Glossary of Terms

Year 1 (90 Credits)

RequiredPAB5135: Sustainability and Resilience Challenges in AgriFood Systems

PAB5135: Sustainability and Resilience Challenges in AgriFood Systems

Semester 1 | Credits: 10

The module will provide students with a comprehensive understanding of the sustainability and resilience challenges facing agriculture and agrifood systems globally, as well as opportunities for transformation and adaptation. Students will gain cutting-edge insights into major planetary boundaries related to agriculture, including their interactions with food systems, diets, public health, markets, and value chains. Focusing on a global perspective, the module will explore key components such as soil management, biodiversity conservation, water sustainability, and their roles in building sustainable and resilient systems. Examples from Ireland’s agrifood sector will be used as case studies to illustrate regional approaches to challenges like greenhouse gas emissions, forestry management, and climate adaptation strategies. Comparisons with international agricultural systems—including Europe, the Global South, and other developed and emerging economies—will highlight the diversity of challenges and solutions. Students will evaluate future scenarios and trajectories for agricultural systems, developing a critical understanding of how agrifood systems can contribute to global sustainability goals. The module will encourage students to identify emerging disciplinary and interdisciplinary research opportunities that address resilience and sustainability challenges. The module will include: • Case Study Analysis and Presentation: Students will prepare a conference abstract and graphical abstract on an agrifood sustainability strategy and present their findings in a class conference-style workshop. • Proposed Solution Assignment: Students will develop their own idea or solution to a sustainability or resilience challenge in agrifood systems. This assignment will include an abstract, a graphical abstract, and a concise 2-page essay explaining the problem, proposed solution, supporting evidence, and its potential impact. • Multiple Choice Quizzes (MCQs): Two MCQ assessments will be conducted—one in the first half and one in the second half of the semester. These quizzes will test students’ understanding of key concepts and topics covered in lectures, webinars, and readings. The module will be delivered in collaboration with experts from Teagasc and other NUI Galway partner organizations, featuring lectures and seminars by leading international experts. This module aligns with the following UN Sustainable Development Goals (SDGs): 1 - No Poverty; 2 - Zero Hunger; 3 - Good Health and Well-being; 6 - Clean Water and Sanitation; 8 - Decent Work and Economic Growth; 9 - Industry, Innovation, and Infrastructure; 10 - Reduced Inequality; 11 - Sustainable Cities and Communities; 12 - Responsible Consumption and Production; 13 - Climate Action; 14 - Life Below Water; 15 - Life on Land.
(Language of instruction: English)

Learning Outcomes

1. Know and outline key concepts, definitions, and global sustainability challenges relevant to agriculture and agrifood systems.
2. Describe the major sustainability and resilience challenges facing the agriculture and agrifood sector globally.
3. Compare and evaluate the sustainability and resilience challenges of the agrifood sector in Ireland with those in other regions.
4. Identify and prioritize research opportunities for improving sustainability and resilience in agriculture and agrifood systems.
5. Apply and demonstrate the use of research skills and interdisciplinary approaches in developing agrifood-sustainability innovations.
6. Critically assess case studies of agrifood sustainability strategies, identifying their strengths, limitations, and broader applicability.
7. Propose and justify strategies to improve the sustainability and resilience of agricultural and agrifood activities related to their own research area/topic.
8. Effectively communicate research findings relevant to agrifood sustainability through a conference abstract, graphical abstract, and oral presentation.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  Luis Quiroz 🖂
  

