Programme Specification for the MSc Engineering Geology. 1. Awarding Institution: Imperial College London

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1 Programme Specification for the MSc Engineering Geology PLEASE NOTE. This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. This specification provides a source of information for students and prospective students seeking an understanding of the nature of the programme and may be used by the College for review purposes and sent to external examiners. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the course handbook or on-line at The accuracy of the information contained in this document is reviewed by the College and may be checked by the Quality Assurance Agency. 1. Awarding Institution: Imperial College London 2. Teaching Institution: Imperial College London 3. External Accreditation by Professional / Statutory Body: IStructE/ICE/IHIE/IHT 4. Name of Final Award (BEng / BSc / MEng etc): MSc and DIC (Equates to 90 ECTS Credits) 5. Programme Title: Engineering Geology for Ground Models Engineering Geology for Ground Models & Business Management Engineering Geology for Ground Models & Sustainable Development 6. Name of Department / Division: Civil & Environmental Engineering 7. Name of Faculty: Engineering 8. UCAS Code (or other coding system if relevant): Not applicable 9. Relevant QAA Subject Benchmarking Group(s) and/or other external/internal reference points 10. Level(s) of programme within the Framework for Higher Education Qualifications (FHEQ): Master s (MSc, MRes) Level Mode of Study Full Time / Part Time 12. Language of Study: English 13. Date of production / revision of this programme specification November 2009: 1

2 14. Educational aims/objectives of the programme: The Aims of all MSc programmes provided by the Department are: To provide students with a solid technical basis in the key areas of the engineering profession through delivery of a coherent, coordinated and balanced degree programme, integrating core engineering science with practical application. To enable students to acquire a mature appreciation of the context in which engineering projects are developed within the industry. To develop in our students excellence in oral, written and graphical communication. To provide students with sufficient material to explore the subject, to carry out selforganised study, and to think about the issues and challenges of the material, in preparation for, or advancement in, professional practice. The Engineering Geology MSc/DIC course at Imperial College provides advanced training for geologists, earth scientists, and engineers concerned with understanding the engineering performance of the geological environment, identifying and quantifying potential geological hazards and ensuring the safe and timely completion of civil engineering projects. The course focuses on the development of 3D ground models; from an early conceptual stage, through detailed design models, as a means of communicating the complexity of ground conditions involved in civil engineering projects and also as a means of identifying significant unknowns and thereby guide future investigations. Engineering Geology is a multidisciplinary activity and therefore a fundamental objective of the course is to provide the necessary training in such subjects as: Rock Mechanics Soil Mechanics Hydrogeology Applied Engineering Geology Geohazards Assessment The multidisciplinary nature of the subject is reflected in the staff involved in the course, whose backgrounds include hydrology, chemistry, environmental science, and seismology, as well as geology and civil engineering. The business Management option replaces 25% of the engineering geology modules. This option provides a basis for graduates to engage more quickly and effectively with the economics and management aspects of a career in this area. The Sustainable Development option replaces 25% of the Engineering Geology Modules. This option allows the students to appreciate engineering geology and geotechnical engineering in the broader context of sustainability, and to apply the methods of sustainability analysis to engineering geological resource issues. The course aims to: Produce graduates equipped to pursue careers in Engineering Geology, in industry, governmental and non-governmental organisations, and academia; Provide the basis for recognising and understanding the major features that govern the behaviour of ground in response to the forces of nature and those generated by man through engineering; Understand how this knowledge may be applied in practice in an economical and environmentally friendly manner so as to lessen the risk of unfavourable outcomes; 2

3 Understand the limitations and uncertainties in analysis of subsurface information., learning to identify and quantify uncertainty in order to develop probabilistic risk decisions; Foster the acquisition and implementation of the design and analytical skills required for the practice of Engineering Geology and further advance these in research; Attract highly motivated students irrespective or race, gender, background and physical disability, from the UK and overseas; Develop new areas of teaching and training, and new means of tuition, to advance scholarship and assist vocational training to cater for the needs of the community Distinctive Features of this programme include the integration of both geological and geotechnical engineering principles to develop a broad covering all aspects of engineering geology. A strong emphasis on field-based problem solving coursework, evaluated both by written reports and oral presentations, provides students with real world experience of engineering geology. Much of the teaching involves the use and analysis of case studies, allowing the student to see the value of application of geological principles to engineering design. 15. Programme Learning Outcomes 1. Knowledge and Understanding A. Knowledge and understanding of: Teaching/learning methods and strategies 1. a selection of the major topics in the subject, including applied geology, rock mechanics, soil mechanics, and hydrogeology, their recognition and underlying fundamental principles; 2. research techniques which might include information retrieval, experimental design and statistics, modelling and safety; 3. the essential facts, concepts, principles and theories relevant to the student s chosen area of research; 4. management and communication skills, including problem definition, project design, decision processes, teamwork, written and oral reports, scientific publications. 3 Acquisition of A1 to A4 is obtained by a combination of lectures, seminars, laboratory work, computer-based work, laboratory coursework and extensive field work. A4 is also supported by courses specifically designed to develop these skills, e.g., by the presentation of coursework to engineering geologists and engineers currently working in industry. A4 is also supported by attendance at a number of skills workshops offered by GSEPS, and an induction programme run by our Library services team. Throughout the students are encouraged to undertake independent reading both to supplement and consolidate what is taught and to broaden their knowledge of the subject. Assessment of the student s competence is through a combination of unseen written examinations (A1-4), assessed coursework (A1-4) as well as an individual dissertation designed to develop the student s ability to recognise problems, design a strategy for studying and solving them, and recording that work with logic, clarity and brevity (A1-4). Many dissertations are carried out in conjunction with industry, with students working on immediate real world engineering geological problems. Business Management: A1-A4 are incorporated and evaluated thought individual online (VLE)

