MA IN GEOGRAPHY
COURSE HANDBOOK, 2016-17
Glas Journal 2016 © Silivia Loeffler
Maynooth University Department of Geography / Ollscoil Má Nuad Rionn na Tíreolaíochta
National University of Ireland Maynooth / Ollscoil na hÉireann Má Nuad
Maynooth, Co Kildare / Má Nuad, Co Chilldara
Contents of Handbook
Introduction
o
o
Welcome to the Department of Geography
Overview of the Handbook
…3
Important Dates
…4
The MA in Geography: Overview
…7
The Department of Geography
o Research Centres and Collaboratives
o Social Media
o Getting Involved
…7
MA Course Structure
o Overview
o Grading System
o External Examination
o AY 2016-17 (Module descriptions in Appendix 1)
o Timetables for Semesters One and Two
…9
Your MA Thesis
o MA Thesis Handbook and GY609
o General Overview of Thesis
… 12
Course Policies
o Students’ Responsibilities
o Geography Seminar Series
o Absences
o Submission of Coursework
o Referencing
o Coursework Feedback and Provisional Marks
o Plagiarism and other Malpractices
o Writing Support: MU Writing Centre
o Relaying Feedback
o Help! What to do If Problems Arise
… 14
Special Course Features
o Specialist Streams
o Public Engagement and Our Partners
… 18
Grade-Related Criteria
o Essays and Projects
o Oral Presentations
o Blogs
o Field-Based Reports
o Posters
o Technical Reports
o Participation
… 19
Appendix 1: Module Details for Semesters One and Two
Appendix 2: Departmental Contacts and Research Interest
… 31
… 47
2
Introduction
Welcome to Maynooth Geography!
Welcome to the Department of Geography. Alexander von Humboldt once defined
Geography as the study of the Earth as our Home and this remains a good way to
think of our distinctive and integrated perspective. You are joining our youngest degree
course, the Masters in Geography. As Course Director, Karen Till has developed a
programme that emphasizes Public Geographies and the community of MA students is
as likely to be in the field, or at a public meeting, as it is to be found in a seminar room.
Our students come to enjoy this and about one-quarter of them go on to doctoral
research in Geography.
Whether you are studying elections with Adrian Kavanagh, or public engagement with
Karen Till, or urban change with Mark Boyle, or practicing cultural-geography fieldwork
with me, or exploring health geographies with Ronan Foley, or learning of quantitative
methodologies with Fionnuala Ní Mhordha, or exploring the latest geographical theory
with Alistair Fraser, you are going to be working at the research frontier of our
discipline and it is very likely that much of that research has been produced by
ourselves and our colleagues.
The Department of Geography is a community of teaching, research and scholarship. I
hope to get to know you at research seminars. You should also look out for our
research in public debate, and in the specialized conferences and symposia that take
place both in Maynooth and elsewhere in Ireland. To stay abreast of this active and
creative Department, you may want to follow us on Twitter and also to sign up for
notifications from our blog. You may also want to do some writing of your own either for
one of our blogs or for our staff-student journal, Milieu.
Don’t be shy, if you see me around, say hi. Good luck in your studies
Gerry Kearns, Professor of Geography
Head of Department
HANDBOOK OVERVIEW
This handbook and any changes and announcements will be posted on the MA course page:
GYE600. Moodle is the online interactive learning platform used at Maynooth University and
can be accessed from NUIM’s main web portal (www.maynoothuniversity.ie). You are
automatically enrolled to Moodle when you register. If you have any problem accessing Moodle
pages, refer to the FAQs section on Moodle’s main page
(https://2015.moodle.maynoothuniversity.ie/login/index.php) or contact Moodle’s helpdesk
([email protected]).
This handbook is intended to be the first point of reference for the course. Additional information
may be found at the Maynooth University Graduate Studies webpage:
https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/courses/mageography, the course moodle page (GYE600) and individual module moodle pages. If you still
cannot find answers to your question/s please email the course director, Dr. Karen Till
([email protected]) and/or visit her during office hours or by appointment in Rhetoric 19.
3
Important Dates
Academic Year 2016-17
DATE
September
2016
Event
Time & Location
First Semester Begins
13
September
Maynooth Univ. Taught MA Induction
(optional).
22
September
29
September
MA in Geography Induction (mandatory)
Postgraduate Welcome
MA Geography Classes Commence
9:15am: international
students;
10:15am: all students,
IONTAS, North Campus
1-3 pm, Cartography Lab (CL)
4pm, Rocque Lab (RL)
(see below; CL)
October 2016
6 October
14 October
17-19
October
17 October
27 October
31 Oct - 4
Nov
Geography Seminar: Dr. Niamh Shortt,
Senior Lecturer in Health Geography,
School of Geosciences; Centre for
Environment, Society and Health, CoDirector, Univ. of Edinburgh, ‘Exploring
Geographies of Alcohol and Tobacco:
From data collection to Twitter trolls’.
Joint MU/TCD Geography Lecture:
Professor Mindy Fullilove, Colombia
University and The New School, NY,
‘Serial Forced Displacements in the
American City’.
Special Event: ‘Mapping Spectral Traces
VIII: The Place of the Wound’, special
symposium, with international, indigenous
and Irish artists, activists and scholars
(with many Maynooth and international
geographers participating).
Special Event: ‘Mapping Spectral Traces
Ireland’ Exhibition Launch (with some
artistic works and musical performance by
Geography PhD scholars and postdocs).
Geography Seminar: Dr. Philip Lawton,
Maynooth Geography, ‘The Reproduction
of Social Class: Gentrification and
Suburbanisation’
Study week; no classes
4-5:30pm, RL
3-5pm: Haughton Lecture
Theatre, Trinity College
Dublin
Free and open to the public
9am-5pm
Renehan Hall, South Campus
Free and open to the public,
but registration is required.
For details see:
https://theplaceofthewound.w
ordpress.com)
5:30-6pm, IONTAS
Free and open to the public
Exhibition runs until 4
November
4-5:30pm, RL
November 2016
10
November
Geography Seminar: Dr. Cathy Delaney,
Senior Lecturer in the Division of
Geography & Environmental Management,
Manchester Metropolitan University, ‘What
Do Eskers Tell Us About Ice Sheets?’
4
4-5:30pm, RL
17
November
Geography Seminar: Dr. Benjamin
Thebaudeau, Postdoctoral Researcher in
the Irish Climate Analysis and Research
Unit, Maynooth, ‘Mapping the Porcupine
Bank and Reconstructing Its Past’.
4-5:30pm, RL
December 2016
1 December
2 December
8 December
9 December
16
December
22
December
2016
– 1 January
2017
Geography Seminar: Dr. Easkey Britton,
Research Fellow at the Whitaker Institute,
NUI Galway, ‘From Moments to
Movements: Tracking the rise of surfing for
social good’.
Last day to confirm supervisors
Geography Seminar: Dr. Justin Gleeson,
Director of the All-Island Research
Observatory, Maynooth University, ‘AIRO:
Mapping for policy and practice in Ireland’.
Last day of lectures for S1
Geography Christmas Party!
4-5:30pm, RL
4-5:30pm, RL
Time tba, RL
Winter Break
January 2017
2–6
January
13 January
12 – 30
January
26 January
Study week: Finish S1 coursework
All Semester 1 coursework due
Work on draft thesis proposals (GY609);
Conduct Preliminary Research/Lit Review
Work
Draft research proposals, questions and
outline due to supervisors
February
2017
Second Semester begins
2 February
GY609: Feedback and discussion of
proposals, and discuss proposal
presentations with supervisors
GY609: MA proposal presentations
Instruction begins for S2 GY modules
10 February
16-17
February
16 February
10am-1pm, CL
Geography Seminar: Professor Philip
Steinberg, Department of Geography,
Durham University, ‘Mapping Ice:
Ontological stability and geophysical
dynamism in the Northern Nomosphere’.
4-5:30pm, RL
Geography Seminar: Dr. Audrey Morley,
Lecturer in the School of Geography &
Archaeology, NUI Galway, ‘Hazards of
Warm Climates: Reconstructing past Irish
storms during the Holocene Thermal
Maximum’.
4-5:30pm, RL
March 2017
2 March
5
13 - 17
March
23 March
24 March
30 March
Study week; no classes
Geography Seminar: Stuart Elden,
Professor of Political Theory and
Geography, Department of Politics and
International Studies, University of
Warwick, ‘Terrain’.
Special all day conference with Professor
Stuart Elden on Foucault and Biopolitics.
Geography Seminar: Dr. Patrick Belmont,
Associate Professor in the Department of
Watershed Sciences, Utah State
University, ‘Amplification and Damping of
Water, Sediment and Nutrient Fluxes in
Intensively Managed Landscapes’.
4-5:30pm, RL
Geography Seminar: Dr. Martin Charlton,
National Centre for Geocomputation,
Maynooth, ‘Gehlke and Biehl Revisited’.
Easter break
Geography Seminar: Dr. Claire Mercer,
Associate Prof. of Human Geography,
Department of Geography & Environment,
London School of Economics, ‘Bringing
the Rural Back In: Postcolonial suburbs in
Dar es Salaam, Tanzania’.
4-5:30pm, RL
Details tba
4-5:30pm, RL
April 2017
6 April
14 – 21 April
27 April
4-5:30pm, RL
May 2017
5 May
9 – 13 May
16 May
Week of 29
May
Last day of classes
Study week
All semester 2 coursework due
Provisional coursework mark provided;
advance to thesis candidacy
June 2017
5 June
Eight week ‘sign off’ of theses
July-August 2017
7 July
31 July
August
Mid-end
August
Early to MidSeptember
November
Finish thesis draft
Last day to submit work for feedback to
supervisor
Revise thesis
Theses due by 12 noon in electronic
and hard copy; end of course
Marking of theses
External examination of course;
provisional marks submitted
University exam boards; final marks
announced
Graduation
6
Dates tbc
Dates tbc
Dates tba
Date tba
The MA in Geography: Overview
The MA in Geography at Maynooth University is now in its third year. It is an innovative and
flexible degree programme that offers students the opportunity to develop their understanding of
human geography while also significantly enhancing their transferrable and research skills. It is
available on a full-time (1 year) (MHN60) and part-time (2 year) basis (MHN61).
For students returning to academic study after, or even alongside of, a period of employment,
the public engagement and field immersion emphasis of our course offers practitioners,
professionals and artists the opportunity to reflect critically upon their existing practice. For
those yet to establish their own career paths, students are offered opportunities to establish
employment-based networks that can be useful in later finding work. All students are provided
with insights into the ways in which cities, community development, global networks, art, culture
and the environment are inspired, challenged and contextualized in real-world settings, from
rural environments to those of a European capital and port city. In addition, the course provides
an excellent platform for those interested in progressing to PhD studies. Human Geography
also offers such complimentary skills as thinking spatially, using multiple methods, developing
soft skills (networking, learning to be flexible, working in teams), interpreting different
forms/types of data, and gaining confidence and the ability to participate in public life. A range
of transferrable skills will be learned in modules and when conducting original research for the
MA thesis, and may include learning how to: manage time effectively; follow instructions; set
and realise goals; make professional presentations; problem solve; develop strong written and
verbal communication skills; write and communicate for different audiences; develop numeracy
skills; effectively use computers and different software packages/technologies that are relevant
for specific projects; identify appropriate qualitative and quantitative research methods are
needed to gather, interpret and analyse data for particular projects; break down larger projects
into smaller, realisable tasks; develop interpretive skills; use specific analytical skills; think
critically; work in teams; adapt to new situations; act as a professional in different settings;
nurture creativity and creative thinking; network; motivate others; trouble shoot; listen to others;
be respectful and responsible to a range of experts and work/research partners; conduct
research ethically; take initiative and develop leadership skills.
The Department of Geography
The Department of Geography is a leading centre for research and teaching in Ireland. It offers
a diverse and exciting range of opportunities for learning, across both physical and human
geography. A recent commentary in the Irish Times (October 2013) outlined the "forces that will
define our future", which were global economic forces, rising inequality, changing work patterns,
demographics and climate change. All of these "forces" feature strongly in both our teaching
and our research, and students have the opportunity to explore both historical and
contemporary influences on our environment and society. For more information about the
Department, see our webpage at: https://www.maynoothuniversity.ie/geography. To follow news
about our geographers, see: https://www.maynoothuniversity.ie/geography/news. Follow us
also on Twitter: @MaynoothGeog
RESEARCH CENTRES AND COLLABORATIVES
Geography staff are active in a number of research centres and through collaboratives based at
Maynooth, including the Maynooth University Social Sciences Institute, the National Institute of
Regional and Spatial Analysis, AIRO, Irish Qualitative Data Archive, The National Centre for
Geocomputation, the Space&Place Research Collaborative, and the Irish Climate Analysis and
Research Units.
Maynooth University Social Science Institute (MUSSI) @mu__ssi
A new feature at Maynooth this year are a series of larger research institutes, including MUSSI,
who is directed by Professor Linda Connolly. Many of the existing research centres that have
been run by human geographers will be housed in this new interdisciplinary institute, including
NIRSA, NCG, AIRO and IQDA.
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The National Institute of Regional and Spatial Analysis (NIRSA). NIRSA was established in
2001 by Professor Rob Kitchin and is currently directed by Professor Mark Boyle, who also
directs the Irish-wide URBACT programme. NIRSA was formed a collaborative partnership of
scholars from a number of social science disciplines located in four partner institutions,
including: Maynooth University, Mary Immaculate College, University of Limerick, Institute of
Technology Sligo and Queen’s University Belfast. The role of NIRSA is to undertake
fundamental, applied and comparative research on spatial processes and their effects on social
and economic development in Ireland, and to provide high quality graduate education to the
next generation of Irish social scientists. To date over 300 researchers have been affiliated to
NIRSA and over 150 of them have received competitive funding from Maynooth Uuiversity.
Over 200 projects have received external funding since 2001, totaling over €55 million. NIRSA
is a founding partner of the all Ireland International Centre for Local and Regional Development
(ICLRD) and serves as Ireland’s contact point for the EU ESPON planning network. For more
details, see: http://www.maynoothuniversity.ie/nirsa/.
NIRSA is currently home to the ‘Programmable City‘ led by Professor Rob Kitchin, which
includes a number of Geography PhD and postdoctoral research fellows. A special series of
Programmable City Events coordinated by Professor Rob Kitchen will be offered again this
year. Details will be updated on the webpage: http://www.maynoothuniversity.ie/progcity/.
AIRO and IQDA: Two additional significant research resources, originally developed and
housed through NIRSA include: the All-Island Research Observatory (AIRO), which undertakes
academic and applied mapping research and produces spatial datasets and specialist tools to
assist in their analysis; and the Irish Qualitative Data Archive (IQDA), which archives social
science data in media other than machine readable datasets.
The National Centre for Geocomputation (NCG) was founded at Maynooth University in 2004
through funding provided by Science Foundation Ireland. Since then, NCG has become firmly
established as a leading international research centre in the field of Geocomputation, with over
thirty researchers, and is a major intellectual centre committed to extending understanding and
utilisation of the capture, analysis and modelling of spatial data. For more information see:
http://ncg.nuim.ie/index.php.
The Space&Place Research Collaborative is a translocal scholarly and creative network,
based Geography and directed by Dr. Karen Till. S&P regularly partner with individuals, groups
and institutions in Dublin and with the Ómós Áite Research Group
(http://www.nuigalway.ie/research/centre_irish_studies/omos_aite.html) at the Centre for Irish
Studies, National University of Ireland Galway. Thematic foci that have developed through
projects and members over the past two years include: Art and Geography, Urban Public
Spaces, Landscapes and Environments, and Publicly Engaged Research and Creative
Practices. From our Art and Geography cluster, three related subareas have also emerged in:
Memory and Place, Medical Humanities and the Arts, and Bodies and Space.
