Key Information

Full-time

3 years

Typical Offer

BBC (112 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

UCAS Code

L700

Course Code

GEHGEHUB

Key Information

Full-time

3 years

Typical Offer

BBC (112 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

UCAS Code

L700

Course Code

GEHGEHUB

BA (Hons) Geography BA (Hons) Geography

This course is accredited by the Royal Geographical Society with the Institute of British Geographers, and offers the opportunity to undertake projects and fieldwork in the UK and overseas.

Key Information

Full-time

3 years

Typical Offer

BBC (112 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

UCAS Code

L700

Course Code

GEHGEHUB

Key Information

Full-time

3 years

Typical Offer

BBC (112 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

UCAS Code

L700

Course Code

GEHGEHUB

Teaching and Learning During COVID-19

The current COVID-19 pandemic has meant that at Lincoln we are making changes to our teaching and learning approach and to our campus, to ensure that students and staff can enjoy a safe and positive learning experience here at Lincoln.

From autumn 2020 our aim is to provide an on-campus learning experience. Our intention is that teaching will be delivered through a mixture of face-to-face and online sessions. There will be social activities in place for students - all in line with appropriate social distancing and fully adhering to any changes in government guidance as our students' safety is our primary concern.

We want to ensure that your Lincoln experience is as positive, exciting and enjoyable as possible as you embark on the next phase of your life. COVID-19 has encouraged us to review our practices and, as a result, to take the opportunity to find new ways to enhance the Lincoln experience. It has challenged us to find innovative new approaches to supporting students' learning and social interactions. These learning experiences, which blend digital and face-to-face, will be vital in helping to prepare our students for a 21st Century workplace.

Of course at Lincoln, personal tutoring is key to our delivery, providing every student with a dedicated tutor to support them throughout their time here at the University. Smaller class sizes mean our academic staff can engage with each student as an individual, and work with them to enhance their strengths. In this environment we hope that students have more opportunities for discussion and engagement and get to know each other better.

Course learning outcomes are vital to prepare you for your future and we aim to utilise this mix of face-to-face and online teaching to deliver these. Students benefit from and enjoy fieldtrips and placements and, whilst it is currently hard to predict the availability of these, we are working hard and with partners and will aspire to offer these wherever possible - obviously in compliance with whatever government guidance is in place at the time.

We are utilising a range of different digital tools for teaching including our dedicated online managed learning environment. All lectures for larger groups will be delivered online using interactive software and a range of different formats. We aim to make every contact count and seminars and small group sessions will maximise face-to-face interaction. Practicals, workshops, studio sessions and performance-based sessions are planned to be delivered face-to-face, in a socially distanced way with appropriate PPE.

The University of Lincoln is a top 20 TEF Gold University and we have won awards for our approach to teaching and learning, our partnerships and industry links, and the opportunities these provide for our students. Our aim is that our online and socially distanced delivery during this COVID-19 pandemic is engaging and that students can interact with their tutors and each other and contribute to our academic community.

As and when restrictions start to lift, we aim to deliver an increasing amount of face-to-face teaching and external engagements, depending on each course. Safety will continue to be our primary focus and we will respond to any changing circumstances as they arise to ensure our community is supported. More information about the specific approaches for each course will be shared when teaching starts.

Of course as you start a new academic year it will be challenging but we will be working with you every step of the way. For all our students new and established, we look forward to welcoming you to our vibrant community this Autumn. If you have any questions please visit our FAQs or contact us on 01522 886644.

Dr Adegbola Ojo - Programme Leader

Dr Adegbola Ojo - Programme Leader

Prior to joining the University of Lincoln, Adegbola held research and teaching roles at the London School of Economics and Political Science, the University of York, and Liverpool John Moores University. He combines his academic expertise with more than a decade of agile practical industry experience across a wide range of disciplinary sectors in various organisations, and is deeply committed to undertaking research that addresses significant global challenges.

School Staff List

Welcome to BA (Hons) Geography

Geography is an integrative subject that seeks to understand the relationship between human society and its environment, addressing some of the critical issues that are challenging our future.

The BA (Hons) Geography Degree at Lincoln explores social science perspectives on issues of globalisation, sustainability, geo-politics and cultural change ranging from the local to the global scale. It encourages students to develop the analytical, critical and collaborative skills needed to work across broad interdisciplinary issues.

This course is designed to develop subject understanding and geographical skills progressively in the context of real-world problems, enabling students to apply their learning to contemporary global challenges. With Lincoln’s unique focus on the ‘safety and health of the inhabited Earth’, our mission is to deliver a degree that is relevant to the global, environmental and societal challenges for the 21st century.

A belief in the importance of interdisciplinary knowledge to address major issues is at the heart of our approach. Our academics are experienced researchers investigating key and emerging issues in global development across a spectrum of human geography, in collaboration with academics in other disciplines, including physical geography.

Students can engage in research and project work that builds on the expertise of staff. This includes the ‘Student as Producer’ initiative that facilitates undergraduates and academics to collaborate on research activities.

Welcome to BA (Hons) Geography

Geography is an integrative subject that seeks to understand the relationship between human society and its environment, addressing some of the critical issues that are challenging our future.

The BA (Hons) Geography Degree at Lincoln explores social science perspectives on issues of globalisation, sustainability, geo-politics and cultural change ranging from the local to the global scale. It encourages students to develop the analytical, critical and collaborative skills needed to work across broad interdisciplinary issues.

This course is designed to develop subject understanding and geographical skills progressively in the context of real-world problems, enabling students to apply their learning to contemporary global challenges. With Lincoln’s unique focus on the ‘safety and health of the inhabited Earth’, our mission is to deliver a degree that is relevant to the global, environmental and societal challenges for the 21st century.

A belief in the importance of interdisciplinary knowledge to address major issues is at the heart of our approach. Our academics are experienced researchers investigating key and emerging issues in global development across a spectrum of human geography, in collaboration with academics in other disciplines, including physical geography.

Students can engage in research and project work that builds on the expertise of staff. This includes the ‘Student as Producer’ initiative that facilitates undergraduates and academics to collaborate on research activities.

How You Study

BA and BSc Geography students at Lincoln follow a common central thread of concept lectures, seminars, small group tutorials, practical teaching of analytical skills through field and laboratory classes, as well as group project work under close personal supervision. We aim to provide a strong staff to student ratio to support student learning throughout the programme.

In the first year, a series of core modules are designed to integrate both human and physical geography skills and concepts. This approach aims to provide a foundation for students to become “geographers” in the true, interdisciplinary sense.

The first year consists of a range of human and physical geography modules which include both fieldwork and practical sessions, and provide the necessary groundwork for further study. In the second and third years students will focus primarily on the human geography pathway but also have the opportunity to study elements of physical geography within the context of a broad interdisciplinary approach. Both years comprise a mixture of core modules covering research skills, laboratory techniques, fieldwork and modelling, as well as optional modules, designed to enable students to follow their interests.

Students will also be able to select optional modules from the BSc Geography programme as part of their course. Detailed information on all modules can be found within the module tab.

Core skills students have learned in gathering, collating and analysing data will be developed in extensive projects and fieldwork, in the UK and overseas. Students also have the opportunity to develop skills in residential fieldwork, through placements and other activities, providing the chance to apply geographical knowledge in real-world settings, and put theory into practice.

For mandatory trips in the first and second years, costs of travel and accommodation are covered by the School. Should students choose to participate in any optional, additional third year field trips they will be responsible for covering their travel, accommodation and general living costs.

