Environmental Modelling and Monitoring

Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

MSc Master of Science

Teaching Institution

University of Huddersfield

School

School of Applied Sciences

Department

Department of Biological and Geographical Sciences

Subject Benchmark Statement

Characteristic Statement - Master's Degree

Date of Programme Specification Approval

2023-09-21

Version Number

2023.01

Educational Aims of the Course

A greater depth of knowledge relating to environmental monitoring and modelling approaches and handling of environmental data.The ability to critically evaluate current environmental literature and experimental methodologies and, where appropriate, use this to investigate an environmental research problem.Training enabling graduates to broaden and develop their ability to deal with complex … For more content click the Read More button below.

A greater depth of knowledge relating to environmental monitoring and modelling approaches and handling of environmental data.The ability to critically evaluate current environmental literature and experimental methodologies and, where appropriate, use this to investigate an environmental research problem.Training enabling graduates to broaden and develop their ability to deal with complex issues, demonstrate originality in tackling and solving problems, function as independent learners and show initiative in complex professional environments.

Course Offering(s)

Full Time

Full Time - September

Learning Outcomes

On successful completion you will be able to:

Understand the theories, paradigms, concepts, and principles in environmental monitoring.

Understand the theories, paradigms, concepts, and principles in environmental modelling.

Understand the approaches to remote sensing and analysis.

Outline and relate the principles of robust experimental design.

Select and evaluate information from a range of sources and communicate the principles both orally and in writing in a way that is organised and recognises the limits of current hypotheses.

Appraise the appropriateness of environmental monitoring methodologies for their application to environmental problems

Appraise the appropriateness of environmental modelling methodologies for their application to environmental problems.

Apply existing environmental models to help solve applied environmental problems.

Organise, execute, and communicate an independent piece of research, in which attributes such as time management, problem solving and independence are evident, in addition to interpretation and critical awareness of the quality of evidence.

10.

Relate advances in environmental science to emerging global challenges.

11.

Work well with others and enthuse group members to work towards a common goal.

12.

Demonstrate initiative, personal responsibility and accountability in both personal and group contexts.

13.

Be able to communicate and explain scientific knowledge and concepts to specialists and non-specialists.

Course Structure

Masters Level

Interim Award

Master of Science

Teaching, Learning and Assessment

Knowledge acquisition will occur predominantly via lectures, academic-led group workshops, tutorials and directed student-centred learning. The development of students as independent learners is a particularly important aspect of the knowledge and understanding learning strategy at FHEQ7 and this will be supported by the provision of resource material in the form … For more content click the Read More button below. Assessment methods are specified in each module specification and module handbook. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. In addition to classic written tests and coursework, the course utilises a diverse assessment diet that provides students with the opportunity to meet learning outcomes. The SMG00XX Research Project module enables comprehensive assessment of numerous learning outcomes via several means, including an oral presentation, poster presentation and written report. The University operates an Inclusivity Framework for Course Design process that was carefully considered and informed development of the course structure and assessment suite. All module documentation will be made available well in advance of taught sessions and will utilise Ally to improve accessibility of content in conjunction with SensusAccess inclusion technology to ensure that no students are disadvantaged. Students’ PLSP will be consulted by the Module Leader and where required, reasonable adjustments will be made to delivery in consultation with Disability Support.

Knowledge acquisition will occur predominantly via lectures, academic-led group workshops, tutorials and directed student-centred learning. The development of students as independent learners is a particularly important aspect of the knowledge and understanding learning strategy at FHEQ7 and this will be supported by the provision of resource material in the form of required and recommended additional reading during lectures. This will support the development of open learning strategies, where students are able to source the most relevant content themselves and apply their knowledge and understanding of this material to the learning outcomes. During group workshops and personal tutorials, students will be encouraged to reflect upon their learning, performance, and achievement on the course and to plan for their personal, educational and career development, being signposted to university-level support structures, where appropriate. PDP will be further facilitated via meetings with a personal academic tutor (PAT) at four points throughout the course where reflection of subject specific and transferable skill acquisition will take place and personal career planning considered.

Assessment methods are specified in each module specification and module handbook. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. In addition to classic written tests and coursework, the course utilises a diverse assessment diet that provides students with the opportunity to meet learning outcomes. The SMG00XX Research Project module enables comprehensive assessment of numerous learning outcomes via several means, including an oral presentation, poster presentation and written report.

The University operates an Inclusivity Framework for Course Design process that was carefully considered and informed development of the course structure and assessment suite. All module documentation will be made available well in advance of taught sessions and will utilise Ally to improve accessibility of content in conjunction with SensusAccess inclusion technology to ensure that no students are disadvantaged. Students’ PLSP will be consulted by the Module Leader and where required, reasonable adjustments will be made to delivery in consultation with Disability Support.

Study Plans

Support for Students and their Learning

At course level support is provided by:

All students undertake an induction programme at the beginning of the academic year during which groups will be formed and briefed on developing ‘Action Learning Sets.’
Learners will be supported through academic mentoring.
Module Tutors are available to help with module-specific academic problems.
Supporting documentation is provided online in the form of Course Handbooks, Module Handbooks, and Programme and Module specifications.
Brightspace virtual learning environment (VLE).
Specialised computing laboratories and science laboratories
Student email and access to teaching staff including the Head of Department and the Course Leader.

Students with academic concerns regarding course matters and/or personal matters should contact the Course Leader, who will either counsel them directly in the first instance or direct them to the appropriate support service.

International students

In recognition of the needs of overseas students, the following additional structures are provided:

All overseas students will undertake a 1-day induction programme prior to commencing the Induction activities for all students on the Course. Research and feedback have identified the need to cover certain topics in more depth to immerse international learners fully into the Higher Education learning environment in the UK.
During the International Induction, further assessment of English ability will take place to identify individual learners who may require specific English Language Support during their first term. Such learners are provided with ELS classes alongside modules.

Criteria for Admission

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities. We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University. We encourage local, national and international applications. Further information for International Students can be found on their website.

If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of Pre-Sessional English Programmes.

The University provides opportunities for the accreditation of prior learning (APL) as stated in

Section 3 of the Regulations for Awards.

The University’s general minimum entry requirements are specified in Section 1.5 of the Regulations for Awards.

Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process. General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:

Telephone: 01484 472675

Email: disability@hud.ac.uk

Further information is available on the disability services website.

Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our course finder website page.

However, the specific entry requirements and admission criteria for the courses are detailed below:

Honours degree in a relevant discipline such as Environmental Science, Geography, Biological Science or Earth Science with a minimum of a 2:2 or a similar qualification.

Methods for evaluating and improving the quality and standards of teaching and learning

School: Mechanisms for review and evaluation of teaching, learning, assessment, curriculum and outcome standards:

Course and module reviews (student evaluations and staff report)

Annual course evaluation report prepared by the Course Leader and considered by Course Committee and School Annual Evaluation Committee
Peer observation of teaching
External Examiners' reports
PSRB requirements

Committees with responsibility for monitoring and evaluating quality and standards

Student Panel
Course Committee
School of Applied Sciences Teaching and Learning Committee
School of Applied Sciences Annual Evaluation Committee
Course Assessment Board

Mechanisms for gaining student feedback on the quality of teaching and their learning experience

Student representation on Course Committees and School of Applied Sciences Teaching and Learning Committee

Student evaluation of modules

Staff development priorities include:

Staff Personal Development Review
Updating professional developments
Regular course meetings and annual review and planning for subsequent academic year.

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Indicators of Quality and Standards

Indicators include annual course review, external examiner reports, the qualifications and experience of staff contributing to the programme and the reports of external validation panels.

Course and Module Catalogue