This year, the S&P will host a large international symposium featuring many Maynooth
University and other academic geography scholars, artists/geographers, and activists and visual
and performing artists, called ‘Mapping Spectral Traces VIII: The Place of the Wound’ from 1719 October. You are highly encouraged to attend. Details will be provided at the MU Geography
Events page: https://www.maynoothuniversity.ie/geography/events and the symposium
webpage: https://theplaceofthewound.wordpress.com. The public lecture, symposium and
exhibition are free and open to the public. You can register for the symposium for each day
through eventbrite hotlinks: https://theplaceofthewound.wordpress.com/registration/
ICARUS is the largest dedicated climate change research and modelling centre in Ireland. It
conducts pure and applied research covering all aspects of climate change from regional
climate modelling to impact assessments in a variety of sectors and provides a wide and
diverse range of research capabilities in the climatic arena. See: http://icarus.nuim.ie/
8
SOCIAL MEDIA
VIDEOs: Maynooth MA Geography Video: Tell your friends! Help us add to this page! ☺
https://www.youtube.com/watch?v=W5Q4-fwaGoU
BLOGS
Geography’s Eye on the World, a blog written by Maynooth Geography staff and students,
includes postings about geography in the news, geographers in the news, news stories that are
especially geographic, or stories we feel should connect with a large swathe of our student
body. The site is managed by Dr. Alistair Fraser. Some information about the MA is featured
here, and many of our former MA Geography students and PhD students have also published
blogs about their coursework or research. Go to: http://maynoothgeography.wordpress.com/
Irish Elections: Geography, Facts and Analyses, a blog written by our own political
geographer Dr. Adrian Kavanagh, has been cited among the most important/used blogs in Irish
politics. Go to: http://adriankavanaghelections.org
NIRSA’s ‘Ireland after NAMA’ is another well-regarded and cited blog to which many
Maynooth University Geographers regularly contribute. Run out of NIRSA and managed by Dr.
Cian O’Callaghan it focuses on a range of critical commentaries and useful analyses focused
on Ireland after NAMA. Go to: http://irelandafternama.wordpress.com/
Chris Brunsdon at the National Centre for Geocomputation publishes his work here.
TWITTER: Please check out the tweets that many Geography staff regularly post on Twitter as
well as MaynoothGeog! @MaynoothGeog
GETTING INVOLVED
There are different ways you can get involved beyond interacting with your fellow MA
colleagues during class and study time. You can meet with your instructors and supervisor
during office hours to discuss a range of topics beyond your own research interests. In addition
to attending departmental seminars, there are special additional events and outings that we
offer each year. You may choose to go to lunch or tea with a visiting guest, or you can arrange
to meet with one of our partners after a special event. You may choose to write a blog, tweet or
create a video about your work. Or you may choose to become one of the MA course
representatives or become involved at the Faculty or University level as a postgraduate student
rep. You can consider tutoring some of our undergraduates, or volunteer to work with some of
our PhD candidates and postdoctoral fellows. You can find out about the different topics and
groups that many of staff and postgraduates are actively engaged with, from NGOs, to
professional conferences, to civil society causes, to artistic collaboratives, to political actions,
and others, and you may decide to become involved in the public life of your community.
Course Structure
The course offers a wide-ranging programme of taught modules. Core modules develop
competencies in human geographic thought and field methods; methodological modules
develop skills in analysis, research and public engagement; and specialist modules provide the
opportunity for research-led teaching and learning in areas such as 'Art, Culture and
Environment' and 'Cities, Politics and Globalisation’, our two optional specialist streams (see
section below under ‘Special Course Highlights’). All students submit a thesis based upon
independent thesis at the end of the course (see next section).
OUTLINE OF COURSE STRUCTURE
To meet the requirements of the MA, students are required to accumulate 90 credits (ECTS)
over 1 year full-time and over 2 years part-time, with the credits for each component assigned
as follows for the academic year 2016-2017:
9
Compulsory modules (50 credits)
GY608 Thinking Geographically (10 credits) (S1)
GY607 Field School (10 credits) (S2)
GY609 Thesis (30 credits) (both semesters)
Methods (20 credits): choose 2
*GY628 Landscape and healing (10 credits) (S1)
SO620 Qualitative analysis (10 credits) (S1)
GY619 Public engagement (10 credits) (S2)
GY624 Quantitative analysis (10 credits) (S2)
Specialist (20 credits): choose any 2
GY613 Thematic Topic 3: Elections and Geography (10 credits) (S1)
*GY628 Landscape and healing (10 credits) (S1)
GY621 Dublin Urban Laboratory (10 credits) (S2)
* Counts for either a methods or specialist option, but not both.
For the one-year full-time option, the course runs from September 2016 to August 2017 (thesis
due 31 July). For the part-time two-year degree, the course runs from September 2016 to
August 2018.
To qualify for the award of Master of Arts, students must obtain a minimum of 40% for their
research thesis and an average of 40% for all remaining components. Details about
postgraduate marks and standards are available at:
https://www.maynoothuniversity.ie/exams/information-students.
GRADING SYSTEM
All marks must be completed and examined by the University examination board meetings,
which for the MA Geography is usually in early September (all marks have to be submitted in
August) or in June (submission of marks in May). Please note that there is no provision for
repeating the continuous assessment (CA) component of any MA modules. In exceptional
circumstances (documented medical and/or personal emergencies), the course director may
grant a student the possibility of taking an incomplete for a module or for the thesis, but this will
most likely mean that the student will not be able to graduate until the following academic year;
CA marks originally obtained for coursework completed will be carried forward for repeat
purposes the next year/semester.
The grading system used for each module is as follows:
First Class Honours:
Second Class Honours Grade I:
Second Class Honours Grade II:
Pass:
Fail:
70+%
60-69%
50-59%
40-49%
<40%
EXTERNAL EXAMINATION
A sample of coursework and marks from every module will be reviewed and moderated by an
appointed External Examiner to ensure the maintenance of proper standards and to adjudicate
on borderline and/or disputed cases. Students will have the opportunity to meet with the
external examiner to provide feedback about the course during the MA course review. All
coursework and theses marks are provisional until the external examiner’s review, the
Departmental Examination Board meeting with the external examiner (mid to late August), and
the University Examinations Board meetings (early September).
COURSE STRUCTURE FOR ACADEMIC YEAR 2016-2017
The following table shows what modules are available in Semesters 1 (2015) and 2 (2016). We
advise that you discuss your programme of study with the MA Director and your thesis
supervisor as early as you can to decide your course of study.
10
MA in Geography, AY 2016-17
Semester 1
Semester 2
Compulsory Modules
Compulsory Modules
GY608 Thinking Geographically (AF)
GY609 Thesis (KT)
GY607 Field School (GK)
GY609 Thesis (KT)
Methods
Methods
*GY628 Landscape and Healing (RMF)
SO620A Qualitative analysis (SO staff)
GY619 Public engagement (KT)**
GY624 Quantitative analysis (FNiM)
Specialist
Specialist
GY613 Thematic Topic 3: Elections and
Geography (AK)
*GY628 Landscape and Healing (RMF)
GY621: Urban Laboratory (MB)
* Module can be taken for either methods or specialist credit, but not both.
** GY619 project meetings/workshops begin in S1.
Instructor legend: AF: Dr. Alistair Fraser; AK: Dr. Adrian Kavanagh; FNiM: Dr. Fionnuala Ní Mhórdha; GK:
Professor Gerry Kearns; KT: Dr. Karen Till; MB: Professor Mark Boyle; RMF: Dr. Ronan Foley.
COURSE TIMETABLE: ACADEMIC YEAR 2016-17
The following tables provide the provisional GENERAL timetable for instruction for both
semesters. Unless otherwise noted, most modules will be taught in the Cartography Lab,
Rocque Building. Please note that for field excursions or special events, students are expected
to meet instructors at a designated meeting place to be provided by the instructors. Days, times
and venues for the different modules in both Semester 1 and Semester 2 are subject to change
(details will be posted on Moodle, circulated by email and/or announced in class).
Appendix I of this handbook provides provisional module descriptors, assessment structures,
and tentative detailed meeting dates. Instructors will provide detailed module details,
assessment information, and class meeting times at the start of each semester. As our staff use
a variety of assessment techniques, see specific criteria below for: essays, presentations, field
work, posters, blogs, technical reports and participation. For further information on individual
modules please contact the instructor/s.
Maynooth University: MA in Geography
General Timetable, 2016-17
NOTE: Specific dates/times may vary for each module.
See Appendix I and module Moodle pages for details.
Semester 1 (2016): GY module instruction runs from 29 September - 9 December
Thursday
Friday
SO620A (HF; weekly, Auxilia
GY613 (AK, Cart. Lab.)
9-10
Resource
Room,
North
Camps)*
10-11
GY 609 (KT; variable Cart. Lab.)**
GY628 (RMF, Cart. Lab.)
11-12
12-1
1-2
GY608 (AF; weekly Cart. Lab.)
&
2-4
4-5:30
Department of Geography Seminar
Series (Rocque Lab.)
* SO620A begins 22 September
& GY628 may use this hour for special events/workshops.
**GY619 placement and project workshops will be held at the end of S1.
11
Semester 2 (2017): Except for 609, instruction runs from 16 February - 5 May
Thursday
Friday
GY624 (FniM; weekly, Physical
GY621 (MB; variable, Cart. Lab.
9-10
Lab.)
and field venues)
10-11
GY609 (KT; variable, Cart. Lab.)*
GY607 (GK; variable, Cart. Lab.
11-12
and field venues)
12-1
1-2
GY 619 (KT; variable, Cart. Lab.
Alternating GY607 and 619 field
2-4
and field venues)
4-5:30
excursions/workshops
Geography Seminars
* Week 1 of the semester is for individual meetings with supervisors; week two of the semester is proposal
presentations
RL: Rocque Lab, Ground floor, Rhetoric Building, South Campus
CL: Cartography Lab, Ground floor, Rhetoric Building, South Campus
Auxilia Resource Room, Ground Floor, Auxilia Building (behind John Hume), North Campus
Physical Lab, Ground Floor, Rhetoric Building, South Campus
Your MA Thesis
The MA thesis preparation coursework and final submitted thesis (15-18,000 words) constitutes
GY609 and is worth 30 credits out of 90 credits total for the course. It is a very important part of
the programme. It must be given significant thought and time from the start of the course. To
submit a thesis, a student must have satisfactorily completed all coursework, passed all
modules (with a mark of 40% or above), and earned 60 credits. Two hard bound copies are
due, a PDF copy and checked TurnItIn version, are to be uploaded to the GY609 Moodle page
no later than Monday, 31 July 2017, at noon.
A MA Geography Thesis Handbook will be provided to students in GY609. As part of GY609
in Semesters 1 and 2, mandatory workshops and formative assignments will be due to help
students make progress with developing a thesis topic, set of research questions, research
design and methodology, and relevant literature review, methods, and data analysis. All
students are required to present their proposed thesis research in short presentations attended
by Geography staff on Thursday, 10 February 2017. (Part-time students enrol in GY609 and
present their proposed research in their second year, i.e. Autumn Semester, 2017.)
Supervisors: All students will either choose or be assigned a supervisor based upon their
specific research interests and staff availability by late November/early December. Students will
meet with the Course Director and potential supervisors during Semster 1 and more regularly
with their supervisor thereafter. Once a supervisor has been approved, students are expected
to meet with their supervisors during office hours and make individual appointments to discuss
their thesis progress regularly. At a minimum, students should arrange meetings with their
supervisors to discuss their thesis proposal (S1, over winter break and early February 2017);
their thesis proposal presentation (in advance of presentations on 10 February 2017); progress
in developing research questions and research design (S1 and over winter break); the literature
review (S1 and S2); and plans for completing the thesis (before the ‘six week sign off’).
Additional meetings will help students learn how to conduct independent original research and a
final extended written product.
GENERAL OVERVIEW OF THESIS
Your thesis is between 15-18,000 words and should include the following basic elements which
may be modified or adapted to suit the particular needs of the project:
12
o
o
o
o
o
o
o
An introduction, setting out the aims and scope of the thesis, stating your main research
questions, and identifying the material to be covered in each chapter. Your case studies,
main themes researched, and/or hypotheses may be contextualised (and justified) in this
or the next chapter. Be sure to indicate also the significance of your study in this chapter.
Either through a stand-alone chapter, or within thematic and/or data analysis chapters, you
should provide a review of scholarly literature relevant to the thesis subject matter. This
chapter or these sections should not be a simple listing of all the scholarly literature you
have read. Instead, a precise (well-edited) summary of what research exists on your topic
should be provided, as well as a thematic discussion and analysis of the main arguments,
findings and research gaps that exists in the existing scholarly literature relevant to your
research topic. In addition to offering a theoretical/conceptual framework for your study
that frames your research questions, you may choose to introduce any geographical and
historical contexts that are relevant to situate and justify the selection of your case studies
and/or data sources. If you have a stand alone literature review chapter, a good way to
conclude is by identifying themes and/or hypotheses to be explored in the thesis.
A detailed methodological statement, setting out the methods/sources employed in both
acquiring and analysing information, with scholarly citations and definitions of specific
research and analysis methods. Indicate what your research design, why such a research
design is appropriate for the questions you are asking, and what ethical considerations you
took into account for your study. For qualitative studies and research designs, you should
include a discussion of what approaches you used to ensure a rigourous study (such as a
statement of ethics, your positionality, the power relations involved in conducting your
search, how you triangulated the collection/production of qualitative data, and the reasons
for using a particular method of data analysis). For quantitative research designs, you will
want to include a discussion of data replicabilitity (in case possible future researchers wish
to replicate your work to be able to either corroborate or refute your findings) and
generalisability (such as if your work includes representative samples of specific
populations). A mixed-methods approach may have elements of both of these. Be sure to
include a discussion of the strengths and weaknesses of each method of data collection,
production and analysis used in your study, and if there are limitations to the data sources
and/or case studies analysed.
A series of thematic and/or case study chapters should provide a detailed discussion and
analysis of data collected, produced and interpreted. All research findings should be return
back to themes and hypotheses derived from your literature review, and provide more in
depth and nuance to your initial theoretical discussion by reflecting upon your findings and
interpretation. Depending on how your findings may (or may not) ‘speak back’ to the
existing scholarly literature, you may introduce new themes, theories, and/or relevant
existing research and approaches.
A conclusion, which should recall the initial aims of the thesis, summarise the main
findings, and (where appropriate) make recommendations (e.g. of a policy nature, or for
future research). Either in your final chapter or your data analysis chapters, you should
indicate what you expected to find and what surprised you about the outcomes of your
research and why.
A bibliography of the works consulted in the preparation of the thesis. This may consist of
a list of references and an additional bibliography.
An appendix which should include additional material relevant to the study, including:
sample research ethics information and consent forms; sample questionnaires, surveys,
and/or interview questions; tables of summary data (survey, questionnaire, interview, other
primary or secondary data collected and analysed); lists of codes used to analyse data;
tables with sample qualitative questionnaire and/or interview results; additional details
about case studies; and/or other relevant materials.
Further details about the structure, layout, format and grading criteria of the thesis will be
provided in a separate handbook to be distributed in GY609.
13
Course Policies
The MA in Geography is designed to nurture independent and critical thinking from a human
geography perspective. Students are encouraged to actively participate in all lectures, practicals
and seminars, and to fulfill the requirements of the various components of the course. By
nurturing contacts with our public engagement partners, as well as through the advice of our
world-class researchers, students on the course will also have the opportunity to develop their
academic studies towards practical and relevant competencies. Since this is a postgraduate
course, a high level of performance and contribution is expected from each participant.
STUDENT’S RESPONSIBILITIES
This is a postgraduate course. Therefore a high level of performance and contribution is
expected from each participant.
In order to fully benefit from the programme, students are expected to:
• Attend the full range of modules that are enrolled during the academic year.
• Do their assigned preparatory readings prior to class meetings.
• Be prepared to participate in class discussion.
• Be prepared to engage in team-work on certain tasks and projects.
• Attend all Geography Seminars.
• Act professionally and responsibly when interacting/working with our public
engagement partners.
• Submit all written coursework by the due dates (as per policy below).
If a student fails to meet the above expectations, including regular class attendance and
participation, performance and progress will most certainly be affected.
