Bachelor of Science Honours in Geography

Purpose

The primary purpose of this qualification is to provide qualifying learners with the ability to recognise advanced literature, theories, and concepts in Geography, to competently operate advanced computer analytical software, and to reflect upon application of concepts in the field of Geography and the environment.

Rationale

The qualification is a specialisation in the field of Geography to prepare the learners for research based postgraduate study. The qualification serves to consolidate and deepen the learner's expertise in Geography and to develop research capacity in the methodology and techniques of Geography. It also demands a high level of theoretical engagement and intellectual independence.

Recognition of Prior Learning(RPL)

Recognition of Prior Learning (RPL) is done in accordance with the University of Johannesburg(UJ) RPL Policy. In cases of students not complying with the formal entry requirements, RPL will be determined in accordance with the policy and guideline of the University concerning the recognition of other forms of formal, informal and non-formal learning and experience. Recognition takes place only where prior learning corresponds to the required National Qualifications Framework(NQF) level, and in terms of applied competencies relevant to the content and outcomes of the qualification. Through recognition of prior learning, learners may gain access on condition that they continue their studies at UJ.

Entry Requirements

• Bachelor of Science in Geography at Level 7.

This qualification comprises of compulsory modules at National Qualifications Framework(NQF) Level 8 totalling at 140 Credits.

Compulsory Modules, Level 8, 140 Credits

• Advanced Field Mapping, 13 Credits.
• Mining Geology, 13 Credits.
• Geology Research Project, 30 Credits.
• Sedimentary Basin Analysis and Paleontology, 13 Credits.
• Tectonic Evolution of Mountain Building Areas, 13 Credits.
• Geochemistry f Igneous Rocks, 13 Credits.
• Chemical Thermodynamics and Metamorphic Rocks, 13 Credits.
• Applied and Environmental Mineralogy, 13 Credits.
• Economic Geology and Exploration Management, 19 Credits.

1. Identify, interpret, analyse and address complex problems, using both routine and advanced skills, conceptual and/or evidence-based enquiry and theory-driven arguments.
2. Work effectively with others in a team by being answerable for their own work and the work of others.
3. Identify, evaluate and address their own professional and on-going learning needs.
4. Demonstrate efficient and effective information retrieval and processing skills, using appropriate Information and Communications Technology(ICT).
5. Demonstrate a comprehensive, systematic and critical knowledge and understanding of the principles, scope, theories and epistemologies of Geography.
6. Evaluate their own and others academic work and initiatives against informed criteria.
7. Present and communicate ideas and texts, offering professional insights, interpretations and solutions to problems and issues appropriate to Geography.
8. Use science and technology in complex and challenging contexts and make autonomous ethical decisions on complex professional issues in accordance with recognised professional and/or ethical standards.
9. Critique current research and advanced scholarship in Biochemistry and make research methodologies and methods or techniques to research problem/s in Geography.
10. Identify, analyse, synthesise and undertake independent evaluation of quantitative and/or qualitative data, and to engage with and evaluate current research and scholarly or professional literature in Geography.

The Associated Assessment Criterion highlighted below will be used in an integrated manner across the Exit Level Outcomes:

• Identify high-level environmental changes, critical evaluations of trends and problem solving of negative trends, such as Karoo spreading, alien plant infiltration, poisonous plants, population migration, urbanisation, etc. depending on the chosen specialisation field and suggest solutions to above.
• Contribute as a member of a multidisciplinary team to environmental issues.
• Make recommendations on the improvement of incorrect utilisation, over-utilisation, and unplanned development thereof.
• Take initiative in gathering, analysing, and organising data, as well as critically evaluating results in the study of the environment, e.g. gathering soil samples, establishing plant or animal populations, collecting water samples, conducting surveys on human aspects, correlation of data sets, and present it in the format of a completed research report.
• Communicate research by oral and written presentation.
• Apply field and analytical tools (maps, Geographic Information System(GIS), air photo`s, soil augers, etc.) used in the investigation of responsible utilisation of the environment by mankind.
• Explain the Degree of variation in the link of variables from the human and physical environments.
• Extract important ideas in order to be able to summarise, to logically order ideas, to summarise results or deductions. To be able to do literature research, evaluate it, and correctly refer to formulation of an independent point of view.
• Use and manage the biosphere as a responsible citizen and to invoke the same responsibility amongst the general community.
• Prove to and convince stakeholders of the importance of the environment for man`s existence on earth and the role it plays to create an acceptable living environment with a constantly changing world (city environment, agricultural environment, mining environment, etc.) and other less changing environments (nature reserves, deserts, etc.).
• Identify and apply for Career opportunities in the environmental field.
• Identify new and individual knowledge and technologies and to consult these applications in the environment.

Integrated Assessment

The qualification is coherently aligned in that all teaching, learning and assessment activities are linked to module and qualification outcomes. Assessment methods are varied and includes summative and formative assessment to enhance applied competence from learners and facilitate authentic assessment and learning. Assessment will not only be used to determine whether outcomes were achieved, but also to generate data for grading and provide feedback in order to improve the curriculum. For all the assessment purposes to be achieved, essays, computer-based assessments, theory tests, cases and open problems, practical and interpretative skills evaluation, reporting on practical and applications, presentations, analysis and problem solving assessment in the specific field of Geology will be used.