Student Handbook
20010-2011
APPENDIX 2
Teaching Schedules, Programme
Specifications and Module Outlines
MSC. IN ENVIRONMENTAL SCIENCE: LEGISLATION AND
MANAGEMENT
1
NOTE THAT THE DISSERTATION MODULE IE5500 IS EXAMINED AT THE END OF THE
ACADEMIC YEAR, BUT YOUR PROJECT NEEDS TO BE DEVELOPED THROUGHOUT
THE ACADEMIC YEAR.
Locations for teaching sessions to be provided for each module by the module leader
Part-time students following this programme will take:
Year 1: Thursday’s modules
Year 2: Tuesday’s modules
Programme Specification
MSc. Environmental Science: Legislation and Management
Version No.
Date
Notes – Q&S USE ONLY
AO
1
2
July 2006
April 2008
Original
IE5513 replaces IE 5501, IE5511 replace IE5503, ME5518 replaces IE5502, update p/t route
n/a
RH
Masters programme
1. Awarding institution:
2. Teaching institution:
3. Home school/associated institution:
4. Contributing school(s)/associated institution:
5. Programme accredited by:
6. Final award:
7. Programme title:
Brunel University
Brunel University
Institute for Environment
Law School
Chartered Institution of Water & Environ. Management
MSc
Environmental Science: Legislation and
Management
1 year (FT) / 3 years (PT)
FT 1 year min 2 yrs Max / PT 2 years min 4 yrs max
N/A
(FT) / (PT)
Standard
PGDip in Environmental Science: Legislation and
Management
PGCert in Environmental Science
N/A
F850/F851
July 2006
8. Normal length of programme:
9. Minimum/maximum period of registration:
10. Variation(s) to September start:
11. Mode of study:
12. mode of delivery:
13. Intermediate award(s) and title(s):
14. UCAS code:
15. JACS code:
16. Date programme specification originally written or revised:
17. Relevant subject benchmark statements & other external and internal reference points used to inform programme
outcomes:
External:
Generic qualification descriptors for M level programmes in the National Qualifications Framework
Internal:
Brunel University Strategic Plan, Brunel University Learning and Teaching Strategy
18. Educational aims of the programme:
18. Educational aims of the programme
The taught modular programme provides a rigorous academic treatment of the fundamental scientific principles of assessing and
controlling the extent of environmental damage by Man’s activities. The programme emphasises the legislation behind, and the
management of, techniques related to the reduction of emissions to air, land and water and the effects of pollution.
From the core modules, students will develop:

understanding of the complex interactions of societies and their environments, and a critical awareness of how these
interactions are unevenly experienced.

critical appreciation of the influence of human activities on ecological processes.

understanding of processes which cause environmental change, how future change is predicted and how to interpret
trajectories in elements of ecosystems and human health.

Appreciation of interactions between human impact and the environment including the relationship between hazard and risk.
The programme is designed to allow those whose career choice lies in the field of environmental science, health promotion and
regulatory processes to acquire a broad-based knowledge of the concepts involved. Training is given to students who wish to
have a career as environmental managers with an emphasis on EU legislation and management practices.
3
Specifically students will:

To study and assess the core legal provisions and principles as well as key policy issues

Critically assess developments at international organisational level in terms of inter-state co-operation in addressing
environmental protection issues

Evaluate key management principles necessary for the implementation of sound environmental management.

Study the environmental, technological and legislative issues in the management and disposal of solid, liquid, and gaseous
waste and the management of contaminated land.

