University home > Unit and programme catalogues in 2019/20 > Programme catalogue > Faculty of Science > School of Geographical Sciences > Climate Change Science and Policy (MSc) > Specification
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Programme code | 2GEOG011T |
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Programme type | Postgraduate Taught Degree |
Programme director(s) |
Dan Lunt
Fanny Monteiro |
Faculty | Faculty of Science |
School/department | School of Geographical Sciences |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | Earth sciences, environmental sciences and environmental studies (2019) (benchmark statement) |
Mode of study | Full or Part Time |
Programme length |
1 years (full time)
2 years (part time) |
This MSc programme aims to develop the student's interest in and knowledge and understanding of Climate Change Science and Policy, emphasising the understanding of Earth as a system of interrelated physical, chemical, biological, sociological, and political processes, and to equip the student with effective independent research and critical evaluation skills that will prepare them for either industry/consultancy/research employment or the pursuit of further PG training. Specific aims are enumerated in the Outcomes.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Primarily via the 80 credit point taught component (80 cp, 60 of which will be in Stage 1), in which a wide range of computational, geochemical, quantitative and observational tools will be described, alongside key aspects of the Earth system. In particular, problems worked out in classes will demonstrate the links between tools and discovery, i.e. how specific climate models can be used to understand the controls on past warm climates. A key component of the policy training will be via the literature review in which students will produce policy guidance on the basis of the science they have examined. |
Methods of Assessment | |
Assessment will be mixed and includes a combination of written reports, quantitative problem-solving, and in-class project work to assess student’s ability to learn and apply new tools, especially in remote sensing and modelling. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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These will be developed partly via the taught component (An ability to conceptualise and represent (mathematically) key processes and feedbacks) but primarily via the Stage 2 Literature Project and the Stage 3 Research Project. The literature project will comprise guided literature surveys and synthesis with formative feedback, culminating in the critical presentation of a specific discipline of the student’s choosing with both formative and summative assessment. In addition, the student will deliver a policy document of their choosing, including a commentary on the strengths and weaknesses of that approach for guiding policy decisions. The research project will allow even more detailed exploration of a topic, training in specific methodologies, and (supplemented by feedback) a critical evaluation of new observations in the context of existing literature. |
Methods of Assessment | |
Assessment of the literature project will be based on a written research project (with a primary emphaisis on organisation, clarity and critical evaluation and a secondary emphasis on quality of writing, figures and presentation) and an oral presentation (with a similar breakdown in terms of assessment criteria). Note that midway through the project a draft report and presentation will allow feedback to the student on all of the above assessment criteria. The research project will be assessed by ongoing practical work (with assessment criteria being organisation, productivity and proficiency); a written report (with assessment criteria being quality of interpretation and discussion as well as quality of presentation); and an oral presentation. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Some instruction during Stage 1 but primarily via formal feedback on reports and presentation during the Literature and Research project. Informal training will be delivered via the regular meetings between the student and supervisor, which will serve as a basis for developing critical thinking. Further informal training will arise from fortnightly meetings between the Programme coordinator and the entire cohort and associated debate. Additionally, students will be encouraged to attend PG discussion groups sponsored by the Cabot Institute. |
Methods of Assessment | |
A combination of academic and peer-reviewed formative assessment associated with the literature project. And then summative assessment of both the literature and research project presentations and written reports. |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level M/7 - Postgraduate Certificate |
Students are expected to have developed a modern, solid foundation of subject specific skills underpinned by the interdisciplinary, scientific principles (quantitative, physical/biogeochemical) underlying Earth processes. Students will be able to apply the principles and undertake more in-depth analysis, and be able to communicate with others in a sound scientific manner. Students will be more at ease in being able to guide themselves in analysis of their own performance, and of setting and achieving their aims. |
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Level M/7 - Postgraduate Diploma |
Students will have an expanded range and depth of subject specific knowledge, through the structured development stage of their research projects. Students will undertake planning, management and data collection for a research project. With the support of their supervisory team, students will have become confident in their ability to collect, synthesise, and evaluate scientific literature and data resources, and they will be better able to communicate and defend their own ideas and interpretation of the work |
Level M/7 - Postgraduate Masters |
Most of the work undertaken at this level will be at, or informed by, the latest research findings and concepts. Students will have the opportunity to work closely with the international research community within the Earth Sciences department. They will undertake research analyses, documenting their activity, findings and interpretation as for publication. This will enable the students to be fully conversant with the principles of a research-led learning environment, and communicate the results and interpretation in a mature manner to a scientific audience. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the postgraduate prospectus at http://www.bristol.ac.uk/prospectus/postgraduate/ or contact the relevant academic department.
