Site visits, talks from employers, development of applied environmental science skills (EIA/GIS)
These activities take place as part of the formal lecture schedule.
A1, A2, A3, A4 , A5
ILO1, 3, 4
Assignment, Essay, Exam
CORC330, CORC331, CORC332, CORC333, EIA35
An explanation of this map:
The core aims of the programme are to prepare students for employment. Many of the modules develop specific skills relevant to the environmental sector along with generic transferrable skills relevant to all forms of employment.
Appendix
Module Records:
SECTION A: DEFINITIVE MODULE RECORD.Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE:
CORC329
MODULE TITLE:
Research Methods
CREDITS: 20
FHEQ Level: 6
JACS CODE: X210
PRE-REQUISITES: None
CO-REQUISITES: None
COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters)
This module equips students with the skills required to complete an Honours project through a program of lectures on research design, methodologies, literature reviews, referencing, “writing-up”, data analysis and critical thought processes.
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne
Professional body minimum pass mark requirement:
MODULE AIMS:
The module aims to develop students’ ability to plan and execute a research to a standard acceptable for an Honours programme. It also aims to develop the ability to produce a synthesis of information and ideas in a sustained discourse constructed around one particular theme.
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
Importance and relevance of research. Research methodologies. Research design. Literature reviews and referencing. Interpreting the literature. Data analysis – quantitative and qualitative. Report writing.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
At the end of the module the learner will be expected to be able to:
Plan a research project and work autonomously
Identify and critically review relevant literature
Develop and justify appropriate techniques to gather and analyse data.
Present results appropriately and effectively.
Critically analyse methodology and results.
Identify improvements to methodology.
Identify scope for further work.
DATE OF APPROVAL:
01 May 1999
FACULTY/OFFICE:
Academic Partnerships
DATE OF IMPLEMENTATION:
01 September 1999
SCHOOL/PARTNER:
Cornwall College
DATE(S) OF APPROVED CHANGE:
TERM/SEMESTER:
All Year
Additional notes (for office use only):
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2015-2016
NATIONAL COST CENTRE: 111
MODULE LEADER: Michael Hunt
OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT
Project planning – objectives, actions, resources, timetable; Literature search and review; Application of appropriate techniques to gather and analyse data; Presentation of results in an appropriate format and in a seminar situation; Critical evaluation of methodology, results and scope for further work.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
Chalmers, N. and Parker, P. (1989). The OU Project Guide. Field Studies Council. ISBN 1-85153-809-9.
Fowler, J. and Cohen, L. (1990). Practical Statistics for Field Biology. The Open University. ISBN 0-335-09207-1.
Sutherland, W. J. (1996). Ecological Census Techniques. Cambridge University Press. ISBN 0-521-47815-4.
Hussey, J & Hussey, R. (1997) Business Research: A practical guide for undergraduate and postgraduate students, London, Macmillan
Greenfield, T. (1997) Research Methods: Guidance for Post Graduates, London, Arnold
Lucey, T. (1992) Quantitative Techniques, 4th Ed., London, DPP
Strauss, A. L. & Corbin, J. (1990) Basics of Qualitative Research; Grounded Theory Procedures and Techniques, Newbury Park, California, Sage
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE:
EIA35
MODULE TITLE:
Geographical Information Systems and Environmental Impact Assessment
CREDITS: 20
FHEQ Level: 6
JACS CODE: F846
PRE-REQUISITES: None
CO-REQUISITES: None
COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters)
An introduction to Geographical Information Systems in the context of Environmental Impact Assessment and environmental decision making.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION
COURSEWORK
PRACTICAL
E1 (Examination)
50%
C1 (Coursework)
50%
P1 (Practical)
% or Pass/Fail (delete as appropriate)
E2 (Clinical Examination)
%
A1 (Generic Assessment)
%
T1 (Test)
%
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne
Professional body minimum pass mark requirement: N/A
MODULE AIMS:
This module develops an understanding of the nature, application and practice of Geographical Information systems, as applied to Environmental Impact Assessment, and their role in environmental decision making.
At the end of the module the learner will be expected to be able to:
Describe the EIA process and demonstrate understanding of the EIA legislation.
Describe the methodologies used for impact identification and prediction.
Understand the nature, types and application of GIS.
Understand the value and limitations of GIS and the information generated.
Use GIS to display, create, analyse, and communicate information.
