This course offers a Joint Honours degree programme examining the human past and the diverse environments human societies inhabit, from a scientific perspective, including the opportunity to gain hands-on experience in working with archaeological material and undertaking fieldwork.
Archaeology explores a wide range of evidence that documents the human past – from artefacts, monuments and settlements to entire landscapes – and from these interprets how societies have adapted and developed. Modules focus on different periods of World, European and Irish/British archaeology, from human origins to modern times and heritage. Queen's University Belfast is one of the best places to study Archaeology in the UK, scoring third place for student experience in the Times and Sunday Times Good University Guide 2022 and, once again, first place for student satisfaction in the Complete University Guide 2022.
Palaeoecology studies environmental evidence to assess the impact of natural events and human activities on landscapes, climate and changing environments. Modules examine themes such as ancient environments, evolution, economic and climate change.
Geography embraces the study of human societies and their environment in the present and in the more recent past and, like Archaeology and Palaeoecology, is one of the few subjects in which human and physical aspects of the environment are integrated.
The combined disciplines progressively develop general and specific knowledge and skills, through excavation, fieldwork, overseas fieldtrips, laboratory and practical work. A wide range of career options are available to our graduates including careers in commercial archaeology, survey, heritage management and many more, both within and beyond the heritage sector.
As well as the Joint Honours BSc in Archaeology-Palaeoecology and Geography, Queen's offers Single Honours degrees in Archaeology (BA) and Archaeology-Palaeoecology (BSc) along with other degree programmes which combine Archaeology (the study of past human activities) with other subjects (Languages and History). All of those Single Honours and Joint Honours degrees offer a module pathway that is fully accredited by the Chartered Institute for Archaeologists (CIfA) and University Archaeology UK (UAUK).
Archaeology-Palaeoecology and Geography highlights
World Class Facilities
The School boasts the internationally renowned 14CHRONO Centre for Radiocarbon Dating, the Centre for Archaeological Fieldwork, departmental collections and laboratories for study of artefacts, human, animal and plant remains and other scientific materials and instruments, access to GIS, laser scanning and specialist teaching laboratories. In 2021–22, these laboratories received a major state-of-the-art upgrade, with £5m of investment through the UKRI World Class Labs and Capability for Collections Fund, and the Department for Economy, Northern Ireland.
Student Experience
Archaeology at Queen’s stands out for its sustained excellent teaching record, having scored 95% overall student satisfaction in the UK National Student Surveys 2019 and 2021, and 100% overall student satisfaction in the UK National Student Surveys 2017, 2018, 2020 and 2023
3rd place for Student Experience (Times and Sunday Times Good University Guide 2022).
1st place for Student Satisfaction (Complete University Guide 2022).
World Class Facilities
The University’s McClay Library holds one of the most comprehensive collections of resources on Irish, British, European and World Archaeology in Ireland and the UK, and provides state-of-the-art study facilities. The McClay Library also holds a wide collection of resources for the study of Palaeoecology, Physical and Human Geography. https://www.qub.ac.uk/about/Campus-and-facilities/The-McClay-Library/
Global Opportunities
Students on this programme benefit from a broad range of study-abroad and international placement opportunities, e.g. in Australia, Canada, France, Germany, Italy, Malta, Portugal and Spain.
All students normally take six courses per stage (a stage equals one academic year of full-time study), each covering a distinct theme. Single Honours students normally take at least five Archaeology/Palaeoecology courses. Students on Joint Honours degree programmes normally take three Archaeology/Palaeoecology courses, in addition to three courses from their second subject.
Students enrolled on this programme have the opportunity to undertake an optional additional year of study, either between Stages 2 and 3 or after completing Stage 3, spent studying abroad or on a workplace placement.
Note: some modules may be subject to change
Stage 1
Themes covered in Stage 1 include an introduction to world archaeology, environmental change as well as principles and processes of physical geography.
Stage 1 Optional Courses
Optional courses at Stage 1 explore, amongst other themes, European prehistory, human geography, the relationship between past human societies and their natural environments as well as historical archaeology in a global context.
Stage 2
At Stage 2, students explore in more detail the themes introduced at Stage 1 and develop both their theoretical background knowledge and their practical skills. In particular, Stage 2 courses provide competencies and concepts necessary for the dissertation that is normally taken at Stage 3, and for future employment in Archaeology, Palaeoecology and Geography, as well as in a wide range of other fields.
Stage 2 Optional Courses
Optional courses at Stage 2 focus on the archaeology of Ireland and other specific geographical areas, on contemporary approaches to geographical enquiry, archaeological, palaeoenvironmental and other earth-science techniques, cultural and political geography, and the use of Geographical Information Systems.
Stage 3
At Stage 3, students dedicate a substantial part of their time to their chosen dissertation project, drawn from any of the disciplines underpinning this degree programme, and building on the knowledge and skills they have acquired through Stages 1 and 2.
Stage 3 Optional Courses
Students at Stage 3 have the opportunity to choose from a wide range of optional courses focusing on specialist themes, ranging in time from the evolution of early humans to the Middle Ages, and covering fields as diverse as geoforensics, population studies, urbanisation, ritual and religion, prehistoric monuments, climate change and advanced GIS skills.
Supplement – Optional Additional Year
Students enrolled on this programme have the opportunity to undertake an optional additional year of study, either between Stages 2 and 3 or after completing Stage 3. The additional year can be spent studying abroad at one of our international partner universities or on a UK or international workplace placement. Depending on the chosen option, the degree title awarded will then be ‘BSc Archaeology-Palaeoecology and Geography with International Study’, ‘BSc Archaeology-Palaeoecology and Geography with Placement’, or ‘BSc Archaeology-Palaeoecology and Geography with International Placement’.
Programme Director for Archaeology and Archaeology-Palaeoecology
Natural and Built Environment Dr Patrick Gleeson is an archaeologist interested in the later prehistoric and medieval archaeology of Europe. He was awarded a Philip Leverhulme Prize in 2022 for this work, recognising the international impact of his research. His current research focus is the archaeology of cult, rulership, kingdoms and governance in the first millennium AD of northern Europe. He is particularly interested in the use of large scale remote sensing, G.I.S. and the application of new and novel methodologies at a landscape scale in these areas. Ongoing field projects include Dunseverick Promontory, Kedrah Fort, Lagore Crannog, Navan Fort, the Rock of Cashel, Knockainy and Milfield.
Contact Teaching Hours
Medium Group Teaching
6 (hours maximum) 6 hours of practical classes, workshops or seminars each week, some weeks will have additional field classes
Personal Study
24 (hours maximum) 22-24 hours studying and revising in your own time each week, including some guided study using handouts, online activities etc
Large Group Teaching
6 (hours maximum) 6 hours of lectures
Small Group Teaching/Personal Tutorial
2 (hours maximum) 2 hours of tutorials (or individual project supervision) each week
Learning and Teaching
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable each student to achieve their full academic potential.
Within Archaeology-Palaeoecology and Geography we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this course are:
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; IT and statistics modules; podcasts and interactive web-based learning activities; opportunities to use IT programmes associated with web design in practicals and project- based work.
Lectures
Introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
Personal Tutor
Undergraduates are allocated a Personal Tutor during Stages 1 and 2 who meets with them on several occasions during the year to support their academic development.
Practicals
Where students will have opportunities to develop technical skills and apply theoretical principles to real-life or practical contexts. Many Archaeology-Palaeoecology and Geography modules have associated practical classes, ranging from 3 to 9 hours study per week, depending on the module content.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Seminars/tutorials
Significant amounts of teaching are carried out in small groups (typically 10-20 students). These provide an opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions and to assess their own progress and understanding with the support of peers. Students should also expect to make presentations and other contributions to these groups.
Supervised projects
In final year, students will be expected to carry out a significant piece of research on a topic or practical methodology that they have chosen. They will receive support from a supervisor who will guide them in terms of how to carry out research and who will provide feedback on a number of occasions during the write up stage.
Work placements and Field Classes
Students gain practical fieldwork experience through the teaching excavation at Stage 1 and will normally have the opportunity to build further experience though volunteering on staff-led field projects throughout Stages 2 and 3. Depending on module choice, Stage 3 provides further opportunity for work placements.
Assessment
Details of assessments associated with this course are outlined below:
The way in which students are assessed will vary according to the learning objectives of each course. Some courses are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and exams. Details of how each course is assessed are explained in the general course catalogue and in the handbook for each individual course available to students.
Feedback
As a student progresses through their degree course at Queen's they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and their peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that students, as individuals or as part of a group, have submitted.
Face-to-face comment. This may include occasions when students make use of the lecturers' advertised office hours to help address a specific query.
Placement employer comments or references.
Online or emailed comment.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards students should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which students can review in their own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once students have reviewed their feedback, they are encouraged to identify and implement further improvements to the quality of their work.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Archaeology seeks to understand past human culture through the systematic study of material remains. This module serves as an introduction to the incredible scope of the global discipline of archaeology. Two seminars introduce contentious issues in archaeology and demonstrate differences of interpretation and approach by different scholars. Four practicals provide an introduction to key skills including archaeological site recording and the analysis of past material culture.
The module is divided into two parts. In Part 1 students will gain an introduction to different techniques and practical approaches used by archaeologists to learn more about the past. Lectures will explain how sites are located and excavated, how the discoveries are scientifically dated and what happens to the remains – environmental samples, human and animal remains and material culture – that are discovered. In Part 2 a collection of case studies have been selected from around the world – Borneo, China, Egypt, Italy, Russia, the Americas, amongst others – and will demonstrate how key archaeological discoveries have played a contribution in the understanding of key issues of the past.
Learning Outcomes
• To develop an understanding of the application of key archaeological concepts and methods
• To foster awareness of the scope of archaeological enquiry
• To build awareness of current issues and debates in global archaeology
• To instil an appreciation of the range of sources examined in archaeology
• To develop the ability of critically assessing competing hypotheses in archaeology
• To equip students with core study skills for archaeology
Skills
• Critical thinking and oral expression
• Critical thinking and written expression
• Time management and self-directed learning
• Structured academic writing
• Ability to properly cite references and to create bibliographies
• Ability to systematically undertake library research
• Ability to synthesise complex information
• Ability to undertake practical tasks
• Experience of working within a small group
• Observational skills
This module provides an introduction to the principles and techniques used to reconstruct past environments and detect environmental change mostly during the last 2.6 million years, the Quaternary. It looks at the history of palaeoecology and the underlying theory and ecological principles that enable the interpretation of information from ancient deposits. The primary palaeoecological techniques and their limitations are described. Case studies show how some techniques have been applied to provide a range of palaeoenvironmental information.
