Transferable skills for CV writing

8/21/2019 Transferable skills for CV writing

1/20

1

Programme Specification for the MSc Engineering Geology

PLEASE NOTE. This specification provides a concise summary of the main features of the programme and the learning outcomes that a

typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that

are provided. This specification provides a source of information for students and prospective students seeking an understanding of the

nature of the programme and may be used by the College for review purposes and sent to external examiners. More detailed information

on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the course handbook

or on-line at http://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc. The accuracy of the information contained in this

document is reviewed by the College and may be checked by the Quality Assurance Agency.

1. Awarding Institution: Imperial College London

2. Teaching Institution: Imperial College London

3. External Accreditation by Professional / Statutory Body: IStructE/ICE/IHIE/IHT

4. Name of Final Award (BEng / BSc / MEng etc): MSc and DIC (Equates to 90 ECTS Credits)

5. Programme Title: Engineering Geology for Ground Models

Engineering Geology for Ground Models &

Business Management

Engineering Geology for Ground Models &

Sustainable Development

6. Name of Department / Division: Civil & Environmental Engineering

7. Name of Faculty: Engineering

8. UCAS Code (or other coding system if relevant): Not applicable

9. Relevant QAA Subject Benchmarking Group(s) and/or other external/internal reference points

10. Level(s) of programme within the Framework for Higher Education Qualifications (FHEQ):

Master’s (MSc, MRes) Level 7

11. Mode of Study Full Time / Part Time

12. Language of Study: English

13. Date of production / revision of this programme specification November 2009:

http://www3.imperial.ac.uk/geotechnics/courses/postgraduatemschttp://www3.imperial.ac.uk/geotechnics/courses/postgraduatemschttp://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc


2/20

2

14. Educational aims/objectives of the programme:

The Aims of all MSc programmes provided by the Department are:

To provide students with a solid technical basis in the key areas of the engineering

profession through delivery of a coherent, coordinated and balanced degree programme,integrating core engineering science with practical application.

To enable students to acquire a mature appreciation of the context in which engineering

projects are developed within the industry.

To develop in our students excellence in oral, written and graphical communication.

To provide students with sufficient material to explore the subject, to carry out self-

organised study, and to think about the issues and challenges of the material, in preparation

for, or advancement in, professional practice.

The Engineering Geology MSc/DIC course at Imperial College provides advanced training for

geologists, earth scientists, and engineers concerned with understanding the engineering

performance of the geological environment, identifying and quantifying potential geological hazardsand ensuring the safe and timely completion of civil engineering projects. The course focuses on

the development of 3D ground models; from an early conceptual stage, through detailed design

models, as a means of communicating the complexity of ground conditions involved in civil

engineering projects and also as a means of identifying significant unknowns and thereby guide

future investigations. Engineering Geology is a multidisciplinary activity and therefore a

fundamental objective of the course is to provide the necessary training in such subjects as:

Rock Mechanics

Soil Mechanics

Hydrogeology

Applied Engineering Geology Geohazards Assessment

The multidisciplinary nature of the subject is reflected in the staff involved in the course, whose

backgrounds include hydrology, chemistry, environmental science, and seismology, as well as

geology and civil engineering.

The business Management option replaces 25% of the engineering geology modules. This option

provides a basis for graduates to engage more quickly and effectively with the economics and

management aspects of a career in this area. The Sustainable Development option replaces 25% of

the Engineering Geology Modules. This option allows the students to appreciate engineering

geology and geotechnical engineering in the broader context of sustainability, and to apply themethods of sustainability analysis to engineering geological resource issues.

The course aims to:

Produce graduates equipped to pursue careers in Engineering Geology, in industry,

governmental and non-governmental organisations, and academia;

Provide the basis for recognising and understanding the major features that govern the

behaviour of ground in response to the forces of nature and those generated by man through

engineering;

Understand how this knowledge may be applied in practice in an economical and

environmentally friendly manner so as to lessen the risk of unfavourable outcomes;


3/20

3

Understand the limitations and uncertainties in analysis of subsurface information., learning to

identify and quantify uncertainty in order to develop probabilistic risk decisions;

Foster the acquisition and implementation of the design and analytical skills required for the

practice of Engineering Geology and further advance these in research;

Attract highly motivated students irrespective or race, gender, background and physical

disability, from the UK and overseas; Develop new areas of teaching and training, and new means of tuition, to advance scholarship

and assist vocational training to cater for the needs of the community

Distinctive Features of this programme include the integration of both geological and geotechnical

engineering principles to develop a broad covering all aspects of engineering geology. A strong

emphasis on field-based problem solving coursework, evaluated both by written reports and oral

presentations, provides students with ‘real world’ experience of engineering geology. Much of the

teaching involves the use and analysis of case studies, allowing the student to see the value of

application of geological principles to engineering design.

15. Programme Learning Outcomes

1. Knowledge and Understanding

A. Knowledge and understanding of :

1. a selection of the major topics in the

subject, including applied geology, rock

mechanics, soil mechanics, and

hydrogeology, their recognition and

underlying fundamental principles;

2. research techniques which might include

information retrieval, experimental design

and statistics, modelling and safety;

3. the essential facts, concepts, principles and

theories relevant to the student’s chosen

area of research;

4. management and communication skills,

including problem definition, project design,

decision processes, teamwork, written and

oral reports, scientific publications.