What You Need to Know

We want you to have all the information you need to make an informed decision on where and what you want to study. To help you choose the course that’s right for you, we aim to bring to your attention all the important information you may need. Our What You Need to Know page offers detailed information on key areas including contact hours, assessment, optional modules, and additional costs.

Find out More

How You Study

BA and BSc Geography students at Lincoln follow a common central thread of concept lectures, seminars, small group tutorials, practical teaching of analytical skills through field and laboratory classes, as well as group project work under close personal supervision. We aim to provide a strong staff to student ratio to support student learning throughout the programme.

In the first year, a series of core modules are designed to integrate both human and physical geography skills and concepts. This approach aims to provide a foundation for students to become “geographers” in the true, interdisciplinary sense.

The first year consists of a range of human and physical geography modules which include both fieldwork and practical sessions, and provide the necessary groundwork for further study. In the second and third years students will focus primarily on the human geography pathway but also have the opportunity to study elements of physical geography within the context of a broad interdisciplinary approach. Both years comprise a mixture of core modules covering research skills, laboratory techniques, fieldwork and modelling, as well as optional modules, designed to enable students to follow their interests.

Students will also be able to select optional modules from the BSc Geography programme as part of their course. Detailed information on all modules can be found within the module tab.

Core skills students have learned in gathering, collating and analysing data will be developed in extensive projects and fieldwork, in the UK and overseas. Students also have the opportunity to develop skills in residential fieldwork, through placements and other activities, providing the chance to apply geographical knowledge in real-world settings, and put theory into practice.

For mandatory trips in the first and second years, costs of travel and accommodation are covered by the School. Should students choose to participate in any optional, additional third year field trips they will be responsible for covering their travel, accommodation and general living costs.

What You Need to Know

We want you to have all the information you need to make an informed decision on where and what you want to study. To help you choose the course that’s right for you, we aim to bring to your attention all the important information you may need. Our What You Need to Know page offers detailed information on key areas including contact hours, assessment, optional modules, and additional costs.

Find out More

An Introduction to Your Modules

Module Overview

This module aims to introduce students to the impact of globalisation and the penetration of markets across urban and rural space. The implications for changing urban and rural communities and the challenges of inequalities (economic and social) will be addressed.

Students have the opportunity to develop an understanding of the fundamentals of markets through an introduction to micro-economics and theories and indicators of inequalities at global and local scales. The impact of inequalities in different places at different spatial scales will be considered through an introduction to sociological approaches.

An understanding of social and economic principles can allow students to appraise contemporary issues relating to the health and safety of urban and rural communities across the globe. Appreciating the nature of globalisation will help them to contextualise contemporary processes and provide a firm grounding for entering employment in today’s globalised labour market.

Module Overview

The aim of this module is to teach students the fundamental theory and practical applications of Earth observation (remote sensing) and Geographic Information Systems (GIS). Geospatial technologies (involving remote sensing and GIS) have changed the way businesses and policymakers solve problems and the way scientists understand Earth system processes and hazards. These technologies are routinely used by people in their work and their daily life (e.g. via Google Earth).

This module aims to introduce students to some of the important sources of geospatial data and the technologies underpinning them, and will highlight ways in which they are used both within geographical science and more widely. In addition students can gain hands-on, skills-based experience in processing and analysing data using GIS and Remote Sensing software. These are vital tools that will enable students to more rigorously assess the safety and health of the inhabited Earth.

Module Overview

The aim of this module is to provide basic training in several key laboratory and field methods. This is provided via introductory lectures followed by a series of integrated computer and laboratory practical sessions, workshops and local fieldwork.

The lectures aim to demonstrate the importance of laboratory and field experimentation within modern geographical enquiry. The practical exercises aim to provide hands-on experience of the collection, synthesis, analysis and presentation of environmental data within the contexts of geomorphology/soil science, and meteorology/hydrology.

This module therefore aims to provide vocationally-relevant practical tools and insight that enable an informed judgement of the safety and health of the environment in the context of rapid human change.

Module Overview

The aim of this module is to introduce students to the links between ecosystems and human health. The module focuses heavily on the role of human activities in changing ecosystems, covering aspects of human impacts on ecosystems as well as policy and regulatory actions to improve and safeguard vital ecosystems. Impacts are assessed in terms of both human and wider environmental factors such as quality of life and access to safe and healthy resources as well as biodiversity, landscape assets and climate resilience.

Local and global case studies will be drawn to assess issues such as the sustainable design of built environments, sustainable approaches to waste management and threats linked to overconsumption of natural resources and excess pollution. By exploring a range of relevant case studies we will question assumptions about environmental/ecosystem interactions and equip students with the necessary critical knowledge and overview for deriving real-world solutions to a representative range of current environmental problems.

Module Overview

The aim of this module is to provide an introduction to the general principles of physical geography for students with diverse backgrounds. Using a systems-based approach to physical geography, four environmental systems will be examined: geosphere, cryosphere, atmosphere, and hydrosphere.

The final part of the module will consider the interactions between physical systems and also the causes and consequences of system change, such as climate change, over time and space. The occurrence and impacts of some key natural hazards (earthquakes, volcanoes, floods and droughts) will also be considered, which will facilitate an improved appreciation of the safety and health of the environment.

Module Overview

Understanding and predicting the impacts of climatic- and human-induced changes on the distribution and functioning of biomes and terrestrial ecosystems are two of the most urgent current environmental challenges. Increases in global temperatures, changes in precipitation and radiation patterns, droughts, floods, fires and land-use change can all have major effects on the distribution and functioning of ecosystems, directly influencing their biogeographical patterns and their role in mitigating or alleviating current climate change.

This module provides an introduction to biogeography and ecosystem functioning and planetary health concepts; it also gives an overview of techniques (e.g. field vegetation surveys and climate-ecosystem modelling) that are used to monitor and quantify ecosystem health and predict changes in current ecosystem patterns and therefore delimit the implications for the future safety of the inhabited Earth.

Module Overview

This module provides students with the opportunity to develop an understanding of global meteorology and climatology, focusing on the atmosphere but with some consideration of interaction with the ocean, and global hydrology, including ecohydrology, hydrogeology and water quality with an emphasis on water resources and management.

The first part of the module will consider the main characteristics of, and processes behind, climate from global to regional scales. The second part covers global hydrology, including consideration of the physical characteristics of rivers and their geographical variation, and related aspects of river-catchment science and the role of the rivers in the wider environmental system. The meteorological/climatological and hydrological insights gained can enable an improved appraisal of the safety and health of the inhabited Earth. Throughout the module links with the geology and/or engineering industries will be highlighted.

Module Overview

This module gives students the opportunity to develop the key skills and understanding of cultural theories of place and space that can be applied to an increasingly diverse range of other specialist areas of human geography.

The module focuses on the ways in which cultural norms and political power shape places in today’s world. From this perspective, we explore the ways in which different groups in today’s society are defined and identified, both by themselves and by others. Students are introduced to the meaning of scale and boundaries from a cultural perspective and asked to critically examine their roles in framing the nature of power and marginalisation.

Students completing this module can gain a deeper understanding of the culturally diverse nature of the world in which we live, including power imbalances and inequalities, which may prepare them for a range of policy-oriented as well as internationally-engaged employment opportunities.

Module Overview

This module is about the challenges for economic development in the Global South. Such challenges cannot be studied in isolation so the key issues are examined from the perspective of an increasing pace of globalisation. This leads us to assess the role of political and corporate actors at the global scale as well as issues relating to local actors, resources and natural environments.

