programme title: bsc - cornwall college€¦ · web viewthis course is designed as a standalone,...

Plymouth University

Academic Partnerships

CORNWALL COLLEGE (Newquay)

Programme Quality HandbookBSc (Hons) Environmental Resource

Management (Top up)Academic Year 2018-2019

1 | P a g eBSc(Hons) Environmental Resource Management (Top up) Handbook (2017-18)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: BSc (Hons) Environmental Resource Management (Top up)

Internal Programme Code: FT 1796

Partner Delivering Institution: Cornwall College (Newquay)

State Date: 2017-18

First Award Date: 2018

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.........................................................................................................................5

PS2. Brief Description of the Programme..............................................................................................5

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................6

PS4. Exceptions to Plymouth University Regulations.............................................................................6

PS5. Programme Aims...........................................................................................................................6

PS6. Programme Intended Learning Outcomes (ILO)............................................................................6

PS7. Distinctive Features.......................................................................................................................7

PS8. Student Numbers...........................................................................................................................7

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS9. Progression Route(s)......................................................................................................................7

PS10. Admissions Criteria......................................................................................................................8

PS11. Academic Standards and Quality Enhancement..........................................................................8

PS12. Programme Structure................................................................................................................10

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......11

PS14. Work Based/ Related Learning..................................................................................................15

Appendix.............................................................................................................................................16


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall CollegeAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full time (1 year)Final Award: BSc(Hons)Intermediate Award: N/AProgramme Title: Environmental Resource Management (Top up)UCAS Code: F9N2JACS Code: D447Benchmarks: Framework for Higher Education Qualifications

(FHEQ), Degree Qualification Benchmark (FDQB), ES3

Date of Programme Approval: September 1999

PS2. Brief Description of the Programme

This course is designed as a standalone, third year, top-up to full BSc Honours and is for anyone over 18 who has a keen interest in environmental science, conservation or habitat management and who wishes to develop a strong base of scientific and transferable knowledge and skills in a degree studies context. It is designed for those who have completed a foundation degree or higher national diploma in a relevant subject. Many are available at Cornwall College.

You will have the opportunity to carry out an individual research project in an area of environmental management, ecology, energy management, renewable energy, environmental protection or economic sustainability. You will also benefit from the opportunity to gain fieldwork experience in Cornwall's unique environment, develop knowledge of environmental legislation and environmental management. You will find Cornwall College Camborne is located in an area of significant urban regeneration and is also in an area that provides many examples of important environmental management issues.

You will be able to take advantage of the College's well established links with individuals and organisations involved in environmental management and with creating a sustainable future.


PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

A1: knowledge and understanding - Be informative, challenging and to provide the students with a broad scientific knowledge and skills base suitable for a future career in environmental management.

A2: cognitive and intellectual- Engender in students a lifelong interest in and enthusiasm for environmental protection and economic sustainability.

A3: key transferable skills- Develop students who have a sound academic knowledge and understanding of the applicability of this knowledge to the workplace.

A4: employability and CPD/lifelong learning - Produce students who are autonomous learners equipped to cope with a working environment.

A5: practical skills-Develop in students the ability to critically think about, assess and evaluate environmental issues and their legal frameworks

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

ILO1: knowledge and understanding – Apply knowledge and understanding of environmental issues and legislation to the business world.

ILO2: cognitive and intellectual skills – Assimilate, interpret and employ information from a wide range of sources and who have the ability to communicate clearly, concisely and persuasively.


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

ILO3: transferable skills – be able to communicate, time manage , project manage, work in teams, critically evaluate scientific literature and apply methods used in environmental assessment and management.

ILO4: employment – i.e. reflect, evaluate own experiences, plan, position, identify own development showing initiative and self-sufficiency when working autonomously

ILO5: practical – employ, apply specific practical skills critical and analytical skills.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

The opportunity to carry out an individual research project in an area of environmental management, ecology, energy management, renewable energy, environmental protection and/or economic sustainability.

The opportunity to gain fieldwork experience in Cornwall’s unique environment.

Cornwall College (Camborne) is located in an area of significant urban regeneration and is also in an area that provides many examples of important environmental management issues.

