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TUNING AFRICA
APPLIED GEOLOGY
PROGREES REPORT
ON
Generic Competences: Consultation with stakeholders in Tuning Africa
Some results and a comparison with Phase I
© November 2017
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TABLE OF ONTENTS 1.0 Introduction ............................................................................................................................. 1
2.0: Initiatives and Curricula addressed ........................................................................................ 2
2.1. Generic Competences for Applied Geology ................................................................... 4
2.1.1 Scope of competency- a Tuning approach ......................................................... 4
2.1.2 Review/Validation of the Generic Competencies ................................................ 4
2.2 Consultation process ...................................................................................................... 6
3.0 Specific Competencies ........................................................................................................... 7
3.1 Presentation of specific subject competencies granted in the GROUP .......................... 7
4.0: Results of Consultation and Analysis- Addis Ababa Meeting ................................................ 8
4.1 Brainstorming .................................................................................................................. 8
4.2. Analysis on Specific Competencies ............................................................................... 8
4.2.1. For academics .................................................................................................... 8
4.2.2. For employers ..................................................................................................... 8
4.3. Correlations .................................................................................................................... 9
4.4: Establishment for the list of specific subject competencies ........................................... 9
4.5. Level of importance to which a degree in university is developed ............................... 10
4.6 Specific disciplinary skills for Environment Geology Geosciences ............................... 11
5.0 : Meta –Profile ....................................................................................................................... 13
5.1. Elaboration of a Meta-Profile for the Subject Area ....................................................... 13
5.2. Specific Competence ................................................................................................... 14
5.3. Generic Competence ................................................................................................... 16
6.0: Contrast of Meta-Profile and correlation .............................................................................. 17
6.1 Introduction .................................................................................................................. 17
6.2 Career Opportunities .................................................................................................... 18
6.3 Correlation ................................................................................................................... 21
7. 0: Some examples of revised/new programmes ..................................................................... 23
7.1. Geology Department of Sebha University, Libya ........................................................ 23
7.1.1. Name of the new program ............................................................................... 23
7.1.2. Generic and/or subject specific competences. ................................................ 23
7.1.3. Length and level of the program ...................................................................... 23
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7.1.4. Future fields, sectors of employment/occupation of graduates ........................ 23
7.1.4.1. Targets field of Geology ...................................................................... 23
7.1.4.2. Sectors ................................................................................................ 23
7.1.4.3. Occupation of the Graduates .............................................................. 24
7.1.5. Specification of the level of the competences .................................................... 26
7.1.6. Description of the expected learning outcomes ................................................. 26
7.1.7. Learning strategy for achieving the competences ............................................. 27
7.1.8. Specification of the course program .................................................................. 27
7.1.9. Evaluation strategy for achieving the competences ........................................... 28
7.1.10. Consistence of the program with competence ................................................. 29
7.2. Jomo Kenyatta University of Agriculture and Technology ........................................... 30
7.2.1. Bachelor of Science in Applied Geology ............................................................ 30
7.2.2. Introduction to the Course .................................................................................. 30
7.2.3. Career Opportunities .......................................................................................... 31
7.2.4. Meta – Profile ..................................................................................................... 31
7.2.5. Level of achievement of the competencies ........................................................ 35
7.2.6. Learning Outcomes to be achieved ................................................................... 36
7.2.7. Learning Methodology ....................................................................................... 37
7.2.8: Applied Geology Programme – An overview of the course units ....................... 40
7.2.9. Conclusion ......................................................................................................... 43
8.0: Student work load reflections ............................................................................................... 44
9.0: Results and reflections ......................................................................................................... 44
10.0: Conclusion ......................................................................................................................... 49
Appendix I: Editors ........................................................................................................... 50
Appendix 2: Definitions for specific objectives ................................................................. 51
Appendix 3: Generic Competences and their definitions ................................................. 53
Appendix 4: Graphical results for competency investigations .......................................... 56
Appendix 5: Competences Matrix Generated by European countries……………..…… 63
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1.0 Introduction
Tuning Africa project, with 120 universities from 42 African countries, has
continued to meet its obligations since its inception with respect to harmonization of
Education curricula for African universities. The second phase for the project (Project
number: EAC-2015-0138) had its 1st General Meeting in Cairo, Egypt from 12th to 14th
October, 2015. That was followed by four other similar meetings i.e. in Addis (Ethiopia)
from 29th February to 2nd March, 2016; in Accra (Ghana) from 17th to 19th October, 2016;
in Johannesburg (South Africa) from 3rd to 5th April, 2017; and finally, in Brussels
(Belgium) from 13th to 15th November, 2017. The objectives addressed during each
forum, by each participating institution were; to meet the required benchmark indicators
towards implementation and commitment for adoption of Tuning Methodology, to
participate in Tuning Africa II General Meetings, to apply Tuning Methodology in re-
designing of degree programmes in the eight (8) identified subject area groups, Applied Geology inclusive, to allow students participation at different calls in satisfaction of
“Student Voice in African Harmonization Process in Higher Education”, as well as
submission of research proposals for “Tuning Africa Symposiums”. Experts and/or
specialists who participated in development of the curriculum for subject Area of Applied
Geology (Appendix 1) explored novel methods of ensuring that the curriculum is outcome
oriented. That was achieved by generating relevant and workable generic competences
and subject specific competences that meet international standards. The participants who
consistently made their professional input were drawn from the following countries:
- Alger, Ecole Nationale de Tunis ; - Burkina Faso, 2IE - Institut Internationale d’Ingénierie de l’eau et de
l’environemment ; - Cameroun, Université de Maroua; - Democratic Republic of Congo, Université de Lubumbashi; - Ethiopia, Adama Science and Technology University; - Ivory Coast, Université des Sciences et Technologie de Cote d’Ivoire, - Kenya, Jomo Kenyatta University of Agriculture and Technology; - Lybia, Sebha University; - Madagascar, Université d’Antananarivo; - Mauritania, Université des Sciences, Technologie et Medecine;
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- Nigeria, University of Nigeria; - Rwanda, University of Rwanda; - South Sudan, Juba University and - Tunisia, Faculté des Sciences de Tunis
Development of Africa is certainly in need of harmonized competency based higher education curricula that focus on application of concepts of Earth Sciences and Geological information. The harmonized curricula, if well-coordinated will facilitate effective harnessing of natural resources of the continent such as oil, gas and groundwater. It will also guarantee that preventive and mitigation measures are instituted to cater for geo-hazards while monitoring effects caused to the environment by exploitation of the natural resources.
This book is intended to highlight the achievements attained in phase I with emphasis on workable generic competences and subject specific competences that were adopted for the intended curriculum in Applied Geology. Applicable course units and time allocation that was deemed to be adequate were also provided accordingly.
Second Chapter focuses on the definitions of generic competences on a thematic perspective. Chapter 3 introduces specific competences for the curriculum on Applied Geology and the Tuning methodology used whereas a comprehensive consultation with its main findings are presented in Chapter 4. The Meta-Profile generated for Applied Geology is contained in Chapter 5 with some key contrasts as given in Chapter 6. That was achieved by consultations and by using analysis of survey results that were obtained from generic competences and subject specific competences. Ultimately, the harmonization exercise led to an effective review of the existing programs and creation of new programmes in Applied Geology that is competency based. Few examples are presented in Chapter 7, while students workload issues are discussed in Chapters 8 and 9 respectively. Chapter 10 contains concluding remarks and summary of the Applied Geology SAG.
2.0: Initiatives and Curricula addressed
The Higher Education System in African has experienced multiple national,
regional and continental initiatives such as the Nyerere mobility program, the Higher
Education Harmonization program, Quality Assurance, and the Pan African University.
Thus, Institutional reforms have intensified in all African countries resulting into
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Harmonization of Higher Education and Quality Assurance Program as one of the new
transformative initiatives that unites national, regional, continental and international
institutions.
The vibrant Tuning-Africa Project is part of this partnership strategy between Africa and
the European Union (EU). This project makes use of a methodology that has already
been tested internationally. The methodology makes it easier to compare training
curricula as well as promote student mobility in Africa.
The Tuning Africa project started towards the end of 2011, and involved 5 disciplinary
fields distributed among 64 participating universities, namely;
• Agricultural sciences,
• Civil engineering,
• Mechanical engineering,
• Medicine, and
• Teacher education.
The European Union, the African Union Commission, the Association of African
Universities, and the University of Deusto have subsequently developed the second
phase of the Tuning Africa initiative, with the substantial increase in the number of
universities participating in the project, and the addition of three other disciplinary fields,
namely:
• Economics,
• Applied Geology, and
• Management of Higher Education.
Thus, 60 new African universities were added, bringing to more than 120 the total
number of participating universities with a balanced distribution in all disciplines and a
wider geographical coverage of the continent. Further information on this noble course is
available at http://www.tuningafrica.org.
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2.1. Generic Competences for Applied Geology
Identification and generation of Competences areas is one of the first steps that
Tuning Africa addressed in the process of curriculum development. The Tuning project
begun by focusing on the generic competences that are expected to be acquired by
graduates trained regardless of their area of specialization.
2.1.1 Scope of Competency - a Tuning approach • It is a broad concept
• It represents a dynamic combination of;
- Knowledge and understanding at different levels
- Skills and abilities
- Attitudes and values
• Competences are used to define degree profiles
• Competences are formed in various course units and assessed at different
stages.
• Some competences are subject area related (specific to a field of study)
while others are generic (common to any degree programme)
The working group for “Applied Geology” began by identifying, reviewing and
validating generic competencies and then listed the specific competencies accordingly.
In fact, as a starting point, the concept “Applied Geology” was defined as;
The application of geological knowledge, principles and techniques in order to solve
problems in exploration and exploitation of Natural resources, Geotechnics,
Environmental protection and Geohazards.
2.1.2 Review/Validation of the Generic Competences
After having looked at the 18 competencies agreed during the Tuning Africa Project
II forum in Cairo (Egypt), the three new subject area groups (SAGs) accepted these
generic competences and their definitions with minor changes including re-formulation of
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some of the competencies (Appendix 2). Members of the group for curriculum in Applied
Geology then adopted the final generic competencies (Table 1).
Table 1: Generic Competences for Applied Geology
S/N Generic Competences
1 Ability for conceptual thinking, analysis and synthesis
2 Ability to work professionally with respect to ethical values and commitment to
UBUNTU*
3 Capacity for critical evaluation and self-awareness
4 Ability to translate knowledge into practice
5 Ability to take relevant and objective decisions as well as the capacity of
proposing practical cost effective problem solving
6 Capacity to use innovative and appropriate technologies
7 Ability to communicate effectively in official and local language
8 Ability to learn to learn and capacity for lifelong learning
9 Ability to demonstrate flexibility and adaptability to new situations
10 Ability for creative and innovative thinking
11 Capacity to demonstrate leadership, management and team work skills
professionally
12 Ability to communicate effectively and demonstrate interpersonal skills
13 Ability to include environmental awareness and economic consciousness in
professional decision making
14 Ability to work in an intra and intercultural and/or international context
15 Ability to take initiatives and work independently
16 Ability to evaluate, review and enhance quality
17 Ability to manifest self-confidence and translate knowledge into practice with
an entrepreneurial spirit
18 Commitment to preserve and add value to the African identities, diversity and
cultural heritage
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The Applied Geology Group members discussed some elements which are directly
related to the consultation process.
2.2: Consultation Process
Similar to the earlier five Tuning Africa SAGs, the 3 new SAG participants decided
to use the same system of cluster sampling, given that the people surveyed were grouped
in the universities themselves. This decision acknowledged that survey respondents were
not strictly independent of each other, with the result that such sampling could not, in all
probability, be considered random. At the same time, the universities have a certain
clustering effect at the level of each country.
The Applied Geology Group members decided to conduct the consultation
immediately because in some areas (e.g. the Katanga Province in the Democratic
Republic of Congo where there is too much rain from December to February) mining
activities are reduced due to torrential Equatorial rains.
Other pertinent issues that arose included:
1. Possibility of introducing an Arabic version of the consultation file for countries
such as Libya where most students used Arabic language only.
2. Consideration of work experience of the persons that were to be consulted.
3. Problems of internet access in some areas.
4. Relevance of considering more than 30 persons in some countries, in each
category, to compensate for the number that could not be reached in some regions
of those countries.
5. Whether the CEO or Managing Director was the one to be contacted or somebody
else could be appointed by the targeted company for the consultation.
It was noted that company’s leadership usually do not accept invitations from universities in the event that they are expected to attend personally. In that scenario, it was imperative that the persons in authority be visited directly; although some of them were located far from university premises.
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3.0 Specific Competences
3.1 Presentation of Specific Subject Competences granted in the GROUP
After adopting the generic competences and carrying out consultations, round table group discussions were organized to establish specific subject competences and their respective definitions (Appendix 3) which were arrived at (Table 2).
