UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Spatial Analysis: Principles and Methods
2.
School which will be responsible for management of the module
Durrell Institute of Conservation and Ecology, School of Anthropology and Conservation
3.
Start date of the module
Autumn 2012
4.
The cohort of students (onwards) to which the module will be applicable
September 2011 entrants onwards
5.
The number of students expected to take the module
30
6.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
None
7.
Level of the module
H
8.
The number of credits which the module represents
15
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
10. Prerequisite and co-requisite modules
None
11. The programme(s) of study to which the module contributes
BSc in Wildlife Conservation
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Subject Specific Learning Outcomes
On successful completion of the module the student should be able to:
New module specification approved by Faculty 23 March 2012
UNIVERSITY OF KENT
12.1
Knowledge of the generic concepts spatial analysis and an understanding of the
application of GIS and remote sensing for biodiversity conservation using real world
examples
12.2
Ability to acquire and combine data from multiple sources in a GIS to solve practical
problems in wildlife conservation
12.3
An understanding of the principals underlying the analysis of spatial data and remote
sensing data
12.4
Practical knowledge of GIS analytical techniques and how to use them to generate,
map, analyse and describe environmental data
12.5
Ability to generate and critically evaluate GIS and remote sensing outcomes and write
reports on GIS mapping and analysis
Relationship to Programme Learning Outcomes
PLO A.3: Practical understanding of wildlife conservation (12.1, 12.2)
PLO A.6: Issues and practices involved with managing wildlife both within and away from
protected areas (12.2, 12.3, 12.4, 12.5)
PLO A10: Knowledge of the role that statistics has in wildlife conservation (12.3, 12.4)
PLO C.1: Field biology skills (surveys, sampling, etc.) (12.2, 12.3)
PLO C.4: Skills for analysing and appraising conservation case studies (12.1, 12.2, 12.3,
12.4, 12.5)
PLO C.7: Skills for design and management of protected areas (12.2, 12.3, 12.4, 12.5)
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Generic Learning Outcomes of this module are:
13.1
to develop quantitative and IT skills in the context of the use of GIS software
13.2
to combine different methods and techniques to produce effective research designs
and analysis
13.3
to communicate research findings effectively
13.4
to improve oral presentation skills
13.5
to contribute constructively to joint practical work
Relationship to Programme Learning Outcomes
PLO B.1: General learning and study skills (13.1, 13.2, 13.3, 13.4, 13.5)
PLO B.2: Critical and analytical skills (13.1, 13.2)
PLO B.3: Ability to express ideas in writing and orally (13.3, 13.4)
PLO B.4: Design, implementation, analysis and write-up of a research project (or
dissertation) (13.2, 13.3,)
PLO D.1: Computer skills (13.1)
PLO D.2: Presentation skills (13.3, 13.4)
PLO D.3: Report and proposal writing (13.3)
PLO D.6: Independent research skills (13.2, 13.3)
PLO D.7: Group work skills (13.5)
14. A synopsis of the curriculum
The overall aim of this module is to provide students with an outline of the principals of Spatial
Analysis and to introduce a range of methods for collection and analysis of spatial data.
Particular attention is paid to the development of students’ analysis skills through the use of
remote sensing techniques and Geographic Information Systems (GIS). GIS are increasingly
being used in wildlife conservation and environmental sciences in general to help solve a
wide range of “real world” environmental and associated social problems. As the current trend
in ecological studies moves towards the acquisition manipulation and analysis of large
datasets with explicit geographic reference, employers often report shortages of relevant GIS
skills to handle spatial data. Thus, this module will introduce the use of GIS as a means of
solving spatial problems and the potential of GIS and remote sensing techniques for wildlife
conservation providing the student with marketable skills relevant to research and commercial
needs. Topics will include:
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understanding the major concepts in Spatial Analysis;
New module specification approved by Faculty 23 March 2012
UNIVERSITY OF KENT
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introduction to the principles of GIS;
introduction to remote sensing
data structures in GIS;
data sources and methods of data acquisition
georeferencing, co-ordinate systems and projections
working with raster and vector data
mapping (how to create and transform maps),
ArcGIS -overview of ArcGIS, ArcMap, ArcCatalog; ArcToolbox, Spatial Analyst.
