Module JXH-2030:
Research Expedition

Module Facts

Run by School of Human and Behavioural Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Dr Tommie Du Preez

Overall aims and purpose

This module provides perhaps the ultimate opportunity to complete cutting edge scientific research in a challenging extreme environment. You will complete a 5-day mountain- and/or water-based journey somewhere remote in the UK (Snowdonia and Scotland are common venues). You will have the opportunity to put into practice scientific knowledge, practical outdoor activity skills, and life skills gained in other parts of your degree course. During the expedition itself you will complete problem solving tasks, and conduct and take part in field-based scientific data collection activities. The skills and practical experience gained during this module will not only prepare you to conduct effective scientific research within the outdoors, but will also increase your resilience and coping mechanisms. Thus you will be better equipped to tackle challenging problems in high risk settings, be they the outdoors or in the business environment throughout your future career.

Course content

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.

threshold

Participate safely in a research expedition, in an expedition team member role. Collect scientific data and generate a scientific report that demonstrates basic understanding of the multistressor expedition environment.

NB The workshops and the expedition are compulsory. If a workshop or the expedition itself is missed without evidenced extenuating circumstances, the student will have to re-sit the module in their third year. This will count as a re-sit and will be capped at 40%.

Please also see more detailed documents on Blackboard:

(Blackboard > JXH2030 > Assignments > Expedition executive report guidelines > Expedition report marking guidelines.docx)

(Blackboard > JXH2030 > Assignments > Expedition marking scheme)

good

Contribute to the organisation of and running of a safe research expedition. Collect scientific data without errors and generate a scientific report that demonstrates detailed understanding of the multistressor expedition environment and awareness of the scientific writing style.

Please also see more detailed documents on Blackboard:

(Blackboard > JXH2030 > Assignments > Expedition executive report guidelines > Expedition report marking guidelines.docx)

(Blackboard > JXH2030 > Assignments > Expedition marking scheme)

excellent

Be a pivotal member in the organisation of and running of a safe research expedition, demonstrating excellent leadership and/or followship skills (as appropriate to the situation). Collect challenging scientific data with excellent accuracy and generate a scientific report that demonstrates critical understanding of the multistressor expedition environment. The report will be formatted to a similar standard as that required for publication.

Please also see more detailed documents on Blackboard:

(Blackboard > JXH2030 > Assignments > Expedition executive report guidelines > Expedition report marking guidelines.docx)

(Blackboard > JXH2030 > Assignments > Expedition marking scheme)

Learning outcomes

  1. Organise and participate in an expedition run in a wilderness environment.

  2. Be able to apply outdoor activity skills gained in other modules (JHX2028, JHX2029) in an expedition environment.

  3. Solve problems and group tasks likely to appear during an expedition.

  4. Demonstrate environmental awareness and sustainable expedition skills.

  5. Gain experience in performing scientific research in a field based setting.

  6. Understand the multi-stressor environment of expeditions.

  7. Present scientific findings in an executive summary format.

Assessment Methods

Type Name Description Weight
DEMONSTRATION/PRACTICE Peer appraisal

This assessment relates to both the organising of, and actual participation in, the Expedition and its associated tasks. After the expedition students will assess their peers on various attributes (e.g. leadership, followship, reflection skills, problem solving, self-management, technical competence). This process is done confidentially and is completed under the supervision of the module leader (to protect the person giving and receiving the feedback).

 25.00
DEMONSTRATION/PRACTICE Tutor Observation of Group Performance on Expedition

A number of scenarios and real life situations will be presented during the expedition. Each day, the expedition leader will assess their students on various attributes (e.g. leadership, followship, reflection skills, problem solving, self-management, technical competence). Feedback is given immediately to the students to allow improvement in performance during the expedition.

 12.50
COURSEWORK Executive Summary Report

Write an executive summary report on the scientific data you collected during the research expedition. The assignment should demonstrate ability to present scientific findings in an executive summary format.

 50.00
DEMONSTRATION/PRACTICE Research Expedition Planning

The expedition leader will provide one mark to the group, assessing the group's approach to complete the following:

  1. Setting agreed objectives.
  2. Collaboration/input from all exped members.
  3. A record of emergency information.
  4. Menus planned out with nutrition (calories), weight and ease of cooking in mind.
  5. Any further practice or training highlighted so that it can be actioned.
  6. Any equipment required has been agreed so that it can be collected and checked.

This information will be submitted on an expedition planning sheet following three expedition planning workshops.

 12.50

Teaching and Learning Strategy

Hours
Practical classes and workshops

Workshops

13
Tutorial

Physiology or psychology topic group tutorials

 4
Laboratory

Pre expedition data collection evening and research expedition itself

 78
Lecture

Lectures

 16
Private study

Private study time preparing for research expedition and preparing scientific report

 89

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

  • research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
  • critically assess and evaluate data and evidence in the context of research methodologies and data sources
  • describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
  • plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
  • demonstrate effective written and/or oral communication and presentation skills
  • work effectively independently and with others
  • take and demonstrate responsibility for their own learning and continuing personal and professional development
  • self-appraise and reflect on practice
  • plan and design practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
  • project manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
  • recognise and respond to moral, ethical, sustainability and safety issues that directly pertain to the context of study including relevant legislation and professional codes of conduct
  • undertake fieldwork with continuous regard for safety and risk assessment.
  • demonstrate an understanding of the philosophical basis of scientific paradigms
  • demonstrate evidence of competence in the scientific methods of enquiry, and interpretation and analysis of relevant data and statistical outputs.
  • develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
  • communicate succinctly at a level appropriate to different audiences.
  • develop knowledge of psychometric instruments
  • demonstrate effective robust data collection methods

Pre- and Co-requisite Modules

Courses including this module