GEOGRAPHY SEMINAR SERIES
All postgraduate students are expected to attend the Department of Geography’s seminar
series, which includes research talks on topics relevant to Geography. International and
national scholars will introduce students to frontiers in research, research design and
methodology in Geography, as well as discuss relevant projects and issues in the contemporary
world. The seminar series takes place on Thursday afternoons from 4-5:30pm in the Rocque
Lab unless otherwise indicated. In addition to those listed above under ‘Important Dates’, we
may also have some special events and seminars (such as if there is a visiting scholar that we
want to invite). Please check the Department’s ‘Events’ page for the lastest updated series and
further details: https://www.maynoothuniversity.ie/geography/events.
ABSENCES
You must also contact the instructor immediately if you are absent from regular classes for a
significant period of time (more than 2 hours instruction) or more than one seminar. If you have
ongoing issues affecting your ability to engage with the module, please speak to the module
instructors and MA Director immediately. The earlier you communicate any special needs the
better we can try to explore solutions and options with you.
SUBMISSION OF COURSEWORK
Unless the instructor specifies otherwise, all coursework for any module must be submitted by
the specified deadline, along with a standardised cover sheet that includes a word-count (see
GYE600 webpage for a sample). All essays, reports and exams should be properly edited and
proof-read. Particular attention should be paid to syntax, grammar and spelling. All submitted
coursework and the thesis, along with coursework/thesis cover sheets, must be uploaded onto
the relevant Module Moodle assignment page. Coursework and theses must also be checked
by ‘Turn it In’ software.
Mandatory deadlines will be strictly enforced. We have coordinated all assignments across
modules so that student workload will not get piled up. Assignments submitted after the set
deadlines will not be considered for assessment purposes except in extremely extenuating
circumstances, which must be communicated to, and accepted by, the lecturer prior to, or, in
cases of unexpected emergencies, immediately after, the relevant deadline.
14
For all module assignments/coursework, the standardised cover sheet must include: the name
of the student, her/his student number, the title and code of the module, the name of the
lecturer who gave the assignment in question; when appropriate, a thematic title for the work;
and the total word count of the student’s work, along with what percentage the submitted work
is over/under the assigned word count. A blank cover sheet will be available on the GYE600
webpage (MA course Moodle page).
Word-count limits will be strictly enforced and penalities applied for submitted work
significantly over- or under-word counts. For every 10% over/under an assignment or thesis
word-count, students will be penalised by 3% (so, if you are 10% over, you will be penalised 3%
of your overall mark; if you are 20% over, you will be penalised 6%; if you are 30% over, you
will be penalised 9%; and so on). Students are required to indicate what the assignment/thesis
total word count is on the cover sheet accompanying submission of coursework, as well as what
percentage the submitted work is over/under that word count, and what penalty, if any, applies.
REFERENCING
When you refer directly or indirectly to the work of others in the text of your own work, you
MUST identify the source clearly. Detailed guidelines are available in The Reference Point,
available from the Department of Geography and on the GYE600 course Moodle page.
FEEDBACK AND PROVISIONAL MARKS
For all modules, instructors will provide students with feedback on assessed work with written
suggestions on how to improve in further work during and at the end of each semester. Please
refer to the marking criteria in the section below to help you to interpret the mark/numerical
grade assigned to your work. Provisional marks following submission and marking of
coursework will be provided in a timely manner. By the conclusion of each module, all students
must have uploaded all assessed work electronically on module Moodle pages by the final
assignment deadlines.
At the end of the course, students are required to return any hard copies of oversized or other
materials to their instructors for the purposes of external examiner’s evaluation in early August.
These will be returned upon the release of final marks by the University (usually early
September). For the thesis, two bound copies are due to the Course Director by noon, 31 July
2017 for full-time students (date to be announced in 2018 for part-time students). One hard
copy, along with feedback for the thesis (should the student be interested), will be available
after the University releases final marks (usually early September).
PLAGIARISM AND OTHER MALPRACTICES
Plagiarism and other malpractices will not be tolerated. All work submitted by a student must be
expressed in the student’s own words and must incorporate his or her own ideas and
judgments. This applies equally to coursework and dissertations no less than to examinations.
Plagiarism—the presentation of another person’s thoughts or words as one’s own—in essays,
dissertations or other assessed work violates all principles of sound academic practice and is a
serious disciplinary offence. All submitted coursework and theses must be checked by ‘Turn it
In’ software, but students are also responsible for submitting their own work. Where plagiarism
is confirmed, candidates will fail on the work concerned and may be liable for further disciplinary
action. Action will be taken wherever plagiarism is suspected according to University
Guidelines. Instructors will report plagiarism to the Course Director and Head of Department,
who will follow these guidelines accordingly.
Please remember: there is a difference between building on somebody’s work and using it
wholesale. Plagiarism consists of a number of related practices:
• Copying consists of the verbatim duplication of text from another source and claiming it
as one’s own. If the author wishes to repeat a piece of text verbatim, then it has to
appear in the text as a quote.
• Parallelism is the paraphrasing of somebody else’s work without acknowledging the
source of the ideas, in effect claiming it as your own. In other words, what is written is
done so in your own words, but somebody else initially formulated what is being said.
15
•
•
•
•
•
Passing is where an author might have undertaken some of the analysis and written up
the work – which is not copied from another source – the content of the piece is fully or
in-part based on the research of others.
Duplication is submitting the same piece of work multiple times as if it is a new piece
each time. Impersonation consists of somebody writing the piece on behalf of someone
else.
Collusion involves people working together but submitting work individually.
Syndication includes the reproduction and selling/buying of work for submission.
Invention and falsification concern the invention (making it up) or falsification (altering it
to suit one’s ends) of data and sources.
To avoid plagiarism direct quotations from the published or unpublished work of others must
always be clearly identified as such by being placed inside quotation marks, and a full reference
to their source must be provided in the proper form. Equally, if you summarise another person’s
ideas or judgments, you must refer to that person in your text, and include the work referred to
in your bibliography. Failure to observe these rules may result in an allegation of cheating. You
should therefore consult your module leader or course director if you are in any doubt about
what is permissible.
WRITING SUPPORT: MAYNOOTH UNIVERSITY WRITING CENTRE
In addition to getting feedback from your instructors and supervisor, we recommend that all
students regularly visit the Maynooth University Writing Centre to work on revising draft papers
and theses, and get feedback on their written work. Doing so improves students’
communication skills and also improves marks. According to their webpage: “The Writing
Centre offers free, friendly, non-judgemental writing help to any student, undergraduate or
postgraduate, regardless of course, degree or level”. The Centre offers individual appointments
and group workshops. For more information see: https://www.maynoothuniversity.ie/centreteaching-and-learning/student-learning-and-advice/writing-centre; email: [email protected].
The Writing Centre was “established by the Centre for Teaching and Learning to support
student academic writing. The Writing Centre is based in Rye Hall and co-located with the
Mathematics Support Centre. … Students can drop in on their own or in groups to work with
tutors on course work or material/topics with which they may be having trouble. Students may
also book one-to-one appointments to discuss their writing with peer tutors. … Further
information regarding the Centre’s opening hours and specific services will be posted on the
Centre’s Moodle space”, which “can be accessed through the Maynooth University Moodle
homepage or at this link”: http://2015.moodle.maynoothuniversity.ie/course/view.php?id=8330
RELAYING FEEDBACK
Students will have different opportunities throughout the academic year to provide feedback on
their postgraduate experience, including the following:
o Regular informal meetings will take place between the Course Director and one to two
course representatives, to be selected in October 2016. Students should feel
comfortable raising concerns and complements relating to the programme to their MA
reps, who will pass these along to Karen anonymously. MA representatives should
make sure that they consult with their fellow classmates before each meeting to relay
feedback, questions and potential concerns to Karen.
o All students are also welcome at any time to discuss issues directly with Karen.
o Anonymous module evaluations will be conducted at the close of each semester.
Lecturers will not receive the evaluations until after their provisional marks are
submitted.
o Students should make sure that they are represented at the University level by:
o Having representatives to the Graduate Feedback Council, see:
www.maynoothuniversity.ie/study-maynooth/postgraduatestudies/postgraduate-learning-support-services/postgraduate-feedback;
o Attending the Postgraduate Researcher’s Forum, see:
www.maynoothuniversity.ie/study-maynooth/postgraduatestudies/currentpostgrads/researchersforum.
16
HELP! IF SOMETHING GOES WRONG
If you experience academic or personal difficulties during the year, there are a number of ways
you can get help. More general issues may be raised by course representatives, who will
anonymously relay your concerns to Karen, the MA Course Director. Your first point of contact
for academic difficulties should be your module instructor and/or Karen. For difficulties with your
MA thesis, your first point of contact is your supervisor and then the MA Director. If this is not
satisfactory, you should contact the Head of Department (Professor Gerry Kearns). Students
can also contact the Graduate Feedback Council at university level. If concerns are not
addressed within the Department, you can bring the matter to the attention of the Dean of
Graduate Studies.
In the case of personal or medical difficulties, your supervisor, the Course Director and the
Head of Department are all available to assist you. In addition, the University has a number of
support services, including a Counselling Service, a Chaplaincy, a Mature Students Office, a
Disability Office and a Students’ Union. Key contact details are below:
Name
Professor Gerry Kearns, Head of Department
Dr Karen Till, MA Course Director, MA
Geography
Prof Ronan Reilly, Dean of International and
Graduate Studies (until end October 2016)
Graduate Studies Office
Student Counselling Service (Kay Lynch)
Chaplaincy
Mature Students’ Office
Disability Office
Students’ Union
Postgraduate Feedback Council
Email
[email protected]
[email protected]
Telephone
01-708 6153
01-708 4550
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
01-708 6018
01-708 3554
01-708 3320
01-708 3307
01-708 6341
01-708 3669
01-708 6016
In some circumstances, you may need to suspend your registration to your postgraduate
degree. This is dealt with on a case-by-case basis. For this to be considered, you need to
discuss your case first with Karen who then does the research regarding what options might be
available to you. After you make an informed decision, you may have to discuss your decision
with the Department Head (Gerry), and/or fill out forms and get signatures. For extreme
circumstances or if a special case needs to be made to the Registrar, documentation will be
needed. In all cases, the earlier we know about difficulties that have arisen, the more we
can do to address them.
Maynooth University also has a number of useful support services for students at all levels to
supplement the support given within the departments. We would draw your attention to these
general supports as well as those specifically associated with personal support, counselling and
academic advice. The University takes all personal problems and learning disabilities seriously
and provides support for student physical and mental health and safety at all levels.
Student Counselling
Ext 3554
Academic Advisory
Ext 3368 or email: [email protected]
Student Services
Ext 4729 or email: [email protected]
Students Union
Ext 3669 or email: [email protected]
Student Health Centre
Ext 3878
Health & Safety
Ext 4720/ 6521
Security
Ext 3929/ 3589 or 3333
Career Development Centre
Ext 3592 or email [email protected]
Note: Dial 01-708 in front of the extenstion numbers if you are using a mobile/external phone.
17
Special Course Features
SPECIALIST STREAMS
Working in consultation with your supervisor and the MA Director, students can chose to
receive a general MA in Human Geography or focus on one of our two specialist streams, which
are optional. All students will benefit from the expertise of our staff and partners.
The ‘Art, Culture and Environment’ specialist stream draws upon a growing reputation the
Department of Geography has for this area of expertise nationally and internationally. Students
will be offered a comprehensive introduction to key concepts in the emerging fields of: art and
geography; geography and heritage studies; healthy geographies; and geography and
environmentally engaged practice. Through modules and special events, cultural, health and
historical geographers are brought into conversation with artists and practitioners in Ireland and
internationally to offer an innovative geographic exploration of such fields as: place studies,
landscapes and health, caring for places, creative mappings, inheritances and rights,
environmental art, public art, socially and ecologically engaged art, community-based practices,
and the uses made of art and creativity in national branding and local development. Modules
and related special events organised through the Space&Place Research Collaborative provide
students with the capacity for critical thinking about artistic, curatorial, heritage and
environmental practices, and learn diverse ways to explore the relations between spatial theory,
places, maps, bodies, landscapes and environments. Practitioners will be able to develop their
critical thinking and spatial imaginaries in an area of artistic practice and creativity, areas
increasingly acknowledged to be of cultural and political salience. Unlike practice-based arts
degrees, this degree offers a combination of theoretical coursework, research skills and applied
research-creative practice opportunities.
The ‘Cities, Politics and Globalisation’ specialist stream will provide recent BA graduates and
returning professionals with knowledge, competence and the capacity for critical thinking in
such fields as urban history, spatial planning, global social movements, and community and
regional development. The degree draws upon the path-breaking work of members of the
department in: creative cities and innovation clusters; political economy of urbanization; the
right to the city; migration and diaspora studies; food geographies; and social movements and
elections. The Department is also developing a number of partnerships to provide students with
the opportunity to study first-hand organisations and institutions that shape our cities and
regions. This is an area of Geography that is strongly supported by the Department’s close links
with other research centres on campus, notably: the National Institute of Regional and Spatial
Analysis (NIRSA), and the National Centre for Geocomputation (NCG). In this way we can
introduce our students to cutting-edge research and the latest policy developments and
dilemmas. This real world applicability is underlined by the frequent appearance of Geography
and related staff in our national media.
PUBLIC ENGAGEMENT AND OUR PARTNERS
An exciting component of the MA in Geography that cuts across both of our specialist streams
and is a highlight of a number of our modules is the opportunity to engage with a range of local,
national and international experts in a range of fields. This course recognises the importance of
theoretical insights, concepts, geographical imaginations and ways of knowing by scholars,
practitioners, artists and local experts alike, through partnerships and collaborations with a
range of partners actively involved in public engagement practices. Local experts offer spatially
relevant knowledges, creative practices, and grounded expertise from which scholars,
professionals and citizens can learn in order to create better places, communities, cities, towns
and environments.
Our Geography staff are exploring collaborations and partnerships with a number of
organisations and groups that will benefit students in a number of ways. Students may work on
a research project with a partner or learn about recent projects through the Geography Seminar
Series or an invited guest lecture. They may, as part of a module, visit artists, practitioners or
professionals in situ to learn more about their work. Or they may help coordinate a special
‘Public Geographies’ public discussion.
18
Past and current public engagement partners include:
Action from Ireland (Afri): http://www.afri.ie/
Butoh Moving Bodies Dance Festival: www.movingbodiesbutohfestival.com
Butler Gallery (Kilkenny): http://www.butlergallery.com/
Cloughjordan Ecovillage (Tipperary): http://www.thevillage.ie/
Community Solidary Group, Right2Water:
https://www.facebook.com/CommunitySolidarityNorthKildare?fref=ts
Connect the Dots (Dublin): http://www.connectthedots.ie
Debt and Development Coalition: http://www.debtireland.org/
Dublin Biennial: http://www.dublinbiennial.com/
Dolphin House Regeneration Project: http://dolphinhouse.ie/
TheEmergencyRoom: http://www.olwenfouere.com/index.php?/theemergencyroom/
Experimental Film Club (Dublin): experimentalfilmclub.blogspot.com/
Firkin Crane (Cork): http://www.firkincrane.ie/
Housing Action Now (Dublin): https://www.facebook.com/HousingActionNow/
Icon Factory (Dublin): http://iconfactorydublin.ie/
Irish Housing Network (IHN): https://www.facebook.com/irishhousingnetwork/
Irish Heritage Council Small Walled Towns Network: http://www.heritagecouncil.ie/irish-walledtowns/welcome/
Irish Museum of Modern Art: http://www.imma.ie/en/index.htm
Kildare County Council Arts Service: http://www.kildare.ie/artsservice/
Office of Public Works Ireland (Oifig na nOibreacha Poiblí): http://www.opw.ie/en/
Playtime: http://www.playtime.ie/
Project Arts Centre: http://projectartscentre.ie/
Services Industrial Professional and Technical Union (SIPTU), National and Community
Campaigns, and Research Division: http://www.siptu.ie/
Shell to Sea (Mayo): http://www.shelltosea.com/
St. Anthony’s Park Community Development Initiative (Cork) (working with the Traveller
Visibility Group & Cork Traveller Women`s Network)
Trocaire: (Maynooth; advocacy and campaigns): www.trocaire.ie
Workhouse Assembly (Callan): http://www.workhouseassembly.com/
More information about partners and public engagement opportunities will be announced
throughout the year.