4 coursework submissions, group and individual reports, group projects and presentations in Project Management, seen* and unseen written examination papers. The sub-module in Project Management is evaluated by group work and one question on the examination paper designed to evaluate the learning experience of the Project Management module. This is an essay type question that will be informed to the student beforehand. Sustainable Development: A1-A4 are incorporated and evaluated thought autumn term individual coursework submissions (unweighted, but informing the major Design Guide (20% of total)), spring term individual courseworks based on lecture material incorporating the core civil engineering disciplines and their relationships to sustainable development (20%) and a 3-hour unseen written examination paper (60%). 2. Skills and other attributes B Intellectual (thinking) skills able to: Teaching/learning methods and strategies 1. identify, analyse and solve problems using a Intellectual skills are developed through the multidisciplinary approach, applying teaching and learning methods outlined professional judgements to balance above costs, benefits, safety and social and environmental impact; Assessment is through coursework, unseen 2. integrate and critically evaluate information; written examinations, project reports, 3. formulate and apply appropriate solutions; presentations and a final dissertation. 4. plan, conduct and write-up a programme of original research. C Practical skills able to: 1. plan and execute safely a series of experiments or computations; 2. use laboratory methods or field methods or computer-based tools to generate data; 3. analyse results, determine their strength and validity, and make recommendations; 4. prepare technical reports; 5. give technical presentations; 6. use the scientific literature effectively; Teaching/learning methods and strategies Practical skills are developed through the teaching and learning programme outlined above Practical experimental or computational skills (C1 to C3) are developed through project work, laboratory work, and fieldwork all specifically designed to achieve these aims using both independent and group work, together with project supervisor(s). Skills C4 and C5 are taught and developed through workshops feedback on written reports and presentations. Skill C6 is developed throughout the course, particularly during the individual research project. Practical skills are assessed through coursework, project reports and presentations, and by formal examination of individual competences. D Transferable skills able to: Teaching/learning methods and strategies 4

5 1. communicate effectively through oral presentations, computer processing and presentations, and written reports; 2. apply knowledge and modelling skills; 3. management skills: decision processes, objective criteria, problem definition, project design and evaluation needs; 4. integrate and evaluate information from a variety of sources; 5. transfer techniques and solutions from one discipline to another; 6. use Information and Communications Technology; 7. manage resources and time; 8. learn independently with open-mindedness and critical enquiry; 9. learn effectively for the purpose of continuing professional development. The entire course is designed to develop transferable skills; it is a vocational course, in this case focussed to Engineering Geology but applicable to the application of science and engineering in other fields as outlined above and later in Section 17. Skill D1 is taught through workshops and feedback on reports and oral presentations. Skill D2 is taught through lectures, practical work and during individual research projects. Skills D3 to D6 are developed throughout the course by its various project work exercises. Skill D7 is developed throughout the course within a framework of staged coursework deadlines; it is the key to success on the course and must be learnt at an early stage. Skills D8 and D9 are encouraged and developed throughout the course, which is structured and delivered in such a way as to promote them whilst not explicitly teaching them. Skill D1 is assessed through written examinations, course work and oral presentations. Skills D2 to D5 are assessed through coursework of all kinds, written examinations and a dissertation. Skills D6 to D9 are not assessed formally but informally through tutorials as their absence would result in the student failing. 5