Undertake a laboratory or library based dissertation.
19. Programme and intermediate learning outcomes
The programme provides opportunities for students to
develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
Note: all apply to MSc
1.
2.
3.
4.
5.
6.
7.
20. Teaching, learning and assessment strategies to enable
learning outcomes to be achieved and demonstrated.
A knowledge and understanding
Learning/teaching methods and strategies
Social aspects of environmental issues, linkage of
anthropogenic activity to environmental change
(PGDip, MSc).
Ecological processes, hazard and risk in relation to
chemicals and their impact on ecosystems (PGDip,
MSc).
The concepts, principles, and rules of core areas of
environmental law and policy (PGDip, MSc).
The means to develop and apply their knowledge of
EU environmental law (PGDip, MSc).
Management of the technological solutions for
pollution, prevention and control of air, land and water
(PGDip, MSc).
The management tools necessary for the successful
implementation of sound environmental management
practice (MSc).
A deep knowledge of relevant research articles.
(MSc)
Learning Outcomes for students achieving a PGCert will
be a sub-set of those defined for PGDip, according to the
particular modules passed.
The areas of knowledge and understanding outlined in (A) are
achieved through a range of teaching methods, including lectures
(that contain the essential key elements of the subject matter),
seminars, group discussion, data presentation, formal computerbased practical sessions, practical classes, and guided
independent study. The emphasis will be to develop in depth,
advanced knowledge in relevant subject areas as well as the
ability to use the appropriate techniques to acquire and further that
body of knowledge.
The programme outcomes for the award of PGCert will be a
subset of those for the award of PGDip and will vary depending
upon the modules passed by the individual students.
Assessment
Assessment of the candidate’s knowledge and understanding is
assessed through a combination of formal written (closed book)
examination and coursework. The proportion of examination and
coursework varies from module to module.
Assessment is limited to two elements per module, to provide an
acceptable workload for students.
B Cognitive (thinking) Skills
Cognitive skills are developed alongside the acquisition of subject
specific knowledge mainly within lectures and tutorials (via
problem-based learning strategies) and the coursework activities
Assess interactions between systems and evaluate
undertaken. Students will be encouraged to critically appraise
human impact on ecosystems (PGDip, MSc).
research articles and the usefulness of software tools within the
Critically assess datasets and methodologies and
context of the material presented in the taught modules and
make data accessible to the public and policy makers
through independent study. Students will also be required to
(PGDip, MSc).
participate in tutor-led computer-based practical exercises.
Assimilate, interpret and analyse complex
environmental legal material from various sources
MSc/PGDip/PGCert students will be expected to acquire cognitive
(PGDip, MSc).
skills.
Understand the environmental and technological
issues in the management and disposal of waste and
contaminated land assessment (PGDip, MSc).
Understand the range tools available to develop and
implement an environmental management policy
(MSc).
Develop and implement water management strategies
(MSc).
(B) Able to:






4
Learning Outcomes for students achieving a PGCert will
be a sub-set of those defined for PGDip, according to the
particular modules passed.
1.
2.
Conduct an environmental review or audit
Evaluate the risk/hazard associated with pollution and
identify a means of mitigating the risk
(C) Able to:






Assessment
The dissertation and coursework will encourage students to
critically appraise research articles and apply the scientific
method; marking schemes will reflect this. Formal examinations
and coursework assignments will assess knowledge,
understanding, analysis and problem solving skills, as well as
competency in data analysis and interpretation.
C Other Skills and Attributes (Practical/Professional/Transferable)
Learning/teaching methods and strategies
Prioritise, prepare and present work as an individual
and as part of a team (PGDip, MSc).
Research the scientific, technical and media literature
on environmental issues (PGDip, MSc).
Understand legal issues and perspectives on a subject
from different theoretical disciplines, such as from the
natural sciences (PGDip, MSc).
Research in detail and discuss environmental
management issues (PGDip, MSc).
Demonstrate enhanced transferable skills such as
effective communication, independent learning and
interpersonal skills (MSc).
Present a dissertation based on a research project
(MSc).
Students will be encouraged to engage fully/actively with the key
concepts within the subject materials to help them learn facts in
the context of meaning. Tutor-led debates will allow students to
develop their ability to debate societal issues from a scientific and
ethical standpoint. Student-led oral and poster presentations will
allow them to develop transferable communication and
interpersonal skills. Tutor-led computer-based practical exercises
will allow students to develop competence in data handling and
modelling.
Assessment
Transferable and research skills are assessed through case
studies, reports, assessment of oral presentations, assessed
teamwork, and assessment of poster presentations. Research
skills are assessed in the dissertation.
Learning Outcomes for students achieving a PGCert will
be a sub-set of those defined for PGDip, according to the
particular modules passed.
21. Programme structures and features: levels; module, credit and progression and award requirements
Compulsory module codes, titles and credits
Option module codes, titles
and credits
The requirements for progression and
awards are summarised in programme
handbooks and set out in full in Senate
Regulation 3:
IE5511 Research and Critical Skills in
Environmental Science (15cr)
Level 5 (Masters)
ME5518 Principles of Sustainable Development
(15cr)
IE5513 Global Climate Change
http://intranet.brunel.ac.uk/registr
y/QS/postgraduate_assessment_f
ramework.shtml
(15cr)
IE5504 Environmental Hazard and Risk
(15cr)
IE5510 EU and International Environmental Law
(30cr)
IE5509 Environmental Management
IE5500 Dissertation
Progression and award requirements
(30cr)
(60cr)
Part time:
Year 1: ME5518, IE5511, IE5513
Year 2: IE5504, IE5509, IE5510, IE5500
5
22. Programme Regulations not specified in SR3
None
23. Admission requirements