The opportunity to develop knowledge of environmental legislation and environmental management.

The college has well established links with individuals and organisations involved in environmental management and with creating a sustainable energy future.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 4

Target student numbers per stage = 20

Maximum student numbers per stage = 40

PS9. Progression Route(s)

There are currently no formal progression routes associated with this programme.


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

APEL / APCL4 possibilities: Please refer to University of Plymouth Academic Regulations (www.plymouth.ac.uk)

Interview / Portfolio requirements: All students will normally be required to attend an interview.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

No

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

All modules are covered by a single EE.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


http://www.plymouth.ac.uk/

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure

The following structure diagram(s) provides the current structure for this programme:

STRUCTURE DIAGRAM: BSc Environmental Resource management level 6 (1796)

F/T Route YearWhen in Year? (i.e. Autumn,

Spring etc)

Core or Option Module Credits Module

Year 1 All Core 20 EIA35 - Geographical Information Systems and Environmental Impact AssessmentYear 1 All Core 40 CORN310 – Honours Project

Students will select three of the following optional modules:Year 1 All Option 20 CORC330 - Wildlife CrimeYear 1 All Option 20 CORC331 - Environmental InvestigationYear 1 All Option 20 CORC332 - Environmental Sustainability and EconomicsYear 1 All Option 20 CORC333 - Environmental Strategy and MarketingYear 1 All Option 20 CORC314 – Climate Change and Land Use


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 6

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

ES3, Section 3.2, Appendix 2c.

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

a systematic understanding of applied environmental science and appropriate legislation, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed

Primary: Lectures and tutorials Directed independent study Individual research projectsSecondary/Supplementary: Case studies Problem-solving exercises

1, 2, 3

3, 4, 5

Apply knowledge and understanding of environmental issues and legislation to

Key knowledge and understanding is assessed via a combination of, examinations, in-class tests, essays/reports, an extended research project.

EIA35, CORC331, CORC330,CORC332, CORC333

CORN310, ERM303


by, the forefront of defined aspects of a discipline;

an ability to deploy accurately established techniques of analysis and enquiry within a discipline;

an appreciation of uncertainty, ambiguity and the limits of knowledge;

the ability to apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;

4

3, 4, 5

the business world.

CORN310

ERM303, CORC331

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of vocationally based assessment.Cognitive and Intellectual Skills:

ES3 section 3.3.4

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Problem solving and research skills;The ability to synthesise and summarise information critically;Recognising the legal and economic issues relating to environmental management;Recognising and using subject specific theories, concepts and principles relating to environmental issues.

Primary: Class exercises and discussionsFeedback via coursework assessment process (essays etcSecondary/Supplementary: Visiting speakers Fieldtrips

3,4,542, 3, 4

4

Assimilate, interpret and employ information from a wide range of sources and who have the ability to communicate clearly, concisely and persuasively.

Assessed presentationsEssays/projects/dissertationsExaminations/testsCoursework

CORN310CORN310, ERM303EIA35, CORC332, CORC333

CORN310, EIA35, CORC331, CORC2

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:


Learners will have demonstrated an ability to apply cognitive and intellectual skills developed within the course to industry related scenarios and will be required to complete a range of vocationally based assessment.

Key Transferable Skills:

The ES3 skill setBy the end of this level of this programme the students will be able to demonstrate for a threshold pass:The ability to manage their own learning, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline).

Communicating appropriately in a written, verbal and graphical forms.

Numeracy/quantitative skills

Primary: Library and other research exercisesGroup work and class discussionsProject workLaboratory and field investigations

Secondary/Supplementary:Class and seminar interactions and feedback

1, 3, 5

33, 4

Develop students who have a sound academic knowledge and understanding of the applicability of this knowledge to the workplace.

