University of Bradford:
Undergraduate Programme specification
UNIVERSITY OF BRADFORD
Faculty of Life Sciences
School of Archaeological Sciences
Programme title:
Archaeology
Awarding and teaching
institution:
University of Bradford
Final and interim awards:
BSc (Honours) [Framework for Higher
Education Qualification Level 6]
BSc [Framework for Higher Education
Qualification Level 6]
Diploma of Higher Education [ Framework
for Higher Education Qualifications Level 5]
Certificate of Higher Education [ Framework
for Higher Education Qualifications Level 4]
Programme title:
Archaeology
Programme approved /
accredited by:
Not applicable
Duration:
3 or 4 years full-time; 6 years part-time
UCAS code:
V400, V403
Subject benchmark
statement:
Archaeology (2007)
FHEQ Levels
4, 5 and 6
Approved :
August 2014
Introduction
The BSc Archaeology is a professionally-focussed degree in archaeology with
a strong fieldwork component and a focus on human osteology and/or the
environment. It has a strong environmental dimension to equip students for
employment in environmental/archaeological consultancies, field units, and
local/central government sector positions.
Archaeology is fundamental to our understanding of how we evolved, how
our communities developed, and how we study, preserve and interpret our
past. At Bradford, our distinctive approach emphasises the integration of the
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natural and physical sciences in this enquiry in accordance with the
University's mission, 'Making Knowledge Work'. A characteristic of Bradford's
approach is the examination of human-environment interactions within a
chronological framework, which provides a time-depth perspective of
contemporary concerns such as ecosystems, globalisation and sustainability.
The programme of study will provide the student with a sound knowledge of
current archaeological thinking on many cultures and regions whilst also
providing an understanding of professional practice and how relevant
techniques are used and integrated within commercial and research
archaeology.
Archaeological Sciences has an excellent research profile, which supports
our teaching in all areas. Throughout the programme, you will acquire skills
that will be useful not only in Archaeology, but in whatever profession you
choose to follow. These include project and time management, critical
review and analytical thinking, presentational skills, computer and other
applied IT skills and the management of data. These will be taught,
practised and assessed. Over the last 15 years, more than 92% of our
graduates had found employment within six months of completing their
studies.
Fieldwork, which contributes to each of the awards, takes place during the
summer vacation between stages one and two: recent sites include Swandro,
(Orkney), Old Scatness (Shetland), Duggleby Howe (Yorkshire) and Dyffryn
Lane, (Wales).. Staff research informs much of the curriculum, especially in
the final stage (50% of our research was recently (RAE 2008) judged to be
‘internationally excellent’, including 20% which was judged to be ‘world
leading’)’.
Three years or four years?
You may undertake a placement between stages two and three. It is quite
clear that students who do undertake a placement not only have an even
better chance of employment, but also tend to gain a higher classification in
their degree award.
When you have completed the placement, you will have acquired the
following:


Professional Skills, according to the specific programme of training,
including aerial survey; excavation/fieldwork; post-excavation; artefact
conservation and finds management; artefact analysis, geophysical
survey; Sites and Monument Record management; education, heritage
and museum work.
Personal Transferable Skills, including further development of
communication, problem-solving, administrative and IT skills; time
management; the ability to work independently; self-motivation;
adaptability; team working.
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Programme Aims
The programme is intended to:





deliver a flexible programme of study in Archaeology, that reflects
areas of staff expertise, for example in human Osteoarchaeology
and environmental archaeology;
encourage the development of independent learning skills, by
providing a supportive, structured environment;
develop wide subject knowledge and understanding, and provide
training in discipline skills to enable graduates to pursue further
programmes of study or careers in archaeology or related practice;
develop personal transferable skills to enable a significant
proportion of graduates to pursue further programmes of study or
careers in non-cognate fields;
provide educational opportunities for mature and alternatively
qualified students, as well as for school-leavers and traditionally
qualified students.