Table 2: Specific Competencies for Applied geology
S/N Specific Subject Competences 1 Ability to apply knowledge and techniques acquired in earth sciences to design
engineering projects in mining 2 Ability to find, characterize and estimate quantities of natural resources 3 Ability to understand the origin and the evolution of earth and its components 4 Ability to collect, map, analyze and interpret geological data using various
Geoscientific techniques 5 Ability to use methods and techniques that apply to exploration and exploitation of
natural resources 6 Ability to evaluate environmental impact caused by exploitation of natural
resources 7 Ability to conduct geotechnical site investigation 8 Ability to identify the genesis, types and uses of geological materials 9 Ability to use and/or develop modern analytical and numerical techniques in
solving of geological problems 10 Ability to evaluate socio-economic impacts caused by utilization of geological
resources 11 Ability to monitor and assess risks associated with Geohazards then plan and
manage mitigation measures put in place. 12 Ability to implement health and safety legislation in geological resources
exploitation 13 Ability to use geological projects for sustainable development 14 ability to perceive and understanding the time-space dimension of geological
processes and their effects on the planet 15 Ability to apply knowledge acquired from geosciences in implementation of
engineering projects 16 Ability to demonstrate application of geoscientific expertise and managerial skills
in entrepreneurial activities 18 Ability to carry out field and laboratory geological investigations based on
geoscientific standard procedures and codes of practice that are in place
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The specific competences arrived at are common to all components of Applied Geology and are all likely to be needed at BSc level. However, they were left open for future updates.
4.0: Results of Consultation and Analysis- Addis Ababa Meeting 4.1 Brainstorming
A total of 817 results were received from the consultations undertaken. The main
discussions focused on Importance and realization of generic and specific skills. The
group noted that achievement was generally inferior to importance for all specific and
generic skills. Brain storming emphasized on the significance of Importance, Ranking and
Achievement (Appendix 4) as well as in identification of gaps so as to determine where
intervention was needed, even for the most important skills that need to be properly
addressed.
4.2. Analysis on Specific Competences 4.2.1. For academics - IMPORTANCE: was quite the same as for generic skills.
- Achievement: There was big gap for the number 11. This was very weak than expected
and seems to be at odds with the generic skills related to the environment, for example,
number 2. This proved that there was a misunderstanding of UBUNTU. This remark is
also apparently related to number 6, which was similar to number 11.
- CLASSIFICATIONS: The highest rankings were observed for numbers 4, 1 and 2 and
the lowest for 14 and 16. Possible reasons could have been that Number 14 consisted of
the most basic geology. For Number 16, entrepreneurships was missing.
4.2.2. For employers IMPORTANCE: Same trend as for academics
ACHIEVEMENT: several shortcomings which meant that there were several areas of applied geology.
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Number 13 was related to the missing of entrepreneurship while number 11 was, as for academics, related to Geohazards (environment) and management issues.
Employers misunderstood the importance of fundamental geology. They focus on the immediate results to make their income.
CLASSIFICATIONS: Almost the same results were obtained as for academics and for the same reasons about the top and bottom skills. 4.2.3. For students IMPORTANCE: For specific competences 9, 12 and 11; there was an anomaly whereby students felt that skills were less affected. Thus, it was believed that there was a need for additional seminars to be conducted on skills competencies that are related to innovative technologies and digital techniques. For 11, it was found to have been least affected given that students needed more practical things (refer to number 3 for more clarity). CLASSIFICATIONS: results were found to be the same. 4.2.4. For graduates. 17 was ranked highest and same observation was noted for all stakeholders.
4.3. Correlations
- IMPORTANCE: graduates and academics were high. The difference was clearly mentioned for employers and graduates. - ACHIEVEMENT: There was a high agreement, except for employers and graduates. The agreement between graduates and employers was thought to be due to expectations. - CLASSIFICATIONS: yielded very good agreement.
4.4: Establishment for the list of Specific Subject Competences Questionnaire on Specific Disciplinary Competences for Applied Geology-Graduate level
A quiz was used which presented a series of skill-related questions that could be of importance to career success. All questions were to be answers as that was very helpful in improving the planning of student programs. For each case, the choice made was to be circled.
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Each of the following skills listed were to be rated:
• the importance of each skill or aptitude for work in one’s profession based on personal opinion,
• The level at which degree programs at the university dealt with, develop each of these skills.
Free spaces was provided for addition of add skills that did not appear in the list but were considered to be important. The following scale was to be used:
1 = none; 2 = weak; 3 = noticeable; 4 = high.
4.5. Level of importance to which a degree in university is developed
Skills that indicate the level of importance for the degree in Applied Geology were as
follows:
1. Ability to apply earth science knowledge and techniques to design a mining engineering
project.
2. Ability to find, characterize and estimate natural resources
3. Ability to understand the origin and evolution of the earth and its components
4. Ability to collect, maps analyze and interpret geological data using a variety of
geosciences techniques
5. Ability to use methods and techniques of natural resource exploration and exploitation
6. Ability to assess the environmental impact of the exploitation of natural resources
7. Ability to conduct geotechnical study
8. Ability to identify genesis, types and uses of geological materials
9. Ability to use and / or develop modern analytical and numerical techniques in solving
geological problems
10. Ability to assess the socio-economic impacts of geological resources and their use
11. Ability to monitor, evaluate and implement risk mitigation plans in case of geological
disasters
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12. Ability to take into account and implement the various health and safety laws in the
exploitation of geological resources
13. Ability to integrate sustainable development into the implementation of geological
projects
14. Ability to perceive and understand the space-time dimension of geological processes
and their effects on the planet
15. Ability to contribute knowledge on geological resources for engineering projects
16. Ability to integrate geoscientific expertise into entrepreneurial and managerial skills
17. Ability to conduct field practice in geology and laboratory research in accordance with
geoscience standards, codes and procedures.
Five most important skills were to be ranked and number for the ranking entered in the
corresponding box, first indicating the most important skill, then the second in descending
order of importance, and so on.
4.6 Specific disciplinary skills for Environment Geology Geosciences 1. Ability to apply earth science knowledge and techniques to design a mining engineering project.
2. Ability to find, characterize and estimate natural resources
3. Ability to understand the origin and evolution of the earth and its components
4. Ability to collect, map, analyze and interpret geological data using a variety of geoscience techniques
5. Ability to use methods and techniques of natural resource exploration and exploitation
6. Ability to assess the environmental impact of the exploitation of natural resources
7. Ability to conduct geotechnical study
8. Ability to identify genesis, types and uses of geological materials
9. Ability to use and / or develop modern analytical and numerical techniques by solving geological problems
10. Ability to assess the socio-economic impacts of geological resources and their use
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11. Ability to monitor, evaluate and implement risk mitigation plans in case of geological disasters
12. Ability to consider and implement the various laws on health and safety in the exploitation of geological resources
13. Ability to integrate sustainable development into the implementation of geological projects
14. Ability to perceive and understand the space-time dimension of geological processes and their effects on the planet
15. Ability to contribute to knowledge on geo-resources for engineering projects
16. Ability to integrate geoscientific expertise into entrepreneurial and managerial skills
17. Ability to conduct field practice in geology and laboratory research in accordance with geoscience standards, codes and procedures
Each participant was to consult four groups of people for the subject area to which the
participant had expertise. The groups to be targeted were;
1) Graduates who had satisfactorily attended and completed a full curriculum / degree program offered at a university. --The graduates chosen were to have graduated between three and five years earlier. -- If there were few graduates each year, then the study was to capture graduates from
the previous five years. However If there were many, then the consultation was to be
limited to graduates of the last three years. If the institution had an insufficient number
2) Employers or organizations who employ university graduated or diploma holders
although not currently bosses of such graduates.
3) Academic in subject area of the participant.
If the department for the participant had a very small population to be sampled then
university students in the other institutions in the country were to be sort for.
4) Students in the last two years of a degree program at university or who had
completed their studies and expected to receive a degree.
The sample size consulted for each group were to be 30 for the purpose of filling the questionnaire used.
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5.0 : Meta –Profile
5.1. Elaboration of a Meta-Profile for the Subject Area
A meta-profile is the structure and combination of competences that give identity to the
subject area and is a mental construct that categorizes competences into major
recognized components and illustrates their interrelationship. Meta-profiles present an
understanding not only of the core elements and their description but also of their
identification and explanation in a readily understood and shared language. They offer
the location, importance and weight of the different factors that make up the whole image.
Thus, the Applied Geology Subject Area Group conducted the process of consultation
and analysis of the results obtained and selected the competences that can define the
specific cohorts of learners who achieve a degree of Applied Geology. After debating on
the core elements and specialized aspects of the areas, the participants collectively
agreed on the core constituents of competences. They then analyzed the classification,
structure and desired weight attached to each point of reference (Generic and Specific
competences), discussed grouping of reference, linkages and comparative importance
for the references and ultimately developed meta-profiles. The SAG after agreeing on the
lists of components that identify the core and level of diversification, followed the next
step of classifying the findings and creating a structure that communicates how they
understand the relationships of components to each other.
An advantage of developing meta-profiles is in the facilitation of development of joint
degrees. Through the consideration of the meta-profile, a degree profile’s main elements
may be identified and responsibilities for its construction be shared, based on a common
understanding of the whole area. In this age of transnational degrees, tools that foster
common understanding are particularly helpful.
The Applied Geology participants used the SAG methodology (S= specific and G=generic
competences) to elaborate meta-profile determination based on the subject specific
competences for the inner four circles, filled them with top five specific competences first,
and then continued with other medium and bottom competences, before finally adding
the generic competences. They then created other circles outside the core circles for
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Environmental geology and Regulations. The SAG members explained the main
components/elements of the Meta – profile and how it is linked to the previous steps
(generic and subject specific competences agreed). The Meta-profile was presented in
graphical form whereby subject specific meta-profiles are represented in the central four
yellow circles, while the green circles surrounding the big circle show the generic profiles
linked with the specific competences as per their relationships and relevance.
Competences were also then linked in detail as shown in Figure 5.1.
Figure: 5.1 : Elaboration of meta-profile and its link with competences 5.2. Specific Competence In the elaboration of the Meta profile the Exploration Geology comprises S2, S3, S4, S5,
S9, S17 and S14 specific competences. This shows that the Ability to find, characterize
and estimate natural resources and Ability to understand the origin and the evolution of
earth and its components. The exploration Geology meta-profile also have specific
competences like Ability to collect, map, analyze and interpret geological data using
various Geoscientific techniques, to use methods and techniques of natural resources
exploration and exploitation, to use and/or develop modern analytical and numerical
techniques in geological solving problems. Perceiving and understanding the time-space
dimension of geological processes and their effects on the planet and to carry out field
15
geological and laboratory investigations based on geoscientific standard procedures and
code of practice.
The Geotechnics meta-profile elaboration used S3, S7, S8, S9, S13, S15 and S17
specific competences. These are Ability to carry out field geological and laboratory
investigations based on geoscientific standard procedures and code of practice and
using geological projects for sustainable development. The Ability to contribute with the
knowledge on georesources for engineering projects, and understanding of the origin and
the evolution of earth and its components. Whereas, Ability to conduct geotechnical site
investigation, identification of the genesis, types and uses of geological materials and
how to use and/or develop modern analytical and numerical techniques in geological
solving problems are used to elaborate geotechnics.
The Mining Geology Meta profile contains S5, S2, S17, S1, S13, S3, S7 and S9 specific
competences. These are the ability to use methods and techniques of natural resources
exploration and exploitation and Ability to find, characterise and estimate natural
resources. The competences of the Ability to carry out field geological and laboratory
investigations based on geoscientific standard procedures and code of practice and
Ability to apply earth sciences knowledge and techniques to design a mining engineering
project. The ability to use geological projects for sustainable development, understanding
the origin and the evolution of earth and its components, conducting geotechnical site
investigation and Ability to use and/or develop modern analytical and numerical
techniques in geological solving problems are selected for elaboration of Mining Geology.
The Environmental Geology and Regulations meta profile is elaborated by S13, S6, S7,
S11, S9, S14, S12, S16, G16 and G13 specific and some generic competences. These
are the ability to use geological projects for sustainable development, evaluation of
environmental impact on natural resources exploitation and how to conduct geotechnical
site investigation. Whereas, the Ability to monitor, assess and plan risk mitigation
management in case of Geohazards, how to use and/or develop modern analytical and
numerical techniques in geological solving problems and Perceiving and understanding
the time-space dimension of geological processes and their effects on the planet. The
ability to implement health and safety legislation in geological resources exploitation, to
demonstrate knowledgeable geoscientific expertize in entrepreneurial and managerial
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skills and to evaluate, review and enhance quality, Sustainable environmental awareness
and economic consciousness in professional decision making are used to elaborate
Environmental geology and Regulations Meta-Profile.
5.3. Generic Competence The Professionalism Meta-profile is elaborated by G2, G4, G15, G16, G8 and G14
generic competences. These includes the ability to work professionally with respect to
ethical values and commitment to UBUNTU and translating knowledge into practice. The
ability to take initiatives and work independently, to evaluate, review and enhance quality,
to learn to learn and capacity for lifelong learning and to work in an intra- and intercultural
and/or international context are selected for elaboration of professionalism.
The Communication meta-profile is elaborated by G12, G7 and G14 generated
competences. These are the ability to communicate effectively and demonstrate
interpersonal skills, to communicate effectively in official and local language and to work
in an intra- and intercultural and/or international context.