The module begins with a critical introduction to core theories of international development and evidence of different measures of inequality before more contemporary theories relating to urban growth, demographic change, technology and new industrial systems are applied to deepen understanding of the processes that perpetuate global inequality. As well as global systems, new opportunities for locally embedded growth in the form of local business development, tourism and technology-based opportunities can be explored.

Finally, the added vulnerability associated with wars, natural disasters and new geopolitics are considered in relation to the development potential of different regions of the Global South.

Module Overview

The ability to model the behaviour of natural and human systems, and their interaction, is an increasingly vital tool in understanding both these systems and the consequence of changes such as population growth or climate change.

This module uses lectures and computer practicals to introduce the numerical modelling of geographical processes and systems. The science and art of model formulation, construction, and testing will be covered in detail. Students can use a number of specially-written models from various areas of physical and human geography.

Overall the module aims to introduce modelling as an important method of understanding geographical systems and predicting changes in these systems, and to give students some experience of what is involved in creating and using geographical models.

Module Overview

The ability to undertake independent research is a key skill in geography and in many areas of future employment. This module introduces the principles of research design and places methods of data collection in the overall context of research, including identifying a topic of study, carrying out a literature review, and designing research questions and linking them to appropriate methods of data collection, analysis and testing.

A field trip to Crete provides the chance to gain practical experience in designing and carrying out field-based research projects in small groups and in focused individual research-project design. The purpose of the Crete field class is to get students practicing real-world geography through direct observation and measurement of their surroundings, and the processing, interpretation and presentation of the data collected.

Overall the module aims to equip students with the knowledge and skills required to undertake a piece of independent research while gearing them towards becoming independent researchers.

Module Overview

This placement provides students with the opportunity to develop their professional skills by spending time with a relevant employer. Students undertaking this placement will be expected to spend a minimum of 70 hours working under the direct supervision of the employer. Tasks will be developed to give students an insight into the professional working environment. Alongside the placement, students will be expected to prepare a report that reflects on their professional learning experience and identifies how elements of the Geography syllabus relate to at least one core area of their work experience.

Module Overview

This module introduces students to the main schools of thinking in social and political geography as well as key theorists in each field. In particular, contemporary issues concerning the neo-liberalist agenda, social innovation and the role of civic society will be covered.

Mainstream debates about communities, institutions and nations will be within the social geography part of the course. This will allow students to examine in greater depth issues of social exclusion and geographies of class, ethnicity, sexuality and gender, with reference to theories of intersectionality and “othering”.

Political geography will focus on contemporary challenges to democracy and capitalism, including emergent social movements and global geo-political issues. The role of the nation state in a time of pressures for devolution in the UK and growing nationalism across Europe will be explored. The evolving politics and influence of global superpowers will also be examined.

Module Overview

This module is concerned with developing the essential skills that are required to collect, process, interpret and present primary and secondary research data. It describes and discusses applications of descriptive and quantitative statistics and approaches to collating and analysing quantitative datasets. Students in this module carry out practical research to help them learn techniques for collecting and analysing data. Overall the module aims to provide students with a solid grounding in the proper application of qualitative and quantitative methods in geographical analysis, and an appreciation of their role in the study of contemporary environmental and social issues.

Module Overview

Great changes at global, regional and local scales have occurred during the last 2.6 million years of Earth’s history (Quaternary period). These changes are continuing and have implications for both current and future environments. This modules discusses the tools and techniques required to investigate past environmental changes and considers how natural variability can be distinguished from variability caused by humans.

Module Overview

This module will focus on coastal and river geomorphological processes, as a key component of the safety and health of highly-populated floodplain and coastal regions. It aims to develop an understanding of key methods of monitoring and modelling contemporary river and coastal morphodynamics, and include the use of hydraulic and hydrological models for monitoring river and coastal flooding and its impacts. As well as providing an in depth theoretical framework of catchment and coastal processes and exploring hands-on tools for investigating these processes, the module emphasises links with the environmental/flood protection agencies and/or consultancies.

Module Overview

All economic phenomena take place within geographical space and the economic activities shape the social and cultural places in which they occur. This module provides students with core principles about the emergence of distinctive regions within countries and at an international scale, focusing on the global north. As well as presenting students with core theories of regional economics, the impacts of geopolitics, regional policy and the roles of international trade and transnational corporations will also be analysed.

A critical understanding of the reasons for differing economic fortunes between regions aims to give students a more analytical understanding of the inequalities that impact the modern economy. This aims to prepare students for future work in the field of economic development policy as well enabling them to apply this knowledge in industry.

Module Overview

Geographers are involved in the monitoring, modelling and management of environmental systems. Spatial data in digital form and computer systems capable of handling such data are vital tools for all three activities. This module aims to introduce students who are already familiar with the basics of Geographic Information Systems (GIS) to the advanced techniques required for the successful collection and analysis of spatial data for environmental applications.

The module examines the role of GIS in geography and environmental science, and introduces students to some of the ethical and policy issues surrounding data collection and dissemination. It aims to develop key skills using a powerful tool (GIS) that is widely used in commerce and industry (e.g. by local authorities and in environmental management), and this skillset is directly applicable to improving geographical understanding of the safety and health of the inhabited Earth.

Module Overview

This module focuses on the geomorphology of coastal ecosystems which include estuaries, coastal lagoons, dunes, tidal mudflats, marshes, mangrove forests, and seagrass meadows. Students can study the ecosystem services that they deliver, as well as the expected changes that coastal ecosystems are likely to be experiencing under the influence of global sea level rise. The theoretical background knowledge on the local-global scale importance of coastal ecosystems is set in the context of climate change mitigation and adaptation.

Traditional learning methods are enhanced with hands-on practical sessions, including the use of state-of-the-art computer models and the collection and analysis of primary field data. A particular emphasis of this module will be on developing an in-depth understanding how coastal ecosystems may help coastal communities to adapt to climate change, an approach that is widely referred to as ecosystem-based management.

Module Overview

This module involves the study of climate, with the emphasis on climatic forcing factors, observation and modelling of the climate system, and ice-climate links: all on the 'contemporary' timescale (past few to next few centuries). The underpinning geophysics are presented, but using the minimum of mathematics, in order to gain the fullest understanding of processes involved. Students can also explore extreme weather events, climate hazards, and the societal implications of climate change.

Module Overview

The Dissertation is an extended piece of original research work on a geographical topic of students' own choice that is carried out under the guidance of a staff mentor. It allows students to draw together and build on the skills and subject expertise they have developed throughout their time at University. Students will be expected to either collect original material for investigation and/or to carry out original analysis of secondary data. Students' allocated supervisor will guide and advise them in their work. The dissertation should be written and presented in the style of an academic research paper but, wherever possible, will highlight the wider-world and vocational relevance of the research.

Module Overview

This module is designed to provide students with a thorough grounding in the origins, contemporary understanding and practice of environmental history, landscape ecology, and human impacts on landscapes and environments. Case studies from different geographical contexts allow students to apply approaches drawn from landscape ecology and environmental history to problems of environmental and resource management. In line with the School’s focus on the health and safety of the inhabited earth, the ways in which human activity has shaped landscapes and environmental changes as well as the impacts for human society can provide a cohesive theme throughout the module.

Module Overview

This module examines a range of interdisciplinary environmental management techniques and conservation strategies that are used to address critical environmental, human, and planetary health issues. Students are expected to gain an understanding of the most appropriate techniques and solutions using a range of global, regional, and local environmental case studies.