Grade-related criteria
Marking criteria and guidelines used for marking are presented here for the following types of
assessment: coursework essays, reports, and projects; and oral presentations. These are
provided as broad guidelines only and should be read in conjunction with the specific advice on
assessment that is provided by the module instructor.
ESSAYS AND PROJECTS
The key criteria used to arrive at the mark reflect the ability of students to:
• respond to a specific question, puzzle or challenge;
• undertake independent study of the topic in question;
• structure an argument;
• provide evidence of critical and independent thinking and interpretation;
• support an argument with reference to different relevant literatures and examples;
• evaluate and analyse different kinds of evidence (and/or data);
• support interpretations using relevant evidence (literatures, examples, data);
• show awareness of the strengths & weaknesses of methods of inquiry and analyses;
• communicate effectively in writing;
• produce a well-presented piece of work.
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ESSAYS
Grade
Range
90+
First Class
Honours
80-89
First Class
Honours
Grade Related Criteria for Essays/Reports
−
−
−
−
−
−
−
−
−
70-79
First Class
Honours
−
−
−
−
−
−
−
60-69
Second
Class
Honours,
Grade I
(upper)
−
−
−
−
−
−
−
50-59
Second
Class
Honours
Grade II
(lower)
−
−
−
−
−
−
−
Exceptional work, exceeding the criteria listed for 80+.
Contains material of publishable quality, as a whole or in part, as a
journal paper, and is worthy of retaining for reference.
Excellent to exceptional answer, exceeding criter listed for 70+.
Evidence of extensive reading that demonstrates an impressive ability
to understand theoretical literature and to make connections between
that literature and appropriate examples.
Original insight and use of evidence.
Where appropriate, originality in the application of methodology.
Where appropriate, exceptional analytical and interpretive skills.
Ability to make connections between own results and the literature,
where appropriate.
Very well written with no grammatical or other errors. Excellent use of
citations and strong references.
Very good to excellent answer based on extensive reading and a clear
understanding of theoretical debates.
Original or insightful answer drawing on own observations and critical
treatment of literature.
Strong insight and/or originality in the application of methodology
Strong analytical/interpretive skills.
Ability to make connections between own results and the literature,
where appropriate.
Very well written with no to few grammatical or other errors. Excellent
use of citations and references.
Contains material that is potentially of publishable quality, in part, as a
journal paper, and / or is worthy of retaining for reference.
Good to very good answer that shows a thorough understanding of
arguments, contributions and context, with efficient use of relevant
reading and examples.
Well organised, clearly expressed and a direct response to the question
/ topic.
Evidence of good analytical skills and reflecting wider reading.
Shows insight and thoroughness in the application of methodology.
Ability to make connections between own results and the literature,
where appropriate.
Few spelling or grammar errors, and good use of citations and
references.
Does not display the outstanding ability, critical acuity and/or originality
characterising the award of first class honours.
Fair to good answer, with a competent treatment of ideas and concepts
from classes and set reading.
Evidence of good effort and sound argument, but little evidence of
critical insight or independent critical appraisal.
Competent but lackluster application of methodology.
Little attention given to the limitations of approaches (in literature and/or
methodology).
Good to fair analytical skills.
Little evidence of being able to connect own results with the literature,
where appropriate.
Some spelling, grammar and/or citational/referencing errors, but not
enough to detract from main arguments.
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40-49
Pass
−
−
−
−
−
−
0-39
Fail
−
−
−
−
−
−
−
−
0
Fail
−
−
−
−
−
−
−
−
−
−
−
Adequate answer to pass.
Demonstrates a very basic understanding of the question / topic and of
the broader subject area.
Some to little evidence of detailed knowledge.
Reading is partial and selective.
Contains vague generalisations that may include mistakes about the
topic, context and content, including misunderstandings or the inclusion
of irrelevant material.
Organisation and expression makes it difficult to understand the main
arguments of the essay.
Very little evidence of critical thinking and original work.
Poor application of methodology
Poor analytical and interpretive skills.
Few connections between own results and the wider literature.
Grammar and spelling mistakes may impede clarity of prose.
Basic use of citations/references.
Inadequate work for a pass, with little to no relevance in answer to the
question / topic.
Does not directly answer the question / topic, but may show some basic
understanding of the general field.
Prose is muddled; ideas are incomplete and poorly expressed.
Little to no evidence of reading; reading sources cited are trivial.
Inappropriate application of methodology.
Poor understanding of approaches.
No analysis or interpretation.
No connections between own results and the wider literature.
Many spelling, grammar and referencing mistakes.
Sloppy presentation.
Copied or plagiarised answer with no intellectual input from student.
Work penalised for late submission without the granting of an extension
by the module facilitator.
Plagiarised material will be reported to the Head of Department and
may be reported to the University Authorities.
ORAL PRESENTATIONS
The key criteria used to arrive at the mark reflect the ability of students to:
• structure an oral presentation;
• compile suitable material;
• communicate effectively;
• deliver a balanced and complete presentation within a time limit;
• design and use visual aids;
• undertake independent study of the topic in question;
• respond to questions.
ORAL PRESENTATIONS
Grade
Grade Related Criteria for Oral Presentations (including poster
Range
presentations)
− Exceptional work, exceeding the criteria listed for 80+.
− Material presented is balanced and clearly has been very well researched.
90+
− Excellent structure.
First
− A balanced and complete presentation delivered within a time limit.
Class
Honours − Excellent anticipation and fielding of questions.
− Advanced and mature presentation and oratorical skills.
− As good as can be expected at this academic level.
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80-89
First
Class
Honours
70-79
First
Class
Honours
60-69
Second
Class
Honours
Grade I
(upper)
50-59
Second
Class
Honours
Grade II
(lower)
40-49
Pass
30-39
Fail
20-29
Fail
10-19
Fail
1-9
Fail
0, Fail
Excellent work, exceeding the criteria listed for 70+.
Excellent oral presentation, well paced and balanced.
Content and depth of knowledge are clearly beyond that delivered from
lectures.
− Confident delivery and confident response to questions.
− Delivered within time limit.
− Very impressive first class work.
− Very good to excellent work, exceeding 2.1 class criteria.
− Very good presentation scoring highly on structure, suitable material,
communication.
− Well researched with aims and conclusions clearly stated.
− Good ability to handle questions.
− Keeps to time.
− May lack polish and fluency of a higher scoring presentation.
− A good to very good presentation, exceeding the criteria listed for 2.2 work.
− Presentation has a clear logical structure, is well-researched, and covers
suitable material.
− Uses good visual aids.
− Some ability to handle questions.
− Some minor shortcomings may include aims not clearly indicated, contents
pitched at a slightly wrong level, slightly imbalanced structure, inconsistent
handling of questions, difficulties with time keeping.
− A fair to good presentation, exceeding the criteria listed for third class work.
− A competent presentation demonstrating a reasonable standard in all
aspects of the presentation.
− Content is largely relevant and shows some evidence of research.
− Some of the ideas may be less well expressed; may not be completed within
the time available or may be significantly imbalanced.
− Visual aids may be variable in quality and relevance.
− May be unable to handle questions.
− Adequate to passing work.
− Weak but acceptable presentation.
− Some irrelevant or inaccurate material is included.
− Presentation lacks structure and the presenter may not engage audience.
− Visual aids are poorly constructed, not always relevant and difficult to see.
− May be significantly under or over time limit.
− Unable to handle the majority of questions.
− Inadequate work for a passing mark.
− Presentation narrowly but clearly fails in several aspects.
− There may be major gaps in knowledge and understanding, and/or inclusion
of substantial amounts of irrelevant material.
− May be disorganized with insufficient explanation.
− Delivery is poor, for example; substantially over or under time and /or largely
inaudible.
− Unable to handle questions.
− May be substantially over or under the time limit.
− Failing work, despite attempt at making a presentation.
− Presentation fails on most key points.
− Very limited material, content largely irrelevant, with few suitable visual aids.
− Sections may be inaudible.
− Complete inability to understand or answer questions.
− Failing work.
− Unacceptable presentation, may be inaudible. Fails on all key criteria.
− Failing work.
− Unacceptable presentation: content entirely irrelevant, no suitable visual aids,
may be inaudible. Fails on all key criteria.
No attempt, or not ready to present by deadline, or plagiarised.
−
−
−
22
BLOGS
The key criteria used to arrive at the mark reflect the ability of students to:
• respond to a specific question, puzzle or challenge;
• undertake independent study of the topic in question;
• be able to write in an accessible way, i.e. to a non-expert reader;
• structure and communicate an argument in a concise format;
• provide evidence of critical and independent thinking and interpretation;
• support interpretations by selectively using relevant evidence (literatures, examples, data);
• utilise technology and web 2.0 tools (including hyperlinks, embedded images and videos
etc) to support and augment the blog post;
• produce a well-presented piece of work.
BLOGS
Grade
Range
90+
First Class
Honours
Grade Related Criteria for Essays/Reports
−
−
−
80-89
First Class
Honours
−
−
−
−
−
−
−
−
70-79
First Class
Honours
−
−
−
−
−
−
60-69
Second
Class
Honours,
Grade I
(upper)
−
−
−
−
−
−
−
Exceptional work, exceeding the criteria listed for 80+.
The blog post is focused and coherently integrates examples with
explanations or analysis. The post demonstrates awareness of its own
limitations or implications, and it considers multiple perspectives when
appropriate.
The post is of appropriate length and is communicated a critical argument
in an accessible way.
Innovative use made of web 2.0 tools
Has the potential to make a strong contribution to public debates
Excellent to exceptional answer, exceeding criteria listed for 70+.
Original insight and use of evidence.
Evidence of extensive reading that is used selectively to enhance the
argument.
Where appropriate, exceptional analytical and interpretive skills.
Where appropriate, ability to make connections between the literature,
field analysis, and real world examples.
Very well written with no grammatical or other errors. Excellent
communication to a non-expert audience.
Excellent use made of web 2.0 tools
Very good to excellent answer based on extensive reading and a clear
understanding of theoretical debates.
Original or insightful answer drawing on own observations and critical
treatment of literature.
Strong analytical/interpretive skills.
Where appropriate, ability to make connections between the literature,
field analysis, and real world examples.
Very well written with no to few grammatical or other errors. Very good
communication to a non-expert audience.
Very good use made of web 2.0 tools
Good to very good answer that shows a thorough understanding of
arguments, contributions and context, with efficient use of relevant
reading and examples.
The blog post is focussed and coherent but lacks accessibility for a nonexpert audience.
Evidence of good analytical skills and reflecting public debates.
Where appropriate, ability to make connections between the literature,
field analysis, and real world examples.
Few spelling or grammar errors. Some attempt to communicate to a nonexpert audience.
Does not display the outstanding ability, critical acuity and/or originality
characterising the award of first class honours.
23
50-59
Second
Class
Honours
Grade II
(lower)
−
−
−
−
−
−
40-49
Pass
−
−
−
−
−
−
−
−
−
−
0-39
Fail
−
−
−
−
−
−
−
−
−
−
0
Fail
−
−
−
−
−
−
The blog post is reasonably focused, and explanations or analysis are
mostly based on examples or other evidence. Fewer connections are
made between ideas, and though new insights are offered, they are not
fully developed. The post reflects moderate engagement with the topic.
Evidence of good effort and sound argument, but little evidence of critical
insight or independent critical appraisal.
Little evidence of being able to make connections between the literature,
field analysis, and real world examples.
Some spelling, grammar and/or citational/referencing errors, but not
enough to detract from main arguments.
Limited use of web 2.0 tools
Limited ability to communicate the argument to a non-expert audience.
Adequate answer to pass.
The blog post is mostly description or summary, without consideration of
alternative perspectives, and few connections are made between ideas.
The post reflects passing engagement with the topic.
Demonstrates a very basic understanding of the question / topic and of
the broader subject area.
Some to little evidence of detailed knowledge.
Reading is partial.
Contains vague generalisations that may include mistakes about the
topic, context and content, including misunderstandings or the inclusion
of irrelevant material.
Organisation and expression makes it difficult to understand the main
arguments of the blog post.
Very little evidence of critical thinking and original work.
Poor analytical and interpretive skills.
Few connections between the literature, field analysis, and real world
examples.
Grammar and spelling mistakes may impede clarity of prose.
Poor use of web 2.0 tools
Limited ability to communicate an argument.
The blog post is unfocused, or simply rehashes previous comments, and
displays no evidence of student engagement with the topic.
Inadequate work for a pass, with little to no relevance in answer to the
question / topic.
Does not directly answer the question / topic, but may show some basic
understanding of the general field.
Prose is muddled; ideas are incomplete and poorly expressed.
Little to no evidence of reading.
No analysis or interpretation.
No connections between the literature, field analysis, and real world
examples.
Many spelling, grammar and referencing mistakes.
No use of web 2.0 tools
Sloppy presentation.
The blog post is missing, consists of one or two disconnected sentences,
or is a copied or plagiarised answer with no intellectual input from
student.
Work penalised for late submission without the granting of an extension
by the module facilitator.
Plagiarised material will be reported to the Head of Department and may
be reported to the University Authorities.
FIELD-BASED REPORTS
In evaluating how field-work is used in assessed work, credit will be given in five areas:
planning, execution, description, reflection, and interpretation. (Where the course team has
24
planned the field-work, evaluation will be confined to the description, reflection and
interpretation offered in the field report.)
Planning
• Good planning operationalises a research question and decides what data may be
realistically and accurately derived from field-work;
• Good operationalisation of questions may include original ways of framing issues so that
novel types of observation may be brought to bear upon a question that has perhaps not
been approached that way before;
• Research design includes preparing for data collection (which may include preparing forms
for recording observations, or designing an appropriate field-work trajectory).
Execution
• A well-conducted piece of field-work includes accurate and comprehensive recording of
observations;
• Good field-work shows flexibility in responding to unexpected opportunities or challenges in
the field.
Description
• Good work includes accurate and comprehensive description of the field-work undertaken;
• Good description will probably include sketch-maps and may also have photographs and
other recordings made in the field;
• Analysis of data, including tabular representation or statistical analysis where appropriate;
• Good description will also include recognition of anomalous results and will not simply pull
material from the field to illustrate a given hypothesis.
Reflection
• Critical understanding of the strengths and weaknesses of the research design;
• Critical understanding of the strengths and weaknesses of the execution of the research in
the field;
• Showing understanding of how what was learned in the field may produce a better design
for future research;
• Showing the flexibility that enables a researcher to identify anomalous results, or to develop
new hypotheses in the light of unexpected information.
Interpretation
• Explaining implications of research findings for initial hypotheses;
• Shows ability to explain significance of unexpected findings;
• Revisiting the claims of published works in light of findings from the field.
FIELD-BASED REPORTS
Grade
Grade Related Criteria for Submitted Work
Range
90+
- Exceptional work, exceeding the criteria listed for 80+.
First Class
- A wide range of types of field observations will be included (photographs,
Honours
sketch-maps, video, etc.).
- The operationalising of research ideas will be somewhat original and may
even include novel forms of data.
- The field-work will show accuracy and flexibility.
- The field-work may be exceptional in its density and comprehensiveness.
- The writing-up of the field-work will be accurate and may even be
imaginative.
- Findings based on field-work will perhaps be integrated with data derived
from other sources (e.g. official statistics or online archives).
- The data will be presented precisely and this may include relevant
graphical, cartographic or statistical elements.
- The findings may be of sufficient quality as to suggest that they would be
worth publishing as an original contribution to knowledge.
- The strengths and limitations of the fieldwork will be described in ways
that suggest novel approaches for future work.
- The implications of the research findings will be explicated with reference
to both existing published work and to the broader theoretical issues of
the field.