Teaching/learning methods and strategies

Acquisition of A1 to A4 is obtained by a

combination of lectures, seminars, laboratory

work, computer-based work, laboratory

coursework and extensive field work. A4 is also

supported by courses specifically designed to

develop these skills, e.g., by the presentation ofcoursework to engineering geologists and

engineers currently working in industry. A4 is

also supported by attendance at a number of

skills workshops offered by GSEPS, and an

induction programme run by our Library

services team.

Throughout the students are encouraged to

undertake independent reading both to

supplement and consolidate what is taught and

to broaden their knowledge of the subject.

Assessment of the student’s competence is

through a combination of unseen written

examinations (A1-4), assessed coursework (A1-

4) as well as an individual dissertation designed

to develop the student’s ability to recognise

problems, design a strategy for studying and

solving them, and recording that work with

logic, clarity and brevity (A1-4). Many

dissertations are carried out in conjunction with

industry, with students working on immediate

real world engineering geological problems.Business Management: A1-A4 are incorporated and evaluated thought individual online (VLE)


4/20

4

coursework submissions, group and individual reports, group projects and presentations in Project

Management, seen* and unseen written examination papers.

The sub-module in Project Management is evaluated by group work and one question on the

examination paper designed to evaluate the learning experience of the Project Management

module. This is an essay type question that will be informed to the student beforehand.

Sustainable Development: A1-A4 are incorporated and evaluated thought autumn term individual

coursework submissions (unweighted, but informing the major Design Guide (20% of total)), spring

term individual courseworks based on lecture material incorporating the core civil engineering

disciplines and their relationships to sustainable development (20%) and a 3-hour unseen written

examination paper (60%).

2. Skills and other attributes

B Intellectual (thinking) skills able to:

1. identify, analyse and solve problems using amultidisciplinary approach, applying

professional judgements to balance

costs, benefits, safety and social and

environmental impact;

2. integrate and critically evaluate information;

3. formulate and apply appropriate solutions;

4. plan, conduct and write-up a programme of

original research.


Intellectual skills are developed through theteaching and learning methods outlined

above

Assessment is through coursework, unseen

written examinations, project reports,

presentations and a final dissertation.

C Practical skills able to:

1. plan and execute safely a series of

experiments or computations;

2. use laboratory methods or field methods or

computer-based tools to generate data;

3. analyse results, determine their strength and

validity, and make recommendations;

4. prepare technical reports;

5.

give technical presentations;6. use the scientific literature effectively;


Practical skills are developed through the

teaching and learning programme outlined

above

Practical experimental or computational skills

(C1 to C3) are developed through project work,

laboratory work, and fieldwork all specifically

designed to achieve these aims using both

independent and group work, together with

project supervisor(s).

Skills C4 and C5 are taught and developed

through workshops feedback on written reports

and presentations.

Skill C6 is developed throughout the course,

particularly during the individual research

project.

Practical skills are assessed through coursework,

project reports and presentations, and by

formal examination of individual competences.

D Transferable skills – able to: Teaching/learning methods and strategies


5/20

5

1. communicate effectively through oral

presentations, computer processing and

presentations, and written reports;

2. apply knowledge and modelling skills;

3.

management skills: decision processes,objective criteria, problem definition, project

design and evaluation needs;

4. integrate and evaluate information from a

variety of sources;

5. transfer techniques and solutions from one

discipline to another;

6. use Information and Communications

Technology;

7. manage resources and time;

8. learn independently with open-mindedness

and critical enquiry;9. learn effectively for the purpose of continuing

professional development.

The entire course is designed to develop

transferable skills; it is a vocational course, in

this case focussed to Engineering Geology but

applicable to the application of science and

engineering in other fields as outlined above andlater in Section 17.

Skill D1 is taught through workshops and

feedback on reports and oral presentations.

Skill D2 is taught through lectures, practical

work and during individual research projects.

Skills D3 to D6 are developed throughout the

course by its various project work exercises.

Skill D7 is developed throughout the course

within a framework of staged coursework

deadlines; it is the key to success on the course

and must be learnt at an early stage.Skills D8 and D9 are encouraged and developed

throughout the course, which is structured and

delivered in such a way as to promote them

whilst not explicitly teaching them.

Skill D1 is assessed through written

examinations, course work and oral

presentations.

Skills D2 to D5 are assessed through coursework

of all kinds, written examinations and a

dissertation.

Skills D6 to D9 are not assessed formally but

informally through tutorials as their absence

would result in the student failing.


6/20

6

Business Management: the majority of our students are new to this area and require all the skills

listed above to cover the material to Masters level within the time permitted. They are required to

learn new materials and skills, think outside of their normal areas, work within groups with students

from different MSc disciplines within the Department, apply their learning to their core subject areas.

Particular skills invoked are those of combining this module with the core course, working within

virtual learning environments (VLEs) for Microeconomics; online research for group projectsubmissions in Financial Analysis; working with fellow students, PhD students and visitors from

industry in the Project Management module; and in class evaluations and open discussions in the Law

and Human Behaviour module.

