Postgraduate Programme and Module Handbook 2019-2020 (archived)
Module GEOG56215: Becoming an Effective Environmental Researcher
Department: Geography
GEOG56215: Becoming an Effective Environmental Researcher
| Type | Tied | Level | 5 | Credits | 15 | Availability | Available in 2019/20 | Module Cap | None. |
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| Tied to | L7K514 May only be taken as part of the Postgraduate Certificate in Environmental Research Methods (L7K514) by students who are part of the IAPETUS2 NERC DTP |
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Prerequisites
- None
Corequisites
- GEOG56115, GEOG56315, GEOG56415
Excluded Combination of Modules
- N/A
Aims
- Development of skills to enable personal effectiveness as a researcher in environmental science
Content
- Skill development that falls within Domain B of the Vitae RDF, such as self-confidence, self-reflection, time management, networking>
Learning Outcomes
Subject-specific Knowledge:
- A critical understanding of key concepts and approaches in environmentalresearch methods, and a practical understanding of different contexts in which to apply them.
- Ability to understand and apply a set of key methods and tools to a specific subject area within Environmental Science.
Subject-specific Skills:
- Using innovative and critical approaches to demonstrate an ability to analyze and synthesize approaches to environmental science and its underlying data.
- Designing a research programme and demonstrating its feasibility both in terms of approaches used and practicalities of resources.
Key Skills:
- Development of personal effectiveness as a researcher (e.g. elements within Vitae Domain B, such as self-confidence, self-reflection, time management, networking)
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Lectures to present technical and scholarly information, as well as the research contexts for this information
- Workshops and seminars to develop the specific skills identified by the student to enable them to become an effective environmental researcher
- Reading and self-paced learning to reinforce the above
- Contact hours in the table below are indicative and will be based on a student’s individual needs as they progress, as identified by their Training Needs Analysis.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 10 | 1 hour | 10 | ||
| Seminars | 10 | 3.5 hours | 35 | ||
| Workshops | 10 | 3 hours | 30 | ||
| Reading and self-paced learning | 75 | ||||
| Total | 150 |
Summative Assessment
| Component: Portfolio | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Reflexive portfolio providing an evaluation of how the learning outcomes have been met. Because of the range of potential learning outcomes, the portfolio may be made up of a range of different materials, including, but not limited to, reflexive essays, copies of presentations (and evaluation of the experience of presenting), reflexive diaries, project reports and links to other materials online, including audio-visual. | 2,500 words | 100% | |
Formative Assessment:
Verbal and/or written feedback from (a) supervisory team; (b) director at PhD Host Organization; (c) Academic Director of IAPETUS2 using the TNA process for self-reflection via Pebblepad, and by workshops biannually at DTP events. All students will be given the opportunity for 1:1 feedback via tutorials at these events or via duo.
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University