PROGRAMME SPECIFICATION Final PART 1: …...transferable skills associated with the broader subject area of environmental management to equip graduates for either subject-related or

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PROGRAMME SPECIFICATION

Final

Course summary

Final award BSc (Hons) Environmental Management

Intermediate award BSc Environmental Management

Dip HE Environmental Management

Cert HE Environmental Management

Course status Validated

Awarding body University of Brighton

School Environment and Technology

Location of study/ campus Moulsecoomb

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

Admissions

Admissions agency UCAS

Entry requirements Include any progression opportunities into the course.

Check the University's website for current entry requirements.

A-levels or BTEC

Entry requirements are in the range of A-level BBC–CCC (112–96 UCAS Tariff points), or BTEC Extended Diploma DMM–MMM. Our conditional offers typically fall within this range.

A-Levels must include an environment or geography related subject.

We will generally make you an offer if your predicted grades are at the top of this range. If your predicted grades are towards the lower end of this range we may still make you an offer if you have a good GCSE (or equivalent) profile or relevant non–academic achievements.

International Baccalaureate

28 points, to include three subjects at Higher level with an environment or geography-related subject.

Access to HE Diploma

Pass with 60 credits overall. At least 45 credits at level 3, with 24 credits at merit or above. Level 3 units must include an environment or geography-related subject.

GCSE (minimum grade C or grade 4)

At least English language, maths and science.

Foundation degree/HND/HNC

60% in international foundation. Applicants with an HND or foundation degree may be considered for year 2 entry.

For non-native speakers of English

IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the other elements.

Start date (mmm-yy) Normally September

Sept 2019

PART 1: COURSE SUMMARY INFORMATION

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Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 3 years 8 years

Part-time Other: 6 years 8 years

Sandwich 4 years 10 years

Distance Select Select

Course codes/categories

UCAS code

Contacts

Course Leader (or Course Development Leader)

Dr Kevin Wyche

Admissions Tutor Dr Kevin Wyche

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Dr James Cooper University of Liverpool

30/9/2020

Examination Board(s) (AEB/CEB)

AEB/CEB Geography and Environment

Approval and review

Approval date Review date

Validation June 20191 June 20242

Programme Specification November 20193 November 20204

Professional, Statutory and Regulatory Body 1 (if applicable): Royal Geographic Society / Institue of British Geographers

Professional, Statutory and Regulatory Body 2 (if applicable):

Professional, Statutory and Regulatory Body 3 (if applicable):

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.

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AIMS AND LEARNING OUTCOMES

Aims The aims of the course are:

The aim of the BSc (Hons) Environmental Management course is to develop the range of academic and transferable skills associated with the broader subject area of environmental management to equip graduates for either subject-related or wider employment opportunities.

This is achieved by providing a broad foundation for environmental study and opportunities for subsequent specialization within one or more key ‘learning spheres’, with students developing abilities and knowledge in environmental management along with more general academic and scientific abilities as they progress through the course. Students, will be able to study modules across the four ‘learning spheres’ of physical environments, human environments, contemporary environmental issues and vocational skills for environmental managers, at each level, substantial choice is available as to the areas of the discipline in which students wish to concentrate.

The programme also develops, through the medium of environmental study, a range of transferable skills including IT and quantitative skills, scientific skills, communication skills, group work abilities and personal organisation and development. Concepts of environmental management and transferable and personal skills are identified through each level of the programme of study, and a range of environmental and academic research skills are developed via a combination of classroom, laboratory, fieldwork and project modules. Skills development is also regularly a focus within wider substantive option modules. In addition, a key feature of the degree programme is the development of careers-related and life-long learning skills in partnership with the University's Careers Service.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate6.

Knowledge and theory The progressive development of knowledge and understanding is an important feature of the degree programme. Level 4 develops understanding of core components of the discipline together with basic skills of environmental management and spatial analysis (through fieldwork in GY471, environmental management related practicals in GY472 and in global environmental issues). Level 5 develops wider and more critical knowledge of the environment (through the study of earth surface processes, human-environment interactions, and contemporary concepts in environmental pollution and management), hands-on environmental management skills (through fieldwork in managing landscapes) and the principles of the research process and its application. Level 6 develops deeper understanding of knowledge and its provisional nature.

The extent to which individual students develop understanding of particular areas varies depending upon module selection beyond the compulsory modules taken at Levels 4 to 6.