Sustainable Development: virtually all of our students are new to this area and require all the skills

listed above to cover the material to Masters Level within the time permitted. They are required to

learn new materials and skills, think outside of their normal areas, work within groups with students

from different MSc disciplines within the Department, apply their learning to their core subject areas.

Particular skills invoked are those of combining this module with the core course, submitting weekly

coursework, concurrently working on the Design Guide (involving internet research, information

retrieval, report writing and presentation). Learning about the other civil engineering disciplines

within the Department via the spring term lecture series and being evaluated on this via courseworksubmissions.

16. The following reference points were used in creating this programme specification

Subject benchmarking information for Civil and Environmental Engineering

Student Handbook for Course approved by Senate of Imperial College

Marking Scheme for Advanced Courses approved by Senate of Imperial College Requirements of the relevant Professional Bodies

Accreditation Panel Recommendations

Imperial College’s QA Procedures

17. Programme structure and features, curriculum units (modules), ECTS assignment and award

requirements

Engineering Geology is concerned with the application of geology in engineering practice and its role

in civil engineering design and risk management; it requires a quantitative knowledge of geological

processes, both active and relict, and the behaviour of rock, soil, water and gas, as materials and enmasse in both their uncontaminated and contaminated states. To pass the MSc, students are

required to achieve marks of 50% in their coursework, dissertation and examinations, although at

the discretion of the Board of Examiners, there may be limited scope for compensating poorer

coursework marks by higher examination marks and vice versa. This is in line with the policy on

assessment of advanced postgraduate courses provided by Imperial College London.

The course is career-orientated and intended to provide appropriate training for professional

geologists and engineers. Applicants with degrees in other branches of Earth Science and the natural

sciences who possess appropriate experience will also be considered. Applications are also invited

from undergraduates completing their first degree who have gained some industrial experience

during their degree and who have the motivation for further study, either now or at a future date.Applicants will find industrial experience gained prior to starting these courses of benefit to their


7/20

7

studies. The course may be taken either as a full-time, in one year, or part –time over two or three

years. All are recognised for the award of the DIC and the MSc degrees.

The course is integrated with the MSc courses in “Soil Mechanics”, “Soil Mechanics and

Environmental Geotechnics”, and “Soil Mechanics and Engineering Seismology”; it includes lectures,

laboratory practicals, coursework, field courses and the preparation of a dissertation. Visits to civilengineering works, other sites and appropriate institutions are arranged as appropriate. There is a

10 day field trip to visit civil engineering sites experiencing significant design problems as a result of

geological conditions at the beginning of the Term 3. There are three other field trips of 2-4 day

duration throughout the year and a 1 day field geophysics exercise. In addition, independent

fieldwork is usually required in connection with the dissertation, especially for those students that

may lack certain field-based skills.

The syllabus of lectures covers the full range of topics within the scope of engineering geology,

including development of ground models, geomorphic processes and geological hazards as well as in

the related fields of soil mechanics, rock mechanics, and groundwater hydrology and the application

of engineering geology to the solution of problems in environmental geotechnics arising from wastedisposal, waste management, urban renewal and sustainable engineering. There is an intensive

supporting programme of tutorials, laboratory practicals and coursework, which amounts to about

200 hours. Those following the course with Sustainable Development and Business Management

complete 80% of the taught course followed by those studying Engineering Geology.

The following tables list the modules to be undertaken by students on the three programmes to

which this Specification refers, for completion of all requirements of the degrees:

H2UG Engineering Geology for Ground Models

H2UG Introduction to Ground Models

H2UG Introduction to Mechanics and Mathematics for EngineeringGeologists

H2UG Engineering Rock Mechanics

H2UG Lab and Field

H2UG Hydrogeology

H2UG Engineering Geology Basic Competences

H2UG Engineering Geology of Rocks and Soils

H2UG Site Investigation and Ground Models

H2UG Soil Mechanics Laboratories

H2UG Soil Mechanics I

H2UG Soil Mechanics II

H2UG Applied Engineering GeologyH2UG Landfill Engineering

H2UG Professional Practice in Engineering Geology

H2UG Geohazards Assessment

H2UG Geotechnical Processes

H2UG Current Developments in Geotechnical Engineering

H2UG Contaminated Land and Groundwater

H2UG Case Histories in Engineering Geology

H2UG Slope Stability

H2UG Applied Engineering Geology Fieldwork

H2UG Dissertation


8/20

8

H2B5 Engineering Geology for Ground Models with Business

Management

H2B5 Introduction to Ground Models

H2B5 Introduction to Mechanics and Mathematics for Engineering

Geologists

H2B5 Lab and FieldH2B5 Hydrogeology

H2B5 Engineering Geology Basic Competences

H2B5 Engineering Geology of Rocks and Soils

H2B5 Site Investigation and Ground Models

H2B5 Soil Mechanics Laboratories

H2B5 Soil Mechanics I

H2B5 Soil Mechanics II

H2B5 Applied Engineering Geology

H2B5 Professional Practice in Engineering Geology

H2B5 Geotechnical Processes

H2B5 Current Developments in Geotechnical Engineering

H2B5 Contaminated Land and Groundwater

H2B5 Case Histories in Engineering Geology

H2B5 Slope Stability

H2B5 Applied Engineering Geology Fieldwork

H2B5 Dissertation

H2B5 Business Management

H2B6 Engineering Geology for Ground Models with Business

Management

H2B6 Introduction to Ground Models

H2B6 Introduction to Mechanics and Mathematics for Engineering

Geologists

H2B6 Lab and Field

H2B6 Hydrogeology

H2B6 Engineering Geology Basic Competences

H2B6 Engineering Geology of Rocks and Soils

H2B6 Site Investigation and Ground Models

H2B6 Soil Mechanics Laboratories

H2B6 Soil Mechanics I

H2B6 Soil Mechanics II

H2B6 Applied Engineering GeologyH2B6 Professional Practice in Engineering Geology

