Awards

Target Award

Award Description:Bachelor of Science with Honours (Fnd) - BSHF
Recruitable Target
Alternative Exit
Alternative Exit
Alternative Exit
Alternative Exit
Alternative Exit

Programme Offerings

Full-Time

F2F-JMU-SEP

Sandwich Year Out

F2F-JMU-SEP

Educational Aims of the Course

Develop graduates with a critically informed understanding of the processes that shape our environment, and develop an integrated approach to the understanding, analysis and management of the interaction between the natural and human world. Demonstrably link experiential learning and fieldwork to the wider development of both subject specific and practical skills, and to apply such skills to managing the environment. Enhance employment prospects by developing graduates with a wide range of subject specific, and transferable technical skills (including ICT & GIS),analytical and critical skills, and encouraging development of these. Develop powers of critical and analytical thinking, problem solving and logical argument through the progressive development of understanding, critical awareness and research skills over the course of the degree programme. Promote the concept of continuous improvement, lifelong learning, and contribution to the wider community, through personal development and scholarly activity. Empower students to engage with the development and acquisition of employability skills.

Learning Outcomes

1.
Demonstrate knowledge and understanding of, and be able to evaluate a range of natural and anthropogenic processes which shape and/or impact the natural world at a range of spatial and temporal scales
2.
Design, plan and implement relevant methodologies to collect data (including secondary data sources) relevant for addressing a particular problem or question
3.
Plan, design and execute a piece of research and produce a concise and precise report both autonomously and as part of a team
4.
Recognise the implications of professional ethics and standards and apply them
5.
Undertake the management of large datasets
6.
Undertake field and laboratory investigations with due regard for health and safety
7.
Work independently with responsibility and efficacy
8.
Work as a member of a team toward a shared goal, participating actively, sharing responsibility and rewards, and contributing to the capability of the team
9.
Make effective decisions to manage time and prioritise tasks efficiently in a range of environments
10.
Apply appropriate statistical and other analyses to datasets
11.
Demonstrate self-awareness and self-management skills
12.
Articulate appropriate techniques which may be employed to provide a holistic and interdisciplinary approach to managing and conserving the environment
13.
Identify and demonstrate acquisition of subject and employment skills for professional and career development
14.
Demonstrate critical awareness of the main methodologies (including GIS) used in the analysis and interpretation of environmental and ecological data
15.
Apply appropriate techniques to problem solving and hypothesis testing
16.
Observe, collect, analyse, synthesize, and summarise environmental information from a range of diverse sources
17.
Identify suitable methods of spatial data collection and how to represent it via the preparation of effective maps and diagrams utilising spatial and numerical modelling approaches (including the use of GIS)
18.
Interpret and contextualise quantitative and qualitative data and draw appropriate interpretations and conclusions
19.
Critically evaluate the strengths and weaknesses of contrasting theories and interpretations and consequently develop logical argument
20.
Communicate (including all written, verbal and visual forms of communication) complex results and synthesise outputs

Teaching, Learning and Assessment

The acquisition of knowledge is promoted via a variety of formal taught sessions including lectures, practical sessions (laboratory and PC based) and fieldwork sessions. Understanding is facilitated through seminars, workshops, tutorials, field projects, interactive classroom activities, group work and independent study. Knowledge at levels 3 and 4 is assessed via online VLE tests, examinations (mainly Multiple choice and/or short answer questions) and coursework including reports, blogs and presentations (oral and poster). Higher levels of understanding in subsequent years of study are assessed by examination (multiple format including essay type, seen and unseen questions) and coursework elements such as field, laboratory, stakeholder and consultancy reports, seminar presentations with question & answer sessions and the application of relevant ICT (GIS) to deliver practical solutions to problems. Reflective practice and exercises developed to facilitate the wider dissemination of complex scientific issues demonstrate deeper levels of understanding. Cognitive skills are developed in many environments, with an increasing emphasis as students progress from level 4 to level 6. Such skills are especially developed on residential fieldwork modules, applied modules (including GIS based modules) and during the Dissertation module. The application of thinking skills in a work environment can be developed in the Work Based Learning (WBL) module. Essays and exam questions (including seen exam questions) are used to assess students' ability for critical thinking. Coursework elements such as reflective practice, field/laboratory reports, scientific communication and in particular the Dissertation/WBL module allows students to demonstrate the full range of their cognitive skills. Practical skills are taught during practical classes and fieldwork (a component of most modules). Core principles and minimum standards required for field and laboratory work are introduced at levels 3 from a general science perspective and 4 as an introduction to environmental science laboratory methods. They are further developed at level 5 where more technical methods of data analysis are introduced (GIS, and modelling). Students apply these skills independently at level 6 when completing the Dissertation module. If the WBL module is chosen these skills will be developed in an applied work place setting. Practical and professional skills are assessed by submission of field based presentations, field/laboratory reports, application of GIS and scientific communication. The Dissertation/WBL portfolio and other level 6 reports allow students to demonstrate the full range of skills they have acquired. As well as having the opportunity to develop transferable skills in all academic modules, key environmental science skills are specifically taught in specially designed modules: at level 4 - Methods Skills and Careers 1 and 2, level 5 - GIS and Employability, and level 6 - Dissertation and Environmental Modelling and GIS. Teaching in these modules is in small tutorial groups and via seminars, computer sessions, role play and workshops. Key skills are assessed through coursework at all levels in all modules and specifically in the modules mentioned above.

Opportunities for work related learning

Graduate and Transferable Skills are taught and practised within a wide range of modules and assessed within the core modules at Level 3 in the skills module Skills and Perspectives in Science 1, Level 4 within their skills modules Methods, Skills and Careers 1 and 2, Level 5 GIS and Employability, Level 6 Dissertation, Environmental Modelling and GIS, River Pollution and Management and/or Work-based Learning. Assessed employability components exist in Methods Skills and Careers 1 (Level 4), GIS and Employability (Level 5) and Dissertation (Level 6). This is designed to foster student awareness and engagement with their personal and professional development throughout their degree. Work-related learning opportunities are available through the routes of employer seminars, alumni networking events, guest lectures/workshops, employer-driven assignments and modules, bespoke sessions on job applications (specifically related to module curricula) and contact during fieldwork. There are several options for residential fieldwork at level 5 and 6. The Work-based Learning placement (135 hrs) and the Sandwich placement (12 months) offer the opportunity for students to gain work experience with a relevant professional organisation. Students are supported by the Professional Training Tutor who is responsible for advertising placements and promoting vocational training to students. Appropriate Work-based Learning or Sandwich placements (home or abroad) include working with e.g. Environmental Agency, municipal government, Natural England or environmental management or consultancy.

Programme Structure

Programme Structure Description

At Level 3 all modules are core (compulsory). At Level 4 all modules are core (compulsory),including the residential field trip module 4306NATSCI*. At Level 5 students must choose in Semester 1, one of the following three options: 5202NATSCI Ecology Field Skills, 5402NATSCI Catchments and Oceans, and 5403NATSCI The Cryosphere in … For more content click the Read More button below.

Structure

Entry Requirements

A levels
Alternative qualifications considered
BTECs
International Baccalaureate
Other international requirements

HECoS Code(s)

(CAH26-01) geography, earth and environmental studies