Duration
10h Th, 20h Pr
Number of credits
| Master in geography : climatology (120 ECTS) | 3 crédits | |||
| Master in geography : general (120 ECTS) | 3 crédits | |||
| Master in geography : geomatics and surveying (120 ECTS) | 3 crédits |
Lecturer
Language(s) of instruction
English language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This course discusses how different geomorphic and hydrological processes are relevant for societies, how these processes and their impacts can be quantified and how they relate to different aspect of global change (e.g. climate change, land use changes, etc.).
The course consists out of two parts: a theoretical and a practical part.
The theoretical part consists of lectures during which we will focus on different globally relevant geomorphic and hydrological processes (e.g. catchment sediment export, sheet & rill erosion, gully erosion, landsliding). For each of these processes, we will discuss:
- Their societal relevance (e.g. catchment sediment export in relation to water availability and hydro-electricity production; soil erosion and its impacts on food productivity; landslides and their associated socio-economic costs)
- The controlling factors of these processes and their impacts, as well as their relation to processes of global change (e.g. climate change, population increase, socio-economic changes)
- How these processes and their impacts can be quantified and predicted (with a focus on regional, country-wide and global spatial scales and decennial time scales) .
The practical part consists of a research project where teams of 3 to 4 students aim to answer a specific research question. The subjects of these project closely relate to the topics discussed in the theoretical part but go deeper. Potential examples are: What are tolerable soil losses with respect to food production in Europe? How can we quantify the costs associated with soil erosion? How many people are likely affected by the impacts of landslides and how will this evolve in the future? Etc.
Learning outcomes of the learning unit
The goals of this course are:
- to acquire knowledge about various geomorphic processes, their controlling factors and their societal impacts;
- to learn research strategies to (numerically) quantify geomorphic processes at large spatial scales, as well as their pitfalls and uncertainties;
- to (further) familiarize the students with 'systems thinking' in geography (i.e. understanding geomorphic processes and its impacts as systems of linked and interacting components);
- to train and improve project team work; and
- to train critical reflection
Prerequisite knowledge and skills
Basic knowledge of geomorphology/hydrology, GIS and statistics.
Planned learning activities and teaching methods
The theoretical part consists of a series of lectures.
After the theoretical part, students select their topic for team work based on personal interest and prior knowledge (e.g. previous courses followed, links with Master's thesis). Students are required to give a short motivation on why they chose this subject (and demonstrate that their project will be substantially novel, compared to other research activities). Own proposals for research projects are welcomed and can be discussed with the teacher.
Students work on their project in team. However there are several contact moments where the students can discuss their progress, receive feedback on their progress and receive specific guidance.
Students will write a short (< 15 pages, including references) report on their project that (i) situates the problem, (ii) explains the methodology used, (iii) discusses the results (i.e. the answer to the question provided); and (iv) reflect on the findings (implications, uncertainties, ...)
Mode of delivery (face-to-face ; distance-learning)
face-to-face & distance-learning
Recommended or required readings
The course material for the theoretical part consists of the handouts of the presentations used during the lecture. While these handouts are relatively complete, students are adviced to take additional notes.
For the research project, a list of recommended papers will be provided which may serve as a starting point.
Assessment methods and criteria
50% of the points will be based on the group project work. The other 50% of the evaluation will be based on an oral exam.
Points for the group project will be assigned as follows:
- Based on collaboration during the sessions (appearance, participation in discussions) (20%)
- Peer evaluation (30%)
- The final report (50%)
The oral exam consists out of three questions (each 1/3th of the points): two relating to the theoretical lessons and one (in depth) question relating to the project in which the student participated. Questions will relate to different themes (e.g. no 3 questions about soil erosion). Students who prefer so, can reply to the exam questions in French.
During the third exam session (August/September) the oral exam may be replaced by a written exam, depending on practical circumstances. Students will be notified beforehand about this.
Work placement(s)
Organizational remarks
Contacts
Matthias Vanmaercke
Bât. B11 Géographie physique et du quaternaire
Quartier Village 4
clos Mercator 3
4000 Liège 1
Belgique
Téléphone de service : +32 4 3665267
Courriel : Matthias.Vanmaercke@ulg.ac.be