qualifications and adds significant value to the undergraduate level programmes through both its increased depth and its widened skills. In line with the University of London’s guidelines on Masters level programmes, the study has been informed by research at the forefront of the discipline. By the completion of the programme students will have shown “originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems.” 17. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic N/A Programme approval 2013/14 18. Programme structure See Programme Handbook for modules to be taken *Students must take 60-90 credits optional modules, of which 20 credits must be from the list of prescribed options. Not all options in the prescribed list or under “other optional modules” are offered every year. may take up to 20 credits of their programme’s optional modules, in departments/institutes outside of the Geography Department (i.e., non-7SSG modules). Approval will be subject to justification to and written approval of their Programme Director using the Permission to take modules in other KCL Departments/Institutes form (see https://internal.kcl.ac.uk/sspp/stu/geog/student-forms.aspx) and subject to availability and signed permission from the appropriate department/institute administrator (in the exterior department/institute) to allow them on the module. †Students If a Masters programme, are level 6 credit levels permitted within the programme? No Maximum number of credits permitted with a condoned fail (core modules excluded) 20 (or 30 if optional module undertaken is 30 credits) Are students permitted to take any additional credits, as per regulation A3; 5.9? Yes. Students may take up to 210 credits with written permission of the programme director, although this will generally not be encouraged. Are students permitted to take a substitute module, as per regulation A3; 5.10? No Are there are any exceptions to the regulations regarding credits, progression or award requirements? No Other relevant information to explain the programme structure Part-time students must take a minimum of 60 credits of compulsory modules (including 7SSG5002 Practising Social Research) in their first year of study. Part-time students must submit the non-assessed element of the Dissertation (Dissertation proposal) in their first year of study and their completed Dissertation in their second year of study. . Programme approval 2013/14 19. Marking criteria The College generic criteria for assessment of postgraduate work apply to the assessment of this Programme. 20. Will this Programme report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here Postgraduate Geography Board of Examiners (existing) 21. Please confirm that the process for nominating External Examiners has commenced, and if known, note whom the nominated External Examiner(s) may be We have begun the process for considering appropriate external examiners, and whether existing external examiners that serve on the Geography Board of Examiners might have this new programme added to their set of programmes that they oversee. 22. Measures to help ensure that the programme is inclusive to all students All sessions are taught in Strand or Waterloo main buildings, which are accessible to students with disabilities. Teaching staff are located in a building which is also accessible to students with disabilities. Staff liaise with the School’s disability advisor, on any issue affecting a disabled student. All students have access to Student Welfare Services. The programme follows the general King’s policy on facilitating access for disabled students. We will check whether successful applicants have declared a disability on the application form and where appropriate, consult the Disability Advisory Service to discuss any necessary arrangements. If there is a disabled student taking a module or modules, then the programme administrator will ensure that rooms which allow ready access are booked. At induction all students will be informed of the College’s provision for disability support and encouraged to seek an assessment at the earliest opportunity if they feel they might need this support. It will then be up to them to decide if they want to use any assessment that is made. Any special needs will be communicated by the programme officer to all relevant colleagues (or to particular staff, as authorised by the student). Teaching staff will disseminate lecture handouts and teaching materials electronically, either as e-mail attachments or using the College e-learning service, or both. This will allow the subsequent application of aids for reading and comprehension. The personal tutor system will be exploited to make sure that students have a point of contact to discuss any difficulties with the academic demands of the programme as well as any personal difficulties, so that the tutor can advise the student where to get help. The Department of Geography have in place formal and informal systems of ongoing as well as end-of-module evaluation so that staff can be responsive to feedback. These include student reps who attend Masters/Staff student meetings and end of module evaluations, informing students of procedures in case of problems. These comprise of informing the member of staff teaching the relevant module in the first instance, and next informing the programme director of any problems, if necessary through the intermediary of the class reps. All staff teaching on this programme have specified office hours. Students will be strongly advised to support one another through study groups. Programme approval 2013/14 PROGRAMME APPROVAL FORM SECTION 3 – SUPPLEMENTARY INFORMATION Not all of the information in this section will be relevant for all programmes and for some programmes this section will not be relevant at all 1. Programme name MA Climate Change: History, Culture, Society 2. Is this programme involved in collaborative activity? Yes No If yes what type of Collaborative Provision is it (tick appropriate box)? Does the programme have an access/feeder Programme for entry into it? Does the programme have an articulation/ progression agreement for entry into it? Dual Award Franchised Provision Joint Award Multiple Award Partnership Programme Recognition of Study or Award of Credit through off-campus study or placement Placements, including those in industry, those required for teacher education, experience necessary for qualifications in the health professions and continuing professional development Staff and student exchange Provision of learning support, resources or specialist facilities Validated provision Distance learning and online delivery involving work with delivery organisations or support providers Programme approval 2013/14 Have the relevant stages and appropriate paperwork been approved and the paperwork forwarded onto QAS Office? Yes No Not applicable 3. If the programme is a joint award with an institution outwith the University of London, validated provision or franchised provision, has the necessary approval been sought from College Education Committee? Yes No Not applicable Please attach a copy of Part 1 of the Partner Profile and checklist submitted to the College Education Committee 4. Partnership programme - in cases where parts or all of the programme are delivered away from one of the College campuses by a body or bodies external to the College please provide the following details [Not applicable] Name and address of the off-campus location and external body Percentage/amount of the programme delivered off-campus or by external body Nature of the involvement of external body Description of the learning resources available at the off-campus location What mechanisms will be put in place to ensure the ongoing monitoring of the delivery of the programme, to include monitoring of learning resources off-site or by the external body? Please attach the report of the visit to the off-campus location 5. Recognition of study or award of credit through off-campus study or placement please indicate how the time will be spent, the length of time out, the amount of credit and whether it is a compulsory or optional part of the programme Year abroad, Year in employment, Internship, Placement Other (please specify) Time spent: …Credit amount ………..Compulsory/optional.…………… 6. Please provide a rationale for any such time outside the College, other than that which is a requirement of a professional, statutory or regulatory body An internship will be offered as part of the optional module 7SSG5070 Environmental Internship, which is currently offered by the Department of Geography across several Masters programmes. This is a unique selling point of PGT courses in the department and is hence an important constituent of the programme. 7. Please give details if the programme requires validation or accreditation by a professional, statutory or regulatory body Name and address of PSB: N/A Date validation/Accreditation commenced: N/A Frequency of validation/ accreditation N/A Date of last validation/Accreditation Date of next validation/ accreditation