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The basic structure of the course remained the same since 2022, with portfolio assessment due at the end of the semester as 100% of the grade. Major changes were:1 - additional clarity on seminars and structure for rough drafts due throughout semester2 - a change in the group project. This change was made for two main reasons. The first reason is that I started to feel that the group writing assignment was not actually working so well as a group assignment. The students did not have to work together very much to accomplish the tasks, and there were often confusion about what to write despite access to examples and what I continue to think were very clear directions. Second, in spring 2023, students from Geography 2024 were in the course as well for the first half of the term. This required a restructuring of course material to meet both programs, and the group project was shifted to the second half of the semester for completion after the GEOG 2024 students had left for Wisconsin. One of the learning assistants (Elaina), had experience with teaching students to make podcasts, so we changed the group project to a podcast creation, and this worked well. Students took the assignment seriously and seemed to enjoy it. I would recommend this remain the group project next year.3 - I think the mandatory field trip should be considered in terms of "value for money". Given the size of the course, and the options for field trips in relation to the challenges of organizing something, I would seriously consider cutting it from the course description.

It is difficult for me to report on the assessment since I did not complete the grading for this course. My impression from talking with the learning assistants over the course of the semester is that student engagement was high with working on the rough drafts, and student writing improved following the process we established with writing seminars and feedback. The podcasts, as mentioned above, were very entertaining and well done. I am unsure about the value of the field trip in this course. In 2022, we had funding to travel to Sunndal, and this was coordinated with Hilde Refstie, who is from there and has many long-term contacts. That trip was completed as a sort of trial run for a possible field trip in GEOG2024. However, in 2023 we determined that it would be too costly and challenging to coordinate the Sunndal field trip for 50 students, and in addition Hilde was no longer able to assist in planning. I also noticed that in the course description for GEOG2023 it suggests a one day field trip. So, this spring we did a day field trip focused on building and developing disc golf courses in Trondheim and surrounding areas. Students travelled to the Trolla course in northern Bymarka. Unfortunately, I do not think this field trip worked as well as it could have. Taking that many students out into the field together is not very conducive to learning.

In spring 2023 this course was tied to GEOG 2024 (the course related to the CONSEC exchange program). I am not sure this worked so well. How these two courses are integrated should be considered and revised for spring 2025, when GEOG 2024 will be taught for a second time. It is important to mention the value of the two teaching assistants in this course, but also note that this is one of the only 15 SP courses at the department that does not have multiple permanent scientific staff assigned to it, despite having ample expertise in the department on this topic. Geography 2021 and Geography 2022 both have multiple permanent instructors and are taught in Norwegian. Geography 2020 and 2023 are taught in English and only have one permanent faculty assigned. This is problematic specifically because bachelor students in GEOG 2020 and 2023 could really benefit from the presence of a Norwegian language permanent staff involved in the course. This is not to say that teaching should change to Norwegian. In fact, I think it is valuable for students to be exposed to English in the classroom, but they clearly also need language support, which would be provided by better collaboration among teaching staff. In the case of GEOG 2023, it is also a shame that not more permanent faculty with expertise in this area are involved in the course.I also need to mention that the reference group for this course was not really successful this year. We formed the group early on, but the students were not communicative and never found a time when they could all meet. In the end it seems one student took it upon herself to write the report, which reflects a shared frustration and the poor functioning of the group from the student side as well.Finally, last spring it was communicated to me by academic staff that the cultural heritage management program had chosen to drop this course from their required courses. There was no consultation with me on this, and despite having a representative from IGE on their board, there was no communication with me regarding this change. I see this as a real breakdown in IGE communication on course management, and a blow to the course. I am the first and only person who has ever had responsibility for this course (it was created as part of the BA program revisions in 2018, which took effect in 2019, my first year at the department). In recognition that it is a required course for them, very year I have continued to adapt the course to make it more relevant for the cultural heritage mgt students. They are some of the most involved and make up a large part of the class. It is quite disappointing that this decision was then taken when I think the course is very relevant for them, and also that I was not involved in the process. Another course at IGE (GEOG 2021) has replaced GEOG 2023. I am left wondering about the process, and also if the language of instruction had something to do with it.

NTNU:TIA:REST

Institutt for geografi

Department of Geography

Engelsk

Anbefalte forkunnskaper

Fullført GEOG1010, GEOG1011, GEOG1012, GEOG1013, GEOG1014.