The Socio-economic Impact Meta profile comprises S10, G13 and G1 generic and
specific competences. These are the ability to evaluate socio-economic impacts of
geological resources and their utilization, Sustainable environmental awareness and
economic consciousness in professional decision making and Commitment to preserve
and to add value to the African identity and cultural heritage.
The Quality Management meta-profile is elaborated by S16, S11, S12 and G17 specific
and generic competences. These includes the ability to demonstrate knowledgeable
geoscientific expertize in entrepreneurial and managerial skills, to monitor, assess and
plan risk mitigation management in case of Geohazards. Whereas, the ability to
implement health and safety legislation in geological resources exploitation and to
manifest self-confidence and to exhibit/translate knowledge into practice with an
entrepreneurial spirit.
The Leadership meta-profile is elaborated by G11, G5 and G9 generic competences.
These include the Capacity to demonstrate leadership, management and teamwork skills
professionally, to take relevant and objective decisions, to propose practical, cost-
17
effective solutions to problems and to demonstrate flexibility and adaptability to new
situations.
The Creativity Meta-Profile comprises G10, G9 and G6 generic competences. These are
Self- confidence, ability for creative and innovative thinking, to demonstrate flexibility and
adaptability to new situations and capacity to use innovative and appropriate
technologies.
The Critical Thinking and Synthesis meta-profile is elaborated by G4, G1, G3, G5 and G8
generic competences. These are the ability to translate knowledge into practice, Capacity
for conceptual thinking, analysis and synthesis and Capacity for critical evaluation and
self-awareness. It also contains the ability to take relevant and objective decisions,
propose practical, cost-effective solutions to problems and ability to learn to learn and
capacity for lifelong learning.
6.0: Contrast of Meta-Profile and correlation
6.1 Introduction
The Bachelor of Science in Applied Geology degreed program four-year course blends a
thorough knowledge of geological principles with practical emphasis on earth’s resources.
It is intended to provide adequate theoretical concepts and practical skills that are
required in both geological and construction-based environments for the enhancement of
infrastructural development in both public and private sectors of the mining and
construction industries.
Other focus areas are on mineral and ground water resources. A unique component of
the course is environmental management to advocate for proper use of the earth’s
resources in a sustainable manner.
Geologists seek to advance their knowledge on how the dynamic earth system works and
correlate it to the effect it has on mankind and vice-versa. Environmental protection,
geological hazards, variability of resources and climate change are of key interest to
geologists.
18
The objective of the course is to produce graduates with adequate knowledge which they
can use it in practice in order to meet the demand in the industry. The students are trained
to become geologists who are career-ready professionals; who through their knowledge
on geology can actively contribute to the development of the mining and/or construction
industry.
Emphasis is on imparting students with basic foundational knowledge in sciences (i.e.
physics, chemistry, introduction to geology and mathematics) during the first year,
whereas geological processes is made on the second year through theory, laboratory and
field work skills. A comprehensive coverage of all the core disciplines of Applied Geology
in the meta-profile is performed in the third and final years of the course.
6.2 Career Opportunities
Geologists are integral in the extraction and management of these vital resources. Some of the various roles that Geologists are involved with include advisory provision on:
• Site Investigations for Construction Projects (e.g. Roads, dams and bridges) • Groundwater • Minerals • Petroleum • Investigation of natural hazards (volcanic eruptions, landslides, earthquakes etc.)
Table 6.2.1: Some of the job outcomes for the qualified Geologist are as follows:
Column A Column B
Engineering Geologist Geoscientist Environmental Geologist Geomorphologist Mine Site Geologist Hydrogeologist Exploration Geologist
Database Geologist Petroleum Geologist Structural Geologist Paleontologist Mineralogist Stratigrapher/Sedimentologist Mathematical Geologist
19
All the components of the meta-profile are included in the profile description. To a large
extent, focus is put more on the competencies that are subject specific and form the core
of the meta-profile.
Below is a meta-profile developed by Subject Area Group (SAG) on Applied Geology
during the Tuning Africa II in Addis Ababa.The meta-profile is a reflection of the BSc Applied Geology. Weighting and Ranking are displayed below the meta-profile. It shows
how the meta-profile was developed by the SAG on Applied Geology.
The Applied Geology SAG summarized the elaboration of meta-profile in Figure 6.2.1,
represented by graphic circles that show the central four yellow circles as the subject
specific meta-profiles. Whereas, the green circles surrounding the big circle show the
generic profiles linked with the specific according to their relationships and relevance. The
Applied Geology SAG also linked the competences in detail with the meta-profiles in the
following graphic schematic diagrams (Figure 6.2.2).
Figure 6.2.1: Meta-profile for BSc. Applied Geology as developed and adopted (after Tuning Africa II).
Where,S = Subject Specific Competencies and G = Generic Competencies
20
Figure 6.2 2: Meta-profile showing Specific Competences priorities
21
6.3: Correlation A survey was undertaken to determine the response of stakeholders to competency
based curriculum development and reported during the 29th February to 2nd March 2016
forum that was held in Addis Ababa, Ethiopia. The statistical interpretation showed higher
ratings from employers in most competencies indicating popularity that is attached to
competency based programs. The correlation results obtained are as shown in Table
6.2.2 and Figure 6.2.3. Ratings for individual categories are as contained in Appendix 4.
Table 6.2.2: Correlation data for Generic competency survey
22
Fig.6.2.3: competency rating
23
7. 0: Some examples of revised/new programmes
7.1. Geology Department of Sebha University, Libya
7.1.1. Name of the new program Bachelor of Science in Applied Geology
7.1.2. Generic and/or subject specific competences.
The graduates with BSc. in Applied geology programme at Sebha University are expected to gain the necessary knowledge that achieves the goals of the generic and specific competences that are as covered in section 5.2 and 5.3.
7.1.3. Length and level of the program The BSc.in Applied Geology is a Four-year programme.
The program is intended produce graduates who will qualify to pursue MSc. degree and/or PhD degree programs in any geological disciplines as a result of the knowledge acquired during their course of study.
7.1.4. Future fields, sectors of employment/occupation of graduates
7.1.4.1. Targets field of Geology Exploration Geology • Oil and Gas • Water sector • Energy • Mineral exploration • Geochemistry • Geothermal • Mapping • Geophysics • Remote Sensing
Geotechnics • Construction • Roads • Foundation • Tunneling • Bridges • Dams • Geohazard • Slope stability
Mining Geology - Mining Environmental Geology
7.1.4.2. Sectors • Oil, Gas and Geothermal (Energy Sectors) • Water Sector • Mining Sector
24
• Environmental sector • Engineering Sector • Private and Public sectors • Regional geological survey
7.1.4.3. Occupation of the Graduates • Geological Mapping • Field data collection and data analysis • Management of Water Resources • Drilling Supervision • Geological Exploration • Mineral Exploitation • Mineral Processing • Mining Management • Monitoring, evaluation and planning • Research, training, teaching and innovation • Geoscience • Engineering and construction companies • Museums
Fig.7.1.1:
Link of the competences with the agreed meta-profile
Generic and Specific competencies as defined in Appendix 3
25
Fig.7.1.2: Flow chart for specialties
26
7.1.5. Specification of the level of the competences
The level of the competence will be reached if the students achieve 50% of the learning outcomes
7.1.6. Description of the expected learning outcomes
1. To be familiar - in depth - with the earth origin, layering (atmosphere, hydrosphere, biosphere, and lithosphere), history, and geological time scale as a pixel within a bigger picture of our solar system, milky way, and universe.
2. Understand the principles of geological formations and structural deformation and their spatial and temporal distribution at surface and subsurface conditions.
3. Realize the conceptions of different geological subjects like sedimentology, depositional environment and stratigraphy, well logging and formation evaluation, paleontology and earth life history, hard rocks petrology and economic mineralogy, geophysics and remote exploration.
4. Based on classroom lectures and exercises, the student should be able to evaluate the sedimentary basins with respect of petroleum systems, hydrocarbon occurrence, management of hydrological resources, and mining of prospective ore deposits.
5. Ability to use the classroom fundamentals of geology as a key to decipher any geological problems at the field, and to be able to conduct different surface and subsurface geological surveys, successfully.
6. To be able to use laboratory and field equipment to conduct an efficacious geological researches and then to present that work as proper written reports, journal articles, verbal presentations, posters, and online publications.
7. Ability to work in a team and know communication skills.
27
7.1.7. Learning strategy for achieving the competences The methodology of learning strategy will be based on:
• Lecture Exercises • Discussions and Exercises • Laboratory work • Supportive courses • Field trips are essential elements of the programme • Scientific language • Seminars and Project.
7.1.8. Specification of the course program N Semester Course Code Teach. H. Lab H. Credit 1
1
Physical Geology GEO1000 2 0 2
2 Crystallography & mineral optics GEO1001 2 3 3
3 Historical Geology GEO1002 2 3 4 4
2 Into. Sedimentology GEO2000 2 3 3
5 Mineralogy GEO2001 2 3 4 6 Paleontology GEO2002 2 3 3 7
3
Depositional Environment GEO3000 2 3 3 8 Igneous petrology GEO3001 2 3 3 9 Micropalaeontology GEO3002 2 3 3 10 Structural geology GEO3003 2 3 3
11 Environmental Geochemistry GEO3004 2 3 3
12
4
Stratigraphy GEO4000 2 3 3 13 Metamorphic petrology GEO4001 2 3 3 14 Hydrogeology GEO4002 2 3 3 15 Geological mapping GEO4003 2 3 3 16
5
Geophysics GEO5000 2 3 3 17 Geochemistry GEO5001 2 3 4 18 Subsurface Methods GEO5002 2 3 4 19 Remote Sensing GEO5003 2 3 3
28
S/N Semester Course Code Teach.H Lab.H Cred 20 Rewriting GEO5004 2 0 2 21
6
Basin analysis GEO6000 2 3 3 22 Ore Deposits GEO6001 2 3 3 23 Geostatistics GEO6002 2 3 3 24 Field Geology GEO6003 2 field 4 25 Seismic interpretation GEO6004 2 3 3
26 7
Sedimentary Basin Analysis GEO7000 0 0 1
27 Geotectonics GEO7001 2 3 3 28 Geological Engineering GEO7002 2 3 3 29 Seminar GEO7003 2 3 3 30
8
Sequence stratigraphy GEO8000 2 3 3 Geology of Libya GEO8001 2 3 3 31 Petroleum system GEO8002 2 3 3 32 Project GEO8003 0 0 4
Elective Courses
N Semester Course Code Teach.
H. Lab H. Credit
1 3 Soil GEO3006 2 3 3
2 Clay mineralogy GEO3007 2 3 3
3 5
Carbonate sequence stratigraphy
GEO5006 2 3 3
4 Advanced petrology GEO5007 2 3 3
5
6
Groundwater modeling GEO6006 2 3 3
6 Reservoir characterization
GEO6007 2 3 3
7 Isotope geology GEO6008 2 3 3
7.1.9. Evaluation strategy for achieving the competences
The learning outcome to be achieved through the above-mentioned methodology will be evaluated through oral and written examinations, lab and field problem-solving and evaluation of written reports. The program courses will be assessed as follows:
29
• Courses with 3 credits: Midterm exam (20 %), lab work and reports (20 %), Activities like reports and homework (10 %), and final exam (50 %)
• Geo writing with 2 credits: Class work and activities (60 %), and Final report (40%) • Field work with 4 credits: Field student assessment in knowledge, discussion,
scientific arguments, field techniques, and group work (60 %) and; Final report (40 %)
• Final project with 4 credits: Presentation and defense (60 %), Final written project (40 %)
7.1.10. Consistence of the program with competence
The program has been structured in a manner such that all the learning outcomes are
achieved. There is a direct relationship between the units outlined in the programme and
the corresponding learning outcomes. The desired level of quality demands consistency
in the delivery of the programme; therefore, reports and questionnaires will be used as
evaluation tools that will facilitating the evaluation of the programme.
30
7.2. Jomo Kenyatta University of Agriculture and Technology
7.2.1. Bachelor of Science in Applied Geology The new programme is BSc. Applied Geology. This course which will be offered at the
undergraduate level seeks to apply geological knowledge in different fields more
specifically to infrastructure development projects.
7.2.2. Introduction to the Course The Bachelor of Science in Applied Geology will be the first of its kind in a Kenyan
university primarily offered by Jomo Kenyatta University of Agriculture and Technology
(JKUAT).This course blends a thorough knowledge of geological principles with practical
emphasis on earth’s resources. It is intended to provide adequate theoretical concepts
and practical skills that are required in both geological and construction based
environments for the enhancement of infrastructural development in both public and
private sectors of the construction industry.
Other focus areas are on mineral and ground water resources. A unique component to
the course is environmental management to advocate for proper use of the earth’s
resources in a sustainable manner.
Geologists seek to advance their knowledge on how the earth works and correlate it to
the effect it has on mankind and vice versa. Environmental protection, geological
hazards, variability of resources and climate change are of key interest to geologists.