DATE OF APPROVAL:
01 May 1999
FACULTY/OFFICE:
Academic Partnerships
DATE OF IMPLEMENTATION:
01 September 1999
SCHOOL/PARTNER:
Cornwall College
DATE(S) OF APPROVED CHANGE:
.
TERM/SEMESTER:
All Year
Additional notes (for office use only):
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2016-2017
NATIONAL COST CENTRE: 111
MODULE LEADER: Bruce Forest
OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT
Nature, types and applications of GIS, assessing a GIs package, the navigating the GIS environment and GIS features. Creating a new GIS project, map scales and projections, distance and area, data displays, customising, inputting information, digitising. Outputting, analysing and communicating information. The purpose, origins, development, principles and practice of EIA. Stages in the EIA procedures. EIA directive and UK requirements. Methods for impact identification and prediction. Local case studies, application of GIS to one major study.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
Glasson, J., Therivel, R. and Chadwick, A. (1999). Introduction to Environmental Impact Assessment, 2nd Edition. UCL Press. ISBN 1-85728-945-5.
Petts, J. (1999). Handbook of Environmental Impact Assessment, Volume One & volume two. Blackwell Science. ISBN 0-632-04772-0, ISBN 0-632-04771-2.
Treweek, J. (1999). Ecological Impact Assessment. Blackwell Scientific. ISBN 0-632-03738-5.
Chrisman, N. (1997). Exploring Geographical Information Systems. Wiley, Chichester.
DeMers, M.N. (1997). Fundamentals of Geographic Information Systems. Wiley, Chichester.
Jones, C.B. (1997). Geographical Information Systems and Computer Cartography, Ad Wes, Land High Ed.
Heywood, I., Cornelius, S., Carver, S., (2002). An Introduction to Geographical Information Systems (2nd Edn), Pearson Education Ltd, Harlow.
Langley (1999). Geographical Information Systems (Version 2, Second Edition), John Wiley Inc.
Rodriguez-Bachiller A. (2000). Geographical Information Systems and Expert Systems for Impact Assessment. Part 1: GIS. Journal of Environmental Assessment Policy and Management, Vol 2 No 3 pp 369 – 414
SECTION A: DEFINITIVE MODULE RECORD.Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE:
CORC330
MODULE TITLE:
Wildlife Crime
CREDITS: 20
FHEQ Level: 6
JACS CODE: F490
PRE-REQUISITES: None
CO-REQUISITES: None
COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters)
This module allows the student to develop an understanding of wildlife crime and the application of forensic techniques to investigations of such crime.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION
COURSEWORK
PRACTICAL
E1 (Examination)
%
C1 (Coursework)
60%
P1 (Practical)
% or Pass/Fail (delete as appropriate)
E2 (Clinical Examination)
%
A1 (Generic Assessment)
%
T1 (Test)
40 %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne
Professional body minimum pass mark requirement: N/A
MODULE AIMS:
To inform the students about the legislation protecting wildlife, the nature and extent of wildlife crime and the forensic techniques used in the investigation of wildlife crime.
At the end of the module the learner will be expected to be able to:
Describe the nature and extent of wildlife crime.
Identify and interpret legislation relating to wildlife crime
Describe and appraise the roles of the different organisations involved in regulating wildlife crime
Understand and apply the different forensic techniques used in the investigation of wildlife crime
DATE OF APPROVAL:
01 November 2007
FACULTY/OFFICE:
Academic Partnerships
DATE OF IMPLEMENTATION:
01 September 2008
SCHOOL/PARTNER:
Cornwall College
DATE(S) OF APPROVED CHANGE:
01/09/13
TERM/SEMESTER:
All Year
Additional notes (for office use only):
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2015-2016
NATIONAL COST CENTRE: 111
MODULE LEADER: Kelly Haynes
OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT
Demonstrate by means of a written report knowledge and understanding of the wildlife crime and its regulation.
Demonstrate by means of written examination knowledge of the different forensic techniques used in the investigation of wildlife crime.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
Scheduled Activities
Hours
Comments/Additional Information
Lecture
40
Core material delivery
Tutorial
5
Additional one-to-one support
Guided Independent Study
155
Students are expected to put in additional support outside of taught sessions.
Convention on International Trade in Endangered Species of Wild Fauna and Flora
(as amended at Bonn 1979).
DEFRA (2004). Wildlife Crime: A guide to the forensic and specialist techniques in the investigation
of wildlife crime.