H2B6 Geotechnical Processes

H2B6 Current Developments in Geotechnical Engineering

H2B6 Contaminated Land and Groundwater

H2B6 Case Histories in Engineering Geology

H2B6 Slope Stability

H2B6 Applied Engineering Geology Fieldwork

H2B6 Dissertation

H2B6 Sustainable Development


9/20

9

The modules are assessed by means of unseen* (with the exception of the Project Management

element of the Business Management option) examination papers, coursework, laboratory

practicals, design projects and a major dissertation. ECTS are allocated to the assessment, not the

individual modules as follows:

Note: All examination papers combine several modules.

H2UG MSc Engineering Geology for Ground Models

Course Element Explanation of element components ECTS

Exam Papers 1-5

4 x 3 hour examination papers and

1 x 6 hour practical exam paper

Not less than 50% in any individual module and

50%+ on average

43 ECTS

Professional Practice &

Coursework Presentations

10 x coursework and professional practice

presentations to visitors from industry6 ECTS

Fieldwork & Field Trips

Fieldwork modules &

5 x associated compulsory field trips -

field Trip Reports

11 ECTS

Dissertation workConducted over summer term

50% minimum pass mark30 ECTS

H2B5MSc Engineering Geology for Ground Models & Business

Management


Exam Papers 1-5




50%+ on average

26 ECTS

Core Modules : Business

Management

Microeconomic Theory

Financial Analysis

Project Management

Business Environments and

Construction Law

2 x 2 hour Examinations/Coursework

Returned as one complete module with a pass mark

of not less than 50% overall

19 ECTS





Fieldwork & Field Trips

Fieldwork modules &

5 x associated compulsory field trips -

field Trip Reports

11 ECTS



H2B6

MSc Engineering Geology for Ground Models & Sustainable

Development


10/20

10


Exam Papers 1-5




50%+ on average

26 ECTS

Core Modules : Sustainable

Development

Concept of sustainable

Development

Sustainable Development and

Engineering Innovation

Applying the Principles of

Sustainable Development

1 x 3 hour Examinations

2 x Field Trips

1 x Design Guide

Multiple coursework submissions

Returned as one complete module with a pass mark

of not less than 50% overall

19 ECTS





Fieldwork & Field TripsFieldwork modules &5 x associated compulsory field trips -

field Trip Reports

11 ECTS



The programmes are also offered on a part time basis. The academic requirements associated with

the part time modes are the same as those for full time study, but attendance at College is spread

over two years on a term release basis. In this mode the student attends College full time for a term

in each of two years. Throughout their period of part time study, students are supported through

contact with their personal tutors and other members of the teaching staff.

Term 1 (Autumn)

All students attend an induction programme, which includes an introduction to the Department, the

administration of their course and Safety and meet their Course Director who acts as their Personal

Tutor during the initial phase of the course. Students have the opportunity to change their options

in the first two weeks of term. In addition, Students are required to formally notify the

Postgraduate office of their options for examination by December. Those students having

difficulties with English language are encouraged, at this stage, to seek remedial support from the

English Language Support Unit.

The students attend an extensive series of lectures and complete a number of coursework

assignments during the first term. Those following the Business Management and Sustainable

Development options are also required to attend. The following modules are normally taken in the

first term:

Basic Competences in Engineering Geology – covering all aspects of fundamental geological

skills, including map interpretation, construction of cross-sections, stratigraphic

interpretation and borehole correlation, stereographic plotting of structural data, rock,

mineral, and soil identification.

Introduction to Ground Models – covering the aspects of ground model development and

their use in geotechnical engineering.

Introduction to Mechanics and Mathematics for Engineering Geologists – covering aspects

of simple mechanics and mathematical methods that will be utilised throughout the course.


11/20

11

Engineering Geology of Soils and Rocks – covering geological processes and their products,

developing a quantitative approach to geological processes for hazard analyses, and

developing skills in understanding geological processes and using these as a tool for making

predictions of engineering behaviour of different ground conditions. This is common with

MSc Soil Mechanics

Site Investigation & Ground Models – methods of investigation ground conditions, includingboth invasive and non-invasive methods. Also includes techniques for evaluating subsurface

data and using them in the development of ground models.

Engineering Geology Laboratory and Field Work – field work includes investigations of

landslides and slope and coastal processes in Kent (2 days) and rock mass characteristics in

Somerset (2 days). Lab work includes performing and analysing the results of geotechnical

soils strength and index tests. This is common with MSc Soil Mechanics.

