|| Students will be given actual 'real-world' environmental management problems and be expected to develop solutions based on the actual constraints and logistics for their respective projects. The team-projects will be roll-playing exercises in which professional-level expectations will be placed on the students. However, when mistakes are made the students will have the luxury of learning from those mistakes without major consequences a real situation (e.g. loss of life, loss of job, loss of money, loss of credibility). |
|| Undertaken during independent reading and research as well as interaction with groups. |
|| Verbal: Students will have to give a short presentation in a seminar to persuade their peers of their position regarding the assigned environmental management problems. Students will also have to communicate effectively within their groups for the projects to be successful.
Written project reports will convey their findings.
|Improving own Learning and Performance
|| Independent reading from reading list. |
|| Environmental management problems in the real world are too large to be addressed by any single individual. Similarly, in this module students will be required to work as part of teams to come up with solutions to the assigned management problems. There will be consultancy teams, agency teams, research teams, and client teams. Each student will participate in two of these four team types (one for each of the two projects). Individual marks for project reports will be based 50% on the team report as a whole, and 50% based on the individual¿s contribution to that report. |
|| Students will need to be familiar with basic word processing and spreadsheet software (requires access to PC). Certain teams may optionally choose to use more specialized software packages to address their environmental management problem (detailed guidance will be provided). |
|Application of Number
|| Optional (students working in groups proposing detailed economic or environmental analyses may choose to make a stronger case with such maths) |
|Personal Development and Career planning
|| Students will gain an increased confidence in applying geography and environmental science skills and theory to real problems, based on actual places with actual data. Students will get an opportunity to approach the same environmental management problems from a variety of perspectives (e.g. public sector vs. private sector, consultancy vs. regulator). This may help illustrate some of the challenges and short-comings as well as the rewards of each perspective. Students will be forced to work with individuals they may not care for or agree with but be expected to conduct themselves professionally regardless. |
|Subject Specific Skills
|| Successful students will leave the course with first-hand experience addressing environmental management problems. The same forms, report formats and tools used by agencies, consultancies and researchers will be used by the students. The students will develop a familiarity with the regulatory and project implementation process that can make them highly competitive in today¿s job market. |