Learning Outcomes
Students will acquire a knowledge and understanding of the principles of palaeoecology and will be able to understand the main methods used to reconstruct past environments.
Skills
Synthesis of information; Presentation of academic argument. Written self expression. Data interpretation and presentation. Library use. Website investigation. Time management.
Excavation of an archaeological site; recording of stratigraphy and features; understanding the reasons for excavation. Daily attendance on an excavation approved by the department for a prescribed period (up to four weeks, normally in June) is required.
Learning Outcomes
Introduces students to one of the basic methods of acquiring archaeological data and studying the techniques involved.
Skills
Understanding the reasons for the methodology used on the excavation and experience in use of that methodology. Understanding and experience in recording the stratigraphic sequence uncovered.
This module introduces students to the evolution of hominins in changing global environments, from primate origins to the beginning of settled societies. Lectures and practicals introduce the timeframes of changing environments in which people evolved, patterns of evolution, the appearance of our own species, dispersal throughout the world and the ancient beginnings of human impact on the planet.
Knowledge gained in the lecture course will be assessed by multiple choice tests and two written assessments. The practical programme will introduce skills in bibliographic and literature search, graphical display, and the analysis of research data relating to the investigation of early humans. Skills relating to the analysis and documentation of artefacts and stratigraphy and sedimentology will be introduced.
Learning Outcomes
On successful completion of this course, students will be able to
• Show an understanding of the environmental, chronological and cultural context for human evolution [assessed mainly by essay, but also CT and portfolio]
• Show an understanding of records of ancient humans and landscapes [assessed mainly by essay, but also CT]
• Demonstrate a knowledge of the key evidence and terminology relating to environmental and human evolutionary changes throughout the Quaternary [assessed mainly by CT]
• Show an ability to handle and present data, and to undertake basic statistical analysis [assessed by portfolio]
Skills
Skills
Subject-specific skills
You will be able to search, extract and use data from a range of academic literature. You will be able to use the MS Excel program to display, describe and carry out simple analysis of archaeological data, including basic statistics.
You will be able to analyse artefacts and document them photographically and by drawing.
Cognitive skills
You will be able to explain (i) the patterns and process of hominid evolution and (ii) the background pattern of global climate change.
Further details, including a full breakdown of Transferable skills and Module Guide example, can be found at the following link:
https://archaeology-palaeoecology-qub.com/gap1001-ancient-humans-landscapes/
This physical geography module will examine the mechanisms and processes that drive the Earth system and the interactions between the various spheres – including the atmosphere, biosphere, cryosphere, hydrosphere, and lithosphere. The module will have a global focus, but will also provide regional and local examples of how the Earth system operates, interacts and changes across time and space to shape our climate, landscapes and environments.
Learning Outcomes
After completing the module students should be able to:
1) Develop a knowledge and understanding of the major processes that drive the various components of the Earth system and the interactions between them
2) Apply practical skills to collect, analyse and present a range of data relating to the Earth System
3) Develop the ability to critically analyse and interpret information relating to the Earth System
4) Develop skills in scientific writing
Skills
Scientific writing; statistical analysis; graphical presentation; primary data collection; secondary data collection; interpretation of geographical information; critical analysis; referencing.
This module examines the later prehistory of Europe, from the beginnings of settled farming society in the Near East (c. 10,000 years ago) to the European Iron Age and the dawn of historic times (c. 50 BC). Geographically, the scope of the module spans across Europe and the Mediterranean, from Russia and the Levant to Ireland and Spain. The material and ideas presented provide an important base for subsequent modules on the history and prehistory of Europe, Britain, and Ireland, setting a chronological scene against which to understand the emergence of complex human society.
Two themes run through the course: human adaptation to change (climate, environment, food, technology, social structure) and the emergence of different cultural responses through time and space (such as settlement, economic strategies, material culture, art, burial, status, trade and ethnicity). Prehistoric archaeology is interested in recording how humans deal with change over time and in understanding how to measure time in the remote past through a variety of chronological methods (14C and dendro-dating, other scientific and material culture-based dating techniques). Later prehistoric archaeology also examines the origins of new technologies and social structures, such as domestication of plants and animals, metals, writing and urban life, and seeks to understand the many factors that trigger change and development.
The aim of the course is to provide students with an introduction to the major themes of study and the principal issues of European prehistory. It includes many of the classic sites and cultures that typify the early history of the continent, and some of the theories and models that have resulted from their study.
Learning Outcomes
- A broad understanding of the development of human societies in Europe from c. 10,000 years ago to the 1st century BC.
- An understanding of the nature and range of the archaeological record.
- An awareness of the complexities and limitations of archaeological interpretation.
- An awareness of present debates and controversies in prehistoric archaeology.
- An understanding of the multi-disciplinary nature of archaeology, the wide variety of sources, and evidence on which modern archaeology draws, e.g. environmental, historical and ethnographical.
Skills
- Critical thinking and oral expression.
- Time management and self directed learning.
- The ability to write structured academic style essays, presenting clear unbiased arguments.
- Ability to cite references and create bibliographies.
- The ability to undertake library-based research, making full use of bibliographic sources.
- Critical analysis of competing hypotheses of text and other media.
- Critical synthesis of diverse information.
The course examines major themes in historical archaeology in a global context. It examines the ways in which material evidence is used to understand societies of the historic period, from the birth of Christ to the present day. It will examine the use of historical sources in the study of the past, archaeological approaches to myth, religion, the growth and collapse of Empires, archaeologies of conflict, warfare and propaganda. Students will gain understandings of how to challenge historical paradigms through the use of material evidence, and examine current debates in historical archaeology worldwide.
Learning Outcomes
To introduce students to the study of the physical remains of historical periods globally within context.
To challenge their preconceptions of the historic period and the application of archaeology.
The course provides a background to understanding the major developments and debates in historical archaeology in recent decades.
Skills
Introducing students to assessing the evidence of the material remains of the past against the documents.
Evaluating the power and truth of the images popularly associated with historical periods globally.
The twenty-first century world that we all inhabit and its 'human geographies' is not just a product of the 'modern age'. Rather, the world as we know it today is the result of diverse social, cultural, political and economic processes, of both gradual change and of occasional revolutions, occurring over many centuries, and ongoing still. This module attempts to make sense of these human geographies of the modern world by analysing three important and interconnected geographical themes: specifically, (1) globalism, and past and present local-global connections between individuals and societies; and; (2) geopolitics and the changing relations between regions and nation states (3) the changing scales and practices of everyday life in a globalised world. In addition to developing your geographical understanding of the modern world, the module seeks to develop key study and research skills to prepare you for more advanced study in levels two and three.
Learning Outcomes
Identify the range of theoretical perspectives used in Human Geography. Understand how Human Geography can contribute to analyses of contemporary and historical societies. Understand why there is disparity in development across the world. Understand how and why people have sought to develop social theories and put these into practice. Understand the relationships between population, economic opportunities and resources. Understand how geographers have considered the relationships between nature, society and landscape. Realise how considerations of race and gender inform our understanding of culture.
Skills
Taught: Principles of Human Geography, how society & its variations over space can be and has been scrutinised & understood. Practiced: Essay writing, field observation and interpretation, library & individual study skills, written presentation of material.
This course will address central themes connected with social, economic and population geography. It will introduce and examine a range of economic, social and demographic processes operating across different scales. These will be illustrated through real-world examples that link with some of the urgent challenges that face our world today. The course will also explore contributions human geography can make to governmental and non-governmental policy development.
Learning Outcomes
On completion of this module, you should have attained an understanding of key concepts, approaches, examples and policy issues associated with contemporary social, economic and demographic processes. This should enable you to: identify the key concepts used by geographers interested in those processes; understand a diversity of perspectives found in social, economic and population geography; undertake bibliographic searches of a wide range of academic and non-academic texts; read and critically appraise a wide range of source materials; describe and evaluate key policy issues associated with course material; construct and deliver sustained reasoned written arguments on these issues; work independently and in groups to evaluate approaches and issues.
Skills
Skills
(T: taught; P: practiced; A: assessed)
Discipline-specific skills: plan, design & execute independent research & study (TPA); combine &
interpret different types of geographical evidence such as texts, visual images, maps, & qualitative &
quantitative data (TPA); recognise moral & ethical issues in geographical debates & enquiries (TPA).
Key skills: abstracting & synthesising information (TPA); assessing contrasting ideas, perspectives,
explanations & policies (TPA); developing a reasoned argument (TPA); independent thought &
self reflection (PA).
Employability skills: learning & study (PA); written communication (TPA); motivation, empathy,
insight & integrity (PA); self-awareness & self-management (PA).
Thinking through Things Theorizing Global Archaeology
Overview
This module introduces students to the range of archaeological thought. Many of the theoretical issues currently being debated have a long history, and their placement in a broader social and political context is a necessary adjunct to a fuller understanding of where the discipline is now. In addition, the module will focus in more detail on a selected number of key topics for further exploration, such as the nature of archaeological assemblages, the concept of culture, the processual-postprocessual debate, gender, and the so-called 'interpretative' approaches. The module will also introduce students to methodological concepts and the techniques of research design, in preparation for their thesis.
Learning Outcomes
By the end of the course, students will be expected to have acquired:
- A broad knowledge and understanding of archaeological interpretation, and its social and political context
- An appreciation of the relationship between archaeological theory and practice
- An understanding of current issues and debates in archaeological theory, and of the major terms used in such debates
- An understanding of how to appraise archaeological research;
- An understanding of how to prepare a substantial research project or thesis
Skills
Ability to undertake guided library and web-based research
- Ability to present a succinct summary of arguments in written format
- Ability to critically assess complex and competing hypotheses
- Ability to summarise and discuss key points from selected readings and to communicate these to a seminar group
- Ability to assess and design a research project
Research is a core aspect of Geography and an important part of a geographer’s work. It can encompass a wide range of contexts, whether in physical or human environments, rural or urban. This module is designed to equip students with a broad set of research skills designed to enable students to become more independent researchers and to tackle research projects in their final year. We will cover a range of generic research skills including sourcing academic literature, formulating research questions, aims and objectives, developing project timelines, and introducing research ethics. We will also examine subject-specific geographical research skills including the collection and analysis of quantitative and qualitative data from a range of primary and secondary sources.
