A manual for all students taking SD modules or the... Programme 1

Source:http://webarchive.nationalarchives.gov.uk/20090224120513/teachernet.gov.uk/sustainabl
eschools/
A manual for all students taking SD modules or the SD
Programme
1
Table of contents
Welcome
1. Purpose of this handbook
2. Key Dates
3. Introduction to the Sustainable Development Programme
4. Goals and Principles of the SD Programme
Programme Aims
Learning Outcomes
Distinctive Features of the SD Programme
Sustainable Development at St. Andrews
3
4
7
8
10
10
10
11
14
5. Financial Management
6. Structure of the SD Programme
Sub-Honours structure and core modules
Honours Structure and core modules
Pathways in SD
15
16
16
17
23
7. Advising and Progression
Programme Requirements
Partner Subjects for 2014-15
Personal Data
Progression Threshold and Advising
Senate Regulation
Academic Alert
Performance
24
24
25
25
26
26
26
26
8. Teaching, Learning and Assessment
Philosophy of Teaching and Learning
Teaching and Research
Ethics
Submission of Coursework
Penalties
Feedback
Procedures for Marking
Grade Related Criteria (GRC)
Reading and Study Skills
27
27
27
27
27
28
28
28
28
29
9. Prizes
29
2
Welcome
“Sustainable Development warrants
an attitude of mind that welcomes change,
difference, creativity, risk, uncertainty,
a sense of wonder, and a desire and capacity to learn.
It is a way of learning about life and through life”
(John Blewitt, 2008)
Welcome to the world of Sustainable Development!
The Sustainable Development Undergraduate Programme at the University of
St. Andrews is a unique Programme in the UK and beyond. Our graduates have
been very successful in finding a range of jobs related to their undergraduate
studies, or are enjoying postgraduate studies (more information at:
http://www.st-andrews.ac.uk/careers/wiki/Sustainable_Development_-_using_your_degree )
The course has won a number of awards, including the Green Gown Award for
Best UK Sustainability Course in 2009, and is recognised by the Scottish
Government to be the national flagship course in this area. In 2010-11 we
received formal recognition from the “Universities that Count” exercise as
being among the top five in UK in research and teaching in sustainable
development. We are proud to be able to contribute to the rapidly expanding
field of Sustainable Development, and aware of the responsibility this brings
with it. We are sure you will enjoy the challenge of being a part of a thriving
field of studies. Sustainability is also growing within the University itself, as
shown by the success of our Masters Programme in Sustainable Development,
expanding research activities, the recruitment of new academic staff, and the
award of BREEAM Excellent for the new Medical Building.
The Sustainable Development Undergraduate Programme is designed to be
flexible and responsive to change in demands for sustainability worldwide, to
staff experience and to student feedback. We encourage students to be
engaged with real world issues as well as academic debates, and aim at
educating citizens committed to creating a better future. We trust that you not
only have an intellectually stimulating and productive academic experience but
also fulfil your potentials as critical thinkers who reflect on your choices and
actions within the world today.
The SD Team
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1. Purpose of this Handbook
This handbook contains information about the structure and delivery of the Sustainable
Development (SD) degree (at both sub-honours and honours levels). The Department of
Geography and Sustainable Development (here after DGSD) delivers two undergraduate
programmes. These are both administered using a common set of protocols and regulations.
Details of all these protocols are to be found in the DGSD Undergraduate Handbook. You will
need to familiarize yourself with them in order to progress through your degree.
The Programme handbook is relevant to students registered for a degree in Sustainable
Development, for those taking one or more modules from the Programme, and for staff
connected with the Programme. You should also familiarize yourself with the University
Course Catalogue http://www.st-andrews.ac.uk/coursecatalogue/ug/, and the University
Student Handbook http://www.st-andrews.ac.uk/studenthandbook/.
This is a joint Sub-Honours and Honours handbook because of the nature of the Programme,
in which you have a partner subject area alongside core Sustainable Development options.
Communication: email is the primary means of communication, so if you’re a 1 st Year
student you should activate your university email account NOW. If you’re a returning
student, remember that you are expected to check your University email account regularly
(at least every 48 hours). Officially, staff should only reply to emails others than those
originating from University accounts, so please DO NOT use external email accounts to
contact staff.
Key Administrative Roles in the Department
Title
Joint Heads of School of Geography & Geosciences
Name/Contact
Prof Colin Hunter
[email protected]
&
Prof. Peter Cawood
[email protected]
Head of Department of Geography and Sustainable Development
Prof. Colin Hunter
[email protected]
DGSD Director of Teaching
Dr Mike Kesby
[email protected]
Ms Penny Stephenson
[email protected]
Departmental sub-honours administrator and SD Master
administrator
Departmental Honours administrator
Natalie Connell
[email protected]
4
Title
SASI Administrator
Sub-Honours Advisers
SD MA: Dr Matt Sothern & Dr Kim McKee
SD Bsc: Dr. Althea Davies
Name/Contact
[email protected]
Dr Matt Sothern
[email protected]
Dr Kim McKee
[email protected]
SD Honours Adviser
[email protected]
SD 1001 Co-ordinator
SD1003 Co-ordinator
SD2001 Co-ordinator
SD2002 Co-ordinator
Head of year 3
Head of Year 4
SG 3201-04 Coordinator -Research Design and Methods
SG3000 - SD Field class
Dr Rehema White
[email protected]
Dr Rehema White
[email protected]
Dr Rehema White
[email protected]
Dr Tim Stojanovic
[email protected]
Dr Jed Long
[email protected]
Dr David McCollum
[email protected]
Dr Emilia Ferraro
[email protected]
Dr David McCollum
David. [email protected]
Dr Emilia Ferraro
[email protected]
Prof. Colin Ballantyne
[email protected]
SG 4221 Coordinator -Review Essay
SG 4222 Coordinator –Advanced Qualitative Analysis
SG 4223 Coordinator –Advanced Quantitative Analysis
SG 4224 Coordinator–Advanced Analysis in Physical Sciences
SD/GG 4299 Coordinator -Dissertation
Msc Programme Director
Dr Kim McKee
[email protected]
Dr Zhiqiang Feng
[email protected]
Dr Richard Streeter
[email protected]
Dr Emilia Ferraro
[email protected]
Dr Darren McCauley
dam7@st-
5
Title
Name/Contact
andrews.ac.uk
Dr Jen Chambers
[email protected]
School Finance Director
Chair of the Ethics Committee
Dr Matt Sothern
[email protected]
Dr. Bill Austin
[email protected]
Ms Natalie Connell
[email protected]
DGSD Examinations Officer
School Disabilities Officer
School Safety Officer
Dr Aubrey Zerkel
[email protected]
Dr Tim Stojanovic
[email protected]
Exchanges & study abroad
Each module in your programme of study is led by a member of academic staff who is
responsible for the co-ordination, teaching and assessment of the particular module for
which he or she is the module coordinator. This individual will be made clear to you at the
start of each module. If you have a query relating to the teaching, learning and assessment
of a particular module, contact the module coordinator in the first instance. More general
query about the SD undergraduate Programme, such as queries regarding changing
modules, programme, leave of absence, and appeals must be addressed to the Department
Director of Teaching.