6 Business Management: the majority of our students are new to this area and require all the skills listed above to cover the material to Masters level within the time permitted. They are required to learn new materials and skills, think outside of their normal areas, work within groups with students from different MSc disciplines within the Department, apply their learning to their core subject areas. Particular skills invoked are those of combining this module with the core course, working within virtual learning environments (VLEs) for Microeconomics; online research for group project submissions in Financial Analysis; working with fellow students, PhD students and visitors from industry in the Project Management module; and in class evaluations and open discussions in the Law and Human Behaviour module. Sustainable Development: virtually all of our students are new to this area and require all the skills listed above to cover the material to Masters Level within the time permitted. They are required to learn new materials and skills, think outside of their normal areas, work within groups with students from different MSc disciplines within the Department, apply their learning to their core subject areas. Particular skills invoked are those of combining this module with the core course, submitting weekly coursework, concurrently working on the Design Guide (involving internet research, information retrieval, report writing and presentation). Learning about the other civil engineering disciplines within the Department via the spring term lecture series and being evaluated on this via coursework submissions. 16. The following reference points were used in creating this programme specification Subject benchmarking information for Civil and Environmental Engineering Student Handbook for Course approved by Senate of Imperial College Marking Scheme for Advanced Courses approved by Senate of Imperial College Requirements of the relevant Professional Bodies Accreditation Panel Recommendations Imperial College s QA Procedures 17. Programme structure and features, curriculum units (modules), ECTS assignment and award requirements Engineering Geology is concerned with the application of geology in engineering practice and its role in civil engineering design and risk management; it requires a quantitative knowledge of geological processes, both active and relict, and the behaviour of rock, soil, water and gas, as materials and en masse in both their uncontaminated and contaminated states. To pass the MSc, students are required to achieve marks of 50% in their coursework, dissertation and examinations, although at the discretion of the Board of Examiners, there may be limited scope for compensating poorer coursework marks by higher examination marks and vice versa. This is in line with the policy on assessment of advanced postgraduate courses provided by Imperial College London. The course is career-orientated and intended to provide appropriate training for professional geologists and engineers. Applicants with degrees in other branches of Earth Science and the natural sciences who possess appropriate experience will also be considered. Applications are also invited from undergraduates completing their first degree who have gained some industrial experience during their degree and who have the motivation for further study, either now or at a future date. Applicants will find industrial experience gained prior to starting these courses of benefit to their 6

7 studies. The course may be taken either as a full-time, in one year, or part time over two or three years. All are recognised for the award of the DIC and the MSc degrees. The course is integrated with the MSc courses in Soil Mechanics, Soil Mechanics and Environmental Geotechnics, and Soil Mechanics and Engineering Seismology ; it includes lectures, laboratory practicals, coursework, field courses and the preparation of a dissertation. Visits to civil engineering works, other sites and appropriate institutions are arranged as appropriate. There is a 10 day field trip to visit civil engineering sites experiencing significant design problems as a result of geological conditions at the beginning of the Term 3. There are three other field trips of 2-4 day duration throughout the year and a 1 day field geophysics exercise. In addition, independent fieldwork is usually required in connection with the dissertation, especially for those students that may lack certain field-based skills. The syllabus of lectures covers the full range of topics within the scope of engineering geology, including development of ground models, geomorphic processes and geological hazards as well as in the related fields of soil mechanics, rock mechanics, and groundwater hydrology and the application of engineering geology to the solution of problems in environmental geotechnics arising from waste disposal, waste management, urban renewal and sustainable engineering. There is an intensive supporting programme of tutorials, laboratory practicals and coursework, which amounts to about 200 hours. Those following the course with Sustainable Development and Business Management complete 80% of the taught course followed by those studying Engineering Geology. The following tables list the modules to be undertaken by students on the three programmes to which this Specification refers, for completion of all requirements of the degrees: Engineering Geology for Ground Models Introduction to Ground Models Introduction to Mechanics and Mathematics for Engineering Geologists Engineering Rock Mechanics Lab and Field Hydrogeology Engineering Geology Basic Competences Engineering Geology of Rocks and Soils Site Investigation and Ground Models Soil Mechanics Laboratories Soil Mechanics I Soil Mechanics II Applied Engineering Geology Landfill Engineering Professional Practice in Engineering Geology Geohazards Assessment Geotechnical Processes Current Developments in Geotechnical Engineering Contaminated Land and Groundwater Case Histories in Engineering Geology Slope Stability Applied Engineering Geology Fieldwork Dissertation 7

