UCL Department of Geography


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UCL Home  /  Geography  /  Study  /  Undergraduate  /  Undergraduate Fieldtrips

Undergraduate Fieldtrips


Our undergraduate students currently benefit from the opportunity to undertake fieldwork trips in every year of study. These trips provide you with the opportunity to explore physical and human geography methods and research in a range of very different environments.

You can read more about our fieldtrips, and the skills and experiences you will gain, below.

* fieldtrip locations maybe subject to change

In the first term, our first year Geography undergraduate students spend a week in Catalonia. The aim is partly academic since we want to start by giving you some practical experience with a range of field and data analytical methods. But this is also a wonderful opportunity to meet your fellow students at the start of your University career and to get to know members of staff.

As you might expect from a Geography fieldtrip that incorporates the vast range of activities associated with the subject, you’ll be doing lots of different things when you are out there. One day will be spent in the beautiful Montseny Natural Park where we learn how to assess river water quality and test hypotheses. So that will involve some geography classics - wellies, nets and sampling. Another will take us to Barcelona where you will have the chance to experiment with different human geography methods in an urban context. Students are encouraged to think about research design, as they devise their own group-based projects on a chosen theme of interest and craft a research question, and then are tasked with gathering data in a particular area of Barcelona’s old city centre. There are also days when we look at how physical and human geographers can work together. For example, for one day we’ll consider the physical geography of beach development but also the social impacts of coastal management.

We will introduce you to the value of a Field Notebook to make field notes and sketches, and record your data, impressions, and preliminary analysis - all really important skills for a Geographer. Back in London, two practical workshops will teach you how to prepare effective maps and visualisations, use computer software, write code and analyse different types of data.

By the end you’ll have a much better sense of how advanced level Geography is done and we will all know each other much better too.

Physical geography is about understanding how environments work, how they have developed over time, and how they may change. To understand these changes, physical geographers use a range of methods to survey, monitor and model relevant environmental processes. As a means of getting to grips with these choices, the second year field class to Mallorca takes students through the process of developing a physical geography research project from identifying its aims and objectives, through developing the fieldwork programme, laboratory and data analysis, to writing up the results and presenting findings. The idea is that is should equip you with the skills for producing a really good physical geography dissertation, were you to want to, in the 3rd year.

Work largely happens in two protected Natural Areas in Northeast Mallorca. These areas include a diversity of environments including fresh-brackish wetlands, shallow lakes, canals, ditches and coastal dunes. Our relationship with the local protected area authorities also means that we can access areas not open to the public. In return, the data we collect helps them with their management. Working in small groups, students undertake a range of projects that reflect the type of research undertaken within the Department. There are opportunities to be trained in and use research grade field and lab equipment (as well as, for some, practising your inflatable rowing boat skills).

Our focus on the practical skills of a physical geographer then follows through into assessment. On the last afternoon of the field class, students present their findings to the group in the form of an academic conference paper. Then, on our return to London, project work is written-up as a research paper for an academic journal.



Glasgow is one of Britain’s finest Victorian cities, and also a renowned centre for excellence in contemporary art and design. During the nineteenth century, it was known as Britain’s ‘Second City of Empire’ due to its strength in manufacturing and industry. But subsequently, the city has been through a period of decline attached to the unravelling of Britain’s Empire, as well as periods of sustained cultural and economic regeneration that have stimulated experiments in architecture, design and urban creativity. The city’s contrasting economic and cultural fortunes are inscribed in its urban and social landscape, in its architecture, and in the ways the city chooses to narrate its own history in its museums and other heritage centres.

This field class focuses on Glasgow’s story as Britain’s ‘Second City of Empire’; how the city is narrated and understood through its cultural industries; and how Glasgow’s historical and contemporary architecture connects to its global geographies. Students will work with historical, textual, visual and ethnographic sources to better understand Glasgow’s historical, cultural and social geographies. The field course comprises 5 days in the city, during which time students undertake guided walking tours, museum and gallery work, historical and archival research, as well as ethnographic research around these themes, all of which is closely supervised by members of teaching staff. Students will produce their own project work for this module.



As a third year specialist course, this module focuses on aspects of Mediterranean environments. Our aim is to integrate knowledge accumulated over the course of the undergraduate program with field skills, towards a holistic understanding of the interaction of geology, climate, vegetation and humans in shaping landscapes. We do this in Lesvos, an island situated between three continents that has long fascinated naturalists. Indeed this is where Aristotle invented Biology.