Engineering Geology Course Work – coursework involves the interpretation of two sets of

surface and subsurface data for differing engineering projects (normally a sewer outfall

tunnel and a raised embankment road section) and developing a detailed geological ground

model that is used to answer several questions concerning engineering design for the

respective processes. The results are presented as individual reports and as a group oralpresentation.

Soil Mechanics I – introductory soil mechanics; basic principles. This course is common with

the 2nd

year MEng course.

Lab and Field Techniques – covering the principles behind various geotechnical sampling and

measuring methods. This is common with MSc Soil Mechanics.

Engineering Rock Mechanics – covering the principles of rock block mechanics. This course

is common with the MSc Petroleum Engineering course offered by RSM.

Hydrogeology – covers the concepts of fluid flow through porous media, including hydraulic

conductivity, the geological controls on groundwater flow, flow nets, non-steady flow, field

measurements, and the links with surface water flow.

Landfill Engineering – covers all aspect of landfill engineering from legislative requirementsto design of landfill cells.

Applied Engineering Geology Fieldwork – two weekend fieldtrips to investigate geological

hazards and carry out an engineering geological evaluation of a proposed underground

excavation.

The Term ends with a formal formative Test that covers all aspects of Engineering Geology covered

during Term 1.

Term 2 (Spring)

Students are advised of available dissertation topics and are required to select their dissertation

topic by March. They are encouraged to begin to put in place those arrangements that are deemedappropriate for their dissertation from February. The Modules taken this Term are:

Engineering Geology Case Histories – critical evaluation of engineering geological case

histories, accomplished via student research and tutorial presentation and discussion.

Engineering Geology Course Work – as for Term 1, however projects become increasingly

complex, involving more data, and more poorly defined ground parameters, thereby

increasing uncertainty thus requiring the use of logic tree approaches to risk assessments

Engineering Geology Laboratory Work – as for Term 1

Geotechnical Processes – builds on the basic soil mechanic presented in Term 1, developing

the use of soil mechanics in civil engineering design.

Engineering Rock Mechanics – continues from Term 1


12/20

12

Soil Mechanics II – continuation of introductory soil mechanics. This course is common with

the 2nd

year MEng course.

Slopes – evaluation of slope stability

Current Developments in Geotechnics - a course of lectures from geologists and engineers in

industry

Professional Practice in Engineering Geology – coursework exercises set by and evaluated bygeologists from industry. Students present their work in a series of colloquia and are

evaluated by both College staff and industrial practitioners.

Geohazard Assessment – recognition and quantification of major geological hazard,

including seismic shaking, fault rupture, landsliding and erosion.

Contaminated Land & Groundwater – assessment and evaluation of groundwater

contamination

The Term ends with a formal formative Test. Students are expected to revise for their Exams during

the Easter vacation.

Term 3 (Summer)

There are no taught Modules taught during this Term. Formal tutorials are arranged to assist

students with their revision before the Exams. There are 15 hours of formal unseen examinations of

which 6 hours take the form of a continuous paper practical, similar to course work but completed

under examination conditions. After the Exams students from all the Geotechnical MSc’s complete a

combined field course of visits to engineering sites overseas. On return the Engineering Geologists

complete a one-week supervised geotechnical mapping field exercise. Students then dedicate

themselves full-time to their investigative design or research oriented project, i.e., their dissertation.

The projects are conducted at Imperial College, but can involve an industrial collaboration and can

be completed overseas by agreement with the Course Director. The assessment is based primarily

upon a written dissertation. The dissertation is assessed by the supervisor, in the first instance, andthen by a department-nominated moderator. Subsequently, further scrutiny is provided by the

External Examiner and the Board of Examiners.

18. Support for students and their learning:

One week induction programme for orientation, introduction to library and information

technology, and the Department.

MSc Student Handbook, which includes descriptions of each module, examination

procedures, project dissertations and health and safety

Learning to Master College Publication

Staff:student ratio for teaching of 1:5

A large community of postgraduate research students and postdoctoral research workers

who work in the general areas of Concrete, Steel, Earthquake and General Structural

Engineering. The research programmes in the department provide general as well as

specific support.

Dedicated state-of the-science geotechnical engineering laboratories.

Library and other learning resources and facilities.

Access to Institution of Civil Engineering and Geological Society libraries

Dedicated computing facilities.

Many visiting speakers chosen for their standing and eminence in their fields.

Access to student counsellors on the South Kensington site.


13/20

13

Access to Teaching and Learning Support Services, which provide assistance and

guidance, e.g. on careers.

Access to all GSEPS courses, notification of which is provided by email from the

Postgraduate Office.

Use of the English Language Support Programme for writing, reporting etc.

Maths workshops offered within the Department, co-ordinated by the PostgraduateTutor, and run by trained GTAs, to support and assist students with weaker mathematical

backgrounds and those returning to education from university.

Access to a Departmental Disability Officer, personal tutors, post-graduate tutor, safety

officer and the MSc Management Group

Employer needs and opinions are fed into the programme through frequent guest

lecturers from industry, industry-based MSc projects, an Industry-Academic Advisory

Board and collaboration between academic staff and industry in research and

consultancy.