The objective of the course is to produce graduates with adequate knowledge which they
can use it in practice in order to meet the demand in the industry. The students are trained
to become geologists who are career-ready professionals; who through their knowledge
on geology can actively contribute to the development of the construction industry.
The four-year course is designed and structured to impart students with basic
foundational knowledge in sciences i.e. physics, chemistry, introduction to geology and
mathematics during the first year.
Emphasis on geological processes is made on the second year through theory, laboratory
and field work skills. A comprehensive coverage of all the disciplines of applied geology
31
is performed in the third and final years of the program which will culminate in pursuant
of supervised projects.
7.2.3. Career Opportunities Kenya is experiencing the biggest construction boom with multi-billion shillings
infrastructure projects poised to fuel the country’s economic growth. There are many
openings for geologists in the construction industry and graduate geologists are likely to
be absorbed in numbers.
Recent oil and mineral resource discoveries in Kenya has led to an increase in demand
for geologists who will work in the sector. Geologists are integral in the extraction and
management of these vital resources. Some of the various roles that Geologists are
involved include advisory provision on:
• Construction Projects e.g. Roads, dams and bridges • Groundwater • Minerals • Petroleum • Investigation of natural hazards (volcanic eruptions, landslides, earthquakes etc.)
Some of the job outcomes for the qualified Geologist are as follows:
Column A Column B
• Engineering Geologist • Geoscientist • Environmental Geologist • Geomorphologist • Mine Site Geologist • Hydrogeologist • Exploration Geologist
• Database Geologist • Petroleum Geologist • Structural Geologist • Paleontologist • Mineralogist • Stratigrapher • Mathematical Geologist
7.2.4. Meta – Profile All the components of the meta-profile are included in the profile description. To a large
extent, focus is put more on the competences that are subject specific and form the core
of the meta-profile. Below is a meta-profile developed by SAG on Applied Geology during
the Tuning Africa II in Addis Abbaba. The meta-profile is a reflection of the BSc. Applied
32
Geology course profile developed by the Department of Mining, Materials and Petroleum
Engineering (MMPE) of Jomo Kenyatta University of Agriculture and Technology
(JKUAT).
Weighting and Ranking are displayed below the meta-profile. It shows how the meta-
profile was developed by the SAG on Applied Geology (Figure 7.2.1).
Figure 7.2.1: Meta profile for BSc. Applied Geology as developed and adopted
after Tuning Africa II. S- Subject specific competences & G –Generic Competences
Generic and Specific competences as defined in Appendix 3
33
Table7.2.1: Ranking for targeted groups used
34
Table 7.2.2: Extract for specific competences used
The competences as detailed in the course profile are either Subject Specific (S) or Generic (G). The core of the course profile consists of competences which are subject specific as it forms the building blocks of the entire course. Generic competencies highly support the subject specific competencees. Overall, they combine to make sure that a learner develops all the requisite skills demanded by the learner.
35
The competences as set in the course profile are as follows:
1. Generic Competences • Thinking independently • Capacity to think logically, quantitatively and creatively • Planning and organizational skills • Leadership and Team work • Ability to assess critically and synthesize any data or literature • Effective communication • Ability to work in an intra or inter-cultural setting • Professionalism and a strong adherence to ethics
2. Subject Specific Competences
A. Knowledge and Understanding This is displayed by a learner who has developed a coherent and multi-disciplinary knowledge of applied Geology i.e. mineral georesources, petroleum geoscience, environmental geology among others. Such knowledge and understanding enables a learner to develop the: • Ability to find, characterize and estimate natural resources • Ability to use knowledge of Earth Sciences to design mining engineering
projects • Ability to understand geological processes related to earth’s natural resource
formation and the exploitation by industry • Ability to conduct geotechnical site investigation • Apply geoscientific skills in managerial levels or entrepreneurship • Ability to collect, map, analyse and interpret geological data using various
geoscientific techniques • Ability to evaluate environmental impacts in natural resource exploitation • Ability to evaluate socio-economic impacts of geological resources and their
utilization
7.2.5. Level of achievement of the competences
Knowledge and understanding is normally gained gradually as a student becomes
exposed to variables previously unknown to him/her. Understanding is reinforced with
experience such that the more experienced you are, the more understanding you have
on a specific subject matter.
The competences acquired by a student thus develop over time from the moment one is
introduced to the Applied Geology course during the first semester of studies. At the
inception (1st and 2nd year of study), key generic competences such as effective
36
communication, independent thinking, planning and organization are stressed. With time,
especially from the 3rd year and 4th year respectively, a student’s level of competence is
highly advanced. He/she is able to demonstrate good leadership and team work make
judgments or find solutions to an array of applied geological problems and also tends to
be more professional.
7.2.6. Learning Outcomes to be achieved At the end of the Applied Geology course, a graduate of this course shall be able to;
1. Apply fundamental geo-scientific concepts and procedures when undertaking tasks
that involve geology of excavations capturing dam, quarries, tunnels and construction
sites for infrastructural development.
2. Acquire sound technical knowledge, creative skills and positive attitudes for
engaging in construction projects on participatory level and as a resource for
consultancy in the evolving construction industry.
3. Carryout petrological and laboratory investigations for geoscientific and construction
purposes based on standard procedure and codes of practice that are in place.
4. Acquire geoscientific knowledge, entrepreneurial and managerial skills for mobilizing
natural resources by investing in private or public sector for income generation
purposes.
5. Develop the capability to undertake research in both geoscientific and construction
sectors for enhancement of infrastructural development.
6. Appreciate the important role of geoscientific knowledge in successful performance
of construction industry thereby fostering overall progress of the country’s economy.
7. Develop a sound foundation for pursuing higher courses having acquired
geoscientific knowledge boosted by construction concepts at bachelor’s degree level.
8. Solve geological problems using logical scientific methods and creative thinking.
9. Communicate geological information concisely and accurately using written, visual,
and verbal means appropriate to the situation.
10. Actively apply information technology in the practice of applied geology
37
11. Appreciate the need for sustainable development of the environment in the practice
of applied geology and the importance of responsible, personal, social and cultural
interrelationships.
12. Value the importance of ethics and the need for professionalism in the practice of
geology as well as upholding the interests of clients, the profession and society.
7.2.7. Learning Methodology
• Active Learning in Classrooms This method seeks to engage students in a class. Active participation by students is
anchored on three domains which are knowledge, skills and attitudes. The course
encourages students to be involved through writing, reading, discussing and solving
problems.
The classroom will be a good environment for problem-based learning where problems
will be presented for discussion and where reactions for the same will be captured.
• Individual assignment Independent thinking, planning and organization are encouraged through individual
assignments in the classroom. As an individual, one is responsible for one’s work.
Evaluation is important in order for the lecturer to pick out the strengths and the
weaknesses of each of the students. Thus, the lecturer will be able to revisit areas which
were unclear to the students thereby resulting in enhancement of confidence.
• Groupwork assignment
Although group work assignments are best done off the classroom, some group work
assignments conducted in class are usually fun and students tend to remember what was
discussed during group works.
Leadership and teamwork are competences which emanate from engaging in group
assignments. High levels of understanding are achieved through such, as the results of
the assignment are subjected to a peer review.
38
• Project-Based Learning Project based learning is powerful and engages many faculties since it is conducted
usually over an extended period of time. The assignments are meant to respond to an
authentic, complex question or problem. Hence, Project-based learning will promote the
ability to analyze and synthesize data. It will also fosters independent thinking and team
work when students undertake group assignments.
• Experimental learning - Field and Laboratory Activities
Practical skills and competences are critical to student engagement and effective
learning. The main focus of laboratory exercises in Applied Geology will be on the
development of basic, practical skills, competences and knowledge on experimental
techniques. The practical approach will be ‘hands on” and the exercises will be derived
from the disciplines contained in the specialties adduced. Lecturers through laboratory
technicians are tasked with the responsibility of ensuring that the practical exercises are
sufficiently carried out until the required competency is achieved. Repeat of the exercises
will be a must especially when an experiment was not conducted as expected.
• Practical Trips Practical trips are a vital component in knowledge acquisitions. The trips avail the
opportunity for students to appreciate what is learnt in the classroom. It also enhances
their knowledge as they get to understand more of the content which was taught in class.
Assessment of knowledge is delivered through the generation of trip reports by the
students. A lecturer also develops pointers or questions which the students can use as
guides in the process of knowledge acquisition during the practical trip.
The practical trips to be attended will link learning, motivation, innovation and teaching
needs for the learners. It will also provide an opportunity for the learners to acquire
practical competences for future application.
39
• On Attachment learning Another critical learning avenue is through attachment in the industry. This is especially
important as students get the needed exposure. The course advocates for the attainment
of such knowledge through external attachment so that learners are able to develop
Employer Related Skills and Competences (ERSC).
During the duration of the attachment, usually 8 weeks, the students are required to pen
down a daily record of tasks they performed. Reports are written on a weekly basis. This
paints a good picture on all the levels of learning and can easily be used to test knowledge
and understanding of the student. The employer has to review and approve the reports
in the log book to ensure that high standards are maintained and areas of weaknesses
are noted and improved upon.
• Research Every student especially in the final year of study is required to conduct a research project
in any of the disciplines of Applied Geology. This allows a student to further his/her
interest in a particular topic and make some contribution to other researches earlier
conducted, even by others.
Data collection, entry and analysis is central to this process. A final year student who has
been developing competences both generic and subject specific is presented with an
opportunity to use the competences learnt over the years of study to produce a good
research project. Course units for the program are distributed as follows:
40
7.2.8: Applied Geology Programme – An overview of the course units The units are detailed as below:
YEAR SEMESTER UNIT CODE UNIT NAME
1
I
BMC 2107 Communication Skills
BAC 2142 Development Studies
APH 2100 HIV/ AIDS and Substance Abuse
AMA 2101 Mathematics for geoscientists I
EIT 2101 Introduction to Computer science
APS 2101 Physics I
ACH 2101 Inorganic Chemistry
GEO 2101 Geomorphology
II
BEN 2208 Entrepreneurship Education
AMA 2102 Mathematics for geoscientists II
EIT 2102 Computer Applications
APS 2102 Physics II
ACH 2102 Organic chemistry
GEO 2102 Mineralogy and Optical Microscopy
GEO 2103 Paleontology
GEO 2104 Sedimentary Petrology
41
YEAR SEMESTER UNIT CODE UNIT NAME
2
I
BEN 2230 Business Plan
AMA 2201 Mathematics for geoscientists III
ACH 2201 Fundamentals of Physical Chemistry
ECV 2201 Fluid Mechanics
GEO 2201 Practical Mineralogy and Optical Microscopy
GEO 2202 Field Geology and Report Writing
GEO 2203 Practical Paleontology
GEO 2204 Practical Sedimentary Petrology
II
AMA 2202 Mathematics for Geoscientists IV
GEO 2205 Fundamentals of Geochemistry
GEO 2206 Fundamentals of Geophysics
GEO 2207 Photogeology and Remote Sensing
GEO 2208 Structural Geology
GEO 2209 Stratigraphy
GEO 2210 Igneous Petrology
GEO 2211 Mapping Sedimentary Terrain
42
3
I
AMA 2301 Numerical Analysis
GEO 2301 Geospatial Information Systems (GIS)
GEO 2302 Economic Geology
GEO 2303 Fundamentals of Soil Mechanics
GEO 2304 Practical Structural Geology
GEO 2305 Metamorphic Petrology
GEO 2306 Practical Igneous Petrology
ECV 2301 Construction Materials I
II
AMA 2302 Statistics and Probability for Geoscientists I
BEN 2301 Research Methodology
GEO 2307 Fundamentals of Hydrogeology
GEO 2308 Fundamentals of Rock Mechanics
GEO 2309 Geological Maps
GEO 2310 Practical Metamorphic Petrology
GEO 2311 Mapping Igneous Terrain
ECV 2302 Construction materials II
III GEO 2312 Attachment (External)
43
. YEAR SEMESTER UNIT CODE UNIT NAME
4
I
AMA 2401 Statistics and Probability for Geoscientists II
ECV 2401 Mechanical Plant and Equipment
GEO 2401 Geological developments and seminars
GEO 2402 Fundamentals of Engineering Geology
GEO 2403 Mining Geology
GEO 2404 Fundamentals of Seismology
GEO 2405 Mapping Metamorphic Terrain
GEO 2406 Project (2 Units)
II
GEO 2407 Global Tectonics
GEO 2408 Geology and Mineral Resources of Kenya
GEO 2409 Phanerozoic Geology
GEO 2410 Fundamentals of Marine geology
GEO 2411 Natural Resources Management
GEO 2412 Environmental Impact Assessment
7.2.9. Conclusion
It can be concluded that there is consistency between the programme and the
competences that the programme intends to achieve.
The learning outcomes specified in the course content are congruent with the
competences outlined.
All the learning outcomes are included in the programme and most of the units are related
to most of the learning outcomes.
Overall, it can be stated that there is consistency between the programme, learning
outcomes and competences since links and contrast were addressed accordingly.
44
8.0: Student Work Load reflections
The student workload survey was conducted to estimate the real hours of work needed
to pass the unit/course/module from the point of view of academics and students of
Applied Geology. The survey was conducted with reference to 5th semester of studies
in each university in the Applied Geology SAG. All the academics who taught the
courses in the chosen semester were surveyed. Twelve students who had passed
each of the units/courses/modules in the selected semester were also surveyed.