We start by visiting a petrified forest, one of the best of its kind with tree trunks and root systems remaining preserved by the material produced by volcanic eruptions for over 20 million years. We discuss the geological evolution of the island and the climatic and ecological inferences we can draw from these fascinating fossilized trees. On our second day, we visit the Megali Limni ancient lake basin that contains a record of how abrupt climate changes originating in the North Atlantic affected the local environment during the last glacial period. We take sediment cores from the basin and examine how environmental events are imprinted on the stratigraphy. On the third day, we ascent to the top of the Parakoila mountain, noting changes in vegetation and taking tree cores, whose annual growth rings contain an archive of recent climatic changes. On the fourth, we take microclimate measurements and consider the factors influencing microclimate. On the final day, groups analyse the tree-ring and microclimate data and present their results.

Our overall ambition in the Lesvos fieldclass is to develop advanced skills in "reading landscapes" by understanding how physical, biological and cultural forces combine over time to shape an area of land. In this sense, the aim is no less than to to transform the way we look at nature.



Gibraltar is a UK Overseas Territory, a peninsula jutting off of Spain into the Mediterranean Sea. Historically, it guaranteed the Royal Navy access to the Mediterranean and it continues to serve that function even as the global role of the British military has receded with the empire. More recently, Gibraltar has served as a flashpoint in UK-Spanish relations, albeit one mediated by Gibraltar’s status as the only Overseas Territory to be included in the European Union. The Blair Government contemplated ceding British sovereignty in some way, only to be stopped by the political clout of the Gibraltarians. Since then the UK has guaranteed no change in Gibraltar’s constitutional status without the consent of the Gibraltarians. However, the 2016 Brexit vote has threatened that status quo, with Spain soon capable of closing the land border and effectively laying siege to the territory, or of holding the Brexit negotiations hostage until the UK gives up Gibraltar. What is the future of this tiny — but world famous — territory?

The study of Gibraltar allows for the conceptual exploration of two themes that are important to political geography: territory and diplomacy.  The former has a long standing position within the field, but has seen a renaissance in recent years with theorists approaching the concept in new and innovative ways, from a renewed border studies to the ‘vertical’ appreciation of territory. Diplomacy has traditionally been quite marginal to political geography, but has come in for increased scrutiny in recent years. Gibraltar is an excellent context to look at these two topics because of its unique characteristics.  As a military fortress with a single border across which a large portion of the work force crosses everyday, territory is a central consideration, especially as the border looks to become more  relevant post-Brexit. Also, as an Overseas Territory Gibraltar is not allowed to have its own foreign policy. Nevertheless, as we shall see, it is caught in a web of diplomatic relations occurring at a range of scales from the hyper-local to the global.

Students on this course will co-produce two research projects, generating original research on a timely topic. The course is therefore not just about learning, but about doing.


Gibraltar strait with sea view and winds rose-compass (


Gibraltar seen from La Linea (

Cities are about rubbing along with strangers and about flows of efficient human movement. But they are also about moments of relaxation and social encounter. All of these features and more are central to making a city an enjoyable place in which to spend time. Yet we rarely pay close attention to the detail of how exactly they are organised and experienced. In the Stockholm fieldclass, we take on the challenge of doing exactly that. We aim to develop new ways of examining everyday life and, through them, provide new insights about how cities work, and how they might work better.

First, we experiment with what they call ‘auto-ethnography’ – closely examining our own experience of a place to see what that tells us about how it works. We do that by hiring bikes and learning to move around an unfamiliar place. Then we consider the photograph and how we can examine the intricacies of city life through photography of various kinds. How can photos help us to notice and understand variation in everyday objects and how they are lived with? How can they help us to pay attention to things we might otherwise easily ignore?  We’ll also try out what video recordings reveal. What, for example, can videos of how people move in and out of city malls tell us if we look at the really closely? What do they say about how people and animals live together in different urban contexts?  The aim in all this is to develop our skills as experimental human geographers – willing, ready and able to try out new methods and see where they lead us.

Then when we come back to London there is the chance to transform all the different forms of evidence that we’ve collected together into a web essay that shows our ability to question what is so often taken for granted about city life. The aim is to force you to notice things you’d otherwise overlook. You’ll never look at coffee cups and cigarette buts in the same way again!



What our students say...

"The fieldtrips have definitely been one of the highlights but many of the traditionally taught modules can be really engaging and enjoyable. I’ve had the opportunity to go on a residential field class each year as part of my degree.”
Benjamin Siggery
BSc Environmental Geography