25
80-89
First Class
Honours
-
70-79
First Class
Honours
-
60-69
Second
Class
Honours
Grade I
(upper)
-
50-59
Second
Class
Honours
Grade II
(lower)
-
40-49
Pass
-
Excellent to exceptional work, exceeding the criteria listed for 70+.
Probably contains some elements worthy of consideration for publication.
A wide range of field-research methods, all properly explained.
Careful operationalising of theoretical ideas so that it is clear how fieldbased observations can be relevant for evaluating claims made in
published works.
Field-work was comprehensive and accurate.
The field-work was written up accurately.
The limitations of the field-based findings are covered explicitly.
The findings were comprehensively treated in an appropriate analysis,
which may include statistical or graphical treatment.
The significance of the findings is explained with respect to existing
published work
Very good to excellent answer based on substantial field-work.
A range of field methods used.
The limitations of field methods are understood.
Field data are well described and appropriately analysed, although these
methods may in fact all come from existing published studies.
The findings are related to existing studies and extent of congruence
noted.
Good to very good work based on careful and appropriate field work.
The field work was designed in ways informed by reading of existing
published works.
The field measurements and observations were reliably made and
recorded.
The field data is accurately and adequately described.
Some of the limitations of the research design and execution are
recognised.
The implications of the field-based findings are adequately treated in light
of existing published studies.
There may be a lack of imagination or originality in the planning, execution
and interpretation of the field-work but the work will be accurate and
reliable.
Fair to good answer, with field-based data and some understanding of
some of the existing published studies in the field.
There may be some significant shortcomings in the planning and
execution of the field-work but these are not such as to completely
disqualify the field-work.
There is some attempt to analyse the data collected although there may
be some inappropriateness in the choice of methods or the ways the data
are presented, but there are some original findings described in at least a
moderately adequate way.
There is some awareness of problems with the research design or
execution even if they were such as should have been anticipated and
accommodated.
The research findings are related to existing published works even if this is
done is a rather formulaic manner and lacks to the imagination shown by
the upper-second class student.
Adequate answer to pass, some original work and analysis but patchy and
even slight.
There may be significant failings of research design and execution but the
process is adequately described.
Student shows some but only limited understanding of the difficulties
facing the research and can suggest little by way of improving the
research methods for future work.
26
-
0-39
Fail
-
0-29
Fail
-
There is some attempt to relate the field-work findings to existing studies
even though this is perhaps done rather poorly with only very limited
discussion.
There may be significant failings in the writing, tabulation and analysis but
not such as to suggest that the student did not actually undertake the
research work as claimed and described.
Inadequate work for a pass, with only limited relevance to the assignment
set.
Poorly described research methods.
Limited analysis and perhaps even unsuitable or faulty methods used.
Very little evidence that the student has reflected critically upon the
research or the analysis.
Poorly written up, or inadequately or inaccurately referenced.
Little evidence that the student has studied relevant published studies.
Copied or plagiarised answer with very little independent work from the
student.
Work penalised for late submission without relevant prior permission.
Plagiarised material will be reported to the Head of Department and may
then be referred to the University Authorities.
POSTERS
The key criteria used to arrive at the mark reflect the ability of students to:
• structure a poster presentation;
• compile suitable material at an appropriate critical level;
• communicate effectively;
• deliver a balanced and complete poster within a word limit;
• design and use visual material effectively; and
• undertake independent study of the topic in question.
POSTERS
Grade
Range
90+
First
Class
Honours
80-89
First
Class
Honours
70-79
First
Class
Honours
Grade Related Criteria for Posters
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
Exceptional work, exceeding the criteria listed for 80+.
Material presented is balanced and clearly has been very well researched.
Excellent structure.
A balanced and complete presentation delivered within a word limit.
Advanced and mature presentation and visual skills.
As good as can be expected at this academic level.
Excellent work, exceeding the criteria listed for 70+.
Excellent poster, well designed and balanced.
Content and depth of knowledge are clearly beyond that delivered from
lectures. .
Delivered within word limit.
Very impressive first class work.
Very good to excellent work, exceeding 2.1 class criteria.
Very good poster scoring highly on structure, design, suitable content,
visual communication.
Well researched with aims and conclusions clearly stated.
Keeps to word constraints.
May lack polish and fluency of a higher scoring poster.
27
60-69
Second
Class
Honours
Grade I
(upper)
50-59
Second
Class
Honours
Grade II
(lower)
40-49
Pass
30-39
Fail
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
20-29
Fail
10-19
Fail
1-9
Fail
0, Fail
A good to very good poster, exceeding the criteria listed for 2.2 work.
Poster has a clear logical structure, is well-researched, and covers suitable
material.
Uses good visual material.
Some minor shortcomings may include aims not clearly indicated, content
pitched at a slightly wrong level, slightly imbalanced structure, limited
design, difficulties with word length.
A fair to good poster, exceeding the criteria listed for third class work.
A competent poster demonstrating a reasonable standard in all aspects of
the content.
Content is largely relevant and shows some evidence of research.
Some of the ideas may be less well expressed; may not be completed
within the word-limit available or may be significantly imbalanced, i.e. too
brief or undetailed.
Visual content may be variable in quality and relevance.
Adequate to passing work.
Weak but acceptable poster.
Some irrelevant or inaccurate material is included.
Poster lacks structure and design that may not engage viewer.
Visual materials are poorly constructed, not always relevant and difficult to
see.
May be significantly under or over word limit.
Inadequate work for a passing mark.
Poster narrowly but clearly fails in several aspects.
There may be major gaps in knowledge and understanding, and/or
inclusion of substantial amounts of irrelevant material.
May be disorganized with insufficient explanation.
Design is poor, for example; substantially over or under word and /or poorly
written.
Failing work, despite attempt at producing a poster.
Poster fails on most key points.
Very limited material, content largely irrelevant, with few suitable visual
illustrations.
− Sections may be illegible.
− Failing work.
− Unacceptable poster, may be illegible. Fails on all key criteria.
− Failing work.
− Unacceptable poster: content entirely irrelevant, no suitable visual content,
may be illegible. Fails on all key criteria.
No attempt, or not ready to produce by deadline, or plagiarized.
−
−
−
TECHNICAL REPORTS
The key criteria used to arrive at the mark reflect the ability of students to:
• structure a technical report;
• compile suitable material;
• communicate effectively;
• deliver a balanced and complete report within a word limit;
• design and use visual materials to augment written content;
• undertake independent study of the topic in question.
28
TECHNICAL REPORTS
Grade
Range
90+
First
Class
Honours
80-89
First
Class
Honours
70-79
First
Class
Honours
60-69
Second
Class
Honours
Grade I
(upper)
50-59
Second
Class
Honours
Grade II
(lower)
40-49
Pass
Grade Related Criteria for Submitted Work
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
30-39
Fail
−
−
−
−
−
−
Exceptional work, exceeding the criteria listed for 80+.
Material presented is balanced and clearly has been very well researched.
Excellent structure and design.
A balanced and complete report delivered within a word limit.
Excellent illustration and critical argument.
Advanced and mature technical skills.
As good as can be expected at this academic level.
Excellent work, exceeding the criteria listed for 70+.
Excellent technical report, well structured and balanced.
Content and depth of knowledge are clearly beyond that delivered from
lectures.
Confident delivery and confident response to critical requirements.
Delivered within word limit.
Very impressive first class work.
Very good to excellent work, exceeding 2.1 class criteria.
Very good technical report scoring highly on structure, suitable material,
communication.
Well researched with aims and conclusions clearly stated.
Good ability to explain critical content.
Keeps to word limit.
May lack polish and fluency of a higher scoring report.
A good to very good report, exceeding the criteria listed for 2.2 work.
Report has a clear logical structure, is well-researched, and covers
suitable material.
Uses good technical material.
Some ability to show critical thinking.
Some minor shortcomings may include aims not clearly indicated,
contents pitched at a slightly wrong level, slightly imbalanced structure,
inconsistent reporting of technical tasks, difficulties with word limitations.
A fair to good report, exceeding the criteria listed for third class work.
A competent report demonstrating a reasonable standard in all aspects of
the reporting.
Content is largely relevant and shows some evidence of critical thinking.
Some of the ideas may be less well expressed; may not be completed
within the word limit available or may be significantly imbalanced in
structure.
Technical components may be variable in quality and relevance.
Adequate to passing work.
Weak but acceptable report.
Some irrelevant or inaccurate material is included.
Report lacks structure and the author may not show good understanding
of task.
Technical content poorly constructed, not always relevant and difficult to
follow.
May be significantly under or over word limit.
Inadequate work for a passing mark.
Report narrowly but clearly fails in several aspects.
There may be major gaps in knowledge and understanding, and/or
inclusion of substantial amounts of irrelevant material.
May be disorganized with insufficient explanation of technical
components/tasks.
Delivery is poor, for example; substantially over or under word and hard to
follow.
29
20-29
Fail
−
−
−
10-19
Fail
−
−
−
−
1-9
Fail
−
−
0, Fail
Failing work, despite attempt at producing a report.
Report fails on most key points.
Very limited material, content largely irrelevant, with limited suitable
technical explanation
Sections may be hard to follow
Complete inability to understand task.
Failing work.
Unacceptable report. Fails on all key criteria.
Failing work.
Unacceptable report: content entirely irrelevant, no suitable technical
material. Fails on all key criteria.
No attempt, or not ready to present by deadline, or plagiarized.
PARTICIPATION
In evaluating participation, credit will be given in 3 key areas:
• Attendance, required (apart from excused absences in the case of medical or other
emergencies);
• preparation for class, which includes completing assigned readings and/or other
activities; and
• contribution to class, including taking an active role in discussions, which may involve
expressing opinions; asking questions or engaging in debate; and helping to create a
supportive and scholarly atmosphere. This criteria recognises that different people
make helpful contributions in different ways.
PARTICIPATION
Mark Range
90+
First Class
Honours
80-89
First Class
Honours
70-79
First Class
Honours
60-69
Second Class
Honours
Grade I
50-59
Second Class
Honours
Grade II
40-49
Pass
Grade Related Criteria for Submitted Work
• Perfect attendance.
• Exceptional completion of preparatory work, with original insights
of a level closer to advanced postgraduate work.
• Exceptional contributions to classes, in ways that advancing
individual and group understandings of difficult materials. A
mature level of respect for the ideas of others.
• Perfect to excellent attendance.
• Excellent to exceptional completion of preparatory work, with new
and original insights.
• Excellent to exceptional contributions to class discussion and
understanding.
• Excellent attendance, with little or no unexcused absences.
• Excellent level of successful completion of preparatory work, with
novel and original insights.
• Excellent and sustained contribution to classes, helping to
significantly advance both individual understanding and the levels
of others in the class.
• Very good attendance, with a small number of unexcused
absences.
• High level of completion of preparatory work, with very good
insights.
• Very good contribution to classes, helping to advance both
individual understanding and the levels of understanding of others
in the class.
• Good attendance, with some unexcused absences.
• Good level of completion of preparatory work, with some good
insights.
• Good contribution to classes, with some contribution to advancing
understanding helping to advance both individual understanding.
• Inconsistent attendance, with at least 3 unexcused absences.
• Some effort to complete preparatory work, but with limited
insights.
30
•
30-30
•
•
•
0-29
Fail
•
•
•
Some contribution to classes, but limited advancement of
individual understanding and levels of understanding of others in
the class.
Inadequate attendance (33.33% or more unexcused absences).
Poor level of completition of preparatory work, with little to no
insights or engagement with module readings and themes. Work
completed is at an inadequate standard.
Limited contribution to classes; displays limited interested in
advancing understanding.
Inadequate attendance (40-50% or more unexcused absences).
Very poor level of completion of preparatory work, with little or no
insights. Work completed is at a failing standard.
Limited to no contribution to classes, and displayed limited or no
interest in advancing understanding.
APPENDIX 1. MODULE DETAILS FOR
SEMESTERS 1 AND 2
Descriptions and general assessment information about the modules offered for the academic
year 2015-16 are offered below. Please note that the module descriptors below are provisional
and indicative only: content, assessment and timetable for all modules may be subject to
change. Instructors of the different modules listed below will provide specific details at the first
day of classes.
NOTE: All instructors reserve the right to make adjustments to module content, assessment and
timetables. Changes will be posted on the course Moodle website, and circulated by email
and/or announced in class by instructors. Lecturers may post additional information and
amendments to individual modules’ content on Moodle and/or announce them in class. It is the
responsibility of the students enrolled in a given module to regularly check their Maynooth
University emails and Moodle pages to monitor changes.
SEMESTER ONE MODULES (2015)
I. MANDATORY MODULES
GY608: Thinking Geographically (10 credits)
(Weekly): Thursdays 2-4pm, Cartography Lab, Rhetoric Building (South Campus).
Instructor: Dr. Alistair Fraser, 21 Rhetoric, [email protected] | 01-708-6156
Office Hours: By appointment
Module Overview: The module addresses key debates on the nature and practice of
geography, drawing on historical and contemporary scholarship from a range of academic
contexts. The module will focus on key concepts that underpin geographical thoughts, and key
approaches to the practice of geography. I will bring an outline for the day’s discussion to each
class. On occasions I will ask you to send me questions in advance of the class but I will do this
on an ad-hoc basis. You are expected to have read. I am not assigning a lot of reading (max.
two chapters / articles per class), so I don’t expect to find that anyone is ill-prepared. I will make
all of the readings available via Moodle either in pdf format or with a link to the library’s web site
where you can access them.
Learning outcomes: On successful completion of the module, students should be able to:
Identify and analyse key theoretical debates in the discipline of Geography; Locate and
contextualise their independent research within the key theoretical debates of Geography;
Critically analyse the ways in which their independent research contributes to broader
theoretical debates in Geography.
31
Transferrable skills: Time-management, project-management, critical analysis, writing for an
academic audience, informal and formal public speaking.
Assessment: 100% Continuous Assessment.
70%: You will be required to write one 3000-word paper. This will be due Jan 13 2017. Follow
the guide in the Handbook for formatting, referencing, etc. The paper should critically analyse
the ways in which your independent research might seek to contribute to broader theoretical
debates in Geography.
th
30%: You will be required to write a 500-word abstract of your final paper (due Nov 7 ) AND
th
make a 6-minute formal presentation to the class (on Nov 10 ) about what you intend to write.
Schedule of classes:
Date
Topic
Readings
Sept 29
Introduction
N/A
Oct 6
Thinking geographically in a
complex world
‘In what sense a regional problem?’ by D. Massey.
‘A woman’s place?’ by D. Massey
Oct 13
Thinking geographically in a
dynamic world
‘A global sense of place’ by D. Massey.
Oct 20
Thinking geographically about ‘The Geopolitics of Capitalism’ by D. Harvey
the economic world
Oct 27
Thinking geographically about ‘Powerful assemblages?’ by J. Allen. ‘Global and
the city
world cities: A view from off the map’ by J.
Robinson.
Nov 10
Individual presentations
Nov 17
Thinking geographically about ‘Culture sits in places’ by A. Escobar;
community
‘Geographies of care and responsibility’ by V.
Lawson.
Nov 24
Thinking geographically about ‘Binging and purging: Agro-food capitalism and the
the body
body as socio-ecological fix’ by J. Guthman; ‘Girls,
consumption space and the contradictions
of hanging out in the city’ by M. Thomas.
Dec 1
Thinking geographically about ‘Bringing democracy home: post-Katrina New
change
Orleans’ by N. Ettlinger. Chapters 1& 6 from ‘Take
Back the Economy’ by Gibson-Graham, Cameron,
& Healy.
Dec 8
Thinking geographically about ‘Theorizing sociospatial relations’ by B. Jessop, N.
theory
Brenner and M. Jones.
N/A
Further ways to get you thinking geographically:
Let me highlight three key books (and prompt you to go looking for other important books on the
nature and practice of geography):
th
Gregory, D., Johnston, R., Pratt, G. et al (2009) The Dictionary of Human Geography (5
edition). Blackwell.
Thrift, N. & Kitchin, R. (2009) International Encyclopedia of Human Geography. Elsevier.
