Professional development and project preparation

EART29300 Professional development and project preparation 10 Full year Undergraduate Level 5 Stephen Covey-Crump Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 This is a two-semester unit delivered through weekly small-group tutorials. In Semester 1, students will use data collected during the start-of-year field course to learn how to organize, present and interpret data. Students will prepare and present a formal geological formation description, including an introduction, the presentation of observations with appropriate figures, a brief interpretation, and references.   In Semester 2 the focus is on preparing for the independent field-based project in the third year, which will be carried out in tandem with further development of scientific writing skills. This will involve the logistical and academic preparations for the field-based activity, which requires not less than 20 days of independent fieldwork in the UK or overseas, normally beginning late June and conducted over a period of 4-5 weeks. There are two foci:  <ol><li>Fieldwork logistics: making travel and accommodation arrangements; estimating costs; establishing an accurate picture of the terrain and climate in the field area; obtaining basemaps of the field area; securing the equipment and materials needed to carry out the field data collection. Students will carry out a comprehensive risk assessment using a write-feedback-revise approach, in collaboration with the tutor and the department health and safety officer.</li><li>Academic preparation: preparing a short literature review about the regional geological (stratigraphic and tectonic) context of the field area; identifying a science question that can be explored within the field area, and writing a short proposal based around that question.  </li></ol> This is a two-semester unit delivered through weekly small-group tutorials. In Semester 1, students will use data collected during the start-of-year field course to learn how to organize, present and interpret data. Students will prepare and present a formal geological formation description, including an introduction, the presentation of observations with appropriate figures, a brief interpretation, and references.   In Semester 2 the focus is on preparing for the independent field-based project in the third year, which will be carried out in tandem with further development of scientific writing skills. This will involve the logistical and academic preparations for the field-based activity, which requires not less than 20 days of independent fieldwork in the UK or overseas, normally beginning late June and conducted over a period of 4-5 weeks. There are two foci:  <ol><li>Fieldwork logistics: making travel and accommodation arrangements; estimating costs; establishing an accurate picture of the terrain and climate in the field area; obtaining basemaps of the field area; securing the equipment and materials needed to carry out the field data collection. Students will carry out a comprehensive risk assessment using a write-feedback-revise approach, in collaboration with the tutor and the department health and safety officer.</li><li>Academic preparation: preparing a short literature review about the regional geological (stratigraphic and tectonic) context of the field area; identifying a science question that can be explored within the field area, and writing a short proposal based around that question.  </li></ol> The aim of this year-long unit is to develop professional and transferable skills to support the future employability of geology students. This includes universal skills such as critical assessment and formulating arguments, written and oral communication, project planning and organisation, risk assessment, and teamwork. These skills are delivered primarily within the context of preparing for an extended period of fieldwork that will underpin the Year 3 field-based project in geology. Particular skills developed include presentation and interpretation of field data, report writing, critical synthesis of academic literature in the formulation of a project proposal, and project planning, including choice of project field area and logistical/academic preparation for the fieldwork. The unit also includes plenary sessions on careers, CV preparation, and EDIA, which are shared with EART29200.  <figure class="table"><table><tbody><tr><td style="border:0.1px solid hsl(0, 0%, 0%);" colspan="2">On the successful completion of the course, students will be able to:</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Developed</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Assessed</td></tr><tr><td style="border:0.1px solid hsl(0, 0%, 0%);">ILO 1</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Analyse, describe and interpret geological field data </td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td></tr><tr><td style="border:0.1px solid hsl(0, 0%, 0%);">ILO 2</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Write a scientific report that presents the outcomes of a geological field exercise </td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td></tr><tr><td style="border:0.1px solid hsl(0, 0%, 0%);">ILO 3</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Plan a strategy for collecting geological field data that is based upon a consideration of what has been previously published </td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td></tr><tr><td style="border:0.1px solid hsl(0, 0%, 0%);">ILO 4</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Formulate a science question relevant to an independent field-based data collection project. </td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td></tr><tr><td style="border:0.1px solid hsl(0, 0%, 0%);">ILO 5</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Assess risk of fieldwork </td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td></tr><tr><td style="border:0.1px solid hsl(0, 0%, 0%);">ILO 6</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Write a short literature-based project proposal that outlines the science question to be addressed, set in the context of relevant scientific literature, and plans field activities to address the question with consideration of the risks involved, logistics and resources required. </td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td></tr><tr><td style="border:0.1px solid hsl(0, 0%, 0%);">ILO 7</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Prepare and present oral scientific arguments on a discipline specific topic </td><td style="border:0.1px solid hsl(0, 0%, 0%);">Yes</td><td style="border:0.1px solid hsl(0, 0%, 0%);">No</td></tr></tbody></table></figure> Semester 1Semester 1 tutorials will include detailed guidance on preparing a geological formation description based on work from the EART28101 field course, augmented by additional observations supplied by the tutor. Later in the semester, students will receive guidance in selecting a field area. At the end of semester, students will submit their choice of field area.Semester 1 will include plenary sessions (shared with EART29200) on topics including careers, CV preparation, and EDIA. Semester 2Semester 2 tutorials will focus on logistical and academic preparation for the field-based mapping project over the summer.   Teaching is done in small groups led by staff with geological field expertise. Some weeks one-to-one staff-student discussions may take place. A one-hour slot will be timetabled most weeks, but the duration of the activity will vary flexibly to reflect the content. Teaching will be supported by general information on report writing, literature examples, and other relevant information posted on Canvas. Students will receive continuous verbal feedback on their progress from staff. There is a requirement to submit a draft of a written risk assessment for constructive feedback that must be considered and acted on in a revision, implementing the write-feedback-revise pattern for developing writing skills. Assessments are submitted via TurnitIn or as directed by the tutor. Further feedback will be provided after final submission. Successful project work is about gaining skills and confidence for independent work. Hence much of the teaching strategy within this unit is designed at guiding students towards achieving successful independent learning and imparting crucial skills (e.g., scientific writing and literature synthesis) in the context of project work.  2 Written assignment (inc essay) 30% 3 Report 70% <figure class="table"><table><tbody><tr><td style="border:0.1px solid hsl(0, 0%, 0%);">Assessment type</td><td style="border:0.1px solid hsl(0, 0%, 0%);">% Weighting within unit</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Hand out and hand in dates</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Length</td><td style="border:0.1px solid hsl(0, 0%, 0%);">How, when and what feedback is provided</td><td style="border:0.1px solid hsl(0, 0%, 0%);">ILO tested</td></tr><tr><td style="border:0.1px solid hsl(0, 0%, 0%);">Report (individual; formation description)</td><td style="border:0.1px solid hsl(0, 0%, 0%);">30%</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Start of Week 2 Semester 1; submit end of Week 7</td><td style="border:0.1px solid hsl(0, 0%, 0%);">~10 pages</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Oral feedback is given as ideas are developed in tutorial.Detailed personalized written feedback is provided before the start of Semester 2.</td><td style="border:0.1px solid hsl(0, 0%, 0%);">1,2</td></tr><tr><td style="border:0.1px solid hsl(0, 0%, 0%);">Report (individual; risk assessment and project proposal)</td><td style="border:0.1px solid hsl(0, 0%, 0%);">70%</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Start Week 1 Semester 2; submit at end of Semester 2 teaching period </td><td style="border:0.1px solid hsl(0, 0%, 0%);">~10 pages, plus risk assessment</td><td style="border:0.1px solid hsl(0, 0%, 0%);">Formative personalized feedback on draft text is provided (generally verbally) before submission. </td><td style="border:0.1px solid hsl(0, 0%, 0%);">3,4,5,6</td></tr></tbody></table></figure> N 0 0 100