2021-22 MEnv Environmental Science Programme Design Document

	A	C	F	G	I	K	L	M	N	O	P	Q	R	S	T	U	V	W	X	Y	Z	AA	AB	AC	AD	AE	AF	AG	AH	AI	AJ	AK	AL	AM	AN
1	Yes
2	Title of the new programme – including any year abroad/ in industry variants
3	MEnv Environmental Science
4	Level of qualification
5	Please select:				Level 7
6	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								Yes
7																					Year Abroad Please select Y/N								Yes
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		Department of Environment and Geography
10	Other contributing Departments:		N/A
11	Programme Leader
12	Dr Brett Sallach
13	Purpose and learning outcomes of the programme
14	Statement of purpose for applicants to the programme
15	The Environmental Science degree from the Department of Environment and Geography at the University of York will equip you with key skills to enable you to evaluate environmental problems and develop sustainable solutions. Your lecturers are experts in fields such as ecotoxicology, atmospheric chemistry, terrestrial and aquatic ecology, biogeochemistry and environmental policy. You will be trained to critically review relevant literature in a range of key environmental areas, and design and execute research both locally and overseas to address environmental problems using appropriate field, survey and laboratory methods. By your final year of study you are well equipped to undertake an independent research project utilising our state-of-the-art research faciltiies. You will become proficient in using key digital learning technologies used by professional environmental scientists such as web-based literature search tools, geographical information systems and statistical packages. The degree will also allow you to develop strong group working and project leadership skills through targetted team building exercises and training. Graduates from this degree are solution-oriented, inter-disciplinary thinkers who can communicate effectively, verbally and in writing, to a range of audiences, the key environmental challenges facing humanity and their solutions. By the end of the degree you will be able to evidence achievements in a wide range of key employability skills that will open up opportunities for careers By the end of the degree you will be able to evidence achievements in a wide range of key employability skills that will open up opportunities for careers in research, environmental consultancy, ecology and conservation and teaching. Our MEnv programme is designed to provide a more vocational experience than the 3 year BSc, and is particularly useful for those who wish to move into a career in the environmental sector, or for those preparing for a PhD. During the additional year of study you will be exposed to real world problems and policies through studying links between business and the environment. The programme also offers you the opportunity to design and undertake an advanced research project leading up to the preparation of a research publication-style dissertation. Through studying for MEnv you will become more aware of how our environment is managed, become proficient in research design and implementation, and further develop key skills in communication, team work and data analysis to increase your employability.
16	Programme Learning OutcomesPlease provide six to eight statements of what a graduate of the programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
17	PLO	On successful completion of the programme, graduates will be able to:
18	1	Debate, interpret and explain current and emerging issues in environmental science occurring on a range of scales using appropriate methods and norms, and engage critically with best evidence on the impacts and management of climate, environmental and land use change, pollution and development [Knowledgeable and Aware]
19	2	Obtain, synthesise and critically evaluate information from a wide range of reliable sources, and collate this information to establish current understanding and independently identify key research questions in specialised areas of environmental science[Independent learner]
20	3	Cut across disciplinary boundaries to link knowledge and experience from a wide range of natural, physical and social sciences, to understand the complex interactions occurring within and between natural and human environments, and the management and business sector [Interdisciplinary thinker]
21	4	Identify knowledge gaps, plan, design and execute advanced research as an individual or as part of a team to address environmental questions and problems using critically-selected field, survey and laboratory methods at appropriate temporal and spatial scales [Creator of new knowledge]
22	5	Design and undertake critical analyses of qualitative and quantitative data using appropriate scientific and technological information and tools such as GIS and statistical packages to draw meaningful conclusions from research in the field of environmental science [Analytical]
23	6	Effectively communicate knowledge, complex ideas and persuasive arguments to professional and non-specialist audiences using verbal, written, visual and digital media and research publications [Effective communicator]
24	7	Recommend sustainable solutions to environmental problems that consider the broader social, political and environmental contexts, and the ethical implications of their application by applying knowledge, theories and approaches from environmental science and related disciplines [Problem solver]
25	8	Work responsibly as part of a team or as a team-leader, including in an applied setting, to set challenging yet attainable goals and make an important contribution to defining the way in which our environment functions, understanding how it will respond to human activities and developing sustainable solutions [Team player]
26	Programme Learning Outcome for year in industry (where applicable) For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
27	We have altered a number of PLOs relevant to our Year in Industry programme and so have provided a separate proforma for this programme.