Hunter, M. L. (1996). Fundamentals of Conservation Biology. Blackwell Science.
Lowther, J., Cook, D., Roberts, M. (2002). Crime and punishment in the wildlife trade.
A WWF/TRAFFIC report.
SECTION A: DEFINITIVE MODULE RECORD.Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE:
CORC331
MODULE TITLE:
Environmental Investigation
CREDITS: 20
FHEQ Level: 6
JACS CODE: F750
PRE-REQUISITES: None
CO-REQUISITES: None
COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR:
This module allows the student to demonstrate an understanding of the methods, and organisations, involved in environmental investigations.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION
COURSEWORK
PRACTICAL
E1 (Examination)
%
C1 (Coursework)
60 %
P1 (Practical)
% or Pass/Fail (delete as appropriate)
E2 (Clinical Examination)
%
A1 (Generic Assessment)
%
T1 (Test)
40 %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne
Professional body minimum pass mark requirement: N/A
MODULE AIMS:
To allow the student to develop the skills to investigate and assess environmental issues or incidents with scientific rigor.
ASSESSED LEARNING OUTCOMES:
At the end of the module the learner will be expected to be able to:
Demonstrate the ability to make assessments of environmental pollution/damage using a range of techniques.
Demonstrate understanding of environmental legislation.
Show an understanding of the need for professional standards and ethical behaviour.
Demonstrate the ability work independently and reflect on their performance.
Demonstrate an understanding of health and safety issues in the working environment.
DATE OF APPROVAL:
01 November 2007
FACULTY/OFFICE:
Academic Partnerships
DATE OF IMPLEMENTATION:
01 September 2008
SCHOOL/PARTNER:
Cornwall College
DATE(S) OF APPROVED CHANGE:
01/09/13
TERM/SEMESTER:
All Year
Additional notes (for office use only):
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2015-2016
NATIONAL COST CENTRE: 111
MODULE LEADER: Bruce Forest
OTHER MODULE STAFF:
SUMMARY of MODULE CONTENT
Chemical analysis, Biological assessment, Air pollution, Contaminated land, Marine pollution, Environmental law, Carbon auditing and carbon management strategies, Professional Practice.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
Mason, C. F. (1996). The biology of freshwater pollution. Longman
Murphy, B. L. and Morrison, R. D. (2007) Introduction to Environmental Forensics 2nd Edition,
Academic Press
National Environment Technology Centre (Netcen) website,
http://www.airquality.co.uk/archive/index.php
SECTION A: DEFINITIVE MODULE RECORD.Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE:
CORC332
MODULE TITLE:
Environmental Sustainability and Economics
CREDITS: 20
FHEQ Level: 6
JACS CODE: F750
PRE-REQUISITES: None
CO-REQUISITES: None
COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters) This module introduces the student to the impact and use of economic policies and theories on the environment. It shows how the use of models and ideas from the field of economics can assist in resolving environmental problems. It builds on an understanding of economic theory to consider the use of a range of environmental problems and the possible solutions which the science of economics can offer.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION
COURSEWORK
PRACTICAL
E1 (Examination)
%
C1 (Coursework)
60%
P1 (Practical)
%
E2 (Clinical Examination)
%
A1 (Generic Assessment)
%
T1 (Test)
40%
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne
Professional body minimum pass mark requirement:N/A
MODULE AIMS: To provide students with an understanding of the relevance, and possible drawbacks, to the use of economic ideas to provide a perspective in understanding environmental issues and resolving environmental problems.
At the end of the module the learner will be expected to be able to:
Demonstrate knowledge of economic principles and understand how they relate to environmental issues.
Have an awareness of the ethical issues which affect economic decisions in the environment including such issues as the valuation of intangibles.
Assess a range of data and information using a range of sources within journals and government and other official publications.
Evaluate the relevance of economic ideas to particular areas of policy and compare them to other possible publications.
Use information selectively and with minimum guidance to produce a competent study of an issue in environmental economics.
Show how economic principles can be applied to the resolution of environmental problems using appropriate tools and knowledge.