On successful completion of the course the graduate should be able to demonstrate a robust knowledge and practical understanding of the following areas:

1. The role of earth surface processes in shaping the landscape in a range of environments;

2. The processes of, and evidence for, past environmental change and landscape evolution;

3. The issues surrounding contemporary environmental problems and approaches to their management;

6 Please refer to Course Development and Review Handbook or QAA website for details.

PART 2: COURSE DETAILS

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4. The operation of ecological and bio-geographical systems and measures;

5. The environmental impacts of global economic, social and political change and how environmental change can be managed;

6. The nature and processes of interaction between society and environment;

7. The operation and use of environmental and geographical tools and techniques for data acquisition, analysis and interpretation, which could be utilized to understand and manage the environment;

8. Methodological approaches used in environmental investigations and environmental management;

9. The application and evaluation of research techniques in environmental management;

10. Understand the basic theoretical, philosophical and methodological issues relating to scientific research;

11. Understand the role of Earth Science in society, and in managing and mitigating contemporary environmental issues and problems

12. Understand the concept of, and importance of, sustainability in the management of Earth and its resources.

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Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

A strong theme of skills development runs throughout the degree programme, including a number of compulsory skills-based modules (at Levels 4, 5 and 6). Level 4 introduces a range of core intellectual, discipline-specific and transferable skills including basic study skills, group work, presentation skills, IT skills, quantitative and qualitative methods, the development and communication of reasoned arguments, interpretation and synthesis of environmental and geographical data, together with basic field and laboratory skills.

Basic fieldwork skills are developed in with direct links to taught material in GY471 so that fundamental theory is directly linked to practice. These are developed and enhanced at Level 5, together with a greater emphasis on research skills, fieldwork, and problem-solving. For example, compulsory module GY593 is a one-week residential field course designed to provide an opportunity for students to undertake a period of intensive study on the physical, social and cultural management of landscapes within the UK. A core knowledge and professional practice module (GY572) also ensures the continued development of employability skills through the second year and into the final year of study. An important feature of this module is the development of career awareness and job-seeking skills as part of the University's Careers Planning Agreement. Furthermore, students will learn and develop skills required to become a professional environmental managementer through focused consultancy exercises and job studies within GY572 and tailored research skills workshops within the research design and dissertation planning module (GY573). At Level 6, the development of research skills culminates in the final year Dissertation (GY690), along with the development of a deeper understanding of the construction and nature of environmental, environmental management or geographical knowledge.

Throughout the degree programme, the following intellectual, discipline- specific and transferable skills are developed. The extent to which individual students develop particular skills varies depending upon module selection beyond the compulsory modules taken at Levels 4 to 6.

Intellectual skills

On successful completion of the course the graduate should be able to:

1. Develop a reasoned and critical argument through the integration and interpretation of primary and secondary materials;

2. Generate environmental management research questions and to identify and use appropriate methods in reaching and reporting conclusions;

3. Critically evaluate evidence, ideas and theoretical standpoints within a breadth of environmental management contexts;

4. Undertake a deeper approach to learning and understanding;

5. Understand the constructed and dynamic nature of all knowledge.

Discipline-specific skills


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1. Collect, interpret and synthesise different types of environmental and geographical data;

2. Work safely and effectively in laboratory and field contexts;

3. Prepare effective maps and diagrams using appropriate approaches and technologies, which can be used to understand and manage the environment;

4. Identify an environmental management problem or issue, to investigate it through an appropriately planned, designed and implemented research project, and to present the findings as project report using reasoned argument to draw clear conclusions.

5. Develop skills for the management of environmental resources from different perspectives and sectors.

6. Prepare and conduct environmental impact assessment in the context of managing the environment.

Transferable skills


1. Communicate ideas and arguments effectively in writing, verbally, and graphically;

2. Collect, record, analyse and present data of various forms using appropriate analytical techniques;

3. Learn and study independently, to take responsibility for the management of independent investigation and learning, and to plan time effectively;

4. Work and communicate effectively as part of a team;

5. Demonstrate competence in the use of appropriate IT packages to find, explore, develop and present numbers, text and images;

6. Use appropriate techniques for job-seeking and information acquisition for life-long learning;

7. Demonstrate an appreciation of the broader environmental and academic contexts of their learning.

QAA subject benchmark statement (where applicable)7

Environmental Management: QAA’s subject benchmark

statement for Environment and for Geography

http://www.qaa.ac.uk/publications/information-and-

guidance/publication?PubID=2873#.WSRZDBiZORs

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

Accreditation will be sought from The Institute of Environmental Management and Assessment (IEMA).

7 Please refer to the QAA website for details.

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2873&.WSRZDBiZORs

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2873&.WSRZDBiZORs

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LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

Introduction

Students typically take 6 modules per year. A module is designed to comprise 200 hours total learning time. A typical 20 credit module comprises a combination of tutor-led contact sessions (normally two to four hours per week) and guided independent study (including time spent in preparing and completing assessment tasks). Students engage in a range of learning and teaching opportunities within the common core of the course including lectures, personal tutorials, laboratory classes, student-centered IT projects, small group work, workshops, computer modelling/simulation, seminars, and practical classes.