Agnew, J., Livingstone, D. & Rogers, A., (1996) Human Geography: An Essential
Anthology. Blackwell.
Let me suggest five excellent journals to explore (and prompt you to look at others, too):
Dialogues in Human Geography
Progress in Human Geography
Transactions of the Institute of British Geographers
The Annals of the Association of American Geographers
Antipode
32
Let me name ten Geography ‘stars’ whose work you might consider reading (and prompt you
again: go look for books or recent articles they have published!):
John Allen, Derek Gregory, Julie Guthman, David Harvey, Cindi Katz, David Livingstone,
Doreen Massey, Neil Smith, Gill Valentine
Let me name three geography blogs worth knowing about:
Derek Gregory’s: https://geographicalimaginations.com/
Gillian Rose’s: https://visualmethodculture.wordpress.com/
Hilary Geoghegan https://hilarygeoghegan.wordpress.com/
And see a long list of Geography blogs at the Antipode site:
https://antipodefoundation.org/links/geog-blogs/
Let me name one major research database you should know how to use to search for and find
articles to read: Web of Science: http://nuim.libguides.com/go.php?c=4988948 [from campus]
GY609: Thesis Development (30 credits over the academic year)
(Variable): Thursdays, 11-1pm, Cartography Lab, Rhetoric Building (South Campus).
Instructor: Dr. Karen Till, 19 Rhetoric, [email protected]
Office Hours: Wed. 12-1pm, Th. 1:30-2:30, and by appointment
Module Overview: This module provides the structure for and recognition of hours involved for
students to conduct an original piece of geographical research, including the collection, analysis
and interpretation of data, and contextualisation within the wider academic literature. This class
meets for the first time 29 September and on the dates below, from 11am-1pm in the Cart Lab.
Learning Outcomes: On successful completion of the module, students should be able to:
• Demonstrate knowledge of the theory and concepts of a specific area of geography;
• Conduct original geographical research under the supervision of a thesis advisor,
including the collection, analysis and interpretation of data using a variety of methods
and contextualization within the wider academic literature; and
• Produce a substantive piece of original geographical research and present it coherently
in the written form of a thesis.
Transferrable Skills to be learned in this module include: managing time effectively, setting and
realising goals, breaking down a larger project into realisable smaller tasks, problem solving,
taking initiative, making professional presentations, academic writing, identifying appropriate
research methods for a particular project, critical thinking, developing interpretive skills,
developing analytical skills, learning to act as a professional geographer, motivating others,
learning to listen effectively, conducting ethical research.
Assessment: This module is based upon 100% continuous assessment and runs from 29
September until 31 July 2017. Attendance, workshops and assignments, and proposal
presentations are mandatory, and passing marks for all preparatory thesis work submitted are
required. The pass standard is 40%. Although formative work will be given feedback and marks,
these are to provide a sense of how the student is perforing. The final thesis is worth 100% of
the mark for this module.
29 September 2015
13 October
20 October
27 October
3-17 November
24 November
GY609: Tentative schedule of meetings and key deadlines
Welcome to the MA! Guest speaker: Prof. Gerry Kearns:
Asking non-trivial geographical research questions
The MA thesis handbook
What is a proposal? Research designs, questions and relevant
methods
Assignment 1 due: Submit draft thesis project ideas/abstract;
identify two potential supervisors
Class topic: Approaching potential supervisors
Meet with potential supervisors
Assignment 2 due: Research methods and ethics
Class topic: Research ethics
33
30 November
1 December
8 December
14-25 January 2016
27 January
1-9 February
10 February
23 February
20 April
27 April
May
16 June
31 July
Supervisors asked and agreed upon, or assigned
What is a literature review?
Assignment 3 due: Peer review of draft proposals
Work on thesis proposals; Conduct preliminary research or
work on preliminary literature review
Assignment 4: Draft research proposals due to supervisors
Meet with supervisors: Review proposals and presentations
Student Thesis Proposal Presentations
10am-1pm, 2-5pm (Cart Lab) (tbc)
Using proposal presentation feedback; Getting going on your
research
Guest speaker: Prof. Mark Boyle: The difference between
reporting findings and data analysis
What is a literature review (not again!)
Meeting supervisors: Final questions before summer term!
Final six week ‘sign off’ by supervisors
Theses due by 12 noon; end of course!
II. METHODS MODULES
GY628: Landscape and Healing (10 credits)
Fridays, 2-4pm, Cartography Lab
Instructor: Dr. Ronan Foley
Please see details below under ‘III. Specialist Modules’ (p. 40). Details on assessment for this
module as a methods option will be provided once student interest is confirmed.
SO620A: Qualitative Methods (10 credits)
Thursdays 9-11am, NIRSA/IONTAS Conference Room, IONTAS Bldg., North Campus
Instructor: Prof. Honor Fagan (X3691) Email: [email protected]
Course Overview: This course offers students a theoretical and practical guide to qualitative
research methods. It locates these methods within an interpretivist tradition which explores the
meanings with which people attach to human behaviour. It facilitates a greater understanding of
the subjects perspective. The course explores human behaviour through methods such as
participant observation, interviewing and focus groups and also how social action is represented
through visual methods. The course offers practical experience to students in these methods
but also focuses on the analysis and writing of qualitative research.
On successful completion of the module, students should be able to:
• Understand the epistemological foundations behind qualitative research
• Assess which qualitative methods are the most appropriate to answer particular
research questions
• Demonstrate a knowledge of various qualitative research methods
• Understand how qualitative data is analysed and written up.
ASSESSMENT
Assessment One: Students will be required to write a critical review of the research design
component of a qualitative research article which will be provided in class in Week Two (30%:
th
due in Week Four - October 11 )
Assessment Two: Students will be provided with an interview transcript selected from the Irish
Qualitative Data Archive (IQDA) and will be required to develop a thematic analysis of the data
th
using codes, categories and themes (35%: due in Week Seven- October 25 )
Assessment Three: Students are required to write field notes when/after visiting a social setting
(approved in class) for 45 minutes OR transcribe and analyse an interview (45 minute long) OR
th
transcribe and analyse a focus group (45 minutes long) (35%: due in Week 12 - December 15 )
NOTE: The readings uploaded on the moodle site are compulsory, and adequate participation
in class is not possible without having read them in advance. Attendance and participation in
class is necessary but not graded.
34
Lecture Schedule
• Week One: September 22nd
Introduction: Identification of Learning Needs; Types of Projects Proposed; Qualitative
Research in Context
• Week Two: September 29th
Defining the Research Problem; Identifying Appropriate Research Method
th
• Week Three: October 6 (Guest Lecturer)
Software to Support Qualitative Research; Introduction to MAXQDA
• Week Four: October 13th
Qualitative Methodologies Contextualised; Practical and Ethical Issues
• Week Five: October 20th
Qualitative Research Design Practising Analysis Using Software - Coding
• Week Six – October 27th
Data Management; File Storage; Archiving
Guest Lecturer: Dr. Ruth Geraghty, Sociology Postgraduate Room, Auxilia
STUDY WEEK
• Week Seven – November 10th
Interviewing and Transcribing
th
• Week Eight - November 17
Focus Groups and Evaluative Research; Focus Groups and Futures Research
th
• Week Nine - November 24
Generating Data - Visual and Sound
• Week Ten - December 1st
Ethnography; Participant Observation; Participatory Action Research
th
Week Eleven - December 8
Exploring the Relationship between Data Collection and Analysis
• Week Twelve - December 17th
Data Collection and Writing Up.
•
Indicative Reading List
NOTE: The readings uploaded on the moodle site are compulsory, and participation in class is
not possible without having read them in advance. The additional readings below provide some
background reading for you, particularly to support the writing up of assignments.
Week One: September 24th
o Mason, J. Qualitative Researching London: Sage Publications, pp. 9-34
o Oakley, A. (1999) Paradigm Wars: some thoughts on a personal and public trajectory,
Social Research Methodology 2(3): 247-54
o Goodwin, J. and R. Horowitz (2002) Introduction: The Methodological Strengths and
Dilemmas of Qualitative Sociology, Qualitative Sociology 25(1): 33-47
o Oakley, A. (1999) Paradigm Wars: some thoughts on a personal and public trajectory,
Social Research Methodology 2(3): 247-54
o Maykut, P. and Morehouse, R. (1994) Beginning Qualitative Research: A Philosophic and
Practical Guide London: The Falmer Press, pp. 1-25
o Quinn Patton, M. Qualitative Evaluation and Research Methods London: Sage Publications,
pp. 64-91
o May, T. Social Research: issues, methods and process Buckingham: Open University
Press, pp. 5-27
Week Four: October 15th
o Mason, J. Qualitative Researching London: Sage Publications
o Bryman, A. The Research Question in Social Research: What is its Role? International
Journal of Social Research Methodology, 10: 1, 5-20
o Janesick, V.J. The Dance of Qualitative Research Design. In Denzin, N.K. and Lincoln,
Y.S. (eds.) Strategies of Qualitative Inquiry London: Sage pp.35-54
o Quinn Patton, M. Qualitative Evaluation and Research Methods London: Sage Publications,
pp. 143-198
35
Berg, B.L. (1998) Qualitative Research Methods for the Social Sciences Boston: Allyn and
Bacon, pp. 15-30
o Flicker, S., Haans, D. and Skinner, H. (2004) Ethical Dilemmas in Research on Internet
Communities, Qualitative Health Research 14: 124-134
o Bailey, C.A. (2007) A Guide to Qualitative Field Research London: Pine Forge, pp. 15-30
o May, T. Social Research: issues, methods and process Buckingham: Open University
Press, pp. 46-68
o G.B. Rossman and Rallis, S.F. (2003) Learning in the Field London: Sage Publications, pp.
61-88
Further reading on Managing Personal Relationships in the Field
o Reeves, C.L. (2010) A difficult negotiation: fieldwork relations with gatekeepers. Qualitative
Research 10: 315-33
o Dickson-Swift, V., James, E.L., Kippen, S. and Liamputtong, P. (2007) Doing sensitive
research: what challenges do qualitative researchers face? Qualitative Research Vol. 7:
327-353
o Rossman, G.B. and Rallis, S.F. (2003) Learning in the Field London: Sage Publications, pp.
148-168
o Ryan, P. (2006) Researching Irish Gay Male Lives: Reflections on Disclosure and
Intellectual Autobiography in the Production of Personal Narratives. Qualitative Research,
Vol. 6 (2) 151–168
Week Six – November 5th
o Carusi, A. and Jirotka, M. (2009) From data archive to ethical labyrinth, Qualitative
Research, vol. 9, 3: pp. 285-298
o Moore, N. (Re)Using Qualitative Data Sociological Research Online 12(3)1
o McCulloch, G. (2004) Documentary Research in Education, History and the Social Sciences
London: Routledge Falmer, pp. 51-73
STUDY WEEK
Week Seven – November 12th
o Sturges, J.E. and Hanrahan, K.J. (2004) Comparing Telephone and Face-to-Face
Qualitative Interviewing: a Research Note Qualitative Research vol. (4), 1: pp. 107-118
o Oakley, A. (1981) Interviewing Women: A Contradiction in Terms? In Helen Roberts (ed.),
Doing feminist research. London: Routledge & Kegan Paul, pp.30-62
o McCracken, G. (1988) The Long Interview London: Sage Publications, pp. 11-28
o Lee, R.M. (1993) Doing Research on Sensitive Topics London: Sage Publications, pp. 97118
o Mason, J. Qualitative Researching London: Sage Publications, pp. 35-59
o Denscombe, M. (2005) The Good Research Guide – for small scale social projects
Buckingham: Open University Press, pp. 163-191
o Berg, B.L. (1998) Qualitative Research Methods for the Social Sciences Boston: Allyn and
Bacon, pp. 100-119
th
Week Eight - November 19
o Jowett, M. and O’Toole, G. Focusing researchers’ minds: contrasting experiences of using
focus groups in feminist qualitative research, Qualitative Research Vol 6 (4) 453-472
o Morgan, D.L. (1998) Focus Groups as Qualitative Research London: Sage Publications, pp.
53-70
o Barbour, R. (2007) Doing Focus Groups London: Sage Publications, pp. 74-91 and pp. 102114
th
Week Nine - November 26
o White, A., Bushin, N., Carpena-Méndez, F. and Ní Laoire, C. (2010) Using visual
methodologies to explore contemporary Irish childhoods’ Qualitative Research 10: 143
o Banks, M. (2001) Visual Methods in Social Research London: Sage Publications, pp. 1-9
o Croghan, R., Griffin, C., Hunter, J., Phoenix, A. (2008) Young People’s Construction of Self:
Notes on the Use and Analysis of the Photo Elicitation Methods. International Journal of
Social Research Methodology Vol. 11, (4) pp 345 – 356
o Quinn Patton, M. Qualitative Evaluation and Research Methods London: Sage Publications,
pp. 371-459
Week Ten - December 3rd
o Bourgois, P (1998) Just Another Night in a Shooting Gallery’ Theory Culture Society 15: 37
o Wolfinger, N.H.(2002) On writing fieldnotes: collection strategies and background
expectancies Qualitative Research (2): 85
o
36
Quinn Patton, M. Qualitative Evaluation and Research Methods London: Sage Publications,
pp. 199-276
o May, T. Social Research: issues, methods and process Buckingham: Open University
Press, pp. 146-174
o Bailey, C.A. (2007) A Guide to Qualitative Field Research London: Pine Forge, pp. 113-121
(on field note taking)
Week Twelve - December 17th
o Coffey, A.B., Holbrook, B. and Atkinson, P. (1996) Qualitative Data Analysis: Technologies
and Representations, Sociological Research Online, vol. 1, no. 1
o Mason, J. Qualitative Researching London: Sage Publications, pp. 60-82
o Esterberg, K.G. (2002) Qualitative Methods in Social Science New York: McGraw Hill, pp.
151-180
o Quinn Patton, M. Qualitative Evaluation and Research Methods London: Sage Publications,
pp. 371-459
o Wolcott, H.F. (1990) Writing Up Qualitative Research London: Sage, pp. 13-61
o Silverman, D. (2000) Doing Qualitative Research: a practical handbook London: Sage
Publications, pp. 233-248
o Kane, E. (1997) Doing Your Own Research London: Marion Boyars, pp. 176-200
o Bell, J. (2002) Doing Your Research Project – a guide for first time researchers in education
and social science Buckingham: Open University Press, pp. 198-213
o
III. SPECIALIST MODULES
GY613: Elections and Geography
Fridays, 9-11am, Cartography Lab
Instructor: Dr. Adrian Kavanagh, Room 6, Rhetoric House), [email protected]
Office Hours: Mondays 1-3pm; Wednesdays 2.30-4.30pm
Module Overview: The module aims to provide an overview of theoretical thinking relating the
intersection between electoral studies and geography. Having provided a basis for this module
by studying the processes associated with different electoral systems in different states, the
module will then lead students to critically analyse how geography matters in terms of
studies/analyses of electoral behaviour. Students will have the opportunity to apply the
ideas/concepts/theories outlined in this module to case studies of recent/ongoing events
relating to elections/election campaigning, both in the context of the Republic of Ireland and
international politics.
Module Learning Outcomes:
On successful completion of the module, students should be able to:
•
Express familiarity with how geographers, and other social scientists, have framed
debates in relation to the mechanics of elections – relating to topics such as electoral
systems/rules and the redistricting process/the drawing up of electoral boundaries;
•
Demonstrate a critical awareness of debates in contemporary electoral geography –
and of the current developments (theoretical and applied) relating to the field of electoral studies
and the unique perspectives that geographers bring to these debates/studies;
•
Demonstrate a critical awareness of recent/current election campaigns in the Republic
of Ireland, as well as in other states such as the United States of America and the United
Kingdom, with a strong emphasis on the spatial/place-based dimensions of these electoral
contests
•
Understand why “geography matters” in terms of studies of election campaigning and
candidate selection, with reference to case studies in the Republic of Ireland and other states;
•
Reflectively contemplate on their own political perspectives/biases and how these may
shape their approaches to studying political behaviour.