Forkunnskapskrav

Deltakelse på feltkurs

Deltakelse i peer-review økter

Deltagelse på en dags feltkurs

Lokale og globale perspektiv på miljø- og ressursforvaltning

Geografi

Samfunnsvitenskapelige fag

Lektorutdanning i geografi for trinn 8 − 13 

Geografi - bachelorstudium

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There were two major revisions of the course from spring 2021 to spring 2022(1) Student assistants and seminars. For the first time, this spring I was assigned two teaching assistants. This was really helpful because it enabled me to create additional learning seminars outside of the main lecture time where students were able to review the lecture material and also spend more time on the case studies. This structure allowed me to lecture more on the concepts and theory, and then the TAs discussed the case study material in detail. Unfortunately, I only received notice of the TAs fairly late so it took the first few weeks of the course to figure out how to best use their time and resources. This led to some confusion early on, especially in relation to the assessment (see below). (2) Assessment. This spring in the course the reading material remained the same as spring 2021, but the form of assessment was revised. The material in this course is fairly dense, and based on my observations from previous semesters students were not able to process and really think through the material if they left the reading to the end of the semester. I was also concerned that the essay exam structure did not allow students to express their learning fully. Therefore I revised the assessment form to a portfolio structure following the system set up by a colleague in the geography department and after consultation with academic staff. The portfolio style was well received by the students because most felt it was a better assessment of their learning. They appreciated the opportunity to write drafts and receive feedback before submitting the final versions. In order to make the most of the draft and feedback structure, the teaching assistants and I went to a fair bit of effort to try to organize the students into learning groups, and we also then had to make certain lectures and seminars mandatory as part of the review process. This was done rather late (see #1), and I am afraid it led to some confusion. The seminars were in direct response to feedback from cultural heritage management students both of the previous semesters, who felt the course did not meet enough given the number of study points. However, I believe they were then the biggest critics of the re-structuring. The balance between required elements and supporting elements of the portfolio system of assessment need to be addressed in future versions of the course. However, I do not believe this requires any formal revisions.

The portfolio assessment structure has allowed me to very closely align the course learning outcomes with assessment and student achievement. The course is organized around three main questions, which originate in the learning outcomes. These questions are the essay prompts for the three essays students must write for for the portfolio assignment, which is then graded for their course grade. This streamlining of learning outcomes to assessment to student achievement is something I was able to improve after attending the PedUp course.

It should be mentioned that in spring 2023 this course will be affected by the CONSEC exchange program, which will have 10 students here from the USA, forming a cohort with 10 students from NTNU. This group of 20 will attend GEOG2023 for the first half of the semester as part of their exchange course, GEOG2024. The rest of the students in GEOG2023 will then continue with the rest of the course from March - April when the exchange students have traveled to the USA. In order to make the class work for all students, I think it may be necessary to change the order of some of the lectures, and perhaps a few readings. This is something I have anticipated and I do not expect it to negatively affect the students in GEOG2023, except that perhaps they will wish they had signed up for the exchange program! :)

Alle trykte og håndskrevne hjelpemidler tillatt. Alle kalkulatorer tillatt.

Deltakelse på feltkurs og gruppeoppgave

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GEOG 2023 was revised in three important ways from the spring 2020 semester, specifically to address student feedback and concerns of the reference group. (1) More introductory material was added to help students with less geography background, (2) The number of lectures was decreased to make space for discussion and review seminars during the semester, (3) a specific emphasis was placed on clarifying and emphasizing the importance of the course for students from the cultural heritage management program. In addition, I updated the reading list with many more case studies from Norway, and directly aligned the course lectures and activities with the learning outcomes.

The learning outcomes are up to date and relevant. They were revised slightly from the original version of the course to be more consistent with the current framing, and also for clarify following the course coordinator’s experience with the pedagogical seminar by NTNU. The LOs are available on the course homepage hosted by the university, presented in the study plan and also discussed throughout the semester. In the study plan schedule each week is aligned with a specific learning outcome.

The learning activities include lectures, podcasts, videos, a field trip and a group assignment. The group assignment is designed as an opportunity for students to practice “translating” academic material into other, more accessible formats. These are: a book review for an academic audience, a policy brief for the Ministry of the Environment, a popular press article that would appeal to adults (on NRK for example), and an article to teach children about a topic. This assignment directly speaks to students’ abilities to identify important information for different audiences, analyze, reflect and synthesize information. Groups consist of four students, so they can divide the work up as they see fit. I have used variations of this assignment many times, but students in this class seem to struggle with it. Explanation and examples of all the writing assignments are provided, but students struggled to “learn by example.” I find this particularly surprising because I have been led to believe and have also observed that assignments in the Norwegian system are often quite open and flexible, yet as it evident in the reference group report, students in this case seem to want exact and very direct instruction. I will consider the group assignment in detail for the next iteration of the course. Regarding student efforts and motivation, I think this is difficult to comment on, especially because of disruptions to the class environment due to the pandemic. In general, I think for those where this is a required course it wavered, those where it was optional were more consistently interested. Many have told me this is also their first university class in English, and this created additional stress and anxiety for some students. Others thrived in the environment. I especially received positive feedback from a ethnic Sàmi student in the course who shared with me that the Sàmi Student Association was aware of my class. They subsequently sent me a message thanking me for teaching Sàmi issues and elevating Sàmi voices at NTNU.