Coursework of all typesExamination preparation and completion

CORN310, ERM303

All modulesCORN310

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of vocationally based assessment.Employment Related Skills:ES3

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:qualities and transferable skills necessary foremployment requiring:- the exercise of initiative and personal responsibility;- decision making in complex and unpredictable contexts and- the learning ability needed to undertake appropriate further training of a professional or

Primary: NoneSecondary/Supplementary:None

1, 2, 3, 4, 5 Reflect, evaluate own experiences, plan, position, identify own development showing initiative and self-sufficiency when working autonomously

Assessed presentationsEssays/projects/dissertationsExaminations/testsCoursework

All modules


equivalent nature.

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply practical skills developed within the course to industry related scenarios and will be required to complete a range of practical based skills assessments.Practical Skills:

The ES3 skill sets

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Planning, conducting and reporting on investigations including the use of secondary data.Collecting, recording and analysing data using appropriate techniques in the field and laboratory.Undertaking field and laboratory investigations in a safe and responsible manner paying due attention to risk assessment and health and safety regulations, and sensitivity to the impact of investigations on the environment and stakeholders.Referencing work in an appropriate manner.

Primary:

Laboratory and fieldwork Projects LecturesSecondary/Supplementary:None

1, 2, 3, 4, 5 Employ, apply specific practical skills critical and analytical skills.

Coursework of all typesExamination preparation and completion

ERM303CORN310CORC331

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply practical skills developed within the course to industry related scenarios and will be required to complete a range of practical based skills assessments.


PS14. Work Based/ Related Learning

FHEQ level: 6WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)Site visits, talks from employers, development of applied environmental science skills (EIA/GIS)

These activities take place as part of the formal lecture schedule.

A1, A2, A3, A4 , A5 ILO1, 3, 4 Assignment, Essay, ExamCORC330, CORC331, CORC332, CORC333, EIA35

An explanation of this map:The core aims of the programme are to prepare students for employment. Many of the modules develop specific skills relevant to the environmental sector along with generic transferrable skills relevant to all forms of employment.


Appendix

Module Records:


SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORN310 MODULE TITLE: Honours Project

CREDITS: 40 FHEQ Level: 6 JACS CODE: C300 (HECoS 100522)

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)This module allows students to explore in detail an academic subject of their choice. The module comprises a substantial research study element, which includes a literature review, experimental design, the collection, analysis and interpretation of data and report writing.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework)

100% P1 (Practical)

% or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Newquay

Professional body minimum pass mark requirement: N/A

MODULE AIMS:To provide the student with an opportunity to carry out self-directed study of current issues and concepts relevant to their degree programme. To provide knowledge and understanding of the research process. To develop competence in the design and execution of a research study and an ability to communicate their findings by means of written and oral reports.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Critically evaluate relevant literature and identify the need for further research2. Propose a suitable research question for investigation, have that proposal agreed with the

project co-ordinator and manage that project to an appropriate academic level3. Design and execute the collection of data via any combination of laboratory work, field work,

questionnaire and reference to scientific literature or unpublished data sources.4. Analyse, interpret and critically evaluate data5. Communicate their findings in an appropriate scientific manner.

DATE OF APPROVAL: 01 April 2008 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2008 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2018-2019 NATIONAL COST CENTRE: 112

MODULE LEADER: Angus Jackson OTHER MODULE STAFF: Kelly Haynes

SUMMARY of MODULE CONTENTIdentification of appropriate research questions. Selection of an appropriate methodology. Literature research and review. Experimental design. Negotiation of issues access and ethics. Data collection, analysis and interpretation. Report writing. Presentation of findings to peers.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 30Practical Classes and Workshops 20Guided Independent study 350

Total 400 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

Cate

gory

Elem

ent

Com

pone

nt

Nam

e

Com

pone

nt

Wei

ghtin

g

Com

men

ts

incl

ude

links

to

lear

ning

ob

jecti

ves

Written exam

E_ Total = 100%T_ Total = 100%

Coursework

C1

C2

C3

Literature review prior to research design (LO1)Final Written Report (LO2, 4 & 5)Poster or spoken presentation of key research findings (LO5)

20%

60%

20%Total = 100%

Practical P_ Total = 100%

Updated by: K. Haynes Date: 31/08/18 Approved by: HE Operations Date: 10/10/18

Recommended Texts and Sources: Barnard, C., Gilbert, F. & McGregor, P., 2011. Asking questions in biology. 4th ed. Harlow:

Pearson. Barrass, R., 2002. Scientists must write: a guide to better writing for scientists, engineers &

students. 2nd ed. Oxford: Routledge. Barrass, R., 2005. Students must write: a guide to better writing in coursework and

examinations. 3rd ed. London: Routledge. Booth, V., 1993. Communicating in science: writing and speaking. 2nd ed. Cambridge: Cambridge

University


Press.Denscombe, M., 2010. The good research guide: for small-scale social research projects. 4th ed. Buckingham: Open University Press.

