Bachelor of Science Honours in Geography and Environmental Science

Purpose

The purpose of the qualification is to develop independent and competent environmental scientists by consolidating and deepening their expertise within the discipline of geography and environmental science.

Learners will improve research capacity in Physical Geography and Environmental Science, with a specific focus on fluvial geomorphology.

In terms of intended outcomes, learners who complete the qualification should be able to

• independently investigate a pre-defined topic, apply appropriate research methods to the topic, and present the findings of the research conforming to academic conventions within the discipline of physical geography.
• demonstrate a sound theoretical understanding of the physical environment by applying their knowledge to new or unfamiliar problems concerning river or environmental management.
• understand processes operating at different spatial and temporal scales in the Earth's surface system and evaluate anthropogenic influence on those processes.
• analyse, evaluate and interpret environmental data, which is typically of a spatial nature,
• work independently or as part of a team to contextualise environmental research problems.
• apply creative problem-solving to understand and develop solutions to environmental research problems.
• support decision-making in the environmental management sector by providing sound scientific evidence and interpretation.

These intended outcomes are developed through providing appropriate access points to existing disciplinary knowledge and applying teaching methods that encourage discovery and problem-solving (i.e. development of graduate attributes).

Rationale

The qualification was developed to address a shortcoming in the current articulation route, where there is currently no option for BSc undergraduate learners to continue through to postgraduate level within Geography. Geography is an interdisciplinary subject from the social and natural sciences.

The BScHons (Geography and Environmental Science) is a natural continuation and vertical articulation of this line of study. Currently, the institution's undergraduate learners who wish to continue postgraduate studies in this field with a science focus must do so at other higher education institutions, as this opportunity is not currently available at the institution.

Geography and Environmental Sciences are interdisciplinary subjects. However, this qualification differs from the existing BAHons (Geography and Environmental Studies) qualification by focusing on the science of the physical geographical components of the field rather than the human and natural complexities of geography. The research component of the qualification will be more scientifically based than the research component included in the existing Bachelor of Arts Honours (BAHons). Additionally, they will be utilising an already existing module, used within another BScHons qualification, which aligns with the scientific research focus for this qualification. Furthermore, the new module created for this qualification is aimed at further enhancing scientific knowledge and skills in the application of geospatial data for environmental analysis.

There is growing recognition that multi- and inter-disciplinary research and teaching will be necessary to solve problems occurring at the social-environmental nexus, and the approach of fostering connections between degree qualifications with differing designators should be encouraged.

In the Environmental Science sector, learners should eventually register as a Professional Natural Scientist. To register with the South African Council for Natural Scientific Professions, a prerequisite is a 4-year Science degree, which must be followed by 3 years of relevant work experience in a selected field of practice. Therefore, offering a BScHons degree is critical for learners who want to work in the field of physical geography or environmental science. Offering this qualification would allow the institution to retain many of the BSc qualifying learners currently going to other universities and improve the institution's ability to attract qualifying learners from other universities that are interested in physical geography at the postgraduate level. Fluvial geomorphology is not taught within Geography at any other University at Honours level in South Africa. The qualification would therefore occupy a unique field of specialisation which has pertinence in South Africa, as application of such knowledge has implications for water and ecosystem management.

The typical learner would have a science undergraduate degree focused on the natural environment, with an interest specifically in earth processes and implications for environmental management. A qualifying learner will work within the field of environmental science or environmental management and will be required to register with the South African Council for Natural Scientific Professions (known as SACNASP) for employment purposes. A Science degree at all levels is a requirement for registration with SACNASP.

Recognition of Prior Learning (RPL)

RPL for access

Applicants who have an NQF Level 7 qualification in an area other than Geography but have extensive work experience in environmental management / environmental science will be considered based on the RPL process. In such cases, the institution will consider the applicant's CV, the number of years of work experience obtained and the nature of the tasks the applicant was responsible for during his/her employment. Following the institution's RPL Policy, such applicants will not comprise more than 10% of the admitted learners in any given enrolment period (year).

The institution's RPL and CAT rules apply, and the Faculty of Science RPL process will be followed.

RPL for module exemption

Modules passed elsewhere will be considered for readmission if they

• Largely correspond to, or exceed, the content and standard of the modules in the learner's intended qualification; and
• Do not correspond with modules that the learner has already passed at the institution. Modules considered for readmission will not necessarily be recognised for CAT.
• If the departmental RPL/CAT committee is convinced that the applicant is not suitable for admission to the relevant programme at that stage, they may directly reject the application or advise the applicant to first complete supplementary further study or another programme.
• Not more than 10% of learners in a qualification should be admitted through the RPL process.

RPL for credits

• Credits towards a qualification are not awarded by RPL but can be achieved through the Credit Accumulation and Transfer Process.

Entry Requirements

• Bachelor of Science, NQF Level 7 with Geography, Earth Science, Geology or Environmental Science (or similar) as a major subject (3rd year level.

Or

• Bachelor of Social Science in Geography, NQF Level 7.

Or

• Bachelor of Social Science in Geography and Environmental Management, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 120 Credits.

Compulsory Modules, NQF Level 8, 120 Credits.

• Applications in Geomorphology, 30 Credits.
• GIS for Environmental Geography, 30 Credits.
• Environmental Analysis and Synthesis, 30 Credits.
• Environmental Geography Research Project, 30 Credits.