Many of your enquiries will be answered by careful reference to printed material that you
have received or to information contained in the Undergraduate and Programme
Handbooks, and School or University website.
6
2. KEY DATES
Orientation Week
Week beginning Mon 8 September
Martimas Semester/Semester 1
Monday 15 September 2013 – Friday 19
December 2013
Junior Honours Induction Day
Thurs 11 September
Senior Honours Induction Session
Thurs 18 September
Junior Honours oral presentation training
Thurs 23 October (1-2 pm)
Junior Honours essay & exam training
Thurs 6 November (1-3 pm)
Raisin Monday
Mon 20 October (classes as normal)
St Andrews Day Graduation
Monday 1 December (no teaching)
SH Dissertation Fieldclass –The Burn
5-6 December
Final Deadline for Sem 1 coursework
Fri 28 November
Revision period begins
Mon 1 December
Semester 1 Examination Diet
Mon 8 – Thursday 18 December
Candlemas Semester/Semester 2
Mon 26 January – Fri 29 May 2014
Option Module Exam debrief sessions
Weeks 2 - 3 (by module coordinators)
Spring Vacation
Mon 16 – Fri 27 March
Geography &SD Dissertation Conference
Thurs 16 April
Revision period begins
Mon 27 April
May Day Holiday (no classes)
Mon 4 May
Final deadline for ALL Sem. 2 coursework
Friday 1 May
Semester 2 Examination Diet
Mon 11 – Thursday 21 May
Degree classification results available
Fri 12 June
Graduations
Week beginning Mon 22 June
Re-assessment Diet
Week beginning Mon 17 August
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3. Introduction to the Sustainable Development Programme
What is Sustainable Development?
The most broadly accepted definition of Sustainable Development is “Development that
meets the needs of present generations without compromising the ability of future
generations to meet their own needs” (Brundtland Report, 1987). However, the concepts of
‘sustainability’ and of ‘development’ are widely debated and are understood differently from
different disciplinary and philosophical perspectives. Sustainable Development (SD) has thus
been defined in many ways. What all the different definitions have in common is a concern
with the longevity of the planet and of humankind.
Over the past thirty years debates on “sustainability” have shifted from an exclusive concern
with the environment narrowly defined as “the natural world”, to a wider awareness that
the natural and human worlds are irrevocably interconnected. The severity of current
environmental degradation, widening social inequalities and the recent financial collapse
dramatically face us with the challenge of thinking about life and its sustainability in radically
different terms. An essential part of this “new” thinking is the explicit acknowledgement of
the need for a deep change of the kind Albert Einstein was referring to when he said that the
same manner of thinking that created problems cannot solve them. This new thinking
implies a paradigmatic shift in the way we look at the world, nature and humankind as well
as a change that requires rigorous thinking about the interconnections and
interdependencies between the physical, and the social and the intellectual worlds.
Sustainable Development is thus more than just an academic subject. It interrogates the
predominant worldview, economic model, and behaviors, and challenges us to find creative
alternatives and solutions.
The definition of Sustainable Development is debated in different modules and from
different contexts throughout this undergraduate degree programme. We welcome and
encourage students to be creative and daring in approaching the multiple and complex
‘wicked problems’ that the world faces. These complex problems call for complex solutions
and in order to gain an understanding of their interconnected nature, a range of disciplines
and skills are required. The SD undergraduate degree programme is thus designed to
respond to these intellectual and human challenges by exposing students to
interdisciplinarity from the very beginning of their studies.
List of recommended introductory readings
To get you started, we suggest a list of important readings that you will be using throughout
your degree in SD:Core texts



Blewitt, J. (2008) Understanding sustainable development, London, Earthscan.
Dresner, S. (2008) The principles of sustainability, Sterling, VA, Earthscan.
Meadows, D., Randers, J. & Meadows, D (2005) Limits to growth: The 30-year update,
London, Earthscan.
8

Orr, D. (2004) Earth in mind : on education, environment, and the human prospect,
Island Press.
Selected Schumacher Briefings




Dawson, J. (2006) Ecovillages: New frontiers for sustainability, Schumacher.
Girardet, H. (1999) Creating Sustainable Cities, Schumacher.
McIntosh, A. (2008) Rekindling community: Connecting people, environment and
spirituality,Schumacher.
Sterling, S. (2001) Sustainable Education: Revisioning learning and change,
Schumacher.
Classical texts



Carson, R. (1963) Silent spring, Hamilton.
Leopold, A. (1970) A Sand County Almanac: with essays on conservation from Round
River, New York, Ballantine Books.
Schumacher, E.F. (1993) Small is beautiful: a study of economics as if people
mattered, London, Vintage.
Online Sources
• Convention on Biological Diversity www.cbd.int
• UN Agenda 21
http://www.unep.org/Documents.Multilingual/Default.asp?DocumentID=52
• World Watch Institute www.worldwatch.org
• International Journal of SD
http://www.inderscience.com/jhome.php?jcode=ijsd
• Sustainable Scotland
www.scotland.gov.uk/Topics/Environment/SustainableDevelopment
• Sustainable Scotland Network: http://www.sustainable-scotland.net/
• Transition Scotland: http://www.transitionscotland.org/
• International Institute for Environment and Development (IIED) publications:
http://www.iied.org/pubs/
• Department of Energy and Climate Change (DECC): http://www.decc.gov.uk/
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4. Goals and Principles of the SD Programme
THE
OVERALL GOAL OF THE
SD PROGRAMME
IS TO ENABLE STUDENTS TO CRITICALLY
INTERROGATE THE PRINCIPLES, PRACTICE AND PLURALITY OF SUSTAINABLE DEVELOPMENT
UNDERSTANDINGS,
AND
SO
TO
CONTRIBUTE
TO
THE
EVOLUTION
OF
INNOVATIVE,
INTERDISCIPLINARY THINKING AND ACTION IN THIS AREA
The SD programme is interdisciplinary in its nature, spanning across and bridging the Social
Sciences, the Natural Sciences and the Arts and Humanities. This programme is not rooted in
any specific discipline but provides a flexible structure within which students can pursue
their own individual interests through the pathway systems. It is a research-orientated
programme that encourages problem-based learning and cultivate intellectual rigor in the
identification, investigation and resolution of questions and problems.