Where the number of students who passed the units/courses/module was less than
twelve, the total number that passed were considered and surveyed forthwith.
9.0: Results and reflections
The survey captured both the independent work and the contact hours. The contact
hour is the amount of time spent in contact with the teacher or other staff of the
university in the study of a particular unit/course /module (it includes lectures,
seminars, laboratory work, project work and field work). The independent work is the
time spent to study the unit/ course/module by the student working on his own apart
from the contact hours. The survey questions and the results of the survey are shown
in Tables 9.1.1 and 9.1.2, as well as in Figures 9.1.1 and 9.1.2.
45
Table 9.1.1: Students Work Load Survey for Applied Geology Subject Area Group
SURVEY QUESTION Academics Students
Total contact hours given to study the course during the semester
365.25 413.05
Total independent work needed to learn the unit/course/module during the semester
378.17 441.28
Total contact hours and independent work to study the unit/course/module during the semester
743.42 854.33
Number of hours an average student needs to complete all the requirements of the unit/course/module in the semester (taking into account Contact hours and Independent work )
515.42 585.23
How many hours per week does an average student (taking into account Contact hours and Independent work )
124.83 151.31
46
Fig.9.1.1: survey results
47
The survey indicates that for Applied Geology, approximately equal amount of time is
needed for independent work and contact hours in a semester. In the opinion of
academics contact hours versus independent work is 49 %: 51 %; while in the opinion of
students, it is 48%: 52 %
Fig.9.1.2: Contact hours Vs Independent work (%)
The nature of the Applied Geology course entails a lot of contact between the students
and the staff during field work, laboratory work, tutorials and projects etc. Thus
approximately equal amount of time is needed for both contact hours and independent
work.
The survey also shows that, a very significant percentage of academics (74.3%)
considered it necessary to include hours of independent work when planning the
workload. However, only (46.89%) considered students expectations and evaluation
when planning workload. Less than 50% of the students (49.21%) were aware of the
hours planned for the students’ independent work. Also at the beginning of the
48
unit/course/module only 46.89 % of the students were guided on the necessary workload
for each part of the independent work
Table 9.1.2: Consideration of students’ expectations during planning of workload/
students awareness of planned workload
% Answers from Academics saying yes to
% Answers from students saying yes to
Planning the workload for your unit/ course/ module consider necessary to include hours for independent work.
(71.43 %)
Student’s expectations and evaluation into consideration when planning the workload.
(46.89 % )
Aware of the number of hours planned for the students for independent work.
(49.21 % )
Professor guided you at the beginning of the unit/course/module on the necessary workload for each part of the independent work.
(25.65 %)
The above observations from the survey, makes it imperative for the hours for
independent work and student expectations and evaluations to be considered when
planning students workload. Students should also be made aware of the number of hours
planned for independent work; and at the beginning of the unit/course/module they should
be guided on the necessary workload for each part of the independent work.
49
10.0: Conclusion
The Applied Geology Tuning Africa subject area group under the coordination of Dr.
Digne Edmond Rwabuhungu R., the Dean of the School of Mining and Geology at
University of Rwanda with the participating team of Applied Geologists in academia from
14 African Universities from all sub-regions during Tuning Africa II project with the Deusto
International Tuning Academy, Bilbao, Spain leading, developed an initiative that may
meet the African future need in higher education harmonization.
The education methodology focus on students’ need to develop and remain focus on
accountability and goal centeredness by articulating and evaluating clear aims, objectives
and outcomes at every step of the way. The Applied Geology subject area group
conducted/developed new programmes and revised existing programmes in all
universities that participated in the exercise. Student mobility and degree equivalence in
this field will certainly benefit immensely from this work. .
50
Appendix I: Editors
Dr. Digne Edmond Rwabuhungu R.,
Prof. Bernard Kipsang Rop,
Prof. Ayonma Wilfred Mode,
Dr. Louis Kipata,
Dr. Mouloud Nefis,
Dr. Ahmed Ousmane Bagre,
Dr. Danwe Raidandi,
Dr. Hassen Shube Sheko,
Dr. Frederic Dohou,
Dr. Asharef Albaghdady,
Dr. Voahany Ratrimo,
Dr. Mohamed Awa,
Dr. Thomas Oromo Henry Atari, and
Dr. Najet Slim Ep Shimi.
51
Appendix 2: Definitions for Specific Subject Competence objectives
S/N Specific objectives Definition
1 Ability to apply earth sciences knowledge and techniques to design a mining engineering project
This is the ability of using the basic geoscientific knowledge such as subsurface geological formation, geomorphological, structural and rock mechanics; to decide about the feasibility and methods of exploitation of mineral resources and also to supervise the project during its mineral processing.
2 Ability to find, characterize and estimate natural resources
This is the ability to locate and evaluate the natural resources deposit area using the methods of geological mapping, geophysical, geochemical, geostatitics and Remote Sensing and geographic information system data.
3 Ability to understand the origin and the evolution of earth and its components
This is the ability of identify the geo-dynamic of the earth and evolution of the solar system.
4 Ability to collect, map, analyse and interpret geological data using various Geoscientific techniques
This is the ability of field geological data collection, producing map, analyzing the field data in the laboratory, interpretation of the result using different geological software and modelling techniques.
5 Ability to use methods and techniques of natural resources exploration and exploitation
The ability to use the knowledge of geophysics, remote sensing, GIS, geochemistry and mining exploration and exploitation.
6 Ability to evaluate environmental impact of natural resources exploitation
The ability to use the tools of EIA
7 Ability to conduct geotechnical site investigation
The ability to apply knowledge of engineering geology for infrastructures development.
8 Ability to identify the genesis, types and uses of geological materials
The ability to utilize the knowledge of geology of ore deposit, petrogenesis of metamorphic and igneous and sedimentary rock forming process and their economic importance
9 Ability to use and/or develop modern analytical and numerical techniques in geological solving problems
This is the ability to develop or use modern analytical and numerical techniques to solve problems based on strong numerical skills and the use of appropriate application softwares.
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Table Cont..
S/N Specific objective Definition
10 Ability to evaluate socio-economic impacts of geological resources and their utilization
This is the ability to understand geological resources and their uses and the socio-economic impact of their exploitation; to ensure they are exploited in a sustainable and environmentally friendly manner.
11 Ability to monitor, assess and plan risk mitigation management in case of Geohazards
This is the ability to recognize potential geohazards, and to plan risk mitigation and management strategies
12 Ability to implement health and safety legislation in geological resources exploitation
The Applied Geologist should have a very good understanding of health and safety legislation and ensure that they are implemented in geological resources exploitation
13 Ability to use geological projects for sustainable development
This is the ability to plan, manage large scale geological projects in mining, construction and manufacturing industries in sustainable development
14 Perceiving and understanding the time-space dimension of geological processes and their effects on the planet
Basically, at the universal level, this is the ability to understand geological processes in terms of erosion, geo-environmental hazards in a dynamic earth systems
15 Ability to contribute with the knowledge on georesources for engineering projects
The ability to acquire technical knowledge, creative skills and positive attitudes for engaging in construction projects and in mining industries
16 Ability to demonstrate knowledgeable geoscientific expertize in entrepreneurial and managerial skills
The ability to acquire geoscientific knowledge, entrepreneurial and management skills for mobilizing natural resources
17 Ability to carry out field geological and laboratory investigations based on geoscientific standard procedures and code of practice
Ability to effectively carry out petrological and laboratory protocols for geoscientific and construction purposes.
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Appendix 3: Generic Competences and their definitions
Figure 3: Meta-profile showing contrasting linkages of Generic and Specific Competences
G1. Capacity for conceptual thinking, analysis and synthesis: This competence is the ability of using geoscientific knowledge to solve the natural problems, analyzing geological concepts and creating the conceptual mentality that brings the possible solutions for the problems in the context of the Geoscientific areas.
G2. Ability to work professionally with respect to ethical values and commitment to UBUNTU: This is the professional quality to respect the norms, morals, cultures and ethical values of the community, employers, stake holders and the working team in the projects and working areas based on the legal, human dignity in the context of the geological field works and official sectors.
G3. Capacity for critical evaluation and self-awareness: The ability to develop the
capacity to solve critical problems to make decision in the management of the projects based on the merits and demerits to overcome the shortcomings as well as to assess the situation of the working areas in geological fields.
G4. Ability to translate knowledge into practice: This is the ability to adopt, apply and modify the basic geoscientific knowledge and applications into practice to solve the real life geological problems.
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G5. Ability to take relevant and objective decisions, and to propose practical, cost-effective solutions to problems: The ability to decide without the bias in proposing the feasible cost-effective solutions in the project management and supervision based on the effectiveness of the stake holders that reduce the problem of the society in the geological context of resource exploration and exploitation.
G6. Capacity to use innovative and appropriate technologies: The ability to use the knowledge of innovation and has the knowledge of technologies relevant to the field of specialty of geology.
G7. Ability to communicate effectively in official and local language: Ability to convey information in an easy and understandable manner.
G8. Ability to learn to learn and capacity for lifelong learning: Ability to embrace new knowledge and to continue learning.
G9. Ability to demonstrate flexibility and adaptability to new situations: A learner has an ability to cope-up with new realities
G10. Self- confidence, ability for creative and innovative thinking: This is the ability to initiate new ideas (or concepts in Applied Geology), which will be applicable to new situations toward finding solutions to problems.
G11.Capacity to demonstrate leadership, management and teamwork skills professionally: These are skills (including conscientious work ethic, personal integrity and efficiency and planning capabilities) that enable one to function effectively in team or group work situations; especially the ability to take on the responsibility of leadership.
G12. Ability to communicate effectively and demonstrate interpersonal skills: Basically, at the universal level, this is the ability to be clear and articulate in verbal and body language expression as well as success in relating smoothly with people. In the context of Applied Geology, apart from verbal expression, communication includes proficiency in communicating technical information through media such as maps, charts, drawings and sketches, symbols and appropriate geologic models.
G13. Sustainable environmental awareness and economic consciousness in professional decision making: This is the ability to develop a keen awareness of the connection or link between economic activity and their environmental impacts hence taking necessary measures to mitigate and manage Geohazard and anthropogenic activities. For Applied Geologists this means understanding
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fully the environmental implications of such economic activity and the responsibility that this places on them to ensure preservation of the environment.
G14. Ability to work in an intra- and intercultural and/or international context: This is the ability to work well with people of all races or ethnic background whether in one’s home base or in a foreign setting. This involves understanding of different cultures. For applied geology this requires familiarity with local and national geological norms and international standards.
G15. Ability to take initiatives and work independently: This is the ability to work well, i.e. efficiently and effectively with minimum supervision in one’s working environment to achieve desired results. For applied geologist this means he/she must know the right sources of information, including reference books, field work data, e-learning, journals and textbooks.
G16. Ability to evaluate, review and enhance quality: This is the ability to determine, enhance and take appropriate steps of the technical geological studies. For an applied geologist it is the capacity to use technical tools to assess, interpret and analyze geological data.
G17. Ability to manifest self-confidence and to exhibit / translate knowledge into practice with an entrepreneurial spirit: This is the quality of being sure of one’s self in terms of the acumen and ability to deliver goods and services in entrepreneurial point of view (such as small and large-scale business). For applied geologists such self-confidence is usually derived from the authority of technical competence and proficiency. It therefore requires the ability to learn fast on the job to drive out the self-doubt syndrome.
G18. Commitment to preserve and to add value to the African identity and cultural heritage: This is pride of the African cultural heritage to enhance commitment and preservation of Africa identity, creative thinking and innovations.
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Appendix 4: Graphical results for competency investigations
ACADEMICS – APPLIED GEOLOGY – RATINGS
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EMPLOYERS / APPLIED GEOLOGY - RATINGS
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EMPLOYERS – APPLIED GEOLOGY – RANKINGS
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STUDENTS / APPLIED GEOLOGY - RATINGS
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STUDENTS – APPLIED GEOLOGY – RANKINGS
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GRADUATES / APPLIED GEOLOGY - RATINGS
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Appendix 5: The Competences Matrix Generated by European Countries on Tuning Earth Science (Publicaciones de la Universidad de DeustoApartado 1 – 48080 Bilbao, June
2009)
The matrix below offers example of how several important Generic and Subject Specific competences are developed in Earth Science third level education in both Cycle 1 and Cycle 2 degrees throughout member countries. A2.1. Generic Competences, Cycle 2 COMPETENCE: Capacity for analysis and synthesis (Scotland) What does this competence mean for your students? Scottish master’s programme tends to be directed towards highly specific professional knowledge. In the majority of cases the master’s programme is an end in itself and not a stepping stone to PhD programmes. How do you help students to achieve this competence in your teaching methods? As a consequence this competence is developed through highly specific, subject-focused work. In general it attempts to understand the most fundamental assumptions that underlay specific areas of knowledge to track the links in the reasoning chain that have led to contemporary concepts, and to assess, wherever possible in quantitative terms, uncertainties in data, analysis and synthesis. What learning activities do your students engage with in order to develop this competence? • Individual problem-based work • Group problem-based work • Masters thesis • Oral presentation How do you assess whether, or to what degree, they have achieved this competence? • Through assessment of written and oral presentations, • Through tutorial discussions How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? Through almost continuous feedback in writing on written work, orally in response to oral presentations and in tutorials. COMPETENCE: Problem solving (England) What does this competence mean for your students? • The main impact of the problem solving approach is that students are constantly faced with the question of ‘How’ or ‘Why’ geological phenomena and processes occur. This provides their study with aims, rather than simply developing learning towards some ill-defined outcome. • Students become more aware of why they are being taught things and being set tasks. As a result, they both understand and question what they are doing more. How do you help students to achieve this competence in your teaching methods? • Set aims for courses and place each course (or part thereof) in a wider context of the curriculum and development of the subject in general. • Set aims for every lecture, practical class and field exercise.