28	Programme Learning Outcome for year abroad programmes (where applicable) For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
29
30	Explanation of the choice of Programme Learning OutcomesPlease explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
31	i) Why the PLOs are considered ambitious or stretching?
32	Through achieving our programme outcomes you will be equipped with the abilities and confidence to improve our understanding of the world around us and work towards developing sustainable solutions to today’s environmental problems. Our outcomes require you to be critical in terms of the information you use and the research tools you employ, persuasive and clear in the ways in which you communicate, and interdisciplinary in your approaches towards understanding the environment and recommending solutions to problems. These are all characteristics that we will help you to develop through our MEnv in Environmental Science and will enable you to be successful in your future career.
33	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
34	The programme outcomes capture the key employability skills that graduates of an Environmental Science integrated masters will be asked to demonstrate when applying for successful and rewarding careers in this field of work. By providing you with a clear pathway towards achieving these learning outcomes through Key Points Training (KPT) and plentiful opportunities to use and practice these skills you will be able to draw on specific examples of work that you have undertaken to evidence your accomplishments to potential future employers. Through interactions with external environmental and industrial organisations you will see how the skills embedded in our programme outcomes can be used in the workplace.
35	iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
36	a. Digital literacy - Through our MEnv in Environmental Science you will develop the key digital skills needed for effective communication, finding and using reliable sources, and analysing quantitative and qualitative datasets. You will receive training in the use of the relevant digital tools at key points throughout your studies and be provided with opportunities to use them in a range of applications. This will ensure that when you graduate you are ready to effectively apply these tools in a work-based setting; b. Technology-enhanced learning - We have developed an online site (the KPT Skills Hub) that you can use to develop key skills, and improve and progress throughout your degree. The online Skills Hub complements the teaching you will receive during contact hours and also gives you flexibility to work on key skills development in your own time.
37	iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employablity objectives should be informed by the University's Employability Strategy:
38	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
39	The programme outcomes capture the key employability skills that graduates of an Environmental Science integrated masters will be asked to demonstrate when applying for successful and rewarding careers in this field of work. By providing you with a clear pathway towards achieving these learning outcomes through Key Points Training (KPT) and plentiful opportunities to use and practice these skills you will be able to draw on specific examples of work that you have undertaken to evidence your accomplishments to potential future employers. Through interactions with external environmental and industrial organisations you will see how the skills emedded in our programme outcomes can be used in the workplace. (note same text as in box ii as I think the link to employability is the major benefit to students)
40	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
41	In every case Key Points Training is linked to a key piece of assessment. The result of this assessment will signpost to you and to the department how you are progressing towards the programme outcomes as you move through your degree. We have developed an online resource (the KPT Skills Hub) that you can use outside of contact hours to support your effective development of the skills needed to be successful in your chosen degree programme. Our programmes are also designed so that you have a wide range of opportunities to use and practice key skills developed in KPT training in a number of other core and optional modules.
42	vii) How is teaching informed and led by research in the department/ centre/ University?
43	We are a research-active department and share our latest research findings and methods with you through our teaching. Throughout your studies you will be actively involved in designing and undertaking research projects aimed at both understanding the world around us and solving environmental problems. All of our courses include fieldtrips that allow you to see how the theory and knowledge you have been taught in lectures apply in a range of national and international settings. Through tutorials and seminars you will gain experience in discussing cutting-edge research and develop key communication skills. Lectures are supplemented by guest speakers from the environmental think-tank the Stockholm Environment Institute (SEI), and a range of external environmental and industrial organisations, exposing you to potential areas of future employment throughout your studies.