Programme Aims:
1. To offer a research-orientated degree in Sustainable Development that prepares
graduates for both higher level academic study and employment in the dynamic information
economy
2. To prepare students who can evaluate both qualitative and quantitative information;
formulate relevant questions; undertake independent projects; and present information
clearly and convincingly in a variety of formats
3. To produce graduates who:
a. understand and critically evaluate different perspectives on, and approaches to SD;
b. bring an appreciation of the value of different ways of knowing;
c. approach problems and their solutions from an holistic, systems-thinking perspective,
while also
d. have specialist expertise that emerges from a more limited number of sub-disciplinary
fields developed through the pathway system.
4. To foster and develop critical understanding of the root cause of problems facing today’s
society and environment.
Learning outcomes:

Capacity for holistic and interdisciplinary thinking within and across ecological,
social and economic realms;

Broad and well developed set of transferable skills and independent
competences that will provide them with the ability to critically engage, understand,
interrogate, undertake and report on research on current world problems while also
enhance students’ strong record of employability;

Module specific skills, including the abilities to think critically; manage complex
data sets; work unsupervised as part of a team and individually; develop and undertake
research using a range of approaches and methods;

Expertise in integrating, analysing and synthesising information from a range of
sources, gained by working with complex environments and issues;
10

Ability to be flexible and capability to adapt quickly to changing and different
environments;

Confidence and initiative to be able to deal with the “unexpected”.
Distinctive features of the SD degree programme:
The SD Programme is designed and run along six main principles, each of which is expanded
briefly below:
1)
Critical interrogation of what “Sustainable Development” is
2)
Research-Led
3)
Interdisciplinarity
4)
‘Transformative’ rather than ‘transmissive’ education
5)
Academia as if the world matters!
6)
Local focus and global perspective
1.
Critical interrogation of what “Sustainable Development” is
The SD Programme encourages students to critically interrogate the principles, practice and
plurality of sustainable development and so to contribute to the evolution of innovative,
interdisciplinary thinking and action in this area. SD requires a new way of thinking that
combines sound science with humanistic critical thinking to address wicked problems and
develop holistic strategies for the future. This perspective runs throughout every module on
the Programme.
2.
Research-Led
The SD degree is research-orientated; promotes problem-based learning and cultivates
rigour in the intellectual identification, investigation and resolution of questions and
problems. The programme academically explore the development of new knowledge and
new forms of knowledge that can help us understand better and address the complex
wicked problems facing us today, and practically investigate new forms of relationship
between knowledge and society.
3.
Interdisciplinarity
The Programme unique interdisciplinary nature is enhanced by the different disciplinary
backgrounds and research interests of the SD core members of staff; by the involvement of
11 Schools across the University in SD modules teaching; and by the heterogeneous group of
students that come to sit together in the same class, as a result of the nature of the Scottish
University system.
However, interdisciplinarity means more than being exposed to different academic
disciplines. It is an approach in which different academic perspectives; different ways of
knowing, and different forms of knowledge (e.g. academic, practitioner, indigenous) are
acknowledged, valued and respected. Interdisciplinary learning is often more complex and
11
challenging, and requires a greater learning effort. But it is also more exciting since it opens
up new intellectual avenues to explore. You may find that some parts of the Programme are
more difficult for you than others, because interdisciplinary learning expands your horizons
often beyond the limits of your comfort zones. Whilst we hope that you will learn something
new and unexpected through the core SD modules, we have designed the Programme so
that you have some some freedom to pursue your own interests within your chosen partner
discipline, as well as through specific assessments like, for example, seminars, review essay,
and dissertation. You may also think that a few lectures are ‘too easy’ because they relate to
your partner subject area. We hope that you will take the opportunity to expand your
readings in these areas and think more deeply on the links between your partner discipline
and SD. Remember that SD classes are composed of heterogeneous groups of students and
that the specialisation of SD students increases with progression. Again, the Programme is
designed to recognise these developing skills and to enhance peer learning as part of the
learning process.
Interdisciplinarity:
Schools contributing to SD teaching
Management
Biological
Sciences
Economics and
Finance
International
Relations
Chemistry
Film Studies,
Philosophy and
Social
Anthropology
Geography and
Geosciences
Divinity
Medicine
History
External experts
4.
Estates
Art
History
‘Transformative’ rather than ‘transmissive’ education
Education for sustainability is itself a field of study and innovation. If undertaken
wholeheartedly, it should offer a whole new educational paradigm: “[O]ne which helps
sustain the ‘whole person’, communities, and the environment” (Sterling 2004). The goal of
consciously shifting to education for sustainable development is to escape the mechanistic
and reductionist form of managerial learning for economically derived goals and move
towards a form of learning that is suitable for understanding and responding to complex,
interdependent world systems. This means a shift from transmissive towards transformative
12
learning. It means ‘education for sustainability’ as opposed to ‘gaining knowledge about
sustainability’. You are asked to respect the diverse skills and knowledge sets of your fellow
students and the diverse knowledge and communication strategies of your lecturers, and to
be open to be challenged!
5.
Academia as if the world matters!
Over the last few centuries the relationship between academia and practice has changed
constantly. Maintaining an appropriate balance and healthy relationship between theory
and practice is a real challenge for the field of study of sustainable development. We need to
always ask why we act. Then answer: how? Where? When? We reflect in sustainable
development on our roles – are we academics, activists or advocates? Does our position
reconcile with our responsibilities? Different academic disciplines, regions and areas of
practice can have very different ways of linking theory and practice. For example, by
necessity academics in developing countries have often been more flexible and engaged
with applied projects as well as academic debate. In sustainable development we reflect
upon this and ensure we are academically rigorous but strive to make the connections that
enable theory to transfer to practice on the ground. One way in which we work with you as
students to help you develop your own balance between theory and practice is by providing
breadth and scope of theory and by providing multiple skills through the diverse assessment
matrix in the SD Programme. You can also create your own links through your chosen SD
Pathway.
Throughout the SD core modules, across all years, you will be confronted with assessments
that ask you to engage with the wider community. An additional aspect of our studies is the
development of a contemporary issues matrix for sustainable development, to define ‘what’
exactly this topic area comprises. We have taken DEFRA Sustainable Development areas,
which are interconnected and overlapping, and defined some cross cutting themes across
these. We ensure that modules have appropriate cover across this matrix.
