Module Catalogue 2025/26

Pre Requisite Comment

N/A

Co Requisite Comment

Stage 2 students must take the co-requisite Stage 2 module, Geo2137 - Key Methods for Physical Geographers.

Aims

Located in the northwest corner of Ireland, Donegal is the country's northernmost county. This geographic isolation from the rest of the Republic has led to Donegal people maintaining a distinct cultural identity. In terms of size and area, it is the largest county in the Province of Ulster and the fourth-largest county in Ireland. Donegal is also the most mountainous county in Ulster, with three main mountain ranges -the Derryveagh Mountains and Glendowan Mountains in the north and the Blue Stack Mountains in the south, with Mt Errigal at 751 m (2,464 ft) the highest peak. Donegal has a deeply indented coastline forming natural sea loughs, of which Lough Swilly and Lough Foyle are the most notable. Donegal boasts the longest mainland coastline of any county in Ireland, characterised by numerous beaches with white quartz-based sands. One of your projects will investigate modern-day coastal processes and you will be assessed on this via a short group oral presentation on this topic while in Donegal.

Ireland has a fascinating geological history, and you will receive an ‘entry-level appreciation’ of the geological history of what is today northwest Ireland, and how the landscapes you will visit are shaped by what is a complex-but-fascinating global geological story over hundreds of millions of years. The present surface of County Donegal is largely a function of growth, flow, and decay of the Devensian (Midlandian in Ireland) ice sheet. During the Pleistocene, several phases of glaciation would have shaped the Irish landscape, but the pattern of landscape moulding in the uplands of Donegal and evidence of deposition of streamlined drumlins in its valleys and coastal fringes leave little doubt that the present-day topography of Donegal was shaped by the last ice sheet. As part of the fieldtrip, you will investigate the deglaciation history of Donegal since the last ice age.

In line with Newcastle University’s ‘Education for life 2030+’ strategy (https://www.ncl.ac.uk/who-we-are/education-strategy/outline/) connections between our education provision and research expertise have always been at the core of our field-based teaching. Geo2037 enhances and expands those connections by embedding them in both class-based and field-based activities, thereby ensuring the educational experience the module provides remains relevant and connected to the future of work.

Specifically, GEO2037 will:

1)       GIVE students advanced first-hand experience of geomorphological and biogeographical processes within a dynamic environment and to further extend and enhance understanding of human-landscape interactions.

2)       GIVE students the opportunity to build on the skills and knowledge gained from GEO2137 (Key Methods in Physical Geography), through targeted primary data collection and landscape-scale interpretation.

3)       FACILITATE students making the linkage between knowledge gained from the literature and classroom-based learning, with field-based research. This includes the limitations and challenges faced when translating theoretical ideas into practical fieldwork.

4)       DEVELOP advanced fieldwork focused skills, including research design, data collection techniques and data interpretation, which can be applied to other modules, particularly your Dissertation (GEO3099).

5)       ENHANCE teamwork and interpersonal skills, through working together and planning fieldwork in a complex and potentially challenging environment.5.       In line with Newcastle University’s ‘Education for life 2030+’ strategy (https://www.ncl.ac.uk/who-we-are/education-strategy/outline/) connections between our education and research have always been at the core of our field-based teaching. Geo2037 enhances and expands those connections by embedding them in both class-based and field-based activities, thereby ensuring the educational experience the module provides remains relevant and connected to the future of work.

Outline Of Syllabus

The syllabus involves 2 (two) introductory lectures in Semester 2 (plus one in Semester One to introduce the module), 2 (two) GIS practical sessions and 2 (two) student group-based project preparation sessions, followed by a residential field trip.

The planned structure is as follows:

Introductory lectures/seminars:

Lecture 1 (S1) Introduction to GEO2027 Ireland field trip module and Q&A
Lecture 1 (S2): 2 hours. Re-cap of field course structure, locations, and logistics. Introduction to coastal mini-project (20% oral assessment) and project options for 80% written report.
Practical 1 (S2): 2 hours. GIS session to construction basemap of southwest County Donegal.
Practical 2 (S2): 2 hours. GIS session to construction basemap of southwest County Donegal and group-based project preparation (students design their projects in small groups)
Lecture 2 (S2): Group-based project preparation (students design their projects in small groups) and final logistics.