An MSc student representative on the Staff/Student Liaison Committee, which meets at

least twice per year

Access to a Departmental Disability Officer, personal tutors, post-graduate tutor, safetyofficer and the MSc Management Group.

19. Criteria for admission:

The minimum qualification for admission is normally an Upper Second Class Honours degree in

either Geology or Civil Engineering from either a UK academic institution or an equivalent institution

overseas; alternatively an Upper Second Class Honours degree in another engineering or a science-

based discipline from either a UK academic institution or equivalent institution overseas with

relevant experience in geotechnics. The Course Director selects those to whom offers are made.

Where an applicant has a lesser degree qualification but has at least 3 years’ work experience theCourse Director may make a special case for admission if that is appropriate; few such applications

are made.

Candidates are normally expected to have at least A-level Mathematics, or equivalent, or to have

professional experience that demonstrates a comparable level of understanding of relevant

mathematical concepts.

Entry to the Sustainable Development module is based on the submission and evaluation of a 500

word essay, the title of which changes annually.

20. Processes used to select students:

Selection is a two stage process. Initial evaluation is primarily based on the information supplied in

the application and supporting documentation, with particular weight being given to the reference

letters, work experience, and academic history. Provided these details are considered suitable, the

potential student will then be invited for interview where their suitability for undertaking the course

will be determined. This assessment may include the candidate demonstrating their understanding

of basic geological concepts by way of simple map interpretation, cross section construction or

development of an elementary ground model.

21. Methods for evaluating and improving the quality and standards of teaching and learning.


14/20

14

a) Methods for review and evaluation of teaching, learning, assessment, the curriculum and

outcome standards:

The external examiner system and the Boards of Examiners are central to the process by which the

College monitors reliability and validity of its assessment procedures and academic standards.

Boards of Examiners comment on the assessment procedures within the College and may suggest

improvements for action by relevant departmental teaching committees.

The Faculty Studies Committees and Graduate Schools’ Postgraduate Quality Committees review

and consider the reports of external examiners and accrediting bodies and conduct periodic

(normally quinquennial) and internal reviews of teaching provision. Regular reviews ensure that

there is opportunity to highlight examples of good practice and ensure that recommendations for

improvement can be made.

At programme level, the Head of Department has overall responsibility for academic standards and

the quality of the educational experience delivered within the department.

The Department’s MSc courses are accredited by the relevant professional engineering and science

Institutions via the Joint Board of Moderators (JBM) review. Accreditation provides the College with

additional assurance that its programmes are of an appropriate standard and relevant to the

requirement of industry and the professions. This accreditation recognised our MSc programmes as

“Periods of Further Learning” towards Chartership.

Additionally at local level:

Module reviews, based on feedback questionnaires completed by the students.

External Examiner reports and informal feedback from our Industrial Bursary Committee. MSc Staff – Student Committee, held each term with report to the MSc Teaching Committee.

Annual course review prepared by the Course Director and considered by the Course Committee

and the Departmental MSc Teaching Committee.

Biennial review of the course by an Imperial College academic staff member from outside the

department with a report and grading to the Graduate School of Engineering & Physical Sciences

Management (or Executive) Committee.

Biennial staff appraisal.

Peer teaching observations.

Periodic review of departmental teaching by an external panel with members drawn from

another university, a research institute and industry.

Employer needs and opinions feed into the MSc through frequent guest lecturers from industry,

industry based projects, the Industrial Bursary Committee and collaboration between academic

staff in research and consultancy.

b) Committees with responsibility for monitoring and evaluating quality and standards:

The Senate oversees the quality assurance and regulation of degrees offered by the College. It is

charged with promoting the academic work of the College, both in teaching and research, and with

regulating and supervising the education and discipline of the students of the College. It has


15/20

15

responsibility for approval of changes to the Academic Regulations, major changes to degree

programmes and approval of new programmes.

The Quality Assurance Advisory Committee (QAAC) is the main forum for discussion of QA policy

and the regulation of degree programmes at College level. QAAC develops and advises the Senate on

the implementation of codes of practice and procedures relating to quality assurance and audit ofquality and arrangements necessary to ensure compliance with national and international standards.

QAAC also considers amendments to the Academic Regulations before making recommendations for

change to the Senate. It also maintains an overview of the statistics on completion rates,

withdrawals, examination irregularities (including cases of plagiarism), student appeals and

disciplinary proceedings.

The Faculty Studies Committees and Graduate School Postgraduate Quality Committees are the

major vehicle for the quality assurance of undergraduate / postgraduate courses respectively. Their

remit includes: setting the standards and framework, and overseeing the processes of quality

assurance, for the areas within their remit; monitoring the provision and quality of e-learning;

undertaking reviews of new and existing courses; noting minor changes in existing programmecurricula approved by Departments; approving new modules, changes in module titles, major

changes in examination structure and programme specifications for existing programmes; and

reviewing proposals for new programmes, and the discontinuation of existing programmes, and

making recommendations to Senate as appropriate.

The Faculty Teaching Committees maintain and develop teaching strategies and promote inter-

departmental and inter-faculty teaching activities to enhance the efficiency of teaching within

Faculties. They also identify and disseminate examples of good practice in teaching.