RequiredPAB5137: AgriBusiness, AgriFood Market Trends, & Intellectual Property

PAB5137: AgriBusiness, AgriFood Market Trends, & Intellectual Property

Semester 1 | Credits: 10

This module will provide students with a comprehensive understanding of agri-economics, agribusiness structures, and agrifood market dynamics in Ireland and internationally. Students will gain insights into economic trends, value chains, and the role of research, innovation, and intellectual property (IP) in driving change and delivering economic and social benefits for stakeholders across the agrifood value chain. The module will explore: • AgriBusiness and Market Trends: Key economic structures, market opportunities, and challenges in national and global agribusiness systems. • Value Chains: Analysis of value chain dynamics and stakeholder relationships, emphasizing economic, social, and environmental impacts. • Intellectual Property (IP) in Agrifood Systems: Understanding the role of patents, trademarks, trade secrets, and geographical indications (PDO/PGI) in protecting innovation, enabling market differentiation, and enhancing trade opportunities. • Social, Behavioural, and Gender Dimensions: Examining the broader societal impacts of the agrifood sector, including demographic trends, gender roles, and behavioural drivers of agribusiness development. The module includes the following assessments: 1. Two Multiple-Choice Quizzes (MCQs): Each worth 15%, these quizzes will test students’ foundational understanding of agribusiness trends, value chains, and intellectual property concepts. 2. Value Chain Analysis Report: Worth 40%, students will analyse the value chain of a chosen agrifood product or service, evaluating its economic, social, and environmental impacts while highlighting the role of innovation and intellectual property. 3. Case Study of IP-Driven Innovation: Worth 30%, students will conduct a critical case study of a real-world agrifood product or company where intellectual property (e.g., patents, trademarks, PDO/PGI) played a key role in its success. The module will be delivered through interactive lectures, seminars and workshops, and contributions from University of Galway staff and leading international experts and partner organisations, ensuring a blend of theoretical understanding and real-world applications. Overall, this module aligns with the following UN Sustainable Development Goals (SDGs): 1 - No Poverty; 2 - Zero Hunger; 3 - Good Health and Well-being; 8 - Decent Work and Economic Growth; 9 - Industry, Innovation, and Infrastructure; 10 - Reduced Inequality; 11 - Sustainable Cities and Communities; 12 - Responsible Consumption and Production; 13 - Climate Action.
(Language of instruction: English)

Learning Outcomes

1. Summarize and analyse the dynamics of national and international agrifood markets and trends, identifying key drivers, challenges, and opportunities.
2. Evaluate the structure, relationships, and impacts of value chains in agribusiness, with a focus on economic, social, and environmental dimensions.
3. Identify and assess new export markets for agricultural and food products or services, considering factors like market demand, trade dynamics, and innovation potential.
4. Critically examine the role of intellectual property (e.g., patents, trademarks, geographical indications) in enabling innovation, protecting value, and enhancing competitiveness in agrifood systems.
5. Analyse and discuss how demographic, behavioural, and gender dimensions influence agribusiness development and the functioning of agrifood markets globally.
6. Develop and communicate a critical analysis of an agrifood value chain or IP-driven innovation through a Value Chain Analysis Report or Case Study Presentation.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  Luis Quiroz 🖂
  

RequiredPAB5122: Food Systems, Diets, Nutrition & Technology

PAB5122: Food Systems, Diets, Nutrition & Technology

Semester 1 and Semester 2 | Credits: 5

This module provides a comprehensive overview of current state of the art relating to food systems, diets, nutrition and food technologies. The module provides examples of multiple challenges, innovations and examples relating to global, national and community levels, including case studies of relevance to developed and developing countries. There is a multidisciplinary focus on emerging and disruptive food technologies and innovations. The module will also provide an overview of sustainable development goals (SDGs), targets and policies relating to food systems, diets and nutrition. PAB5122: Overall this module aligns with the following UN Sustainable Goals: 1 - No Poverty; 2 - Zero Hunger; 3 - Good Health and Well-being; 5 -Gender Equality; 6 - Clean Water and Sanitation; 8 - Decent Work and Economic Growth; 9 - Industry, Innovation and Infrastructure; 10 - Reduced Inequality; 12 - Responsible Consumption and Production; 13 - Climate Action
(Language of instruction: English)

