Module Catalogue 2025/26

GEO2233 : Humans vs Nature in the Netherlands (Netherlands Field course)

GEO2233 : Humans vs Nature in the Netherlands (Netherlands Field course)

  • Offered for Year: 2025/26
  • Module Leader(s): Dr Christopher Hackney
  • Lecturer: Miss Becky Sanderson, Dr Seb Pitman
  • Owning School: Geography, Politics & Sociology
  • Teaching Location: Newcastle City Campus
  • Capacity limit: 35 student places
Semesters

Your programme is made up of credits, the total differs on programme to programme.

Semester 2 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System
Pre-requisite

Modules you must have done previously to study this module

Code Title
GEO2137Key Methods for Physical Geographers
Pre Requisite Comment

If you are a stage 3 student, you must take the pre-requisite stage 2 module.

Co-Requisite

Modules you need to take at the same time

Code Title
GEO2137Key Methods for Physical Geographers
Co Requisite Comment

If you are a stage 2 student, you must take the co-requisite stage 2 module.

Aims

The Netherlands are one of the most densely populated parts of the world and the physical landscape has been heavily adapted by humans. This makes it an ideal location to study how coastal processes and river dynamics in the delta of the rivers Meuse and Rhine have been changed to make them suitable for safe habitation by humans. The module will provide insight into how people have initially been fighting against nature and more recently have been working with nature to ensure the long-term safety of places to live and produce crops. The module will look at issues of flooding, land subsidence, water quality, and biodiversity loss and how these must be balanced. Students will be stimulated to think critically about how it is possible to balance the demands of different stakeholders in this highly complex landscape that requires detailed and long-term planning.

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. Geo2233 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.

GEO2233 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.

Outline Of Syllabus

The syllabus involves 3 introductory lectures, 2 introductory seminars, followed by a residential field trip. The proposed structure is as follows:

Introductory lectures/seminars:

Lecture 1: Introduction to Human-landscape interactions in the Rhine/Meuse delta and the Dutch coast. Outline of field course structure, locations and logistics.
Lecture 2: Natural coastal geomorphological processes (in The Netherlands)
Lecture 3: Evidence of Long-term human presence in the landscape, and overview of (modern) interventions for safe habitation.

Seminar 1: Introduction to student-led projects, students design their projects in small groups.
Seminar 2: Students design their projects in small groups.

Field course:
Includes overnight ferry Newcastle-IJmuiden and travel to Texel.
There will be several days with staff-led activities at various sites focusing on human interactions with natural coastal processes and flood defence. Staff will introduce and develop key concepts and illustrate different elements of the landscape and 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 the last day and your individual final report.

Post-field sessions:

Seminar 3: Students work in groups to discuss key findings made by their groups
Computer practical 1: Students work individually on data analysis
Drop-in session: a Q&A session will be available to ask advice on the field report.

Learning Outcomes

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.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture32:006:00N/A
Scheduled Learning And Teaching ActivitiesPractical12:002:00Computer practical
Scheduled Learning And Teaching ActivitiesSmall group teaching32:006:00Seminar
Scheduled Learning And Teaching ActivitiesFieldwork55:0025:00Staff-led field activities
Scheduled Learning And Teaching ActivitiesDrop-in/surgery11:001:00Q&A session about report
Guided Independent StudyIndependent study1160:00160:00Preparing, doing, presenting field research. Preparing final report
Total200:00
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 (20%) 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.       Post trip: seminar and computer practical aimed at analysis, interpretation, and integration of data, with two additional scheduled drop-in sessions for questions about final written assessment.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Exams
Description Length Semester When Set Percentage Comment
Oral Presentation202M20Group presentation of field project
Other Assessment
Description Semester When Set Percentage Comment
Practical/lab report2M80Individual field practical write-up (2,500 words)
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 last evening 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 landscape where humans have strongly impacted natural coastal and riverine processes, and the tensions between different components and stakeholders in this 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.

4.       A seminar, a computer practical, and drop-in sessions are also scheduled after return from the fieldtrip to provide guidance and training in analysing, interpreting, and integrating results from the fieldtrip in the individual reports.

Timetable

Past Exam Papers

General Notes

N/A

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The information contained within the Module Catalogue relates to the 2025 academic year.

In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.

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