Departmental Teaching Committees have responsibility for the approval of minor changes to course

curricula and examination structures and approve arrangements for course work. They also considerthe details of entrance requirements and determine departmental postgraduate student numbers.

The Faculty Studies Committees and the Graduate School Postgraduate Quality Committees receive

regular reports from the Departmental Teaching Committees.

Additionally, at a local level:

Postgraduate Staff –Student Liaison Committee.

Meetings between Course Director and MSc student representatives

Board of Examiners – meets in September/October to consider awards.

Departmental MSc Teaching Committee and MSc Management Group

Graduate School of Engineering and Physical Sciences Management (or Executive)

Committee.

Employer needs and opinions fed into the programme though frequent guest lectures

from industry, industry based projects, and collaboration between academic staff and

industry in research and consultancy. In addition, formal feedback is provided annually

via the Industrial Bursary Panel.

c) Mechanisms for providing prompt feedback to students on their performance in course work

and examinations and processes for monitoring that these named processes are effective:


16/20

16

Students have meetings at least once a term with their Academic Tutor to review progress to

date and discuss performance in individual programme elements.

GTAs, specifically trained in the marking of coursework and minor project elements are used

to ensure the return of marked coursework within the 4-week specification.

Marked and annotated coursework is returned to all students

Some academic staff provide verbal feedback in class, other distribute written overviews. Provisional feedback on examination performance is provided to the students following first

and second marking, but prior to final ratification by the Board of Examiners in

September/October.

d) Mechanisms for gaining student feedback on the quality of teaching and their learning

experience and how students are provided with feedback as to actions taken as a result of

their comments:

Student Feedback Questionnaires – course questionnaire evaluating individual modules

and overall course. Reports are sent to individual staff. The Course Director is

responsible for action on points raised with the relevant member of staff wherenecessary.

Staff –Student Liaison Committee (including actionable items ) are posted to the

Department intranet.

Meetings with Personal Tutors

e) Mechanisms for monitoring the effectiveness of the personal tutoring system:

Staff –Student Liaison Committee

Student Feedback Questionnaires

Frequent meetings between students and tutors.

f) Mechanisms for recognising and rewarding excellence in teaching and in pastoral care:

Staff are encouraged to reflect on their teaching, in order to introduce enhancements and develop

innovative teaching methods. Each year College awards are presented to academic staff for

outstanding contributions to teaching, pastoral care or research supervision. A special award for

Teaching Innovation, available each year, is presented to a member of staff who has demonstrated

an original and innovative approach to teaching. Nominations for these awards come from across

the College and students are invited both to nominate staff and to sit on the deciding panels.

g) Staff development priorities for this programme include:

All new lecturing staff are required to undertake CASLAT and Workshops appropriate to MSc

teaching. Each probationary lecturer is allocated a mentor, one of the requirements of the mentor is

to audit teaching.

Further staff development occurs through:

active research programme in Soil Mechanics, Geotechnical Engineering and Engineering

Geology;

staff appraisal scheme and institutional staff development courses;

College Teaching Development Grant Scheme to fund the development of new teaching

and appraisal methods; updating professional and IT/computing developments.

22. Regulation of Assessment


17/20

17

a) Assessment Rules and Degree Classification:

To pass the MSc, students are required to achieve marks of at least 50% in their coursework,

dissertation and examinations. In order to be awarded a result of merit, a candidate must obtain a

mark of 60% or greater in each element; a result of distinction requires a mark of 70% or greater. Atthe discretion of the Board of Examiners, there may be limited scope for compensating poorer

coursework marks by higher examination marks and vice versa. For example, where appropriate, a

Board of Examiners may award a result of merit where a candidate has achieved an aggregate mark

of 60% or greater across the programme as a whole AND has obtained a mark of 60% or greater in

each element with the exception of one element AND has obtained a mark of 50% or greater in this

latter element. This is in line with the policy on assessment of advanced postgraduate courses

provided by Imperial College London.

The MSc degree is awarded to any student who achieves all of the following:

1.

An average mark of 50% or greater for all examination papers. AND2. An average mark of 50% or greater for the aggregate of all coursework, AND

3.

A mark of 50% or greater in the dissertation

As stated above, the discretion of the Board of Examiners may be invoked should a student fail to

satisfy either criteria 1 or 2 should their performance be of a suitably high standard elsewhere. This

may require the student to take an additional viva voce examination in order to demonstrate their

competence in the relevant subject area.

Provided these criteria are satisfied, the MSc degree will be awarded in one of the following

classifications:

a) Pass (see above), or

b) Pass with Merit, if the average mark for the aggregate of all examinations is greater than

60% AND the average mark for coursework is greater than 60% AND the mark for the

dissertation is greater than 60%, or

c) Pass with Distinction, if the average mark for the aggregate of all examinations is greater

than 70% AND the average mark for coursework is greater than 70% AND the mark for the

dissertation is greater than 70%.