Field course:

The module will consist of a 8-day field visit to the beautiful landscapes of northwest Ireland. Two days of this involve coach travel on the way to and back from Donegal. The fieldtrip is intended to be one of the most enjoyable modules of your time as a student studying Geography at Newcastle. Staff-led field days introduce, develop and illustrate the geological and environmental history of Co. Donegal and the key geomorphological concepts relevant to the field course. Students will get training on field techniques and observation skills.
This will be followed by days when students work in groups of 4-5 to collect relevant data for their student-led group projects. Data collected during student-led projects will form the basis of oral presentation by each group on Day 4 and your individual final report.

Post-field sessions:

On the trip you will carry out some work in the evenings in your groups to collate your data and, where needed, analyse soil sample for chemistry etc. Staff will introduce the next day’s activities and expectations around these.

There are no specific post fieldtrip sessions when back in Newcastle, but staff will be available for informally-arranged drop-in sessions for you to ask advice regarding your written reports. Details of staff availability will be sent via Canvas announcement.

Intended Knowledge Outcomes

1.       Introduction to mechanisms and hypotheses related to landscape and landform evolution using field observations backed up by reference to published literature.

2.       Enhanced ability to utilize and critically evaluate geomorphological and biogeographical techniques used in environmental description and interpretation.

3.       Greater capacity to synthesize, and reflect on, data and material from both field-based and literature-based sources and, through experience, enhanced ability to critique these findings in a place-specific context.

4.       Experience in the abstraction of, and the synthesis of a range of environmental, ecological, and geomorphological information from literature-based sources and practice in merging these with your own field observations to draw critical and informed conclusions.

5.       Familiarisation with self-led Risk Assessment planning and procedures (a mandatory requirement for your GEO3099 Dissertation).

Intended Skill Outcomes

1.       Enhanced ability to abstract and synthesize environmental and geomorphological material from both field-based and literature-based sources.

2.       Enhanced ability to collect, interpret and critically evaluate geomorphological and biological data within the context of study area landform processes and evolution.

3.       Experience of planning and executing biogeographical and geomorphological fieldwork as part of a team and in unfamiliar surroundings. Where appropriate, gaining experience in leadership of a small team.

4.       Experience of oral and written communication of field research activities, findings, and conclusions through group presentations and individual written reports.

5.

Teaching Rationale And Relationship

1.       Lectures and staff-led field days introduce, develop, and illustrate the environmental history of the study area and the key geomorphological concepts relevant to the field course.

2.       Fieldwork provides opportunities for student-led design and planning of geographical research as teams of 4-5 students and to collect data. Training in fieldwork techniques and assistance in project design will be available from staff.

3.       Group oral presentations provide the opportunity to summarise the results of fieldwork during the trip itself. The oral presentation will enable you to practice teamwork, organisation, and communication skills.

4.       Students are provided with a bespoke set of literature before the field trip to aid understanding of the field trip destinations, help project planning and in subsequent interpretation of findings.

5.       A formative GIS mapping exercise will allow you to generate georeferenced base maps of your field area in Donegal. This GIS is needed both for illustrating your group oral presentation and displaying data in individual written reports. GIS training is provided in two timetabled practical sessions prior to the field trip.

Assessment Rationale And Relationship

1.       There will be group presentations (20% of overall module mark) during the fieldtrip, allowing the students to present initial results and to reflect on the development and execution of small-scale research projects. This will enable them to develop their thinking in advance of the field reports and to critically evaluate their work and approach, which will be beneficial for future projects, particularly the dissertation.

2.       Group presentations aim to improve students’ capacity to present information orally and visually and to work effectively as part of a team. The presentations will be carried out on the evening of Day 4 of the fieldtrip. This ensures that the students have the appropriate amount of time in the field and time in the evenings to process and collate their field data, but also trains students to prioritise and work efficiently to a tight deadline.

3.       An individual field report is used as main assessment type (80% of overall module mark) as it assesses the key skills and knowledge outcomes we wish to achieve during the field module. Specifically, it allows students to:

3a) Demonstrate their research design for the field data collection.
3b) Show that they have selected and understood appropriate methodologies.
3c) Synthesise and interpret their field results, in relation to the published literature.
3d) Critically evaluate their field approaches and the literature.
3e) Demonstrate understanding of the main processes operating in a complex and dynamic landscape.
3f) Show their capacity to write concisely, effectively and scientifically and to use appropriate illustrative material (e.g. graphs and maps) to support their argument.

General Notes

N/A