• Offered for Year: 2024/25

• Module Leader(s): Dr Maarten van Hardenbroek van Ammerstol

• Owning School: Geography, Politics & Sociology
• Teaching Location: Newcastle City Campus

Semesters

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

Aims

The Research Dissertation in Environmental Geoscience is a substantial body of independent
research that allows students to pursue their interests across the environmental geosciences. It
offers the opportunity to lead and develop an original research project, which is at the forefront of
environmental geosciences research and of publishable quality. It allows you to explore your area
of research interest in detail and to develop key skills for the workplace and/or further study. You
will develop your project with support from expert academics from across the environmental
geosciences at Newcastle University.

The aims of the module are:
1.       To support students in producing original research in any aspect of Environmental Geoscience.
2.       To produce a research dissertation which is of publishable quality.
3.       To design and implement a research project, from start to finish.
4.       To apply advanced methods to research questions within Environmental Geoscience.
5.       To develop advanced scientific writing skills.

Outline Of Syllabus

Upon completion of this module, the target outcome is the production of a research dissertation of publishable quality. Semester 1 will be used to develop project ideas with input from relevant staff. During Semester 2 and 3, students will be allocated a supervisor and will focus on data analysis and dissertation writing. Students will have a minimum of 6 structured interactions per year with their supervisor. Dependent on the project topic, students may have more than one supervisor and may split their meetings between these supervisors as they see fit. The proposed structure is as follows:

Semester 1
•       When applying to the MRes Environmental Geoscience degree students submit a research statement that outlines their interests and potential ideas for dissertation research. Students will use this as a basis for developing ideas for their research dissertation with input from relevant members of staff. Students may change topic from their original proposal as they read and develop their ideas. Taught modules will feed into this process.
•       Students will submit a project proposal in December. This will contribute 5% of the final module mark and has a word limit of 2000 words. Feedback will be provided so that students can develop their projects.
•       Students will attend a set of 1-hour seminars. These will include content on: module structure & expectations; an introduction to proposal writing; creating search plans and using databases and; how to apply for a PhD.
•       Students will also attend a 1 hour drop-in session for the proposal.

Semester 2 & 3
•       Students will focus predominantly on the research dissertation and will be allocated their supervisor(s), based on their project proposal.
•       Students will work on their project, with guidance from supervisors during regular meetings. The onus will be on the student to organise these meetings regularly and/or when any major decisions are made about the project.
•       Students will attend a series of one-hour seminars which will support them in writing their dissertation. Each session will focus on 1-2 main sections of the dissertation and make use of past examples. These will be supported, by a one hour drop in session, which provides the opportunity for students to ask questions specific to writing the thesis.
•       Students are welcome to conduct fieldwork as part of the project, but this must be done early enough in the programme for it to be included in the research dissertation.
•       As a minimum, supervisors are expected to read one full draft of the thesis.
•       The full draft must be submitted to supervisors by mid-July, for comments to be provided.
•       Students will submit their research dissertation in mid-August, for examination.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

The programme is strongly research focused, so the students are expected to spend a substantial amount of time in independent study. We will provide 6 structured interactions with project mentor(s), through the year. This will provide students with the support they need to develop their projects, in line with the learning outcomes above. The three seminars in Semester 1 will provide an overview of the course, of proposal writing and PhD applications. The students will then have a progress checkpoint in mid-November, via an individual meeting with the DPD. There will be a proposal drop-in session 1-2 weeks before the hand-in, for students to ask questions relating to the proposal. Proposal development will be supported by students using staff office hours to discuss and develop their projects.

In Semester 2, there will be sessions on how to write the main sections of the dissertation. These will draw on past examples, to allow the students to actively learn, and enable them to deliver their research dissertations. The taught sessions will be supported by a 1-hour drop-in session which allows students to ask questions and discuss dissertation development. These sessions also provide a check point for progress with dissertation writing.

Assessment Methods

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

Other Assessment

Assessment Rationale And Relationship

The rationale for the assessment is that the degree is strongly research focused, meaning that a research dissertation is the most appropriate method of assessment. It will provide the students with the skills and knowledge identified in the learning outcomes (e.g. ability to design and develop an original research project). This method of assessment is the standard for research masters within environmental science. We also include a 5% project proposal, so that students can get feedback on their research dissertation ideas, before investing too much time. This provides an important checkpoint for both students and mentors. This assessment will also allow us to identify students who may be struggling or pursuing an idea that will not work, which will reduce issues in Semesters 2 and 3. Furthermore, this approach mirrors the assessment for a PhD, whereby students must complete progression report after 1 year, in order to continue, and therefore prepares the students well for further research degrees.

Reading Lists

• GEO8020's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• GEO8020's Timetable