Module manager: Olaf Corry
Email: T.O.Corry@Leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2026/27
Familiarity with: Basic social science relevant for climate change. Basic principles and concepts of climate science.
SOEE5866M
This module is not approved as an Elective
This module takes up how and why climate change is linked to ideas of ‘security’. It evaluates the interlinked scientific (e.g., extreme weather, scenarios, tipping-points) and political debates (such as concerning urgency ‘synchronous failure’ and ‘climate emergency’). We consider possible links between conflict and climate and vulnerability and adaptation strategies, assess diverse measures to secure ecosystems, human habitats and societal values, such as large-scale carbon removal or geoengineering and rapid societal changes.
In this module you will blend science and social science to understand the ‘climate emergency’. Taking examples that cover deep ocean circulation, sea level rise, sea ice loss, more extreme emissions- and high sensitivity-scenarios, and the case of the Amazon rainforest, students will engage with the scientific and political questions and dilemmas that arise when the climate is considered a security problem.
Learning on this module will include a (disaster) film screening, theoretical and conceptual teaching around cascading systemic risks and how emergency and security framings can have political effects by moving or redefining a problem in certain ways, often drawing attention to the problem and generating ‘political will’, but in ways that favour security-actors and solutions. Students will dig deeper into physical and social tipping point debates, and examine projections and data sets related to impacts.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Compare and evaluate the implications of different ways of interpreting and pursuing ‘climate security’.
2. Assess how and whether ongoing and abrupt climate changes might exacerbate national, human and ecological security challenges
3. Interpret scientific data for monitoring climate, e.g., changes in Earth’s ice, oceans, atmosphere, and biosphere.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1. Critical thinking, reading and writing,
Critical thinking (work-ready, academic, sustainability). Gathering information from a range of sources, analysing and interpreting data to aid understanding. Weighing up different arguments and perspectives, using supporting evidence to form opinions, arguments, theories and ideas. Questioning norms, practices and opinions; reflecting on own values, perceptions and actions; taking a position in the sustainable development discourse; applying evidence-based decision-making; reframing problems.
2. Systems thinking (sustainability). Recognising and understanding relationships; analyses complex systems (environmental, economic and social systems and interdependencies across these); considering how systems are embedded within different domains and scales; dealing with uncertainty and using analytical thinking.
3. Communication (sustainability, work-ready) Communicating effectively through listening, clarity of expression and constructive inquiry; engaging in interdisciplinary discussion to inform thinking about sustainable futures and seek holistic, creative solutions to problems. Communicating in a clear, concise and focused way; tailoring each message for its intended audience and listening carefully to the views of others.
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Supervision | 1 | 1 | 1 |
| Supervision | 1 | 2 | 2 |
| Lectures | 2 | 1 | 2 |
| Directed Study | 1 | 3 | 3 |
| Seminars | 8 | 1 | 8 |
| Practical | 1 | 3 | 3 |
| Practical | 2 | 2 | 4 |
| Independent online learning hours | 11 | ||
| Private study hours | 116 | ||
| Total Contact hours | 23 | ||
| Total hours (100hr per 10 credits) | 150 | ||
A formative essay is handed in and while not graded gets feedback and forms point of departure for a discussion in a viva assessment. It is required to enter the viva examination but is not graded.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Coursework - Formative | 0 |
| Coursework | Coursework | 100 |
| Total percentage (Assessment Coursework) | 100 | |
If students have disabilities that prevent them from speaking, alternative arrangements can be made. In such cases, the student will be present in the room and may respond using a live chat format, with additional time provided where necessary to allow for typing. Students for whom English is not their first language may request live subtitle-translation of assessment questions from English into their first language using PowerPoint, in order to support accurate understanding of the questions. However, students must respond orally in English themselves. Any resit will follow the same viva-style assessment format and academic standards as the original assessment.
Check the module area in Minerva for your reading list
Last updated: 07/05/2026
Errors, omissions, failed links etc should be notified to the Catalogue Team