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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 http://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc. 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 7
11. Mode of Study Full Time / Part Time
12. Language of Study: English
13. Date of production / revision of this programme specification November 2009:
http://www3.imperial.ac.uk/geotechnics/courses/postgraduatemschttp://www3.imperial.ac.uk/geotechnics/courses/postgraduatemschttp://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc
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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 self-
organised 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 hazardsand 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 themethods 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;
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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 :
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.
Teaching/learning methods and strategies
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 ofcoursework 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)
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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:
1. identify, analyse and solve problems using amultidisciplinary approach, applying
professional judgements to balance
costs, benefits, safety and social and
environmental impact;
2. integrate and critically evaluate information;
3. formulate and apply appropriate solutions;
4. plan, conduct and write-up a programme of
original research.
Teaching/learning methods and strategies
Intellectual skills are developed through theteaching and learning methods outlined
above
Assessment is through coursework, unseen
written examinations, project reports,
presentations and a final dissertation.
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
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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 andlater 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.
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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 projectsubmissions 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 courseworksubmissions.
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 enmasse 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
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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 civilengineering 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 wastedisposal, 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:
H2UG Engineering Geology for Ground Models
H2UG Introduction to Ground Models
H2UG Introduction to Mechanics and Mathematics for EngineeringGeologists
H2UG Engineering Rock Mechanics
H2UG Lab and Field
H2UG Hydrogeology
H2UG Engineering Geology Basic Competences
H2UG Engineering Geology of Rocks and Soils
H2UG Site Investigation and Ground Models
H2UG Soil Mechanics Laboratories
H2UG Soil Mechanics I
H2UG Soil Mechanics II
H2UG Applied Engineering GeologyH2UG Landfill Engineering
H2UG Professional Practice in Engineering Geology
H2UG Geohazards Assessment
H2UG Geotechnical Processes
H2UG Current Developments in Geotechnical Engineering
H2UG Contaminated Land and Groundwater
H2UG Case Histories in Engineering Geology
H2UG Slope Stability
H2UG Applied Engineering Geology Fieldwork
H2UG Dissertation
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H2B5 Engineering Geology for Ground Models with Business
Management
H2B5 Introduction to Ground Models
H2B5 Introduction to Mechanics and Mathematics for Engineering
Geologists
H2B5 Lab and FieldH2B5 Hydrogeology
H2B5 Engineering Geology Basic Competences
H2B5 Engineering Geology of Rocks and Soils
H2B5 Site Investigation and Ground Models
H2B5 Soil Mechanics Laboratories
H2B5 Soil Mechanics I
H2B5 Soil Mechanics II
H2B5 Applied Engineering Geology
H2B5 Professional Practice in Engineering Geology
H2B5 Geotechnical Processes
H2B5 Current Developments in Geotechnical Engineering
H2B5 Contaminated Land and Groundwater
H2B5 Case Histories in Engineering Geology
H2B5 Slope Stability
H2B5 Applied Engineering Geology Fieldwork
H2B5 Dissertation
H2B5 Business Management
H2B6 Engineering Geology for Ground Models with Business
Management
H2B6 Introduction to Ground Models
H2B6 Introduction to Mechanics and Mathematics for Engineering
Geologists
H2B6 Lab and Field
H2B6 Hydrogeology
H2B6 Engineering Geology Basic Competences
H2B6 Engineering Geology of Rocks and Soils
H2B6 Site Investigation and Ground Models
H2B6 Soil Mechanics Laboratories
H2B6 Soil Mechanics I
H2B6 Soil Mechanics II
H2B6 Applied Engineering GeologyH2B6 Professional Practice in Engineering Geology
H2B6 Geotechnical Processes
H2B6 Current Developments in Geotechnical Engineering
H2B6 Contaminated Land and Groundwater
H2B6 Case Histories in Engineering Geology
H2B6 Slope Stability
H2B6 Applied Engineering Geology Fieldwork
H2B6 Dissertation
H2B6 Sustainable Development
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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.
