The module will: 

• Explore contested definitions of sustainability, development and sustainable development with reference to environmental, economic, political and social concerns.
• Examine some of the most pressing global sustainable development challenges and risks, and how these are being addressed and mitigated.
• Consider how sustainable development is measured and modelled, and notions of ‘progress’ towards global targets.
• Explore examples of good practice from the Global South and Global North.

1. To introduce the key foundations, and develop an understanding of the importance and value, of Sustainable Development including its environmental, social, political and economic dimensions, its inherent tensions, and its position in relation to global challenges.
2. To introduce key information sources and examples relating to articulating, driving, measuring, modelling and evidencing Sustainable Development.
3. To enable understanding of the interconnected nature of global Sustainable Development challenges across Global South and Global North contexts, and at a range of connected scales.
4. To develop transferable skills in critical reading; data collection; analysis and interpretation; communication and presentation.

Changing the world for the better requires knowledge, skills, experience, and confidence.  This includes developing your understanding of the context in which you seek to promote meaningful and appropriate social and/or environmental change.  This module focuses on teaching you the skills to acquire and communicate that knowledge and experience.  These skills include: information literacy (e.g. on-line search tools); academic integrity and referencing; argument development, expression and persuasion; academic writing skills; discussion skills; and presentation skills.  Core to this module is a week-long intensive ‘change lab’ during which you will apply these skills through working with a range of professionals (within and/or external to the University) to research a Chester-based sustainability ‘problem’, with the aim of proposing implementable solutions.  Having explored change at the local level, in the second half of the module you will explore contexts and processes of environmental and social change through tutorials focused on some of the world’s most pressing contemporary geographical issues.  

1. To provide a small scale, individualised learning experience based around understanding, researching, communicating and promoting change. 

2. To introduce the key skills and techniques associated with information collection and analysis, developing an argument, and academic communication (written and oral) to persuade for the need for change.

3. To encourage an appreciation of the relevance of the Department’s programmes for identifying and enacting change at different scales i.e. from the local to the global.  

This module introduces themes in global hazards and risk in order to develop students’ understanding of the relationship between hazard, vulnerability, resilience and disaster. The focus initially is on global patterns and trends in the occurrence of different types of disaster, progressing to an exploration of emergent themes; e.g. the globalisation of risk and the growing significance of new types of so-called “natural” disaster such as Complex Humanitarian Emergencies (CHEs) and NaTech disasters. Key paradigms of hazard/disaster research are introduced.

Subsequently the module focuses on developing understanding of natural processes that control the global distribution of principal tectonic and windstorm hazards, and analysis of site-specific influences on hazard exposure in places. This allows an exploration of the ways in which this type of knowledge and understanding can be applied to hazard assessment. The module then progresses to studying human vulnerability and resilience to hazards in different socio-economic contexts (e.g. Global South and North, urban/rural), and factors that can influence vulnerability at the local level (e.g. in communities and individual households).

The module concludes with a detailed consideration of the evolving international agenda for Disaster Risk Reduction (DRR), as reflected in the changing priorities of the three UN decades of DRR and associated actions at a range of levels.

1. To develop understanding of subject-specific terminology relating to hazard assessment and Disaster Risk Reduction (DRR).
2. To apply models of hazard and risk to understanding contemporary global hazard assessment and risk reduction challenges.
3. To develop understanding of physical hazard processes at a range of scales (global to local) and factors that influence human vulnerability to these.
4. To examine and understand changing priorities in international DRR.
5. To enhance individual skills in information retrieval and analysis, and group-working skills involving discussion, negotiation and collective decision-making.

The traditional academic programme structure is not applicable in relation to this work placement-based experiential learning module. The experiential content is freely structured and determined by negotiation between the student, UoC placement supervisor and host organisation placement supervisor. It is informed by the module’s overarching aims and learning outcomes and by the objective of optimising added value for both the host organisation and the student experience (including graduate outcomes). 

A mid-placement workshop, usually held in Chester in February, will enable peer to peer sharing of experiential learning feedback and allow an analysis of the range of skills and benefits derived from the placement.  The workshop will also support students’ development of their learning portfolio, and provide an opportunity to access an overview of final year module options ahead of L6 module selection.  In-person and online participation in the mid-placement workshop will be enabled.

All students will engage in the drawing up of a learning agreement on acceptance of the placement that will cover a contact plan and agreed learning outcomes with their designated academic tutor and placement supervisor.

1. To provide an opportunity for students to apply and enrich their previous theoretical knowledge and understanding of course content through observation of and insights derived from working in an organisation and professional environment. 
2. To enable students to develop their practical and transferable skills in an industry environment and to experience a broad range of tasks and responsibilities within their field of interest
3. To enable students to pursue professional and personal development in an applied environment
4. To enable students to recognise the nature of tasks, workloads, problem solving, and individual and team-based working methods in a professional environment.