Sustainable Development Contemporary Issues Matrix
Priority areas (from DEFRA):
Cross cutting themes:
Sustainable production and
consumption
Natural resource protection and
environmental enhancement
Building sustainable communities
Research and education
Climate change and energy
Values, philosophies and ethics
Gender and equity
Policy, decision making and
governance
Changing behaviour
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6.
Maintaining local focus and global perspective
In the SD Programme, we recognise the adage “Think globally, act locally”. We understand
the environmental limits of our planet through an appreciation of the ecology, ecosystems,
biogeochemical cycling and atmospheric interactions. But we also acknowledge that our
actions impact also on other societies within our globalised world. Hence within the SD
Programme we strive to ensure a balance of local case studies and examples, focusing on
sustainable development issues and solutions at the local level, starting for example from
the University of St Andrews, St Andrews, Fife and Scotland, with case studies exploring
other national perspectives and international and global issues. This principle allows us to
explore the consequences of scale and diversity. We examine some of the impacts of our
individual actions and citizenship at different points in the Programme.
Sustainable Development at St Andrews
The University has a commitment to sustainable development that is driven through
academic programmes, Estates, staff, senior management and the students themselves. The
University has a Sustainable Development Strategy which indicates a commitment to
improve environmental management, particularly energy efficiency, and to address social
and economic issues. The strategy can be viewed at:
http://www.standrews.ac.uk/environment/importantinfo/sdstrategy/
Estates is currently pioneering approaches in campus sustainability in higher education
institutions across Scotland, with initiatives to reduce energy use, alter travel habits,
increase recycling and manage other resources more effectively. There is strong
participation from students in sustainability activities with an active student cohort
represented by several relevant societies with a string of successful campaigns behind them.
For example, students were instrumental in the successful drive to become a Fairtrade
University and in increasing ethical investment by the University. A student project,
StAndReuse, was awarded the first prize in the Scottish Waste and Resources awards. In
2009 a group of students launched the Transition University at St. Andrews, an initiative that
also involves both academic and non-academic staff and that was awarded substantial
funding from the Scottish Government’s Climate Challenge Fund. For more details and to be
involved, visit: http://www.st-andrews.ac.uk/students/advice/greenliving/greentransition/
Finally, the St Andrews Sustainability Institute (SASI)is coordinating research around the
sustainability agenda and developing the postgraduate programme proposals. Through SASI,
we have also established a very successful Masters degree in sustainable development:
http://www.st-andrews.ac.uk/sasi/teaching/msc/
14
5. Financial Management during your degree
We appreciate that many students face financial difficulties whilst attending University. The
Department does its best to ease that burden by providing many materials free of charge,
and by subsidising field courses as far as resources allow. However, as stressed in the
Undergraduate Handbook, there are unavoidable costs associated with the SD programme,
and you should budget for these.
Notably, SG 3201-2-3-4 modules have at their core a compulsory residential field class which
takes place at the beginning of Semester 2 in JH year. The Department subsidises the cost of
this course, but you should budget for an additional sum for additional expenses and/or your
personal use while in the field. For AY 2014-15 SH will have a dissertation field-class at the
Burn (5-6 December) that the Department subsidizes to a great extent, but for which we are
asking a contribution of £20 per student towards the costs of transport. Some Honours
Options Modules also include short field visits and will require a modest payment for
transport & subsistence. The Department operates a hardship fund to assist those students
who have real financial difficulty in meeting the cost of the obligatory fieldtrip. The
evaluation of need is undertaken by Student Support Services, who then advise the
Department. Students wishing to avail themselves of this should contact the respective
module or years coordinators in the first instance.
Honours students should also budget for costs that will be incurred during the research
process for their dissertation. The Department does not have the resources to subsidise
dissertation fieldwork directly and is unable to cover associated travel or residential costs,
although it can help with equipment and facilities. Nor can it cover the costs of producing
copies of your dissertation. Students have a huge choice in the location and methods of
their research. First class dissertations have been written on students’ home towns (e.g.
Edinburgh) and poor dissertations have been written on some very exotic locations, and vice
versa. Finance may dictate your choice of study location and/or you might wish to seek to
win funding or earn cash to finance a more expensive programme of research by planning
ahead from the start of Semester 1 of JH. Regardless of location, all research projects will
bear a cost in terms of materials used (e.g. printing of questionnaires, camping at the field
site etc.) and in terms of the production of the dissertation. One copy of your dissertation
becomes the property of the Department (we keep all first class and 2:1 dissertations, and
others may be collected after graduation). You may want to budget for additional copies for
family and/or agents and agencies that helped you do the work. Multiple copying and
binding alone may cost upwards of £100.
15
6. Structure of the SD Programme
The SD Programme is unusual within the University in that: (a) it is a single-honours degree
only. It does not offer joint degrees but allows space for some degree of specialization, as it
is explained better below; (b) staff from a total of twelve Schools plus Estate teach on the
Programme; (c) The SD Programme is designed to provide approximately half of the credits
required for the degree in SD in core SD subjects, with the remainder made up from partner
disciplines. This enables you to explore SD issues in an interdisciplinary environment whilst
developing the academic skills and expertise in a discipline area that is considered to be
necessary at undergraduate level. This structure ensures discipline excellence and promotes
a critical perspective. Additional teaching is undertaken by occasional external experts as
appropriate.
Intention to take modules only or whole Programme
Students who register for or intend to register for the SD Programme as their degree
intention (MA or BSc) take all of the core SD modules as described below. Students also have
the option to take selected modules as options within another degree programme.
Subhonours modules (SD1001, SD1003, SD2001 and SD2002) are open to students with
other degree intentions (provided they meet the requisites). SD core honours modules (SG
3201, SG 3202, SG 3203, SG 3204, SG 4121; SG 4222; SG 4223; SG 4224, and SD 4299) are
only open to students registered for the SD Programme. If you are considering change your
degree intention, you should discuss your options with the SD Honours Adviser.
Sub-Honours Structure and core modules
First year
Second Year
Semester 1
Semester 2
SD1001 (20
credits)
SD1003
+ at least one
partner subject
SD2001 (30
credits)
+ partner subject
(20 credits)
+ at least one partner
subject
SD2002
(30 credits)
+ partner subject
SD1001 and SD1003 provide an introduction to the issues facing our society and suggest
directions along which we could head for a more sustainable future. SD2001 focuses in more
detail on the environmental and ecological aspects of sustainable development. The module
begins with an introduction to ecosystems and examines anthropogenic impacts on the
environment, then explores mechanisms for environmental management and conservation.
