Module manager: Markus Fraundorfer
Email: m.fraundorfer@leeds.ac.uk
Taught: Semester 1 Jan to 28 Feb, 1 Jan to 28 Feb (adv year), 1 Jul to 31 Aug View Timetable
Year running 2025/26
Students are required to meet the programme entry requirements prior to studying the module.
This module is not approved as an Elective
This module provides students with in-depth knowledge about the role that current food production systems, environmental degradation and climate change play in the emergence and aggravation of infectious disease outbreaks and epidemics. By focusing on specific case studies, such as dengue fever, malaria and influenza outbreaks, students will learn about dominant global health responses to this interconnected challenge and how joined-up thinking and response strategies can be improved.
In this module, you will examine how infectious disease outbreaks over the last twenty years have been aggravated by environmental factors and assess the anthropogenic impact of human societies on the Earth-system and its effects on population health. Conceptually, the module discusses the dominant biomedical perspective on infectious disease (germ theory) and examines the long history of alternative (environmental and social) perspectives, which were side-lined over the last one hundred and fifty years, a time span that coincides with the acceleration of climate change and environmental degradation worldwide. The module further explores obstacles in developing more holistic approaches to disease control.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Identify and explain the intrinsic connections between climate change, environmental degradation and industrial food production systems in aggravating global health challenges.
2. Critically analyse central global institutions and mechanisms and their political responses to address this climate-environment-food-health nexus.
3. Compare regional and national dimensions of disease control.
4. Reflect on your own knowledge / experience of how climate change, environmental degradation and food production drive disease outbreaks and develop policy recommendations based on alternative local and environmental perspectives.
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1. Apply various theories to understand the intrinsic relationship between climate change, environmental; degradation, industrial food production and global health challenges.
2. Critical thinking to solve problems.
3. Creative thinking to address complex relationships and problems.
Indicative content for this module includes:
• Introduction to the complex relationship between climate change, environmental degradation, industrial food production and global health challenges
• Climate Change (warming temperatures, precipitation patterns, extreme weather events)
• Industrial food production systems (meat production, treatment of livestock, influenza outbreaks)
• Environmental degradation: deforestation, habitat loss and animal trade
• Dengue Fever
• Malaria
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Discussion forum | 6 | 1 | 6 |
| WEBINAR | 1 | 1.5 | 1.5 |
| WEBINAR | 5 | 1 | 5 |
| Independent online learning hours | 42 | ||
| Private study hours | 95.5 | ||
| Total Contact hours | 12.5 | ||
| Total hours (100hr per 10 credits) | 150 | ||
Online learning materials will provide regular opportunity for students to check their understanding. Weekly webinars and discussions forums allow for further formative feedback and monitoring of student progress.
In week 4, students will be asked to submit for group discussion the topic of their zine with 500 words outlining general ideas for its content. Each student will be encouraged to review two submissions with feedback to help their colleagues refine their approach and to gain insights about best practice via the review process. The module leader will review the submissions, providing general feedback on common issues and areas of best practice.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Zine - No more than 6 pages | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 30/04/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team