This module builds on the introductory knowledge and skills of Level 4 modules through an integrated examination of surface processes and landforms (e.g. fluvial, coastal, slopes) that are particularly relevant to hazard management in the UK. The intention is to provide students with a systematic understanding of ‘processes’ (i.e. geomorphic, geological, hydrological and geophysical) and associated field and laboratory techniques that can be applied to hazard management scenarios at Levels 5 and 6. This is coupled with an exploration of factors that influence perception of and response to these processes in a human vulnerability and risk management context. 

Students will build on key principles of natural hazard management from level 4 and deepen their understanding of the ‘risk society’, resilience, adaptation and coping mechanisms. They consider the environmental, socio-economic and political processes that govern vulnerability and how these factors can shape management of a hazard.

 Skills and research methods are embedded as part of this core module. As such, students will collect and analyse data using a range of methods and analytical techniques (e.g. questionnaires, interviews, fieldwork, mapping, GIS, modelling).Employability workshops, guest speakers and Natural Hazard Management alumni lectures form an important thread throughout this module to support students to consider their future employment.

1. To deepen scientific understanding of key geomorphological, hydrological, geological and geophysical processes pertinent to hazard management.

2. To develop understanding of factors and processes that influence human perception of and response to hazards in UK contexts.

3. To explore how environmental,  political and socio-economical processes shape the distribution of vulnerability within and between societies.

4. To expose students to a range of quantitative and qualitative field and laboratory techniques used individually and in combination to study hazard processes and human vulnerability. 

5. To explore the application of major paradigms of disaster research to interpreting and managing hazard and risk within and between societies.

Term 1 - Geomatics -Focused onGIS data sources, types, structures and properties; GIS data input, manipulation and analysis, GPS mapping/Mobile mapping and manipulation of remotely sensed imagery, including photogrammetry.

Term 2 - Research Design - Focused guidance on creating a research proposal, including in-depth literature review process; accessing and recording literature sources; project timetabling; risk assessment and health and safety issues; research ethics; project writing.

1. To enhance the knowledge and skills developed in GE4003 (Foundations for Successful Studentship) 

2. To develop a good grounding in the principles and application of GIS and remote sensing, Global Positioning System (GPS) including their potential for research enquiry 

3. To develop a working knowledge of the research project formulation and design process

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

• The multiple facets of global citizenship
• Ethical engagement and practice
• The United Nations Sustainable Development Goals
• Cross-cultural issues and sensitivity
• Intercultural communication
• Culture shock
• Cultural adjustment
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
• Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
• Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
• Devising strategies to improve one’s own prospects of working abroad in the future.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

This module promotes a reflective and critical approach to interculturality and aims to enhance students’ prospects of gaining overseas graduate employment, which will enable them to:

1. Examine and evaluate a chosen aspect of the society of a target country
2. Enhance cultural and intercultural awareness and further develop related skills.
3. Articulate clearly their career plans and take steps to prepare for their first paid overseas graduate role,
4. Take responsibility for their own learning and acquisition of identified employability skills,
5. Articulate, orally and in writing, their findings and their employability skills.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

Students’ independent study in the module is underpinned by two types of teaching and support. First, the research methods programme. This comprises specialist lectures and workshops, typically including: choosing a research topic; designing and planning the research, including the creation of research objectives; health, safety and ethics in research; searching for relevant literature and writing the literature review; creating a rationale for the research; primary and secondary data collection techniques; mapping; statistical analysis; writing and presenting the dissertation report. Term 1 tends to concentrate on project design and data collection, while term 2 focuses more on analysis, synthesis and writing up.

Second, this programme is complemented by more project-specific support through supervisory contact. This includes one-to-one tutorials and formative feedback on submissions of drafted parts of the dissertation report.

Students are expected, throughout, to build on previous teaching both in thematic areas related to their research and in research skills as taught at Level 5. Reasonable consideration and support are also given to students who may not have undertaken research skills modules or may have done so in other subjects.

1. To enable students to design and execute a large scale independent research project which combines review and primary data collection and/or an original analysis of a substantive secondary data set.

Students’ independent study in the module is underpinned by two types of teaching and support. First, the research methods programme. This comprises specialist lectures and workshops, typically including: choosing a research topic; designing and planning the research, including the creation of research objectives; health, safety and ethics in research; searching for relevant literature and writing the literature review; creating a rationale for the research; primary and secondary data collection techniques; mapping; statistical analysis; preparation for the oral presentation and dialogue assessments; article writing. Term 1 tends to concentrate on project design and data collection, while term 2 focuses more on more on assessment preparation.

Second, this programme is complemented by more project-specific support through supervisory contact. This includes one-to-one tutorials and formative feedback on the research as presented in the oral presentation and on an extract from the draft article.

Students are expected, throughout, to build on previous teaching both in thematic areas related to their research and in research skills as taught, in most cases, at Level 5. Reasonable consideration and support are also given to students who may not have undertaken research skills modules or may have done so in other subjects.

1. To allow students to design and execute an independent research project which includes review and empirical work using primary and/or secondary data.