The learning and teaching strategy at Level 4 is designed to facilitate student learning in their new undergraduate academic environment. Thus, a range of small-group opportunities including tutorials, workshops, seminars, practical and fieldwork are used in conjunction with lectures. All mathematical and statistical learning in the compulsory modules at levels 4 and 5 combine lectures, workshops and tutorial methods.

Compulsory residential fieldwork at Levels 4 and 5 provides opportunities for guided investigations within small groups and in environments substantially contrasting to the classroom/laboratory. Generally, learning and teaching methods at Level 5 are designed to encourage greater analytical and applied skills and thereby make greater use of case study and workplace investigations, student led seminars, and reflective participation in workshops.

There is an option to undertake a placement between levels 5 and 6 via the module GY680. This provides students with an in-depth understanding of the relationship between academic theory and practical application of the knowledge and skills gained in the discipline. Students undertaking this module can graduate with a degree in sandwich mode.

Learning and teaching opportunities based on student-centred learning increase further with progression to Level 6 of the course, highlighted in the core 40-credit, Environmental Management Project. This is a substantially independent research project negotiated, designed and completed in collaboration with an individual tutor/project advisor.

Further information on total learning hours and proportions of the course delivered by each method is available on Unistats

A broad range of teaching methods is employed to meet the intellectual, academic and professional objectives of the course whilst ensuring a diverse need of students. These include lectures, tutorials, seminars, case studies, laboratory classes and practical classes, fieldwork, flipped learning, student- centred IT projects, workshops, computer modelling/simulation, practical classes and both individual and group project work. Specifically, when studying BSc(Hons) Environmental Management, students will be free to take modules that identify within several key ‘learning spheres’ detailed in Part 3 below, which provide integration between the disciplines which comprise Environmental Management. Students will be able to build their own portfolio of skills by choosing modules from any learning sphere at each level, to allow them to develop either as a specialist or generalist environmental manager.

http://unistats.direct.gov.uk/

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Key features of our learning methodology are:

Enquiry and Research-Led Learning Enquiry and research-led learning pedagogies are at the heart of student learning throughout the course. During the first semester of Level 4 (first year of study), students are exposed to academic learning skills and basic fieldwork research through the study skills module which includes a field course (GY471). At Level 5 these skills are enhanced and integrate their learning via Professional Practice (GY572), Research design and analysis with dissertation planning (GY573), a 6 day field course, Managing Landscapes (GY593), and individual modules. At Level 6, students will conduct an independent research project in a chosen topic within their own subject area of interest and write a dissertation report (GY690). The theme is fundamental to modules throughout the curriculum e.g. GY471, GY573, and GY690.

Research Informed Teaching

This course is delivered by research-active academic staff, and specialist aspects of the curriculum reflect the research interests of these staff. All final year option modules are taught by staff who are actively engaged in research and publication in their specific topic areas, and who are currently undertaking research or consultancy with leading bodies. This level of integration is particularly true for final year projects, where students spend an extended period of time undertaking research with a subject specialist, who is linked into a network of scholars with shared interests. Throughout the course, students develop competencies enabling them to become independent researchers, with specialist skills sessions scheduled to support their development. Teaching and learning strategies for the course are developed in consultation with the Institute of Environmental Management and Assessment, often with support from specialists in pedagogic research, based in the University’s Centre for Learning and Teaching.

Formative Assessment and Feedback

Formative assessments play an important role within the learning and teaching on this course. Students are able to practice their learning through the formative assessments in each module, such as mock exams, online quizzes, weekly tutorial exercises with feedback, facilitated group discussions, etc, which do not count towards the final mark, but provide a safe environment for students to evaluate their strengths and areas of development through feedback received on such assessments.

Staff and Student working in Partnership

Throughout the course, staff and students work together to develop learning activities to suit the diverse need of students. Students’ feedback on the course through module and course evaluations are obtained systematically throughout the course and informs continual curriculum development and enhancement. This information also assists (at module level) to plan and design learning activities suitable for the cohort needs. Examples of these are GY471: Research and Field skills, GY593: Managing Landscapes, and GY631 Environmental Impact Assessment. Diversity, Inclusivity and Blended Learning:

Consideration of diversity and inclusivity is embedded throughout the curriculum primarily through a range of learning and teaching activities adopted at each Level, practice based learning, and group work (whereby students are provided with safe spaces to share their own interests, backgrounds and opinions). Strong emphasis on formative assessments and coursework helps to cater for the needs of students from diverse backgrounds whilst ensuring transparency and equality. Blended learning is another mean to enhance diversity and inclusivity, which is strongly embedded within the courses. All modules within the course are complemented with online digital space and is a mean to engage student peers and staff outside of contact time. The blended learning provides flexibility for students to learn at their own pace and a safe environment to share their individualised views with their peers and academic staff. As an example the following modules give scope for these activities: GY451: Human Geography, GY471: Research and Fieldskills, GY581/GY681: Community Engagement, GY572: Professional Practice, and GY635 Atmospheric Environment.