Programme Learning Outcomes
When you have completed the programme you will be able to:
LO1. Appraise theories of human biocultural evolution
LO2. Review archaeological theory and practice; the archaeology of the
British Isles, the scientific principles underlying archaeology, landscape
development and the formation and nature of the archaeological
record
LO3. Evaluate archaeological field monuments, principles and methods of
environmental archaeology; concepts of archaeological chronology and
scientific dating techniques
LO4. Review the administrative legislative and financial context of modern
archaeology
LO5. Evaluate sampling strategies and excavation and recording techniques
LO6. Appraise the scientific principles underlying archaeology
LO7. Evaluate archaeological artefacts, materials and production technology
LO8. Evaluate growth, decline and sustainability of different human societies
within different environmental contexts
LO9. Recognise and handle archaeological artefacts and materials
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LO10. Interpret stratigraphic sequences and archaeological evidence
LO11. Apply a variety of scientific techniques
LO12. Apply practical field surveying and present survey data
LO13. Review the management of archaeological projects
LO14. Evaluate professional practice in archaeology
LO15. Interpret artefactual evidence
LO16. Employ excavation and recording techniques
LO17. Identify and interpret environmental evidence
LO18. Formulate a research design;
LO19. Design and complete a substantial work of independent study
LO20. Distinguish between metaphysical
concerns
concepts and
epistemological
LO21. Employ skills in critical thinking and data evaluation, basic numerical
and statistical techniques; independent learning and research, and
team working;
LO22. Evaluate scientific concepts;
LO23. Employ IT and computer assisted learning skills; written and oral
communication skills; time management skills; analytical, numerical
and problem solving skills;
LO24. Prepare a curriculum vitae;
LO25. Present within a conference format;
Curriculum
Stage 1
Module
Code
Module Title
Type
Credits
Level
Study
period
AR-1107D
Archaeology of the British Isles
Core
20
4
1
AR-1006D
Archaeological theory and method
Core
20
4
1
AR-1108D
Human Evolution
Core
20
4
1
AR-2304D
Scientific Frameworks for
Core
20
4
2
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Archaeology
EN-1004D
Field Course I (Malham)
Core
20
4
2
AR-2007D
Humans: Past and Present
Core
20
4
2
Stage 1 introduces the major strands of the degree programme. The first
major strand is fieldwork (Malham Field Course), which prepares the ground
for fieldwork at stage 2. This includes introductions to techniques of field
survey and archaeological geophysics. A second key strand is human
osteoarchaeology (Human Evolution) which introduces concepts and
handling of osteoloarchaeological material to be developed in stage 2. The
final key strand is archaeological/ environmental management (Malham Field
Course/Humans Past and Present), preparing the way for Environmental
Impact Assessment in stage 2. Human Evolution and Humans Past and
present together give broad coverage of the deep human past from the
earliest times to relatively modern periods. Archaeological Theory and
Method, together with Scientific Frameworks for Archaeology provide
grounding in the range of approaches to archaeological material and
introduce the distinctive ‘Bradford brand’ which blends the perspectives of
the sciences and the humanities in the study of the human past.
In stage 1 you will develop knowledge and understanding of archaeological
principles, and laboratory skills. By the end of stage 1 you will be able to
appreciate the breadth and range of the discipline, will have gained a broad
understanding of the principles of archaeological theory and practice, an
understanding of key themes and topics in world archaeology, an
appreciation of the use of scientific methods in archaeology, and will have
acquired experience of archaeological fieldwork through guided group-work
in the field. As stage 1 is shared with the BA Archaeology and BSc
Archaeological Sciences, it will also be possible for you to change
programmes at this stage if, having gained a fuller understanding of the
discipline, you feel that one of these other programmes will better equip you
for the career path you have in mind.
If you have achieved the regulatory credit points at Level 4 and have
achieved learning outcomes 1-3, 9-12 and, operating only within a context
that has been defined for you, learning outcomes 21-23, you may exit the
programme and are eligible for the award of Certificate of Higher Education.