8 Engineering Geology for Ground Models with Business Management Introduction to Ground Models Introduction to Mechanics and Mathematics for Engineering Geologists Lab and Field Hydrogeology Engineering Geology Basic Competences Engineering Geology of Rocks and Soils Site Investigation and Ground Models Soil Mechanics Laboratories Soil Mechanics I Soil Mechanics II Applied Engineering Geology Professional Practice in Engineering Geology Geotechnical Processes Current Developments in Geotechnical Engineering Contaminated Land and Groundwater Case Histories in Engineering Geology Slope Stability Applied Engineering Geology Fieldwork Dissertation Business Management Engineering Geology for Ground Models with Business Management Introduction to Ground Models Introduction to Mechanics and Mathematics for Engineering Geologists Lab and Field Hydrogeology Engineering Geology Basic Competences Engineering Geology of Rocks and Soils Site Investigation and Ground Models Soil Mechanics Laboratories Soil Mechanics I Soil Mechanics II Applied Engineering Geology Professional Practice in Engineering Geology Geotechnical Processes Current Developments in Geotechnical Engineering Contaminated Land and Groundwater Case Histories in Engineering Geology Slope Stability Applied Engineering Geology Fieldwork Dissertation Sustainable Development 8

9 The modules are assessed by means of unseen* (with the exception of the Project Management element of the Business Management option) examination papers, coursework, laboratory practicals, design projects and a major dissertation. ECTS are allocated to the assessment, not the individual modules as follows: Note: All examination papers combine several modules. MSc Engineering Geology for Ground Models Course Element Explanation of element components ECTS Exam Papers 1-5 Professional Practice & Coursework Presentations Fieldwork & Field Trips Dissertation work 4 x 3 hour examination papers and 1 x 6 hour practical exam paper Not less than 50% in any individual module and 50%+ on average 10 x coursework and professional practice presentations to visitors from industry Fieldwork modules & 5 x associated compulsory field trips - field Trip Reports Conducted over summer term 50% minimum pass mark 43 ECTS 6 ECTS 11 ECTS 30 ECTS MSc Engineering Geology for Ground Models & Business Management Course Element Explanation of element components ECTS Exam Papers 1-5 Core Modules : Business Management Microeconomic Theory Financial Analysis Project Management Business Environments and Construction Law Professional Practice & Coursework Presentations Fieldwork & Field Trips Dissertation work 4 x 3 hour examination papers and 1 x 6 hour practical exam paper Not less than 50% in any individual module and 50%+ on average 2 x 2 hour Examinations/Coursework Returned as one complete module with a pass mark of not less than 50% overall 8 x coursework and professional practice presentations to visitors from industry Fieldwork modules & 5 x associated compulsory field trips - field Trip Reports Conducted over summer term 50% minimum pass mark 26 ECTS 19 ECTS 4 ECTS 11 ECTS 30 ECTS MSc Engineering Geology for Ground Models & Sustainable Development 9

10 Course Element Explanation of element components ECTS Exam Papers 1-5 Core Modules : Sustainable Development Concept of sustainable Development Sustainable Development and Engineering Innovation Applying the Principles of Sustainable Development Professional Practice & Coursework Presentations Fieldwork & Field Trips Dissertation work 3 x 3 hour examination papers and 1 x 6 hour practical exam paper Not less than 50% in any individual module and 50%+ on average 1 x 3 hour Examinations 2 x Field Trips 1 x Design Guide Multiple coursework submissions Returned as one complete module with a pass mark of not less than 50% overall 8 x coursework and professional practice presentations to visitors from industry Fieldwork modules & 5 x associated compulsory field trips - field Trip Reports Conducted over summer term 50% minimum pass mark 26 ECTS 19 ECTS 4 ECTS 11 ECTS 30 ECTS The programmes are also offered on a part time basis. The academic requirements associated with the part time modes are the same as those for full time study, but attendance at College is spread over two years on a term release basis. In this mode the student attends College full time for a term in each of two years. Throughout their period of part time study, students are supported through contact with their personal tutors and other members of the teaching staff. Term 1 (Autumn) All students attend an induction programme, which includes an introduction to the Department, the administration of their course and Safety and meet their Course Director who acts as their Personal Tutor during the initial phase of the course. Students have the opportunity to change their options in the first two weeks of term. In addition, Students are required to formally notify the Postgraduate office of their options for examination by December. Those students having difficulties with English language are encouraged, at this stage, to seek remedial support from the English Language Support Unit. The students attend an extensive series of lectures and complete a number of coursework assignments during the first term. Those following the Business Management and Sustainable Development options are also required to attend. The following modules are normally taken in the first term: Basic Competences in Engineering Geology covering all aspects of fundamental geological skills, including map interpretation, construction of cross-sections, stratigraphic interpretation and borehole correlation, stereographic plotting of structural data, rock, mineral, and soil identification. Introduction to Ground Models covering the aspects of ground model development and their use in geotechnical engineering. Introduction to Mechanics and Mathematics for Engineering Geologists covering aspects of simple mechanics and mathematical methods that will be utilised throughout the course. 10