GIS operations (Calculating area, Intersection of polygons etc)
manipulation, spatial data query and analysis of a wide range of environmental and
socio-economic information relevant to wildlife conservation
These topics will be taught using a combination of lectures and practicals. The practical
classes will provide hands-on experience using ArcGIS which is the most widely used
GIS system. Students will be able to use knowledge and skills acquired in this module in
practical project work.
15. Indicative Reading List
Bernhardsen, T. (2002) Geographic Information Systems: an Introduction, 3rd ed. John Wiley
& Sons, New York.
Berry, J. K. (1995) Spatial Reasoning for Effective GIS. GIS World Books, Fort Collins,
Colorado.
Burrough, P. A. and McDonnell, R. A. (1998) Principles of Geographical Information Systems,
2nd edn. Oxford University Press, Oxford.
Campbell, J. B. (2002) Introduction to Remote Sensing, 3rd edition. Taylor & Francis, London.
Goodchild, M. F., Steyaert, L. T., Parks, B. O., Johnston, C. O., Crane, M. P. and
Glendinning, S. (eds) (1996) GIS and Environmental Modeling: Progress and
Research Issues. GIS World Books, Fort Collins.
Heywood, I., Cornelius, S., and Carver, S. (2006). An introduction to Geographical
Information Systems. 3rd edition. Pearson, Harlow.
Jones, C. B. (1997) Geographical Information Systems and Computer Cartography.
Longman, Harlow.
Johnston, C.A. (1998) Geographical Information Systems in Ecology. Oxford, Blackwell
Science.
Lillesand, T. M. , Kiefer R. W. and Chipman J. W. (2007) Remote Sensing and Image
Interpretation, 6th edn. John Wiley & Sons, New York.
Wadsworth, R. and Treweek, J. (1999) GIS for Ecology: an Introduction. Longman, Harlow.
16. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
The module will be taught through:
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Lectures (one hour per week) which will explain the theory of the topics and practice
of the techniques used (total hours: 11).
Computer based practicals to acquire hands-on experience using ArcGIS (one hour
per week following the lectures) (total hours: 11)
Seminars where students will present and discuss their work - the small projects that
they will carry out working in groups of 4-5 (total hours 2)
Lectures and computer based practicals should run together, in 2hours slots per week
Total contact hours: 24
Relation of different teaching methods to learning outcomes:
Lectures
12.1, 12.2, 12.3, 12.5, 13.2
Computer based
12.2, 12.4, 13.1, 13.2, 13.3
New module specification approved by Faculty 23 March 2012
UNIVERSITY OF KENT
practicals
Seminars
12.5, 13.3, 13.4, 13.5
The total student effort for the module will be 150 hours approximately and in addition to
contact hours it will include:
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Assimilation of lecture material (76 hours)
Seminar preparation – small projects working in groups (10 hours)
Research for essay (40 hours)
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Student learning will be assessed by means of
 An individual practical report around 400 words in length including generated maps,
technical description and map interpretation (20%)
 A group project based on solving a particular problem – Group powerpoint
presentation and discussion of the results during the seminars (20%)
 An assessment exercise - individual report around 800-900 words in lenght- on
solving a particular problem related to wildlife conservation (60%). Students will be
asked to acquire, map, manipulate and analyse data and provide and interpretation of
the results
Relationship of different forms of assessment to learning outcomes:
Practical report
12.1, 12.4, 13.1, 13.3
Group project
12.1, 12.2, 12.3, 12.4, 13.3, 13.4, 13.5
Assessment exercise
12.1, 12.2, 12.3, 12.4, 12.5, 13.1, 13.2, 13.3
18. Implications for learning resources, including staff, library, IT and space
Teaching and learning resources can in general be met out of existing provision.
19. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need
in its teaching. Within this module we will make reasonable adjustments wherever
necessary, including additional or substitute materials, teaching modes or assessment
methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis,
in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
20. Campus(es) where module will be delivered1
Canterbury Campus
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
21. Partner College/Validated Institution
22. University School (for cognate programmes) or Faculty (for non-cognate programmes)
responsible for the programme
1
Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
New module specification approved by Faculty 23 March 2012
UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
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Director of Learning and Teaching/Director of Graduate
Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
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Head of School
Date
…………………………………………………….
Print Name
New module specification approved by Faculty 23 March 2012