MSc Environmental Monitoring, Modelling and Reconstruction

This unit delivers teaching relating to the study of past environmental changes. It builds on the first semester unit Environmental Change and Reconstruction I: Concepts in Stratigraphy and Geochronology. There is a particular focus here on the theories and practical applications of Quaternary palaeoecology, the study of interactions between organisms and their environment in ecosystems of past. The unit delivers training in the application of practical skills with a focus on the generation, analysis and interpretation of palynology (pollen analysis), as well as training in the use of secondary data.

By the end of the course unit, students will have gained an appreciation of the scope, methods, and achievements of palaeoecology. They will be able to outline different fossil groups and critically evaluate their use in palaeoecological studies. Students will have developed key practical skills in palaeoecology and reconstructing past environments, including field and laboratory skills, the recovery and recording of sediments, the application of laboratory techniques for characterising sediments, the identification of the main pollen types from a typical British sequence. They will handle data to create pollen diagrams and apply numerical techniques for the application of palaeoecological datasets. They will work safely in the field and laboratory and work learn co-operatively in both the field and practical classes.

Students are encouraged to engage with a range of digital information sources (e.g., online journal articles) as part of their independent study. Student learning is supported by online resources on Blackboard (e.g., videos, podcasts) to supplement the core lectures and academic reading.

Students are encouraged to engage with a range of data analytical and data presentation software packages. They will use numerical techniques in the analysis of palynological datasets and present results through professional quality diagrams.

Wider University support for digital literacy (e.g., via My Learning Essentials, eLearning support) are signposted from the module Blackboard pages.

Syllabus (indicative curriculum content):

1. Introduction to Palaeoecology
2. Field recovery of peat/lake sediments
3. Description and characterisation of organic sediments I
4. Description and characterisation of organic sediments II
5. Palynology I – pollen identification
6. Palynology II – pollen counting
7. Palynology III – creating the pollen diagram 
8. Analysis of palaeoecological data I – zonation and rates of change
9. Analysis of palaeoecological data II – multivariate techniques
10. Analysis of palaeoecological data III – quantitative reconstruction

• Describe the scope, history, aims and principal methods of palaeoecology.
• Describe the main features of organic deposits (peats) and relate these to past environmental conditions.
• Outline the different groups of palaeoecologically-important fossil groups and appraise their merits for environmental reconstruction.
• Recall and apply the main numerical approaches relevant for the description, characterisation and analysis of palaeoecological records.
• Use key software packages (emphasis on freely available software) for plotting and analysis of palaeoeocological data.

• Show a critical understanding of the nature of palaeoecological records and their interpretation in terms of environmental change.
• Analyse and interpret numerical palaeoecological data with appreciation and understanding of the numerical methods.
• Summarise complex and noisy environmental datasets.
• Discriminate in the application of analytical approaches.

• Microscopic techniques for the identification of pollen and spores.
• Data handling for the creation of pollen diagrams.
• Numerical techniques for the analysis and interpretation of pollen data (diagram zonation, cluster analysis, ordination).

• Communication and writing.
• Numerical skills (multivariate data-handling and statistical analyses).
• Digital skills (graphical presentation).
• Time management and independent study.

Formative Assessment Task
Core log diagram – a visualisation of stratigraphical data using graphical software.
1 figure to fit on a single page A4. Notional max. 500 words.
Written feedback via Turnitin and optional 1-1 verbal feedback
Expected outcome: Enhanced understanding of the nature of palaeoecological data, visualisation of stratigraphical datasets, familiarisation with graphical software (e.g. CorelDraw).

Assessment task 1
Coursework essay.
1000 words.
Written feedback via Turnitin and optional 1-1 verbal feedback.
33% weighting.

Assessment task 2
Pollen analysis report.
2000 words.
Written feedback via Turnitin and optional 1-1 verbal feedback.
67% weighting.

• Bennett, K.D. and Willis, K.J., 2002. Pollen. In Tracking environmental change using lake sediments (pp. 5-32). Springer, Dordrecht.
• Berglund, B.E., 1986 (reprint 2003). Handbook of Holocene palaeoecology and palaeohydrology. John Wiley and Sons (883 p).
• Birks, H.J.B. and Berglund, B.E., 2018. One hundred years of Quaternary pollen analysis 1916–2016. Vegetation History and Archaeobotany, 27(2), pp.271-309.
• Birks, H.J.B., Lotter, A.F., Juggins, S. and Smol, J.P. eds., 2012. Tracking environmental change using lake sediments: data handling and numerical techniques (Vol. 5). Springer Science & Business Media.
• Lowe, J.J. and Walker, M.J., 2014. Reconstructing Quaternary Environments. Routledge.
• Stivrins, N. 2019. Principles of Palaeoecology. Amazon.

The laboratories are purposely designed to anticipate accessibility needs of users. These include:

• Adjustable height benches in main lab and microscope/VR laboratory.
• Adjustable height work chairs in all areas.
• Strobe and siren indicators on alarms.
• Wide doors.
• Step-free access throughout.
• A variety of different and adjustable PPE to suit all sizes and builds, those who wear corrective eyewear, etc.

Reasonable alternatives to field and lab work can be made with videos demonstrating key field techniques available through Blackboard.  A range of video cameras and webcams are available to allow remote access to the laboratories for those unable to attend in person.

Statements and Risk Assessment

• All training material has pre-written notes (either for the lab induction or SOP’s), and all training is delivered in-person. This is particularly beneficial for those with specific learning difficulties, like dyslexia.
• All training is delivered in stages, usually individual procedures, that form part of an SOP. This means that complex procedures are taught over many small lessons. This is beneficial for those with neurodiversity such as attention-deficit disorder.
• We offer ad-hoc technical assistance to those who have an impairment such as dyspraxia, essential tremor, dystonia, etc. This allows a technician to assist a user where work requiring fine motor skill is unavoidable (e.g. microscopic inspection, volumetric dilution, etc.).

Ways of Working and Best Practice

• For lab classes, we encourage instructors to use paired or small group work, as it allows those with a disability or impairment to participate with the co-operation and assistance of their peers. An example is for participants who have colour vision deficiency; their peers can note colour differences on their behalf.
• We encourage instructors to approach the Senior Technical Operations Manager with any relevant disability assessment support statements in advance of a planned class, so adjustments or accommodations can be made ahead of time.
• We encourage laboratory users to visit outside of scheduled classes, so they do not have to rush their work in class; there is always a technician available during working hours to assist.

We also do our best to adapt and accommodate the needs of our increasingly diverse student cohort, by tailoring classes as much as possible to individual needs. We encourage students to be themselves and to offer their view. There are abundant opportunities for student feedback through in-class discussions. Staff are available in consultation hours if students are struggling with any task and do not want to raise this in class or just want to talk through material and exchange thoughts and views.

All software for data analysis and presentation is free to download.