There is a strong emphasis on practice-based skills with guest lectures from practitioners in the field, field excursions, practical and seminar classes. An innovative assessment will give students the opportunity to be involved in actively influencing sustainable behaviour in the younger generation and giving them a chance to become the ‘teacher’. This approach is especially useful in the third year as it exposes students to a wide range of career options in environmental science management and policy/regulation.

Module Overview

This module introduces students to key applied concepts within geochemistry with a geographical focus. The course is delivered with weekly lectures supplemented with practical training in the form of laboratory work, fieldwork, workshops, and ICT sessions. Some of the key themes studied include water health, soil health, and global carbon processes. At the end of the module students are expected to have developed an understanding of the interlocking nature of nutrient flows, contamination and global carbon, and how the system needs to be considered as a whole to answer large scale environmental problems regarding sustainability of food, materials, and energy.

Module Overview

This module addresses issues of uneven health and wellbeing at both local and global scales. As well as applying a range of indicators to assess the spread of different health inequalities, the different interpretations and implications of “wellbeing” and “health” inequalities are debated. Examples are drawn from the developed and less developed worlds. In the Global North these include challenges of poor health resulting from over-population and resource scarcity as well as attempts to manage disease and improve healthcare provision. In the Global South, particular emphasis is given to famine and food security issues.

Module Overview

The aim of this module is to develop deeper insights into contemporary issues of conflict and discrimination and the role of power. Students are encouraged to analyse and critique the role of power at different scales and across different geographies.
Conflict can arise at a very local level, for example over planning permission, as well as at a global level – such as tensions over global climate treaties. Examples from both extremes are studied to allow students to appraise the power relations, networks, and tensions that are revealed.

This aims to prepare students to enter the labour market in a rapidly changing political environment and help them to appreciate the challenges of developing policies to address the diverse challenges to preserve and enhance the safety and health of the inhabited earth in an equitable manner.

Module Overview

This module is designed to provide students with an insight into the teaching of geography at secondary school level by combining university lectures with a placement in a secondary school geography department. The module is particularly aimed at those considering a career in geography teaching and provides students with an opportunity to engage with education research. The module will examine how this research impacts directly on classroom practice. Students can gain an insight into some of the key ideas in geography pedagogy and how these are implemented in school lessons. This is delivered in partnership with our School of Education.

Module Overview

Many pressing contemporary social and economic issues relating to the health and safety of the inhabited earth (including poverty, unemployment, environmental degradation, and community transitions) can be linked to demographic processes.

Students can apply analytical skills to investigate demographic changes as well as examine broader processes of demographic change in the light of contemporary theory. Building a deep understanding of the social, economic, political and cultural aspects of demographic processes can provide a global awareness that is increasingly important in the modern workplace. It will also be an essential grounding for postgraduate study in the areas of human geography and demography.

Module Overview

This module uses the concept of planetary health to introduce students to a wide range of critical environmental issues facing the world today from physical and human geographical perspectives. Using a range of global and regional environmental problems, incorporating case studies on climate change, water and energy resources, land-use change and agriculture, the responsible and interrelated physical and social processes are examined. We also address the paradox of overall improved human health yet natural system deterioration. Students on this module can critically explore the causes, consequences, and impacts of humans on ecosystem and planetary health issues, as well as and learning how to question assumptions about the underlying processes.

Module Overview

This module covers a number of selected topics related to the geosphere where natural phenomena and circumstances (and sometimes human attempts to manage them) may result in harmful - and frequently catastrophic - effects on both humans and their environment. In each case the nature and underlying causes of the ‘natural hazard’ are explained and the effects, including those on the biosphere in general and humans in particular, are examined and discussed in some depth.

Students are encouraged to consider how hazards, exposure routes and consequences can be understood within a source-pathway-target risk assessment framework. Such a framework is designed to enable students to understand how to analyse risk, define the chain of impact from source to target, and identify ways of controlling and managing risk. Each topic is illustrated with current or past examples and – with the aim of diagnosing and improving the safety and health of the inhabited Earth.

Module Overview

This module seeks to put into practice knowledge gained in previous modules by focusing on the physical and human processes that have shaped the environment and will influence future change (therefore helping to shape the safety and health of the inhabited region) – it provides experience of process interpretation and understanding in an unfamiliar setting.

Currently, two destinations, Chile and the Netherlands are available to students, although this is subject to change. Students who choose to participate in the optional field trip are responsible for covering their travel, accommodation, and general living costs.

The module is designed to allow students to work within an overseas environment and carry out a study that will result in the design, implementation, and production of a research report that is mainly based on student-led fieldwork. Introductory lecture sessions will take place in Lincoln prior to fieldwork.

Knowledge and understanding on the actual fieldclass can be gained via enquiry-based learning, followed by group/individual data collection and follow-up analysis, set in the context of wider research, and student-centred research presentations. Follow-up sessions will provide the opportunity to analyse and create a written presentation of research findings.

Module Overview

On the third year placement, students are expected to carry out a specific project for an external organisation. The project must be agreed between the host organisation, the School of Geography supervisor, and student prior to the commencement of the placement. Students are expected to undertake a specific project task to address a particular requirement of the host organisation. This might include consultancy research, analytical research, public engagement, or the development of a new teaching class/activity. The approach, outcome, and an evaluation of the project should be presented in the form of a professional report and oral presentation.

Module Overview

This module will complement the module Contemporary Climate Change and Processes and provides a foundation for examining and understanding the policy and politics of climate change (natural and anthropogenic), and drawing from different sub-disciplines including political science, human and political geography, science and technology studies, and critical environmental science.

Policy and politics are explored using a variety of geographical examples from around the developed and developing world to explore how society and its institutions respond to climate change. During the module, students are expected to critically describe and understand contemporary policy and politics of climate change; examine societal and policy responses at different geographical scales and in different developmental contexts; and critically examine the institutional context of how policy and politics of climate change continue to evolve.

Module Overview

The aim of this module is to allow students to develop an extended piece of work that advances their understanding and engagement with one of their other chosen topics. Students are given an extended essay/project to work on that builds their core understanding from another module. Appropriate supervisors are allocated to guide students on additional reading and other sources of information.
Students have the option of either a research or theory based project which they develop independently based around the contemporary issues identified by the module leader in that given field.

Module Overview

The aim of this module is to help students develop a conceptual, factual and practical knowledge of channel, floodplain and catchment response to environmental change resulting from natural and anthropogenic perturbations. It has a global perspective and considers river systems on all of the Earth’s inhabited continents. The impact of climate change on river morphodynamics is evaluated over three time periods: the Last Glacial to Interglacial Transition (c. 22,000-11,700 years before the present); the Holocene Epoch (c. 11,700 years before the present until today); and the historical period (generally the last 1000 years or so).

The modules aims to provide an advanced level understanding of river catchment systems and global environmental change worldwide and is suitable for students who want to pursue careers in river management and flood control, or postgraduate studies in river science.

Module Overview

The aim of this module is to apply learning about economic and social development processes to the rural environment in order to understand contemporary challenges faced by rural places in the global north. Demographic changes and the effects of ageing, gentrification and counterurbanisation are explored in a range of European and North American contexts. The role of demographic change influencing economic, social and political change is a core feature of this module.

Building on the first year core module Challenges of Rural and Urban Living, more detailed analysis of the changing composition of rural economies focuses heavily on rural enterprises and social innovation across a diverse range of non-agricultural activities. The module develops concepts from social, cultural and economic geography covered at level two, including the role of power in shaping rural places, the economic development trajectories of rural regions and issues of social inequalities governance and local planning.

