Clifford, N. & Cope, M. 2016. Key Methods in Geography (3rd edition). Sage Publications.

Flowerdew, R. & Martin, D. 2005. Methods in human geography: a guide for students doing a research project. 2nd edition Pearson.

Hay, I., 2012. Communicating in geography and the environmental sciences 4th edition OUP.

Parsons, T 2015. How to do your dissertation in Geography and related disciplines (3rd Edition). Chapman & Hall.

Ryder, T. & Penrith, D. 2004. Working with the environment: source book of employers. Vacation Work.

None.

1. To work in co-operation with an external host and recognise the personal, transferable and knowledge skills they can bring to the chosen workplace.
(LEARNING, REFLECTION)

2. Identify and apply appropriate observation, data acquisition and analysis methods to explore an environmental or geographical issue relevant to the chosen workplace.
(ANALYSIS, APPLICATION, ENQUIRY, PROBLEM SOLVING)

3. Critically reflect on the appropriateness of the chosen methodology and the associated outcomes.
(REFLECTION)

4. Critically evaluate the difficulties of applying principles and concepts to geographical and environmental issues in specific real-world environments.
(APPLICATION, KNOWLEDGE & UNDERSTANDING)

5. Produce a substantial piece of systematic and analytical research work corresponding to stipulated guidelines.
(COMMUNICATION)

The module enables students to experience working with host organisations involved in geography and environment-related issues, by undertaking a mutually-agreed research project which investigates the operation of specific geographical and/or environmental principles and theories in real-world situations that is appropriate to their chosen pathway. Examples of appropriate hosts / areas of research include public-sector bodies, schools, urban regeneration schemes, voluntary-sector organisations and private-sector companies with relevant strategies. An academic supervisor is allocated to each student to provide guidance on the project and ensure that the topic is appropriate to their degree pathway.

One viva voce examination towards the end of Teaching Block 1
15 minute Viva Voce assessment (15% )

One work placement diary reflective report or blog
2000 words (15%)

One project document
7000 words (70%)

Assessment 1 assesses learning outcomes 1, 2 & 3, 7 & 8
Assessment 2 assesses learning outcomes 1 - 6
Formative Assessment: One project abstract and project progress form, scheduled at the start of Teaching Block 1. Assesses learning outcomes 7 & 8

These will vary according to the nature of the project, but will commonly include: University Library, Sciences Learning Resource Centre, IT, internet and email facilities, access to GIS and other software, access to laboratories and laboratory equipment, access to field equipment, audio-visual recording equipment, appropriate secondary data sets and VLE.

Support will be given by staff in three forms (i) general sessions for the whole group which provide information on time management, data analysis, report format and assessment criteria (ii) one-to-one supervisor sessions for specific project guidance and iii) the viva voce examination. The student will primarily be engaged in independent learning involving planning data collection (including fieldwork), analysis and presentation. The module is supported by a Project Preparation and Planning module at Level 5.

Host-related research is arranged to accommodate student and supervisor as well as host. As part of the module, students are required to keep a research diary to aid reflection of the workplace experience and inform both the final project report and the reflective report.