Dytham, C., 2010. Choosing and using statistics: a biologists guide. 3rd ed. Oxford: Blackwell. Field, A., 2009. Discovering statistics using SPSS and sex and drugs and rock ‘n’ roll. 3rd ed.

London: Sage. 4th ed 2013 on order Jansen, R.C, 2011. Developing a talent for science. Cambridge: Cambridge University Press. Jones, A.H., Reed, R. & Weyers, J., 2011. Practical skills in biology. 5th ed. Harlow: Pearson

Education Limited. Matthews, J.R. & Matthews, R.W., 2007 Successful scientific writing: a step-by-step guide for the

biological and mechanical sciences. Cambridge. Cambridge University Press. Kinnear, P.R. & Gray, C.D., 2008. SPSS 16 made simple. Hove: Taylor & Francis



MODULE CODE: EIA35 MODULE TITLE: Geographical Information Systems and Environmental Impact Assessment

CREDITS: 20 FHEQ Level: 6 JACS CODE: F846 (HECoS 100369)

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)An introduction to Geographical Information Systems in the context of Environmental Impact Assessment and environmental decision making.


E1 (Examination) 50% C1 (Coursework) 50% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne


MODULE AIMS:This module develops an understanding of the nature, application and practice of Geographical Information systems, as applied to Environmental Impact Assessment, and their role in environmental decision making.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:6. Describe the EIA process and demonstrate understanding of the EIA legislation.7. Describe the methodologies used for impact identification and prediction.8. Understand the nature, types and application of GIS.9. Understand the value and limitations of GIS and the information generated.10. Use GIS to display, create, analyse, and communicate information.

DATE OF APPROVAL: 01 May 1999 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 September 1999 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: . TERM/SEMESTER: All Year




MODULE LEADER: Yvonne Oates OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTNature, types and applications of GIS, assessing a GIs package, the navigating the GIS environment and GIS features. Creating a new GIS project, map scales and projections, distance and area, data displays, customising, inputting information, digitising. Outputting, analysing and communicating information. The purpose, origins, development, principles and practice of EIA. Stages in the EIA procedures. EIA directive and UK requirements. Methods for impact identification and prediction. Local case studies, application of GIS to one major study.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 90Guided Independent Study 110


Cate

gory

Elem

ent

Com

pone

nt

Nam

e

Com

pone

nt

Wei

ghtin

g

Com

men

ts

incl

ude

links

to

lear

ning

ob

jecti

ves

Written exam

E1 Examination 100%Total = 100%

T_ %Total = 100%

Coursework C1 Assignment 100%Total = 100%

Practical P_ %Total = 100%

Updated by:HE Operations

Date:24/10/18

Approved by:HE Operations

Date:24/10/18

Recommended Texts and Sources:1. Glasson, J., Therivel, R. and Chadwick, A. (1999). Introduction to Environmental Impact

Assessment, 2nd Edition. UCL Press. ISBN 1-85728-945-5.2. Petts, J. (1999). Handbook of Environmental Impact Assessment, Volume One & volume two.

