Doing Environmental Research

GEOG70472 Doing Environmental Research 15 Semester 2 Postgraduate Taught Level 7 Mark Usher Unit coordinator Geography 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This is a dissertation support course unit that leads students to a supervised, active preparation of their dissertation projects. Students receive skills training in respect to all aspects of the dissertation research process, including topic selection, literature review, research design, methods, planning, ethics and risk assessment. Students are required to actively participate in small group sessions on bibliography and research methods, through presentations and peer feedback. One part of the course is delivered via small group sessions with the unit convener, and in the second half of the course meetings are organized with the dissertation supervisor to further develop and refine the dissertation project. This is a dissertation support course unit that leads students to a supervised, active preparation of their dissertation projects. Students receive skills training in respect to all aspects of the dissertation research process, including topic selection, literature review, research design, methods, planning, ethics and risk assessment. Students are required to actively participate in small group sessions on bibliography and research methods, through presentations and peer feedback. One part of the course is delivered via small group sessions with the unit convener, and in the second half of the course meetings are organized with the dissertation supervisor to further develop and refine the dissertation project. The unit aims to:<ol><li>Familiarise students with planning and designing of a coherent, feasible dissertation project.</li><li>Advance their skills for writing and effectively communicating a dissertation proposal.</li><li>Train students to design and present a poster based on their dissertation project.</li></ol> By taking this course unit, students will develop a range of academic skills, including literature reviewing and database searching, project and research design, proposal writing, research method choice, data analysis and academic conference presentation.Students will gain a range of transferable skills including critical thinking, data presentation and visualisation, self-directed learning and writing, project management, communication, problem-solving, group work, giving and receiving peer feedback, and experience with engaging with primary sources (academic, policy and media).Students are required to engage with academic (e.g. journal articles, books) and non-academic (e.g. reports, maps) digital resources for the duration of the course. Student learning is supported by online platforms through Blackboard, including session materials and digital resources. Students will use a range of digital communications media including email, online forums, databases, archives and social media, requiring the use of popular and specialist search engines followed by visualisation of data through infographics, images and other media.Students will also receive specialist training from Media Services in academic poster design through Adobe InDesign software. <ul><li>Understand how to conceptualise and plan feasible research projects.</li><li>Display evidence of understanding the requirements of writing a dissertation proposal.</li><li>Explain in depth the nature of a chosen issue and its relevance to the field of study and to the relevant published literature.</li></ul> <ul><li>Identify and evaluate academic literature sources.</li><li>Make connections between theoretical arguments and real-world cases.</li><li>Abstract and synthesise relevant information.</li><li>Justify a chosen research topic through use of academic sources. </li></ul> <ul><li>Become familiar with databases and search tools for identifying appropriate academic literature and other resources (e.g. reports).</li><li>Have improved skills for designing and writing research proposals.</li><li>Gain advance skills for effectively communicating the aims, methods and objectives of a research proposal.</li><li>Plan a research project from start to end.</li></ul> <ul><li>Conceive and plan a large project.</li><li>Communicate effectively with public and private organisations where appropriate.</li><li>Work independently.</li></ul> Syllabus (indicative curriculum content):Week 1 – Introduction: Selecting and developing a dissertation project Week 2 – Unpacking the research process: design and methods Week 3 – Initial dissertation project ideas: small group consultations Week 4 – Learning from the veterans - a dissertation advice panel of PhD researchers Week 5 – Unpacking the research process: analysis/looking ahead to the dissertation proposal  Week 6 – Small group discussions on critical annotated bibliography/dissertation project ideas  Week 7 – Ethics and risk assessment and the writing up process  Week 8 – Poster dissertation workshop Week 9 – Environmental research: Reflections on decolonising knowledge production, methodology and methods with Professor Ali Browne Week 10 - One-to-one meeting with dissertation supervisor  Week 11 - One-to-one meeting with dissertation supervisor  Week 12 - Dissertation Poster Exhibition The unit is delivered through group and one-to-one sessions, via a mix of lectures, workshops, consultations and presentations. All material is available on Blackboard.Formative feedback will be provided on dissertation ideas through small group meetings with the unit convener, followed by three meetings with the dissertation supervisor. Formative feedback will also be provided through in-class presentations, from peers and staff.Students will also receive training from the Media Services on designing academic conference posters, to support the second stage of the assessment. 0 Other 60% 2 Written assignment (inc essay) 40% Assessment task 1 Critical annotated bibliography. 1500 words. 40% weighting.Assessment task 2 Dissertation proposal poster. A1 format (including a maximum of 1000 words). 60% weighting. Critical annotated bibliography feedback Written feedback within 15 working days via turnitin; summary cohort feedback on Critical Annotated Bibliography delivered in-class.Dissertation proposal poster feedback Written feedback within 15 working days via turnitin; formative feedback at poster presentation session from course staff, dissertation supervisors, and other staff and PGRs. MSc Environmental Governance MSc Environmental Governance PGDT Taught Component Mandatory MSc Environmental Governance MSc Environmental Governance PGDT Taught Component Mandatory MSc Climate Change: SSC MSc Climate Change:SSC PGDT Taught Component Optional MSc Climate Change: SSC MSc Climate Change: SSC PGDT Taught Component Optional Y Castree, N., Demeritt, D., Liverman, D. and Rhoads, B. (2016). Companion to Environmental Geography. Oxford: Wiley-Blackwell.Clifford, N. and Valentine, G. (2003/2010/2016), Key Methods in Geography, London: Sage.Cloke, P., Cook, I., Crang, P., Goodwin, M., Painter, J., and Philo, C. (2004). Practising Human Geography. London: Sage.Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005/2017). The Sage Handbook of Qualitative Research. London: Sage.Flick, U., Kardorff, von, E., & Steinke, I. (2004). A Companion to Qualitative Research.‎ London: Sage.Flowerdew, R. and Martin, D. (eds.) (2005) Methods in Human Geography: A Guide for Students Doing a Research Project Second Edition , Harlow, UK, PearsonGomes, B. and Jones III, J. P. (2010). Research Methods in Geography. Oxford: Wiley-Blackwell.Holmes, H. and Hall, S. M. (2020). Mundane Methods: Innovative Ways to Research the Everyday. Manchester: Manchester University PressMay, T (2003) Social Research: Issues, Methods and Process. Buckingham: Open University Press. (earlier editions are also good)Silverman, D (2009/2017) Doing Qualitative Research, London: Sage. Lectures 12 Practical classes & workshops 6 Tutorials 2 0 130 This course unit will support EDI through using and providing students with resources from a diverse range of authors and contexts. Students can choose to focus their projects on issues they are most comfortable with undertaking, and they will receive support in selecting appropriate case studies. Research fieldwork is encouraged in such a way to ensure all students can undertake independent projects to the best of their ability. DASS students will be supported through discussing fieldwork/research expectations. Assessment has been designed not to disadvantage any student.