CLB332 Climate Interventions
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | CLB332 |
|---|---|
| Prerequisite(s): | CLB221 and CLB222 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,192 |
| Domestic tuition unit fee | $5,364 |
| International unit fee | $6,840 |
Unit Outline: Semester 1 2026, Gardens Point, Internal
| Unit code: | CLB332 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | CLB221 and CLB222 |
| Coordinator: | Patrick Moss | p2.moss@qut.edu.au |
Overview
This unit will focus on exploring potential solutions to the challenges posed by climate change. Students will learn about the causes and effects of climate change and the urgency of addressing it. The unit will delve into current efforts to mitigate its impacts, including renewable energy, carbon pricing, and other initiatives. Discussions on the role of individuals, communities, and governments in addressing climate change, as well as the economic and social implications of different solutions, will be included in the learning activities.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss the causes and effects of climate change, and the role of human activities in contributing to global warming
- Evaluate the effectiveness of different interventions for mitigating the impacts of climate change, such as renewable energy technologies and carbon pricing mechanisms
- Analyze the potential benefits and challenges of different climate change solutions, including their economic, social, and environmental impacts.
- Develop and defend a position on a controversial issue related to climate change, using evidence-based arguments and engaging with multiple perspectives with a review of scholarly literature.
- Collaborate effectively with others in a team environment to undertake a project.
Content
Throughout the unit, students will learn about the potential benefits and challenges associated with different solutions and could be encouraged to think critically about the trade-offs and potential unintended consequences of different approaches. The unit could also include discussions on the role of different stakeholders, such as governments, businesses, and civil society organizations, in implementing climate change interventions. Examples include :
- Developing and implementing plans to manage the risks associated with extreme weather events, such as heatwaves, floods, and storms.
- Conserving and restoring natural habitats, such as forests, wetlands, and coral reefs, which can provide valuable ecosystem services and buffer against the impacts of climate change.
- Investing in infrastructure to protect against the impacts of sea level rise.
- Supporting the development of drought-resistant crops and agricultural practices, to help farmers adapt to changing climatic conditions.
Learning Approaches
As a third-year unit, you are expected to be an independent, self-directed learner and to take responsibility for your own learning. As such, this unit makes use of problem-based learning approaches. Supporting this problem-based learning approach is a variety of different types of classes including formal lectures, group discussions, debates, and individual research projects, as well as field trips to organizations and facilities working on climate change solutions. Experts from government, industry, and research will be involved in class discussions.
You can expect to spend 10- 15 hours per week involved in preparing for and attending all scheduled tutorials, completing assessment tasks, and undertaking your own independent readings to consolidate your learning.
Feedback on Learning and Assessment
There are multiple opportunities to receive feedback on your learning in this unit. Whole-of-class and individual feedback will be provided during scheduled classes. Opportunities for peer feedback will be provided during collaborative activities. Discussion and engagement with industry and government will provide a unique opportunity for you to get industry feedback.
Feedback on summative assessment tasks will be provided by a rubric, with personalized written comments.
Assessment
Overview
Throughout the unit, you will be encouraged to think critically about the various issues surrounding climate change and to consider the role they can play in finding solutions. You will apply their knowledge to develop their own climate solutions. They will identify a specific issue related to climate change, research potential solutions, and propose a plan for addressing it.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Research Paper
You will be assigned to write a research paper on a specific climate change intervention, such as a renewable energy technology or a carbon pricing mechanism. The paper could include a review of the existing literature on the intervention, an analysis of its potential benefits and challenges, a discussion of the implications for policy and practice, and the relevant United Nations Sustainability Goal(s).
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Group project
You will work in teams to develop a proposal for climate change mitigation, such as a community-based adaptation project or a renewable energy project. The proposal could include a detailed plan for implementation, including a budget and a timeline, as well as an analysis of the potential benefits and challenges.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Debate
You will participate in a debate on a controversial issue related to climate change, such as the role of nuclear power in mitigating climate change or the feasibility of geoengineering solutions. Students could be assigned to different sides of the issue, and could be evaluated on their ability to present and defend their arguments, as well as their ability to engage with opposing views.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Nil
Costs
There are no out of the ordinary costs associated with studying this unit.
Resources
All learning materials to support your learning in this unit are available on the Canvas site.
Risk Assessment Statement
There are no out of the ordinary expenses associated with the study of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ST01 Bachelor of Science
- Develop a broad, multidisciplinary understanding of science and a specialised, in-depth knowledge of at least one discipline.
Relates to: ULO1, ULO2, ULO3, ULO4, Research Paper, Group project, Debate - Use higher order thinking skills to design, plan, and conduct investigations and evaluate data to address scientific questions and challenges.
Relates to: ULO2, ULO3, ULO4, Research Paper, Group project, Debate - Develop and demonstrate key competencies in scientific practices and relevant technologies.
Relates to: ULO4, Debate - Communicate scientific findings, concepts and evidence-based reasoning to diverse audiences using a variety of methods.
Relates to: ULO5, Group project