Learning Outcomes
By successfully completing the module you will:
• Have a firm knowledge of the essential generic research skills required to undertake independent research projects in Geography
• Gain an understanding of how subject-specific methods can be used to undertake independent research projects in Geography
• Understand the basic elements of, and be able to put into practice, a range of qualitative methods
• Understand the basic elements of, and be able to put into practice, a range of quantitative methods
Skills
Successful completion of the module will result in acquisition and/or enhancement of the following skills:
Key skills
• The ability to think and argue critically and undertake problem solving
• The ability to undertake self-directed learning
• The ability to apply an appropriate methodology to a focused area of research
Subject-related skills
• The ability to communicate geographical ideas by written, oral and visual means
• The ability to apply subject-specific techniques or approaches to the collection and analysis of geographical information
Through a series of lectures and practicals, this module will provide students with a flavour of some of the leading techniques and proxies used to reconstruct past environments. Lectures will present an overview of the methodological principles and applications, showcasing relevant scientific studies to illustrate the potential of the techniques. A field trip and practicals will provide students with hands-on experience, including coring, stratigraphic recording, proxy identification and analysis, and sample preparation. Relevant statistical and graphical techniques to interpret fossil proxy time series and put them onto secure time-scales will also be introduced. The practicals are intended to give students a taster for a range of palaeoenvironmental techniques that could be employed for their Level 3 dissertations.
Learning Outcomes
By completing this module, students will:
-obtain a greater understanding of past events of abrupt climate and environmental change, -obtain a greater understanding of how these events have been reconstructed from a range of fossil evidence, -be aware of the potential and limitations of fossil proxy evidence in informing us about environmental change, and -be able to put current climate change into a longer-term context.
Skills
Subject-specific skills
Hands-on experience with the most important proxies, produce and interpret fossil proxy diagrams, work with relevant software Cognitive skills Students will be able to assess, interpret and evaluate evidence from fossil proxy deposits for past events of abrupt climate change.
Transferable skills
Students will be able to use different pieces of software, and write succinct summaries of research.
Europe’s towns and cities are in a constant state of flux, and have been for millennia. This field-based module explores this theme through studying urban landscapes. The aim is to practise geographical research tools and methods in a range of urban settings. Taking a ‘longue durée’ approach and spanning a thousand years of urban evolution and transformation, the focus is on connecting past and present urban forms and landscapes, including study of representations of urbanism, such as maps and perspectives, as well as physical fabric and built form in the field itself. The field-module will also explore past ‘urban futures’, as well as the ‘future of the past’ in urban settings where demand for new development and threats such as climate and environmental change pose significant and real challenges for the 21st century and beyond.
Learning Outcomes
On completion of this module, students will:
1. Identify the principal formative periods of European urban design and planning;
2. Assess the contribution of particular urban designs and plans, past and present, to debates on how urban landscapes should be formed;
3. Understand social and cultural processes that shape urban landscapes, both in historical and contemporary contexts through case study examples and field-study;
4. Understand how historic urban landscapes are managed in contemporary contexts;
5. Critically evaluate what academics (ie. geographers and historians), and practitioners (ie. architects and planners), have written on urban landscapes;
6. Synthesise interdisciplinary concepts and ideas used in the study of urban landscapes.
Skills
The module is designed to equip students with the following:
1. Characterise the built form of European urban landscapes;
2. Recognise processes that shape urban landscapes;
3. Understand why urban landscapes require management and control;
4. Evaluate the work of academics and practitioners who study urban landscapes;
5. Synthesise key concepts and ideas used in the study of urban landscapes;
6. Think and argue critically;
7. Undertake problem-solving;
8. Work collaboratively independently;
9. Communicate effectively, both visually and in writing;
10. Apply theoretical (abstract) ideas to practical (life-like) scenarios;
11. Work as part of a team;
12. Be creative and imaginative;
13. Manage time effectively, meeting deadlines and commitments;
14. Prepare for further study in fields of urban geography and planning.
This module explores key concepts in cultural and political geography.
Learning Outcomes
On successful completion of this module, students will have attained:
- an advanced understanding of key topics and themes in cultural and political geography.
- the intellectual capacity to critique, compare and defend different texts in cultural and political geography
Skills
On successful completion, students will have acquired skills including (T taught, P practiced, A assessed).
Subject specific:
1) Understand the key topics and themes in cultural and political geography (T; P; A);
2) Analyse and examine the theories and debates that surround the changing nature of cultural and political geography (T; P; A);
3) Evaluate the historical contexts of cultural and political geography (T; P; A);
Cognitive skills:
1) Managing and prioritising knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner (T; P; A);
2) Analytical thinking: to identify, understand, interpret and evaluate relevant subject- specific arguments made by others; to construct independent arguments (P; A);
3) Critical and independent thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field (P; A);
4) Abstract and synthesise information from a range of different geographical sources (T; P; A)
5) Marshall and retrieve data from archival, library and internet resources (P; A)
Transferable skills:
1) To think and argue in novel and enterprising ways, display originality of thought and argument. (P; A);
2) Written and oral communication (P);
3) Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify and analyse the key features of the information (P; A);
4) To use evidence to develop logical and clear arguments (P; A)
In this field course you will explore a variety of contrasting landscapes within the Mediterranean, with particular reference to Mallorca, researching the human and physical dynamics that have shaped them. Module topics will include: evidence for past environmental change, its impact and contemporary challenges; physical processes of landscape evolution, including weathering, erosion, coastal processes, and the impacts of climate change; understanding the nature of urbanisation and impact of tourism; critiquing cultural politics of environmental change, heritage and social identity; reflecting on sustainable alternatives. Project work will provide you with an opportunity to gain valuable experience collecting data, the use of ArcGIS StoryMaps, as well as data analysis and interpretation in relation to significant scientific debates and policy issues.
Learning Outcomes
Students enrolled in this module are supported in attaining the following learning outcomes:
- Gain experience and skill in the principles and practices of desk-based and field-based investigation, including methods of data collection, techniques in data analysis, the interpretation of field data in the context of wider academic scholarship and the presentation of findings;
- Gain experience in working as part of a project team, managing a project, collaborating and supporting one another on online platforms (Miro, Teams, ArcGIS) and working to an agreed timeline;
- Demonstrate an organised approach to the design, execution and writing up of field research projects;
- Gain experience in writing up research findings and presenting them in a variety of formats, including presentations, reports and StoryMaps;
- Gain an understanding of the dynamics that account for change in the physical and human environments of the field study locations.
- Gain experience in assessing the evidence for long and short term environmental change.
- Demonstrate a systematic understanding of the nature of the relationships and processes that shape the physical and human geography of the field study locations
Skills
Key skills
• The ability to think and argue critically and undertake problem solving
• The ability to undertake self-directed learning
• The ability to work collaboratively on a project within a group, taking part in managing the project, supporting one another and working towards an agreed timeline.
• Development of reflective skills with regard to module-related tasks and personal fieldwork experience.
Subject related skills
• The ability to communicate geographical ideas by evidenced written, oral and visual means
• The ability to apply specialised techniques or approaches to the collection and analysis of geographical information
• Landscape (human & physical) interpretation
Employability skills
• Groupwork, leadership and time-management skills
• Project planning and oral skills
• Report writing, data synthesis and presentation skills
This module explores the multifaceted nature of landscape through the use and application of spatial technologies such as Geographical Information Systems (GIS), Global Navigation Satellite Systems (GNSS), including Global Positioning Systems (GPS), and remote sensing such as aerial and satellite imagery.
Learning Outcomes
The module introduces students to spatial technologies using a hands-on approach through practical exercises designed to help improve employability and subject skills as geographers and archaeologists, and also to equip students with technical skills applicable to independent research, for example in dissertations at Level 3. The module also raises conceptual questions about the nature of landscape, and how landscapes change over time, as well as opening up the advantages and also the limitations of using spatial technologies in landscape-based research. Students will analyse a range of spatial data, including digital mapping, and also collect field-survey data using GPS. The aim of the module then is to explore landscapes through a range of spatial and temporal scales, connecting past and present, using a combination of lecture, laboratory and field-teaching.
Skills
Written and oral skills; Information Computer Technology including Geographical Information Systems (GIS) and bibliographic databases; information sourcing and synthesis; critical evaluation and decision making; individual learning; group working and team skills.
Excavation of an archaeological site; recording of stratigraphy and features; understanding the reasons for excavation. Daily attendance on an excavation approved by the department for a prescribed period (up to four weeks, normally in June) is required. This module is compulsory for Single Honours students if Archaeological Excavation was not taken at Stage 1 (normally only available to students transferring in from other programmes or institutions).
Learning Outcomes
Introduces students to one of the basic methods of acquiring archaeological data and studying the techniques involved.
Skills
Understanding the reasons for the methodology used on the excavation and experience in use of that methodology. Understanding and experience in recording the stratigraphic sequence uncovered.
Employability skills are identified by QUB as important and essential components of the student learning experience at all undergraduate levels. Although there are elements of these in most of our modules the School has decided to introduce this in a formal framework through the GGY2059 module. The underlying ethos of this module is to get you to start planning for your future in the world of work and to make use of the assistance that the University provides through the Careers, Employability and Skills Directorate.
Learning Outcomes
After completing this module students should:
• Appreciate the range of possible careers a Geography degree opens up
• Gain experience in constructing a CV
• Gain experience in making job applications
• Be able to make productive use of online QUB Careers and Employability resources
• Develop the ability to network in professional circles
• Appreciate professionalism in the world of work
Cultural, historical and political geographies form the basis of this module, the field course element of which is located in Malta. The dynamic between Maltese people, tourists and their shared environment are examined through mapping, observation, participation and analysis. Issues of urban cultural heritage, rural life, national identity, archaeological heritage, European migration and religious landscapes are examined through first-hand experience of key locations around the islands of the Maltese archipelago. Self-motivation is fundamental, under guidance, with elements of student-driven and small group work
Learning Outcomes
To gain a practical understanding of observational and analytical field data collection methods, both theoretically as well as in an outdoor environment, where urban fabric, vulnerable landscapes, land use, sacred spaces, and heritage management issues can all be explored. Data collection and presentation are key.
Skills
Skills acquired (T: taught; P: practiced; A: assessed):
Successful completion of the module will result in acquisition and enhancement of the following skills:
• Cognitive skills: problem solving, working with groups both in terms of data collection and presentation, reflective skills, experience of written and oral presentations, self-directed learning, observational and other fieldwork skills developed in a new environment (T,P,A)
• Subject-related skills: Collection and communication of human geographical information about Malta in its regional geographical context, fieldwork in a historically significant yet vulnerable environment, wider knowledge of cultural, political and historical geographies of the region (T,P,A)
• Transferable skills: Group work, time-management, planning, reports, presentations (T,P,A)
This module examines the key theoretical debates which underpin contemporary approaches to research in human and physical Geography. The module consists of the identification and elucidation of the principal perspectives that are brought to bear on geographical themes. These include such themes as marxist, feminist and scientific approaches used in Geography. The module highlights the political, social, cultural, environmental and ethical implications of particular theories.
Learning Outcomes
By completing this module students will be able to identify the key theoretical approaches in human and physical geography. Be able to assess the contribution of particular theorists in the development of key debates within geography. Be able to rehearse and develop a clear line of argument\Be able to identify a research question that may be worthy of future enquiry and be equipped to undertake a literature review.
Skills
Key skills:To read critically\To understand complex arguments and rehearse them\To identify the links between theory and practice\To be creative\Subject-specific skills\To identify key theoretical debates in human and physical geography\To recognise the significance of theory to all geographical issues\To become familiar with the writings of key thinkers in contemporary Geography\To evaluate and synthesise the work of principal theorists\To begin to prepare for independent research at Level 3\Employability skills\To apply abstract ideas to practical problems\To work independently\To communicate effectively in written and oral forms\To meet deadlines and develop time management skills
The module will focus on the nature, causes and consequences of environmental change. Changes in the various aspects of the Earth system including the Earth’s climate, hydrological systems and ecosystems will be investigated. A range of geographical methods will be employed to examine these changes, including palaeo-environmental records. The role of humans in changing the Earth’s environment will be investigated and will be placed in the context of past environmental change and natural variability.
Learning Outcomes
After completion of the module students will:
• Have a knowledge and understanding of the causes and consequences of environmental change over different timescales
• Develop skills in analysing and interpreting secondary environmental data
• Be able to interpret and critically evaluate scientific literature
• Enhance skills in scientific writing
Skills
Students are expected to allocate study time in proportion to the significance of issues covered within the lecture course. Successful completion of the module will result in acquisition and/or enhancement of the following skills. (P=Practised; T=Taught; A=Assessed)
Subject-specific skills
Key skills
Employability skills (see ‘key skills’ above)
Critical thinking, verbal and written communication, explanation of complex ideas and concepts, presentation, analysis and interpretation of numerical information, ability to synthesise and critique multiple sources of information.
The Archaeology of Islands (Residential Fieldtrip Module)
Overview
This module will introduce students to the archaeology of islands. Opening weeks will provide an overview of the conceptual issues surrounding the study of islands including the physical geography of islands, theories of island colonisation, concepts of insularity, material adaption and evolution in insular environments, and social resilience and decline on islands. This section of the course will be assessed through an essay. Following this, students will explore concepts through specific island case studies presented by staff and through directed leaning and seminars. This will be assessed via short projects/ posters. The module will have a substantial residential field work component; so the penultimate weeks will focus on preparation, exploring in depth issues specific to the fieldwork destination (currently Malta). Students will also receive training in basic recording methods prior to the fieldtrip and presentations to the class on sites (with an accompanying prepared fact sheet).
Learning Outcomes
- An understanding of themes central to island archaeology including colonisation, insularity, adaptation and material evolution, climate resilience and collapse of island cultures;
- Critical interpretation of monuments, architecture, building materials and artefacts, within an island context;
- An awareness of current debates in island archaeologies;
- Critical understanding of how heritage Is presented as part of contemporary island identities;
- An understanding of the relevance of studying islands to current society.
Skills
· Observation and interpretation of material culture in the field and landscape
· Discussion skills
· Research skills
· Preparation of site reports and effective writing
· Presentation skills
· Critical understanding of popular archaeological media
The interaction of geological drivers, surface processes, and climate dynamics are all crucial for explaining why the Earth’s surface looks and operates the way it does. This module will examine the different processes involved in the dynamic evolution of different landscapes across a range of spatial and temporal scales. Central to the module is understanding how environments changed through time and what the landscapes tell us about key characteristics of that journey. The module will also consider the social and economic impacts of this landscape evolution for people and the natural resources and geohazards these geomorphological processes can create. We also consider how these interactions may change in the future. The module will have a practical and applied focus, with emphasis on solving real-world problems.
The module is split into several topics and will follow the journey of a droplet of water as it lands on the tallest mountains and works its way downstream to the lowest ocean basins, with some deviations along the way. None of the topics are discrete, and you will develop an understanding about how a geomorphologist must view the landscape holistically, whilst remembering that sometimes different processes have the same results and, sometimes, the same processes have different results. Through the course you will develop new knowledge on fluvial, tectonic, upland, hillslope, tropical, glacial, aeolian, volcanic, coastal, marine, and even planetary geomorphology. We will also investigate some of the methods employed by geomorphologists to understand the landscapes around us.
Learning Outcomes
After completing the module students should be able to:
1) Develop new knowledge and understanding of a range of geomorphological processes
2) Gain experience in how to disseminate scientific information to non-experts
3) Develop the ability to interpret analysed outputs and apply these skills to solve real-world problems
4) Apply I.T. mapping and numerical skills to collect, analyse and present secondary data
5) Develop written communication skills in the form of a scientific report
Skills
- Demonstrate knowledge and understanding of geomorphological landforms and processes in a range of environments.
- Synthesize and summarize geomorphological information from a range of academic sources.
- Apply field and GIS skills to the analysis of geomorphology for a glacial catchment.
- Develop techniques on how to disseminate complex information.
This course surveys the archaeology of Ireland from c. 8000 BC to the coming of Christianity. The course begins with the background to human colonisation of this island. It traces the evidence for Ireland’s first colonists and their cultural development, seen in such sites as the hunting-fishing camp at Mount Sandel, up until the arrival of the earliest farming communities. The settlements, economies, megalithic tombs such as Newgrange and other ritual structures of Ireland’s first farmers are examined within the framework of both their environmental and social context. The course then takes up the earliest metal-using communities of the Bronze Age and follows the rise of bronze- and iron-using elites in Ireland. Special attention is given to sites such as Navan Fort, the problem of the origins of the Irish, to what extent earliest Irish traditional literature provides a ‘window on the Iron Age’, and consideration of the main debates in Irish prehistory.
Learning Outcomes
• An awareness of major issues in the study of prehistoric Ireland
• Initiative in the acquisition and synthesis of evidence-based archaeological material, using a range of library and digital sources
• Proficiency in oral and written communication skills, including academic referencing
• A familiarity with the material cultural of prehistoric Ireland
Skills
Critical thinking; Oral and written communication skills; Digital presentation skills; Independent study; Group work; Use of library and digital resources
From St Patrick to the Plantation: The Archaeology of Historic Ireland
Overview
The study of Ireland from the 5th to 17th centuries through the physical remains of the past rather than documentary history. Early Christian crafts and settlements; the impact of the Vikings; the lordships of the Anglo-Normans and the problems of the later Middle Ages.
Learning Outcomes
1)An understanding of the key areas of archaeological evidence of the period; 2)appreciation of the relationship between archaeological and documentary evidence; 3)appreciation of the role of excavation in the study of the period; 4)an understanding of Ireland's position in medieval Europe.
Skills
1)Identifying evidence cited by authors holding different views on issues within the period; 2)An introduction to assessing the results published in primary sources, especially excavation reports.
This module focuses on the acquisition of fundamental skills needed in Archaeological Practice. Students will develop core practical, computing and digital data skills used in archaeological assessments, survey, excavation and reporting. While these are essential for those going on to practice as archaeologists, many of the skills acquired will be useful in careers outside the archaeological and heritage sectors and for dissertations. Learning will be through weekly lectures, practicals, directed and independent weekly reading and digital-portfolio tasks. Students will be introduced to the legislative framework for U.K. commercial archaeology, the basic principles of site and soil formation and sampling, landscape survey, artefact analysis and curation, illustration, photography and data management. They will undertake weekly practical sessions to develop skills in a wide array of techniques from flotation to the use of differential GPS equipment and fieldwalking. The overarching aim is for students to achieve a basic understanding and competence in core techniques which will provide them with a solid basis for professional accreditation with e.g. The Institute of Archaeologists of Ireland (IAI) or the Institute of Field or Archaeologists (IfA), and the ability to plan their continued professional development independently.
Learning Outcomes
Having completed this unit the student is expected to have developed and demonstrated:
• Familiarity with legal, policy, and ethical archaeological frameworks in the UK
• Familiarity with the principles of the archaeological process in professional practice including: desk-based assessment, survey and excavation and the appropriate use of techniques.
• The ability to find and interrogate relevant digital datasets
• A basic appreciation of what causes variation in different evidence classes (e.g. taphonomy; recovery procedures) and the effect of these on interpretations.
• An appreciation of the importance primary data recovery and new information through practical/field experience
• An understanding of the fragile and non-renewable nature of the archaeological resource and the need for sustainable approaches to its use and conservation
• Familiarity with the diverse sources of evidence used by archaeologists
• An understanding of where to find jobs in the archaeology and heritage sectors and sound knowledge of the skills and experience required for professional accreditation.
Skills
On the completion of this module students should:
• Understand the key components of a desk based assessment
• Be able to practise, under supervision, core archaeological and landscape survey fieldwork techniques
• Be able to practise, under supervision, core post-excavation/post-survey techniques including: basic stratigraphic interpretation, phasing, data archiving, processing and sorting of environmental samples.
• Have developed basic skills graphics software, GIS and web-design
• Have a basic understanding of landscape, stratigraphic and soil formation processes and sampling strategies.
• Be able to discover and recognise the archaeological significance of material remains and landscapes.
• Have developed basic skills in the analysis of spatial data to determine where archaeological traces survive in present day landscapes.
• Be aware of the interactions of biological, environmental and socio-cultural
influences in human ecology
Transferable Skills
Generic and employability skills include:
• Effective time management
• Collaborating effectively in a team via experience of working in a group, through fieldwork, laboratory and/or project work
• Demonstrating a positive and “can do” approach to practical problems
• Preparing effective written communications for different readerships
• Making effective and appropriate graphic visual outputs
• Making effective and appropriate use of information technology including web page design
• Making critical and effective use of information retrieval skills using paper based and electronic resources
• applying numeracy in practical contexts
• Technical expertise and transfer of learning between performance situations
• Analysis, critical thinking and interpretation skills - especially of spatial data
This module is not a standard option but is provided: (i) to accommodate visiting students at Stage 3 and (ii) to provide an alternative to the double-weighted Archaeology / Palaeoecology dissertation module under exceptional circumstances, as advised by supervisor; compulsory if a dissertation module is not taken; not otherwise available.
The Individual Project allows the student to work on an area of archaeology or palaeoecology which interests him/her by critical analysis of a particular problem. The module will enable students to conduct a line of independent research in the field of archaeology or palaeoecology and thus contribute to knowledge in the chosen discipline. The project will often involve collecting and analyzing primary data. Normally, the material has either never been published or the student brings analytical techniques to bear on it which have not been used before. By undertaking the Independent Project, students will consolidate analytical and critical skills developed during the degree programme, whilst learning “how” research is done.
The Independent Project is to be seen in terms of half of the standard undergraduate dissertation, taking up one module instead of two. As such, it can be used to demonstrate to future employers or third level institutions that a student has conducted an independent piece of research. Much of the information in this module guide is therefore common to both this module and the standard ArcPal Dissertation module.
Learning Outcomes
An in-depth understanding of a specific area within the disciplines of archaeology and/or palaeoecology; An understanding of the development of the growth of archaeological thought or palaeoecological debate; through reading past literature on a topic; The application of critical or organisational skills in an individual research context; An understanding of the context of a piece of research in relation to other information on the area or period
Skills
Designing, researching and completing a substantial piece of individual research; Understanding of the way data-gathering relates to the later analysis and conclusions; Bibliographic research; Time management of a project over an extended period
This module requires students to write a dissertation that is based on substantive individual research on a geographical topic of the student’s choice. The dissertation presents the evolution of the student’s thoughts and research activity on a specific topic, informed by geographical concepts and ideas. This module draws upon subject-specific knowledge and key skills from other modules offered in the School, applying these skills and knowledge to an independent piece of geographical research.
Learning Outcomes
- Understanding of the importance of research, including its limitations
- A detailed understanding of research methods and sampling
- Experience of writing at length
- Extensive subject-specific knowledge in an area of geographical research
- Knowledge of how to structure and plan an independent research project, including the formulation of a research topic, definition of research aims and objectives
- Understanding how to contextualise a topic through conducting bibliographic searches and formulating a critical understanding of related literature across disciplines
- Understanding how to assimilate and present a coherent appraisal of primary and secondary sources
Skills
Skills: (cognitive, subject-specific, transferrable)
- Critical, analytical & creative thinking and problem solving skills (c, t)
- Written communication skills (c,t)
- Primary research skills, including qualitative and/or quantitative research skills (c, s, t)
- Collaborative, planning and organisational skills (c, t)
- Fieldwork skills (s, t)
- Judgement of ethics and risk (t)
- Managing and prioritising knowledge (c, t)
- Reflecting critically on one’s progress (c, t)
This module centres upon a research project devised to the specification of an external employer. It is modelled on the work of professional consultants, who are drafted in to an organisation to undertake a piece of independent research and develop a set of ideas, solutions or proof of concept. The module provides you with an introduction to the demands of the professional workplace and an opportunity to explore the synergies between your learning and achievements as a Geographer with the needs of various government and not-for-profit organisations. You will be part of a student-led project team, mentored by an academic and a representative of the organisation you are undertaking the research for. Your research will be undertaken pro bono as a form of civic engagement and the outputs will placed within the public domain afterwards. This module utilises links members of staff within Geography have with these employers, providing you with an opportunity to hone and strengthen a variety of skills related to employability as a graduate.
Learning Outcomes
On completion of this module you should be able to:
- Demonstrate how your Geography degree programme, associated learning and key skills can inform complex and difficult decisions that confront government, civic society or not-for-profit organisations (‘the employer’)
- Use ideas and techniques to frame appropriate questions, gather information, describe, analyse and make informed judgments on a research topic commissioned by an external organisation (‘the employer’)
- Illustrate how you can exercise initiative, personal responsibility and team working skills in fulfilling the brief of ‘the employer’ to an agreed schedule in complex and unpredictable contexts
- Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences in a variety of ways and settings
- Reflect on and explain to others how the knowledge, skills and experience that you have gained as a geographer translate as assets within the graduate labour market
Skills
Critically evaluate field-based tasks and solve problems independently and as a team. Undertake self-directed learning. To complete tasks within a group setting and present findings in group discussions and oral presentations in a professional context. Undertake reflective learning with regard to module-related tasks, fieldwork and research experience. Synthesising and presenting information. Developing reasoned arguments. The ability to think and argue critically.
Subject related skills
The ability to communicate geographical ideas by written, oral and visual means; the ability to apply specialised techniques or approaches to the collection and analysis of geographical information; field-interpretation through application of observational skills; the ability to carry out independent field research.
Employability skills
Group work, leadership and time-management related skills; project planning and oral skills; independent research; report writing and presentation skills
This module requires students to write a final report that is based on individual research on a geographical topic of the student’s choice. The research project presents the evolution of the student’s thoughts and research activity on a specific topic, informed by geographical concepts and ideas. This module draws upon subject-specific knowledge and key skills from other modules offered in the School, applying these skills and knowledge to an independent piece of geographical research.
Learning Outcomes
- Understanding of the importance of research, including its limitations
- A detailed understanding of research methods and sampling
- Experience of writing at length
- Extensive subject-specific knowledge in an area of geographical research
- Knowledge of how to structure and plan an independent research project, including the formulation of a research topic, definition of research aims and objectives
- Understanding how to contextualise a topic through conducting bibliographic searches and formulating a critical understanding of related literature across disciplines
- Understanding how to assimilate and present a coherent appraisal of primary and secondary sources
Skills
Skills (cognitive, subject-specific, transferrable)
- Critical, analytical & creative thinking and problem solving skills (c, t)
- Written communication skills (c,t)
- Primary research skills, including qualitative and/or quantitative research skills (c, s, t)
- Collaborative, planning and organisational skills (c, t)
- Fieldwork skills (s, t)
- Judgement of ethics and risk (t)
- Managing and prioritising knowledge (c, t)
- Reflecting critically on one’s progress (c, t)
A dissertation based on a personal project which may be fieldwork, laboratory-, museum- or library-based (or a combination), prepared over the summer vacation and written up for submission during the second semester of Level 3.
Learning Outcomes
To introduce students to independent research; to provide training and experience in the application of Archaeological and/or Palaeoecological techniques.
Skills
Field skills and experience, including self-reliance and decision-making. Observation, recording and analysis of data. Report writing.
Spaces of Urbanisation in Emerging Economies and Sustainable Development
Overview
This module is designed to encourage you to expand your basic knowledge of the emerging process of regional urban transformation in the Emerging Economies. It explores key theoretical debates associated with urbanisation in the context of development. By exploring the interface between political economy of development and urbanisation, you will be introduced to the problematic of urban sustainable development and its implications for policy analysis in a comparative perspective. The module begins with an introduction to concepts and paradigm shifts, which informed the process of urban development in the developing world. It then broadens out the discussion to incorporate ideas of creative clusters of urban development, urban social policy and poverty questions, sustainable cities, and urban management and policy questions. This module will provide opportunities for you to develop your critical analytical skills in assessing concepts, data and policy issues associated with urbanisation and sustainable development in the Emerging Economies.
Learning Outcomes
The module provides an examination of the processes urbanisation and sustainable development in the Emerging Economies within a comparative perspective. It will help to develop an understanding of the key concepts, theoretical approaches, paradigms and policies across a wide spectrum of social sciences disciplines. On completion of this module, you will have attained:
1) A working knowledge about the diverse theories of urbanisation to evaluate and analyse critically the issues pertaining to urbanisation in the Emerging Economies.
2) Ability to read a wide range of materials on cities in the Emerging Economies from a critical multi-disciplinary perspective.
3) Familiarisation with key concepts on urbanisation and sustainability
4) An appreciation of the links between the spatial, social and cultural contexts, which effect urban development in the Emerging Economies.
5) Ability to evaluate policy questions associated with urban management in the Emerging Economies
6) Undertake bibliographic searches of a wide range of both academic and specialist materials.
7) To engage in group-based workshops and to construct and deliver sustained reasoned arguments on urbanisation and sustainable development.
Skills
Taught Skills: An analytical and critical reasoning skills and to contextualise knowledge in varying geographical spaces, both within a local and global contexts. It also includes advanced word processing and technical application of bibliographic guidelines and graphic presentation of data and ideas.
Practised Skills: Bibliographic searches, to assimilate and present a coherent appraisal of the various document relating to urban sustainability in a developmental context. Retrieval, interpretative skills, critical reasoning, essay writing based on a sustained level of argumentation and evaluation, oral presentation, time management, group work in workshops.
Since the end of the Cold War, environmental issues have become one of the most important considerations in global politics. While geopolitics has been largely defined by territorial matters, geopolitics is increasingly concerned with humanity’s geological changes, what has been termed the Anthropocene. We are now determining our own geological futures, inextricably embedded with nature which requires new spatial categories and political thinking. The student will be introduced to the debates around global environmental change in geography and cognate disciplines of International Relations and environmental politics with a keen interest in the spatial dynamics at play. This course will review the conceptual and contemporary theoretically driven case studies related to environmental politics at the local, national, regional, and international scales of geopolitics. In this module, we will explore the relationship between environmental changes and conflict; global governance and international environmental agreements; capitalism and climate change; industrial development and indigenous populations; resource scarcity; relevance of environmental security to national security; and environmental catastrophe related matters such as migration.
Learning Outcomes
This module will enable students to:
1) Write and talk fluently about debates in environmental politics;
2) Think geographically about environmental politics;
3) Assess theoretical approaches for analyzing environmental security and geopolitics;
4) Appreciate the complexity of the relations between space, politics, and environment.
Skills
Description
Pre-Requisites
None
Co-Requisites
None
Compulsory Element
None
Course Contents
Since the end of the Cold War, environmental issues have become one of the most important considerations in global politics. While geopolitics has been largely defined by territorial matters, geopolitics is increasingly concerned with humanity’s geological changes, what has been termed the Anthropocene. We are now determining our own geological futures, inextricably embedded with nature which requires new spatial categories and political thinking. The student will be introduced to the debates around global environmental change in geography and cognate disciplines of International Relations and environmental politics with a keen interest in the spatial dynamics at play. This course will review the conceptual and contemporary theoretically driven case studies related to environmental politics at the local, national, regional, and international scales of geopolitics. In this module, we will explore the relationship between environmental changes and conflict; global governance and international environmental agreements; capitalism and climate change; industrial development and indigenous populations; resource scarcity; relevance of environmental security to national security; and environmental catastrophe related matters such as migration.
Supplementary Notes
None
Learning Outcomes
This module will enable students to:
1) Write and talk fluently about debates in environmental politics;
2) Think geographically about environmental politics;
3) Assess theoretical approaches for analyzing environmental security and geopolitics;
4) Appreciate the complexity of the relations between space, politics, and environment.
Skills
On successful completion, students will have acquired the ability to:
Subject-specific:
1) Appreciate the spatial dimensions of environmental security/politics (T taught; P practiced; A assessed);
2) Apply geographical thinking to understanding and potentially resolving environmental conflicts, practices, and perceptions (T; P; A);
3) Gain acquaintance with key thinkers and major concepts that relate to environmental geopolitics (T; P; A);
4) Understand key moments and places in the history of global environmental change (T; P; A);
Cognitive:
1) Carry out independent research (P; A);
2) Think analytically and synoptically (P; A);
3) Appraise and imaginatively reconstruct a range of arguments (P; A);
4) Offer and receive academic criticism in a constructive way (P; A)
Transferable:
1) Construct a logical and effective written argument (P; A);
2) Speak clearly and persuasively to a group (P);
3) Read attentively and critically (P; A);
4) Work independently and to deadlines (P; A);
5) Retrieve and sift relevant information from books, archives and electronic sources (T; P; A)
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Environmental catastrophes occur when there is a rapid departure from normality and humans and/or ecosystems are unable to adapt. This module aims to give students a deep understanding of environmental catastrophes in terms of causes, mechanisms, and consequences. We will investigate natural and human-caused catastrophes over a variety of temporal and spatial scales (past-present-future).
This module will cover important geographical topics including geohazards (e.g., volcanic eruptions, tsunamis and storm surges), and human-induced catastrophes (e.g., pollution, radiation disasters, loss of biodiversity and habitat destruction). In addition, we will investigate catastrophes that have been driven by natural factors in the Earth’s past, but are now being driven by anthropogenic activity (e.g. mass extinctions, rapid climate change). We will also consider theoretical constructs such as the Anthropocene, ecosystem resilience, and tipping points in the Earth System. The field trips will apply theoretical knowledge learned during the lectures into practice. Specific lecture content is subject to change.
Learning Outcomes
After completing the module students will:
1. Understand the causes and consequences of past, present, and future environmental catastrophes;
2. Understand and critically evaluate scientific evidence;
3. Develop enhanced skills in scientific writing;
4. Develop enhanced skills in writing detailed essay-based exam answers.
Skills
• time management;
• referencing of published literature;
• data collection, synthesis and evaluation;
• presentation and communication skills;
• ability to communicate complex information to a range of audiences;
• ability to undertake independent learning;
• understanding of how knowledge gained fits into an employable role;
• critical understanding of scientific evidence;
• scientific writing.
The module covers the application of geoscience to criminal investigations. The range of geoscience disciplines will range from the macro- to the micro and will all centre on physical geography.
Learning Outcomes
Application of new and routine geoscience techniques to aspects of geography that the students will not have encountered before. They will thus gain an understanding of the importance of precise field recording and multi-disciplinary approaches to problem-solving. Upon completion of the module, the successful student will be able to: Understand the range of geoscience techniques applied to criminal, humanitarian and environmental legal investigations. Argue for the appropriate use of techniques in different (macro to micro, environment-specific) investigations. Stand by their decisions and results in a legal framework: to have notes examined, their observations questioned and their arguments countered. Provide evidence of the historical and scientific background to their arguments. Present their Geoforensic skills in both a technical, detailed manner and transpose this to an easy to understand synopsis, such as presented to a jury.
Skills
Subject Specific Skills\T,P,A Landscape interpretation, T. remote sensing, T. geophysics, T, P, A best practice in note-taking and recording. Cognitive Skills\ P, A Generating arguments based on hard data, presented in support of succinct arguments. P, A. Questioning assumptions. Transferable Skills\ P. Debating (including legal issues), T, P, A. precise recording for auditing, assessing, stock-taking. T, P, A Landscape interpretation for planning.
Digital Archaeology: Engagement and Interpretation
Overview
This module focuses on digital archaeology, both for the presentation and the interpretation of archaeological evidence. The lectures analyse a variety of digital techniques, by discussing their theoretical background, uses and methodologies. Wider discussions on how digital archaeology fits within archaeological theory help contextualise current trends. Practical classes will allow students to experiment with tools such as Sketchup, photogrammetry and laser scanning, while seminars are an opportunity to discuss key papers that highlight the uses and limitations of these technologies.
Learning Outcomes
Learning outcomes:
• An understanding of the key digital techniques including 3D modelling, rendering software, photogrammetry, drones, GIS and laser scanning.
• An insight into how technology complements interpretation, with a focus on the role of science in archaeology. This will include elements of archaeology theory such as processualism and phenomenology.
• An ability to critically analyse archaeological contexts and theories, and successfully create 3D models based on the most current site interpretation.
• An understanding of the limits of technology and the risks of overreliance on flashy new technology.
• An awareness of methods of disseminating uncertainty, such as publishing paradata and metadata.
Skills
Upon completion of the module, student will be able to:
• Create 3D models using a variety of methods, for the presentation and interpretation of archaeological sites.
• Critically assess digital archaeology, understanding its strengths and limitations.
• Write metadata and paradata for digital archaeology, outlining choices made during modelling.
• Augment other research with appropriate and informative reconstructions that facilitate comprehension of archaeological contexts.
• Use digital archaeological methods for outreach with wide audiences and further understanding of archaeological sites.
Climate change is one of the most pressing and challenging issues facing humanity. Global temperatures are rising; heatwaves are becoming more frequent and intense; wildfires are burning through vast swathes of forest; ice sheets and glaciers are melting; permafrost is thawing; sea levels are rising; rainfall is becoming more intense and causing increased flooding in some places, yet also becoming more seasonally sporadic and causing increased drought in other places. All the while, the world’s biggest emitters of greenhouse gases have withdrawn from international pledges to curb emissions (USA) and grown their economies through the rapid expansion of fossil fuels (China). This module explores this complex myriad of issues, ranging from the physical scientific basis of climate change to the human response in adapting to and mitigating climate change at the international and individual level. Among the range of hard and soft skills acquired, students will have the opportunity to apply technical climate modelling skills in the production of a report and will also gain experience in communicating complex scientific ideas to a general audience in the production of a portfolio.
Learning Outcomes
After completing the module students should be able to:
1. Develop a knowledge and understanding of how the Earth’s climate has changed since the onset of
the Industrial Revolution, set within a long-term palaeoclimate context
2. Explain the factors responsible for contemporary climate change and disentangle these from natural factors responsible for climate change throughout geological time
3. Develop a knowledge and understanding of climate modelling and critique the reliability of models in
producing future climate scenarios
4. Develop a knowledge and understanding of climate adaptation and mitigation, and explore the barriers to their successful implementation
5. Apply practical skills to acquire future climate scenarios and statistically analyse and interpret their
impacts
6. Communicate complex scientific ideas to a range of audiences
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate complex scientific ideas to a range of audiences; Quantitative data and statistical analysis; Data presentation; Ability to undertake independent learning; Time management
Subject-specific Skills: Climate Modelling
Who holds political power in cities, and how do they use it to remake them? “Remaking Cities” lets you explore the development dynamics of neoliberal cities and build a practical toolkit to evaluate the capacity for community development in the post-pandemic era. This module offers you an opportunity to engage in practical research on the ways that Pittsburgh’s and Belfast’s neighbourhoods are being shaped by community-based and city-led plans.
The cornerstone of the module is team-based research on neighbourhood development processes in Belfast and Pittsburgh, blending local observations and the wider literature to create a comparative analysis of urban processes. Each team will focus on one of five framings through which the ‘remaking’ of these cities can be evaluated, such as: the activist city; the global city; the sustainable city; the creative city; and the connected city. The teams will draw together students from Queen’s and the University of Pittsburgh, offering an opportunity for cross-cultural collaboration, sharing first-hand lived experiences, and the co-production of comparative insights.
Learning Outcomes
On completion of this module you should:
- Develop an understanding of how economic, political, social and cultural processes shape the lived conditions of specific cities in the United States and Europe;
- Be able to engage with theoretical concepts related to neoliberalism as a prevailing yet contingent context for the remaking of cities;
- Gain a critical understanding of key themes, concepts and debates on contemporary cities by gathering and analysing data which can inform these debates;
- Evidence a familiarity with key scholarly techniques including field research, data analysis, oral presentations, and report writing.
- Be able to demonstrate an ability to collaborate with others, communicate effectively across different cultures and institutional contexts, manage a project, and meet agreed goals in a timely fashion.
Skills
Key skills
Undertake self-directed learning; critically evaluate field-based tasks; synthesise and present information; ability to think and argue critically; develop reasoned arguments; solve problems independently and as part of a team; project manage as part of a team; complete team-based tasks to time, presenting findings within a professional context; undertake reflective learning.
Subject related skills
The ability to communicate ideas about cities and contemporary urban processes by written, oral and visual means; the ability to apply specialised techniques or approaches to the collection and analysis of urban data; field-interpretation through application of observational skills in an urban context; the ability to carry out independent field research in cities.
Employability skills
Group work, leadership and time-management related skills; project planning and communication skills; independent research; report writing and presentation skills; cross cultural communication.
The world of information technologies (IT) has changed our relations to space. By enhancing connectivity, new technologies bridge distances and geographic gaps. The introduction of artificial intelligence (AI) into a broad spectrum of technological solutions promises to further overcome real-world barriers and holds the potential of mitigating social disparities. Investment in IT industries and innovative entrepreneurship is also the engine of growth for national economies. However, there can also be a darker side to development which is based on IT industry. This concerns social, economic and political dimensions at the macro, mezzo and micro level, which create new geographic and social centres and peripheries and broaden the gaps between them. Investment in IT entrepreneurship might deepen the disparities between those who are part of such industries and the segments of society which are left behind. Policies which support neoliberal entrepreneurship on the national scale therefore often lead to an ostensible paradox: while driving the national economy, they may also foster the broadening of inequalities. This module explores this paradox by focusing on Israel as a case study and furthering research into such processes in Northern Ireland. As a “start-up nation”, Israel has a vibrant and successful information technology (IT) entrepreneurial eco-system, which has led to accumulating resources and driving the state’s economic growth. At the same time, at the geographical and social periphery, a parallel society has emerged, with marginalised groups which are left behind. In this periphery, entrepreneurs are struggling to survive and are often pushed into precarious working and living conditions. In a country with one of the highest levels of social and economic inequalities, with extremely high rates of poverty, entrepreneurial heroes are celebrated at the centre, promoting a myth that all could be self-made successes if they just try hard enough. Consequently, the Israeli entrepreneurship scene exemplifies the existence of parallel entrepreneurial societal spaces, with a widening gap between winners and losers. Drawing on lessons learned from the Israeli case, students will explore the entrepreneurial ecosystem of Northern Ireland to identify processes of inclusion and exclusion in different sectors of the local society, and develop approaches for counteracting the adverse effects of investment in IT growth.
Themes that will be explored:
Policies fostering IT industry and entrepreneurship
The relations between geographic and economic centres and peripheries
Exclusion and inclusion in entrepreneurial IT ecosystems
Impact of IT entrepreneurship on inequality
Ethical considerations of AI and technology-driven economic development
Alternative forms of IT development
Learning Outcomes
This module will enable students to:
1) Form detailed understandings of IT development following government policies;
2) Think geographically about the manifestations of neoliberal development;
3) Critically assess theoretical approaches for analysing entrepreneurship;
4) Understand key moments and places in the history and contemporary dimensions of economic inequalities;
5) Appreciate the complexity of the relationship between IT development industry on the national and international scales;
6) Acquire a comprehensive understanding of Israel’s national economy and the factors which drive its growth;
7) Deepen their understanding of the effects of IT investment on the economy and society of Northern Ireland;
8) Develop models for fostering IT entrepreneurship while overcoming social disparities in Northern Ireland.
Skills
Subject-specific:
1) Write and talk fluently about the spatial dimensions of neoliberal policies (T taught; P practiced; A assessed);
2) Apply geographical thinking to understanding economic development (T; P; A);
3) Apply key theories and themes relating to the spatial manifestations of IT industry (T; P; A);
This module will provide a geographical perspective to the concepts of biodiversity and sustainability and will explore the physical processes and human factors which underlie the debate around these concepts. Students will consider what biodiversity is, why it is important, what factors are threatening it, how to measure it, and practical methods of conserving it. In addition, the module will consider how an understanding of ecological processes is vital for conserving biosphere resources. We will look at examples of ecosystems to illustrate these concepts and examine how conservation can be practiced to maintain biodiversity, particularly on regional and local scales. Particular emphasis will be placed on wetlands, considering ecosystem management and management approaches, and the response of wetlands and other ecosystems to climate change. The module will further consider the importance of soils as a biosphere resource, and we will examine processes of soil erosion, impacts of climate change on soil erosion and soil conservation techniques, with particular reference to Northern Ireland.
Learning Outcomes
Upon completion of the module students should be able to: (a) demonstrate an awareness of the development and meaning of biodiversity and sustainability; (b) recognize the processes which have led to biodiversity and which affect sustainability and diversity; and (c) relate these processes to particular sites and regions
Skills
Subject specific skills: Application of methods of habitat evaluation in a field context / interacting with professionals involved in wetland conservation / searching and critically reviewing approaches of government and others to biodiversity and sustainability / engaging in group discussion / planning a presentation and evaluating results from secondary data search / presenting a reasoned argument; Key/personal skills: time scheduling and project planning / working as a team / synthesizing arguments in summary form / critical analysis and review of literature; Employability: All the above plus: critical analysis of papers / report writing / working to schedules.
The module provides a theoretical and practical background to the geographical study of health. The module encompasses three broad topics; health and environment, health inequalities, and health policy. Under these themes, we will demonstrate to students the importance of geography in influencing an individual’s health status, how to produce and collect empirical evidence to support these theories, and also provide an understanding of how research and evidence can influence public health policy. The module will have a practical and applied focus, with emphasis on solving real-world problems. It will also introduce the students to using R, which will be of great benefit to their future study/career. It will also include guest lectures from outside of the department and QUB to reflect our collaborations and multi-disciplinary approach.
Learning Outcomes
After completing this module, students will develop:
• An understanding of how the environment influences both mental and physical health
• An understanding of the extent and nature of health inequalities and the challenges faced in overcoming them
• Experience in using R
• Experience in analysing secondary data from at least two countries with different population data systems including Northern Ireland and Finland
• Skills in interpreting analysed outputs and applying them to solve real-world problems
• Oral and visual communication skills in the form of a PowerPoint presentation
• Written communication skills in the form of an essay and report
• Experience in working effectively as part of a team
Skills
Key skills
• The ability to think and argue critically and undertake problem solving
• The ability to undertake self-directed learning
• The ability to work within a team.
Subject related skills
• The ability to communicate geographical ideas by evidenced written, oral and visual means
• The ability to produce descriptive tables and basic graphs using R
• The ability to apply analytical techniques or approaches to geographical information
• The ability to interpret a range of information
Employability skills
• Groupwork, leadership and time-management skills
• Project planning and oral skills
• Report writing, data synthesis and presentation skills
In this module, we will look at a range of often controversial arguments within and outside Archaeology and Palaeoecology, and focus on ways of reasoning and logical fallacies within those arguments. Topics discussed include ‘fringe’ science where a degree of archaeology is involved, such as the so-called ‘crystal skulls’ or the existence of giants or extremely long-lived humans as supposedly documented within religious texts, but also wider debates using Earth-(pseudo)science such as the age of the Earth, supposed evidence for a global flood, flat Earth, chemtrails and global warming denial.
While discussing these topics, we will look at the nature of arguments made, and identify logical fallacies. We will also look at hypothesis testing. It is hoped that this module will equip the students with enhanced capabilities to apply critical thinking during and after their studies.
Learning Outcomes
On successful completion of this module, the student will:
- have acquired knowledge on lines of reasoning
- have applied critical thinking to a range of topics inside and outside archaeology
- be able to identify logical fallacies in arguments
Skills
• Written and oral self-expression
• Group work
• Website investigation
• Time management
• Critical thinking
Throughout the Earth’s history, volcanoes have helped shape the landscape, have altered the climate, and have devastated local environments and societies within their reach. They have also yielded rich soils and important mineral deposits, and are of considerable economic value in terms of geothermal energy and their lure for geotourism and adventure tourism. Not surprisingly, these immensely powerful forces of nature have for millennia been the dual source of fascination, myths and legends on the one hand, and destruction and terror on the other, and still humans chose to live in their shadows. This module will investigate the relationship between volcanoes, the environment and humans. Drawing on palaeoenvironmental, archaeological and historical data, we will examine the local and wider impacts of volcanic eruptions on the environment and climate, and the repercussions for human populations, cultures and societies, in the past and today. We will consider the role of palaeovolcanism in identifying volcanic hazards, informing risk assessments and developing mitigation strategies. Finally, we will contemplate modern perceptions of volcanoes and the threats they pose, including the growing popularity of volcano geotourism in the face of personal danger.
Learning Outcomes
On successful completion of this module, students should be able to:
• Consider hypotheses of volcanically-driven environmental change in a global context
• Evaluate the positive and negative impacts of volcanic activity on human cultures and societies
• Describe the hazards associated with different forms of volcanic activity and illustrate their mitigation with appropriate case studies
• Conduct independent and group research using library and digital resources
• Evaluate, analyse and plot numerical data in a digital format
Skills
• Numerical analytical skills
• Presentation skills
• Written and oral self-expression
• Independent research
• Team-work
• Time management, organisation and planning
The Archaeology of Ancient Greece (Residential Fieldtrip Module)
Overview
This module will introduce students to the archaeology of ancient Greece. It will provide students with an experience of Greek landscape, monuments and material culture, facilitating a greater understanding of the societies with emerged in the region from the prehistoric through Byzantine periods. It consists of a 10-day study tour to Greece followed by related class sessions during Semester 1. The tour will be led by academics from the Irish Institute of Hellenic Studies at Athens (IIHSA) while class sessions will be in QUB, and will focus on building skills associated with field-based research including site recording techniques and approaches, and individual research projects on places visited during the fieldtrip.
Learning Outcomes
Upon completion of the module, students will be able to:
• Understand the sites of ancient Greece in their landscape context;
• Demonstrate a good understanding of key periods of Greek prehistory and history;
• Analyse archaeological evidence in the field and record information on sites from first-hand observation;
• Communicate effectively about archaeological sites and their contexts both orally and in writing;
Skills
• Prepare detailed reports based on field-based observations and scholarly research;
• Record monuments in the field using a notebook, including characterisation and interpretation of archaeological and built structures;
• Communicate research clearly and effectively in both written reports and oral presentation.