Transferable Skills:
Some of the Transferable Skills to be learned/enhanced in this module include: time/project
management, report writing, data mining, data management/presentation, roleplaying,
creativity/thinking creatively, identifying and evaluating different (political) arguments, debating,
37
public presentations, writing for publication – online and print media, effective team work skills,
use of social media, use of information technology.
Provisional Module Outline
The topics that will be covered in this module will include the following:
• Introducing the module (Week 1)
• Voter turnout (Week 1): Introducing the voter turnout research project/task
• Les Règles du Jeu: Electoral systems and electoral rules (Week 2)
• How Geography impacts on American elections (Week 3)
• Changing electoral boundaries: The redistricting process and its intent/impact (Week 4)
• The changing/unchanging Irish political system (Week 5)
• Political culture and political mobilisation/political choice (Week 6)
• Party organisation and the geography of candidate selection (Week 7)
• Gender and electoral politics (Week 8)
• Theory and electoral geography (Week 9)
• Researching electoral geography (Week 10)
Assessment
It is planned that all assessment for this module will be completed by the end of the lecturing
term (before Christmas/Winter break). There will be three major pieces of assessment, which
will feed into the overall mark for this module, as well as smaller pieces of formative
assessment running throughout the ten weeks of the module.
Part of the philosophy behind the assessment for this module is that this should be of use to the
student, not just in and of itself, but that it also gives the student a chance to write for/get work
published in different media (online or newsprint).
• Voter Turnout Project (50%): This will form the main piece of project work for this module.
Students will select a constituency to focus on, depending on the availability of data sets, in
consultation with AK. For that constituency, students will be working with the marked
register of electors for the 2016 General Election (in the Republic of Ireland) and calculating
turnout levels for areas within that constituency (ideally at the electoral division level).
Having identified the geography of turnout within that constituency, based on their primary
researches, the students will then be asked to analyse/explain this. The final project report
should run to c.3,000 words. Overall marks for this analysis will be based on the quality of
the report/analysis, as well as the level/quality of the initial work put in to
generating/presenting the voter turnout data. (Students are welcome to discuss this project
in person with AK prior to the commencement of classes for this module.) Deadline for
st
submission: 12.00pm on Wednesday 21 December.
• US Presidential Election Tasks (33%): In order to better engage with/grasp with the US
presidential election process, the module participants will be “invited” to take in a mock
election, where they will take on the role(s) of different fictional election candidates and take
part in an US presidential election cycle (pre-election period, primaries, party conventions
and final election campaign). Part of the assessment for this will be based on the students’
campaigning activities (via a special election campaign forum on the GY613 Moodle page)
and part of the assessment will be based on a short c.1,000 word critical overview of their
candidate’s/their party’s election campaign, to be completed at the end of this process.
There will also be some teamwork associated with these tasks, which will amount to part of
the formative assessment for this module, with some group-based tasks to be completed
ahead of/during regular weekly GY613 sessions. These will be “judged” during the relevant
GY613 sessions in an “Apprentice” style context (given who one of the candidates is in the
2016 election!). Deadline for submission of final piece of work/critical overview: 12.00pm on
th
Friday 18 November.
• Election Boundary/Constituency Commission Task (17%): With a Census having been held
in April 2016 and provisional figures for this having been published in June 2016, a new
Constituency Commission has been established to review/redraw election boundaries for
general election and European election contests. In Autumn 2016, this Commission will
make a call for public submissions. This task requires students to respond to this call and
write/submit a submission to the Constituency Commission, which may relate to a specific
general (or European) election constituency or to a number of constituencies. This
38
submission should advise the Commission to take a certain course of action and offer
strong/valid reasons for taking that course of action. NB: As well as submitting this work (to
Adrian Kavanagh) for grading, this submission must also be submitted to the Constituency
Commission (meaning that it will be published online on their website). The overall
submission should run to between 1,000 and 1,250 words. Deadline for submission:
nd
12.00pm on Friday 2 December.
The rules/requirements for the submission of work are the same as those specified in the
Masters in Human Geography student handbook.
Reading List (Books)
The books listed here should be by no means viewed as an all-encompassing list of readings
for this module, but a “jumping-off point” instead. Students will be encouraged/expected to be
able to draw on other pieces of academic work relating to the area of electoral geography;
particularly in relation to research articles that have been published in academic journals such
as Electoral Studies, Political Geography, Representation and Irish Political Studies (as well as
occasional articles in other journals, such as Administration).
Ward, Barney and Leib, Jonathan (2011) Revitalizing Electoral Geography
Johnston, Ron and Pattie, Charles (2006) Putting Voters in Their Place: Geography and
Elections in Great Britain
Agnew, John. A. (2002), Place and Politics in Modern Italy
Johnston, R.J., Shelley, F.M. and Taylor, P.J. (1990 – reprinted 2014), Developments in
Electoral Geography
Taylor, P.J. and Johnston, R.J. (1990), Geography of Elections
Johnston, R.J. (1987– reprinted 2014), Money and Votes: Constituency Campaign Spending
and Election Results
Farrell, David (2011), Electoral Systems: A Comparative Introduction
Gallagher, Michael and Mitchell, Paul (2005), The Politics of Electoral Systems
Coakley, John and Gallagher, Michael (2009) Politics in the Republic of Ireland: Fifth Edition
Gallagher, Michael and Marsh (2016*), How Ireland Voted 2016 (And earlier editions of this
book covering previous general elections – e.g. HIV 2011, HIV 2007, HIV 2002…)
McGrath, Conor, and O’Malley, Eoin (2007) Irish Political Studies Reader: Key Contributions
Green and Gerber (2004), Get Out The Vote
Sinnott, Richard (1995), Irish Voters Decide
Johnson, Dorling and Rossiter (2001), From Votes To Seats
Coleman, Shane (2006), Foot in Mouth: Famous Irish Political Gaffes
Fallon, Johnny (2006), Party Time: Growing Up in Irish Politics
Kavanagh, Adrian P (2002) Unequal Participation – Unequal Influence: Voter Participation and
Voter Education in Dublin’s South West Inner City
Do I need to know a lot about elections to take this module? Absolutely not!!! The expectation at
the start of this module will be that most of the students in the class will have relatively little
knowledge about elections. The only expectation is that students will be willing to learn and also
willing to keep abreast of recent/current events relating to elections, either in Ireland or in other
countries, such as the United States of America and the United Kingdom.
GY628: Landscape and Healing (10 credits)
Fridays, 11am-1pm, Cartography Lab
Instructor: Dr. Ronan Foley
Office Hours: Tuesday, 12.00 – 1.30 pm; Thursday, 2.00-3.30 pm
MODULE OVERVIEW: Drawing from a range of examples from mental and emotional health,
and using theoretical foundations from across the subject of geography, the idea of
therapeutically productive landscapes and geographies will be discussed and explored.
Students will consider how different cultures and paradigms have explored sites with healing
reputations and potential. Student learning will focus on how specific landscapes of healing are
(per)formed, produced, reproduced and sustained and will draw from both formal and informal
healing environments. The subject will also be explored from a number of theoretical positions
39
including phenomenology, actor-network theory, nature-culture relations and emotional
geography.
Module Aims: To provide systematic knowledge on how landscape is identified and produced
as a site of health and healing within and across cultures.
Week
Date
1
Sep. 30
Module Introduction
MRF
2
Oct. 7
Theories for Landscape and Healing
MRF
3
Oct. 14
Geographies of Mental Health
MRF
4
Oct. 21
New Enabling Spaces for Mental Health & Wellness*
MRF
5
Oct. 28
Therapeutic Landscapes: Definitions, Trends and Applications.
MRF
Section/Topic
Staff
Mid-Term
6
Nov. 11
Water, Health and Place
MRF
7
Nov. 18
Local and Global Therapeutic Landscapes: Aspects of Scale
MRF
8
Nov. 25
Cultures and Performances of Health and Healing I
MRF
9
Dec. 2
Cultures and Performances of Health and Healing II
MRF
10
Dec. 9
Summary
MRF
*Guest Lecture tbc.
LEARNING OUTCOMES: Upon completion of the module, students will:
o have become familiar with how geographers have framed debates around relationships
between health, healing and place;
o have become familiar with discussions in the geographical literatures on shifting
understandings of mental health from asylum to post-asylum geographies;
o have developed a critical awareness of current developments, theoretical and applied,
in therapeutic landscapes research;
o have developed a reflexive understanding of the role of individual experience and
performance in the production and maintenance of therapeutic space; and
o have explored how to study empirically, places with health and healing reputations that
sit outside formal medical spaces.
ASSESSMENT: 100% continuous assessment
The continuous assessment component will consist of two components;
a) a critical review of a key article relating to module topics (30%) (set Oct 7th, Submit, Oct
21st) (1,500 words, 3 pages)
b) an extended personal commentary on chosen location(s) (70%) (set Oct. 28th, submit Dec.
16th) ( max 4,000 words, 8 pages)
MOODLE: All Course Material in the form of notices, assessment details, lecture notes and
additional material will be provided via Moodle, the Universities standard teaching & learning
interface. All students are requested to log on to Moodle regularly for relevant module
information. Students will be allocated access to the specific module page on Moodle after
electronic registration. The procedures for this module is that PDF versions of each week’s
lecture slides are pre-loaded prior to the lecture for students to print out. These outline notes
40
are then developed and expanded on in the lectures, with a significant amount of each lecture
given over to discussions of short readings, assessment-based research and theoretical
discussion.
Resources: Key Texts
Brown, T, McClafferty, S. and Moon, G. (Eds) (2010) A Companion to Health and Medical
Geography. Chichester, Wiley-Blackwell. 614.4 BRO (2 Copies).
Reference book that covers almost all aspects of the wider subject of medical/health
geography. Written by pretty much all of the key medical/health geographers of the past two
decades but with some useful new directions covered as well. Is only available on reference
however and may prove useful to provide theoretical/contextual background.
*Curtis, S. (2009) Space, Place and Mental Health. Ashgate, Farnham. e-book on MyILibrary.
A new text providing a comprehensive summary of how geographers approach mental health
and place. Some good empirical chapters especially on post-asylum geographies and contains
a good link to policy, evidence and how mental health is shaped by a range of wider structures
and forces. It also balances positive/negative chapters in turn which is good for contested
perspectives. Available as an e-book as well as hard copy.
Davidson, J., Bondi, L. and Smith M. (eds) (2005) Emotional Geographies Ashgate, Farnham.
e-book.
While only a few of the articles have a specific health & wellbeing focus (Milligan, Parr,
Conradson), it could be argue that almost all touch on aspects of healing in place/space in
some form. It also provides a useful link to theoretical work, especially in relation to the
emotional aspects of embodiment and wider locational, relational and representational
dimensions emotions in space.
*Foley, R. (2010) Healing Waters: Therapeutic Landscapes in Historic and Contemporary
Ireland. Ashgate, Farnham. e-book on MyILibrary and e-Brary.
Modesty would normally prevent me including this but it is relevant to much of the second part
of the module and several chapters, on holy wells, seaside resorts and modern spas, relate
specifically to lectures in the course. The introduction, available as a pdf from the Ashgate
website, might also serve as a brief summary of therapeutic landscapes research up to 2010.
Kearns R.A. and Gesler W. (1998) Putting Health into Place, Syracuse University Press 614.42
(4 Copies).
One of the first core texts in a culturally-influenced ‘health geography’. The introduction is
particularly important in setting out some of the module’s core themes but there are good
individual specialist chapters as well, especially on spa towns, community resistance and
disability.
Kitchin, R. and Thrift, N. (Eds) (2009) International Encyclopaedia of Human Geography.
London, Elsevier. Online via
http://www.sciencedirect.com/science/referenceworks/9780080449104
Available via Science Direct, this valuable reference source contains a whole section of
individual entries on health/medical geography. It covers theoretical approaches, subject
summaries and applied material and I would point people particularly towards the contributions
of Creswell, Gesler, Smith and Wilton but explore for yourselves!
*Parr, H. (2008) Mental Health and Social Space: Towards Inclusionary Geographies?
Blackwell, Oxford. e-book on MyILibrary.
An unusual and personal but always rewarding take on how geographers have studied mental
health. It provides a good introduction to the subject but also has chapters on unusual and
thought-provoking dimensions of mental health and space such as virtual communities and
artistic spaces. It also has an unusually strong patient/user perspective. Available as an e-book
as well as hard copy.
Williams, A. (ed.) (2007) Therapeutic Landscapes. Ashgate, Farnham. 613 WIL.
The most recent and comprehensive edited text on the sub-theme of therapeutic landscapes. It
augments an earlier 1999 edited text by the same author (also in the library – 2 copies at 615.5
41
WIL) but traces the rapid changes in thinking in the subject in the intervening decade. Williams
groups the subject into four broad themes around traditional landscapes, special populations,
health care sites and contested landscapes and has a final section containing overlapping work
by anthropologists.
Moon, G., Kearns, R. and Joseph, A. (ed.) (2015) The Afterlives of the Psychiatric Asylum
Ashgate, Farnham.
An interesting recent summary, drawn from example around the world, about what happens to
psychiatric asylums after they close. Typically reinvented with new educational, commercial and
housing functions, they look at how older histories blur, survive or are obliterated in such
settings and the ways that local memory, identity and attachments linger.
In addition a small number of recommended readings (brief citation list) will be provided week
by week. The content will deepen the material discussed in class.
Theory
Duff, 2010,201, 2012; Doughty, 2013; Conradson, 2007; Atkinson et. al., 2007.
Mental Health
Philo, 2003; Pinfield, 2007; Curtis et. al, 2009; Söderström, 2015.
Therapeutic Landscapes
Gesler, 1993; Williams, 1998; Conradson, 2005; Foley, 2011; Andrews, 2014.
Green and Blue Spaces
Game & Metcalfe, 2011; Merchant, 2011; Collins & Kearns, 2012, Straughan, 2012; Bell, 2015;
Foley 2015; Foley & Kistemann, 2015.
Performances Of Health And Healing
Gesler, 1992; Bell, 2015; Foley 2010, 2015; Söderström, 2015.
Cultures Of Health And Healing
Hoyez, 2007; Little, 2013; Lea, 2015; Milligan, 2015
Holy Wells
Foley, 2010, 2011, 2012; Ray, 2011, 2015.
SEMESTER TWO MODULES (2016)
I. MANDATORY MODULE
GY 607: Field School (10 credits)
Friday (variable), Cartography Lab and Dublin (see details below)
Instructors: Gerry Kearns
Office Hours: By appointment
Course Outline: This course asks about the place of fieldwork in the study of Geography. We
take three themes and explore them both in the classroom and in the field. Students are asked
to reflect upon the value of fieldwork for each of the four topics. The three aspects of Human
Geography that we take are: Literary Geography, Historical Geography, and Urban
Iconography. For each topic there is a two-hour seminar and half-day field trip. I will work with
each student to help them develop their own response to the provocation of readings, seminar
and field-visits.
Learning Outcomes:
• The students will develop an appreciation of the place of fieldwork as a research
method in human geography.
• The students will have a clear idea of some of the elements of the cultural and historical
geography of Dublin.
• The students will have an understanding of the ethical challenges of local studies in
urban areas.
Transferrable Skills to be learned in this module include:
• Verbal Communication. In seminars and by presenting in the field, students will learn
how better to speak in public and how better to facilitate group discussion.
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•
•
•
•
•
Written Communication. Preparing your research proposal, responding to feedback,
submitting your essay, responding to feedback for revising the essay, these will help
you develop literary skills and give you a sense of the nature of academic writing.
Research skills. In this course, you will work with a variety of sources: population data
from the historical census, newspapers, novels, historical directories.
Cooperating. You will be working in groups. You will need to coordinate your work.
Empathy. In order to interpret the materials we will be using, you will need to develop
critical and intense empathy with people from contexts different from those of your own
direct experience. You will also need to think about the responsibilities that work in local
areas imposes upon us. Empathy is essential for understanding how your presence in
an area might be perceived by local people.
Reliability. With fieldwork you will need to arrive on time at various places in our
itinerary.