Students are encouraged to think about rural places as part of an interdependent urban-rural system but also to identify specific patterns of change, opportunities and challenges that are embedded within rural places. Such perspectives are integral to a contemporary approach to addressing the health and sustainability of rural communities and their economies and can equip students with the knowledge to succeed in a rural environment, whether in business, policy-making or an increasing range of third-sector and community-based activities.

Module Overview

This module introduces students to the multi-disciplinary field of political ecology, which considers the relevance of power and politics for shaping the relationship between humans and their environments. This module will be of interest to students curious about the relationships between nature and the environment and control over crucial resources. Students are expected to develop the ability to be able to identify and explain ways in which power and politics influence the human-environment relationship, analyse socio-environmental issues under the lenses of political ecology, and be knowledgeable of how to use such an analysis for empirical research. Students should be able to understand the core concepts and theorisations of differing political ecology approaches as well as the major urban environmental challenges in the Global North and South and their policy possibilities.

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

An Introduction to Your Modules

Module Overview

This module aims to introduce students to the impact of globalisation and the penetration of markets across urban and rural space. The implications for changing urban and rural communities and the challenges of inequalities (economic and social) will be addressed.

Students have the opportunity to develop an understanding of the fundamentals of markets through an introduction to micro-economics and theories and indicators of inequalities at global and local scales. The impact of inequalities in different places at different spatial scales will be considered through an introduction to sociological approaches.

An understanding of social and economic principles can allow students to appraise contemporary issues relating to the health and safety of urban and rural communities across the globe. Appreciating the nature of globalisation will help them to contextualise contemporary processes and provide a firm grounding for entering employment in today’s globalised labour market.

Module Overview

The aim of this module is to teach students the fundamental theory and practical applications of Earth observation (remote sensing) and Geographic Information Systems (GIS). Geospatial technologies (involving remote sensing and GIS) have changed the way businesses and policymakers solve problems and the way scientists understand Earth system processes and hazards. These technologies are routinely used by people in their work and their daily life (e.g. via Google Earth).

This module aims to introduce students to some of the important sources of geospatial data and the technologies underpinning them, and will highlight ways in which they are used both within geographical science and more widely. In addition students can gain hands-on, skills-based experience in processing and analysing data using GIS and Remote Sensing software. These are vital tools that will enable students to more rigorously assess the safety and health of the inhabited Earth.

Module Overview

The aim of this module is to provide basic training in several key laboratory and field methods. This is provided via introductory lectures followed by a series of integrated computer and laboratory practical sessions, workshops and local fieldwork.

The lectures aim to demonstrate the importance of laboratory and field experimentation within modern geographical enquiry. The practical exercises aim to provide hands-on experience of the collection, synthesis, analysis and presentation of environmental data within the contexts of geomorphology/soil science, and meteorology/hydrology.

This module therefore aims to provide vocationally-relevant practical tools and insight that enable an informed judgement of the safety and health of the environment in the context of rapid human change.

Module Overview

The aim of this module is to introduce students to the links between ecosystems and human health. The module focuses heavily on the role of human activities in changing ecosystems, covering aspects of human impacts on ecosystems as well as policy and regulatory actions to improve and safeguard vital ecosystems. Impacts are assessed in terms of both human and wider environmental factors such as quality of life and access to safe and healthy resources as well as biodiversity, landscape assets and climate resilience.

Local and global case studies will be drawn to assess issues such as the sustainable design of built environments, sustainable approaches to waste management and threats linked to overconsumption of natural resources and excess pollution. By exploring a range of relevant case studies we will question assumptions about environmental/ecosystem interactions and equip students with the necessary critical knowledge and overview for deriving real-world solutions to a representative range of current environmental problems.

Module Overview

The aim of this module is to provide an introduction to the general principles of physical geography for students with diverse backgrounds. Using a systems-based approach to physical geography, four environmental systems will be examined: geosphere, cryosphere, atmosphere, and hydrosphere.

The final part of the module will consider the interactions between physical systems and also the causes and consequences of system change, such as climate change, over time and space. The occurrence and impacts of some key natural hazards (earthquakes, volcanoes, floods and droughts) will also be considered, which will facilitate an improved appreciation of the safety and health of the environment.

Module Overview

Understanding and predicting the impacts of climatic- and human-induced changes on the distribution and functioning of biomes and terrestrial ecosystems are two of the most urgent current environmental challenges. Increases in global temperatures, changes in precipitation and radiation patterns, droughts, floods, fires and land-use change can all have major effects on the distribution and functioning of ecosystems, directly influencing their biogeographical patterns and their role in mitigating or alleviating current climate change.

This module provides an introduction to biogeography and ecosystem functioning and planetary health concepts; it also gives an overview of techniques (e.g. field vegetation surveys and climate-ecosystem modelling) that are used to monitor and quantify ecosystem health and predict changes in current ecosystem patterns and therefore delimit the implications for the future safety of the inhabited Earth.

Module Overview

This module provides students with the opportunity to develop an understanding of global meteorology and climatology, focusing on the atmosphere but with some consideration of interaction with the ocean, and global hydrology, including ecohydrology, hydrogeology and water quality with an emphasis on water resources and management.

The first part of the module will consider the main characteristics of, and processes behind, climate from global to regional scales. The second part covers global hydrology, including consideration of the physical characteristics of rivers and their geographical variation, and related aspects of river-catchment science and the role of the rivers in the wider environmental system. The meteorological/climatological and hydrological insights gained can enable an improved appraisal of the safety and health of the inhabited Earth. Throughout the module links with the geology and/or engineering industries will be highlighted.

Module Overview

This module gives students the opportunity to develop the key skills and understanding of cultural theories of place and space that can be applied to an increasingly diverse range of other specialist areas of human geography.

The module focuses on the ways in which cultural norms and political power shape places in today’s world. From this perspective, we explore the ways in which different groups in today’s society are defined and identified, both by themselves and by others. Students are introduced to the meaning of scale and boundaries from a cultural perspective and asked to critically examine their roles in framing the nature of power and marginalisation.

Students completing this module can gain a deeper understanding of the culturally diverse nature of the world in which we live, including power imbalances and inequalities, which may prepare them for a range of policy-oriented as well as internationally-engaged employment opportunities.

Module Overview

This module is about the challenges for economic development in the Global South. Such challenges cannot be studied in isolation so the key issues are examined from the perspective of an increasing pace of globalisation. This leads us to assess the role of political and corporate actors at the global scale as well as issues relating to local actors, resources and natural environments.

The module begins with a critical introduction to core theories of international development and evidence of different measures of inequality before more contemporary theories relating to urban growth, demographic change, technology and new industrial systems are applied to deepen understanding of the processes that perpetuate global inequality. As well as global systems, new opportunities for locally embedded growth in the form of local business development, tourism and technology-based opportunities can be explored.

Finally, the added vulnerability associated with wars, natural disasters and new geopolitics are considered in relation to the development potential of different regions of the Global South.

Module Overview

The ability to model the behaviour of natural and human systems, and their interaction, is an increasingly vital tool in understanding both these systems and the consequence of changes such as population growth or climate change.

This module uses lectures and computer practicals to introduce the numerical modelling of geographical processes and systems. The science and art of model formulation, construction, and testing will be covered in detail. Students can use a number of specially-written models from various areas of physical and human geography.

