'The field trips in particular are what attracted me to the degree - they're my favourite part of the course because they help consolidate learning, and are also really good fun!'
'Passionate staff with a contagious enthusiasm for their subject are always present to offer educational support and advice.'
'A key attraction of my course was Glasgow’s proximity to the landscapes and associated processes studied in class. There is a lot of satisfaction gained from going on a field trip and experiencing what you have studied unfolding in real time.'
Mirren Green, who this summer graduated with a BSc in Earth Sciences, has won the 2019 'On the Rocks' geological video contest, hosted by Società Geologica Italiana
'I found the Geography staff so friendly, supportive, and - what I think might be the best of their many qualities - passionate about teaching.'
'The nature of a Geology BSc at Glasgow means that you are taught how to be an independent and well-rounded geologist, whilst also making close friends and seeing some beautiful places on field trips.'
'There is a real radical streak to Glasgow, and the teaching here regularly challenged my previously held viewpoints, making every class so engaging and exciting to take.'
'From war, security and development to geographies of the body and emotions, this course truly represents the multidisciplinary subject that is geography.'
'I showed an interest in studying abroad for a year and my Advisor of Studies was so encouraging and helpful, reassuring me that I was good enough to succeed abroad!'
'I applied to Glasgow because I could see that world class planetary science research was taking place in the area I was interested in.'
'As well as the university being an excellent place to study, the city is also a vibrant place to live and learn.'
'The practical aspect of the programme has really improved my skills tremendously in the area of independent data gathering, processing, critical analysis and results presentation.'
Geology student Matthew Staitis has a world changing ambition to start an ‘interdisciplinary revolution’ that alters the way we think, learn, and collaborate within universities, breaking down the barriers preventing knowledge flow and exchange between disciplines