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• Place more emphasis on rationale and methodology than on attaining a correct result (the latter should follow if the former are in place). What learning activities do your students engage with in order to develop this competence? • Simple problem solving exercises. • Comprehension, analysis and criticism of published research papers. • Students undertake the design of their own independent research project, including the writing of a research proposal. How do you assess whether, or to what degree, they have achieved this competence? • Setting of ‘unseen’ problems, rather than testing of students ability to repeat old exercises How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • Confidence in tackling new problems. • Ability to deal with ‘unseen’ questions. • An independent research project (based on field and/or laboratory work) is carried out as a major part of the 2nd cycle, which contributes to 37.5% of the assessment. Students first produce a research proposal, which is assessed by staff and forms the basis of the project. Students make an oral presentation of progress during their research; this is again assessed by staff and feedback given. Students are encouraged to present their projects in the form of a paper for journal publication. This is evaluated by two independent staff, who viva the student on the basis of their report. Students have a separate viva with an external examiner. COMPETENCE: Decision Making (Spain) What does this competence mean for your students? This competence helps the students choose and establish the priority of different facts and concepts that they need to reach a particular educational objective. How do you help students to achieve this competence in your teaching methods? This is mainly achieved by setting practical tasks that are supervised by an instructor What learning activities do your students engage with in order to develop this competence? Fieldwork is an example where this competence can be developed by setting students an assigned task which requires resolution. How do you assess whether, or to what degree, they have achieved this competence? Both by discussion and positive criticism of their result with the student and in both written and more formal oral reports How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? Such exercises are graded and feedback is given by the instructors. COMPETENCE: Ability to work autonomously (Netherlands) What does this competence mean for your students? This competence is considered the main characteristic of university-educated students, when compared to students in other forms of (higher) education. In the context of the EU it is the main guarantee for the continuous development of democratic liberties and structures and hence an invaluable, and probably the most important, contribution to society in general. How do you help students to achieve this competence in your teaching methods? The first thing is for staff, recognising that there is a difference in experience and position, to
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educate students in a manner which at the same time stimulates both self-confidence and awareness of responsibility. This is very much dependant on the abilities and inspiration of individual members of staff and can hardly be organised in a formal way. However, some structural elements may help: -involving students, whenever relevant, in a serious manner in departmental/university decision-making and practice, i.e. as formal assistants and as co-authors; - stimulating, within the limits of university responsibility, especially second cycle students to autonomously organise and realise their programme of studies, voiding premature staff intervention. What learning activities do your students engage with in order to develop this competence? • Writing an MSc thesis, conducting related field, laboratory and literature research, and preparing related publications and oral contributions; • Following courses in other, often foreign, departments; • Attending lectures by colleagues from outside the department; How do you assess whether, or to what degree, they have achieved this competence? Primarily the level of the MSc thesis is assessed. Achievements in courses in other and, or foreign departments are taken into consideration on the basis of credits (mostly ECTS) and local assessment How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? Primarily through feed-back discussions regarding the MSc thesis. COMPETENCE: Critical and self-critical abilities (Ireland) What does this competence mean for your students? • The ability to perform competently within the defined topic • The ability to take over academic responsibility for the topic • The ability to forecast and answer questions • The ability to do good research How do you help students to achieve this competence in your teaching methods? • Students are required to write a 1500 word article for the internal geological publication which is refereed internally following normal guidelines • Students are required at least once during their studies to give a post or a presentation at a conference and are helped with funding. • Students are encouraged to attend departmental seminars and outside conferences What learning activities do your students engage with in order to develop this competence? • Require, as a formal part of the students training, • that they participate in seminars and informal discussions on a variety of topics. • The preparation of theses requires close consultation with the supervisor which involves rehearsal of such competences • For taught cycle 2 degrees all students must participate in seminars which critically discuss research papers and must also prepare a literature review. How do you assess whether, or to what degree, they have achieved this competence? • All cycle 2 students receive a viva voce examination with an external examiner before award of their degree. This constitutes a formal part of the exam and students are specifically expected to show that they have developed such critical facilities.
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• Feedback on their contribution to seminars or on their presentations. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • Students are given a formal debrief (this should be ‘debriefing) after their viva voce exams and told what their final grade was and how the various competences contributed to this grade. • Private debriefings with supervisors after presentations • Criticism by staff members of first draft manuscripts • Criticisms by external referees where manuscripts have been submitted for publication. COMPETENCE: Capacity for generating new ideas (creativity) (Belgium) What does this competence mean for your students? This means that our students are able to produce an original work after a personal enquiry about a precise subject. The students choose the subject out of a list submitted by the teachers. Some students will propose their own subject. In this case, the subject has to be approved by the teachers. Our students have to prove that they are able to generate new ideas in achieving two major works, i.e.: • a thesis that they have to present at the end of the cycle • a personal geological map covering an area of about 30 km². How do you help students to achieve this competence in your teaching methods? They are incorporated within a research team. Through discussions, we are looking to show them how to conduct a search. We also request from them that they collect all available information about the subject through bibliographic investigation, fieldwork. We encourage them to talk with different people who can assist. What learning activities do your students engage with in order to develop this competence? a) Thesis During the work, we request from the students that they present orally the results that they gained from the beginning. This presentation helps the students to organize their first results. This is an exercise of oral presentation as well. After the presentation the teachers will discuss with every student and will give some advice on how to proceed with their personal work. b) Geological map Concerning geological maps, the teacher will spend one day on the field with every student in order to discuss the stratigraphic canvas, tectonics, and geological boundaries. How do you assess whether, or to what degree, they have achieved this competence? a) Thesis At the end of the year every student has to write a report summarizing the main results which he gained. The report is examined by 3 or 4 teachers. The student has also to present orally the results of his work. Usually, all the students of the 2nd cycle and teachers attend this presentation. After the presentation, the teachers question the student to assess the knowledge acquired by the student about the subject. b) Geological map Concerning geological maps, every student has to produce a map, a geological section, a stratigraphic log, and a geological key.
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How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? a) Thesis Every student receives a mark for the work done. This mark is the sum of the marks attributed to the written report and to the oral presentation. b) Geological map After correction, the students recover the geological map with comments. COMPETENCE: Ability to work in an interdisciplinary team (Finland) What does this competence mean for your students? This competence allows students to: • increase the understanding the basic nature of sciences and the place of earth science within other sciences; • develop the skills of communication and academic thinking; • increase the skill of using subject specific theories, in referencing work and make spontaneous contribution in a social gathering; • train in summarizing results and decision-making How do you help students to achieve this competence in your teaching methods? Some courses in geology, especially in environmental geology, draw students from other disciplines. These are applicable for interdisciplinary teaching in form of seminars, written or oral communications or project based learning. A project, as a teaching method, in laboratory or field work linked to laboratory would be useful for interdisciplinary learning. For example: a programme has been planned in Geo-environmental Studies, which contains studies from a Geology Department and from a Department of Process and Environmental Technology. What learning activities do your students engage with in order to develop this competence? Working with people, who do not have background in Earth Science, inspires my students to orientate to the questions of own subject area and to share information in a social gathering. Working in team will develop the skills in oral and written communication. How do you assess whether, or to what degree, they have achieved this competence? A common written or oral presentation (interdisciplinary seminar) or a work description of a project would be adequate for following the process and giving feedback of the success. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? Students prepare a self-assessment and participate in confidential discussions.’ COMPETENCE: Knowledge of a second language (Portugal) What does this competence mean for your students? It enables communication with and learning from Earth Scientists from other countries. Knowledge of other languages facilitates employment and travel opportunities How do you help students to achieve this competence in your teaching methods? Usually the students have a 7 year background in one or two foreign languages. During classes bibliography in foreign languages (papers and books) is recommended. There are some technical terms that are not translated but explained in the classroom. What learning activities do your students engage with in order to develop this competence? Most classes include bibliographical references in English, French and Spanish.
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How do you assess whether, or to what degree, they have achieved this competence? Usually there is no (I would insert the word ‘formal’ here which I think is what is meant) evaluation of this knowledge. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? The ability and ease of reading papers and books in foreign languages are not discussed with the students but they are always recommended. A2.2. Generic Competences, Cycle 1 COMPETENCE: Capacity for applying knowledge in practice (England) What does this competence mean for your students? • The use of knowledge gained in lectures to carry out investigations of materials during laboratory sessions. At an early stage, this means combining knowledge of mineral structure, rock formation, palaeobiology, stratigraphy, tectonics, etc. with the development of observational skills to allow identification, classification and comparison of minerals, rocks, fossils, etc. and the analysis of geological structures and maps. • Application of similar principles and methods in field situations. • How do you help students to achieve this competence in your teaching methods? Introduction of laboratory sessions, coursework assignments and field classes at an early stage. In many of our courses we do not distinguish between ‘lecture’ and ‘laboratory’ time, and where possible use the same classroom for both activities. • Provision of clear demonstrations of both the ‘approach’ and ‘solution’ to elected practical examples. • Provision of adequate assistance from Graduate Teaching Assistants (GTAs) in practical classes. • Regular tutorial sessions in early years. What learning activities do your students engage with in order to develop this competence? • Students learn to apply lecture-based knowledge with observational and practical skills. • For example, map-interpretation classes use the basic principles of stratigraphy and structural geology, together with aspects of many other subjects, to develop skills in the qualitative and quantitative analysis of field relationships and the prediction of sub-surface structure. Map interpretation problems may be aimed at the solution of practical problems in areas of economic geology (e.g. reserve estimation). • Students learn to work independently and in small groups. • They are encouraged to ask each other questions and to check their progress with GTAs. How do you assess whether, or to what degree, they have achieved this competence? • Inclusion of coursework components in assessment of most courses. • Clearly defined deliverables, usually involving identification of specific ‘solutions’ that will be assessed rapidly. • Inclusion of practical problems in final assessment of courses, to test if individual students can apply knowledge to specific problems and materials. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • Rapid feedback on submitted coursework. • Much geological knowledge and skill development is progressive; hence graded exercises
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allow students and teachers to assess progress through increasingly complex applications. • Final grades in practical and field courses. COMPETENCE: Concern for Quality (Finland) What does this competence mean for your students? This competence provides: • Opportunities to participate and have a say on teaching development work • A chance to follow and evaluate the teaching practice at the department • An opportunity to have an influence on focusing the teaching resources at department • And helps develop the general understanding of the meaning of quality, i.e. towards accurate observation and recording How do you help students to achieve this competence in your teaching methods? The University has established a network of teaching development groups at each department. The members are collected from teachers (assistants, lecturer and professors) and students. This team coordinates the teaching development and informs of its work to the Council of the Department and to the teaching development unit of University administration. It makes an evaluation report every year and runs the feedback system. The Student Association assigns the student members to the group for a three year period. What learning activities do your students engage with in order to develop this competence? The general discussions of quality are expected to increase the team work skills. This would train them to assess which is bad and which is good practice in teaching and it would generate ideas how to improve the existing teaching methods and core curricula. How do you assess whether, or to what degree, they have achieved this competence? A prerequisite for comprehensive quality responsibility and quality concern is the ability to estimate current situation, not only the quality of staff work (teaching practice), but more widely, the offered contents of general and subject related competences. At the beginning of studies the students are unlikely to achieve this competence. The main contribution of the first cycle students in the quality issue would be the partaking in the quality working groups and attendance in feedback practice. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? A prerequisite for comprehensive quality responsibility and quality concern is the ability to estimate the current situation, not only the quality of staff work (teaching practice), but more widely, the offered contents of general and subject related competences. At the beginning of studies the students are unlikely to achieve this competence. The main contribution of the first cycle students in the quality issue would be the partaking in the quality work groups and attendance in feedback practice. COMPETENCE: Information management skills (Belgium) What does this competence mean for your students? Students have two types of information to manage: • The information they receive through courses (lectures, practical work, and field trips). • The information they have to find on a specific subject, usually as part of a personal work. How do you help students to achieve this competence in your teaching methods? Courses • In every course the teacher insists on the most important concepts and paradigms about the