Visiting Lecturers

A number of research and consultancy activities provide both scholarly and direct support for the undergraduate programme. Visiting lecturers contribute to the delivery of modules such as GY631 Environmental Impact Assessment which is taught by a lecturer from industry. Some other modules may

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have guest lecturers from industry.

Education for Sustainable Development

The University of Brighton is committed to the principles of sustainable development through its Education for Sustainable Development policy. By incorporating elements of physical, natural and social sciences, the Environmental Management course provides a framework that enables understanding, assessment of and intervention in the physical world, whilst at the same time, critically examining the prospects for and effects of intervention. Graduates in the Geography and Environment Subject Area are thus equipped to make a significant contribution to ensuring that future generations not only have an equivalent quality of life, but are likely to have an improved one. This is evident for example in module GY431: Global Environmental Issues, GY551: Sustainable Development.

Employability Skills:

Preparing students for professional life and the associated skills are an important feature of this course. These skills relate to the University of Brighton Graduate Toolkit and are embedded throughout the curriculum in various module that are mapped for each module in the Module Briefs, which are available to students through studentcentral (University of Brighton Virtual Learning Environment). Many of these skills are gained through integrated design projects at each Level of the course. The integration between taught subjects (through the integrated design modules) and practice places additional demands on the students, such as management, communication, analysis and synthesis of problems, information retrieval and design of appropriate solutions. As an example the following modules give scope for these activities: GY451: Human Geography, GY471: Academic Learning Skills and Fieldwork, GY572: Professional Practice, GY680: Sandwich year placement (between L5 and L6), GY631: Environmental Impact Assessment.

Module Specifications

Each module specification includes the learning and teaching strategy for that module. The strategy for each module is designed by the module team with due regards to the needs of the student and then presented and justified to the 'Area’. Each student's programme thus possesses a corporate learning and teaching approach that arises from the composition of the individual module strategies. The learning and teaching strategy for each module is reviewed and revised where necessary through a process of module review following each completion of delivery. Revisions are undertaken in response to student performance, student views, external examiners' advice and dissemination of educational research, innovative development and industrial and professional evolution.

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Lectures, Seminars, Tutorials and Case Studies

Formal lectures provide the essence of the required body of knowledge and to guide the students in their personal study. The lecture material is reinforced through the tutorial system in which the students are given problems to solve which address all the various aspects of theory and its application to the design process. Seminars enable a demonstration of knowledge, understanding, verbal communication, presentation skills, and ability to respond to questioning. Case study material is used across all subject disciplines to highlight particular aspects of environmental, environmental management and geographical theory and practice. Much of the case study material is drawn from lecturers' previous experiences and their current activities in research and consultancy.

Laboratories

The School has well-established laboratories in which the students are given practical experience in carrying out directed fundamental experimental work in environmental management. Laboratories and facilties available to Environment students include the environment & public health laboratory, soil, sediment and water analysis laboratories, hydraulics laboratory, scanning electron microscopy facility’, equipment for field- based geophysical surveying, environmental simulation laboratory, field collection equipment, dedicated geology laboratories, dedicated departmental 4x4 field vehicle, and data recording equipment (sound and video).

Field Courses

Fieldwork forms an integral and vital component of the Environmental Management course. At L4 module students take GY471: Academic Learning and Fieldwork Skills which includes a minimum of 3 days of fieldwork. At L5 students attend a 4 day residential Environmental Management field course (GY593). Students will have the option to take L6 module GY691: Research Field Skills Course, Brazil. Fieldwork is also embedded in a number of modules, including for example GY512: Ice Age Earth, GY572: Professional Practice, GY634: Water, Sanitation and Health, and GY612: Aquatic Environments. Many aspects of these subjects can only be realistically taught within the context of a field course. During the field courses, academic staff are able to teach in an environment where they are able to illustrate directly the relevance of taught material and the students thus gain valuable practical experience.

Coursework

The majority of modules throughout the course have significant coursework content or are coursework only. The inclusion of such items as essays, oral and poster presentations and technical reports brings variety and added relevance to the teaching of environment management. Well-designed coursework also promotes student involvement and enthusiasm whilst enabling the student to develop investigative and organisational capabilities.

Computing

This has been an area of rapid development in education as well as in many areas in environmental management e.g. GIS, spatial imaging. The speed and convenience of computer software can be used to enhance and expand the understanding of fundamentals whilst also providing a medium for improving methods of design and analysis. Commercial and academic software is now used within all subject disciplines. Student use of word processors, spreadsheets and electronic sources of information (such as networked databases and the Internet) is encouraged as their use enables them to improve their organisational and presentational skills. Open access to this software is available for students in a variety of locations throughout the University. Networked terminals running the latest versions of software for GIS (ArcGIS, ArcView) and other relevant software (ENVI, SNAP, Minitab and SPSS). Other software in the School include Adobe Photoshop CS2 9, R, Dreamweaver, Matlab 2006 and Microsoft Office. The following modules all have computing elements and data management, problem solving and computing skills from an employability point of view – GY472: Statistical and Spatial Data Analysis, GY573: Research design and analysis with dissertation planning, GY571: GIS and remote sensing: Principles and practice, GY671: Advanced GIS and remote sensing, and GY633: Cold Environments: landforms, processes & environmental change and GY635: Atmospheric Environment.