16
SD2002 investigates social and economic aspects of sustainable development. It critiques
our definitions and understandings of sustainable development, investigates the historical
development and context of the paradigm, explores its implementation in a management
and economic context, examines issues relating to social justice and security and finally
incorporates a critical view on development and cultural understanding from an
anthropological perspective.
Please refer to individual modules handbooks for more detailed information.
SD Honours Structure and core modules
In the AY 2011-12 the SD core team, together with colleagues from other schools
contributing teaching to the SD programme, and in response to students’ and staff’s
suggestions, have undertaken a thorough revision of the SD honours curriculum and
suggested some key changes. The proposed changed, and the rationale behind them, were
submitted to the University procedures for Programme amendments, which includes a
process of consultation with students, at the end of which the new SD honours curriculum
was approved. The rationale behind these changes is:
 To enhance the programme's provision of research methods and analysis skills training
through dedicated modules;
 To widen the choice of option modules for honours students:
 To provide SD-badged Honours option modules, not currently offered
After a successful implementation of the full new honours curriculum in AY 2013-14, for AY
2014-15 all core honours modules have been re-coded as ‘SG’ to reflect the fact that these
modules are co-delivered by Geography and SD staff, and cover core issues in Social and
Physical Sciences research methods and analysis. This means that in any SG-coded module
you will be sharing the class with GG colleagues. Experience tells us that this helps the
interdisciplinary character of the programme, and stimulates engaging and lively scholarly
debates that enrich and enhance your learning experience.
Honours Structure and core modules
3rd
year
Semester 1
Semester 2-
60 credits option
modules
SG3201 Research
Design and Methodology
Training (60 credits)
or
SG3202 Research
Design and Methodology
Training (30) credits
or
SG3203Research
Design and Methodology
Training (50)
or
SG 3204 Method,
17
Entire year
Field, Data: Research Training
(40)
Plus (if required)
20 or 30 credits in options
modules from partner subjects
4th
year
Semester 1
Semester 2
Entire year
SG 4221
Review Essay
(20) (Elective)
If options not taken in first
Semester, 20 or 30 credits in
options here
SD4299
Dissertation
in SD (60)
And
1 of the
following 20
credits:
SG4222
Advanced
Qualitative
Analysis
or
SG4223
Advanced
Quantitative
Analysis
or
SG4224
Advanced Topics
in Physical
Sciences
Plus
20 or 30 credits
from other
option modules
from SD and or
partner subjects
in either
Semester
18
Developing from a broad introduction to the field of studies at first and second year, at
Honours levels you will move on to specialise in your chosen sub-disciplinary areas and
hence towards increasingly advanced training in research and analysis skills.
In Semester 1 of JH you will take three 20-credit option modules from a range of options
offered in the department (both SD and/or SG coded) and partner subjects. Please note:
there is no minimum requirement for SD option modules, to allow for maximum flexibility
and students’ choice. You will thereby focus on substantive content, studying what appeals
to you and gaining a solid grounding in the science and debates that will form the basis of
your own advanced research investigations.
In Semester Two of JH, the focus moves to research for Sustainable Development which is
inherently interdisciplinary via a module that gives you training in multiple aspects of the
process of interdisciplinary research (methodology, epistemology, and analytical techniques)
through problem-based learning. The focus is on research design and data collection, with
some emphasis on analysis and writing. All students will undertake an assessment that
requires them to produce a detailed research proposal. Most use this opportunity to design
the project they intend to research for their dissertation. Ideas for dissertation projects will
emerge from your options modules, reading and interests. In addition, members of faculty
often advertise projects that they are interested to supervise as student projects.
Furthermore, the DGSD encourages students to consider developing a ‘partnership
dissertation’ via the OPPEn the University of St Andrews initiative. These dissertations are codesigned and implemented with the support of external community, non-governmental,
governmental or private sector organisations. See the OPPEn website for details:
http://www.st-andrews.ac.uk/oppen/
Whilst we do not require you to use the summer vacation to work on your dissertation, this
structure prepares you adequately should you wish to use the summer vacation to collect
data for your dissertation. Please note: the DGSD does not offer option modules in term
two.
In Semester One of SH, students will move to higher (4000) level study through (a) the
independent Review Essay and (b) Advanced Analysis exploring analytical methods via
substantive content. The former is elective and can be supervised by lecturers within or
outwith the D-GSD, thus providing an additional opportunity for students to pursue their
specific interests through the pathway system. The latter is compulsory to ensure rigorous
training in analytical skills which is essential for the development of dissertation and
represents an important transferable skill. In this semester, students will also have a
dedicated space to debate, discuss and share ideas about the dissertation process, which
runs throughout the full year and allows flexibility to spread the students’ workload over two
terms. This will include a fieldclass to the Burn on 5-6th December 2015.
Semester Two of SH is primarily dedicated to the independent dissertation research project
which is the epitome of a research orientated degree. Students who have not taken all their
credits from partner subjects in Semester One have the option of doing so now. When they
reach Semester Two of SH, students will have completed all courses related to substantive
content and all courses related to research design, methods and analysis. They will have had
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opportunity (and credit) to design their project, and will be given a dedicated semester to
complete it. They will thus be well placed and prepared to complete this module to the best
of their abilities through focused study, without having to balance numerous competing
academic demands. This 60-credit module will have a significant impact on the final degree
result, and this is appropriate given the structure and aims of the degree.
Table 1. Core modules. Term 2
Code
SG3201
SG3202
SG3203
SG 3204
SG4221
SG4222
SG4223
SG4224
SD4299
Name
Research Design and Methodology Training
Research Design And Methodology Training
Research Design And Methodology Training
Method, Field Data: Research Training
Review Essay
Advanced Qualitative Analysis
Advanced Quantitative Analysis
Advance Topics in in Physical Sciences
Dissertation in Sustainable Development
Credits
60
30
50
40
20
20
20
20
60
Please note:
 The list of option modules available in DGSD changes every year
 All option modules in the DGSD will be offered every other year
 All option modules in the DGSD are offered in Semester 1
 There is no minimum requirement for SD modules.