DATE OF APPROVAL:
01 May 1999
FACULTY/OFFICE:
Academic Partnerships
DATE OF IMPLEMENTATION:
01 Sept 1999
SCHOOL/PARTNER:
Cornwall College
DATE(S) OF APPROVED CHANGE:
01/09/13
TERM/SEMESTER:
All Year
Additional notes (for office use only):
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2015-2016
NATIONAL COST CENTRE: 111
MODULE LEADER: Dave Ager
OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT
Introduction to economic principles, market economics, market failure, environmental sustainability, cost-benefit analysis, tradable permits, pollution taxes and congestion charges.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
SECTION A: DEFINITIVE MODULE RECORD.Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE:
CORC333
MODULE TITLE:
Environmental Strategy and Marketing
CREDITS: 20
FHEQ Level: 4
JACS CODE: F750
PRE-REQUISITES: None
CO-REQUISITES: None
COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters)
This module enables students to devise and evaluate strategic plans and policies as they apply to projects, organisations and agencies involved with environmental issues.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION
COURSEWORK
PRACTICAL
E1 (Examination)
%
C1 (Coursework)
60%
P1 (Practical)
% or Pass/Fail (delete as appropriate)
E2 (Clinical Examination)
%
A1 (Generic Assessment)
%
T1 (Test)
40%
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne
Professional body minimum pass mark requirement:N/A
MODULE AIMS:
Students will explore the contrasting demands of business and the environment, adopting appropriate strategic planning models and critically appraising alternatives. They will be expected to make objective judgements and build a strategic plan through the application of sound business and environmental management techniques.
At the end of the module the learner will be expected to be able to:
Identify and evaluate alternative environmental performance criteria
Critically evaluate the strategic policies and plans of an organisation/project against justified environmental criteria.
Develop an understanding of market research processes to inform the strategic planning process.
Devise an outline strategic plan based on this analysis and construct this in a way that confirms to sound business practice without compromising the environmental objectives.
Create a marketing framework for communicating policy/plans to a potentially mixed and/or hostile audience in an effective way.
DATE OF APPROVAL:
01 May 1999
FACULTY/OFFICE:
Academic Partnerships
DATE OF IMPLEMENTATION:
01 Sept 1999
SCHOOL/PARTNER:
Cornwall College
DATE(S) OF APPROVED CHANGE:
01/09/13
TERM/SEMESTER:
All Year
Additional notes (for office use only):
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2015-2016
NATIONAL COST CENTRE: 111
MODULE LEADER: Yvonne Oates
OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT
Objective setting and stakeholder analysis. Environmental scanning, SWOT analysis and assessing strategic capability. Environmental project value chain analysis. Strategic options and decision criteria in an environmentally sensitive climate – with particular reference to potential conflict between economics wealth generation and notions of sustainability. Market research and market planning. Environmental planning and strategy in a global context.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]
Scheduled Activities
Hours
Comments/Additional Information
Lecture
40
Core material delivery
Tutorial
5
Additional one-to-one support
Guided Independent Study
155
Students are expected to put in additional time outside of taught sessions.
Schaltegger, S, Burritt. R. and Petersen, H. (2003) An Introduction to Corporate Environmental Management
Charter, M and Polonsky, J (1999) Greener Marketing, Greenleaf Publishing: Sheffield
Piasecki, B, Fletcher, K and Mendelson, F (1999) Environmental Management and Business Strategy,
John Wiley: New York.
Welford, R and Gouldson, A (1993) Environmental Management and Business Strategy,
Financial Times/Pitman Publishing: London.
Crosbie, L and Knight, K (1995) Strategy for Sustainable Business, McGraw Hill: London.
Ottman, J (1998) Green Marketing: Opportunity for Innovation, NTC: Chicago.
Boatright, J., (2000) Ethics And The Conduct Of Business (3rd Edition), Prentice Hall: London
Clegg, S., Kornberger, M. and Pitsis, T. (2005) Managing and Organizations, Sage: London.
Johnson, G. and Scholes, K. (2002). Exploring Corporate Strategy, FT/Prentice Hall: Harlow.
Business Strategy and the Environment (bi-monthly journal), John Wiley: Chichester
http://www.environmental-expert.com/magazine/wiley/0964-4733/
Stage 3
Module Code
Module Title
No of Credits
Core/ Optional
CORC329
Research Methods
20
Core
ERM303
Project
40
Core
EIA35
Geographical Information Systems and Environmental Impact Assessment
20
Core
Students will select two of the following optional modules:
CORC330
Wildlife Crime
20
Optional
CORC331
Environmental Investigation
20
Optional
CORC332
Environmental Sustainability and Economics
20
Optional
CORC333
Environmental Strategy and Marketing
20
Optional
1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.
2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]
3 If required please contact Academic Partnerships Programme Administration for assistance.
4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning
