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Overview

The module content is designed to provide you with the opportunity to learn from each other and from experienced staff members. In this context, you will receive feedback from the staff on a regular basis, and if necessary, further training. Throughout this module, you will develop valuable skills required to plan, manage, and participate in a scientific research expedition. In addition, the scientific topics will highlight the multi-stressor environment typically experienced on expeditions, including issues related to fluid and energy balance, thermoregulation, sleep deprivation, as well as group dynamics and leadership issues.

Assessment Strategy

Excellent (-A / 70%>) Shows excellent knowledge and in-depth understanding of the theories. Shows evidence of extensive and appropriate selection and critical evaluation of reading/research beyond the prescribed range to direct arguments. Arguments and explanations are consistently provided and well supported by the literature. Writes in an eloquent and professional manner to both academic and non-academic audiences. Demonstrates a sustained academic approach to most aspects of the task and evidences a competent understanding of all the relevant taught content. Further, students must show that: they can plan a remote expedition, within a group, exercising excellent skills and judgement in respect of safety; have a comprehensive understanding of environmental hazards and possess a full range of appropriate strategies for coping with them, logistical challenges (e.g. broken equipment) and group health and wellbeing challenges (e.g. exhausted group member)and that they can evaluate, with a high degree of accuracy, their own skill, knowledge and the understanding levels, and the levels and those around them, to successfully deliver a remote expedition that is challenging and rewarding to all its participants. 

Good (B, >60%) Shows good knowledge and understanding of the theories balanced towards the descriptive rather than critical or analytical. Shows evidence of appropriate selection and evaluation of reading/research, where some may be beyond the prescribed range, but generally reliant on set sources to direct arguments. Arguments and explanations are provided that are typically supported by the literature and in some cases may challenge some received wisdoms. Writes effectively and in a coherent manner. Demonstrates an academically rigorous approach to some aspects of the tasks. In addition, students must be able to show that: they can plan a remote expedition, within a group, exercising good skills and judgement in respect of safety; that they can identify, prioritise and respond to most commonly encountered environmental hazards, logistical challenges (e.g. lock downs) and group health and wellbeing challenges (e.g. exhausted group member) and that they can evaluate, with a good degree of accuracy, their own level of skill, knowledge and understanding to successfully deliver a remote expedition.

Threshold (-D / 40%>) Knowledge and understanding are sufficient to deal with terminology, basic facts and concepts but fails to make meaningful synthesis. Shows some ability to select and evaluate reading/research, however, work may be more generally descriptive. Arguments and explanations are limited in range and depth although some are adequately supported by the literature albeit descriptively rather than critically. There is a general reliance on set sources to advance work. Writes in a way which shows clarity but the structure may not always be coherent. Although the approach applied to some aspects of the tasks may lack academic rigour, there are some clear areas of competence within the prescribed range. In addition, students must show that: that they can plan a remote expedition within a group, without endangering themselves; that they can identify and respond to all environmental hazards, logistical challenges (e.g. lock downs) and group health and wellbeing challenges (e.g. exhausted group member) and that they can demonstrate a rudimentary knowledge and understanding of expedition planning.

Learning Outcomes

• Apply problem-solving skills in expedition contexts and collaborative settings: Students will demonstrate their capacity to tackle complex problems encountered during expeditions and group activities. They will exhibit a heightened environmental consciousness and adeptness in employing sustainable practices throughout expedition scenarios.

• Conduct scientific research in field-based settings: By the conclusion of the module, students will have acquired the skills necessary to conduct scientific research in outdoor environments. They will demonstrate competence in collecting and managing data effectively in field-based research settings.

• Demonstrate proficiency in organising and participating actively in wilderness expeditions: By the end of the module, students will be adept at planning and engaging in wilderness expeditions, showcasing their ability to navigate practical challenges in an outdoor environment effectively.

• Effectively analyse, interpret and present scientific findings: Students will showcase their ability to analyse scientific data collected during expeditions and present their findings in a concise and comprehensive executive summary format. This will include interpreting data, drawing conclusions, and communicating research outcomes effectively.