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Small-Scale Learning and Teaching Research and Development Projects: 2003

Theme: Learning and Teaching at the Taught Postgraduate Level

Theme and Rationale

The Small-scale Projects Fund has run successfully for two years, providing opportunities for staff to develop resources and undertake research in various aspects of learning and teaching. Previously, this fund has encouraged proposals in any area of learning and teaching in the disciplines, however, for this year it will be focused in the area of learning and teaching at the taught postgraduate level for the following reasons:

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'Postgraduateness' of Vocational Masters Courses: An evaluation of good practice in the development of postgraduate taught environmental courses

Lindsey McEwen, Geography and Environmental Management Research Unit, University of Gloucestershire

There are several strong drivers for postgraduate level course developments in the UK. Higher Education Institutions (HEIs) need: to develop training in line with regional economic needs; to be proactive in meeting markets that may be rapidly evolving; and to grow student numbers given the UK Government's cap on undergraduate student growth within specific higher education providers. Many institutions with higher education courses are therefore working to build on existing provision and/or develop new vocational postgraduate degrees as important areas of potential expansion. A number of HEIs that possess geography, earth and environmental science subject areas are validating new Masters programmes or revalidating and updating existing programmes to make them more attractive and vocationally relevant (Gold et al., 1997). There are a number of tensions that require resolution - including the determination of standards and what M level means in the context of more vocational postgraduate programmes (Thorne, 1997); in matching what employers want to postgraduate level study; and in establishing what learning styles and curriculum are appropriate (Knight, 1997). While there is significant guidance on programme development and benchmarking at undergraduate level (see Jenkins, 1998; Gibbs and Rust, 1999), there is currently very little steer to those embarking on course development at postgraduate level. In addition, the Bologna declaration (1999) requires a harmonisation of EU higher education systems and a European credit transfer system that includes postgraduate level provision.

This pilot project focuses explicitly on the course development phase of vocationally-orientated postgraduate taught programmes and capitalises on the experience of colleagues within five institutions that have been recently involved in developing and evaluating postgraduate taught environmental programmes with a vocational flavour within a range of higher education providers (representing a range of size, location, strategic and funding contexts). The project aims to identify, debate and disseminate good practice in the development of vocational postgraduate taught courses in geography, earth and environmental sciences.

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Professional Practice of Earth Scientists in Industry

Norman Moles, School of the Environment, University of Brighton

A Masters degree qualification has become almost de rigour for entry into a professional career. In Earth science, environmental science and civil engineering, there is an increasing need for postgraduate-level training in 'professional practice' to enable students to understand the work environment and role of geologists, civil engineers and environmental scientists in industry. Crossing the boundary between scholarly activity and the work place requires the development of case study material based on real projects. Teaching requires a student-centred approach whereby students take on ownership of the projects, and are closely involved in the decisions made at all stages of project development.

The background to this proposal is the successful development by the project leader of a teamwork-based, industry-shadowing course within a BSc Geology degree programme at Queen's University Belfast (Moles and Leslie, 2000). This 'Professional Practice' module required students to work competitively in teams of 4 to 6 (each team having a company identity) through the stages of a mineral exploration and mine development programme, based on a real scenario of gold exploration in County Tyrone. The smaller number of students on many MSc courses, such as the MSc in Applied Geology at the University of Brighton, requires a different approach with less emphasis on teamwork and more on independent learning. During 2002-03 we have developed a 'Professional Practice' module in our Applied Geology MSc programme that is appropriate to students' skills and builds on the environmental and civil engineering focus of the programme. The module involves students in the evaluation of an actual geotechnical and geochemical investigation of wastewater treatment by means of sub-surface dispersion within a Chalk aquifer. The investigation was carried out by Southern Water plc to meet requirements of the EU Groundwater Directive 1998 as regulated by the Environment Agency. The Applied Geology Research Unit (AGRU) at the University of Brighton (UoB) contributed research consultancy work to the investigation, and so we have already established good working links with all organisations and personnel involved.

We plan to create a multi-media learning resource for users to explore the professional practice of Earth scientists who work in industry and in government agencies. The project will be based on the Southern Water investigation outlined above, and will "capture" onto computer media a range of documents such as minutes of meetings, work specifications, contracts, reports, drill logs, site maps and images, together with digital recordings of interviews with the personnel involved at all stages of the investigation. Users will be introduced to the case study and then encouraged to explore the material to answer questions such as the objectives and driving forces of the investigation, the management structure and responsibilities of personnel, professional standards to be maintained (such as health and safety) and ethical issues raised by the investigation. A graduate level knowledge of hydrogeology will be useful but not essential. Formative assessment will be built into the package. Summative assessment would be based on a word-processed report. Tutor guidelines will be provided separately from the student learning resource. We envisage that the resource will be used either as a stand-alone module contributing 10 CATS points towards an MSc degree programme, or as a primer or model for further independent studies of professional practice in industry. It may also be marketed as a CPD course for practising geoscientists.

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Writing Geology: Understanding and improving the science communication skills of Earth Science students

Simeon J. Yates, Communication Studies, Sheffield Hallam University

Communication is central to science - be this communication among scientists in the form of journal articles and conference papers, or between scientists and society. The ability to 'write' science should therefore be a key outcome of any science education. This is especially true at post-graduate level - most obviously in the production of dissertations and theses - yet it is something that many post-graduate science students continue to find very difficult. The aim of this study is to investigate some of the weaknesses and limitations of Earth Science students' writing skills - both in general and in relation to the specific requirements of Earth Science. This will inform the development of an intervention strategy, at under-graduate and post-graduate level, designed to address these weaknesses and limitations.

This project represents a small pilot study to begin to explore two issues:

  1. What are the key features of written Earth Science genres that students must understand?
  2. The development of an intervention strategy at undergraduate and postgraduate level that can address identified weaknesses in student's understandings?

This resource includes:

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The Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences,
Buckland House, University of Plymouth, Drake Circus, Plymouth, PL4 8AA
Email: info@gees.ac.uk Tel: ++44 1752 584529 Fax: ++44 1752 584880