Students can choose to take these credits both within and outwith the SD programme, from
a range of options within their partner subjects and/or a selection of modules for which SD
2000 level modules represent alternative pre-requisites. For the full list of option modules
available to SD students –both within the DGSD and outside it- please see pag 12.6 of 201415 Course Catalogue:
http://www.st-andrews.ac.uk/media/publications/coursecatalogue/undergraduate/20142015/programmerequirements2014-2015/geogeoall-prog%20req.pdf
Research Methods Training Modules:
SG 3201 (60 credits); SG 3202 (30 credits); SG 3203 (50 credits); SG 3204 (40 credits)
The provision of research methods training occupies a pivotal position in the new field-based
research-orientated SD degree. The modules provide the transferable skills necessary for
undertaking dissertation research; for work as research postgraduates and/or as
professional employees beyond graduation. The modules introduce students to the
principal epistemological and theoretical foundations of rigorous academic research placing
these in the context of the broad empirical questions that the field of SD addresses. The
different permutations are designed to allow maximum flexibility to fit students’ choice of
partner subjects and credit needs. Opportunity for choice and streaming is available in
problem-based learning units that focus on the application of specific methods to empirical
questions. These units include quantitative, qualitative and physical science research
methods. You have the opportunity to choose and combine these units according to what is
20
most suitable for your –especially in view of your dissertation project. A key shared feature
of the modules –and the only compulsory unit- is a residential field class where students are
mentored through the design and implementation of an empirical research project. This
module culminates in the production of an independent proposal for original research that
may form the basis of students Senior Honours dissertation.
Internal Structure of SG3201 (60 credits); SG3202 (30 credits); SG3203 (50 credits); SG 3204
(40 credits)
10 credits
10 credits
10 credits
20 (10+10)
credits
20 (10
credits
fieldwork +
10 credits
assessment)
UNIT 1: Interdisciplinary Research Design and Methodology
UNIT 2a: Quantitative Methods for Social Science
UNIT 2b: Qualitative Methods for Social Science
UNIT 3: Research Methods in the Physical Science
UNIT 4: Field Class (compulsory)
SG3201 (60 credits) = Units 1, 4 + 30 additional credits from units 2a, 2b, or 3.
SG3202 (30 credits) = Units 1 and 4.
SG 3203 (50 credits) = Units 1 and 4 plus two from any other 10 credits units
SG 3204 (40 credits) = Units 1 and 4, plus one from any other 10 credits units
SH Modules
All modules at fourth year represent a point of marked progression in the programme and
can only be taken by SH students. The common features of progression in these modules
are: an increased degree of independent study; the development of critical and analytical
skills; the facilitation of students’ ability to work with and analyse empirical data; the
facilitation of a considerable degree of choice/specialisation in research orientation.
SG4221 Review Essay (20 credits)-Elective. This is a 20-credit module that presents students
with an exciting opportunity to undertake critical assessment of a topic that arises from
their particular interests in the field of SD. Built around an independent Review Essay, it
facilitates students’ ability to critically analyze published scientific research, perceiving its
provenance, evaluating its claims and utility, and understanding the science that lies behind
its findings. Students are required to identify and review a body of literature in the field of
SD related to one aspects of the field visit, above and beyond the topics covered in
Honours option modules.
The module assessment comprises a critical review essay of no more than 7000 words; there
is no exam. Your essay will explain and frame the chosen topic, and will describe and
evaluate the scholarship and the claims within that field. The review essay is largely an
independent piece of work, but in addition to introductory and support classes for the entire
21
SG 4221 class, you will also have a personal supervisor who will give you guidance on how to
develop and structure your review essay.
To facilitate student choice there are three possible models for the review essay. Students
will receive the same level of supervision and support whichever model they choose, but you
should carefully consider the implications of your choice of model, as explained below:
(i) Model one: essay topic emerges from a 3000-level option module being taught in the
same semester as SG4221. In addition to receiving the requisite level of supervision
associated with SG 4221, students taking this approach have the opportunity to sit in on
classes and seminars associated with the related option (enabling additional stimulus and
peer interaction, and ensuring that the requirement to obtain 4000-level credits does not
prevent access to a module which interests you). In addition, the option module coordinator
may become your supervisor, giving you the benefit of working with an expert in the field. In
preparing your 7000-word essay, you will be expected to extend your research
independently well beyond the scope and references provided by the optional module.
(ii) Model two: essay topic matches the interests of a staff member running a 3000-level
module in the same semester as SG 4221. This gives students the freedom to investigate a
sub-disciplinary area that is not covered in-depth within the St Andrews curriculum, but does
not offer the opportunity of attending a related supporting class. Students will identify a
topic that is of interest to a member of staff who is teaching in the same semester as SG
4221. Supervisors will therefore have some interest and expertise in your chosen area and
will offer advice on topic framing and initial literature; you then develop your research
largely independently and prepare your 7000-word essay.
(iii)
Model three: essay topic is unrelated to available options modules, or emerges
from a module run in the previous year. This model provides students with the opportunity
to explore a topic that is not addressed in a simultaneous option module but which they
have become particularly interested in, either as a result of a module taken in their Junior
Honours year or from their own independent reading & experience. In this model, students
trade free choice to tackle a sub-disciplinary area that is not covered in-depth within the St
Andrews curriculum, against the opportunity to attend a related supporting class, and the
opportunity to have a supervisor who is an expert in the field. Students will be allocated an
available supervisor who will provide support and advice about constructing a review essay
but who may not be familiar with the detail of the chosen topic.
Please note: This module is “elective” and plays an important role in facilitating student
choice in a flexible programme.
SG 4222; SG 4223; SG 4224 Advanced Analysis (20 credits). The advanced analysis modules
constitute a careful and mutually reinforcing mix of both substantive material and research
22
training. They build upon knowledge and skills gained in both the ‘Options’ and ‘Research
Methods’ modules and help students better conceive and undertake the tasks that lie ahead
in their own dissertations. They have the following benefits and features:
1. Enable progression in research training, allowing advanced laboratory work, advanced
statistical training and advanced analysis that provide:

Tailored skills specific to the student’s choice of research design (qualitative or
quantitative)

Thorough preparation for the dissertation

Transferable skills for future employment
2. Through their emphasis on the analytical stages of research, they provide progression
from the focus in the methods training modules (SG3201, SG3202, SG3203 and SG 3204) on
data collection.
Semester Two of SH is primarily dedicated to the independent dissertation research project.
SD4299 is a 60 credits year- long module in which students carry out an independent
research dissertation on a topic of their choice under supervision of a supervisor of their
choice within their partner discipline area, with the aid also of support structures run by the
core SD staff. This 60-credit module will have a significant impact on the final degree result,
and this is appropriate given the structure and aims of the degree. Please note: SD 4299 is a
year-long module hence there is flexibility (and we encourage you) to spread your workload
over two terms.
Please refer to individual modules handbooks for more detailed information.
Pathways in the Sustainable Development Programme
Students taking a Sustainable Development degree can choose one of a number of Pathways
to focus on a particular area of interest, and specialize in a partner discipline along with SD.