1. Independently investigate a pre-defined topic, apply appropriate research methods to the topic, and present the findings of the research conforming to academic conventions within the discipline of physical geography.
2. Demonstrate a sound theoretical understanding of the physical environment by applying their knowledge to new or unfamiliar problems concerning river or environmental management.
3. Understand processes operating at different spatial and temporal scales in the Earth's surface system and evaluate anthropogenic influence on those processes.
4. Analyse, evaluate and interpret environmental data which is typically of a spatial nature.
5. Work independently or as part of a team to contextualise environmental research problems.
6. Apply creative problem-solving to understand and develop solutions to environmental research problems.
7. Support decision-making in the environmental management sector by providing sound scientific evidence and interpretation.

The following Associated Assessment Criteria are assessed in an integrated manner across all Exit Level Outcomes

• Develop a clear and comprehensive research problem statement and associated aims and objectives on a subject related to an environmental application.
• Accurately examine and appropriately critique existing literature pertinent to the research problem while adhering to academic norms and conventions.
• Competently develop a feasible methodology that is appropriate in terms of scale and resolution for the research problem under consideration.
• Proficiently collect and analyse the required data to address the research problem, using the methods devised during the proposal stage.
• Competently illustrate the research findings using maps, graphs or tables.
• Draw logical conclusions based on the research findings.
• Accurately interpret the meaning of the findings/results and draw logical conclusions.
• Successfully adhere to academic conventions regarding structure and referencing and produce work that is almost free of editorial errors.
• Present research findings in a logical way that is accessible to fellow learners.
• Accurately indicate the linkages between climate and landscape processes, and the dynamic nature of process-form feedback.
• Assimilate information competently and accurately explain concepts related to the climatic variability on landscape processes and fundamental geomorphic processes.
• Proficiently apply theoretical knowledge to a practical problem related to climatic variability on landscape processes, the formation of geomorphic units, fluvial styles and wetland types common in southern Africa, as well as climate and catchment change on hydrological and geomorphic processes.
• Appropriately engage with field observations to generate a proficient understanding of different geomorphological processes.
• Accurately present and interpret delineation and ecosystem services data about wetland delineation and ecosystem services to an expert level in a correctly cited, professional report.
• Select appropriate research methods for a research assignment focused on the Applications in Geomorphology.
• Scientifically and systematically interpret data and use literature to contextualise a research problem in applications in geomorphology.
• Successfully present collected data and apply academic conventions to address the research problem.
• Actively participate in seminar-format class discussions.
• Submit weekly critical reflections on prescribed reading(s) that consist of providing definitions for key concepts and processes.
• Make accurate inferences based on prescribed readings to discuss contemporary environmental and social challenges during contact sessions.
• Deliver appropriate group presentations based on themes identified from prescribed readings.
• Appropriately critique identified literature and its implications for the geographical/ environmental problem being investigated.
• Appropriately manage own time while engaging with a peer-reviewed on two drafts of the project.
• Accurately and systematically apply and analyse analytical frameworks that incorporate participatory approaches/ broader inclusiveness in environmental governance, as well as involvement of different actors in addressing environmental challenges.
• Draw logical conclusions on the complexity of social structures and processes, their impact (and interactions) with/ on natural systems, as well as how these interactions shape environmental governance on a local and global scale.
• Accurately and logically conceptualise a geographic problem.
• Develop a justifiable research question on the use of geospatial data in environmental analyses based on literature from which a research report is generated.
• Appropriately contextualise and apply spatial analytical techniques to produce meaningful output for decision-making.
• Effectively manage own time.
• Successfully work in/with a group.
• Accurately use maps, graphs and tables to interpret and communicate results in geographic context.
• Produce a written report using appropriate academic writing that has been proofread and is void of unnecessary language, spelling or typing errors.
• Logically and accurately communicate the most important results of the project in a concise manner.

INTEGRATED ASSESSMENT

The qualification comprises four modules. The three taught modules utilise a flexible assessment approach, with learners assessed via a variety of formative and summative assessment opportunities, including written reports and assignments, oral presentations and tests. The focus of the three taught modules is on developing pertinent skills and understanding in a specific focus area. In contrast, the research project module allows the learners to focus on an environmental science topic which is aligned with the taught modules offered. The research project module will typically extend a learner's knowledge in a specific direction (for instance, a typical research project might investigate ecosystem services provided by specific wetlands or examine the relationship between river discharge and sediment loads).

The institution's Assessment Policy encourages assessment practices that are aligned, integrated, flexible and contextual. The policy outlines 5 main purposes of assessment: diagnostic, summative, sustainable assessment or for teaching evaluation purposes. In this qualification, three of these are typically used.

Formative Assessment

Formative assessments in this qualification may often be considered "authentic", in that they are modelled on real-life settings. The first is formative assessment, of which the aim is to develop knowledge and skills by providing detailed feedback against well-explained assessment criteria. This approach aims to improve learning. Further, they may also be classified as sustainable assessments in that they require critical thinking and independent problem-solving, helping learners develop confidence and become lifelong learners.

Summative Assessment

Summative assessments are typically included toward the end of each module (except the research project module) to evaluate learning. These typically model the approach used in the summative assessments, and since learners have been provided with detailed feedback, learners are well-equipped to respond to tasks posed to them. The institution's Policy encourages using a variety of assessment types to contribute to a final mark. This is the approach used throughout the programme, where learners have multiple opportunities to learn and improve their mark.

An external moderator will moderate the qualification on an annual basis by attending learner presentations and reviewing their research assignments (in the case of the research module) and key assessments in each of the other modules. The research project will consist of regular discussions between the supervisor and learner and a multi-phased approach to the project, allowing learners the opportunity to develop and enhance their understanding of the research to be done and the project itself. This will be done in accordance with the institution's policy for internal and external moderation.