Learning Outcomes

1. Explain the concept of food systems at global, national and local scales
2. Describe and discuss dietary transition pathways towards more sustainable diets, including tradeoffs and co-benefits with non-dietary parameters.
3. Describe how foods and diets can be measured in relation to nutritional, health and environmental attributes
4. Describe the technologies and processes used to convert primary agricultural (& aquacultural) production to unprocessed, processed and improved foods, including emerging technologies, innovations and trends.
5. Describe the major food safety challenges, approaches and policies for improving food safety and traceability in food supply chains.
6. Define the relationships, tradeoffs and co-benefits between technical and non-technical approaches (e.g. behaviour change) to improving food safety and associated public health outcomes.
7. Synthesise information and recognise relevance, develop a sustained and reasoned argument
8. Communicate ideas, principles and theories effectively and fluently by written or oral means

Assessments

• Continuous Assessment (70%)
• Oral, Audio Visual or Practical Assessment (30%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER MC KEOWN 🖂
  
•  CHARLES SPILLANE 🖂
  
•  GALINA BRYCHKOVA 🖂
  

RequiredPAB5124: Minor research project “Agrifood Sustainability & Technology”

PAB5124: Minor research project “Agrifood Sustainability & Technology”

Semester 1 and Semester 2 | Credits: 30

A minor research project in any area of agrifood sustainability and technology will be conducted, typically in collaboration with leading agricultural research institutions and companies in Ireland and internationally. The student will develop research skills, analysis and conceptualisation, demonstrating their skills in writing, and using standard conventions for bibliographies, citations, sources, etc. The student will submit an original piece of primary research on an agreed topic of relevance to agrifood sustainability and technology in an article-based format for scientific publication: e.g. a research article formatted for a specific pre-agreed peer-reviewed journal of agri-domain relevance, inclusive of abstract, keywords, introduction, methods and materials, results, discussion, conclusion, references, Figures and Tables.
(Language of instruction: English)

Learning Outcomes

1. Be able to explain the role and contribution of research and innovation to generate outputs, impacts and outcomes on society and economy in the arena of agrifood sustainability and technology.
2. Formulate research hypotheses and conduct research that addresses identified knowledge gaps in a specific domain of agrifood sustainability and technology.
3. Select and implement appropriate research methodology to address knowledge gaps in a specific domain of agrifood sustainability and technology.
4. Demonstrate that they have gained a corresponding level of expertise with respect to relevant methodologies and techniques.
5. Display competence in the skills and process to generate primary research that can contribute to the primary peer-reviewed research literature relating to agrifood sustainability and technology.
6. Reflect on their potential and comparative advantage as a researcher compared to other career paths within the agrifood sustainability and technology sector.
7. Analyse data, synthesize research findings and report research findings in written and verbal forms.
8. Demonstrate an understanding of any ethical issues associated with the research project or topic.
9. Identify future research questions, experiments and possible projects arising from the research, including areas for future development.
10. Demonstrate improved planning, time management and project management skills.

Assessments

• Oral, Audio Visual or Practical Assessment (20%)
• Research (80%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER MC KEOWN 🖂
  
