2019-20 BSc Environmental Geography 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	Programme Information & PLOs
2	Title of the new programme – including any year abroad/ in industry variants
3	BSc Environmental Geography
4	Level of qualification
5	Please select:				Level 6
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 AbroadPlease 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 David Rippin
13	Purpose and learning outcomes of the programme
14	Statement of purpose for applicants to the programme
15	The degree in Environmental Geography will equip you with skills and knowledge in physical geography in a way that will enable you to evaluate environmental problems and develop your own solutions. Your lecturers are experts in field such as environmenal hazards, sea-level change, glaciology, biogeography and palaeoecology. You will be trained to critically review relevant literatures in your field, and apply techniques and methods to designing research projects both locally and overseas. By your final year of study you are well equipped to undertake an independent research project in an area of environmental geography of your choice. You will be trained in the use and application of key digital learning technologies used by environmental geographers such as geographical information systems (GIS) and statistical packages to enhance your employability. Additionally, you will be trained in working and leading a team, and be provided with a range of opportunities to participate in groupwork in a range of tutorial, field and laboratory settings. 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. Our environmental geography degree will open up careers in research, public bodies such as the Environment Agency, conservation, water management and sustainable buisness practices.
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 the causes, scales and impacts of issues such as climate change, glacial retreat and natural hazards using appropriate methods and norms, and engage critically with theory, knowledge and emerging issues in physical and environmental geography [Knowledgeable and aware]
19	2	Obtain, synthesise and critically evaluate complex information on environmental and physical geography, and related areas from a wide range of reliable sources [Independent learner]
20	3	Cut across disciplinary boundaries to link knowledge and experience from physical geography, biology, chemistry, biogeography and the social sciences to understand the physical environment and its relationship with society [Interdisciplinary thinker]
21	4	Plan, design and execute research in environmental geography individually or within a team using critically-selected qualitative and quantitative methods in the field, laboratory or other settings, including the application of IT, statistics and modelling [Creator of new Knowledge]
22	5	Critically analyse and interpret qualitative and quantitative data using appropriate tools to draw meaningful conclusions from research aimed at understanding the functioning of the physical environment, and its links with the human environment [Analytical]
23	6	Effectively communicate knowledge, complex ideas and persuasive arguments to professional and non-specialist audiences using verbal, written, visual and digital media [Effective communicator]
24	7	Recommend sustainable solutions to environmental problems that consider the broader social and political contexts, and the ethical implications of their application by applying knowledge, theories and approaches from physical geography and related disciplines [Problem solver]
25	8	Work responsibly as part of a team or as a team-leader to set challenging yet attainable goals and make an important contribution to addressing the challenges facing the world through the integration of physical and environmental geography [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 Environmental Geography degree 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 Geography degree 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 inductrial 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 Environmental Geography degree 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 degree 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 gives you the tools and 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	The programme outcomes capture the key employability skills that graduates of an Environmental Geography degree 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 out 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)
39	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
40	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 through KPT training in a number of other core and optional modules.
41	vii) How is teaching informed and led by research in the department/ centre/ University?
42	All of our lecturers are active researchers and we share our latest research findings and methods with you through our teaching. Throughout your degree you will be actively involved in designing and performing 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 degree.
43	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.
44	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
45	Stage 1
46	On progression from the first year (Stage 1), students will be able to:											Engage with theory, knowledge and emerging issues in environmental geography and be able to undertake research as part of a group
47	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
48	Interpret and explain fundamental concepts and current and emerging issues in environmental and physical geography		Identify and synthesise reliable, relevant sources in a coherent form for information needs			Understand the importance of interdisciplinarity in environmental geography, including the complex interactions occurring within and between the physical, 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 field 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
49	Stage 2
50	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
51	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
52	Interpret, explain and critically evaluate advanced concepts in environmental and physical geography, 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
53	Programme Structure
54	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.
55	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
56	Stage 1
57	Credits	Module				Autumn Term										Spring Term										Summer Term
58		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
59	10	ENV00025C		Environmental Geography Research		S						A		A	E
60	20	ENV00028C		Data Analysis for Environmental Research		S									A										EA
61	20	ENV00002C		Ecological Principles for the Environment		S															A				E					A	A	A
62	10	ENV00018C		Environment, Development and Society		S									E	A
63	20	ENV00001C		Dynamic Earth		S																			E					A	A	A
64	20	ENV00024C		Physical Geography												S		A						A	E
65	20	ENV00007C		Field Project (EG, ES)																			S			A		E	A
66	Stage 2
67	Credits	Module				Autumn Term										Spring Term										Summer Term
68		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
69	10	ENV00002I		Climate Change: Science, Observations and Impacts												S									EA
70	10	ENV00016I		Environmental Systems Project		S				A					EA
71	20	ENV00024I		Ecosystem Processes		S										A					A				E					A	A	A
72	20	ENV00019I		Environmental Geochemistry		S									A										E					A	A	A
73	20	ENV00035I		Residential Field Course																			S			E			A	A	A	A
74	20	ENV00013I		Energy and the Environment		S												A							E					A	A	A
75	10	ENV00020I		Biogeography												S									EA
76	20	ENV00003I		Earth Processes and Landforms		S																			E		A			A	A	A
77	10	ENV00012I		Geographical Information Systems		S									EA
78	20	ENV00023I		Food, Space, Culture and Society		S									E	A														A	A	A
79	10	ENV00001I		Ocean Management and Conservation												S									E					A	A	A
80	Stage 3
81	Credits	Module				Autumn Term										Spring Term										Summer Term
82		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
83	40	ENV00011H		3rd Year Research Project		S																						EA
84	20	ENV00034H		Atmosphere and Ocean Science		S								A											E					A	A	A
85	10	ENV00020H		Glaciers, Ice Sheets and Climate Change												S									EA
86	10	ENV00038H		Coastal Environments		S									E	A
87	20	ENV00036H		Biodiversity and Society		S													A						E					A	A	A
88	20	ENV00040H		Land Use Change and Management		S														A					E					A	A	A
89	20	ENV00041H		Environmental Hazards		S																		A	E					A	A	A
90	20	ENV00026H		Glaciology and Volcanism in Iceland		S								A	E
91	20	ENV00033H		Gender, Environment and Global Poverty		S											A								E					A	A	A
92	Optional module listsIf the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
93	Option List A - year 2		Option List B - year 3			Option List C - year 3 (at least 20 credits from)					Option List D					Option List E					Option List F					Option List G					Option List H
94	Energy and the Environment		Biodiversity and Society			Environmental Hazards
95	Ecosystem Processes		Land Use Change and Management			Glaciers, Ice Sheets and Climate Change
96	Environmental Geochemistry		Glaciology and Volcanism in Iceland			Coastal Environments
97	Climate Change: Science, Observation and Impacts		Atmosphere and Ocean Science
98	Ocean Management and Conservation		Gender, Environment and Global Poverty
99	Food, Space, Culture and Society