H2UG MSc Engineering Geology for Ground Models
Course Element Explanation of element components ECTS
Exam Papers 1-5
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
43 ECTS
Professional Practice &
Coursework Presentations
10 x coursework and professional practice
presentations to visitors from industry6 ECTS
Fieldwork & Field Trips
Fieldwork modules &
5 x associated compulsory field trips -
field Trip Reports
11 ECTS
Dissertation workConducted over summer term
50% minimum pass mark30 ECTS
H2B5MSc Engineering Geology for Ground Models & Business
Management
Course Element Explanation of element components ECTS
Exam Papers 1-5
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
26 ECTS
Core Modules : Business
Management
Microeconomic Theory
Financial Analysis
Project Management
Business Environments and
Construction Law
2 x 2 hour Examinations/Coursework
Returned as one complete module with a pass mark
of not less than 50% overall
19 ECTS
Professional Practice &
Coursework Presentations
8 x coursework and professional practice
presentations to visitors from industry4 ECTS
Fieldwork & Field Trips
Fieldwork modules &
5 x associated compulsory field trips -
field Trip Reports
11 ECTS
Dissertation workConducted over summer term
50% minimum pass mark30 ECTS
H2B6
MSc Engineering Geology for Ground Models & Sustainable
Development
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Course Element Explanation of element components ECTS
Exam Papers 1-5
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
26 ECTS
Core Modules : Sustainable
Development
Concept of sustainable
Development
Sustainable Development and
Engineering Innovation
Applying the Principles of
Sustainable Development
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
19 ECTS
Professional Practice &
Coursework Presentations
8 x coursework and professional practice
presentations to visitors from industry4 ECTS
Fieldwork & Field TripsFieldwork modules &5 x associated compulsory field trips -
field Trip Reports
11 ECTS
Dissertation workConducted over summer term
50% minimum pass mark30 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.
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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, includingboth 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 oralpresentation.
Soil Mechanics I – introductory soil mechanics; basic principles. This course is common with
the 2nd
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 requirementsto 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 deemedappropriate 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
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Soil Mechanics II – continuation of introductory soil mechanics. This course is common with
the 2nd
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 bygeologists 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, andthen 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.
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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 email 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 PostgraduateTutor, 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, safetyofficer 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 science-
based 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 theCourse 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.
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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
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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 ofquality 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 programmecurricula 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 inter-
departmental 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 considerthe 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:
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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 wherenecessary.
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
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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. Atthe 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. AND2. 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%.
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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% - 69.9% Marks represent a pass with merit
C 50% - 59.9% Marks represent barely acceptable performance at MSc level
D/E/F 0% - 49.9% 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:
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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 andTransport.
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
http://www.imperial.ac.uk)
Postgraduate Training in Engineering Geology at Imperial College (available on-line
http://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc/engineeringgeology)
Postgraduate Training in Business Management and Sustainable Development:
http://www.imperial.ac.uk/http://www.imperial.ac.uk/http://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc/engineeringgeologyhttp://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc/engineeringgeologyhttp://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc/engineeringgeologyhttp://www.imperial.ac.uk/
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http://www3.imperial.ac.uk/civilengineering/study/masters/business%20management
http://www3.imperial.ac.uk/civilengineering/study/masters/sustainable%20development
MSc Course Handbook (available on request to [email protected])
http://www3.imperial.ac.uk/civilengineering/study/masters/business%20managementhttp://www3.imperial.ac.uk/civilengineering/study/masters/business%20managementhttp://www3.imperial.ac.uk/civilengineering/study/masters/sustainable%20developmenthttp://www3.imperial.ac.uk/civilengineering/study/masters/sustainable%20developmentmailto:[email protected]:[email protected]:[email protected]:[email protected]://www3.imperial.ac.uk/civilengineering/study/masters/sustainable%20developmenthttp://www3.imperial.ac.uk/civilengineering/study/masters/business%20management