Blackwell Science. ISBN 0-632-04772-0, ISBN 0-632-04771-2.3. Treweek, J. (1999). Ecological Impact Assessment. Blackwell Scientific. ISBN 0-632-03738-5.4. Chrisman, N. (1997). Exploring Geographical Information Systems. Wiley, Chichester.5. DeMers, M.N. (1997). Fundamentals of Geographic Information Systems. Wiley, Chichester.6. Jones, C.B. (1997). Geographical Information Systems and Computer Cartography, Ad Wes,

Land High Ed.7. Heywood, I., Cornelius, S., Carver, S., (2002). An Introduction to Geographical Information


Systems (2nd Edn), Pearson Education Ltd, Harlow.8. Langley (1999). Geographical Information Systems (Version 2, Second Edition), John Wiley

Inc.9. Rodriguez-Bachiller A. (2000). Geographical Information Systems and Expert Systems for

Impact Assessment. Part 1: GIS. Journal of Environmental Assessment Policy and Management, Vol 2 No 3 pp 369 – 414



MODULE CODE: CORC330 MODULE TITLE: Wildlife Crime

CREDITS: 20 FHEQ Level: 6 JACS CODE: F490 (HECos 100384)


SHORT MODULE DESCRIPTOR: (max 425 characters)This module allows the student to develop an understanding of wildlife crime and the application of forensic techniques to investigations of such crime.


E1 (Examination) % C1 (Coursework) 60% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) 40 %



MODULE AIMS:To inform the students about the legislation protecting wildlife, the nature and extent of wildlife crime and the forensic techniques used in the investigation of wildlife crime.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Describe the nature and extent of wildlife crime.2. Identify and interpret legislation relating to wildlife crime3. Describe and appraise the roles of the different organisations involved in regulating wildlife

crime4. Understand and apply the different forensic techniques used in the investigation of wildlife

crime

DATE OF APPROVAL: 01 November 2007 FACULTY/OFFICE: Academic Partnerships


DATE(S) OF APPROVED CHANGE: 01/09/13 TERM/SEMESTER: All Year




MODULE LEADER: John Blackburn OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTDemonstrate by means of a written report knowledge and understanding of the wildlife crime and its regulation.Demonstrate by means of written examination knowledge of the different forensic techniques used in the investigation of wildlife crime.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 40 Core material deliveryTutorial 5 Additional one-to-one support

Guided Independent Study 155 Students are expected to put in additional support outside of taught sessions.


Cate

gory

Elem

ent

Com

pone

nt

Nam

e

Com

pone

nt

Wei

ghtin

g

Com

men

ts

incl

ude

links

to

lear

ning

ob

jecti

ves

Written exam

E_ %Total = 100%

T1 In Class Test 100%Total = 100%

To cover LO2

Coursework C1 Written Report 100%Total = 100%

To cover LO 1, 3 and 4



Date: 24/10/18


Date:24/10/18

Recommended Texts and Sources:Convention on International Trade in Endangered Species of Wild Fauna and Flora (as amended at Bonn 1979).DEFRA (2004). Wildlife Crime: A guide to the forensic and specialist techniques in the investigation of wildlife crime.Hunter, M. L. (1996). Fundamentals of Conservation Biology. Blackwell Science.Lowther, J., Cook, D., Roberts, M. (2002). Crime and punishment in the wildlife trade. A WWF/TRAFFIC report.



MODULE CODE: CORC331 MODULE TITLE: Environmental Investigation



SHORT MODULE DESCRIPTOR:This module allows the student to demonstrate an understanding of the methods, and organisations, involved in environmental investigations.


E1 (Examination) % C1 (Coursework) 60 % P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) 40 %



MODULE AIMS:To allow the student to develop the skills to investigate and assess environmental issues or incidents with scientific rigor.

ASSESSED LEARNING OUTCOMES:At the end of the module the learner will be expected to be able to:1. Demonstrate the ability to make assessments of environmental pollution/damage using a range

of techniques.2. Demonstrate understanding of environmental legislation.3. Show an understanding of the need for professional standards and ethical behaviour.4. Demonstrate the ability work independently and reflect on their performance.5. Demonstrate an understanding of health and safety issues in the working environment.