The World Health Organisation (WHO) states that 23% of all global deaths are linked to the environment, that equates to roughly 12.6 million deaths per year. Therefore, understanding what’s in our environment and how potential environmental factors impact on human health becomes increasingly important.
This module aims to give students a deeper understanding of the relationship between environmental factors and human health. Moreover, the module will explore the potential impacts of climate change on environmental and health relations. We will investigate the role of potentially harmful environmental elements which may be naturally occurring (geogenic) or formed through human activities such as industrial practices (historical and modern), atmospheric air pollution or traffic pollution. This module will cover important aspects such as how our changing climate poses one of the greatest health security and societal challenges (UKSHA 2023); the increasing frequency and intensity of environmental health threats such as flooding and heat waves; and the disproportionate impacts on the most disadvantaged and vulnerable including the impacts of an ageing population. In addition, we will investigate how urban nature-based solutions (NbS) can be used to mitigate against the anticipated adverse health effects of climate change. We will also consider how co-benefits of NbS are possible to help the environment and to mitigate against health threats.
Lectures will be used to deepen understanding of key issues and concepts, practicals using R, GIS and remote sensing will develop skills in mapping and spatial data analysis of environmental factors and health indicators and urban heat modelling.
Learning Outcomes
After completing the module students will:
Understand the environmental factors which may influence human health
Understand the potential impacts of climate change on environmental and health relations
Develop a greater understanding of different types of urban nature-based solutions and
Evaluate how NbS may be used to help the environment and to mitigate against health threats.
Skills
Ability to understand and critically evaluate scientific evidence;
Enhanced skills in scientific writing and project work including evaluation of limitations;
Enhanced skills in spatial data analysis, synthesis and evaluation, including the use of GIS and remote sensing
Time management
Referencing of published literature
Presentation and communication skills
Ability to communicate complex information to a range of audiences
The cryosphere contains the parts of the Earth's surface where water is in solid form. This includes sea, lake, and river ice, glaciers, ice caps, ice sheets, snow cover, and frozen ground. Whether it is snow and ice reflecting heat from the sun or ice sheet growth and decay changing sea levels, the different components of the cryosphere play a fundamental role in the Earth’s climate system. As such, the polar regions are especially sensitive and provide one of the first places to look for evidence of climate change.
This module will discuss the different elements of the cryosphere to investigate what their key characteristics are, the environmental processes that operate, how these settings have changed through geological history, and what their potential fate is under a warming climate. It will explore the linkages and importance of the cryosphere in relation to the rest of the climate system. Students will have the opportunity to partake in a fieldtrip investigating some of the last glaciers in Northern Ireland, and interact with different datasets capturing cryosphere change. By the end of the module students will have developed an intricate understanding of the complexities and uncertainties that relate to these cold regions.
Learning Outcomes
After completing the module students will:
1. Understand how and why we have the cryosphere and why we have glaciations;
2. Understand the different components of the cryosphere and why each is important at a global scale;
3. Understand how the cryosphere is currently changing;
4. Be able to respond critically to pseudo-science relating to the cryosphere.
Skills
• Time management;
• Referencing of published literature;
• Data collection and preparation;
• Presentation and communication skills;
• Ability to undertake independent learning;
• Critical understanding of scientific evidence;
• Different ways of writing scientifically.
The module will have three main themes - human osteoarchaeology and its contribution to our understanding of life in the past, the study of funerary monuments and disease and its impact on past societies. In the first theme, students will be introduced to the study of archaeological human remains and what the osteological and palaeopathological analysis of past people can contribute to the studies of societies. Four practical sessions will provide an opportunity to identify human bones
and to determine the age, sex and stature of a human skeleton. Theme 2 will focus on the information that can be gained from the study of funerary monuments and, in particular, Post-Medieval grave memorials. Fieldtrips will be made to Friar's Bush and Balmoral cemetries and students will be required to undertake a project on an aspect of grave memorials. The final theme will investigate a number of diseases of considerable antiquity, including leprosy and tuberculosis, which have had a strong impact on past human societies.
Learning Outcomes
An appreciation of human osteoarchaeology and palaeopathology
An understanding of some of the contentious themes in osteoarchaeology
An appreciation of multidiscplinary research
An ability to critically evaluate scientific reports/papers
An understanding of Post-Medieval grave memorials
Competence in communicating ideas and arguments clearly to others
Skills
Undertanding of the basic techniques of human osteoarchaeology
Practical analysis of Post-Medieval grave memorials
Written self-expression
Critical analysis of reports/papers
This course explores the relations between geography, science and society in historical context. It provides an overview of the development of geographical knowledge in the nineteenth and early-twentieth centuries and introduces ways of thinking geographically about the production and reception of scientific ideas. Among the episodes examined are: the discovery of the ice age; Darwin and evolution; the emergence of climate science; the Challenger expedition; the Great Trigonometrical Survey of India; and the birth of 'scientific geography'. As well as outlining key scientific developments, we will consider how each episode sparked social, cultural and political debates that continue into our own time.
Learning Outcomes
This module should enable students to: 1. think geographically and critically about the nature and practice of science; 2. assess the different ways in which the history of science and of geography can be approached; 3. appreciate the complicated and sometimes fraught relations between different forms of geographical and scientific knowing.
Skills
Intellectual skills: critical evaluation of the history of geographical inquiry; linking and assessing different forms of geographical knowledge and practice; awareness of reciprocal relations between science, society and space. Subject-specific skills: use of primary source material (written and non-written); application of geographical methods to historical problems. Generic skills: independent learning; analytical thinking; imaginative insight; identifying, retrieving, sorting and presenting material (in writing and orally); bibliographic skills.
BBB normally including A-level Geography + GCSE Mathematics grade C/4
Note: for applicants who have not studied A-level Geography then AS-level Geography (grade B) would be acceptable in lieu of A-level Geography.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H3H3H3H3H4H4/H3H3H3H3H3 normally including Higher Level grade H3 in Geography + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics
Access Course
Successful completion of Access Course with an average of 65% normally including 65% in relevant modules. GCSE Mathematics grade C/4 or equivalent in Access Course.
International Baccalaureate Diploma
32 points overall, including 6,5,5 at Higher Level + If not offered at Higher Level/GCSE, then Standard Level grade 4 in Mathematics.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades DDD + GCSE Mathematics grade C/4.
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades DDD + GCSE Mathematics grade C/4.
Extended Diploma/National Extended Diploma must be relevant.
Graduate
A minimum of a 2:2 Honours Degree, provided any subject requirements are also met.
All applicants
Applicants not offering A-level Geography will be considered on an individual basis and will be required to have another appropriate subject at A-level. Please contact the Admissions and Access Service for further advice (admissions@qub.ac.uk).
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Natural and Built Environment. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
For entry last year, applicants for this degree must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language and Mathematics), though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry applicants for this degree must have had, a minimum of 5 IJC grades C/Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered. The minimum acceptable is two subjects at A-level plus one at AS though applicants offering this combination will be considered on an individual basis depending on the degree for which they have applied. The offer for repeat candidates may be one grade higher than for first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected and any subject requirements must be met.
Applicants offering other qualifications will also be considered. The same GCSE (or equivalent) profile is usually expected of those applicants offering other qualifications.
Those offering a relevant Higher National Certificate (HNC) or Diploma (HND) are considered individually on their own merits for entry to Stage 1. For applicants offering a HNC, the current requirements are successful completion of the HNC with 1 Distinction and remainder Merits. For those offering a HND, at least one first year unit must be at Merit grade. Where offers are made students would be expected to achieve Merits in all units assessed in final year. For those offering a HNC or HND, some flexibility may be allowed in terms of GCSE profile.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of degree courses in the School of Natural and Built Environment, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview.
If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Studying for an Archaeology-Palaeoecology and Geography degree at Queen's will assist students in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions. Graduates from this degree at Queen's are well regarded by many employers (local, national and international) and over half of all graduate jobs are now open to graduates of any discipline, including Archaeology-Palaeoecology and Geography.
Although the majority of our graduates are interested in pursuing careers in archaeology and geography-related areas (town and country planning, environmental impact, Land and Property Services [formerly Ordnance Survey]) significant numbers develop careers in a wide range of other sectors.
Employment Links
We regularly consult and develop links with a large number of employers including, for example, the Historic Environment Division at the Department for Communities, National Trust, Ulster Wildlife Trust, who provide both snapshot advice on their work, as well as run more in-depth advice sessions, the latter often at taught Masters level. We also run a careers seminar programme with guest speaker employers and further-study coordinators (teacher training, Masters and PhD degrees).
We benefit greatly from housing the Centre for Community Archaeology (Archaeological Fieldwork) in the School. This self-funded private unit obtains commercial work from the Department for Communities, landscape partnerships, Heritage Lottery Fund, the police and civil engineering companies, thus exposing students to employers, but also providing the teaching with information on what the current employment market requires from Archaeology-Palaeoecology and Geography graduates.
Prizes and Awards
In addition to the prizes and awards available to all QUB students, a number of prizes and scholarships are available specifically to undergraduate students in Archaeology and Palaeoecology; normally these are awarded on an annual basis:
The Basil Wilson Prizes
The Kerr Fieldwork/Visit Award
The Kerr Final Year Dissertation Prize
The Kerr MSci Prize
The Kerr Meritorious Performance Prize
The Kerr Prize (one each at Stages 1, 2, and 3)
The Kerr Undergraduate Scholarship
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
The cost of travel and entrance fees for one-day or half-day field trips across all academic years is included in the course fee, but students are expected to pay for subsistence costs.
Students participating in the four-week field excavation module at Stage 1 are expected to supply their own waterproof clothing and sturdy footwear.
At Stage 2 students may choose optional modules that have associated field trips costs ranging from £50 to £500. Alternative non-field based options are available at no cost.
If students choose to take a supplementary Additional Year that incurs travel costs (either locally or abroad), they will be required to fund these.
A limited amount of funding may be available to contribute towards these additional costs, if the placement takes place through a government student mobility scheme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