Overall the module aims to introduce modelling as an important method of understanding geographical systems and predicting changes in these systems, and to give students some experience of what is involved in creating and using geographical models.

Module Overview

The ability to undertake independent research is a key skill in geography and in many areas of future employment. This module introduces the principles of research design and places methods of data collection in the overall context of research, including identifying a topic of study, carrying out a literature review, and designing research questions and linking them to appropriate methods of data collection, analysis and testing.

A field trip to Crete provides the chance to gain practical experience in designing and carrying out field-based research projects in small groups and in focused individual research-project design. The purpose of the Crete field class is to get students practicing real-world geography through direct observation and measurement of their surroundings, and the processing, interpretation and presentation of the data collected.

Overall the module aims to equip students with the knowledge and skills required to undertake a piece of independent research while gearing them towards becoming independent researchers.

Module Overview

This placement provides students with the opportunity to develop their professional skills by spending time with a relevant employer. Students undertaking this placement will be expected to spend at least a week working under the direct supervision of the employer. Tasks will be developed to give students an insight into the professional working environment. Alongside the placement, students will be expected to prepare a report that reflects on their professional learning experience and identifies how elements of the Geography syllabus relate to at least one core area of their work experience.

Module Overview

This module introduces students to the main schools of thinking in social and political geography as well as key theorists in each field. In particular, contemporary issues concerning the neo-liberalist agenda, social innovation and the role of civic society will be covered.

Mainstream debates about communities, institutions and nations will be within the social geography part of the course. This will allow students to examine in greater depth issues of social exclusion and geographies of class, ethnicity, sexuality and gender, with reference to theories of intersectionality and “othering”.

Political geography will focus on contemporary challenges to democracy and capitalism, including emergent social movements and global geo-political issues. The role of the nation state in a time of pressures for devolution in the UK and growing nationalism across Europe will be explored. The evolving politics and influence of global superpowers will also be examined.

Module Overview

This module is concerned with developing the essential skills that are required to collect, process, interpret and present primary and secondary research data. It describes and discusses applications of descriptive and quantitative statistics and approaches to collating and analysing quantitative datasets. Students in this module carry out practical research to help them learn techniques for collecting and analysing data. Overall the module aims to provide students with a solid grounding in the proper application of qualitative and quantitative methods in geographical analysis, and an appreciation of their role in the study of contemporary environmental and social issues.

Module Overview

Great changes at global, regional and local scales have occurred during the last 2.6 million years of Earth’s history (Quaternary period). These changes are continuing and have implications for both current and future environments. This modules discusses the tools and techniques required to investigate past environmental changes and considers how natural variability can be distinguished from variability caused by humans.

Module Overview

This module will focus on coastal and river geomorphological processes, as a key component of the safety and health of highly-populated floodplain and coastal regions. It aims to develop an understanding of key methods of monitoring and modelling contemporary river and coastal morphodynamics, and include the use of hydraulic and hydrological models for monitoring river and coastal flooding and its impacts. As well as providing an in depth theoretical framework of catchment and coastal processes and exploring hands-on tools for investigating these processes, the module emphasises links with the environmental/flood protection agencies and/or consultancies.

Module Overview

All economic phenomena take place within geographical space and the economic activities shape the social and cultural places in which they occur. This module provides students with core principles about the emergence of distinctive regions within countries and at an international scale, focusing on the global north. As well as presenting students with core theories of regional economics, the impacts of geopolitics, regional policy and the roles of international trade and transnational corporations will also be analysed.

A critical understanding of the reasons for differing economic fortunes between regions aims to give students a more analytical understanding of the inequalities that impact the modern economy. This aims to prepare students for future work in the field of economic development policy as well enabling them to apply this knowledge in industry.

Module Overview

Geographers are involved in the monitoring, modelling and management of environmental systems. Spatial data in digital form and computer systems capable of handling such data are vital tools for all three activities. This module aims to introduce students who are already familiar with the basics of Geographic Information Systems (GIS) to the advanced techniques required for the successful collection and analysis of spatial data for environmental applications.

The module examines the role of GIS in geography and environmental science, and introduces students to some of the ethical and policy issues surrounding data collection and dissemination. It aims to develop key skills using a powerful tool (GIS) that is widely used in commerce and industry (e.g. by local authorities and in environmental management), and this skillset is directly applicable to improving geographical understanding of the safety and health of the inhabited Earth.

Module Overview

This module focuses on the geomorphology of coastal ecosystems which include estuaries, coastal lagoons, dunes, tidal mudflats, marshes, mangrove forests, and seagrass meadows. Students can study the ecosystem services that they deliver, as well as the expected changes that coastal ecosystems are likely to be experiencing under the influence of global sea level rise. The theoretical background knowledge on the local-global scale importance of coastal ecosystems is set in the context of climate change mitigation and adaptation.

Traditional learning methods are enhanced with hands-on practical sessions, including the use of state-of-the-art computer models and the collection and analysis of primary field data. A particular emphasis of this module will be on developing an in-depth understanding how coastal ecosystems may help coastal communities to adapt to climate change, an approach that is widely referred to as ecosystem-based management.

Module Overview

This module involves the study of climate, with the emphasis on climatic forcing factors, observation and modelling of the climate system, and ice-climate links: all on the 'contemporary' timescale (past few to next few centuries). The underpinning geophysics are presented, but using the minimum of mathematics, in order to gain the fullest understanding of processes involved. Students can also explore extreme weather events, climate hazards, and the societal implications of climate change.

Module Overview

The Dissertation is an extended piece of original research work on a geographical topic of students' own choice that is carried out under the guidance of a staff mentor. It allows students to draw together and build on the skills and subject expertise they have developed throughout their time at University. Students will be expected to either collect original material for investigation and/or to carry out original analysis of secondary data. Students' allocated supervisor will guide and advise them in their work. The dissertation should be written and presented in the style of an academic research paper but, wherever possible, will highlight the wider-world and vocational relevance of the research.

Module Overview

This module is designed to provide students with a thorough grounding in the origins, contemporary understanding and practice of environmental history, landscape ecology, and human impacts on landscapes and environments. Case studies from different geographical contexts allow students to apply approaches drawn from landscape ecology and environmental history to problems of environmental and resource management. In line with the School’s focus on the health and safety of the inhabited earth, the ways in which human activity has shaped landscapes and environmental changes as well as the impacts for human society can provide a cohesive theme throughout the module.

Module Overview

This module examines a range of interdisciplinary environmental management techniques and conservation strategies that are used to address critical environmental, human, and planetary health issues. Students are expected to gain an understanding of the most appropriate techniques and solutions using a range of global, regional, and local environmental case studies.

There is a strong emphasis on practice-based skills with guest lectures from practitioners in the field, field excursions, practical and seminar classes. An innovative assessment will give students the opportunity to be involved in actively influencing sustainable behaviour in the younger generation and giving them a chance to become the ‘teacher’. This approach is especially useful in the third year as it exposes students to a wide range of career options in environmental science management and policy/regulation.

Module Overview

This module introduces students to key applied concepts within geochemistry with a geographical focus. The course is delivered with weekly lectures supplemented with practical training in the form of laboratory work, fieldwork, workshops, and ICT sessions. Some of the key themes studied include water health, soil health, and global carbon processes. At the end of the module students are expected to have developed an understanding of the interlocking nature of nutrient flows, contamination and global carbon, and how the system needs to be considered as a whole to answer large scale environmental problems regarding sustainability of food, materials, and energy.