11 Engineering Geology of Soils and Rocks covering geological processes and their products, developing a quantitative approach to geological processes for hazard analyses, and developing skills in understanding geological processes and using these as a tool for making predictions of engineering behaviour of different ground conditions. This is common with MSc Soil Mechanics Site Investigation & Ground Models methods of investigation ground conditions, including both invasive and non-invasive methods. Also includes techniques for evaluating subsurface data and using them in the development of ground models. Engineering Geology Laboratory and Field Work field work includes investigations of landslides and slope and coastal processes in Kent (2 days) and rock mass characteristics in Somerset (2 days). Lab work includes performing and analysing the results of geotechnical soils strength and index tests. This is common with MSc Soil Mechanics. Engineering Geology Course Work coursework involves the interpretation of two sets of surface and subsurface data for differing engineering projects (normally a sewer outfall tunnel and a raised embankment road section) and developing a detailed geological ground model that is used to answer several questions concerning engineering design for the respective processes. The results are presented as individual reports and as a group oral presentation. Soil Mechanics I introductory soil mechanics; basic principles. This course is common with the 2 nd year MEng course. Lab and Field Techniques covering the principles behind various geotechnical sampling and measuring methods. This is common with MSc Soil Mechanics. Engineering Rock Mechanics covering the principles of rock block mechanics. This course is common with the MSc Petroleum Engineering course offered by RSM. Hydrogeology covers the concepts of fluid flow through porous media, including hydraulic conductivity, the geological controls on groundwater flow, flow nets, non-steady flow, field measurements, and the links with surface water flow. Landfill Engineering covers all aspect of landfill engineering from legislative requirements to design of landfill cells. Applied Engineering Geology Fieldwork two weekend fieldtrips to investigate geological hazards and carry out an engineering geological evaluation of a proposed underground excavation. The Term ends with a formal formative Test that covers all aspects of Engineering Geology covered during Term 1. Term 2 (Spring) Students are advised of available dissertation topics and are required to select their dissertation topic by March. They are encouraged to begin to put in place those arrangements that are deemed appropriate for their dissertation from February. The Modules taken this Term are: Engineering Geology Case Histories critical evaluation of engineering geological case histories, accomplished via student research and tutorial presentation and discussion. Engineering Geology Course Work as for Term 1, however projects become increasingly complex, involving more data, and more poorly defined ground parameters, thereby increasing uncertainty thus requiring the use of logic tree approaches to risk assessments Engineering Geology Laboratory Work as for Term 1 Geotechnical Processes builds on the basic soil mechanic presented in Term 1, developing the use of soil mechanics in civil engineering design. Engineering Rock Mechanics continues from Term 1 11

12 Soil Mechanics II continuation of introductory soil mechanics. This course is common with the 2 nd year MEng course. Slopes evaluation of slope stability Current Developments in Geotechnics - a course of lectures from geologists and engineers in industry Professional Practice in Engineering Geology coursework exercises set by and evaluated by geologists from industry. Students present their work in a series of colloquia and are evaluated by both College staff and industrial practitioners. Geohazard Assessment recognition and quantification of major geological hazard, including seismic shaking, fault rupture, landsliding and erosion. Contaminated Land & Groundwater assessment and evaluation of groundwater contamination The Term ends with a formal formative Test. Students are expected to revise for their Exams during the Easter vacation. Term 3 (Summer) There are no taught Modules taught during this Term. Formal tutorials are arranged to assist students with their revision before the Exams. There are 15 hours of formal unseen examinations of which 6 hours take the form of a continuous paper practical, similar to course work but completed under examination conditions. After the Exams students from all the Geotechnical MSc s complete a combined field course of visits to engineering sites overseas. On return the Engineering Geologists complete a one-week supervised geotechnical mapping field exercise. Students then dedicate themselves full-time to their investigative design or research oriented project, i.e., their dissertation. The projects are conducted at Imperial College, but can involve an industrial collaboration and can be completed overseas by agreement with the Course Director. The assessment is based primarily upon a written dissertation. The dissertation is assessed by the supervisor, in the first instance, and then by a department-nominated moderator. Subsequently, further scrutiny is provided by the External Examiner and the Board of Examiners. 18. Support for students and their learning: One week induction programme for orientation, introduction to library and information technology, and the Department. MSc Student Handbook, which includes descriptions of each module, examination procedures, project dissertations and health and safety Learning to Master College Publication Staff:student ratio for teaching of 1:5 A large community of postgraduate research students and postdoctoral research workers who work in the general areas of Concrete, Steel, Earthquake and General Structural Engineering. The research programmes in the department provide general as well as specific support. Dedicated state-of the-science geotechnical engineering laboratories. Library and other learning resources and facilities. Access to Institution of Civil Engineering and Geological Society libraries Dedicated computing facilities. Many visiting speakers chosen for their standing and eminence in their fields. Access to student counsellors on the South Kensington site. 12

