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An interdisciplinary Live Projects module where small teams tackled real climate and sustainability challenges for external partners. The module blended workshops, fieldwork, consultancy and online reflection to turn theory into practice, and practice into impact.<\/p>\n
SCX8004 was created to give MSc Leadership in Climate Change & Sustainability students more than lectures: they needed authentic, team-based experience of designing climate action under real-world constraints. The module had to:<\/p>\n
\u2022 integrate over 20 weeks of taught and self-directed activity alongside other learning and coursework;<\/p>\n
\u2022 work for a cohort with mixed disciplinary backgrounds;<\/p>\n
\u2022 connect students with industry, policy and community stakeholders; and<\/p>\n
\u2022 build confidence in critical, creative and professional skills.<\/p>\n
\u2022 Front-loaded induction & online scaffold<\/strong> \u2013 a blended induction introduced live-project principles and set a short post-session task prompting students to map how their discipline links to climate challenges.<\/p>\n \u2022 Design studio-style weekly cycle<\/strong> \u2013 each week featured a combination of lectures (research or stakeholder-led) and workshops where teams developed and iterated project ideas.<\/p>\n \u2022 Integration with other course modules<\/strong> – weekly module classes were planned in conjunction with other module leaders to align with learning and facilitate practical application.<\/p>\n \u2022 Structured Canvas discussion boards<\/strong> \u2013 Monday prompts kept the conversation moving between workshops.<\/p>\n \u2022 Authentic milestones<\/strong> \u2013 Project ideation, refinement and a formal proposal to meet the client’s brief. Deliverables and client presentation at project completion.<\/p>\n \u2022 Industry exposure \u2013<\/strong> A fieldtrip visit to the client’s onshore converter station, stakeholder consultations, design-review presentations to RWE, plus support from ARUP and Sage Group mirrored professional practice.<\/p>\n \u2022 Student Initiated skill sessions<\/strong> \u2013 optional workshops on life-cycle assessment, environmental law, report writing and digital tools were scheduled in response to student requests captured in face-to-face and online discussions.<\/p>\n \u2022 Responsive to student feedback <\/strong>\u2013 quick Canvas announcements clarified requirements (e.g., reflective report limit increased from 500 to 1,000 words after cohort feedback) and signposted resources ahead of key events (e.g., a reminder to research RWE and prepare questions for external guest).<\/p>\n \u2022 Continuous online reflection<\/strong> \u2013 moderated boards encouraged weekly peer feedback and cross-disciplinary insight, with prompts to keep debate constructive.<\/p>\n \u2022 Partner verdict<\/strong> \u2013 External reviewers noted: “Directly engaging with the students and receiving innovation and energy from them in return was a real pleasure…industry benefits hugely from these collaborations – not only through fresh thinking, but also by demonstrating that it is accessible, exciting, and full of opportunity for graduates.”<\/p>\n \u2022 Outputs delivered<\/strong> \u2013 Two group deliverables (reports, website) submitted to RWE; six reflective accounts were submitted internally.<\/p>\n \u2022 Programme aligned<\/strong> – Live Projects module interacted with and realised themes and topics from across the larger programme.<\/p>\n \u2022 Student verdict<\/strong> “The Live Project module was such an engaging learning experience… [it] gave me the opportunity to take ownership of my learning, apply my legal background and connect it with sustainability. It really showed me how both areas can come together to shape practical, real-world solutions.”<\/p>\n “I really enjoyed the team-based nature of the module, as it is something that gave the project a more dynamic and collaborative approach, allowing me to engage in teamwork in a new way… Without the Live Projects module, I don’t think I would have been as prepared for working after university”<\/p>\n \u2022 Design flexibility is essential \u2013 \u201cfloating\u201d slots enabled us to be responsive and add skill sessions when gaps emerged.<\/p>\n \u2022 Authenticity drives engagement \u2013 knowing external experts would review their work and provide feedback raised student commitment.<\/p>\n \u2022 Asynchronous dialogue matters \u2013 carefully scaffolded discussion prompts and announcements kept momentum between live sessions and surfaced support needs early.<\/p>\n 1. Pre-launch planning essential, including partner induction and expectation management.<\/p>\n 2. Run a low-stakes simulation (e.g. sprint methodology in a single session) to model the collaborative culture you expect.<\/p>\n 3. Secure partner dates first; then arrange teaching around those fixed \u201cpressure points.\u201d<\/p>\n 4. Use discussion-board prompts to foster reflective, respectful dialogue.<\/p>\n 5. Schedule one \u201ccontingency\u201d workshop each term so you can respond to emerging skill needs.<\/p>\n 6. Include \u201cReturn to this week\u2019s overview\u201d button so students never get lost in Canvas.<\/p>\n Students were able to develop the following attributes:<\/p>\n This case study reflects the following aims of the Education for Life strategy<\/a>:<\/p>\n List any other resources you would like to signpost colleagues to.<\/p>\n
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