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Individual Projects

All final year students are required to undertake the GY690 Dissertation. This is equivalent to a 40-credit module, taken over two semesters, with an average allocation of 13 hours equivalent study per week. This is a substantially independent research project on a subject within the environmental management area, negotiated, designed and completed in collaboration with an academic tutor.

These projects give students a choice of subject matter. The form of study always includes a literature search and acquisition of in-depth knowledge of a specialist subject area. The study must then be extended by some combination of field studies, experimental work and evaluation of practical information or theoretical developments. The culmination of the study is the preparation and submission of a formal project report detailing all aspects of the work undertaken.

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ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

The information included in this section complements that found in Unistats, with the programme specification providing further information about how the course is assessed. A variety of forms of assessment are used on the course to assess students’ knowledge and skills. Inclusivity and diversity is embedded within the assessment strategy. Students are given choice on the type of assessment within an appropriate field of different but equivalent assessment task types at least once during each level of study for example in modules GY431, GY572, and GY652.

The following definitions are included within the Geography and Environment Subject Area Skills Handbook issued to all students:

Examination/Test (including open book, seen and unseen examinations): a demonstration of knowledge, understanding, analytical skill and ability to apply knowledge.

Essay: a demonstration of understanding and analytical and written communication skills.

Project (including individual, group work and final year Project): a demonstration of independent research skills and written communication skills.

Report (including laboratory reports and field reports): a demonstration of reporting and written communication skills. Laboratory reports additionally demonstrate laboratory skills whilst field reports demonstrate field and group research skills.

Seminar presentation: a demonstration of knowledge, understanding, verbal communication, presentation skills, and ability to respond to questioning.

Poster presentation: a demonstration of knowledge, understanding, and written and visual communication skills.

Other methods including map interpretation, PowerPoint presentation, web page design and group debates.

Certain transferable skills, such as self-motivation and communication, are embedded within the primary modes of delivery of learning and may not be separately assessed. However, satisfactory achievement of the learning outcomes requires that such skills are developed to an appropriate level.

Coursework schedules are published at the start of the academic year to ensure that students are able to plan their time in order to manage the completion of assessments to deadlines.

Students are made aware of the assessment requirements of the course through the Module, Course and Skills Handbooks issued at the outset. These are also available on the student Intranet system. Module tutors at the start of each semester confirm the assessment requirements. Detailed descriptions of the criteria on which students will be assessed are confirmed by tutors in relation to the specific piece of assessment and the Skills Handbook contains similar detail in relation to overall degree class criteria. Students receive regular feedback on performance through module and personal tutors. Whenever possible, feedback on course work will be returned to students within three weeks of the handing-in dates to provide feedback, and to improve and motivate learning. All students are required to see personal tutors at the beginning of each semester to overview performance in the previous semester.

Assessment criteria

The standard University of Brighton criteria for undergraduate programmes are used for assessment and grading. These criteria are included within the Geography & Environment Skills Handbook issued to all students. Where criteria for specific items of assessment differ from these requirements, full details are published within the module briefs issued to students.

Indicative criteria used for assessment and grading are available in the Student handbook, mapped against award classification (as identified within University of Brighton General Examination and Assessment Regulations). These criteria are included within the Skills Handbook issued to all students and contained within individual module briefs. Where criteria for specific items of assessment differ from these requirements, full details are published within the module brief issued to students.

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Learning Outcome Assessment method Module Number of credits

The role of earth surface processes in shaping the landscape in a range of environments

Examination/Test, Report, Other (Seminar presentation, Poster presentation, Portfolio, web page design, debate, mapping and bibliographic writing exercises).

GY411, GG416, GY471, GY512, GY593, GY612

120

The issues surrounding the processes of, and evidence for, past environmental change and landscape evolution

Examination/Test, Essay, Report, Other (Seminar presentation, Poster presentation, Portfolio, web page design, debate, mapping and bibliographic writing exercises).

GG416, GY431, GY471, GY512, GY531, GY612, GY652

140

The issues surrounding contemporary environmental problems and approaches to their management;


GG416, GY431, GY471, GY512, GY531, GY612, GY636, GY652

IAM28

180

The environmental impacts of global economic, social and political change;


GY431, GY451, GY471, GY532, GY531, GY551, GY571, GY631, GY652, GY634, GY635, IAM28,

IAM29

280

The nature and processes of interaction between society and environment;

Examination/Test, Essay, Report, Project, Other (Seminar presentation, Poster presentation, Portfolio, web page design, debate, mapping and bibliographic writing exercises).