Stage 2
Module
Code
Module Title
Type
Credits
Level
Study
period
AR-3010D
Archaeology Field Course
Core
20
5
Vacation
AR-3510L
Heritage Management
Core
20
5
3/4
AR-5310M
Artefact Studies
Core
10
5
3
AR-3506M
Theoretical Archaeology
Core
10
5
3
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AR-3012D
Britain and Ireland in the Neolithic
and Bronze Age 4000-1000BC
Option1
20
5
3
EN-2314D
Introduction to GIS
Option*
20
5
3
AR-4307D
Advanced Methods in Archaeology
Core
20
5
4
AR-4104D
Celts, Greeks & Romans: the Iron
Age in Europe
Option1
20
5
4
AR-3107D
Ecology and Bioarchaeology
Option*
20
5
4
*students must take one of these options
1
students must take one of these options
Stage 2 develops the fieldwork strand (Archaeology Field Course) and
archaeological/environmental management strand (Heritage Management).
The human osteoarchaeology strand is developed through Bioarchaeology,
while Introduction to GIS provides an option for students who do not which
to deal with human bones to enhance their skills in landscape investigation.
Coverage of aspects of archaeological theory and method (Theoretical
Archaeology, Artefact Studies) fulfil the major benchmarking requirements in
those areas, while the core module Advanced Methods in Archaeology offers
further depth in areas such as archaeological geophysics. Cultural modules
(one of Celts, Greeks & Romans, Britain and Ireland in the Neolithic and Early
Bronze Age) enable you to focus on the application of archaeological
perspectives to well-defined chrono-geographical blocks.
By the end of stage 2 you will be able to critically discuss current themes,
issues and approaches in archaeology and will have gained a critical
appreciation of issues in heritage management and professional practice
(preparing you for the optional Placement Year). You will have developed
skills in archaeological fieldwork as well as a range of transferable skills (e.g.
in data gathering and evaluation, CV preparation, group-work).
If you have achieved the regulatory credit points at Levels 4 and 5 and have
achieved learning outcomes 1-7 and 9-15 and, operating both within and
beyond a context that has been defined for you, learning outcomes 21-25,
you may exit the programme and are eligible for the award of Diploma of
Higher Education.
Stage 3
Module
Code
AR-5305K
Module Title
Type
Credits
Level
Study
period
40
6
5/6
20
6
5
Individual Project
Core
AR-5308D
The Viking Settlement of the
North Atlantic
Option
AR-8128D
Forensic Archaeology
Option
20
6
5
AR-5002D
Human Osteoarchaeology
Option *
20
6
5
AR-3012D
Britain & Ireland in the
Neolithic & Bronze Age 4000-
Option *
20
5
5
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6
1000BC
AR-8124D
Archaeometry
Option
20
6
6
AR-8132D
Reconstructing Past
Environments
Option *
20
6
6
AR-6109D
Hunter Gatherers: Present and
Past
Option1
20
6
6
AR-6110D
Urbanisation
Option
20
6
6
EN-3325D
Geohazards: Past, Present, and
Future.
Option
20
6
6
AR-4104D
Celts, Greek and Romans: the
Iron Age Europe
Option *
20
5
6
AR-6112D
Funerary Archaeology
Option
20
6
6
*students must take one of these options
1
students must take one of these options
Stage 3 develops the fieldwork and archaeological/ environmental
management strands (Reconstructing Past Environments) and provides
the opportunity for students to develop and refine their analytical skills
in a major piece of guided research (Individual Project). The human
osteoarchaeology
strand
culminates
in
the
module
Human
Osteoarchaeology, while Reconstructing Past Environments also
provides an option for students who do not which to deal with human
bones to enhance their skills in landscape investigation. Other modules
are all presented as options, allowing students to select from a range of
cultural/thematic/methodological modules as best suits their own
perceived needs as they acquire greater confidence and understanding
of their personal aspirations and career plans.
