MSc Environmental Monitoring, Modelling and Reconstruction

Fees for entry in 2027 have not yet been set. For reference, the fees for the academic year beginning September 2026 were as follows:

• MSc (full-time)
  UK students (per annum): £15,200
  International, including EU, students (per annum): £33,600

The fees quoted above are fully inclusive of tuition, administration and computational costs.

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International student CAS deposit

Self-funded international applicants are required to pay a deposit of £2500 towards their tuition fees before a confirmation of acceptance for studies (CAS) is issued. Some applicants will be required to pay a higher deposit. More information on tuition fee deposits .

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Provides an understanding of environmental reconstruction using a variety of sedimentological and geomorphological records, and an introduction to the key geochronological dating methods.

The unit aims to:

• Provide training in environmental reconstruction using a variety of different sedimentological and geomorphological records.
• Teach students concepts and principles of stratigraphy.
• Provide an opportunity for utilising skills in stratigraphical, sedimentological and geomorphological techniques in the field.
• Teach students the theory and application of techniques in geochronology which can be used to date a variety of different sedimentological and geomorphological records.

• Students can expect to develop broader academic skills including academic literature search, reading and critical analysis.
• Students will gain some experience of stratigraphic and/or geochronological field and/or laboratory work via the one-day field class and/or laboratory demonstration.
• The second assignment encourages students to develop their critical reasoning skills and apply knowledge learnt through the lectures to a specific case study and authentic professional task.
• Gain experience, through demonstrations, of laboratory and field techniques in environmental reconstruction via participation in field-class and/or laboratory demonstration
• Navigating/accessing/identifying learning materials via the VLE.
• Using appropriate search engines/indexes/databases to find information.
• Manage and retrieve information for study i.e. (bookmarks/referencing software).
• Producing visualisations of data for reports.

Syllabus (indicative curriculum content):

Summary of typical content (subject to revision and scheduling): 

1. Introduction to Environmental Change and Reconstruction. 
2. Stratigraphy in environmental reconstruction. 
3. Methods in environmental reconstruction I – Geomorphology. 
4. Methods in environmental reconstruction II – Sedimentology.
5. Chronology I - 14C dating. 
6. Chronology II – Cosmogenic dating. 
7. Chronology III – OSL dating. 
8. Fieldtrip 
9. Assignment 2 workshop surgery.

The course is delivered through a mixture of staff-led lectures and discussion sessions, a laboratory practical class and/or fieldtrip. The course is supported by e-learning resources delivered through the VLE. Course materials including handouts and lecture slides will be available through the course VLE site. One-to-one interaction and discussion with staff and peers are strongly encouraged within contact time. There will be opportunities for one-to-one consultation with lecturers in their office hours.

• Use geomorphological and sedimentological records for reconstructing environmental change.
• Apply the principles of stratigraphy (subdivision, ordering and correlation) in environmental reconstruction.
• Reconstruct environmental change using sedimentological and geomorphological records.
• Choose appropriate geochronological techniques (optically stimulated luminescence, radiocarbon, and cosmogenic exposure dating) for dating geomorphological and sedimentological records of environmental change.

• Critically assess different records of environmental change (e.g. glacial, fluvial, lacustrine, peatlands) and the problems associated with using such records for palaeoenvironmental reconstruction.
• Evaluate the nature of different dating techniques (geochronology) for different record of environmental change with reference to published literature.

• Write reports/essays, including information accessed from access digital and library resources.
• Gain experience of data handling and numerical skills.
• Develop skills in research design.

• Develop their communication and writing skills, skills in cooperative learning (in a field or lab setting), digital skills (graphical presentation), time management, independent study.

 

 

Assessment task 1
Essay relating to (sessions 1-4), deadline mid-unit (e.g. week 7).
1500 words.
Written feedback returned with grades (15 working days after submission).
50% weighting.

Assessment task 2
Report relating to Chronology (sessions 5-7), deadline at end of unit (e.g. week 12).
43 pages, text + up-to 3 pages figures (equiv. 1500 words).
Written feedback returned with grades (15 working days after submission).
50% weighting.

Bateman, M.D. (ed). Handbook of luminescence dating. Whittles Publishing. Available to view online as an e-book in the library.

Darvill, C. (2013). Cosmogenic nuclide analysis. In Geomorphological Techniques (pp. 1-25). London, UK: British Society for Geomorphology. https://www.geomorphology.org.uk/sites/default/files/geom_tech_chapters/4.2.10_CosmogenicNuclideAnalysis.pdf

Hughes, P.D. (2010). The role of geomorphology in Quaternary stratigraphy: morphostratigraphy, lithostratigraphy and allostratigraphy. Geomorphology 123, 189-199. https://doi.org/10.1016/j.geomorph.2010.07.025

Stone, A., Bateman, M., Burrough , S., Limonta, M., Garzanti, E., Telfer, M., & Radeff, G. (2018). Using a portable luminescence reader for rapid age assessment of aeolian sediments for reconstructing dunefield landscape evolution in southern Africa. Quaternary Geochronology 49, 57-64. https://doi.org/10.1016/j.quageo.2018.03.002

Walker, M.J.C. (2005) Quaternary dating methods. Wiley, Chichester. Available to view online as an e-book in the library.

• The unit will support EDI through using and providing students with resources from a diverse range of authors and contexts.
• Teaching and learning will be designed to be inclusive through providing materials online in advance of sessions in accessible formats.
• Summative assessment has been designed to ensure no student will be disadvantaged by being unable to attend the field trip.