GY431, GY451, GY471, GY532, GY512, GY531, GY551, GY571, GY631, GY652, GY634, GY635,

IAM28, IAM29

300

The operation and use of environmental and geographical tools and techniques for data acquisition, analysis and interpretation;


GY471, GY472, GY531, GY571, GY593, GY671, GY690, IAM28

180

Methodological approaches used in environmental investigations;


GY431, GY471, GY472, GY531, GY571, GY593, GY631, GY635, GY636, GY690

IAM28

260

The application and evaluation of research techniques in environmental management.


GY471, GY572, GY532, GY551, GY593, GY612, GY631, GY634, GY635, GY690

IAM28

260

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SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University Welcome Week

The University of Brighton Student Contract:

https://www.brighton.ac.uk/studying-here/student-contract.aspx

Extensive library facilities, which include:

• Extended opening hours (until 2am each day in term time and 24

hours during exam revision periods)

• Help Desk - enquiries, IT support

• Information Adviser and Assistant Information Adviser who support

the School

• The Online Library web portal providing access to thousands of full

text electronic journals and e-books which are accessible 24/7

• Resource discovery tools - OneSearch, library catalogue

• 870 individual study spaces, equipped with network points for

personal laptops, and 14 bookable group study rooms

• Wireless access throughout the whole library

• 181 open access PCs, 24 loanable laptops, colour and black and

white networked printing, scanning and photocopying facilities

Computer pool rooms (including 181 workstations and network points for personal PCs in the Aldrich library). All are linked to the University network and SuperJANET services and have daily user support help desk.

Email, file storage, studentcentral (virtual learning environment), UniCard and free access to Microsoft Office 365 for the duration of studies.

Student Services, which includes

• Chaplaincy

• Childcare facilities

• Counselling service

• Disability and Dyslexia Team

• Student Advice Service (finance, immigration, international student

support)

Student Guidance Tutor

• A service that provides confidential and non-judgmental support and

advice to students across a range of academic, personal, financial and

other issues. Provides direct support through informal drop in sessions

and one-to-one meetings and guidance on accessing further help

Personal Academic Tutor

Accommodation Office

Careers Service (including Graduate Toolkit, Active Student volunteering, Work Placements)

Student Charter (relationship between the university, the students union and

students)

Course-specific Additional support, specifically where courses have non-

In addition, students on this course benefit from:

Please refer to information held in studentcentral.

https://www.brighton.ac.uk/studying-here/student-contract.aspx

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traditional patterns of delivery (e.g. distance learning and work-based learning) include:

Handbooks and Guidance Notes

BSc (Hons) Environmental Management Course Handbook

Module Handbook

Skills Handbook

Environmental Management Project Handbook

Guidance Notes for Fieldwork and Laboratory Safety

Placement Guidelines

Academic and Administrative Support

Course Leader who monitors academic and personal progress of

students on the course

Personal Tutor for providing academic advice, personal guidance,

and references to support applications for employment / further

education

School of Environment and Technology Student Guidance Tutor

(SGT) service that provides confidential and non-judgemental support

and advice to students across a range of academic, personal,

financial and other issues. Provides direct support through informal

drop in sessions and one-to-one meetings and guidance on accessing

further help.

University Intranet (‘studentcentral’) that hosts supplementary

learning resources in support of modules as well as providing links to

additional resources

School administrative support for module registration and transcripts

of results

Student Services and Geography & Environment Subject Area

Placement Support officers

Students on placement normally receive a planned visit from a

designated Placement Tutor to support learning and progress in the

workplace

Library-based Course Resources Officer who works with staff and

students to enable access to paper-based and electronic resources

School of Environment and Technology Computing Officer who

works with staff and students to enable access to, and use of,

Information Technology facilities

Specialist Facilities

School of Environment and Technology Computer Suites, containing

networked terminals running GIS and other software.

Environment & Public Health Laboratory, seating up to 10, equipped

with bench top spectrophotometers for basic water chemistry,

membrane filtration equipment, balances, incubators, centrifuge, UV

cabinet and sterilisation equipment for public health microbiology

procedures, and genetic profiling methods including DNA/RNA

analysis, PCR and qPCR, PFGE, RAPD.

Soil and Water Analysis Laboratories, with muffle furnace, analytical

balances, Atomic Absorption Spectrometer, X-ray Fluorescence

Spectrometer, portable, X-ray Fluorescence Spectrometers, X-ray

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diffractometer, gamma ray spectrometer, ICP-OES, carbon analyser,

Gas Chromatographs, pH meters and experimental cells for

experimental work into the electro-kinetics of contaminated

sediments.