By the end of stage 3 you will be able to critically evaluate research in your
field, understand and participate in heritage management exercises geared
to the world of employment in the heritage sector, and further refine your
understandings of archaeological evidence from a range of time-periods and
regions. You will have developed a range of transferable skills (especially in
critical thinking, presentation and team-work).
If you have achieved the regulatory credit points at Levels 4 to 6 and have
achieved learning outcomes 1-20 and operating in a context that is, in part,
at the forefront of the discipline, learning outcomes 21-25, you are eligible
for the award of BSc (Hons)
If you have not met the credit requirements for an Honours degree but have
achieved the regulatory credit requirements for the award of an Ordinary
degree and have met learning outcomes 1-17 and 20-25 you are eligible for
the award of an Ordinary degree.
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Students who have additionally successfully undertaken placement study are
eligible to be awarded the degree entitled Archaeology with Professional
Placement.
The Curriculum meets the requirements of the subject benchmark statement
for Archaeology published by the QAAHE.
The curriculum may change, subject to the University's programme approval,
monitoring and review procedures.
Learning, Teaching and Assessment Strategies
The teaching and learning strategy takes into consideration the learning
outcomes, progression through the levels of study, the nature of the subject
and the student intake, and the need for you to take greater responsibility
for your own learning as you progress through the programme.
The assessment strategy is designed to support the learning outcomes of
each programme and each specific module. A wide range of formative and
summative assessment methods are used, including essays, worksheets,
laboratory reports, group-work, poster (in the placement year) and oral
presentations, reflective journals and examinations.
For example:
1. In the core module Heritage Management at stage 2, students
are expected to set up and work in an interdisciplinary
‘consultancy’ team, to prepare ‘consultancy-type’ documents,
and to make a scoping assessment and recommendations about
one development proposal. The group work is formative,
preparing students for assessed group work at stage 3.
Summative assessment, via a 1500 word technical report (70%),
assesses the application of knowledge specific to Heritage
management while an oral presentation (30%) assesses skills in
communicating specialist knowledge. The twin forms of
assessment – technical report and oral presentation – are thus
specifically geared to assessing key outcomes for this module.
2 The core module Artefact Studies at stage 3, examines the postexcavation processes with regard to archaeological artefacts
resulting from interventions such as those studied in Heritage
Management. This module draws together observational and
identification skills learned throughout the programme in a
critique (50%) and practical exam (50%).
Part-time (intensive) route
Students may also elect to undertake this degree programme on an
intensive part-time route over four years instead of three years full-time.
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In such cases they would follow the programme of study outlined below,
undertaking 80 credits per year rather than the 120 credits taken yearly
on the full-time route. Note that this route does not allow for a
placement year.
Year 1
Module
Code
Module Title
Type
Credits
Level
Study
period
AR-1107D
Archaeology of the British Isles
Core
20
4
1
AR-1006D
Archaeological theory and method
Core
20
4
1
EN-1004D
Field Course I (Malham)
Core
20
4
2
AR-2007D
Humans Past and Present
Core
20
4
2
Module Title
Type
Credits
Level
Study
period
Year 2
Module
Code
AR-1108D
Human Evolution
Core
20
4
3
AR-5310M
Artefact Studies
Core
10
5
3
AR-3506M
Theoretical Archaeology
Core
10
5
3
AR-2304D
Scientific Frameworks for
Archaeology
Core
20
4
4
AR-4307D
Advanced Methods in Archaeology
Core
20
5
4
Year 3
Module
Code
Module Title
Type
Credits
Level
Study
period
AR-3010D
Archaeology Field Course
Core
20
5
Vacation
AR-3510L
Heritage Management
Core
20
5
5/6
AR-3012D
Britain and Ireland in the Neolithic
and Bronze Age 4000-1000BC
Option1
20
5
5
EN-2314D
Introduction to GIS
Option*
20
5
5
AR-4104D
Celts, Greeks & Romans: the Iron
Age in Europe
Option1
20
5
6
AR-3107D
Ecology and Bioarchaeology
Option*
20
5
6
Year 4
Module
Code
Module Title
Type
Credits
Level
Study
period
AR-3012D
Britain and Ireland in the
Neolithic and Bronze Age 40001000BC
Option
20
5
7
EN-2314D
Introduction to GIS
Option
20
5
7
AR-5308D
The Viking Settlement of the
North Atlantic
Option
20
6
7
AR-8128D
Forensic Archaeology
Option
20
6
7
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AR-4104D
Celts, Greeks & Romans: the
Iron Age in Europe
Option
20
5
8
AR-3107D
Ecology and Bioarchaeology
Option
20
5
8
AR-8132D
Reconstructing Past
Environments
Option
20
6
8
AR-6109D
Hunter Gatherers: Present and
Past
Option
20
6
8
EN-3325D
Geohazards: Past, Present, and
Future.