Module Overview

This module addresses issues of uneven health and wellbeing at both local and global scales. As well as applying a range of indicators to assess the spread of different health inequalities, the different interpretations and implications of “wellbeing” and “health” inequalities are debated. Examples are drawn from the developed and less developed worlds. In the Global North these include challenges of poor health resulting from over-population and resource scarcity as well as attempts to manage disease and improve healthcare provision. In the Global South, particular emphasis is given to famine and food security issues.

Module Overview

The aim of this module is to develop deeper insights into contemporary issues of conflict and discrimination and the role of power. Students are encouraged to analyse and critique the role of power at different scales and across different geographies.
Conflict can arise at a very local level, for example over planning permission, as well as at a global level – such as tensions over global climate treaties. Examples from both extremes are studied to allow students to appraise the power relations, networks, and tensions that are revealed.

This aims to prepare students to enter the labour market in a rapidly changing political environment and help them to appreciate the challenges of developing policies to address the diverse challenges to preserve and enhance the safety and health of the inhabited earth in an equitable manner.

Module Overview

This module is designed to provide students with an insight into the teaching of geography at secondary school level by combining university lectures with a placement in a secondary school geography department. The module is particularly aimed at those considering a career in geography teaching and provides students with an opportunity to engage with education research. The module will examine how this research impacts directly on classroom practice. Students can gain an insight into some of the key ideas in geography pedagogy and how these are implemented in school lessons. This is delivered in partnership with our School of Education.

Module Overview

Many pressing contemporary social and economic issues relating to the health and safety of the inhabited earth (including poverty, unemployment, environmental degradation, and community transitions) can be linked to demographic processes.

Students can apply analytical skills to investigate demographic changes as well as examine broader processes of demographic change in the light of contemporary theory. Building a deep understanding of the social, economic, political and cultural aspects of demographic processes can provide a global awareness that is increasingly important in the modern workplace. It will also be an essential grounding for postgraduate study in the areas of human geography and demography.

Module Overview

This module uses the concept of planetary health to introduce students to a wide range of critical environmental issues facing the world today from physical and human geographical perspectives. Using a range of global and regional environmental problems, incorporating case studies on climate change, water and energy resources, land-use change and agriculture, the responsible and interrelated physical and social processes are examined. We also address the paradox of overall improved human health yet natural system deterioration. Students on this module can critically explore the causes, consequences, and impacts of humans on ecosystem and planetary health issues, as well as and learning how to question assumptions about the underlying processes.

Module Overview

This module covers a number of selected topics related to the geosphere where natural phenomena and circumstances (and sometimes human attempts to manage them) may result in harmful - and frequently catastrophic - effects on both humans and their environment. In each case the nature and underlying causes of the ‘natural hazard’ are explained and the effects, including those on the biosphere in general and humans in particular, are examined and discussed in some depth.

Students are encouraged to consider how hazards, exposure routes and consequences can be understood within a source-pathway-target risk assessment framework. Such a framework is designed to enable students to understand how to analyse risk, define the chain of impact from source to target, and identify ways of controlling and managing risk. Each topic is illustrated with current or past examples and – with the aim of diagnosing and improving the safety and health of the inhabited Earth.

Module Overview

This module seeks to put into practice knowledge gained in previous modules by focusing on the physical and human processes that have shaped the environment and will influence future change (therefore helping to shape the safety and health of the inhabited region) – it provides experience of process interpretation and understanding in an unfamiliar setting.

Currently, two destinations, Chile and the Netherlands are available to students, although this is subject to change. Students who choose to participate in the optional field trip are responsible for covering their travel, accommodation, and general living costs.

The module is designed to allow students to work within an overseas environment and carry out a study that will result in the design, implementation, and production of a research report that is mainly based on student-led fieldwork. Introductory lecture sessions will take place in Lincoln prior to fieldwork.

Knowledge and understanding on the actual fieldclass can be gained via enquiry-based learning, followed by group/individual data collection and follow-up analysis, set in the context of wider research, and student-centred research presentations. Follow-up sessions will provide the opportunity to analyse and create a written presentation of research findings.

Module Overview

On the third year placement, students are expected to carry out a specific project for an external organisation. The project must be agreed between the host organisation, the School of Geography supervisor, and student prior to the commencement of the placement. Students are expected to undertake a specific project task to address a particular requirement of the host organisation. This might include consultancy research, analytical research, public engagement, or the development of a new teaching class/activity. The approach, outcome, and an evaluation of the project should be presented in the form of a professional report and oral presentation.

Module Overview

This module will complement the module Contemporary Climate Change and Processes and provides a foundation for examining and understanding the policy and politics of climate change (natural and anthropogenic), and drawing from different sub-disciplines including political science, human and political geography, science and technology studies, and critical environmental science.

Policy and politics are explored using a variety of geographical examples from around the developed and developing world to explore how society and its institutions respond to climate change. During the module, students are expected to critically describe and understand contemporary policy and politics of climate change; examine societal and policy responses at different geographical scales and in different developmental contexts; and critically examine the institutional context of how policy and politics of climate change continue to evolve.

Module Overview

The aim of this module is to allow students to develop an extended piece of work that advances their understanding and engagement with one of their other chosen topics. Students are given an extended essay/project to work on that builds their core understanding from another module. Appropriate supervisors are allocated to guide students on additional reading and other sources of information.
Students have the option of either a research or theory based project which they develop independently based around the contemporary issues identified by the module leader in that given field.

Module Overview

The aim of this module is to help students develop a conceptual, factual and practical knowledge of channel, floodplain and catchment response to environmental change resulting from natural and anthropogenic perturbations. It has a global perspective and considers river systems on all of the Earth’s inhabited continents. The impact of climate change on river morphodynamics is evaluated over three time periods: the Last Glacial to Interglacial Transition (c. 22,000-11,700 years before the present); the Holocene Epoch (c. 11,700 years before the present until today); and the historical period (generally the last 1000 years or so).

The modules aims to provide an advanced level understanding of river catchment systems and global environmental change worldwide and is suitable for students who want to pursue careers in river management and flood control, or postgraduate studies in river science.

Module Overview

The aim of this module is to apply learning about economic and social development processes to the rural environment in order to understand contemporary challenges faced by rural places in the global north. Demographic changes and the effects of ageing, gentrification and counterurbanisation are explored in a range of European and North American contexts. The role of demographic change influencing economic, social and political change is a core feature of this module.

Building on the first year core module Challenges of Rural and Urban Living, more detailed analysis of the changing composition of rural economies focuses heavily on rural enterprises and social innovation across a diverse range of non-agricultural activities. The module develops concepts from social, cultural and economic geography covered at level two, including the role of power in shaping rural places, the economic development trajectories of rural regions and issues of social inequalities governance and local planning.

Students are encouraged to think about rural places as part of an interdependent urban-rural system but also to identify specific patterns of change, opportunities and challenges that are embedded within rural places. Such perspectives are integral to a contemporary approach to addressing the health and sustainability of rural communities and their economies and can equip students with the knowledge to succeed in a rural environment, whether in business, policy-making or an increasing range of third-sector and community-based activities.

Module Overview

This module introduces students to the multi-disciplinary field of political ecology, which considers the relevance of power and politics for shaping the relationship between humans and their environments. This module will be of interest to students curious about the relationships between nature and the environment and control over crucial resources. Students are expected to develop the ability to be able to identify and explain ways in which power and politics influence the human-environment relationship, analyse socio-environmental issues under the lenses of political ecology, and be knowledgeable of how to use such an analysis for empirical research. Students should be able to understand the core concepts and theorisations of differing political ecology approaches as well as the major urban environmental challenges in the Global North and South and their policy possibilities.