18/20

18

Summary of grades, marks and their interpretation for MSc degree classification

GRADE MARKS INTERPRETATION

A 70% - 100% Marks represent a distinction (truly exceptional or excellent) performance

B 60% - 69.9% Marks represent a pass with merit

C 50% - 59.9% Marks represent barely acceptable performance at MSc level

D/E/F 0% - 49.9% Marks represent a fail performance

Role of External Examiner (Visiting Examiner)

The visiting examiners (from other universities and research institutes) are nominated by the MSc

Academic Board and approved by the Graduate School of Engineering & Physical Sciences

Management (or Executive) Committee. A visiting examiner is appointed for the course; they also

review the core course modules. Visiting examiners normally serve for 3 years. The role of visiting

examiner is that of moderator. In order to do this they:

approve examination papers;

review coursework;

see all examination scripts, research project dissertations;

attend the Board of Examiners;

complete a report to the College;

provide informal feedback regarding the nature and direction of the Course.

b) Marking Schemes for postgraduate taught programmes:

The Pass Mark for all postgraduate taught course modules is 50%. Students must pass all elements

in order to be awarded a degree. See Section 22 (a) above.

c) Processes for dealing with mitigating circumstances:

For postgraduate taught programmes: A candidate for a Master’s degree who is prevented owing to

illness or the death of a near relative or other cause judged sufficient by the Graduate Schools from

completing at the normal time the examination or Part of the examination for which he/she has

entered may, at the discretion of the Examiners,

(a) Enter the examination in those elements in which he/she was not able to be examined on the

next occasion when the examination is held in order to complete the examination,

or

(b) be set a special examination in those elements of the examination missed as soon as possible

and/or be permitted to submit any work prescribed (e.g. report) at a date specified by the Board of

Examiners concerned. The special examination shall be in the same format as specified in the course

regulations for the element(s) missed.

Applications, which must be accompanied by a medical certificate or other statement of the grounds

on which the application is made, shall be submitted to the Academic Registrar who will submit

them to the Board of Examiners.

d)

Processes for determining degree classification for borderline candidates:


19/20

19

For postgraduate taught programmes: Candidates should only be considered for promotion to pass,

merit or distinction if their aggregate mark is within 2.5% of the relevant borderline. Nevertheless,

candidates whom the Board deems to have exceptional circumstances may be considered for

promotion even if their aggregate mark is more than 2.5% from the borderline. In such cases the

necessary extra marks should be credited to bring the candidate’s aggregate mark into the higher

range.

e) Role of external examiners:

External examiners (from other universities and research institutes) are nominated by the MSc

Academic Board and approved by the Graduate School of Engineering and Physical Sciences

Management (or Executive) committee. An External Examiner is appointed for each course, and

normally serve for 3 years. The role of External Examiner is that of moderator.

The primary duty of external examiners is to ensure that the degrees awarded by the College are

consistent with that of the national university system. External examiners are also responsible for

approval of draft question papers, assessment of examination scripts, projects and coursework(where appropriate) and in some cases will attend viva voce and clinical examinations. Although

external examiners do not have power of veto their views carry considerable weight and will be

treated accordingly. External examiners are required to attend each meeting of the Board of

Examiners where recommendations on the results of individual examinations are considered.

External examiners are required to write an annual report to the Rector of Imperial College which

may include observations on teaching, course structure and course content as well as the

examination process as a whole. The College provides feedback to external examiners in response

to recommendations made within their reports.

23. Indicators of Quality and Standards

Employability and favourable comments by External Examiners.

Research training in Engineering Geology, Geotechnics, and related areas.

Review by the Departmental Management Committee of the internal Annual Monitoring

Report.

Independent review of the quality of the educational provision of the Civil &

Environmental Engineering Department by the Quality Assurance Agency subject review

process.

Demand from the industry for graduates from the course.

Accreditation by the Institution of Civil Engineers, the Institution of Structural Engineers

the Institution of Highways and Transportation and the Institute of Logistics andTransport.

Pass rates.

24. Key sources of information about the programme can be found in:

Key sources of information about this course can be found in:

Postgraduate Prospectus, Imperial College London (available on-line

http://www.imperial.ac.uk)

Postgraduate Training in Engineering Geology at Imperial College (available on-line

http://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc/engineeringgeology)

Postgraduate Training in Business Management and Sustainable Development:

http://www.imperial.ac.uk/http://www.imperial.ac.uk/http://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc/engineeringgeologyhttp://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc/engineeringgeologyhttp://www3.imperial.ac.uk/geotechnics/courses/postgraduatemsc/engineeringgeologyhttp://www.imperial.ac.uk/


20/20

20

http://www3.imperial.ac.uk/civilengineering/study/masters/business%20management

http://www3.imperial.ac.uk/civilengineering/study/masters/sustainable%20development

MSc Course Handbook (available on request to [email protected])
http://www3.imperial.ac.uk/civilengineering/study/masters/business%20managementhttp://www3.imperial.ac.uk/civilengineering/study/masters/business%20managementhttp://www3.imperial.ac.uk/civilengineering/study/masters/sustainable%20developmenthttp://www3.imperial.ac.uk/civilengineering/study/masters/sustainable%20developmentmailto:[email protected]:[email protected]:[email protected]:[email protected]://www3.imperial.ac.uk/civilengineering/study/masters/sustainable%20developmenthttp://www3.imperial.ac.uk/civilengineering/study/masters/business%20management

Transferable skills for CV writing

Documents

Transcript of Transferable skills for CV writing