You should identify from First year your chosen partner discipline– in many cases you can
choose two options in first semester and decide after that semester which you wish to
pursue further. There is no Joint Honours with Sustainable Development because SD is an
interdisciplinary degree with partner subject – a very different model from the usual degree
Programme. The SD Programme is designed to offer more flexibility than a rigid approach
would allow. The partner discipline model allows a student to specialise in a single discipline,
to take advantage of the interdisciplinary SD learning but to still take one or more additional
modules related to a specific pathway. Please note: (a) Most honours modules in the various
schools require 1-2000 level passes in their given subject because it is important to have the
necessary preparatory background. (b) This is why we employ the partner discipline system.
(c) However, there are some modules for which it has been agree that SD1-2000 modules
are sufficient to take the given 3-4000 level class in other Schools. Every degree programme
has specific entry requisites, so to be able to access honours modules in other degree
programme, you have to make sure you have these specific pre-requisites. Discuss this issue
with your adviser from year 1! See also Advising and Progression below for details.
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7. Advising and Progression
Requirements for SD Programme degrees
For details of all credit requirements see course catalogue:
http://www.st-andrews.ac.uk/students/academic/Coursecatalogue/.
There are specific detailed requirements in addition to the general requirements laid out
below.
Credit requirements – entry into second year
Entry into second year is dependent on a pass in SD1001 and SD1003 and at least 80 credits
in total, but normally 120 to be on track to entry to Honours.
Credit requirements – entry to SD Honours
The DGSD operates an uniform entry to honours system that is compliant with the
University’s general policy. http://www.st-andrews.ac.uk/media/teaching-andlearning/policies/honoursentry.pdf
For details of the DGSD policy – see the DGSD UG Handbook
Credit requirements – Honours degree
Honours students must obtain 480 credits over four (not more than five) years of study. 240
credits must be at 3000 level and above with at least 90 credits at 4000 level.
Credit requirements – General degree
Students who do not gain access to the Honours Programme can still take selected SD
modules as part of a general degree.
Matriculation
All students must matriculate each academic session to allow them to continue with their
studies and attend classes.
Undergraduate students are expected to matriculate during Pre-Sessional Week before
Semester commences. Full details of the Matriculation Policy can be accessed at:
http://www.st-andrews.ac.uk/students/rules/matriculation/failuretoregisterpolicyugandpgt/
Other Information: In the case of students who spend part of the Honours programme
abroad on a recognised Exchange Scheme, the Programme Requirements will be amended
to take into account courses taken while abroad.
24
Sustainable Development - Single Honours B.Sc. or M.A.
First Year:
20 credits: SD1001 or SD1003;
Sufficient credits from 1000-level modules in a partner subject to permit progression to
2000-level (see accompanying list).
Second Year:60 credits: SD2001 and SD2002 – with passes at grade 11 or better in both;
Sufficient 2000-level credits in the partner subject with pass(es) at the required grade to
permit entry to Honours. (Exceptions to this may only be made with the permission of the
Director of Teaching.)
Third Year:
Between 30 and 60 credits: SG3201 - SG3204;
Up to 60 credits: SD3220 - SD3295; SG3220- SG3295;
Further credits: 3000- or 4000-level modules in partner subject(s), if necessary, to a total of
120 for the Year.
Fourth Year:
20 credits: SG4221- SG4289; SD4221- SD4289
60 credits: SD4299;
Further credits: 3000- or 4000-level modules in partner subject(s) to a total of 120 for the
Year
Partner Subjects agreed for 2014-15:
Biology, Chemistry, Computer Science, English, Film Studies, Geography, History,
International Relations, Management, Mathematics & Statistics, Modern Languages,
Psychology, Social Anthropology (only for certain modules and only if space available).
Partner Subjects are drawn from those schools and departments across the University which
have agreed to partner with Sustainable Development and thus allow SD students to access
Honours modules, provided they meet the Honours entry requirement for that subject. SD
students will gain access to these modules via the SD Honours Adviser and the Honours
Adviser for each subject, who will be able to explain any relevant exceptions to the above.
Additionally to the ‘Partner Subject’ arrangements above, there are also modules available
to all students who have achieved Honours entry in Sustainable Development. Please see for
details both individual School listings and the course catalogue:
http://www.st-andrews.ac.uk/media/publications/coursecatalogue/undergraduate/20142015/programmerequirements2014-2015/geogeoall-prog%20req.pdf
Personal Details
You are responsible for ensuring that your contact details are kept up to date. You may do
this at anytime during the year via your E-vision account which can be accessed from
https://e-vision.st-andrews.ac.uk/
25
Progression Thresholds and Advising Procedures
For further information about progression thresholds and all questions related to advising
procedures, please see the DGSD Undergraduate Handbook.
Please note: You must keep your ‘personal details’ page updated on an on-going basis
throughout the academic year but it is especially important to do so before ‘Advising’ at the
start of Semester One. If this is not done, you will not be considered to be fully matriculated
and may have difficulty accessing some University services such as library borrowing facilities
and may not be issued with your ID card. All fields within the Personal Details page will have
been re-set awaiting update for the new session. Even if you have already updated your
details you must: (a) go into the web page a day before advising; (b) ensure that all fields are
updated; and (c) press the SUBMIT button and check that your “Personal Details Status” at
the top of the web page is set to “COMPLETE”. If it is not, you will experience matriculation
difficulties. Please remember that it will take 24 hours to update University system.
Access your on-line records at:
https://isaint.st-andrews.ac.uk/uPortal/render.userLayoutRootNode.uP
Senate Regulations
You should make yourself aware of the Senate Regulations and the key Codes of Practice and
Rules that govern your studies and behaviour in St Andrews. These are all available on the
University web page under the Sections on Academic Matters and Rules and Regulations.
THE ‘ACADEMIC ALERT’ SYSTEM
Academic Alerts are a way of helping students who are having trouble coping with their
studies; such as missing deadlines for handing in work, or missing compulsory tutorials. See
DGSD UG Handbook for further details.
Performance
You are expected to achieve a minimum threshold of performance. Throughout the
semester, regular attendance at lectures is required and attendance at tutorials, field
classes and seminars is compulsory. For further details see the DGSD UG handbook.
26
8. Teaching, Learning and Assessment
Philosophy of teaching and learning
The philosophy of teaching and learning is largely explained in the introductory section
describing the principles by which the SD Programme is run. Learning is cumulative and
progressive. Throughout the Programme we build on knowledge introduced in earlier
classes; this is known as spiral learning. We also aim to develop your transferable skills
through a range of assessments which build in complexity and which, over the course of the
Programme, are designed to equip you with a range of skills to address sustainability issues,
theoretically and through career options. Independent research is employed to facilitate
your development and understanding and to permit you to explore your areas of particular
interest. Reflecting on and practising interdisciplinarity is an integral part of the degree
programme.
