Entry requirements

Bachelor's degree and in addition at least 30 credits of courses in Sustainable development at advanced level, alternatively 120 credits including 90 credits in either Earth sciences or Biology.

Learning outcomes

On completion of the course, the student should be able to:

• understand Earth heritage resources from the interdisciplinary perspectives of geological/environmental science, historical biology, and social welfare
• study the educational and social impacts of natural and cultural history
• show practical experience of interdisciplinary scientific methods in both the laboratory and the field
• synthesise information and evaluate concepts derived from the academic literature
• analyse and present research data both orally and in writing
• understand policy formulation and further independent research in sustainable development and/or related fields of natural and social science

Content

Fundamental concepts of Earth heritage resources in relation to their environmental, biological, and social components. Historical development of earth and life sciences research, and their impacts on society. Earth heritage as a functioning entity, its worth, and significance. Case-study models of Earth heritage sustainability and management. Observation of interdisciplinary Earth heritage issues and practices in the field. Approaches to independent research, policy formulation, and public outreach. Techniques for effective communication of research data and hypotheses.

Instruction

Lectures, seminars, practicals, project work and field course. Participation in seminars, practicals, project work, and the field course component is compulsory

Assessment

Cumulative criterion-based 10 credits derived from successful completion of a mandatory independent research project comprising a written assignment, oral presentation, and 'conference-style' poster. The additional compulsory field-based component of the course is equivalent to 5 credits based on a short written report which must be approved.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.