Option
20
6
8
AR-6112D
Funerary Archaeology
20
6
8
Credits
Level
Study
period
40
6
9
Option
Year 5 (half year only)
Module
Code
AR-5305K
Module Title
Individual Project
Type
Core
Assessment Regulations
This Programme conforms to the standard University Regulations which are
available at the following link:
http://www.bradford.ac.uk/aqpo/ordinances-and-regulations/
Admission Requirements
The University welcomes applications from all potential students regardless
of their previous academic experience; offers are made following detailed
consideration of each individual application. Most important in the decision
to offer a place is our assessment of a candidate’s potential to benefit from
their studies and of their ability to succeed on this particular programme.
Entrance requirements for each programme will vary but consideration of
your application will be based on a combination of your formal academic
qualifications and other relevant experience.
If you have prior certificated learning or professional experience which may
be equivalent to parts of this programme, the University has procedures to
evaluate this learning in order to provide you with exemptions from specified
modules contained within the curriculum. Please talk to us if you do not fit
the standard pattern of entry qualifications.
The University of Bradford has always welcomed applications from disabled
students, and these will be considered on the same academic grounds as are
applied to all applicants. If you have some form of disability you may wish to
contact the programme leader before you apply.
A typical offer to someone seeking entry through the UCAS main scheme
would be 240 points (CCC). Applications are welcome from mature students
(those over 21 years of age on entry) and from candidates with non-standard
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qualifications (eg Science Foundation Course, BTEC, a 12 unit VCE Double
award in science, Scottish Higher or Irish Leaving Certificate, International
Baccalaureate, GNVQ or Access qualifications in science) or, lacking
academic qualifications, having significant relevant experience. Up to 40
students are admitted to Stage 1 each year.
Learning Resources
The JB Priestley Library on the city campus provides a wide range of printed
and electronic resources to support your studies. We offer quiet study space
if you want to work on your own, and group study areas for the times when
you need to discuss work with fellow students. Subject librarians for each
Faculty provide training sessions and individual guidance in finding the
information you need for your assignment, and will help you organise your
references properly.
Student PC clusters can be found in all our libraries and elsewhere on the
campus. Many of these are open all the time. You can also use the
University's wireless network to access the internet from your own laptop.
Most of our online journals are available on the internet (both on and off
campus), and you can also access your University email account, personal
information and programme-related materials this way.
Staff are on hand during the daytime to help you if you get stuck, and there
is a 24 hour IT helpline available.
The Divisional student handbook (available on the Divisional web-site) lists
specific resources useful to Archaeology students, including a list of
electronic resources produced by the Subject Librarian.
Students are encouraged to join the Archaeology Society which sponsors
social and academic events, and runs a Coffee Bar in our student common
room. Students are also encouraged to attend the Division’s weekly Guest
Lectures where prominent scholars from other institutions (as well as from
within the Division) present cutting-edge research. These lectures are
valuable in complementing the formal taught component of the programme
and confirm the Division’s status as a top research department.
