Undergraduate Programme and Module Handbook 2019-2020 (archived)
Module GEOL4091: EARTH SCIENCES INTO INDUSTRY
Department: Earth Sciences
GEOL4091: EARTH SCIENCES INTO INDUSTRY
| Type | Open | Level | 4 | Credits | 20 | Availability | Available in 2019/20 | Module Cap | Location | Durham |
|---|
Prerequisites
- Satisfactory completion of compulsory modules of chosen program. For Natural Sciences at least two Level 3 modules in Earth Sciences.
Corequisites
- None.
Excluded Combination of Modules
- None.
Aims
- The module enables students to enhance their employment potential by working with an industrial client on a group project that gives experience of applying their geoscience and transferrable skills and knowledge to address a ‘real-world’ industrial challenge.
Content
- Formative “Entrepreneurship in Earth Sciences†component. This component is typically delivered through a field-based, role-play scenario at the start of the academic year that is designed to give students experience applying their geoscience skills and knowledge to decision making in a simulated commercial environment. Students will gain experience of reflective practice, team working, communication, making decisions based on sparse data, and of project management and delivery.
- Team-based project. A multi-disciplinary student group will work on a project specified by a "client", typically an external organisation. The client identifies the problem to be addressed and the project deliverables. Previous examples have included identifying hydrocarbon exploration targets, mineral deposit assays, and geohazard risk assessments. The groups will develop the project brief, workflow strategy and prepare and present a solution to their “client†and internal mentor. The project will include elements of formative and summative assessment.
- Presentation. A day of project presentations will be made to all clients and mentors involved with the module. Feedback will be provided.
Learning Outcomes
Subject-specific Knowledge:
- Students will apply knowledge acquired at Levels 1-3 to a specific Earth Science related business or industrial application. Learning of technical content will be research-led and specific to each project. This will typically involve directed reading, instruction during mentoring sessions/client meetings, and the use of computer packages for data analysis and presentation of results.
Subject-specific Skills:
- Students will undertake research-led learning directed at the specific demands of the project and supervised by the "client" and project mentor (a member of academic staff in the Department of Earth Sciences).
Key Skills:
- Gain direct experience of the business world, its financial and cultural approach to decision making.
- Learn how geoscientific information can inform industry judgements and create added value.
- Experience and manage conflict related to fact finding, uncertainty and short deadlines in a competitive environment.
- Awareness of how business decisions affect people and the environment.
- Develop skills in project scoping, management and delivery.
- Acquire skills in teamwork, communication and outreach.
- Recognise the importance of self-evaluation, personal and continued professional development in life-long learning.
- Enhance job seeking skills and employability.
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- This module is concerned principally with the application of existing subject-specific skills and knowledge to solve industrial challenges. As such, the modes of learning and assessment focus on developing a range of transferable skills expected of an earth scientist working in industry. The range of outcomes will be assessed through the formative component, and through a summative project report, presentation and evidence-based reflective report on the student’s learning experience.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Project supervision - Meetings with the client | 3 | 3 hours | 9 | ■ | |
| Tutorials with mentor | 10 | 1 hour | 10 | ■ | |
| Fieldwork - Formative, field-based role play scenario | 1 | 5 days | 40 | ■ | |
| Three Formative assessments: (project proposal; reflective report on student's learning experience during the first phase of the project; mid-project presentation to client) | 1 | 35 | ■ | ||
| Oral Assessment - Presentation day | 1 | 1 day | 6 | ■ | |
| Report - Project work | 100 | ■ | |||
| Total | 200 |
Summative Assessment
| Component: Reflective report on student's learning experience and outcomes during the project | Component Weighting: 20% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Individual reflective report on whole project | 100% | ||
| Component: End of Module Report | Component Weighting: 60% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Group Project Report | 100% | ||
| Component: End of Module Oral Presentation | Component Weighting: 20% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Group Presentation | 100% | ||
Formative Assessment:
Formative feedback will be provided on all activities.
■ 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