Teaching
Formal coursework is concentrated in the Michaelmas and Lent terms, from October to March.
Students follow a number of substantive modules spread over these two terms. All students complete the same modules to enhance opportunities for peer-to-peer learning within the cohort. Modules will be primarily classroom-based but may include an element of blended online learning. Assessed coursework relating to these modules is completed by the start of the Easter term.
The taught elements of the course offer:
(i) interdisciplinarity across the social and biological sciences;
(ii) integration with management and leadership skills; and
(iii) an emphasis on practice through engagement with conservation professionals.
Professional placements start to be developed during the first two terms in collaboration with potential supervisors. Students work on a specific placement project which addresses a carefully defined conservation leadership challenge. The professional placement is undertaken over the Easter term from April to June, and in the summer, from July to August. There is an assessed oral presentation on placement plans in May, and an assessed placement report is submitted at the end of the placement in August.
| One to one supervision |
Taught course modules include extensive contact time from the course team. During the placement, there are one-on-one supervisions of up to ten hours per student per year. In addition, students are assigned a professional mentor, with whom they can expect up to three 1:1 meetings to discuss their career goals and leadership strengths and weaknesses. The University of Cambridge publishes an annual Code of Practice which sets out the University's expectations regarding supervision. |
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| Seminars & classes |
There are daily classes and seminars in the first and second terms (approx. 12 hours per week). |
| Practicals |
There are two field trips (one of which is residential) and media training (approx. 50 hours per year). |
| Small group teaching |
Most teaching is for the full cohort, of around twenty students per year. However, many classes involve smaller group breakout exercises. In the Lent Term, students undertake a six-week Group Consultancy project in teams of 4-5 students. This is conducted under the supervision of a host organisation and a member of the core course team. |
| Literature Reviews |
A literature review is a core component of the Professional Placement report. |
| Posters and Presentations |
Students have two assessed presentations during the year. The first is a group presentation based on the Group Consultancy project they have undertaken. The second is an individual presentation of plans for the Professional Placement. |
| Taught/Research Balance |
Predominantly Taught
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Placements
The final four months of the degree are spent on a professional placement within a conservation organisation during which students work to address a defined leadership challenge.
The placement aims to:
(i) give students the opportunity to develop applied conservation leadership skills;
(ii) put into practice some of the ideas and methods learned during the taught component of the course; and
(iii) allow students to follow their personal interests by carrying out an in-depth piece of work on an issue or problem that particularly interests them.
Students can either select their placement from a list of ideas provided by the Cambridge Conservation Initiative partner organisations, and circulated in the first term, or develop their own ideas and approach potential supervisors directly. Project ideas are developed during the first term with the support of the course team, so there is no need to contact potential supervisors in advance of beginning the degree.
Placements can be within a University department or a conservation organisation and can include fieldwork away from Cambridge. Students make an assessed presentation on their proposed work to a forum during the Easter Term, and produce a piece of coursework (max. 6,000 words) relating to the placement, as well as a placement report (max. 4,000 words), and an oral presentation.
Feedback
Written feedback is provided on all submitted work by the course team. This includes an indication of progress against defined criteria plus narrative comments on areas to address in future work. More detailed annotated feedback is provided on a practice essay in the Michaelmas Term.
Online written reports on general progress of each individual student are provided each term.
Assessment
Thesis / Dissertation
A placement report of not more than 4,000 words, together with an oral presentation is required, in addition to a piece of placement coursework of not more than 6,000 words.
Other
Assessment of taught modules will be through a range of formats which may include coursework, written and oral examinations, posters, presentations and projects.