MSc Environmental Monitoring, Modelling and Reconstruction

This course unit provides an introduction to environmental fieldwork for students on the MSc EMMR programme through a residential field trip. The field trip takes place in Northumberland National Park, UK where students will experience a range of landscapes and environments*.

Students will gain hands-on experience with sampling approaches and equipment to gather data from the field in a range of environments to better understand fundamental geographical processes. The field course will introduce students to research methods, which will link to other core modules (e.g., GEOG70581 Environmental Monitoring and Modelling Concepts) and will feed in later modules (e.g., GEOG60662 Dissertation Support).

The module is assessed through two pieces of individual coursework submitted in the weeks following the fieldtrip.

* Note, the specific locations within the field trip will be subject to change depending on weather, access restrictions, or other limitations, but we will keep students updated should anything need to change.

The unit aims to:

• Give you practical experience of important geographical and environmental field-based skills.
• Provide you with an introduction to the research design process.
• Meet and work with other students from the MSc EMMR programme outside the Manchester lecture room setting.

At the end of the module, students will have a stronger understanding of the role and importance of fieldwork in environmental research. Students will gain practical hands-on experience of using monitoring and sampling equipment, and of working in a group to collect environmental data.  

Students will gain valuable wider transferable skills, including: group working; data collection, data analysis and data presentation; experience at engaging with primary sources (including academic, policy and media) to evaluate and make informed judgements.

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.

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):

The course is built around a 5-day residential field course in Northumberland with preparatory classes in Manchester in the preceding weeks.

Preparatory classes
Preparatory class 1: Introduction to the field course - overview of the module, the assessment, field course and getting to know the rest of the class.

Preparatory class 2: Research questions and experimental design – how to construct research questions and how to develop a strong research design. We also look at the practicalities of field work planning.

Preparatory class 3: Final checks – in the week prior to the field course, we have one final session to confirm the field course arrangements and to ensure students have appropriate field equipment and clothing.

Field course
Specific details will be provided at the start of the semester and are subject to change based on weather, access restrictions or other circumstances.

Day 1: Travel to Northumberland from Manchester Orientation around local area in afternoon. 
Day 2: Travel to Kielder Forest for full day fieldwork. Evening activity in accommodation. 
Day 3: Travel to Northumberland coast for full day fieldwork. 
Day 4: Travel to Bolton Fell Moss peatland for full day fieldwork. Evening activity in accommodation.
Day 5: Review and recap on the week in hotel or local area (weather dependent). Travel back to Manchester.

The module will be primarily delivered through a 5-day residential field course in the UK where students will have ‘hands-on’ experience of field skills and data collection in a range of environments (indicative locations include: upland moorland and peatlands; forest and woodlands; coastal dunes; grasslands). Field teaching will include full days outside with opportunity for class and small group activities supported by the teaching team who have expertise in these landscapes. In addition, we will have some evening sessions as a group to debrief from the field day and consolidate learning, as well as introducing students to further concepts and content relevant to the module and field location.

Prior to the trip there will be a series of Manchester-based classroom induction sessions that will cover: module aim and ILOs; assessment; field trip itinerary and practicalities.

Following the field trip, students will be able to access staff via scheduled office hours for any post-trip support for their assessments, which are both submitted in the weeks following the trip.  

The module will be supported by dedicated Blackboard pages, including assessment guidance, field trip handbook, and other supporting resources.

• Recognise the key environmental issues in the field trip location.
• Discuss the role of fieldwork in generating data and ideas to understand environmental processes and/or address key environmental issues.

• Identify how fieldwork relates to their MSc degree and consider the potential field-based methods that might be relevant for future research projects (i.e., MSc dissertation). 
• Describe and explain the key features of a dataset in relation to an environmental issue.

• Take basic field observations and record these in an appropriate fashion (e.g., notebooks).
• Recognise a range of field skills and techniques and be familiar with the associated equipment.
• Demonstrate data-visualisation skills through the production of effective figures to be included in written reports.

• Work with others to conduct fieldwork.
• Develop a clear and convincing written argument.

Assessment task 1
Data visualisation task (on data collected in the field). 
1 key visual + 400 words of interpretation.
30% weighting.

Assessment task 2
Data collection strategy report. Students will design a data collection strategy based on techniques and methods taught in the field to answer a predefined research question. Students should also connect this to their learning in other modules (e.g., EMMC) where sampling design and strategy is discussed.
1500 words.
70% weighting.

Written feedback provided via Turnitin within 15 working days.

There is no core text for this module, but we will provide you with a dedicated reading list for the key themes covered as well as location specific reading for the field area.

Indicative reading and resources for Northumberland landscapes includes:

De Frenne, P., Lenoir, J., Luoto, M., Scheffers, B.R., Zellweger, F., Aalto, J., Ashcroft, M.B., Christiansen, D.M., Decocq, G., De Pauw, K., Govaert, S., Greiser, C., Gril, E., Hampe, A., Jucker, T., Klinges, D.H., Koelemeijer, I.A., Lembrechts, J.J., Marrec, R., Meeussen, C., Ogée, J., Tyystjärvi, V., Vangansbeke, P. and Hylander, K. (2021) Forest microclimates and climate change: Importance, drivers and future research agenda. Global Change Biology, 27, 2279-2297.

Evans, M. G. and Waburton, J. (2010) Peatland Geomorphology and Carbon Cycling. Geography Compass, 4(10), 1513–1531.

Haapalehto, T.O., Vasander, H., Jauhiainen, S., Tahvanainen, T. and Kotiaho, J.S. (2011) The effects of peatland restoration on water‐table depth, elemental concentrations, and vegetation: 10 years of changes. Restoration Ecology, 19(5), 587-598.

Mason, W.L. and Quine, C.P., (1995). Silvicultural possibilities for increasing structural diversity in British spruce forests: the case of Kielder Forest. Forest Ecology and Management, 79(1-2), 13-28.

Northumberland County Council (no date) Flood & coastal erosion risk management plan https://www.northumberland.gov.uk/Highways/FCERM.aspx    

Visit Kielder (2021). Kielder Forest and Water Park [online]. Available at http://www.visitkielder.com/

We encourage the teaching team to have a diverse reading list to support both the core underpinnings of a phenomena or mechanism, as well as the implications and applied aspects stemming from those processes. This includes drawing from a wider authorship including those from historically under-represented groups (e.g., women, BAME authors).