View the specific prospectus information for this programme: http://www.bristol.ac.uk/study/postgraduate/2016/sci/msc-climate-change-science-policy/
d.j.lunt@bristol.ac.uk, f.monteiro@bristol.ac.uk and kelly.williams@bristol.ac.uk (Geog PG support) Web: http://www.bristol.ac.uk/cabot/postgrad/
Unit Name | Unit Code | Credit Points | Status | |
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Climate Change MSc Research Project | GEOGM0009 | 60 | Mandatory | AYEAR |
Researching and Communicating Climate Science | GEOGM0039 | 40 | Mandatory | TB-2 |
Climate Change: Science and Impacts | GEOGM1405 | 20 | Mandatory | TB-1 |
Environmental Policy and Politics | GEOGM1409 | 20 | Mandatory | TB-1 |
An Introduction to GIS and Remote Sensing for Environmental Policy and Management | GEOGM0013 | 20 | Mandatory | TB-2 |
Earth System Modeling | GEOGM0030 | 20 | Mandatory | TB-1 |
180 |
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to exit from the programme with a postgraduate diploma or certificate.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds. An exit award with Merit or Distinction may be permitted where students are prevented by exceptional circumstances from completing the intended award.
The classification of the award in relation to the final programme mark is as follows:
Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.
Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.
* The MA in Law has separate regulations for awarding distinction and merit.
** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
Unit Name | Unit Code | Credit Points | Status | |
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Students complete the following units over two years of the part time programme | ||||
Climate Change: Science and Impacts | GEOGM1405 | 20 | Optional | TB-1 |
Environmental Policy and Politics | GEOGM1409 | 20 | Optional | TB-1 |
An Introduction to GIS and Remote Sensing for Environmental Policy and Management | GEOGM0013 | 20 | Optional | TB-2 |
Researching and Communicating Climate Science | GEOGM0039 | 40 | Optional | TB-2 |
Climate Change MSc Research Project | GEOGM0009 | 60 | Optional | AYEAR |
Earth System Modeling | GEOGM0030 | 20 | Optional | TB-1 |
Postgraduate Certificate on successful completion of 60cp, Postgraduate Diploma on successful completion of 120cp | 120 |
Unit Name | Unit Code | Credit Points | Status | |
---|---|---|---|---|
Students complete the following units over two years of the part time programme | ||||
Climate Change: Science and Impacts | GEOGM1405 | 20 | Optional | TB-1 |
Environmental Policy and Politics | GEOGM1409 | 20 | Optional | TB-2 |
Quantifying Climate Risks | GEOGM0045 | 20 | Optional | TB-2 |
Earth System Modeling | GEOGM0030 | 20 | Optional | TB-1 |
Climate Change MSc Research Project | GEOGM0009 | 60 | Optional | AYEAR |
Select 40 credit points from: | ||||
Practical Statistics for Use in Research and Policy | GEOGM0010 | 20 | Optional | TB-1 |
Sustainability, Risk and Resilience in the Urban Age | GEOGM0037 | 20 | Optional | TB-1 |
Global Development and Environment: History, Theory, Practice | GEOGM0044 | 20 | Optional | TB-2 |
An Introduction to GIS and Remote Sensing for Environmental Policy and Management | GEOGM0013 | 20 | Optional | TB-2 |
180 |
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to exit from the programme with a postgraduate diploma or certificate.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds. An exit award with Merit or Distinction may be permitted where students are prevented by exceptional circumstances from completing the intended award.
The classification of the award in relation to the final programme mark is as follows:
Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.
Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.
* The MA in Law has separate regulations for awarding distinction and merit.
** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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