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subject. The teacher has to assist the students in making a hierarchy of the information being received. Personal work • The teacher gives some instructions to the students to organize information that they have collected. The instructions are provided as a help to the students to manage information. What learning activities do your students engage with in order to develop this competence? Courses • The students have to present for oral and/or written examinations during the academic year. The examinations help them learn what kind of information is of major or minor importance. Personal work • The students have to present oral and written reports about a specific subject. These reports will be the result of a bibliographical investigation. This subject is provided by the teacher in connection with his own courses. How do you assess whether, or to what degree, they have achieved this competence? Courses • By an oral and/or written examination at the end of the academic year, at the end of the course, or after certain parts of the course. The examination does not concern only the theoretical part of the courses but also its practical part (laboratory, fieldwork). Personal work • The students have to present orally the results of a bibliographic ‘bibliographical’) investigation. After the presentation, the examiners will ask some questions and engage in a dialogue with the student in order to recognize whether he/she has a perfect understanding of the information collected by themselves. The same examiners evaluate the written report. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? Courses • Students receive a mark after each examination. In some cases, they receive their written tests with annotation and remarks. These remarks help the student to understand whether his answer to the questions is correct or not. We hope that the remarks will help the student to improve his skill to manage the information he has to know. Personal work • Every student receives his written report with annotations and corrections. After the oral presentation of the report, every student will receive comments about the presentation. Mark is assigned for written report and oral presentation as well. COMPETENCE: Oral and written communication in your native language (Spain) What does this competence mean for your students? It enables them to present their ideas and work in a clear and structured way. How do you help students to achieve this competence in your teaching methods? We offer some guidelines about the structure of written and oral presentations, and assist them when developing their reports in specific courses What learning activities do your students engage with in order to develop this competence? In many subjects written reports related to fieldwork or practical work at the laboratories are required. The oral aspects are only required in some (few) elective subjects, for some a poster is required. In some field camp students present their daily work to their classmates. At the end of
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the cycle they must present a tutelage final report about a specific matter of their studies (100 hours work is required). How do you assess whether, or to what degree, they have achieved this competence? The reports are evaluated during the semester. At the end of the cycle a guided report must be presented before finishing their studies, which is formally assessed. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? These presentations are marked, and literary skills are taken into account. COMPETENCE: Ability to work in an interdisciplinary team (Scotland) What does this competence mean for your students? • Adapting to a problem-solving approach rather than a disciplinary problem: sensitivity, awareness and appreciation of the methods of other disciplines: • Development of personal interactive skills • Contribution to team objectives How do you help students to achieve this competence in your teaching methods? In a variety of learning settings, we set problems and ask questions but not simply the classical issues for a single discipline. We have questions such as: analyse the issues for the UK in developing long-term energy policy and the options open to it. Such questions require them to use their own disciplinary knowledge ranging from, on the one hand, assessment of the total hydrocarbon resource in the North Sea, and on the other the potential climatic consequence of burning it. The then need to become aware of other aspects of the problem: the technological possibilities of other sources or energy, the impacts on the national economy and regional employment of shifting energy generation modes; the degree to which scientific assessment of environmental consequence can be transmitted to the public and public reaction. There is only one knowledge set within a group of students working together, then the group tends to be driven by dominant ego or the most knowledgeable mind. When however the group contains different knowledge sets, students learn to appreciate the knowledge that others have and learn ways of incorporating diverge knowledge sets in their approaches. They also recognise that strengths are distributed in different ways. Some are good at orchestrating the debate, some are good at contributing ideas, and some are good at presenting. A not too dominant facilitator sitting on the edge of the group plays a very important role. What learning activities do your students engage with in order to develop this competence? • Field-based problems • Technically based laboratory problems • Activities Sustained over several weeks addressing single but wide-ranging questions How do you assess whether, or to what degree, they have achieved this competence? • Observation of the dynamics of the class working together; • Through individually written reports that incorporate the findings of the whole class; • Through oral presentation. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • It is not a black and white digital phenomenon. Very few things are. • Through oral feedback in individual tutorials • Through written feedback on written work
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• Most of all, students are individually aware without any comment from us about how much they have enjoyed the exercises and how much they have learnt from them. COMPETENCE: Team work (Ireland) What does this competence mean for your students? This competence means a number of things, among which are: • Ability to appreciate the significance of and integrate skill from different team members to solve a multi-faceted task • Good teamwork is essential for good planning of field work • Good teamwork is essential for the safe conduct of field work • Teamwork can be used to enhance the educational experience beyond that supplied by the curriculum How do you help students to achieve this competence in your teaching methods? Formal • Dividing tasks, such as preparing for a field trip, into elements and giving each team (class) member responsibility for an element. Students are then asked to ‘lead’ the appropriate section of the field trip. • Field exercises are carried out in teams of two or more • Safety training courses are offered for the whole class in which they must act as a team. • Some practical exercises, particularly in earlier years are assigned to teams Informal • The Department supports and encourages student societies such as ROCSOC (geoscience related) and MARSOC (oceanographic and marine related) What learning activities do your students engage with in order to develop this competence? Students do the following: • They have to decide how to break down a project into tasks for the team members • They then have to perform these tasks • They then have to integrate their results to produce the final product • They are then given feed-back (often from other members of the team, rather than from staff) on their team performance. How do you assess whether, or to what degree, they have achieved this competence? • This is not formally assessed. Though some team efforts are marked as such and each member of the team obtains the same grade. The feed-back process is usually the best guide. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • Through the feed-back discussions and meetings of individual groups with staff members to tackle problems and review progress COMPETENCE: Ability to work in an international context (Holland) What does this competence mean for your students? Based on 1) the necessity to obtain experience abroad (considering the geological situation of the country), 2) the substantially international job market, and 3) the increasing international dimension of higher education, all students in Earth Science are in principle educated in a manner that should enable them to function in an international context, both in the course of their study and after completion.
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For first cycle students this means: • Getting acquainted with operating under practical and cultural circumstances that are different from the situation at home; • Using almost completely foreign-language literature (95% English), including textbooks. How do you help students to achieve this competence in your teaching methods? • From the moment of entry on students have to study English-language textbooks. An annotated English-Dutch list of words (both general and technical terms) is provided with the initial textbook. • Organising field activities abroad. • Contributing to international activities of the students association • First cycle students are encouraged to attend regular lectures by foreign scholars. What learning activities do your students engage with in order to develop this competence? • Field work and field trips in: Belgium, France, Britain, Spain etc. From the 1st year on responsibility for housing, transport etc. during summer fieldworks is largely put with the students. • Studying almost completely foreign-language (English) literature. • Occasionally: taking courses taught in English by non-Dutch staff. How do you assess whether, or to what degree, they have achieved this competence? • The studying of English-language literature is, implicitly, assessed continuously in the course of the general assessment procedures. • Marking of field activities is, implicitly, connected to the performance in an international context. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • Students are aware by self-assessment of the role of language problems in their performance. From the beginning they are aware that the ability to digest English-language literature is an absolute requirement. • During in-course assessment during summer field work students are confronted with the negative impact of practical shortcomings in the international context (e.g. insufficient minimum command of language) on their performance. A2.3. Subject Related Competences, Cycle 2 COMPETENCE: Ability to analyse the distribution and structure of a range of geological materials/phenomena (rocks, minerals, fossils, landforms, soils, fluids and gases) at all scales in both space and time (Finland) What does this competence mean for your students? • develops the ability to understand and identify the holistic nature of the subject • develops the ability to assemble the learning outcomes from separate sources • gives confidence to apply knowledge in practice, to collect and integrate several lines of evidence and formulate synthesis and modeling How do you help students to achieve this competence in your teaching methods? The core curriculum in geology has to be organized so that it has a sensible cover for geological and environmental conditions prevailing in my country. The education should expose the
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essential methodologies of the subject area. In geology this must contain field research and it has to direct the way how to use observations and records to make synthesis and models. What learning activities do your students engage with in order to develop this competence? They will participate in lectures, seminars and projects and make observations from field, collect field and laboratory evidence and use their records for synthesis and modelling. How do you assess whether, or to what degree, they have achieved this competence? This is an advanced competence which forms the base for an extensive set of skills, concepts, theories and methodologies which student has to attain, not only in geology, but in many other sciences. Assessing the degree by which the student has achieved this competence is possible to assemble by evaluating the student’s advancements during the 2nd cycle program. Written presentations, maturity examination and mark of the thesis are appropriate for this target. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? Comments and a returned review of the student’s written presentation, the discussions in seminars and in confidential meetings, self-assessments/assessment COMPETENCE: Understanding of the main processes (physical, chemical and biological) which operate in and on the Earth and the integration of these processes (England) What does this competence mean for your students? • Emphasis on a process-oriented approach requires students to have a sound basis in mathematics, physics, chemistry and biology, and to be aware of the application of these to earth science by completion of 1st cycle. • Process-oriented teaching is embedded in almost all the courses2nd cycle students take, and is introduced fairly extensively in the 1st cycle. • Students must also be aware of the need to consider processes operating over the wide scale ranges and timescales involved, which often negates direct experimental approaches. How do you help students to achieve this competence in your teaching methods? • Our students rarely enter university with proficiency in all of mathematics, physics, chemistry and biology, hence the need to provide early provision of courses in this area. • We have also designed our courses to provide more advanced training in mathematics, physics and chemistry into the 2nd cycle. • Training is provided in the understanding and use of numerical techniques and computer-based modelling codes. What learning activities do your students engage with in order to develop this competence? • Students require to have both a reductionist and holistic approach to earth processes. They need to simplify natural situations to a level where analytical, numerical or experimental models can be applied, whilst also appreciating the complex feedback systems which operate. • Use of computer codes for simulation of earth processes. • Comprehension, analysis and criticism of published research papers. How do you assess whether, or to what degree, they have achieved this competence? • Written exams are designed to test understanding of process rather than the ability to simply name, classify and order geological materials, structures and events. • Completion of coursework exercises which involve the simulation of geological processes. • Students are expected to read original research papers and their comprehension of these are tested. • Oral and written presentation of work designed to investigate process.
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• Students take 3-4 ‘advanced synthesis’ modules, which are specifically designed to take students to the ‘cutting-edge’ of process oriented research and test their ability to synthesise geological observations and phenomena. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • Through their performance in ‘advanced synthesis’ and other modules. • In the end, a process oriented approach provides a better framework within which to classify, order and understand geological observations, and hence impacts on all their work and examinations. COMPETENCE: Understanding the quality of Earth Science related research (Netherlands) What does this competence mean for your students? It is imperative that Second Cycle students are able to judge the quality of published or otherwise communicated research. They are dependant on this especially for their MSc thesis work and in practice after completion of studies. How do you help students to achieve this competence in your teaching methods? • In seminars and specialized courses (see below) • Through guiding MSc thesis preparation • By confronting students in the field with researchers and research results What learning activities do your students engage with in order to develop this competence? • Staff comments in ”state of the art” specialized courses on the significance of recently communicated research results; • In seminars publications, studied beforehand by students, are critically reviewed; • In one to one discussions related to thesis preparation the quality and significance of published data is discussed with students; • Students are confronted in the field (and in classes), but also through international exchange, with the personalities behind published research and with the research environment, both in the field and in the institute/laboratory. How do you assess whether, or to what degree, they have achieved this competence? This is, formally, primarily assessed by judging the MSc thesis, although staff will mostly have already a good impression of students’ abilities in this respect. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? By feedback on seminar contributions and MSc thesis drafts and by marking and commenting upon field courses COMPETENCE: Competence: Collecting, recording and analyzing data using appropriate techniques in the field and laboratory (Belgium) What does this competence mean for your students? Students must be able to collect and identify field samples correctly and to manage petrological, geochemical, and mineralogical analyses. How do you help students to achieve this competence in your teaching methods? Students are trained in collecting and identifying samples during fieldtrips and practical work. In the same way analyses capabilities occur during practical and laboratory work. More specific aspects are gained during the final thesis of the cycle, the student being incorporated within a
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research team What learning activities do your students engage with in order to develop this competence? Fieldtrips and practical work are specially scheduled so as to get this competence during the 2nd cycle. How do you assess whether, or to what degree, they have achieved this competence? Fieldtrips and practical work are evaluated through reports and examinations during the courses, and at the end of the courses. This competence is also evaluated through the final thesis being presented at the end of the cycle. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? Fieldtrips and practical work are marked. Should the student not be able to achieve the requested competence with respect to the final thesis, this one shall not be approved by the jury. COMPETENCE: Undertaking field and laboratory investigations in a responsible and safe manner, paying due attention to risk assessment, rights of access, relevant health and safety regulations, and sensitivity to the impact of investigations on the environment and stakeholders (Spain) What does this competence mean for your students? It provides training in responsible behaviour, both as a citizen and as a future scientist, with regard to the natural and societal environment, but also concerning personal well-being. How do you help students to achieve this competence in your teaching methods? By confronting them with the practical and social limitations of carrying out field research and the safety measures to be taken into consideration in both laboratory and field work. What learning activities do your students engage with in order to develop this competence? The Faculty has published detailed regulations concerning field research (always two students together, always asking permission to enter private property, wearing helmets, not throwing away chemicals, etc.). During laboratory courses students first are instructed on safety regulations. In addition we offer a short course, which is not mandatory, but in effect is, on “Safety in the mountains”. This course is given by official mountain instructors of the “Mountain School” of the “Centre Excuresionista de Catalunya” during the first year, before beginning any field work. How do you assess whether, or to what degree, they have achieved this competence? Assessment during both field and laboratory courses, with feedback to the students. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? The assessment should make students well aware of their behaviour. This is not always a guarantee that this behaviour conforms to the Faculty’s standards. COMPETENCE: Preparing, processing, interpreting and presenting data, using appropriate qualitative and quantitative techniques and packages (Ireland) What does this competence mean for your students? • The ability to prepare a thesis • The ability to get a job How do you help students to achieve this competence in your teaching methods?
