This module is core for all Level 5 Environmental Science students and forms a bridge between Level 4 GG4090 Research and Fieldwork Methods and Level 6 GG6400 Research Project.
1) Students design, manage and execute an environmental science or environmental hazards research project in a 'real-life' field-based setting. Students are tutored in aspects of research design: defining research questions, research philosophy and appropriate methodologies. Students learn practical aspects of research design such as logistical considerations of time and budget limitations as well as data archiving (including digital and mobile technology) and location based analysis. They will design and manage a field-based research project in a UK and/or overseas setting.
2) A Personal Tutorial System (PTS) will run in parallel to the taught elements of the module whereby students will integrate and develop their learning from this module to the wider academic and professional/workplace context. The PTS will emphasise key employability skills that will be acquired through the production of the research projects and their relationship to employability skills in other Level 5 modules. This will assist those students wishing to take a sandwich year and prepare those students and provide a development platform for the production of an independent research proposal. On completion of this module students will have gained first- hand experience of research project design and management as a pre-cursor to their Level 6 Independent Research Project and/or work placement
3) Students will learn how to collect, manipulate and interpret statistical environmental data and apply this learning to their project-based investigations.
By its nature the module is practically orientated and will develop a range of research and fieldwork methods acquired in Level 4 (e.g. GG4090 Research and Fieldwork Methods). Students will inhabit various learning spaces (e.g. the lecture theatre, laboratory and the field) and will be supported to blend their learning experiences. Lectures introduce the module and the key sections relating to fieldwork project design and to individual research. Theoretical lectures are followed-up in session with practical classes. Project design and management are developed and practices through individual and small group projects undertaken with staff guidance and support. Fieldwork enables students to test out their ideas relating to research design and execution. Fieldwork learning will be supported by the use of a fieldwork blog and/or Canvas VLE discussion boards to provide a shared space for reflection and feedback of group-based investigations. The final phase of the module focuses on the reflection of the learning experiences to date and 'feed-forward' to independent project planning in preparation for final year independent research project design, or for placement students, for project work during placement.
The module will also integrate the Level 5 Personal Tutorial Scheme (PTS):
Employability skills will be developed throughout the module and will be highlighted in the PTS. These will include: teamwork and conflict resolution, time and project management, the delegation and prioritisation of tasks, professional interaction with stakeholders and participants in research, and, oral and written communication skills.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Lecture Practical Tutorial Fieldwork (7 days) | 38 34 5 56 |
| Guided independent study | 167 | |
| Study abroad / placement | 0 | |
| Total (number of credits x 10) | 300 | |
| Total (number of credits x 10) | 300 | |
(A) An in-class statistical test (40%, 2 hours) that builds on weekly formative assessment and 'feed-forward' knowledge development.
(B) Fieldwork assessment that builds upon the foundation of a formative pre-fieldwork research proposal and a final fieldwork report (40%, 2000 words plus graphics).
(C) The production of a dissertation proposal (20%, 1500 words) that will draw on the experiences of A and B.
Formative assessments include:
(D) Small group project scoping exercises
(E) Weekly problem sets associated with each of the statistical sessions
(F) A consultancy report evaluation exercise
(G) Pre-fieldwork research proposal
(H) Dissertation proposal scoping (included in the PTS)
| Learning Outcome | Assessment Strategy |
|---|---|
| 1) Design and execute an environmental and/or geographical research investigation. | (B) Fieldwork assessment (40%) that builds upon a formative pre-fieldwork research proposal (G) (D) Small group project scoping exercises (F) A consultancy report evaluation exercise |
| 2) Understand the importance of, and achieve, quality control in project design and management and be able to undertake critical analysis of environmental and/or geographical research projects and published literature. | (A) An in-class (practical examination) statistical test (40%) that builds on weekly formative assessment and ‘feed-forward' knowledge development. (E) Weekly problem sets associated with each of the statistical sessions |
| 3) Take account of or mitigate, logistical considerations in field-based project design and management, safety aspects associated with such projects, ethical issues and intellectual property rights. | (B) Fieldwork assessment (40%) (D) Small group project scoping exercises (F) A consultancy report evaluation exercise (H) Dissertation proposal scoping (included in the Tutorials) |
| 4) Communicate with clarity, the findings of a research investigation. | (B) Fieldwork assessment (40%) (D) Small group project scoping exercises (F) A consultancy report evaluation exercise (H) Dissertation proposal scoping (included in the PTS) |
| 5) Confidently select and apply appropriate statistical and qualitative methods to support the investigation and evaluation of quantitative information. | (B) Fieldwork assessment (40%) (F) A consultancy report evaluation exercise |
| 6) Through personal tutorials, develop wider transferable skills (including employability skills) that connect the experiences of the module to their wider academic learning environment and career/professional development, and prepare an independent research proposal as a pre-cursor to embarking on a sandwich year and/or an independent research project at Level 6. | (H) Dissertation proposal scoping (included in the Tutorials) |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| In-class statistics test | Written Examination | 40 |
| Fieldwork assignment | Coursework | 40 |
| Dissertation proposal | Coursework | 20 |
| Total (to equal 100%) | 100% | |
It IS NOT a requirement that any major element of assessment is passed separately in order to achieve an overall pass for the module
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