44	Stage-level progression Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules. Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
45	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
49	Stage 1
50	On progression from the first year (Stage 1), students will be able to:											Engage with theory, knowledge and emerging issues in Environmental Science and be able to undertake research as part of a group
51	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
52	Interpret and explain fundamental concepts and current and emerging issues in environmental science		Identify and synthesise reliable, relevant sources in a coherent form for information needs			Understand the importance of interdisciplinarity in environmental science, including the complex interactions occurring within and between the natural and human environments					Collect high quality environmental data using a range of approaches and design and undertake guided research as part of a group					Carry out fundamental calculations, organise and summarise datasets and analyse and interpret environmental data with guidance using basic statistical analysis and programmes					Communicate effectively in essays, scientific reports, presentations and other forms of visual communication, and confidently participate in class discussions					Understand and explain a range of solutions to environmental problems					Work effectively as part of a team in laboratory, fieldwork and classroom settings
53	Stage 2
54	On progression from the second year (Stage 2), students will be able to:											Use theoretical and practical knowledge to design and undertake research as part of a group, and critically evaluate sustainable solutions to environmental problems
55	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
56	Interpret, explain and critically evaluate advanced concepts in environmental science, and use this knowledge to debate sustainable solutions to environmental problems		Critically evaluate sources to develop ideas in written work and other forms of communication			Independently design field and laboratory studies and generate ideas that incorporate approaches and ideas from a range of academic disciplines					Design and undertake research as part of group, including the formulation of research questions					Apply fundamental calculations to environmental problems, and analyse and interpret large environmental datasets independently using advanced statistical analysis					Develop persuasive arguments in written work, verbally and through other forms of communication including newspaper articles and videos					Critically evaluate solutions to environmental problems					Work effectively as part of a team or as a team leader in laboratory, fieldwork and classroom settings
57	Stage 3
58	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:											Use theoretical and practical knowledge to identify knowledge gaps and design and undertake advanced independent research, and recommend sustainable solutions to environmental problems
59	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
60	Critically engage with theory and knowledge in environmental science and independently study, and establish and communicate current knowledge on a particular environmental science topic		Collate and critically evaluate relevant sources to estalish current knowledge and identify key knowledge gaps associated with specific topics in environmental science			Independently design advanced research and sustainable solutions to environmental problems that incorporate ideas and approaches from a range of academic disciplines and the business sector					Identify knowledge gaps and design and undertake advanced independent research					Carry out fundamental calculations, and analyse and interpret large environmental datasets independently using advanced computer packages such as R to perform statistical analysis					Prepare advanced forms of written work including literature reviews and research publications, verbal presentations and other forms of communication to a professional standard					Recommend sustainable solutions to environmental problems					Work effectively as part of team and team leader in academic and professional settings
61	Programme Structure
62	Module Structure and Summative Assessment Map Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme. ‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section. From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets). If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
63	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
77	Stage 1
78	Credits	Module				Autumn Term										Spring Term										Summer Term
79		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
80	10	ENV00029C		Frontiers in Environmental Research		S						A	A		EA
81	20	ENV00028C		Data analysis for Environmental Research		S									A										EA
82	20	ENV00002C		Ecological Principles for the Environment											S											A			E	A
83	10	ENV00018C		Environment, Development and Society		S									E	A
84	20	ENV00001C		Dynamic Earth		S																			E					A
85	20	ENV00027C		Concepts in ES		S																			EA
86	20	ENV00007C		Field Project (EG, ES)																			S			A			A				EA
87	Stage 2
88	Credits	Module				Autumn Term										Spring Term										Summer Term
89		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
90	10	ENV00002I		Climate Change: Science, Observations and Impacts												S									EA
91	10	ENV00016I		Environmental Systems Project																S						A			EA
92	20	ENV00024I		Ecosystem Processes		S															A				E					A
93	20	ENV00019I		Environmental Geochemistry		S									A										E					A
94	20	ENV00032I		Tenerife Field Course: Environmental Science																			S			E			A	A
95	20	ENV00013I		Energy and the Environment		S										A									E		A
96	10	ENV00020I		Biogeography												S									EA
97	20	ENV00003I		Earth Processes and Landforms		S																			E		A			A
98	10	ENV00012I		Geographical Information Systems		S									EA
99	10	ENV00030I		Economics of Sustainable Development		S									EA
100	10	ENV00001I		Ocean Management and Conservation		S									E	A
101	10	ENV00036I		Ecological methodology		S									EA
102	Stage 3
103	Credits	Module				Autumn Term										Spring Term										Summer Term
104		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
105	20	ENV00029H		Advanced Literature Review		S																			A					EA
106	20	ENV00030H		Research Skills and Statistical Methods		S																A			E
107	20	ENV00034H		Atmosphere and Ocean Science		S								A											E					A
108	20	ENV00039H		Pollution Monitoring, Assessment and Control		S								A										A	E
109	20	ENV00036H		Biodiversity and Society		S													A						E					A
110	20	ENV00040H		Land Use Change and Management		S														A					E					A
111	20	ENV00041H		Environmental Hazards		S									A										E					A
112	20	New Module		The Dynamics of Alpine Environments		S								A	E
113	20	ENV00044H		Environmental and Natural Resource Economics		S									A								A		EA
114	Stage 4
115	Credits	Module				Autumn Term										Spring Term										Summer Term
116		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10