GV3FC-Geography and Environmental Science Field Class

Module Provider: Geography and Environmental Science
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Prof Nicholas Branch
Email: n.p.branch@reading.ac.uk

Module Co-convenor: Dr Steve Robinson
Email: j.s.robinson@reading.ac.uk

Type of module:

Summary module description:

This is a non-residential, field-based module to enhance training and experience of undertaking in situ problem-based research, involving data collection, analysis and interpretation. The main theme is ‘society and the environment’, and the aim is to develop a fully integrated understanding of human and physical processes with a strong emphasis on authentic, ‘real world’ issues, drawing upon methods used in human and physical geography, and environmental science.

Aims:

The module aims to train students in applying theoretical knowledge and practical skills to a range of local geographical and environmental issues. This will enhance their knowledge and understanding of field investigation methods used in human and physical geography, and environmental science, with a strong emphasis on authentic, ‘real world’ issues that affect society and the environment. The students will gain further experience of applying their theoretical knowledge and practical skills attained during the degree course by collecting, analysing, interpreting and discussing data framed by a range of geographical and environmental issues. This will develop their research abilities and employability skills, which will be key to their career development and achieving their personal goals.

Assessable learning outcomes:

Themed around ‘society and the environment’, by the end of the field class module, it is expected that students will be able to:

• Collect, organize and analyze a range of data types including your own observations.


• Describe and explain local soil, vegetation, water and land-use characteristics, especially in relation to landscape management and the agricultural economy.


• Design and implement sampling strategies for the collection of social and environmental data.


• Evaluate socio-environmental data in both urban and rural contexts, especially in relation to wider issues such as climate change, environmental pollution, landscape erosion, and health and wellbeing.

• Demonstrate project planning and team working skills.

Additional outcomes:

Students will develop additional key skills that are important for employability in the following areas:

• Awareness of key data sources relating to environmental and social issues.


• Awareness of key institutions and individuals having governance over these issues.


• Enhancement of communication skills through oral presentations, interviews, questionnaires and discussion, as well as written reporting and connecting with people and teams.


• Enhancement of problem solving skills, including methodological development.


• Development of organizational skills by completing multiple tasks within defined deadlines.Ìý Ìý

Outline content:

The field class will involve dividing the students into small, supervised groups. Each day will focus on a specific theme including heathland landscapes and ecology, air and noise pollution, water quality, land and soil suitability, and health for agriculture and viticulture, peatland degradation and restoration, and cultural ecosystem services.

The evenings will involve data analysis, and the final day will be a group-based project, whereby each group acts as a team of consultants addressing a particular scenario informed by the groups’ data and knowledge acquired during the field class. Specifically, each group is asked to prepare and present a proposal to undertake a site investigation that must consider both the environmental and social aspects of the project.

Global context:

The field class will be based non-residentially in the south of England and Wales. However, the problem-based approach around the theme of ‘society and the environment’ is transferrable to a much broader geographical context. Ìý

Brief description of teaching and learning methods:

Prior to the field class, the students will attend 3 seminars designed to contextualise the field class tasks and activities. This non-residential field class comprises 5 consecutive days of work in the field, plus 1 day of team-based presentations. Students are required to complete field records, and each evening there will be a short briefing on campus to review and discuss the day’s work, and to introduce the following day’s programme as well as giving time to work up data coll ected.

Prior to the first field day, the students will attend preparatory sessions and safety briefings. Upon return, the students will also attend 2 x tutorials to prepare them for writing their report. Each day of the field class will involve a short introduction to the tasks and activities, with a focus on the problem-based learning exercises, including a demonstration of field equipment. The small student groups will be required to work as a team, demonstrating leadership and organisation, to address the problem and gather the necessary data using a range of methods e.g. participatory action research, scientific analysis using appropriate instrumentation, observation and identification using field guides. The students will be expected to collate, analyse and interpret the data collected, and discuss the findings in an open forum including responding to questions.ÌýÌý

Contact hours:

Ìý	Autumn	Spring	Summer
Seminars		3
Tutorials			2
Fieldwork			84
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)		10
Ìý Ìý Wider reading (directed)		10
Ìý Ìý Preparation for tutorials			5
Ìý Ìý Preparation for presentations			5
Ìý Ìý Preparation of practical report			80
Ìý Ìý Reflection			1
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	23	177
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Report	80
Oral assessment and presentation	20

Summative assessment- Examinations:

None

Summative assessment- Coursework and in-class tests:

A team-based presentation during the field class (20%).

A 3000 word research report detailing the problem based learning from the field class utilising data collected in the field notebook (80%).

Formative assessment methods:

Individual short presentations during the fieldwork on case study topics as well as guest seminars in the field locations to inform the final report.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

40%

Reassessment arrangements:

Resubmission of assignments.Ìý

Additional Costs (specified where applicable):

1) Required text books:Ìý

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 26 April 2023