GEOG2631: PEOPLE AND ENVIRONMENT - PATTERN AND PROCESS

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• To show how answering many geographical questions is a matter of recognising patterns and the importance of the scale of observation of enquiry
• To introduce cross- and interdisciplinary approaches to geographical questions
• To provide an introduction to techniques that can be used to generate, explore and evaluate geographical patterns
• To introduce and encourage the use of modelling as an alternative and complementary technique to field and laboratory skills
• To develop the independent research skills of students by means of inquiry-based learning

• Concepts: what is a pattern and how do we know?
• Can we explain patterns by generating them?
• A mountain is not a triangle: scale in geographical observation
• Big whorls and little whorls: scale in environmental process
• Evolution and history: the importance of time in environmental systems
• Agents and agency: interactions between people and environment
• Simulating civilization and cities: evolution of human-environment interactions
• Getting involved: participatory approaches to model building
• Putting it all together: evaluation, communication and visualization
• Order: randomness and apparent randomness
• Place and the limits of pattern?

Subject-specific Knowledge:

• On successful completion of the module, students are expected to have the following:
• An understanding of how the concepts of pattern and scale permeate all modes of geographical enquiry
• An understanding of how the frameworks provided by these concepts enable us to evaluate human-environmental interrelationships
• Different ways of understanding how such interrelationships change in space and in time

Subject-specific Skills:

• On successful completion of the module, students are expected to have the following:
• Designing, carrying out and reporting on an integrated project relating to the themes of the module
• Statistical and modelling methods used in the evaluation and production of patterns at different scales
• How quantitative and qualitative data are used to answer geographical research questions

Key Skills:

• On successful completion of the module, students are expected to have the following:
• Computational skills promoting logical approaches to problems
• Critical thought for dealing with complex problems
• Spatial awareness and observation
• How to deal with complex information
• Group-working skills
• Presentational skills

• Teaching will be in two forms:
• Lectures will be used to discuss key concepts, critical debates and methods
• Computer practicals will be used to reinforce these ideas in a practical context, while developing skills in methods used to generate and analyze geographical patterns. No previous experience in these methods is assumed
• Student learning:
• Students will be required to complete a reflexive diary of their learning as they go along in a wiki-format, demonstrating that they can integrate materials from the lectures and practical work
• A group-based project will be carried out to demonstrate an ability to employ the techniques and approaches discussed. A seminar will be used to give feedback on initial project ideas, and two workshops will be held to give feedback and troubleshoot details of the projects
• Assessment will be formative and summative on all aspects. Mid-way through the module, students will be required to submit copies of their learning diaries for feedback. Any commonly occurring problems will be addressed in subsequent lectures and/or practicals. The seminar and workshops will provide formative feedback on the project. Summative assessment will be (i) on the remaining part of the reflexive learning diary, in order to evaluate critical thinking skills; (ii) an individual technical report and applet based on the group project work, also to be embedded in the learning wiki, in order to evaluate technical and critical skills; and (iii) a group poster outlining the main results of the project, in order to evaluate communications and group-working skills

Assessment will be formative and summative on all aspects. Mid-way through the module, students will be required to submit copies of their learning diaries for feedback. Any commonly occurring problems will be addressed in subsequent lectures and/or practicals. The seminar and workshops will provide formative feedback on the project. Summative assessment will be (i) on the remaining part of the reflexive learning diary, in order to evaluate critical thinking skills; (ii) an individual technical report and applet based on the group project work, also to be embedded in the learning wiki, in order to evaluate technical and critical skills; and (iii) a group poster outlining the main results of the project, in order to evaluate communications and group-working skills.

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