About the course
The aim of this course is to develop your knowledge of global environmental health and climate change and to refine your skills to become leaders in realising the ambitious 2030 Sustainable Development Goal agenda.
This course is appropriate for Bachelor's students in medical sciences, social, and allied sciences as well as environmental sciences. You will benefit from a diverse and challenging multidisciplinary class environment. You would be expected to work within fields in which you are a novice, and should be challenged in your own disciplines. This course will facilitate cross-disciplinary collaboration and communication both in class and in the examination.
Course duration is three weeks full time with one week on-campus and two weeks online. The instruction consists of lectures, seminars, individual and group assignments, and presentations. We will use case-based learning with global and local challenge scenarios and collaboration with Uppsala Municipality for the community- and city-based activities.
This course is organised by the Department of Women's and Children's Health, with participation from the Department of Earth Sciences at Uppsala University, two other ENLIGHT universities (University of Tartu, Estonia and University of Groningen, the Netherlands) and Uppsala Municipality.
On completion of the course, students will:
- Be able to explain the relationships between health, environment, and climate change from an interdisciplinary perspective.
- Be able to describe major environmental health hazards and their sources, and relate these to questions of equity on the local, regional, and global scale
- Critically analyse evidence of responses to environmental and climate change based on challenges from global health and sustainable development perspectives.
In order to pass the course, students should actively participate in all class lectures and seminars (1 credit), and present a group project in written (2 credits), and oral format (2 credits).
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator
Syed Moshfiqur Rahman Uppsala University
Elena Raffetti, Uppsala University
Laila Mendy, Uppsala University
Hans Orru, University of Tartu
Valentina Gallo, University of Groningen
Ellen van der Werff, University of Groningen
Maria Kippler, Karolinska Institutet
Prof. Joacim Rocklöv, Umea University