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• The department runs a formal series of seminars given by staff competent in display, analytical or modelling software. • The University provides basic computer literacy courses and courses in specialised areas such as GIS • Every student has access to an individual PC • Perhaps more staff time is spent in assisting students with this aspect of their training than any other. • Perhaps more student-student contact is generated by this aspect of their studies than any other. There is usually one student seen as ‘the expert’ to whom all others defer. What learning activities do your students engage with in order to develop this competence? Students do the following: • Students collect and process their own data. They are encouraged to start in the field and not to put it off until returning to the laboratory. • Students often help others, less experienced. They learn a lot by doing this. • Regular training sessions, often in small groups, with their supervisor or with a member of the technical or academic staff familiar with the software. How do you assess whether, or to what degree, they have achieved this competence? • This is assessed in marking the student thesis and, in the case of taught masters, by students completing an analysis of a supplied data-set. • All Cycle 2 students receive a viva voce examination with an external examiner before award of their degree. This constitutes a formal part of the exam. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • This is difficult to assess as one can nowadays produce professional results from poorly managed or quality controlled data. The viva voce examination is important in this regard. • Students are given a formal debriefing after their viva voce exams and told what their final grade was and how the various competences contributed to this grade. • Private briefings with supervisors and public discussion after presentations • Criticism by staff members of first draft manuscripts • Criticisms by external referees where manuscripts have been submitted for publication. COMPETENCE: Appreciating issues of sample selection, accuracy, precision and uncertainty during collection, recording and analysis of data in the field and the laboratory (Scotland) What does this competence mean for your students? Earth Science is an empirically based science. These competencies are absolutely fundamental and are the roots of our science. It is vitally important that second cycle students understand this as errors of observation their stochastic treatment in analysis are crucial in Earth Science. It is the corner stone of any rigorous master’s programme. How do you help students to achieve this competence in your teaching methods? Primarily through specific examples, both formally introduced in teaching sessions and as an integral part of individual projects and the final master’s thesis work. What learning activities do your students engage with in order to develop this competence? • Issues are formally introduced in lectures • They are a basic part of project work, either in the field or laboratory
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• They are embedded in individual student theses. How do you assess whether, or to what degree, they have achieved this competence? • Written and oral work How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • Feedback in written and/oral form. A2.4. Subject Related Competences, Cycle 1 COMPETENCE: : Ability to analyse the distribution and structure of a range of geological materials/phenomena (rocks, minerals, fossils, landforms, soils, fluids and gases) at all scales in both space and time (Norway) What does this competence mean for your students? This competence means for the 1stcycle students that they understand the variety of materials and phenomena in geology and understand the appropriate techniques to use. They should also be able to put this in a space - and time frame. How do you help students to achieve this competence in your teaching methods? This competence is particularly achieved by the use of practicals, excursions and field work. What learning activities do your students engage with in order to develop this competence? This competence is particularly achieved by the use of practicals, excursions and field work. How do you assess whether, or to what degree, they have achieved this competence? By giving tests at practicals and requiring reports from field courses in addition to examinations. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? By discussions during fieldwork and practicals. COMPETENCE: Grounding in the basic knowledge of the Profession (Spain) What does this competence mean for your students? To learn in what fields they can work when they finish. How do you help students to achieve this competence in your teaching methods? For the compulsory basic courses teachers state explicitly which activities are very useful for the Profession (recognition of rocks and minerals, mapping…). We advise them when they ask. What learning activities do your students engage with in order to develop this competence? a) For the beginners, a set of optional 1hour monthly seminars related to varied geology fields, including Professional fields, called “A taste of Geology”. b) A one-day workshop where different geologists come to explain their personal experiences in the professional work. This include people from private companies, administration agencies, non-governmental organizations…This is organized by a group of five students and one teacher and performed during the last semester of the cycle, for third and fourth year students. c) When the students have more than 50% of the credits they can follow a programme of industrial placements in companies and institutions by means of cooperative and educational agreements. This is done by almost 90% of the students for a placement of 300 hours. d) A labour exchange is maintained on the centre website; this also include a virtual place where students, that have finished, can send their CV. e) A graduate ceremony is held once a year where a member of the Spanish official association
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of professional geologists explains this association. How do you assess whether, or to what degree, they have achieved this competence? For the industrial placements a positive report from them is required in order to give some credits How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? There is no formal evaluation COMPETENCE: Competence: Ability to integrate field and laboratory evidence with theory following the sequence from observation to recognition, synthesis and modelling (Ireland) What does this competence mean for your students? • This does not mean a lot a lot in earlier years. One of the great problems we face is to get students to transfer knowledge from one field or method to another. The exam system has forced them to separate all disciplines into little boxes to be learned, regurgitated and then discarded. • In later years it is the thing they find most satisfying about geology. How do you help students to achieve this competence in your teaching methods? • In first year (we have a 4 year cycle 1 degree), the students practical exercises are integrated with the lectures and usually involve using the web or commercial software as well as the specimens to solve problems. Field experience is limited because of numbers (~150). • 2nd, 3rd and 4th year field trips provide excellent opportunities for integration all types of data, but less so for modelling • Project work is the best method for developing such competence. Final year students do two projects. A compulsory field based (traditional) mapping project of 6 weeks fieldwork involving geology, geophysics, hydrogeology or oceanography, plus preparation of a thesis and give a formal 15 minute talk. The other project is allocated 80 hours and is intended to be an introduction to the workplace where students prepare and cost a consultancy report on a given topic including and executive summary, web page and a short talk. What learning activities do your students engage with in order to develop this competence? Students do the following: • They have a series of seminars, plus formal meeting with supervisors to ensure that data collection, integration and modelling is performed in a satisfactory manner. • They attend a series of lectures given by outside experts which synthesize an area of the discipline • They are encouraged to attend the Irish Geological Research Meeting where post-graduates give many of the talks. • We run a series of internal lunch-time post-graduate seminars which are attended by 3rd and 4th year students. • Preparation of thesis and field reports How do you assess whether, or to what degree, they have achieved this competence? Projects are formally assessed and can comprise up to 33% of the final year mark. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • All projects involve presentations given in front of the class where feed-back from both class members and staff is given. This is done before the formal submission of the project to allow
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time for feed-back to be incorporated. • Meetings with supervisors also give feed-back. • The final exam mark reflects the success of such integration. • The University sets aside a day where students can discuss exam performance with relevant staff.
COMPETENCE: Recognising and using theories, paradigms, concepts and principles that are specific to Earth Science (Scotland) What does this competence mean for your students? • Changing the ideas that they have frequently come with from school, that science is about certainty. Knowledge is handed down to them as students in a finished form; • Recognising that science is about uncertainty, that much of the time we are concerned to map the boundary of that uncertainty, and frequently change the pattern of understanding in a fundamental way • Understanding why Richard Feynman was right “Science is about making a guess, and then going to find out whether the guess was right”. • Theories etc are simple reflections of the assumptions and perspectives we start from in launching our guesses • Having them recognise that science is not just a hand-me-down, it is something that is done by an individual, including them. How do you help students to achieve this competence in your teaching methods? By ensuring that the above perspectives and principals, scepticism, reflection and personal engagement are embedded in the teaching and learning programme and made specific to Earth Science Studies What learning activities do your students engage with in order to develop this competence? Lectures, practical, field trips, seminars/tutorials, are the basis of all our understanding in uncertain theory, deriving from the work of individuals and groups, is drawn attention to. The final year programme contains a major course titled “Earth evolution”. It is highly synthetic bringing together much knowledge and understanding that has been developed and with the assertion that our understanding is theoretically based. Certain things, (volcanoes, glaciers) are visible and identifiable entities, other things (tectonic plates, plumes) are post-hoc logical constructs, and may prove to be transient. How do you assess whether, or to what degree, they have achieved this competence? • Through essays designed to test this competence; • Through seminar and tutorial discussions • Through field discussions • Through oral presentations and project work • Through presentation of an undergraduate thesis How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • Through written feedback on essays, reports • Through oral feedback at the time of presentation, and in tutorials.
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COMPETENCE: Recognising the moral and ethical issues of investigations and appreciating the need for intellectual integrity and for professional codes of conduct (Belgium) What does this competence mean for your students? Students in the 1st cycle are not always aware of the importance of this competence. How do you help students to achieve this competence in your teaching methods? We try to show them how to be rigorous and honest in their work during their studies. If they gain intellectual integrity as a student, we hope that they will keep integrity in their professional life. Visiting company geologists explain to the students the importance of the moral and ethical issues of investigations. Some teachers will also insist on this topic during fieldtrips. What learning activities do your students engage with in order to develop this competence? Until now, we do not have any specific learning activities about this competence during the 1st cycle. We are introducing this competence during the 2nd cycle. With the introduction of the 3+2 cycle in September 2004 (instead of 2+2 now), we will have to rethink how to introduce this subject specific competence during the 1st cycle. The professional code of conduct is distributed by the national association of professional geologists. The graduates will receive this code when requesting a membership from the association. How do you assess whether, or to what degree, they have achieved this competence? We currently have no formal learning activity associated with this competence. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? We currently have no formal learning activity associated with this competence. COMPETENCE: Planning, organising and conducting, and reporting on investigations, including the use of secondary data. (Finland). What does this competence mean for your students? • To receive this competence a first year student has to familiarize themselves with problem solving techniques, think about the methods of investigation and how to manage the survey. • Making a synthesis from an investigation encourages the student to utilize the skills and competences, which she or he has received during the1st cycle studies. • Reporting helps the student develop written communication skills, use subject-specific data and to distinguish primary evidence from secondary interpretations. How do you help students to achieve this competence in your teaching methods? • Lectures on this issue, examples are given on how to organise an investigation, discussion takes place about the common problems in investigation work etc. • Exercises with pre-prepared data. This would include some usage of statistical software. • Presentations (written + oral), which requires a bibliographic search in library and on the internet. What learning activities do your students engage with in order to develop this competence? The basic knowledge of subject area must first have been acquired from lectures, exercises and presentations. For most of the students the skill of written communication requires practice. Planning the investigation, handling the data and making synthesis of the data can be learned i.e. in seminars, field courses or in practical training.
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How do you assess whether, or to what degree, they have achieved this competence? Marking the report highlights problems in planning or in the understanding of the problem. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? The student has to produce a summary report, which is discussed either in a private meeting or alternatively in a group (peer assessment). The final report is marked and commented. COMPETENCE: Collecting, recording and analysing data using appropriate techniques in the field and laboratory (England) What does this competence mean for your students? • Taking responsibility for the collection of their own field notes and records of observations in laboratory classes. • Becoming familiar with a wide range of methods of data collection. • Providing regular summaries and analysis of observations. In the field this involves daily summaries of observations. How do you help students to achieve this competence in your teaching methods? • Introduction of laboratory sessions and field classes at an early stage, with the structured development of these throughout the curriculum. • Clear definitions of aims and objectives of field and laboratory sessions. I usually set a clear aim each day and develop a set of specific objectives from this. In laboratory sessions these tend to be fairly tightly constrained. In the field, I encourage discussion of objectives at the start of each day and develop these at individual localities. • The analysis of data provides students with a good indication of the adequacy of their data collection. Practical constraints (time, available material, etc) often lead to students acquiring insufficient or inadequate data, this needs to be discussed and a rationale for adequate data collection developed. What learning activities do your students engage with in order to evedlop this competence? • Students learn to work independently and in small groups. • A wide range of methods of data collection need to be learnt, including the use of appropriate techniques and equipment. In the 1st cycle, this does not usually involve any complex analytical equipment, but would include some simple field equipment, including geophysical equipment. • In both the field and laboratory, students learn to set up aims, to convert these into objectives, to set up hypotheses, and develop strategies of data collection to test these. • Students are encouraged to question both their objectives and methodology and to discuss these with academic staff (including Graduate Teaching Assistants). How do you assess whether, or to what degree, they have achieved this competence? • Regular assessment of laboratory and field notebooks. • Follow-up exercises involving the analysis of the student’s own data, pooling data from several students where appropriate. • The assessment of field and laboratory course should include opportunities for students to present their own data and its interpretation. How do your students know whether or to what degree they have achieved this competence, and if not, why they have not achieved it? • Inclusion of independent exercises involving collection, analysis and data summary • Feedback based on laboratory and field notebooks is an essential part of the process of developing this competence and keeping students informed of their progress.
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• All our students are expected to undertake a 5-week independent mapping project as part of their 1st cycle. This is an excellent test of their competence to collect, record and analyse data. They prepare a substantial report based on this.