Teaching and Research
One special element of teaching at a University is that teaching is informed by research. This
is particularly so in the case of the SD Programme because so many staff are teaching, even
at sub-honours level, in their areas of research interest and expertise. You will find that
some of the module contents changes annually to reflect research responses to
sustainability issues.
A further aspect of teaching for sustainable development is that many staff are running
participatory classes and activities and are constantly reflecting on lessons learnt. We are
consciously investigating the challenges and advantages of interdisciplinary teaching and
learning. We are thus also engaged in research and reflection on our own teaching and
learning.
Ethics
Ethical behaviour is an important transferable skill. We expect, encourage and train students
to act ethically in all their learning activities. Institutional ethical clearance for research is
one element of this broader commitment to ethical behaviour, but it is a significant one. All
research in the School of Geography and Geosciences requires ethical clearance before it can
begin. ALL students undertaking data collection for their dissertation must engage with the
School Ethics Committee protocols (even if only to declare formally that their research has
no ethical implications). For further details, please see the DGSD UG Handbook and the
‘Virtual office’ moodle site (“GGADMIN Virtual Office - students”).
Submission of Coursework
There is a standard procedure for submitting work across all modules and programmes in
DGSD. Please refer to the DGSD UG handbook – and comply with instructions given there.
Problems meeting submission deadlines, completing work, or producing work to the best
of your ability
27
Students facing genuine difficulties will be accommodated by the DGSD. Please refer to the
DGSD handbook for further information. Three entries are of relevance to students facing
difficulties with submission of work: (1) “Extensions to submission deadlines”, (2) “Deferred
Assessment” and, (3) “S-Coding” (for honours students only).
Penalties for lateness, presentation and over length work
All required continuous assessment work must be completed (i.e. tests undertaken, oral
presentations delivered, posters presented and written work submitted) on the appointed
day and at the appointed time. All submitted work must comply with “the general standards
for submitted work”. All Submitted work must conform to the word limits specified in any
given module for a given piece of work. Note: DGSD does not operate the ‘10% leeway’ rule
that prevails in some other Schools. For information on deadlines and word length – please
see the relevant module handbook. For full information about penalties for lateness,
presentation and over length work – please see the DGSD UG handbook.
Feedback on coursework and exam performance
You are entitled to receive routine feedback on any work that you have submitted. Feedback
will give you advice to help you improve your learning and future performance. For full
details on the feedback policy see DGSD UG handbook.
General Procedures for Marking, Audit and Quality Assurance
Module coordinators provide you with lists of relevant reading and clear statements about
the nature and goals of assessment. The DGSD operates a set of Universal marking, audit
and quality assurance procedures – these are detailed in the DGSD UG Handbook
Grade-Related Criteria (GRC) for individual pieces of assessed work
The DGSD employs a series of common GRC for all pieces of assessed work. The GRCs used
for sub-honours work are slightly different from those used for honours work, reflecting the
standards expected of students at different levels. The main GRC used for most written work
are published in the DGSD UG handbook, as are those used for work based on statistical
tests. Where criteria differ (in order to better reflect the learning objectives of a given
module) bespoke GRCs will be published in the relevant module handbook.
DGSD policy is that students should be given both a grade and a written explanation of that
grade.
STUDENTS’ RESPONSIBILITIES FOR THEIR OWN LEARNING
General Introduction
Higher education is not mandatory; it is an opportunity, not a chore. Thus while we do our
best to provide a stimulating and challenging programme of study, ultimately the aims and
outcomes stated above can only ever be achieved if you take proper responsibility for your
own learning. Please see the DGSD UG handbook for detail of the “student contract”
28
Reading and study skills
Studying at university is very different from studying at school. At university the focus is on
you; you will be expected to study on your own much more than you may have been used
to. The DGSD UG handbook offers some useful advice on study and reading skills.
Time Scheduling
Time scheduling will be important to allow you to fit in a 40 hour study week. The DGSD UG
handbook offers useful advice on time scheduling and time management.
9. Prizes
The SD Programme is gradually acquiring prizes to be awarded to outstanding students. It
will also nominate some students for external recognition. These prizes are of only limited
financial value but show that we appreciate the value of some of the work that you do –
some of which is ground breaking, since you are attending a unique academic Programme
that critically engages with the concept of sustainable development in an interdisciplinary
manner. Of course, such achievements can also be cited in CVs and at job interviews.
The Stephen Sterling Student Prize
This prize will be awarded to the SD student graduating largely on the basis of grades but
also on contribution to SD, progress made within the degree and other relevant criteria.
Sustainable Development Student Prize
Awarded to the runner up student, with particular attention to impact of work and extracurricular activities.
Sustainable Development Citizenship Prize
Awarded to the student contributing most to their class, Programme, University and the
wider community.
Sustainable Development Dissertation Prize
This prize will be awarded for the top SD dissertation. In addition, Highly Commended
certificates may be provided to other dissertations demonstrating excellence.
University Prizes
Deans’ List
An annual award for academic excellence, promoted by the four Deans of the University,
was introduced in academic year 2007-08. Undergraduate students who achieve an
outstanding overall result in the course of an academic year have their names inscribed on
the Deans’ List, an honour which will also appear on your University transcript. The criteria
for the award are strict. Only students taking no fewer than 120 credits counting towards an
approved degree programme over the course of an academic year will be eligible and all
29
credits have to be taken within the four Faculties of the University of St Andrews. Study
abroad is excluded from the scheme, although incoming students from other universities will
be eligible provided they meet all other criteria.
Any student who meets all the criteria and who obtains a credit-weighted mean grade of
16.5 or above for the year will be recorded on the Deans’ List. The rules will be adapted for
part-time students, who must achieve the minimum credit-weighted mean of 16.5 in 120
credits taken part-time over no more than three academic sessions.
Full details of all the criteria and conditions for the Deans List are available at:
http://www.st-andrews.ac.uk/schools/contacts/prodeans/deanslist/
The Miller Prize:
The School will also submit the name of any student obtaining an outstanding First Class
Honours degree to the Faculty of Arts or Science, as appropriate, as a candidate for this
award.
External Awards
The Programme will also submit really outstandingly good dissertations or other work to any
relevant national or international competition, with the agreement of the student
concerned.
We hope you will enjoy your time with us!
The SD Team
August 2014
30