1. To examine the nature of human vulnerability to hazard in rich and poor urban contexts and critically evaluate the role of urbanisation in creating conditions of vulnerability;
2. To explore the risk ‘major’ hazard processes (e.g. volcanic eruption, wildfire) pose to the built and natural environment and the challenges of developing effective management strategies in response to the threat posed.
3. Through field experience and interchange with community, gain first hand appreciation of the occurrence and management of a range of hazards.
4. To critically evaluate, national and international policy and legislation, the roles of statutory, non-statutory and voluntary bodies in natural hazard management, and the management strategies employed by public, private and voluntary groups;
5. To gain a critical appreciation of the value of understanding and techniques to the management of some key UK and international natural hazards;
6. To explore the application of state-of-the-art technology such as ‘geo-information systems’, e.g., GIS and Remote sensing, VR and drones to promote inclusive and sustainable hazard assessment and mitigation.

Term 1: In the first term the module is underpinned by specialist lectures and seminar sessions, which explore the mechanisms and potential impacts of climate, change over long and short time scales. The initial focus is on - past climate change, sea level change and natural climate change processes and planetary controls. The module then progresses to exploring drivers of climate change and reviewing glacial and periglacial processes with particular reference to the British landscape.

Term 2: The module focuses on developing a sound appreciation of field and laboratory techniques used to advance scientific understanding of the recent record of climate change and future projections. Students gain first hand experience of initiating, planning and undertaking laboratory and field based investigations of a late Devensian and/or Holocene field site(s) with a view to reconstructing, in part, the environmental history. This is underpinned by specialist lectures and seminar sessions, laboratory sessions and fieldwork related to: Holocene chronology, fieldwork sample collection and preparation, biogeography, soils, geomorphology, stratigraphy and sedimentology.

1. To gain a well rounded appreciation of the controls and mechanisms of climate change in the context of past and future environmental change;

2. To explore the application of geographical knowledge, skills and techniques to evaluate climate change;

3. To make practical use of different approaches to investigate the terrestrial record of climate change in the UK;

4.  To promote field and laboratory application of sedimentological, biogeographical, geomorphological and/or stratigraphical techniques used in environmental reconstruction

• Key definitions and applications of the term ‘sustainability’, including consideration of their limitations and omissions. 
• Leading contemporary theoretical ideas that shape understandings and practices of sustainability.
• Processes for measuring and monitoring ‘progress’ towards sustainability, and limitations to/critiques of ‘progress’. 
• Consideration of case study themes through which practical challenges of enacting ‘sustainable futures’ can be tackled.  In a typical year these might include themes such as transport, waste, food or energy.
• Practical application of theoretical learning through simulation activities and group project work.

This module aims to build Level 6 students’ understanding of the conceptual, theoretical and practical dimensions of planning for, and enacting, ‘sustainable futures’.  Students will consider the global economic and cultural processes that have created an unsustainable world, before being introduced to several contemporary theories of sustainable that propose mechanisms for tackling these issues across a range of scales.  In doing so, environmental, social, economic, political, and cultural dimensions of (un)sustainability will be explored.  Students will also evaluate a range of metrics for analysing the impact of sustainability initiatives, and consider how projects that seek to deliver meaningful change might be designed, implemented and evaluated.

Term 1: Advanced principles in GIS including georeferencing, GIS data editing, GIS database development, Spatial analysis (single map), Internet GIS and OpenGIS; Airborne and Satellite Remote Sensing systems and procedures including  image analysis and classification; and  GPS mapping

Term 2:  Properties and analysis of Digital Elevation Models; Advanced Analytical tools in Geographical Information Systems (3D Analysis, processing LIDAR imagery; Geoprocessing, Model building, data interpolation and Geostatistical analysis); Integration of GIS and Remote Sensing; Application project.

1. To enhance the knowledge and skills developed in GE5 003/5010 in order to provide a deeper understanding of procedure and practice in remote sensing and GIS.

2. To provide practical experience of the application of Geomatics technologies in the context of a spatial analysis project. 

Term 1 focuses on the physical processes of coastal dynamics including waves and wave driven processes, tides, currents, sediment transport and the morphology of coastal environments including sediment rich, sediment poor and ecologically dominated coastlines. This will be supported by a one day field trip to study beach morphology in a real world context.

Term 2 introduces the concepts of coastal management, including UK coastal management policy, methods of monitoring and assessing the state of coastlines and hard and soft engineering methods. It will also integrate these concepts with the understanding of physical processes gained in term 1 as well as including novel and emerging techniques in this field such as fuzzy-logic scenic assessment and the development of coastal state indicators. This will be supported by fieldwork to examine and critically evaluate management strategies employed on parts of the UK coastline.

1.  To deepen understanding of coastal processes and coastal dynamics in order to understand the breadth of coastal environments, the way that they are evolving over time and the range of spatial and temporal scales over which these processes occur.
2. To provide the basic knowledge necessary in order to develop a coastal management strategy, including monitoring change, identifying coastal state indicators and determining an appropriate management response.
3. To provide a range of data analysis, field and lab skills which can be used to interpret and understand coastal data as well as having wider applicability in geography and beyond.