13 Access to Teaching and Learning Support Services, which provide assistance and guidance, e.g. on careers. Access to all GSEPS courses, notification of which is provided by from the Postgraduate Office. Use of the English Language Support Programme for writing, reporting etc. Maths workshops offered within the Department, co-ordinated by the Postgraduate Tutor, and run by trained GTAs, to support and assist students with weaker mathematical backgrounds and those returning to education from university. Access to a Departmental Disability Officer, personal tutors, post-graduate tutor, safety officer and the MSc Management Group Employer needs and opinions are fed into the programme through frequent guest lecturers from industry, industry-based MSc projects, an Industry-Academic Advisory Board and collaboration between academic staff and industry in research and consultancy. An MSc student representative on the Staff/Student Liaison Committee, which meets at least twice per year Access to a Departmental Disability Officer, personal tutors, post-graduate tutor, safety officer and the MSc Management Group. 19. Criteria for admission: The minimum qualification for admission is normally an Upper Second Class Honours degree in either Geology or Civil Engineering from either a UK academic institution or an equivalent institution overseas; alternatively an Upper Second Class Honours degree in another engineering or a sciencebased discipline from either a UK academic institution or equivalent institution overseas with relevant experience in geotechnics. The Course Director selects those to whom offers are made. Where an applicant has a lesser degree qualification but has at least 3 years work experience the Course Director may make a special case for admission if that is appropriate; few such applications are made. Candidates are normally expected to have at least A-level Mathematics, or equivalent, or to have professional experience that demonstrates a comparable level of understanding of relevant mathematical concepts. Entry to the Sustainable Development module is based on the submission and evaluation of a 500 word essay, the title of which changes annually. 20. Processes used to select students: Selection is a two stage process. Initial evaluation is primarily based on the information supplied in the application and supporting documentation, with particular weight being given to the reference letters, work experience, and academic history. Provided these details are considered suitable, the potential student will then be invited for interview where their suitability for undertaking the course will be determined. This assessment may include the candidate demonstrating their understanding of basic geological concepts by way of simple map interpretation, cross section construction or development of an elementary ground model. 21. Methods for evaluating and improving the quality and standards of teaching and learning. 13

14 a) Methods for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards: The external examiner system and the Boards of Examiners are central to the process by which the College monitors reliability and validity of its assessment procedures and academic standards. Boards of Examiners comment on the assessment procedures within the College and may suggest improvements for action by relevant departmental teaching committees. The Faculty Studies Committees and Graduate Schools Postgraduate Quality Committees review and consider the reports of external examiners and accrediting bodies and conduct periodic (normally quinquennial) and internal reviews of teaching provision. Regular reviews ensure that there is opportunity to highlight examples of good practice and ensure that recommendations for improvement can be made. At programme level, the Head of Department has overall responsibility for academic standards and the quality of the educational experience delivered within the department. The Department s MSc courses are accredited by the relevant professional engineering and science Institutions via the Joint Board of Moderators (JBM) review. Accreditation provides the College with additional assurance that its programmes are of an appropriate standard and relevant to the requirement of industry and the professions. This accreditation recognised our MSc programmes as Periods of Further Learning towards Chartership. Additionally at local level: Module reviews, based on feedback questionnaires completed by the students. External Examiner reports and informal feedback from our Industrial Bursary Committee. MSc Staff Student Committee, held each term with report to the MSc Teaching Committee. Annual course review prepared by the Course Director and considered by the Course Committee and the Departmental MSc Teaching Committee. Biennial review of the course by an Imperial College academic staff member from outside the department with a report and grading to the Graduate School of Engineering & Physical Sciences Management (or Executive) Committee. Biennial staff appraisal. Peer teaching observations. Periodic review of departmental teaching by an external panel with members drawn from another university, a research institute and industry. Employer needs and opinions feed into the MSc through frequent guest lecturers from industry, industry based projects, the Industrial Bursary Committee and collaboration between academic staff in research and consultancy. b) Committees with responsibility for monitoring and evaluating quality and standards: The Senate oversees the quality assurance and regulation of degrees offered by the College. It is charged with promoting the academic work of the College, both in teaching and research, and with regulating and supervising the education and discipline of the students of the College. It has 14

15 responsibility for approval of changes to the Academic Regulations, major changes to degree programmes and approval of new programmes. The Quality Assurance Advisory Committee (QAAC) is the main forum for discussion of QA policy and the regulation of degree programmes at College level. QAAC develops and advises the Senate on the implementation of codes of practice and procedures relating to quality assurance and audit of quality and arrangements necessary to ensure compliance with national and international standards. QAAC also considers amendments to the Academic Regulations before making recommendations for change to the Senate. It also maintains an overview of the statistics on completion rates, withdrawals, examination irregularities (including cases of plagiarism), student appeals and disciplinary proceedings. The Faculty Studies Committees and Graduate School Postgraduate Quality Committees are the major vehicle for the quality assurance of undergraduate / postgraduate courses respectively. Their remit includes: setting the standards and framework, and overseeing the processes of quality assurance, for the areas within their remit; monitoring the provision and quality of e-learning; undertaking reviews of new and existing courses; noting minor changes in existing programme curricula approved by Departments; approving new modules, changes in module titles, major changes in examination structure and programme specifications for existing programmes; and reviewing proposals for new programmes, and the discontinuation of existing programmes, and making recommendations to Senate as appropriate. The Faculty Teaching Committees maintain and develop teaching strategies and promote interdepartmental and inter-faculty teaching activities to enhance the efficiency of teaching within Faculties. They also identify and disseminate examples of good practice in teaching. Departmental Teaching Committees have responsibility for the approval of minor changes to course curricula and examination structures and approve arrangements for course work. They also consider the details of entrance requirements and determine departmental postgraduate student numbers. The Faculty Studies Committees and the Graduate School Postgraduate Quality Committees receive regular reports from the Departmental Teaching Committees. Additionally, at a local level: Postgraduate Staff Student Liaison Committee. Meetings between Course Director and MSc student representatives Board of Examiners meets in September/October to consider awards. Departmental MSc Teaching Committee and MSc Management Group Graduate School of Engineering and Physical Sciences Management (or Executive) Committee. Employer needs and opinions fed into the programme though frequent guest lectures from industry, industry based projects, and collaboration between academic staff and industry in research and consultancy. In addition, formal feedback is provided annually via the Industrial Bursary Panel. c) Mechanisms for providing prompt feedback to students on their performance in course work and examinations and processes for monitoring that these named processes are effective: 15

16 Students have meetings at least once a term with their Academic Tutor to review progress to date and discuss performance in individual programme elements. GTAs, specifically trained in the marking of coursework and minor project elements are used to ensure the return of marked coursework within the 4-week specification. Marked and annotated coursework is returned to all students Some academic staff provide verbal feedback in class, other distribute written overviews. Provisional feedback on examination performance is provided to the students following first and second marking, but prior to final ratification by the Board of Examiners in September/October. d) Mechanisms for gaining student feedback on the quality of teaching and their learning experience and how students are provided with feedback as to actions taken as a result of their comments: Student Feedback Questionnaires course questionnaire evaluating individual modules and overall course. Reports are sent to individual staff. The Course Director is responsible for action on points raised with the relevant member of staff where necessary. Staff Student Liaison Committee (including actionable items ) are posted to the Department intranet. Meetings with Personal Tutors e) Mechanisms for monitoring the effectiveness of the personal tutoring system: Staff Student Liaison Committee Student Feedback Questionnaires Frequent meetings between students and tutors. f) Mechanisms for recognising and rewarding excellence in teaching and in pastoral care: Staff are encouraged to reflect on their teaching, in order to introduce enhancements and develop innovative teaching methods. Each year College awards are presented to academic staff for outstanding contributions to teaching, pastoral care or research supervision. A special award for Teaching Innovation, available each year, is presented to a member of staff who has demonstrated an original and innovative approach to teaching. Nominations for these awards come from across the College and students are invited both to nominate staff and to sit on the deciding panels. g) Staff development priorities for this programme include: All new lecturing staff are required to undertake CASLAT and Workshops appropriate to MSc teaching. Each probationary lecturer is allocated a mentor, one of the requirements of the mentor is to audit teaching. Further staff development occurs through: active research programme in Soil Mechanics, Geotechnical Engineering and Engineering Geology; staff appraisal scheme and institutional staff development courses; College Teaching Development Grant Scheme to fund the development of new teaching and appraisal methods; updating professional and IT/computing developments. 22. Regulation of Assessment 16

17 a) Assessment Rules and Degree Classification: To pass the MSc, students are required to achieve marks of at least 50% in their coursework, dissertation and examinations. In order to be awarded a result of merit, a candidate must obtain a mark of 60% or greater in each element; a result of distinction requires a mark of 70% or greater. At the discretion of the Board of Examiners, there may be limited scope for compensating poorer coursework marks by higher examination marks and vice versa. For example, where appropriate, a Board of Examiners may award a result of merit where a candidate has achieved an aggregate mark of 60% or greater across the programme as a whole AND has obtained a mark of 60% or greater in each element with the exception of one element AND has obtained a mark of 50% or greater in this latter element. This is in line with the policy on assessment of advanced postgraduate courses provided by Imperial College London. The MSc degree is awarded to any student who achieves all of the following: 1. An average mark of 50% or greater for all examination papers. AND 2. An average mark of 50% or greater for the aggregate of all coursework, AND 3. A mark of 50% or greater in the dissertation As stated above, the discretion of the Board of Examiners may be invoked should a student fail to satisfy either criteria 1 or 2 should their performance be of a suitably high standard elsewhere. This may require the student to take an additional viva voce examination in order to demonstrate their competence in the relevant subject area. Provided these criteria are satisfied, the MSc degree will be awarded in one of the following classifications: a) Pass (see above), or b) Pass with Merit, if the average mark for the aggregate of all examinations is greater than 60% AND the average mark for coursework is greater than 60% AND the mark for the dissertation is greater than 60%, or c) Pass with Distinction, if the average mark for the aggregate of all examinations is greater than 70% AND the average mark for coursework is greater than 70% AND the mark for the dissertation is greater than 70%. 17