Assessment in this course is 100% based on the final exam. The exam is designed based on the course reading list and to test the learning outcomes. Short answer and essay questions are designed to assess students’ basic knowledge of key environmental management issues, value systems, and awareness of critical and theoretical debates on the topic.

Ingen hjelpemidler tillatt.

Fullført GEOG1000, GEOG1003, GEOG1004, GEOG1005, GEOG1007 eller GEOG1010, GEOG1011, GEOG1012, GEOG1013, GEOG1014.


Mer om vurdering

Obligatorisk aktivitet må være bestått for å være kvalifisert for å ta eksamen i emnet.

Eksamen i emnet består av en skriftlig eksamen som teller 100%. Eksamen og obligatorisk aktivitet kan skrives på norsk, engelsk eller et skandinavisk språk.

Faglig innhold

Miljø- og ressursforvaltning er ett av de mest sentrale og omstridte forvaltningsområder i dag, både nasjonalt og internasjonalt. Kurset setter et kritisk fokus på menneskers verdivurderinger av og begrepsbruk knyttet til et bredt miljø- og ressurspolitisk felt, og hvilke konsekvenser ulike verdivurderinger kan ha i ulike empiriske kontekster. Konflikter og rettighetsspørsmål knyttet til forskjellige typer konkurrerende arealbruk står sentralt. Videre gir kurset en innføring i sentrale analytiske begreper og politiske og økonomiske rammeverk som brukes for å synliggjøre verdier og ressurser i dagens internasjonale miljø- og ressursforvaltning. Eksempler inkluderer økosystemtjenester eller naturgoder, REDD+, bærekraftig utvikling, natur og landskap. Sentrale spørsmål i kurset er: På hvilke måter skaper begreper og forvaltningsmessige rammeverk spenninger og konflikter i miljø- og ressursforvaltning? Hvem sine verdivurderinger får dominere, og hvorfor? Hvem er aktørene i miljø- og naturressursforvaltningen? Hvilke endringer i arealbruk er de mest dominerende, og hvorfor er de det? Norske og internasjonale casestudier brukes for å belyse disse spørsmålene, bl.a. knyttet til friluftsliv, verneregimer, forvaltning av regnskog, beiteproblematikk og urbanisering. Gjennom feltkurs gis det empirisk innsikt i aktuelle problemstillinger innenfor den norske miljø- og ressursforvaltningen.

Læringsformer og aktiviteter

Inntil 26 timer forelesninger. 1 dag feltkurs.

Vær oppmerksom på at obligatoriske aktiviteter og forelesninger kan være lagt tidligere enn fristen for å melde seg opp til emnet.

Undervisning vil bare bli gitt hvis det er et tilstrekkelig antall studenter oppmeldte til emnet og dersom instituttet har tilstrekkelig med undervisningsressurser. Se www.ntnu.no/studier/emner for oppdatert informasjon om hvilke emner som ikke tilbys. Oversikt vil være tilgjengelig seinest 10. januar i vårsemesteret og 10. august i høstsemesteret.

Læringsutbytte

Kunnskap: 
- Har grunnleggende kunnskap om sentrale problemstillinger i nasjonal og internasjonal miljø- og ressursforvaltning.
- Har kunnskap om betydningen av menneskers verdivurderinger for forvaltning av materielle ressurser i ulike kontekster, inkludert hva som former verdivurderingene og hvilke konsekvenser vurderingene kan ha.  

Ferdigheter:
- Kandidaten kan på selvstendig grunnlag analysere og reflektere over eksisterende tilnærminger til nasjonal og internasjonal miljø- og ressursforvaltning.  

Generell kompetanse: 
- Kan kommunisere om og analysere faglige problemstillinger på bakgrunn av valg som tas for å gjennomføre gruppeoppgaven.    


Lektorutdanning i geografi - masterstudium (5-årig)

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Lokale og globale perspektiv på miljø- og ressursforvaltning - GEOG2023