GV3GEF: Geography and Environmental Science Field Class

Module code: GV3GEF

Module provider: Geography and Environmental Science; School of Archaeology, Geography and Environmental Science

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1

Module convenor: Professor Nicholas Branch, email: n.p.branch@reading.ac.uk

Module co-convenor: Dr Steve Robinson, email: j.s.robinson@reading.ac.uk

Additional teaching staff 1: Dr Steve Robinson, email: j.s.robinson@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded: IN TAKING THIS MODULE YOU CANNOT TAKE GV3HGF OR TAKE GV3ESF OR TAKE GV3PGF (Compulsory)

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 20 May 2024

Overview

Module aims and purpose

This is a semi-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.

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.

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.  

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Collect, organize and analyze a range of data types including your own observations and design and implement sampling strategies for the collection of social and environmental data.
2. Describe and explain local soil, vegetation, water and land-use characteristics, especially in relation to landscape management and the agricultural economy.
3. 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.
4. Demonstrate project planning and team working skills.

Module 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.

Structure

Teaching and learning methods

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 collected.

Prior to the first field day, the students will attend preparatory sessions and safety briefings. Upon return, the students will also attend 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.  

Study hours

At least 45 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

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

Reassessment

Additional costs