•  CHARLES SPILLANE 🖂
  
•  GALINA BRYCHKOVA 🖂
  

RequiredPAB5125: One Health

PAB5125: One Health

Semester 1 and Semester 2 | Credits: 5

This module focuses on the concepts of One Health in agriculture and agrifood contexts. One health is defined by the CDC as a collaborative, multisectoral, and transdisciplinary approach—working at the local, regional, national, and global levels—with the goal of achieving optimal health outcomes recognizing the interconnection between people, animals, plants, and their shared environment. Key areas where a One Health approach is particularly relevant include the control of zoonoses (diseases that can spread between animals and humans, such as Covid-19, flu, rabies and Rift Valley Fever), food safety, and combating antibiotic resistance. The module will outline how One Health approach relates to the Sustainable Development Goals (SDG), in particularly relating to trade-offs and co-benefits associated with SDG3 and other SDGs. The module will also provide an overview of OnePlanet, Ecosystem Health and Near Health concepts, as well as the concepts of behaviour change in context of OneHealth. The policy and regulatory aspects of OneHealth will be discussed, and will include case studies across a range of organisations. PAB5125: Overall this module aligns with the following UN Sustainable Goals: 3 - Good Health and Well-being; 4 - Quality Education; 6 - Clean Water and Sanitation; 8 - Decent Work and Economic Growth; 9 - Industry, Innovation and Infrastructure; 10 - Reduced Inequality; 11 - Sustainable Cities and Communities; 12 - Responsible Consumption and Production; 13 - Climate Action; 14 - Life Below Water; 15 - Life on Land
(Language of instruction: English)

Learning Outcomes

1. LO1. Explain and discuss the OneHealth and OnePlanet concepts, and the underlying rationale for such approaches to public and ecosystem health in different contexts. Demonstrate understanding of OneHealth and One Planet concepts relation to the sustainable Development Goals (SDG).
2. LO2. Identify and describe the main policies and institutions nationally and globally of relevance to implementing the One Health approach.
3. LO3. Apply a One Health approach to design of agricultural landscapes, farming and food systems that improve the health of humans, agricultural and natural ecosystems.
4. LO4. Demonstrate learning and understanding of disease ecology, evolution and emergence, and the drivers of and impact of disease (social, economic, biological, evolutionary, demographic, ecological) interactions with biotic and abiotic systems. Use a One Health framework to evaluate disease control and prevention options.
5. LO5. Explain how anti-microbial resistance (AMR) occurs, why it is a global problem, and what portfolio of technological and non-technological options can be used in a One Health approach to address the AMR challenge facing humanity.
6. LO6. Describe the mechanisms by which zoonotic diseases occur using examples of major and emerging zoonotic diseases. Use a One Health approach identify options for combatting zoonotic diseases for improved health outcomes.
7. LO7. Describe the range of current and potential therapeutic options for communicable diseases of humans, livestock and aquatic animals; Use a One Health approach to devise improved diagnostic and treatment options.
8. LO8. Describe antimicrobial usage in food and agricultural systems in context of OneHealth approach. Demonstrate understanding of policy and regulatory aspects of food safety outlined by OneHealth concept.
9. LO9. Develop a sustained and reasoned argument and communicate it in a manner appropriate to a target audience.
10. LO10. Effectively and appropriately use information technology for information analysis and presentation.

Assessments

• Continuous Assessment (85%)
• Oral, Audio Visual or Practical Assessment (15%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER MC KEOWN 🖂
  
•  CHARLES SPILLANE 🖂
  
•  CAITRIONA CARLIN 🖂
  
•  GESCHE KINDERMANN 🖂
  
•  GALINA BRYCHKOVA 🖂
  

RequiredBES5119: Science Communication

BES5119: Science Communication

Semester 1 | Credits: 5

This module teaches the student how to communicate scientific principles and data in an effective way. Through a series of lectures, in-class activities and assignments, students will gain competence in scientific writing and oral presentation, as well as learning how to analyse scientific literature in a critical manner. This will enable them to be proficient in writing literature reviews, research papers, dissertations and technical documents as well as communicating science to the public. The skills learned in this module will be relevant not only for academic assignments but also for developing the writing and communication competencies necessary for a successful scientific career.
(Language of instruction: English)

Learning Outcomes

1. Discuss and critically analyse a range of scientific topics
2. Communicate verbally and in writing on scientific topics
3. Conduct and synthesise an academic literature search relevant to a proposed scientific topic
4. Report research findings, present research results and data, and outline key conclusions as well as discuss research findings relative to published scientific literature in a critically reflective manner
5. Understand the key elements of communicating science to the public and how this differs from scientific communication in industry and academia
6. Produce a well-written and referenced literature review on a specific scientific topic