18 Summary of grades, marks and their interpretation for MSc degree classification GRADE MARKS INTERPRETATION A 70% - 100% Marks represent a distinction (truly exceptional or excellent) performance B 60% % Marks represent a pass with merit C 50% % Marks represent barely acceptable performance at MSc level D/E/F 0% % Marks represent a fail performance Role of External Examiner (Visiting Examiner) The visiting examiners (from other universities and research institutes) are nominated by the MSc Academic Board and approved by the Graduate School of Engineering & Physical Sciences Management (or Executive) Committee. A visiting examiner is appointed for the course; they also review the core course modules. Visiting examiners normally serve for 3 years. The role of visiting examiner is that of moderator. In order to do this they: approve examination papers; review coursework; see all examination scripts, research project dissertations; attend the Board of Examiners; complete a report to the College; provide informal feedback regarding the nature and direction of the Course. b) Marking Schemes for postgraduate taught programmes: The Pass Mark for all postgraduate taught course modules is 50%. Students must pass all elements in order to be awarded a degree. See Section 22 (a) above. c) Processes for dealing with mitigating circumstances: For postgraduate taught programmes: A candidate for a Master s degree who is prevented owing to illness or the death of a near relative or other cause judged sufficient by the Graduate Schools from completing at the normal time the examination or Part of the examination for which he/she has entered may, at the discretion of the Examiners, (a) Enter the examination in those elements in which he/she was not able to be examined on the next occasion when the examination is held in order to complete the examination, or (b) be set a special examination in those elements of the examination missed as soon as possible and/or be permitted to submit any work prescribed (e.g. report) at a date specified by the Board of Examiners concerned. The special examination shall be in the same format as specified in the course regulations for the element(s) missed. Applications, which must be accompanied by a medical certificate or other statement of the grounds on which the application is made, shall be submitted to the Academic Registrar who will submit them to the Board of Examiners. d) Processes for determining degree classification for borderline candidates: 18

19 For postgraduate taught programmes: Candidates should only be considered for promotion to pass, merit or distinction if their aggregate mark is within 2.5% of the relevant borderline. Nevertheless, candidates whom the Board deems to have exceptional circumstances may be considered for promotion even if their aggregate mark is more than 2.5% from the borderline. In such cases the necessary extra marks should be credited to bring the candidate s aggregate mark into the higher range. e) Role of external examiners: External examiners (from other universities and research institutes) are nominated by the MSc Academic Board and approved by the Graduate School of Engineering and Physical Sciences Management (or Executive) committee. An External Examiner is appointed for each course, and normally serve for 3 years. The role of External Examiner is that of moderator. The primary duty of external examiners is to ensure that the degrees awarded by the College are consistent with that of the national university system. External examiners are also responsible for approval of draft question papers, assessment of examination scripts, projects and coursework (where appropriate) and in some cases will attend viva voce and clinical examinations. Although external examiners do not have power of veto their views carry considerable weight and will be treated accordingly. External examiners are required to attend each meeting of the Board of Examiners where recommendations on the results of individual examinations are considered. External examiners are required to write an annual report to the Rector of Imperial College which may include observations on teaching, course structure and course content as well as the examination process as a whole. The College provides feedback to external examiners in response to recommendations made within their reports. 23. Indicators of Quality and Standards Employability and favourable comments by External Examiners. Research training in Engineering Geology, Geotechnics, and related areas. Review by the Departmental Management Committee of the internal Annual Monitoring Report. Independent review of the quality of the educational provision of the Civil & Environmental Engineering Department by the Quality Assurance Agency subject review process. Demand from the industry for graduates from the course. Accreditation by the Institution of Civil Engineers, the Institution of Structural Engineers the Institution of Highways and Transportation and the Institute of Logistics and Transport. Pass rates. 24. Key sources of information about the programme can be found in: Key sources of information about this course can be found in: Postgraduate Prospectus, Imperial College London (available on-line Postgraduate Training in Engineering Geology at Imperial College (available on-line Postgraduate Training in Business Management and Sustainable Development: 19

20 MSc Course Handbook (available on request to 20