Module POC3095 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
POC3095: Environmental Knowledge Controversies
This module descriptor refers to the 2019/0 academic year.
Please note that this module is only delivered on the Penryn Campus.
Module Aims
This module provides an applied introduction to environmental policy conflicts and state-of-the-art ideas for their resolution. In taking a close look at the scientific evidence base on conflictual environmental policy issues, you will come to understand how science is a socially constructed endeavour. You will be able to understand the challenges of producing consensual policy on issues that have a disputed evidence base, and which consequently polarise society.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. demonstrate in-depth knowledge of the role of science in the governance of environmental issues 2. understand, evaluate and critically apply a range of concepts and theories on the science-policy nexus to the governance of environmental issues 3. identify and evaluate different methods for reconciling democracy with expertise, and critically assess their contribution |
| Discipline-Specific Skills | 4. find, read, use and critically analyse secondary data relevant to specific issue areas 5. construct rigorous political arguments |
| Personal and Key Skills | 6. demonstrate in-depth understanding of the processes through which knowledge is socially constructed. 7. work independently to produce coursework to deadlines 8. communicate effectively and to evaluate critically in your written and oral work 9. work in a small team to plan and execute a mock citizen conference |
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
Part one: Key concepts and frameworks
Scientific paradigms
Social constructionism
The sociology of science
The science-policy nexus
Part two: Applied case studies (possible examples are given, below)
Climate change
Bees and neo-nicotinoids
Bovine tuberculosis and badger culling
Street lighting
Part three: Beyond the tension
Citizens as experts – from citizen science to lay expertise
Citizen juries and consultations
Participatory inquiry and science shops
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 24 | 126 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 24 | 12 x 2 hour seminars |
| Guided Independent Study | 35 | 3.5 hours preparing for each seminar (from Week 2 onwards = 10 seminars) |
| Guided Independent Study | 31 | Preparing materials for a simulated citizen conference on an environmental policy issue; and formulating an outcome to present back to the class a week later |
| Guided Independent Study | 40 | Preparing essay |
| Guided Independent Study | 20 | Reflective diary |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Plans for citizen conference | One page, and a 20 minute consultation with class leader | 1-5, 8 | Oral |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 80 | 0 | 20 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 60 | 2,500 | 1-8 | Written, verbal on request |
| Small group citizen jury simulation | 20 | Prepare short selection of readings in advance for the class, organise a 1-hour simulation, and feedback the results one week later in a short 5-minute presentation | 1,4,6,8-9 | Written, verbal on request |
| Seminar participation and reflective diary | 20 | 1,000 words | 1-9 | Written, verbal on request |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay | Essay (2,500 words) | 1-8 | August/September re-assessment period |
| Evaluation of citizen juries | 1,000 words (this can be entirely theoretical if the citizen jury simulations were missed with mitigation; but it should draw on what happened in class if the student attended) | 1, 4, 6, 8-9 | August/September re-assessment period |
| Seminar participation and reflective diary | Individual viva and reflective diary (1,000 words) | 1-9 | August/September re-assessment period |