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MARY NÍ FHLATHARTAIGH 🖂
  
•  Una Canney 🖂
  
•  Sheila Donnelly 🖂
  
•  Luis Quiroz 🖂
  

RequiredPAB5138: Science & Technology-Driven Entrepreneurship

PAB5138: Science & Technology-Driven Entrepreneurship

Semester 2 | Credits: 5

This module equips students with the skills and tools to translate scientific and technological innovations into entrepreneurial ventures. Using the I-Corps methodology, students will develop a structured approach to identifying market opportunities, validating customer needs, and refining value propositions for science- and technology-based solutions. Students will explore key aspects of the entrepreneurial journey, including: • Customer Discovery and Market Validation: Engaging with stakeholders to understand market needs and refine solutions. • Value Proposition Design: Developing clear and compelling value propositions for target markets. • Business Model Development: Applying frameworks such as the Business Model Canvas to design sustainable and scalable business models. • Communication and Pitching: Learning how to effectively communicate scientific and technological ideas to diverse audiences, including investors, industry leaders, and non-specialists. The module adopts a learn-by-doing approach, with students forming interdisciplinary teams to work on real or hypothetical scientific or technological innovations. Each team will conduct extensive customer discovery interviews, iterate on their ideas, and present their findings through structured deliverables and presentations. The module includes the following assessments: • Customer Discovery Report: Teams will summarize findings from stakeholder interviews and analyze market needs. • Business Model Canvas: Teams will design and refine a detailed framework for their innovation. • Elevator Pitch Presentation: Teams will deliver a professional pitch aimed at attracting venture capital or other stakeholders, with an emphasis on engagement, insightful questions, and participation. • Individual Reflective Report: Each student will write a concise report connecting the Business Model Canvas to the elevator pitch, reflecting on the alignment between the value proposition and market needs. The module will feature guest lectures from entrepreneurs, and industry professionals to provide real-world insights. It emphasizes hands-on learning, critical thinking, and effective communication. This module not only equips students for entrepreneurial and intrapreneurial roles in science- and technology-driven fields but also fosters a proactive problem-solving mindset, empowering them to tackle complex global challenges with innovation and strategic thinking. Overall, this module aligns with the following UN Sustainable Development Goals (SDGs): 8 - Decent Work and Economic Growth; 9 - Industry, Innovation, and Infrastructure; 11 - Sustainable Cities and Communities; 12 - Responsible Consumption and Production.
(Language of instruction: English)

Learning Outcomes

1. Understand the key principles of science- and technology-driven entrepreneurship, including customer discovery, value proposition design, and market validation.
2. Analyse and evaluate customer feedback and market insights to identify opportunities for innovation and refine value propositions.
3. Design and develop a Business Model Canvas for a science- or technology-based innovation, incorporating customer segments, value propositions, and revenue streams.
4. Critically assess the feasibility of translating scientific or technological innovations into market-ready solutions, identifying potential challenges and opportunities.
5. Deliver a professional elevator pitch to effectively communicate a science- or technology-driven solution to diverse stakeholders, demonstrating clarity, engagement, and strategic thinking.
6. Reflect on and articulate personal learning and insights gained from the entrepreneurial process, connecting theoretical concepts to practical application.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  Luis Quiroz 🖂
  