DATE OF APPROVAL: 01 November 2007 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 September 2008

SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: 01/09/13 TERM/SEMESTER: All Year




MODULE LEADER: Michael Hunt OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTChemical analysis, Biological assessment, Air pollution, Contaminated land, Marine pollution, Environmental law, Carbon auditing and carbon management strategies, Professional Practice.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 39Fieldwork 3External Visits 3Guided Independent Study 155


Cate

gory

Elem

ent

Com

pone

nt

Nam

e

Com

pone

nt

Wei

ghtin

g

Com

men

ts

incl

ude

links

to

lear

ning

ob

jecti

ves

Written exam

E_ %Total = 100%




Updated by: HE Operations Date: 24/10/18


Date:24/10/18

Recommended Texts and Sources:Clark, R. B. (1997). Marine Pollution (4th Ed). Oxford University Press, Oxford. ISBN 0 19 850069 6http://www.defra.gov.uk/environment/business/reporting/http://www.defra.gov.uk/environment/airquality/strategy/Mason, C. F. (1996). The biology of freshwater pollution. LongmanMurphy, B. L. and Morrison, R. D. (2007) Introduction to Environmental Forensics 2nd Edition, Academic PressNational Environment Technology Centre (Netcen) website, http://www.airquality.co.uk/archive/index.php


http://www.defra.gov.uk/environment/airquality/strategy/

http://www.defra.gov.uk/environment/business/reporting/


MODULE CODE: CORC332 MODULE TITLE: Environmental Sustainability and Economics



SHORT MODULE DESCRIPTOR: (max 425 characters) This module introduces the student to the impact and use of economic policies and theories on the environment. It shows how the use of models and ideas from the field of economics can assist in resolving environmental problems. It builds on an understanding of economic theory to consider the use of a range of environmental problems and the possible solutions which the science of economics can offer.


E1 (Examination) % C1 (Coursework) 60% P1 (Practical) %



%

T1 (Test) 40%



MODULE AIMS: To provide students with an understanding of the relevance, and possible drawbacks, to the use of economic ideas to provide a perspective in understanding environmental issues and resolving environmental problems.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate knowledge of economic principles and understand how they relate to

environmental issues.2. Have an awareness of the ethical issues which affect economic decisions in the environment

including such issues as the valuation of intangibles.3. Assess a range of data and information using a range of sources within journals and government

and other official publications.4. Evaluate the relevance of economic ideas to particular areas of policy and compare them to

other possible publications.5. Use information selectively and with minimum guidance to produce a competent study of an

issue in environmental economics.6. Show how economic principles can be applied to the resolution of environmental problems

using appropriate tools and knowledge.

DATE OF APPROVAL: 01 May 1999 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 1999 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/09/13 TERM/SEMESTER: All Year




MODULE LEADER: Warren Evans OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTIntroduction to economic principles, market economics, market failure, environmental sustainability, cost-benefit analysis, tradable permits, pollution taxes and congestion charges.



Cate

gory

Elem

ent

Com

pone

nt

Nam

e

Com

pone

nt

Wei

ghtin

g

Com

men

ts

incl

ude

links

to

lear

ning

ob

jecti

ves

Written exam

E_ %Total = 100%





Date:24/10/18


Date:24/10/18

Recommended Texts and Sources:



MODULE CODE: CORC333 MODULE TITLE: Environmental Strategy and Marketing



SHORT MODULE DESCRIPTOR: (max 425 characters)This module enables students to devise and evaluate strategic plans and policies as they apply to projects, organisations and agencies involved with environmental issues.





%

T1 (Test) 40%


Professional body minimum pass mark requirement:N/A

MODULE AIMS:Students will explore the contrasting demands of business and the environment, adopting appropriate strategic planning models and critically appraising alternatives. They will be expected to make objective judgements and build a strategic plan through the application of sound business and environmental management techniques.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Identify and evaluate alternative environmental performance criteria2. Critically evaluate the strategic policies and plans of an organisation/project against justified

environmental criteria.3. Develop an understanding of market research processes to inform the strategic planning

process.4. Devise an outline strategic plan based on this analysis and construct this in a way that confirms

to sound business practice without compromising the environmental objectives.5. Create a marketing framework for communicating policy/plans to a potentially mixed and/or

hostile audience in an effective way.