The Division of Archaeological Sciences is well equipped with teaching and
research laboratories for the specialisms covered in the programme and
students use these facilities in modules and in dissertation research.
Specialised laboratories include: the Biological Anthropology Research Centre
(BARC); North Atlantic Research Laboratory; the Iron Age Research
Laboratory; Conservation laboratory; Geophysics Laboratory; Archaeobotany
and archaeozoology research collections. There is also an extensive
collection of over 3000 specimens of rock, minerals and fossils to support
geology and earth science components of the programme, and the ecology
modules are supported by excellent microscope facilities and supporting
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biological materials. An excellent stock of field equipment is available for
use by students, including equipment for geophysical and topographic
survey (both conventional and electronic).
Student Support and Guidance
Programme Team
Support for you personally and in your programme of study will be provided
both by the University and the Programme Team. You will be allocated a
personal tutor who is someone with whom you will be able to talk about any
academic or personal concerns. The Faculty will ensure that there is
someone available with whom you feel comfortable to help and support you.
You will be provided with a comprehensive series of handbooks that you can
consult on a range of learning issues and your programme tutors will be
available to consult on subject specific queries.
The University and the Division have a well-deserved reputation in this area.
You will be allocated a personal tutor, but in practice all members of staff
operate an open-door policy. Personal tutors and dissertation supervisors
also provide guidance for your personal development planning. If you opt for
a placement you will be visited by your personal tutor and supported by the
Placements Tutor and Placements Secretary.
Students’ Union
We value the feedback provided by students and collaborate with the
Students’ Union, through a system of programme representatives and formal
staff student liaison committees, so that any issues you wish to raise are
addressed rapidly.
The Students’ Union and the University of Bradford work in partnership to
provide confidential counselling and welfare services where you can get help
with any aspect of your personal or academic life. Student Financial and
Information Services (based in the Hub) will provide you with information
about a diverse range of issues such as council tax, personal safety and
tourist information. International Students can access a range of additional
advice and support services through the Students’ Union.
Employability and Career Development
The University is committed to helping students develop and enhance their
employability profile and capabilities through learning opportunities
embedded within the curriculum.
Furthermore, the University is committed to supporting students to develop
their commitment towards a career pathway(s) and to implementing a career
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plan. Professional career guidance and development support is available
throughout your time as a student and as a graduate from Career
Development Services. The support available from Career Development
Services includes a wide range of information resources, one to one
appointments, a weekly workshop programme, a mentoring programme,
graduate recruitment and careers fairs, plus information and help to you find
part time work, summer work placements, graduate internship programmes
and graduate entry vacancies. In addition, some students as part of their
programme of study may have the opportunity to complete a Career &
Personal Development accredited module delivered by the Career
Development Service.
All students are encouraged to access Career Development Services at an
early stage during their studies and to use the extensive resources available
on their web site http://www.bradford.ac.uk/careers/
Career Development Services annually undertakes a survey of all graduates
to find out their destination six months after graduation. The survey gathers
data on the employment and further study routes graduates have entered
and a range of other information including job roles, name and location of
employers, salary details etc. The survey findings for each programme of
study are presented on the programme information pages on the University
website
and
via
Career
Development
Services’
website
http://www.bradford.ac.uk/careers/
For this programme specifically, we provide tailored careers advice through
our Personal Tutor system. This begins early, and may be a consideration in
the selection of placement opportunities should you decide to take the 4
year route. The placement itself provides an excellent introduction to the
careers market in archaeology and equips students extremely well for
employment in the archaeological/heritage sectors. For all students, our
investment in fieldwork, and our dedicated ‘hands-on’ approach to the
teaching of archaeology has ensured that Bradford graduates have long been
seen as extremely well-grounded in the skills and knowledge that employers
look for. The Division also organises an employability workshop in the spring
term.