RequiredPAB5136: AgriEngineering, AgriTech & AgriFood Biotechnology

PAB5136: AgriEngineering, AgriTech & AgriFood Biotechnology

Semester 2 | Credits: 10

Converging technologies across engineering, agri-tech, and biotechnology are poised to revolutionize agriculture and food systems globally. This module provides students with the opportunity to explore smart agriculture and food systems through emerging and disruptive technologies. The module takes a systems approach to farm and value chain integration, addressing the roles of information technology, communication technology, automation, robotics, and biotechnologies in modern agricultural systems. Students will assess the potential of disruptive innovations driven by technologies such as artificial intelligence (AI) and machine learning, Internet of Things (IoT), 3D printing, virtual and augmented reality, smart analytics (statistics, visualization, and modeling), automation and robotics, as well as genomics, genetic engineering, gene-editing, synthetic biology, bioinformatics, and advanced bioprocessing technologies. Students will identify and evaluate emerging synergies between engineering, agri-tech, and biotechnology, focusing on innovations that enable precision agriculture, sustainable food production, and enhanced system resilience. The module includes two key assignments: 1. Technical Poster Presentation and Critical Review of Emerging Technology: Students will critically evaluate a novel technology already in the market or in late development stages, presenting their findings through a technical poster and accompanying report analysis. 2. Emerging and Disruptive Technology Solution Design: A group project where students design and refine a novel technological solution to address an agrifood challenge. This involves two stages of group presentations—feasibility and refined solution—supported by an individual 1-page essay analyzing one of the technologies involved. Topics Covered: • Smart farming technologies for precision agriculture. • Robotics and automation in agricultural systems. • GeoSpatial Analysis and Remote Sensing for monitoring and optimizing agricultural practices. • Applications of biotechnology in food production, safety, and quality enhancement. • Bioinformatics, genomics, gene-editing and synthetic biology for crop and livestock improvement. • Advanced bioprocessing and sustainable food production systems. Overall, this module aligns with the following UN Sustainable Development Goals (SDGs): 4 - Quality Education; 8 - Decent Work and Economic Growth; 9 - Industry, Innovation, and Infrastructure; 10 - Reduced Inequality; 11 - Sustainable Cities and Communities; 12 - Responsible Consumption and Production; 13 - Climate Action.
(Language of instruction: English)

Learning Outcomes

1. Understand and outline the range of emerging and converging technologies, including engineering, agri-tech, and biotechnologies, that are poised to deliver disruptive innovations for improving agrifood sustainability and productivity.
2. Identify and critically evaluate the applications and potential impacts of informatics and digital technologies (e.g., big data, artificial intelligence, virtual/augmented reality, and smart analytics) in agriculture and agrifood systems.
3. Identify and critically evaluate the applications and impacts of engineering technologies (e.g., automation, robotics, image recognition, GPS, and GeoSpatial Analysis & Remote Sensing) in precision agriculture and agrifood systems.
4. Assess and justify the potential of precision agriculture technologies and biotechnological solutions for different farming systems and scales of operation, identifying their advantages, limitations, and trade-offs.
5. Analyze and discuss the role of biotechnologies (e.g., genomics, synthetic biology, bioinformatics, and food biotechnology) in enabling sustainable agricultural and food production practices.
6. Compare and evaluate the ethical, social, and economic risks and opportunities associated with the adoption of converging technologies in agriculture and agrifood systems.
7. Work collaboratively to develop and refine a disruptive technology solution as part of the 'Emerging and Disruptive Technology Solution Design' project. Present the concept through two iterative feasibility presentations that address technical, economic, and environmental considerations.
8. Communicate effectively the analysis of a novel technology already in the market or in development stages through a Technical Poster Presentation and Critical Review.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  Luis Quiroz 🖂
  

RequiredPAB5128: Data Analysis for Sustainability Research

PAB5128: Data Analysis for Sustainability Research

Semester 2 | Credits: 5

The module will cover the core principles required in the analysis of complex multifactorial quantitative and qualitative datasets, interpretation and communication of the obtained results. This module will cover how to explore and understand the data, how to display the variables, normality of data, how to explore relationships between variables using scatterplot, correlations, linear regressions, associations between the variables and statistical model’s development. All practicals are conducted through R or other relevant statistical software.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate a broad understanding of the concepts behind the collection, management, analysis and interpretation of numerical data.
2. Demonstrate a broad understanding of the concepts behind the collection, management, analysis and interpretation of numerical data.
3. Demonstrate understanding of the idea of testing hypotheses using the probabilities of the hypotheses being incorrect.
4. Analyse and interpret datasets using relevant statistical software (correlation; linear and multiple regressions; chi-square; analysis of variance; multifactor analysis of variance).
5. Describe the main principles of statistical modelling.
6. Present data analysis and interpretation in the context of scientific publication.
7. Critically apply theoretical knowledge to analyse data.
8. Develop effective and efficient self-directed study skills

