Module manager: Thomas Whale
Email: T.F.Whale@leeds.ac.uk
Taught: 1 Sep to 31 Aug (12mth) View Timetable
Year running 2026/27
This module is not approved as an Elective
This module develops the language, theory and research methods to communicate and enact change across disciplines, with a focus on employability skills. Building on these skills and drawing upon their individual strength, students will undertake a Capstone project, with an individual interdisciplinary research project feeding into a broader interdisciplinary group brief. With support from mentors, to pursue and develop their specific interests, students will shed new light on a climate related challenge of their choice. This module also includes two fieldwork elements, aimed at developing experience of analysing and synthesising real-world climate observations, while developing teamworking skills.
This module includes a residential field course; experiential learning activities; practical, academic and communication skills training; and reflection on personal and professional development.
On completion of this module, students should:
1. Be able to plan and carry out a piece of original, theory-informed, evidence-based work relating to climate change. These individual projects will contribute to a broader interdisciplinary group brief;
2. Interpret their results in the context of previous research and results from other disciplines;
3. Have developed career skills, including analytical, collaborative working, report writing and communication skills.
For the Capstone project, learners will be assessed on their individual contribution to an overall team effort, involving several MSc Climate Futures students, to meet an interdisciplinary research brief. The brief will be related to an applied climate challenge, and may involve external partners/stakeholders (e.g. policymakers and practitioners). Students will benefit from interacting with world-leading researchers from different disciplines, with at least two academic members of staff supporting each research brief. Training will include a residential field course and workshops for students to develop their research and career skills.
On successful completion of the module students will be able to:
1. Analyse authentic climate change issues using relevant physical and social science concepts in an individual and group project.
2. Conduct an original team-based piece of future climate-focused research.
3. Co-create interdisciplinary information (research data and interpretations) in order to address a complex current climate issue.
4. Critically evaluate the validity, viability, inclusivity and equitability of proposed solutions.
5. Reflect upon the process of interdisciplinary collaboration, including reflecting on their worldview, beliefs, and how they might have been challenged/changed as a result.
Skills Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1. Apply and critically evaluate subject-specific knowledge, evidence and research to explain and rationalise their chosen topic, demonstrating understanding of relevant theories, concepts, paradigms and principles. (Academic, Work-Ready, Technical, Digital skills)
•2. Analyse and interpret qualitative and/or quantitative information to support reasoned conclusions, including appropriate handling of uncertainty, limitations, and alternative interpretations. (Work Ready, Academic, Digital skills)
3. Design and conduct a piece of independent research by developing appropriate questions, selecting suitable methods, and implementing these in a systematic way. (Academic, Work-Ready, Digital skills)
4. Communicate outcomes effectively by producing a clear, structured report and/or artefact and delivering an engaging presentation tailored to the intended audience, using appropriate academic conventions. (Work-Ready, Academic skills)
5. Demonstrate academic integrity and responsible practice by acknowledging sources appropriately, using ethical research conduct, and applying relevant professional standards. (Academic, Sustainability, Work-Ready skills)
6. Work collaboratively and professionally in an interdisciplinary context, contributing constructively to shared goals, negotiating roles and responsibilities, and responding to feedback to improve outcomes. (Work-Ready, Digital, Sustainability skills)
7. Manage self and learning effectively by setting goals, planning and prioritising tasks, meeting deadlines, and adapting strategies in response to changing project needs. (Work-Ready, Enterprise skills),
8. Demonstrate adaptability and resilience by responding positively to uncertainty, refining project direction where needed, and maintaining progress through iterative problem solving. (Enterprise, Work-Ready skills)
9. Reflect on development and future learning by evaluating personal performance and learning gains, identifying strengths and development needs. (Academic; Work-Ready; Sustainability skills)
Skills outcomes
Subject specific skills are highly dependent upon the individual projects and span a wide range of areas. However, whatever project is chosen, there are many skills that will be gained by all students including:
• recognising and using subject-specific theories, paradigms, concepts and principles;
• analysing, synthesising and summarising information critically, including prior research;
• applying knowledge and understanding to address familiar and unfamiliar problems;
• recognising the moral and ethical issues of investigations and appreciating the need for professional codes of conduct;
• planning, conducting and reporting on research;
• developing the independent research skills necessary for self-managed and lifelong learning (e.g., working independently, time management and organisation skills);
• identifying and working towards targets for personal, academic and career development;
• developing an adaptable and flexible approach to study and work.
• working as part of an interdisciplinary team to a common brief
• developing personal reflective (normative competency) and continuous professional development skills
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Workshop | 1 | 3 | 3 |
| Supervision | 10 | 1 | 10 |
| Fieldwork | 1 | 8 | 8 |
| Fieldwork | 1 | 50 | 50 |
| Seminar | 12 | 2 | 24 |
| Private study hours | 205 | ||
| Total Contact hours | 95 | ||
| Total hours (100hr per 10 credits) | 300 | ||
There will be up to 10 group mentoring sessions offered through the year for supporting the Capstone Research Project. There will be 2 reflective sessions offered to support learners to create their reflective log tracking their ambitions (and achievements) for skills development and career aspirations, and up to four careers/alumni seminars. Skills development courses will be a blend of online (e.g. Library resources) and face-to-face; the latter providing opportunities for feedback as students develop and practice their skills. Peer-peer feedback will play an important part of skills development throughout the year during student-led and team-based activities.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Project | Individual contribution to team project, flexible format | 70 |
| Group Project | Team presentation | 20 |
| Reflective log | 1000 word essay | 10 |
| Total percentage (Assessment Coursework) | 100 | |
For group project: marks awarded according to team output with adjustment based on peer assessment. Resit for Group Project is 2,000 words (max.) Report reflecting on how individual contribution should feed into overall team output to meet project brief. Resit for Reflective log is 1,000 words (max.) Personal Statement
Check the module area in Minerva for your reading list
Last updated: 06/05/2026
Errors, omissions, failed links etc should be notified to the Catalogue Team