LARC40660

Learning Outcomes:

Critically evaluate theories of landscape change, environmental policy, and spatial dynamics within an interdisciplinary context.

Design landscape fieldwork research strategies by selecting appropriate methodological tools, including spatial analysis (GIS) and qualitative observation techniques, for data collection and analysis.

Implement professional fieldwork protocols, demonstrating a clear understanding of risk assessment, health and safety, and research ethics in outdoor environments.

Execute systematic field investigations in diverse Irish landscapes to actively collect and record primary environmental, spatial, and social data.

Analyse and interpret primary field data to evaluate real-world trends in landscape change and environmental dynamics.

Synthesise and communicate complex fieldwork findings effectively to a multidisciplinary audience using professional visual, written, and oral formats.

Indicative Module Content:

(1) Theoretical Foundations of Landscape Fieldwork establishes the academic groundwork through classroom discussions on core module readings and an introduction to landscape change theories. (2) Methods & Techniques introduces students to essential qualitative and quantitative data collection methods (e.g., systematic observation), alongside practical skills in navigation, cartography, and spatial analysis (GIS). (3) Fieldwork Protocols ensures students are prepared through an introduction to risk assessment, research ethics, and trip logistics. The core of the module is the (4) Fieldwork Expedition, which involves intensive on-site activities and active data collection. Finally, (5) Synthesis and Communication requires students to engage in critical discussion regarding their investigated topics, translating their fieldwork research questions and collected data into professional formats such as databases, reports, posters, storymaps, and oral presentations.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:

Approaches to Teaching and Learning:

This module utilizes a blended, highly experiential approach to learning, transitioning students from classroom theory to active, on-site investigation. Pre-trip classroom sessions involve critical writing and debate based on foundational readings in spatial dynamics and environmental policy, while practical, task-based tutorials train students in specific methodological tools, including qualitative observation techniques and spatial analysis (GIS). The core of the module is the 4-to-5-day intensive field expedition, where students actively apply these theoretical frameworks to real-world landscapes, formulate research questions, and collect primary data. Although final assessment submissions are individual, the expedition itself heavily relies on peer and group work, fostering collaborative learning, shared problem-solving in the field, and peer-to-peer discussions on landscape trends. Finally, post-trip sessions emphasize reflective learning and student presentations, requiring students to synthesize their field data, reflect on their findings, and practice professional communication through storymaps, posters, and oral presentations.

Students may use AI tools for limited support in this module (e.g. idea generation, practice questions, or as a study aid). However, students remain fully responsible for the accuracy and reliability of their learning. Any use of AI must be cited appropriately.
Because the core objective of this module involves primary, on-site data collection and personal observation, AI cannot be used to generate field data, site descriptions, or reflective fieldwork insights.

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Peer review activities

How will my Feedback be Delivered?

The module lecturers provide continuous feedback during the module and evaluate the final product together.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.