1. A 2000 word essay (30%) [learning outcomes 1, 4]
2. A portfolio of work (70%) [learning outcomes 2 - 6]
3. A photoessay (20%) [learning outcomes 1, 3, 4]

Additional Assessment Details:

Students are required to complete and submit the essay before the field course itself, as the process of researching and writing the essay, based on the analysis of secondary sources, enables them to develop an understanding of a range of geographical and environmental issues specific to the field location.
The portfolio will normally include items such as a group presentation (15 mins) and an individual fieldwork report (2000 words).

The photoessay will consist of 500 words and up to 15 images taken in the field, and is designed to demonstrate an holistic understanding of the field environment.

Formative Assessment: There will be various opportunities for ongoing formative feedback during discussions in the preparatory and follow-up session and in the field, allowing students to self evaluate their understanding of module materials. This will for example include completion of a group research proposal in advance of the field course. Students will also be provided with the opportunity to receive feedback on their essay and report plans.

The module will combine a period of fieldwork of between 5 to 7 days in length (a nominal allocation of 60 hours) with a series of staff-led preparatory and follow-up sessions (40 hours). The remaining 200 hours will be used for independent individual / group work to research, design and write-up coursework assessments (50 hours to research and produce the essay; 50 hours to plan the group project and 100 hours to collate and analyse the fieldwork observations and produce the fieldwork report and photoessay). This will lead to a critical understanding of the process of research design, preparation and execution in the field. Collation and analysis of the data gathered in the field will lead to the production of research project reports and photoessays.

Bell, J. (2010) Doing Your Research Project (5th Edition). Open University Press, Buckingham
Clifford, N. & Valentine, G. (2010) Key Methods in Geography (2nd edition). Sage Publications.
Gomez, B. & Jones, J. P. (2010) Research Methods in Geography. Wiley-Blackwell
Robson, C. (2002) Real World Research. Blackwell, Oxford.

University library, Faculty of Sciences Learning Resource Centre, laboratories appropriate to a range of analytical methods, maps, aerial photographs and audio-visual and specialist field equipment appropriate to the field location and themes to be explored on the field course. Clothing and equipment appropriate to one of a variety of locations including urban, rural and coastal environments. Blackboard or equivalent VLE.

The object of the module is to develop undergraduate field investigations of specialised geographical themes in the context of specific locations. Field locations will be used that lend themselves to the exploration of a number of geographical and environmental themes. Examples of such themes include environmental issues, urban/community regeneration, economic and social planning, recreation and tourism, environmental quality, landform change/evolution, reconstruction of past environments, applied geomorphology and the impacts of human activity on the physical environment. Whilst the geographical setting and therefore, themes may vary between different field class locations all will be focused on student centred learning with students contributing to the development and execution of small group research investigations / projects. The introduction and exploration of themes will be a product of interactive discussion between students and tutors.