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER MC KEOWN 🖂
  
•  CHARLES SPILLANE 🖂
  
•  GALINA BRYCHKOVA 🖂
  
•  Luis Quiroz 🖂
  
•  Waqar Shahid Qureshi 🖂
  

OptionalBI5108: Green Lab Principles and Practice

BI5108: Green Lab Principles and Practice

Semester 1 | Credits: 5

This module aims to provide a general overview of key environmental concepts such as climate change, plastic pollution, principles of sustainability, sustainable development goals, and biodiversity. It will briefly explore how perspectives from psychology, sociology, communication, circular and doughnut economy, and the study of ethics and governance provide us with insights into how perception and behaviour influence responses to environmental issues. In addition, the life-cycle of materials, and the environmental impact of the resources and equipment typically used in scientific laboratories will be examined in some detail. These ideas will form the backdrop to a focused study on how the organisation of, and practices in, scientific laboratories can be reformed to reduce their environmental footprint and be established on a more sustainable basis.
(Language of instruction: English)

Learning Outcomes

1. Use what you have learned about the key factors influencing the earth’s climate- and eco-systems to list lab-related activities/operations that are contributing to the global climate and biodiversity crisis.
2. List the psycho-social barriers to your own and others’ behaviour when it comes to implementing sustainable practices within labs and with these in mind, apply best practices when communicating the need to adopt and expand lab greening policies.
3. Express the day-to-day operations of a typical lab in terms of the core principles of sustainability, planetary boundaries and associated metrics.
4. List lab plastic resins in terms of their capacity to be recycled or reused and propose ways that the principles of the circular economy and doughnut economic actions could be applied to reduce all types of lab waste.
5. Explain how this module aligns with SDGs 11-13 and how you could imagine yourself having a leadership role in assisting compliance with national and international policies that mitigate the negative impacts that lab work has on the environment.

Assessments

• Department-based Assessment (50%)
• Research (50%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  UNA FITZGERALD 🖂
  
•  IAIN MAC LABHRAINN 🖂
  
•  CAITRIONA CARLIN 🖂
  
•  GESCHE KINDERMANN 🖂
  

Reading List

1. "Sustainability: the basics" by Peter Jacques
   ISBN: 978-04156084.
   Publisher: Routledge
   Chapters: All
2. "Don't even think about it: why our brains are wired to ignore climage change" by George Marshall
   ISBN: 978-163286102.
   Publisher: Bloomsbury
   Chapters: All
3. "Half-Earth: Our planet's fight for life" by E.O. Wilson
   ISBN: 978-163149252.
   Publisher: Liveright
   Chapters: All
4. "On Fire: the burning question of the green new deal" by Naomi Klein
   ISBN: 978-198212991.
   Publisher: Simon & Schuster
   Chapters: All
5. "This changes everything: capitalism v the climate" by Naomi Klein
   ISBN: 978-145169739.
   Publisher: Simon & Schuster
   Chapters: All
6. "Out of the wreckage: a new politics for an age of crisis" by George Monbiot
   ISBN: 978-178663289.
   Publisher: Verso
   Chapters: All
7. "Doughnut Economics: Seven ways to think like a 21st century economist" by Kate Raworth
   ISBN: 847941397.
   Publisher: Random House
8. "Half-Earth" by Edward O. Wilson
   ISBN: 9781631492525.
   Publisher: Liveright
9. "The Ethics of Climate Change: Right and Wrong in a Warming World" by James Garvey
   ISBN: 0826497373.
   Publisher: A&C Black
10. "The Climate Book" by Greta Thunberg
    ISBN: 9780141999043.
    Publisher: Penguin Press
11. "A Field Guide to Climate Anxiety" by Sarah Jaquette Ray
    ISBN: 9780520343306.
    Publisher: Univ of California Press