Learner Development Unit for Academic Skills Advice
For undergraduate students who are looking to improve their marks during
their time at university, study skills and maths advice is available to all
regardless of degree discipline or level of study. Students can access a
programme of interactive workshops and clinics which is delivered
throughout the year. This is in addition to our extremely popular face-to-face
guidance from our advisers, who also offer a wide range of online and paper
based materials for self-study.
http://www.bradford.ac.uk/academic-skills/index.php
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Disability
Disabled students will find a supportive environment at Bradford where we
are committed to ensuring that all aspects of student life are accessible to
everyone. The Disability Service can help by providing equipment and advice
to help you get the most out of your time at Bradford and is a place where
you can discuss any concerns you may have about adjustments that you may
need, whether these relate to study, personal care or other issues.
For
more information contact the Disability Service by phoning: 01274 233739
or via email: disabilities@bradford.ac.uk.
University policies and initiatives
Learning and Teaching
Our University approach to learning, teaching and assessment is
encapsulated by an integrated set of themes and principles within our
Curriculum Framework. All of our degree programmes have been designed
to provide you with an inclusive and engaging learning environment which
gives you the opportunity to thrive and develop in your area of study. Our
research-informed programmes have a particular focus on developing your
employability. We also place a strong emphasis on collaborative, real-world
and enquiry-based learning, supported by appropriate learning technologies.
Our assessment is designed not just to measure your achievement, but also
to shape and guide your learning through preparing you for the increasing
level of challenge as you progress through your degree. Together, these lead
to you developing a distinctive set of graduate attributes which will prepare
you for life beyond university.
Ecoversity
Ecoversity is a strategic project of the University which aims to embed the
principles of sustainable development into our decision-making, learning and
teaching, research activities campus operations and lives of our staff and
students. We do not claim to be a beacon for sustainable development but
we aspire to become a leading University in this area. The facilities we create
for teaching and learning, including teaching spaces, laboratories, IT labs
and social spaces, will increasingly reflect our commitments to sustainable
development. Staff and student participation in this initiative is crucial to its
success and its inclusion in the programme specification is a clear signal that
it is at the forefront of our thinking in programme development, delivery,
monitoring
and
review.
For
more
details
see
http://www.bradford.ac.uk/about/ecoversity/
The University of Bradford and the Faculty of Life Sciences are committed to
the principles of Education for Sustainable Development as outlined in the
UNESCO definition (see http://info.brad.ac.uk/admin/ecoversity/whatsustainability.php ). The programme provides opportunities both to explore
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the sustainable development challenge (particularly through reflection on the
time depth of human interactions with landscape, ecosystems and resources)
and to develop a responsible professionalism.
For example, the Stage 1 module ‘Humans Past and Present’ explores a
range of themes relevant to the impact of past human communities on their
landscapes and ecosystems, and examines the ways in which humans have
adapted to environmental change over the long term. A further set of
modules develop students’ skills in responsible professional practice: in this
respect, the core modules of Environmental Impact Assessment and Heritage
Management are particularly relevant. Increasingly developing levels of
responsibility as students progress, this pair of modules helps students to
develop their skills in problem-based interdisciplinary holistic learning, as
applied to the creation of and support for culturally and environmentally
sustainable environments in specific case study locations. Themes relating to
sustainability and environmental adaptation also occur in numerous other
modules, both core (e.g. Field Course 1 (Malham)) and optional (e.g.
Geohazards).
Further Information:
For further information, please check the University prospectus or contact
Admissions.
The Admissions Office
The Admissions Office
The University of Bradford
Faculty of Life Sciences
Richmond Road
Bradford, BD7 1DP
School of Archaeological
Sciences
UK
The University of Bradford
Phoenix SW
Richmond Road
Bradford, BD7 1DP
UK
+44 (0)1274 233054
+44 (0)1274 234290
http://www.bradford.ac.uk/study/our- http://www.bradford.ac.uk/lifecourses/
sciences/arch-sci/index.php/
The contents of this programme specification may change, subject to the
University's regulations and programme approval, monitoring and review
procedures.
© University of Bradford
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