Atmospheric Observatory, containing a Differential Optical Absorption

Spectrometer (DOAS), Multiangle Absorption Photometer (MAAP),

Ultrafine Particle Monitor (UFPM), Environmental Particle Counter

(EPC), PM2.5/PM10 Monitor and meteorological station.

Soil and Sediment Analysis Laboratory, with drying ovens, sediment

sieving facilities, top pan balances and Malvern Mastersizer 2000

laser particle size analyser,

Hydraulics Laboratory, with Gunt 10m x 0.4m recirculating flume with

sediment transport system and interchangeable weirs, wave tank with

adjustable beach and programmable wave paddle, 5m x 4m river

basin for river/floodplain simulation, 2 x 2m flumes with

interchangeable weirs.

Scanning Electron Microscopy facility with dedicated technician

support

Equipment for field-based geophysical surveying: Geonics EM31

ground conductivity meter; Geomatrix Gamma Surveyor field gamma

ray spectrometer, Magnetic Gradiometer

Environmental Simulation Laboratory with 6m x 4m hydraulic stream

table Surveying equipment consisting of 30 total stations, 30 quickset

levels, 3 dGPS systems, 25 hand held GPS and a Leica 3d scanner

with dedicated technical support

Field collection equipment including, corers, automatic water

samplers, geophysical monitoring equipment, water quality probes,

air quality probes, soil kits, spades, trowels;

Library/Information Services Resources

Extensive collection of books, journals and electronic journals (access to over 300 relevant titles in sciences and social sciences) to support geography and environment students;

Over 480 library items to support environment students;

Electronic journals associated with environment and geography.

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

The full time course is studied over 3 years, of thirty weeks per year. The academic year is divided into two semesters, each of fifteen weeks. An optional placement year (a minimum of 30 weeks of study) may be undertaken between Levels 5 and 6 (Years 2 and 3 for full time study). Study is undertaken at Levels 4, 5 and 6 of the national qualifications framework, and is divided into modules. The standard value of a single module is 20 credits (equivalent to 200 hours learning) and the structure allows the use of multiples of this (for example the Level 6 project module is awarded 40 credits/400 hours). Full-time students study for 120 credits (6 modules) each year, beginning at Level 4 and progressing through Levels 5 and 6. A student must obtain 120 credits at each level before progressing to the next. See Figure 1.

Students may be permitted to study one module, usually other than those that are a normal component of the course, either one Level above or one Level below the current Level of study. Students would not

PART 3: COURSE SPECIFIC REGULATIONS

Page 17 of 20

be permitted to include a Level 4 module in a Level 6 programme.

Part-time students follow the same progression pattern in being required to complete each level before proceeding to the next. Part-time students may study a maximum of forty credits in a semester and are advised to maintain a minimum rate of twenty in each semester in order to maintain a satisfactory rate of study.

For BSc(Hons) Environmental Management, students will take modules that fit within several key ‘learning spheres’, which provide integration between the disciplines which comprise Environmental Management, these are: Learning Sphere 1: Physical Environments This learning spheres covers the physical environment, systems and processes, across different timescales and within multiple domains. Key Modules, include GY411, GY416 GY652, GY511, GY512, GY611, GY612 and GY635 Learning Sphere 2: Cultural Environments This learning sphere covers cultural environments, developing critical skills in understanding and analysing multiple interpretations of landscapes and resources, and challenges surrounding their use and exploitation. Key modules, include GY451, GY512, GY593, GY551, GY652, GY613 and GY614. Learning Sphere 3: Contemporary Environmental Challenges This learning sphere covers key challenges on the environment, at both international and national levels. It covers a range of issues for contextualizing and understanding human impacts on the environment, over a range of timescales. Key modules, include GY431, GY512, GY532, GY593 and GY635.

Learning Sphere 4: Vocational Skills for Environmental Managers This learning sphere develops key skills in critical thinking, data analysis and emergent technologies applied to understanding Environmental geography. Key modules, include GY471, GY472, GY572, GY573, GY593, GY571, GY631, GY671, IAM28 and IAM29.

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Figure 1: BSc (Hons) Environmental Management course structure

Level 4

S1

GY431

Global Environment

Issues

GY411

Fundamentals of Physical Geography

GY471

Academic

Learning and

Field Skills

GY451

Human Geography

GG416

The Earth

and Ocean

System S2 GY472

Statistical and Spatial Data Analysis

Level 5

S1 GY573

Research Design and

Analysis with Dissertation

Planning

GY572

Professional Practice

GY532 Climate Change

Option ONE from:

GY512 Ice Age Earth GY551 Geographies of Sustainable Development

S2 GY593

Fieldtrip: Managing Landscapes

Option ONE from: GY531 Environmental Pollution GY571 GIS and Remote Sensing

Level 6

S1

GY690 Dissertation

IAM28 Systems for Environmental Management

Option ONE from: GY634 Water Sanitation and Health GY671 Advanced GIS and RS Atmospheric Environment GY636 Waste Management and the Circular Economy