Course Assessment: 100% continuous assessment.
1) Mandatory attendance for all three field walks.
2) You will write a 4,000-word essay on some aspect of the Literary Geography or of the
Iconography of the City. You must submit the essay by 14 April. This will be reviewed
and you will receive suggestions for improving it. You will then have 21-27 April to
revise your essay before submitting the final version by 28 April. Worth 60%.
3) You will write a 2,000-word blog on some aspect of the Historical Geography of Dublin
based on your own archival work. This will be submitted by 19 May. Worth 25%.
4) You will also present in the field an element of urban geography on each of our field
walks. Each of the field presentations will be worth 5%. Worth 15%.
Topics and Suggested Readings:
Fieldwork in Geography
There is a really good set of short essays here: Geographical Review 91:1-2 (2001). Over five
hundred pages of short essays. Among the best are those by: Tuan, Till, Stevens, Routledge,
Raitz, Price, Parr, McDowell, Hyndman, Goin, Duncan and Duncan, and Dowler.
Iconography
In this class, we will look at the semiotics of the urban landscape of Dublin in terms of encoding
and decoding. We will consider aberrant and conformist decodings. We will ask how people
learn to read landscapes. We will ask if iconography fades with time or if there are ways to
revivify the meanings of an urban landscape. The focus will be O’Connell Street and the nearby
International Financial Services Centre. Preliminary Readings: Yvonne Whelan, ‘Symbolising
the state: the iconography of O'Connell Street and environs after independence (1922),’ Irish
Geography 34:2 (2001) 135-156; ejournal through MU Library.
Literary Geographies
In this class, we look at Dublin and ask how can literature help us to understand the city. We
also ask how learning about the city can help in the understanding and appreciation of works of
literature. We focus upon James Joyce and Seán O'Casey and their writings about Dublin.
Preliminary readings: Gerry Kearns, ‘The spatial poetics of James Joyce,’ New Formations 57
(2006) 107-125; Gerry Kearns, ‘Often doublin’ in the green,’ AAG Review of Books (2015).
Historical Geography
In this section, we look at the city historically. We will explore historical maps (osi.ie), the
published volumes of the census (histpop.org), and the unpublished materials from the 1901
and 1911 censuses (http://www.census.nationalarchives.ie/search/). We will have a particular
focus upon institutional living and its evolution historically. We will ask how it imposes or
discloses social meaning. Preliminary readings: H.B. Clarke and Sarah Gearty (eds), Maps and
texts: Exploring the Irish historic towns atlas (Dublin: Royal Irish Academy, 2013). CC 912.415
IHTA.
Provisional Timetable
17 February 2017. 2-4 p.m. Cartography Lab. Iconography
24 February 2017. 1.30-5.00 p.m. Iconography Field Walk: Various locations in Dublin.
3 March 2017. 2-4 p.m. Cartography Lab. Literary Geographies.
43
10 March 2017. 1.30-5.00 p.m. Literary Geographies Field Walk: Various locations in Dublin.
14 April 2017. 10.00 p.m. Submission of 4,000-word Essay
28 April 2017. 9-11 a.m. Cartography Lab. Historical Geography.
28 April 2017. 10 p.m. Submission of revised essay.
5 May 2017. 1.30-5.00 p.m. Historical Geography Field Walk. Various locations in Dublin.
19 May 2017. 10 p.m. Submission of 2,000-word blog posting.
II. METHODS MODULES
GY619: Public Engagement: Research and Practice (10 credits)
Instructor: Dr. Karen Till, Rhetoric 19, [email protected]
Office Hours: TBA
Course Overview: In this module, students work on a ‘real world’ project as developed with a
partner through such platforms as: community service learning; advocacy for a civil society
group; an internship with a community group, NGO, artistic institution or collaborative; or other
public engagement framework. Students will work either in teams or individually on a project.
Learning Outcomes: Upon completion of the module, students will:
• become familiar with applying key theoretical concepts and research methods in
geography to real world projects;
• become familiar with the theoretical and practice-based debates with respect to publicly
engaged research approaches, such as participatory and action research design;
• develop a reflexive understanding of one’s own critical lens on the world through this
application and working with local experts and other professionals; and
• gain experience in applied empirical research and creative and/or activist practices on a
project defined by a partner working on geographically relevant topics.
Transferrable Skills to be learned in this module include: managing time effectively; planning for
and realizing a larger team project; problem solving; identifying and realising individual and
group tasks needed for group project; learning to adapt/be flexible to unexpected changes in
planning; developing writing and communication skills for different audiences; effectively using
software packages/technologies that are relevant for specific research projects; identifying
appropriate qualitative and quantitative research tasks for larger projects; identifying what
specific research methods are needed to gather, interpret and analyse data for particular
project; interpreting different kinds of data; using specific analytical skills; thinking critically;
working in teams; adapting to new situations; acting as a professional in different settings;
nurturing creativity and creative thinking; networking; motivating others; trouble shootong;
listening to others; being respectful and responsible to a range of experts and work/research
partners; conduct research ethically; taking initiative and developing leadership skills; and
gaining confidence and the ability to participate in public life.
Given partner schedules, this module may have introductory and methods workshops in both
semesters. Times/dates for any mandatory workshops with partners will be emailed to enrolled
students once these times are known. Methods workshops will be open to all students. All
students are required to participate in a workshop on public engagement and ethics (in S2, but
possibly before depending on partner schedules). One or more orientation meetings will also be
scheduled with the students, the instructor and partner/s involved in particular projects (dates
tbc). Short assignments as part of the field journal will be announced at the start of S2, but this
is subject to change, depending on the unfolding nature of the project itself.
Assessment: This 100% continuous assessment module will include the following assessment
formats: (1) mandatory attendance at meetings with partners and methods workshops; (2) a
field journal that will include: short essays, directed fieldnotes and/or methods assignments
related to project relevant training and/or data analysis (dates tba); a final reflexive essay
reflecting upon the relevance of public engagement and participatory research methods for the
specific project the student participated in (50%, shorter assignments are due during the
semester, and the final reflective memo is due 15 May); (3) a deliverable outcome for the
project partner, which will vary but may include: the production of maps, a webpage, a survey,
44
fact sheets, software user handbook or other deliverable; qualitative or quantitative data
collection and/or data analysis using a report/public policy report format; publicity brochures and
marketing research; curating an exhibition, performance or public event; or another outcome
(50%, due at the end of the semester). The project/s students will work on will be introduced at
the beginning of S2, but may change, depending on partner needs and preliminary research
outcomes.
GY624: Quantitative Analysis (10 credits)
Thursdays, 9-11am, ROOM TBA
Instructor: Fionnuala Ní Mhórdha
Office Hours: TBA
Module Overview: This is a 10-week module which will run in Semester 2. Each student will
attend one two-hour session per week. Each session will consist of a combination of
explanation, worked examples and practical application. Students will work on assigned
worksheets during each session or work on their end-of-semester project (either alone or in
groups). Software to be used: SPSS and Excel.
Aims and Objectives: The aims of this module are to:
o enable the student to understand and appreciate the critical role that statistical science
can play in geographical and social sciences research;
o stimulate an inherent interest in statistical thinking;
o create a base for further exploration of other statistical methods;
o develop analytical/quantitative skills
o Acquire computer and technical skills
Learning Outcomes: On successful completion of this module, students should be able to:
o recognise and explain the basic terms of statistics;
o organise, summarise and represent their research data in numerical, tabular and graph
form
o calculate the measures of central tendency, dispersion and position;
o prepare a statistical investigation, including constructing Null and Alternative
hypotheses, analysing, representing and interpreting social science data
o confidently apply inferential statistical techniques to their own research question and
research data;
o understand how spatial dependency may distort statistics and how to measure the
potential effect.
Transferrable Skills include:
o Methodology generating and testing
o Sampling techniques
o Survey Design
o Data Analysis and summary
o Hypothesis generating and testing
o Statistical analysis
o Validation of findings
o IT skills – statistical software packages
o Flexibility
o Report writing
Assessment: 100% Continuous Assessment. This will consist of one take home assignment
during the semester (30%), due March 25, and one individual project (approx 3,500 words)
based on data supplied by the lecturer (70%), due no later than 17 May. Both an electronic
copy, uploaded to Moodle, and a hard copy of the assignment and final project must be
submitted to the instructor.
Week 1
February 16
Topic
Introduction to Quantitative Research
Sampling Techniques
45
Week 2
February 23
Questionnaire Design
Online Survey distribution
Week 3
March 2
Introduction to SPSS:
Coding,
Data input
Organisation
Descriptive Statistics 1:
Basic statistical notation
Frequency tables;
representing data graphically
Descriptive Statistics 2:
Measures of Central Tendency
Measures of Dispersion
Measures of Location
Hypothesis testing
Student’s t test
Week 4
March 9
Week 5
March 23
Week 6
March 30
Week 7
April 6
Week 8
April 13
Week 9
April 27
Chi Square test
Relationships and Explanations 1:
Correlation
Relationships and Explanations 2:
Regression Analysis
Week 10
May 4
Project Work
Revision
There is no specific reading list for this module but there are a number of recommended books
available in the library. These include:
o Pallant, J. (2001) SPSS Survival Manual: A step by step guide to data analysis using SPSS
Open University Press
o Kitchin, R. and Tate, N. (1999) Conducting Research in Human Geography: Theory,
Methodology and Practice. London: Prentice Hall
o Reid, S. (1987) Working with Statistics: an introduction to quantitative methods for social
scientists. Cambridge: Polity
o Rogerson, P. (2006) Statistical Methods for Geography. London: Sage Publications
III. SPECIALIST MODULES
GY621: Dublin Urban Laboratory (10 credits)
Alternating times on Fridays, with three Dublin field excursions. See below.
Instructor: Professor Mark Boyle.
Course Overview: Dublin is a particularly interesting city for urban studies and economic
geography students to examine and forms a key focus of our Masters in Geography degree.
Using Dublin as an active research laboratory, this field-immersion class investigates a range of
pressing political-economy themes, bringing together rich and varied scholarship from leading
researchers in Maynooth and Dublin-based universities and the valuable experiential analysis of
community workers, policy makers and a range of other urban actors. Comprising a mixture of
seminars, workshops and field excursions, key suburban, peri-urban, central and inner-city
field-sites, form the objects through which students examine key social, political, economic,
historical, cultural and environmental dilemmas of this capital and coastal city, where neoliberal
financial regimes have restructured urban space to a significant degree.
This field-immersion class posits Dublin as an active research laboratory in which to treat some
of the central themes of urban and economic geographical analysis. It includes a semester long
applied research project which will be conducted with stakeholder engagement in mind, and is
taught through a combination of lectures, field excursions and workshops. This class meets for
46
the first time on 19 February 2017, from 9-11am in the Cart Lab.
Learning Outcomes: On successful completion of the module, students should be able to:
demonstrate a critical awareness of current socio-spatial issues and challenges relating to
Dublin; demonstrate familiarity with applying key theoretical concepts in urban and economic
geography to real world situations; apply field-based observation, interpretation and analysis
skills; demonstrate familiarity with methodological approaches and analysis techniques of
Dublin’s contemporary urban and economic geographers; and appreciate field-based research
activity by engaging with a range of urban actors.
Transferrable Skills to be learned in this module include:
• To apply urban concepts in a practical setting
• To nurture critical thinking skills
• To collect and archive data of various sorts
• To extract meaningful patterns and interpretations from data sets
• To present research findings in oral and written formats
• To acquire group working skills
• To learn methodologies to examine critically public policy problems
Assessment: 100% continuous assessment will be comprised of: ONE essay (50%) due 25
March 2017, ONE research project (50%), due 12 May 2017, and FULL ATTENDANCE AT ALL
FIELD CLASSES.
Date
February 17
February 24
March 3
March 10
March 24
April 7
April 28
May 5
Event
Class
Class
Field Excursion
Class
Field Excursion
Class
Field Excursion
Class
Time
9-11am
9-11am
1:30pm-5pm
9-11am
1:30-5pm
9am-11am
1:30-5pm
9-11am
Location
Cartography Lab
Cartography Lab
Dublin
Cartography Lab
Dublin
Cartography Lab
Dublin
Cartography Lab
APPENDIX II. DEPARTMENT CONTACTS &
RESEARCH INTERESTS
*INDICATES POTENTIAL MA THESIS SUPERVISOR FOR 2016-17
Academic Staff
*Boyle, Mark
Charlton, Ro
Fealy, Rowan
*Foley, Ronan
*Fraser, Alistair
Gibson, Paul
*Gilmartin, Mary
On Sabbatical S1
*Kavanagh, Adrian
Research interests
Cultural, historical, urban
Fluvial geomorphology,
hydrology, water resources
Climate dynamics, climate
modelling, climate and
glaciers, urban climates
Health, GIS
Land reform, cultural
economies
Geomorphology, remote
sensing, environmental
geophysics
Social, cultural, political;
migration
Political
47
Email (add @nuim.ie)
mark.g.boyle
ro.charlton
Phone
3756
3679
Room
R20
R23
rowan.fealy
4562
IC2.3
ronan.foley
alistair.fraser
6024
3494
R12
R21
paul.gibson
3810
R22
mary.gilmartin
6617
R09
adrian.p.kavanagh
6014
R06
*Kearns, Gerry
historical, geopolitics,
health geography; Empire
AIDS/HIV, Irish identity,
race, urban
Urban, housing, real
estate, financialisation
Quaternary climatic
change, Irish
geomorphology
Climate change, water
resources
GIS, health geographies
gerry.kearns
6153
R23B
sinead.m.kelly
3938
R20
stephen.mccarron
6147/
R14
conor.murphy
6839
3494
IC2.6
jan.rigby
6181
IO2.20
Memory politics; urban
design/planning; art and
geography; placemaking
and public engagement
Economic
karen.till
4550
R19
*Van Egeraat, Chris
Adjunct/Occasional Staff
Coll, John
Climate modeling
Hamdon, Alaa
GIS, remote sensing
Keegan, Kevin
Historical Geography
Lawton, Philip
Urban Geography
McCaffery, Conor
Information society
McGing, Claire
Political, feminist
Geography
Ní Mhordha, Fionnuala
Quantitative Methods
Roche, Martina
Medical geography
Stefanini, Bettina
Biogeography
Administrative and Technical Staff
Bolger, Mick
Technician
chris.vanegeraat
4714
R10
john.coll
alaa.hamdon
kevin.keegan
Philip.lawton
conor.mccaffery
Claire.mcging@mumai
l.ie
fionnuala.m.nimhorda
martina.j.roche
bettina.stefanini
6550
3938
6835
3748
6835
IC2.7
R20
R16
R13
R16
6835
6617
6835
R16
R9
R16
michael.bolger
4762
Hogan, Neasa
Administration
Lloyd Hughes, Jennifer
Administration
Geographers elsewhere in the university include:
Brunsdon, Chris
Exploratory Spatial Data
Analysis and Visualisation,
Director NCG
Charlton, Martin
Geospatial methods and
statistics
Kitchin, Rob
Social Geography, data
infrastructures and
practices
Retired/Emeritus Staff
Breathnach, Proinnsias
Economic, regional
Duffy, Patrick
Cultural and historical, rural
and landscape
Pringle, Dennis
Medical, GIS, political
Sweeney, John
Climate change,
climatology, air pollution
Waddington, Shelagh
Learning and teaching, elearning
geography.department
geography.department
3610
4760
RGround
R23C
R23C
christopher.brunsdon
6149
IO2.19
martin.charlton
6186
IO2.21
rob.kitchin
3372
IO2.23
*Kelly, Sinéad
On Sabbatical S1
McCarron, Stephen
Murphy, Conor
Rigby, Jan
On Sabbatical S1 & S2
*Till, Karen
proinnsias.breathnach
patrick.duffy
dennis.pringle
john.sweeney
shelagh.waddington
R17
R17
6835
R17
IC1.10
R17
Key: R=Rhetoric House; RA=Rhetoric Annex; IC=ICARUS (Laraghbryan House); IO=Iontas Bldg.
48