DATE OF APPROVAL: 01 May 1999 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 1999 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/09/13 TERM/SEMESTER: All Year




MODULE LEADER: Yvonne Oates OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTObjective setting and stakeholder analysis. Environmental scanning, SWOT analysis and assessing strategic capability. Environmental project value chain analysis. Strategic options and decision criteria in an environmentally sensitive climate – with particular reference to potential conflict between economics wealth generation and notions of sustainability. Market research and market planning. Environmental planning and strategy in a global context.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 40 Core material deliveryTutorial 5 Additional one-to-one support

Guided Independent Study 155 Students are expected to put in additional time outside of taught sessions.

Total (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

Cate

gory

Elem

ent

Com

pone

nt

Nam

e

Com

pone

nt

Wei

ghtin

g

Com

men

ts

incl

ude

links

to

lear

ning

ob

jecti

ves

Written exam

E Total = 100%


To cover LO 1 and 2.

Coursework C1 Coursework 100%Total = 100%

To cover LO 3, 4 and 5

Practical P Total = 100%


Date:24/10/18


Date:24/10/18

Recommended Texts and Sources:Schaltegger, S, Burritt. R. and Petersen, H. (2003) An Introduction to Corporate Environmental ManagementCharter, M and Polonsky, J (1999) Greener Marketing, Greenleaf Publishing: SheffieldPiasecki, B, Fletcher, K and Mendelson, F (1999) Environmental Management and Business Strategy, John Wiley: New York.Welford, R and Gouldson, A (1993) Environmental Management and Business Strategy, Financial Times/Pitman Publishing: London.Crosbie, L and Knight, K (1995) Strategy for Sustainable Business, McGraw Hill: London.Ottman, J (1998) Green Marketing: Opportunity for Innovation, NTC: Chicago.


Boatright, J., (2000) Ethics And The Conduct Of Business (3rd Edition), Prentice Hall: LondonClegg, S., Kornberger, M. and Pitsis, T. (2005) Managing and Organizations, Sage: London.Johnson, G. and Scholes, K. (2002). Exploring Corporate Strategy, FT/Prentice Hall: Harlow.Business Strategy and the Environment (bi-monthly journal), John Wiley: Chichesterhttp://www.environmental-expert.com/magazine/wiley/0964-4733/



MODULE CODE: CORC314 MODULE TITLE: Climate Change and Land-Use

CREDITS: 20 FHEQ Level: 6 JACS CODE: F764 (HECos 101070)


SHORT MODULE DESCRIPTOR: (max 425 characters)This module will provide critical insight into the impact that the climate change agenda has had on the way we value and potentially manage our land resource.





%

T1 (Test) %



MODULE AIMS:This module aims to explore the way in which demands for energy and potential demand for carbon sequestration are changing the way we value and manage our land resources. From a perspective of ecosystem services, we ask ‘how we can design policies to optimise our use of land for energy, food, and biodiversity conservation?’

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:11. Critically analyse the potential multifunctional nature of land-use and the drivers of land-use

policy12. Apply an ‘ecosystem services’ approach to evaluating land-use in a policy context13. Quantify the potential for land to provide energy production and carbon sequestration services14. Evaluate policy options designed to manage land use conflicts

DATE OF APPROVAL: 01 December 2011 FACULTY/OFFICE: Academic Partnerships


DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTCurrent conflicts between food, energy, and biodiversityCurrent policy relating to land-useBioenergy sustainability standardsManaging indirect land use changeQuantifying the climate services of land



Cate

gory

Elem

ent

Com

pone

nt

Nam

e

Com

pone

nt

Wei

ghtin

g

Com

men

ts

incl

ude

links

to

lear

ning

ob

jecti

ves

Written exam

E_ %Total = 100%

T_ %Total = 100%

Coursework C1 Assignment 100%Total = 100%



Date:24/10/18


Date: 24/10/18

Recommended Texts and Sources:1. Kareiva, P. and Tallis, H. et al. (eds) (2011). Natural Capital: Theory and Practice of Mapping

Ecosystem Services. Oxford University Press, Oxford.2. Winter, D. M. and Lobley, M. (eds) (2009). What is Land For? The Food, Fuel and Climate

Change Debate. Earthscan, Stirling, VA, USA