S2

GY631 Environmental Impact Assessment

Option One from:

GY635 Atmospheric Environment GY612 Aquatic Environments GY652 Political Ecology IAM29 Environmental Policy and Law

The course aims of each Level are as follows: CertHE (Level 4) will:

Provide students with a balanced programme of study spanning topics of physical, environmental and human environments;

Provide students with a sound understanding of core concepts across the breadth of the subject;

Introduce students to a range of skills in environmental management including fieldwork, laboratory and IT, together with transferable skills including oral and written communication, teamwork, interpretation and analysis of qualitative and quantitative data, critical analysis and problem-solving;

Provide an opportunity for students to develop additional skills in areas such as languages, science and environmental studies.

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Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)*

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

* Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability.

Level8 Module

code Status Module title Credit

4 GY411 C Fundamentals of Physical Geography 20

4 GY431 C Global Environmental Issues 20

4 GY451 C Human Geography 20

4 GY471 C Academic Learning and Field Skills 20

4 GY472 C Statistical and Spatial Data Analysis 20

4 GG416 C The Earth and Ocean System 20

5 GY572 C Professional Practice 20

5 GY573 C Research Design and Analysis with Dissertation Planning 20

5 GY593 C Fieldtrip: Managing Landscapes 20

5 GY532 C Climate Change 20

5 GY512 O Ice Age Earth 20

5 GY531 O Environmental Pollution 20

5 GY551 O Sustainable Development 20

5 GY571 O GIS and Remote Sensing: Principles and Practice 20

8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

DipHE (Level 5) will additionally:

Allow students to develop a deeper knowledge and understanding of concepts and principles in chosen areas of the discipline;

Introduce students to the critical evaluation and application of core concepts in new contexts;

Provide students with an appreciation of the processes of knowledge generation within the discipline;

Introduce students to the process of research design and implementation in small groups;

Provide students with an opportunity to place their subject-specific and wider learning within the

context of employment opportunities and career planning.

BSc (Hons) (Level 6) will additionally:

Enable students to study advanced aspects of chosen areas of the subject;

Enable students to develop greater independence in their learning;

Provide students with an opportunity to understand and evaluate different approaches to solving contemporary problems in chosen areas of the subject;

Require students to design, implement and communicate the results of an independent specialist research study on a topic of their choice.

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6 GY690 C Dissertation (40 credits) 40

6 GY631 C Environmental Impact Assessment 20

7 IAM28 C Systems for Environmental Management 20

6 GY636 O Waste Management and the Circular Economy 20

6 GY680 O Sandwich Year Placement 20

6 GY612 O Aquatic Environments 20

6 GY634 O Water, Sanitation and Health 20

6 GY635 O Atmospheric Environments 20

6 GY652 O Political Ecology: Contested Environments 20

6 GY671 O Advanced GIS and Remote Sensing 20

7 IAM29 O Environmental Policy and Law 20

AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits9 Minimum credits10

Ratio of marks11: Class of award

Final BSc (Hons)

Environmental Management 6 Total credit 360 Minimum credit at level of award Other: 90

Levels 5 and 6 (25:75) Honours degree

Final BSc (Hons)

Environmental Management (sandwich)

6 Total credit Other: 380 Minimum credit at level of award Other: 90

Levels 5 and 6 (25:75) Honours degree

Final BSc Environmental Management 6 Total credit Other: 320 Minimum credit at level of award 60

Levels 5 and 6 (25:75) Not applicable

Intermediate DipHE Environmental Management 5 Total credit 240 Minimum credit at level of award 120

Level 5 marks Select

Intermediate CertHE Environmental Management 4 Total credit 120 Minimum credit at level of award 120

Level 4 marks Select

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate12 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction 60% - 69.99% Merit Upper second (2:1) Merit 50% - 59.99%

Pass Lower second (2:2) Pass

40% - 49.99% Third (3)

9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters.

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EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

In line with the University of Brighton General Examination and Assessment Regulations (GEAR).

Students may be permitted to study up to one module, usually other than those which are a normal component of the course, either one Level above or one Level below current Level of study.

The Degree classification of Awards for BSc (Hons) Environmental Management students is calculated using the following process:

Average mark from 120 credits at Level 6, weighted 75% and

Average mark from 120 credits at Level 5, weighted 25%

The Degree classification for Awards in the Sandwich mode for BSc (Hons) Environmental Management students is calculated using the following process:

Average mark from 120 credits at Level 5, weighted 25% and

Mark from 20 credits of module GY680 weighted 12.5% and

Average mark from 100 of the best remaining credits at Level 6 excluding GY680weighted 62.5%

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

None

Document template revised: 2010 Page 20 of 20

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