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

How you are assessed

Students are assessed using multiple, diverse methods including coursework such as written assignments, blogs, reports or dissertations; practical tasks, fieldwork and presentations; and written exams, such as formal examinations or in-class tests. Both group and individual assessments are commonly used. The weighting given to each assessment method may vary across each academic year.

The University of Lincoln's policy on assessment feedback aims to ensure that all in-course assessments are returned to students promptly – usually within 15 working days after the submission date. The School of Geography aims to provide continuing feedback to students through our tutorial system and scheduled “open office hours”.

Students are assessed using multiple, diverse methods including coursework such as written assignments, blogs, reports or dissertations; practical tasks, fieldwork and presentations; and written exams, such as formal examinations or in-class tests. Both group and individual assessments are commonly used. The weighting given to each assessment method may vary across each academic year.

The University of Lincoln's policy on assessment feedback aims to ensure that all in-course assessments are returned to students promptly – usually within 15 working days after the submission date. The School of Geography aims to provide continuing feedback to students through our tutorial system and scheduled “open office hours”.

Fees and Scholarships

Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. The University of Lincoln offers a variety of merit-based and subject-specific bursaries and scholarships. For full details and information about eligibility, visit our scholarships and bursaries pages.

Postgraduate study is an investment in yourself and your future, and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

There are more ways than ever before to fund your postgraduate study, whether you want to do a taught or research course. For those wishing to undertake a Master's course, you can apply for a loan as a contribution towards the course and living costs. Loans are also available to those who wish to undertake doctoral study. The University offers a number of scholarships and funded studentships for those interested in postgraduate study. Learn how Master's and PhD loans, scholarships, and studentships can help you fund your studies on our Postgraduate Fees and Funding pages.

Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. The University of Lincoln offers a variety of merit-based and subject-specific bursaries and scholarships. For full details and information about eligibility, visit our scholarships and bursaries pages.

Postgraduate study is an investment in yourself and your future, and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

There are more ways than ever before to fund your postgraduate study, whether you want to do a taught or research course. For those wishing to undertake a Master's course, you can apply for a loan as a contribution towards the course and living costs. Loans are also available to those who wish to undertake doctoral study. The University offers a number of scholarships and funded studentships for those interested in postgraduate study. Learn how Master's and PhD loans, scholarships, and studentships can help you fund your studies on our Postgraduate Fees and Funding pages.

Entry Requirements 2020-21

United Kingdom

GCE Advanced Levels: BBC including a B in Geography or related subject.
(History, English, Economics, Sociology, a modern Language, Psychology, Mathematics or Biology are accepted).

International Baccalaureate: 29 points overall, with 5 at Higher Level in Geography or related subject from the fields of the Arts, studies in Language and Literature or Individuals and Societies.

BTEC Extended Diploma in Geography or related subjects: Distinction, Merit, Merit
(Applied Science, Computing, Engineering, Environmental Sustainability, Information Technology, Pharmaceutical Science are accepted).

Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 112 UCAS Tariff points, including 40 points from 15 credits in Geography or a related subject from the fields of History, Philosophy, Theology, Languages, Literature, Culture or Social Sciences.

Applicants will also need at least three GCSEs at grade 4 (C) or above, which must include English and Maths. Equivalent Level 2 qualifications may also be considered.

International

Non UK Qualifications:

If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages https://www.lincoln.ac.uk/home/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.

EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page https://www.lincoln.ac.uk/home/studywithus/internationalstudents/englishlanguagerequirementsandsupport/englishlanguagerequirements/

If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk

Entry Requirements 2021-22

United Kingdom

GCE Advanced Levels: BBC including a B in Geography or related subject.
(History, English, Economics, Sociology, a modern Language, Psychology, Mathematics or Biology are accepted).

International Baccalaureate: 29 points overall, with 5 at Higher Level in Geography or related subject from the fields of the Arts, studies in Language and Literature or Individuals and Societies.

BTEC Extended Diploma in Geography or related subjects: Distinction, Merit, Merit (Applied Science, Computing, Engineering, Environmental Sustainability, Information Technology, Pharmaceutical Science are accepted).

Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 112 UCAS Tariff points, including 40 points from 15 credits in Geography or a related subject from the fields of History, Philosophy, Theology, Languages, Literature, Culture or Social Sciences.

Applicants will also need at least three GCSEs at grade 4 (C) or above, which must include English and Maths. Equivalent Level 2 qualifications may also be considered.

International

Non UK Qualifications:

If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages for information on equivalent qualifications.

https://www.lincoln.ac.uk/home/studywithus/internationalstudents/entryrequirementsandyourcountry/

EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page.

https://www.lincoln.ac.uk/home/studywithus/internationalstudents/englishlanguagerequirementsandsupport/englishlanguagerequirements/

If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk

Accreditations and Memberships

This programme has been accredited by the Royal Geographical Society (with IBG). Accredited degree programmes contain a solid academic foundation in geographical knowledge and skills, and prepare graduates to address the needs of the world beyond higher education. The accreditation criteria require evidence that graduates from accredited programmes meet defined sets of learning outcomes, including subject knowledge, technical ability and transferable skills.

Field Work

Extensive projects and fieldwork in the UK and overseas support the development of core skills in gathering, collating, and analysing data. The travel and accommodation costs of compulsory first and second-year field trips are covered by the University. Destinations have previously included the Lincolnshire Coast and Crete, Greece. Students who choose to participate in any optional field trips, internships, or work experience are responsible for covering their travel, accommodation, and general living costs.

Learn From Experts

Research is essential in informing our teaching and each of our academics is passionate about research. The School of Geography hosts the Lincoln Centre for Water and Planetary Health, led by Professor Mark Macklin, and Rural Visions, an interdisciplinary rural research group.

Our students have the chance to encounter authentic research at all levels – either through their own activities or through the teaching staff sharing experiences from their own research. The first year module Learning from Engagement requires students to prepare group blogs about cutting-edge research and practice in geography, reporting on a series of interdisciplinary seminars and lectures.

Wider opportunities to engage in research are provided through guest lectures within the course, working closely with the Lincoln branch of the Geographical Association externally, and engaging in research projects with staff. Two students have already completed UROS projects with the School of Geography.

Placement Opportunities

There may be opportunities to work with industry partners, schools, and public organisations. These can include placement modules in both the second and third years of study, as well as the option to take a “placement year” between the second and third years. The School of Geography works with a dedicated placement officer to support students in setting up placement opportunities.

When students are on an optional placement in the UK or overseas or studying abroad, they will be required to cover their own transport and accommodation and meals costs. Placements can range from a few weeks to a full year if students choose to undertake an optional sandwich year in industry.

From the first year students may have opportunities to attend lectures from people whose careers are built on geographical skills and knowledge. The School also works closely with the University Careers and Employability team to promote the Lincoln Award, an initiative designed to enhance employability skills.

Career Opportunities

Geography can offer a broad range of career opportunities for its graduates. These include roles in geographical information systems, social environmental consultancy, planning and public policy, management, teaching, and the financial sector. The School’s links with industry, business, and environmental regulatory agencies provide opportunities for internships and work experience.

"My passion for geography was ignited when opening my first atlas at primary school, a passion which I look forward to passing on to our students and graduates of the future."

Professor Mark Macklin, Head of the School of Geography

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Related Courses

The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.
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