Latest Module Specifications
Current Academic Year 2025 - 2026
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Description To understand environmental change such as habitat loss, water quality decline or climate change for example we need to experience what this actually looks like. This can help connect abstract concepts to real-world problems. Practical fieldwork is therefore one of the most useful tools at our disposal. This module aims to give students the basic skills required to carry out field work related to the environment, in addition to applying the core skills learned in other modules during the first year. Issues of environmental management and climate change will form a central component of the themes examined during this week-long residential field trip to various locations throughout Ireland. Students will undertake work on a number of projects, prior to, during and after the field trip, when they will engage in collection and analysis of data, preparation and delivery of presentations, and completion of reports on their work. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Apply appropriate theories, concepts, methods and techniques from geography, environmental science and sustainability studies to field-based investigations in international socio-environmental contexts. 2. Collect, analyse, interpret and synthesise a range of field data using both qualitative and quantitative approaches and digital tools 3. Apply sustainability and geographical concepts to real-world challenges observed (e.g. climate adaptation, land-use planning, water management, coastal protection, circular systems). 4. Collaborate effectively in multicultural, multidisciplnary teams from partner universities to investigate sustainability challenges and develop informed solutions 5. Evaluate sustainability perspectives and practices from different national contexts, reflecting on how cultural, environmental and policy factors shape them. 6. Reflect critically on their learning from the fieldtrip by analysing how the experience has influenced their understanding of sustainability challenges, their disciplinary assumptions, and their perspective on cross-national approaches. 7. Demonstrate knowledge of personal and/or team leadership approaches, techniques and strategies. 8. Set goals and take actions, including making defensible decisions, to help achieve these goals. 9. Demonstrate ongoing awareness of one's strengths, as well as areas that require development. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Sustainability in practice Examination of real-world sustainability challenges in a European context, including climate adaptation, coastal protection, water management, food systems, circular economy approaches, and environmental resilience. Field-based investigation methods Introduction to and application of qualitative and quantitative field techniques, including environmental observation, site analysis, data collection, and interpretation in socio-environmental contexts. Coastal and climate adaptation infrastructure Case studies of large-scale adaptation strategies (e.g. storm surge barriers, coastal defence systems), including their environmental, social and economic implications. Nature-based and innovative sustainability solutions Exploration of alternative approaches such as food forests, ecosystem-based adaptation, and circular systems thinking. Systems thinking and interdisciplinary analysis Understanding sustainability challenges as interconnected socio-ecological systems involving multiple stakeholders and trade-offs. International and cross-national perspectives Comparison of sustainability policies, cultural influences, governance structures, and environmental priorities across national and international contexts. Challenge-based learning (Hackathon) Identification of a sustainability issue observed during the fieldtrip, development of a practical and evidence-informed solution, and group presentation. Reflective learning Critical reflection on personal learning, disciplinary assumptions, intercultural experience, and leadership development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books: None Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||