The module consists of a residential field class and is designed:
(a) To provide students with further training in research project design, planning, execution, analysis and presentation.
(b) To provide additional training in and opportunities to develop further the student's ability to observe geographical and environmental processes and phenomena and 'read' landscapes.
(c) For students to conduct a regional / case study approach, applying 'classroom' concepts to complex, 'real-world' situations.

The students will conduct a number of staff-led and student-led projects covering a range of subjects appropriate to their award e.g. recreation provision in resort towns, resource use and conflict in National Parks, retail / shopping patterns and demographics, coastal zone management, transport sustainability of towns, dune ecological surveys and management, micro-climate studies with land use, stream discharge and water quality etc.

The module will be delivered through a combination of:
(a) contextual lectures and project preparation sessions (10 hours),
(b) 6 days of fieldwork (48 hours),
(c) follow-up sessions for analysis guidance and presentation (4 hours),
(d) independent individual and group study, in order to plan the field research projects and complete the coursework (88 hours)

The portfolio for each student will contain:
(a) An interim literature review that demonstrates adequate desk-based research in preparation for the student-led project [Learning outcomes 1,3,6] (30%)
(b) an individual research paper (2000-2500 words equivalent) reporting on the student-led project [Learning outcomes 1, 2, 3, 4, 5, 6] (70%).
(c) A group ‘blog’compiled on a daily basis reporting daily activities in ‘real time’. [Learning outcomes 1,2,5,6]

Additional Assessment Details:
Assessment (c) is designed to ensure engagement in all activity on the field course. A ‘bonus’ of additional marks (equivalent up to 10% of module mark) will be available to moderate the portfolio mark.
The Student ‘blogs’ will be created each day and peer assessed (and ranked) at the end of the field course.
Formative Assessment: formative assessment consisting of evening report back and discussion sessions on each days fieldwork, using the blogs in particular. Feedback from these sessions can then be incorporated into the blogs and will inform the individual report. Students will also be provided with the opportunity to receive feedback on plans for their coursework assignments.

University library, Faculty of Sciences Learning Resource Centre and IT Suite, laboratories appropriate to a range of analytical methods, maps, aerial photographs and field equipment appropriate to the field location and topics to be explored during the field course. Access to hand-held ‘tablets’ to complete ‘blogs’. Blackboard.

Specific regional / area and subject matter texts PLUS:
Clifford, N. & Valentine, G. (2010) Key Methods in Geography (2nd edition), Sage.
Flowerdew, R & D Martin (2005) Methods in human geography: a guide for students doing a research project. 2nd edition
Goudie, A (1990) Geomorphological techniques.
Robson, C. (2002) Real World Research
Watts, S & L Halliwell (1996) Essential environmental science: methods & techniques.

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