OptionalPAB5107: Sustainable Bio-Based & Circular Economy

PAB5107: Sustainable Bio-Based & Circular Economy

Semester 1 | Credits: 5

Humanity needs to meet the climate change challenge and stay within critical planetary boundaries over the decades ahead. This will require transitioning to a more sustainable bio-based economy and to circular economy business models.
(Language of instruction: English)

Learning Outcomes

1. Appreciate the drivers for the development of a more sustainable bio-based economy
2. Describe different models of biorefineries and associated cascading concepts
3. Highlight the potential of Bioenergy and Carbon Capture Systems (BECCS)
4. Communicate and understand the principles underlying the Circular Economy concept
5. Explain the importance of Life Cycle Analysis for developing more sustainable systems and the barriers to its use.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER MC KEOWN 🖂
  
•  CHARLES SPILLANE 🖂
  
•  David Styles 🖂
  
•  Una Canney 🖂
  

Reading List

1. "Five Minutes to Midnight? Ireland and Climate Change" by Hickey K
   Publisher: White Row Press
2. "Global Warming: The Complete Briefing" by Houghton J
   Publisher: Cambridge University Press
3. "A Short introduction to Climate Change" by Eggleton T.
   Publisher: Cambridge University Press.
4. "Air Pollution and Global Warming: History, Science and Solutions" by Jacobsen M. Z.
   Publisher: Cambridge University Press
5. "Climate and Weather, New Naturalist Series No. 115" by Kington J.
   Publisher: Collins
6. "The City and the Coming Climate: Climate Change in the Places we Live" by Stone B

OptionalPAB5134: Strategic Career, Communication & Impact Pathway Skills

PAB5134: Strategic Career, Communication & Impact Pathway Skills

Semester 1 and Semester 2 | Credits: 5

Communication can aim to generate support for research or study, to inform decision making, political and policy thinking. This module will develop an understanding of the interactions between research and society, ensuring an understanding of the significance of research in society. This module with introduce the concept of Theory of Change and Impact pathway. Module will cover role of Theory of Change and Impact Pathway in communication, and implementation of critical thinking regarding research and communication activities. The module will introduce concepts of system thinking and design thinking approaches, as well as social marketing as a behaviour change approach. Students will be trained in strategic career development skills including CV development. Students also will be provided with the skills in identifying how they can themselves can gain critical research skill gap analysis in light of the emerging employment opportunities and trends across the private, public and NGO sectors. Students will be trained in effective networking and science communication strategies via different communication channels, including internet and social media, to improve career prospects. PAB5134: Overall this module aligns with the following UN Sustainable Goals: 4 - Quality Education; 8 - Decent Work and Economic Growth; 9 - Industry, Innovation and Infrastructure; 10 - Reduced Inequality; 11 - Sustainable Cities and Communities; 12 - Responsible Consumption and Production; 13 - Climate Action
(Language of instruction: English)

Learning Outcomes

1. LO1. Explain and discuss the concept of Theory of Change and Impact Pathways.
2. LO2. Discuss a research topic for various audiences through news print, broadcast and social media.
3. LO3. Analyse the implementation and identify the efficacy of different research communication approaches
4. LO4. Develop approaches to communicate the importance of research in an area of sustainable development.
5. LO5. Use systems thinking approach and social marketing approaches for behaviour change.
6. LO6. Develop CV and a 5 year career plan based on skill-gap analysis.

Assessments

• Continuous Assessment (30%)
• Oral, Audio Visual or Practical Assessment (70%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER MC KEOWN 🖂
  
•  CHARLES SPILLANE 🖂
  
•  GALINA BRYCHKOVA 🖂
  
•  SARA FARRONA 🖂
  
•  David Styles 🖂