INTERDISCIPLINARY CASE STUDY

The course is part of the Global Change and Sustainability curriculum within the Master’s Degree in Environmental Sciences, and contributes directly to the educational objectives of the programme. It addresses, from an interdisciplinary perspective, key topics for understanding global environmental change and its local manifestations, with particular attention to climate change, sea-level rise, coastal risk, and the interactions between natural processes and anthropogenic pressures. Through the case study of the Venice Lagoon, the course integrates oceanographic, geomorphological, climatic, and environmental perspectives, while also strengthening quantitative and applied skills through the use of data analysis tools, simplified modelling, and GIS. In this way, the course enhances students’ ability to interpret complex systems, assess impacts and risks, and develop skills relevant to scientific, technical, and professional contexts, in line with the international profile of the curriculum.

By the end of the course, students will be able to understand and discuss the Venice Lagoon as an interdisciplinary case study, interpreting its main environmental dynamics within the broader framework of global change. They will be able to identify the physical and anthropogenic processes that contribute to the vulnerability of the lagoon system, with particular reference to relative sea-level rise, storm surges, erosion, morphological changes, and coastal flood risk. In addition, they will acquire the ability to apply simplified analysis tools in Python and spatial representation techniques in GIS to process and interpret environmental data. Finally, they will be able to organize the results in a short technical report, presenting them clearly, coherently, and with critical awareness, with attention to the limitations, assumptions, and uncertainties of the adopted method.

Basic knowledge of environmental sciences is required, with particular reference to coastal processes, climate change, and environmental data analysis. Preliminary familiarity with digital tools for data processing and cartographic representation is also useful, although the practical activities in Python and GIS will be introduced and guided during the course. A good ability to read scientific materials in English is recommended.

The course is organized as an intensive one-week module (5 days, 6 hours per day) and develops an interdisciplinary case study focused on the Venice Lagoon as a complex socio-environmental system, particularly relevant in the context of global change. Activities combine lectures, field observation, practical sessions, and group work.

On the first day, the course introduces the Venice Lagoon from a geomorphological, oceanographic, and environmental perspective, with particular attention to the system’s main critical issues, including relative sea-level rise, subsidence, acqua alta, storm surges, salt-marsh erosion, sediment dynamics, and anthropogenic pressures.

The second day is devoted to a field trip to Venice, aimed at directly observing the historical and present-day signs of the relationship between the city, sea level, and flood risk. The visit links geological and environmental background with the observation of urban and architectural indicators related to acqua alta and local adaptation measures.

The third day focuses on tools and methods for the simplified analysis of wave runup and potential coastal flooding, through guided practical sessions in Python and mapping activities in a GIS environment.

The fourth day is dedicated to the interpretation of results and the preparation of a short technical report, including text structure, description of methods, presentation of results, critical discussion, limitations, and uncertainties. During this phase, students work in groups on an assignment based on the activities carried out in the previous days.

The fifth day includes revision and consolidation activities, with guided interaction with the instructor to improve the scientific, technical, and communicative quality of the final report in view of its submission.

Notes and slides given by the lecturer

Assessment is based on the preparation of a group technical report, developed by groups formed randomly during the course, and on an individual oral discussion. The report must clearly present the objectives, data and methods used, the results obtained, graphical and cartographic outputs, as well as a critical discussion of the limitations and uncertainties of the analysis. The individual oral discussion is intended to assess each student’s personal contribution, level of understanding of the case study, ability to interpret the results, and capacity to justify the methodological choices independently. The final grade will take into account both the overall quality of the written group report and the individual preparation demonstrated during the oral discussion.

written and oral

The instructor is responsible for ensuring the authenticity and originality of all examinations and coursework. In cases of suspected academic misconduct, an additional on-site assessment may be required during the exams, which may differ from the standard format.

Assessment will be expressed on a 30-point scale, with the possibility of honors, and will take into account both the quality of the group technical report and the individual oral discussion. In particular, the evaluation will consider the correctness and robustness of the analysis, the appropriate use of methods, data, graphs, and maps, clarity of presentation, ability to critically interpret the results, awareness of limitations and uncertainties, as well as the level of autonomy and mastery demonstrated during the individual discussion.
• 18–22/30: overall correct work, with relevant results but presented or discussed in an essential way; sufficient individual understanding, with simple oral argumentation and limited critical ability.
• 23–26/30: correct and well-structured work, with good organization of contents and adequate interpretation of results; adequate individual oral discussion, although with some gaps or uncertainties.
• 27–30/30: very good or excellent work, well documented, rigorous in the analysis, clear in presentation, and supported by well-prepared graphics and cartography; solid, precise, and critically aware individual oral discussion.
• 30 with honors: particularly accurate and mature work, showing excellent integration of analysis, interpretation, and communication of results, accompanied by an outstanding individual oral discussion in terms of clarity, autonomy, and critical ability.

• Lectures
• Field trip
• Guided practical sessions in Python and GIS
• Group work
• Discussion with the instructor and revision of the final assignment

Accommodations and Support Services for Students with Disabilities or Specific Learning Disorders:
Ca’ Foscari complies with Italian law (Law 17/1999; Law 170/2010) regarding the support services and accommodations available to students with disabilities or specific learning disorders. If you have a motor, visual, hearing, or other disability (Law 17/1999), or a specific learning disorder (Law 170/2010), and require support (in-class assistance, technological aids for exams or individualized exams, accessible-format materials, note-taking support, specialized tutoring, interpreters, or other services), please contact the Disability and SLD Office at: disabilita@unive.it.

This subject deals with topics related to the macro-area "Climate change and energy" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development