Applicants should normally hold at least a second class, Science or Law based degree, from a British University (or
equivalent) for admission to the Masters degree programme.
Lower or other qualifications will be considered if supported by science or law ‘A’ Level (or equivalent) and / or
relevant work experience.
English qualifications of GCSE grade C or an accepted English language qualification with an IELTS score of at
least 6.0
24. Additional relevant information (e.g. study abroad, information on placements, matters specific to professional courses)
25. Further information about the programme is available from:
Dr A J Chaudhary – Course Leader of MSc Programmes
Margaret Wescott – Courses Administrator
Institute website - through www.brunel.ac.uk/ife
Please note: this specification provides a concise summary of the main features of the programme and the learning outcomes
that a student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning
opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and
assessment methods of each module can be found in the module guide and course handbook. The accuracy of the information
contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher
Education.
6
Module Specifications
The modules you take in this programme:
IE 5504 Environmental Hazards and Risk (15 cr)
IE 5509 Environmental Management (30 cr)
IE 5510 EU & International Environmental Law (30 cr)
IE 5511 Research and Critical Skills in Environmental Sciences (15 cr)
IE 5513 Global Climate Change (15 cr)
ME 5518 Principles of Sustainable Development: Energy in Technology & Industry (15 cr)
IE 5500 Dissertation (60 cr)
7
Module Code
IE5504
Module title
Environmental Hazard and Risk
Module Leader
Daniel Pickford
Credit value
15
Level M
5
Pre-requisites
Additional Tutors
Suzanne Leroy
Steve Kershaw
Guest Speakers
School(s) responsible for
teaching
Institute for the
Environment
Co-requisites
Version No.
Date
Notes – Q&S USE ONLY
AO
1
2
2.1
07/06
03/08
June 2010
Revised for CCIS approval event
Minor amendments made to additional tutors and list of programmes
RH
STM
MAIN AIMS OF THE MODULE
To develop an understanding of scientific uncertainty and the relationship between hazard and
risk, how risk is perceived and how government/industry/individuals assess risk in relation to
natural, anthropogenic and occupational hazards in our environment and how these risks may be
influenced by global warming and climate change.
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge, understanding, and
competence in the following areas:
1.
2.
3.
4.
5.
Understanding of the concepts of hazard, exposure and risk, the interdependence of these concepts and
how they apply to human and environmental health
Ability to identify and differentiate between various physical, biological and occupational factors that
influence exposure to and toxicity of chemicals in the environment.
Understanding of basic statistical concepts and the ability to interpret complex, incomplete and at times
inconsistent datasets.
Understanding of principal processes in the risk management cycle and knowledge of basic
methodologies used in human or ecological risk assessment and environmental impact assessment.
Recognise and critically reflect on scientific and societal considerations in risk management and the
application and implications of the precautionary principle.
MAIN TOPICS OF STUDY:
1. Probability and the concepts of hazard, exposure, risk and uncertainty
2. Approaches used in for characterising hazard and exposure in human health risk assessment and
environmental risk assessment
3. Case studies of human and environmental risk assessment in relation to chemical contaminants; PCBs and
remediation
4. Environmental Impact Assessment
5. Managing risks presented by climate change – mitigation and adaptation
6. Risk Communication: the nuclear power industry and risk in energy economics
7. Geohazards and Risk
8. Flooding and Desertification – risk mapping in response to climate change
9. Risk Perception, uncertainty, and the precautionary principle: Genetically modified organisms, food
shortage and agricultural practice, biofuels and the organic devolution
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops, laboratories,
distance learning, projects or other methods (please specify).
8
Lectures, seminars, written coursework project and group work exercise, presentation
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20 credit module
would involve notional learning time of 200 hours) including taught classes, private study, revision and
assessment. The University does not provide guidelines on the minimum number of contact hours per module
because patterns of study, including the ratio of contact hours to self-study hours, are likely to vary across levels
as learner autonomy increases.
Please indicate below the distribution of learning hours across this module:
Hours
36
114
150
Classroom contact
Private study
Total
ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE
LEARNING OUTCOMES FOR THE MODULE:
WEIGHTING:
Coursework
group exercise and presentation [20%]
and written report of approximately 3000 words [50%]
70%
Examination (2 hours)
30%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
*Burgman M. 2005. Risks and decisions for conservation and environmental management. Cambridge:
Cambridge University Press.
Peer reviewed literature as provided through directed reading
2 RECOMMENDED READING
Flynn J, Slovic P, Kunreuther H. 2001. Risk, Media and Stigma: Understanding Public Challenges to
Modern Science and Technology. London/Sterling VA: Earthscan Publications Ltd.
Harremoes P. 2002. The Precautionary Principle in the 20th Century: Late Lessons from Early Warnings.
London/Sterling VA: Earthscan Publications Ltd.
U.S. EPA. 1992. Framework for Ecological Risk Assessment United States. Environmental Protection
Agency 1998 EPA/630/R-95/002F.
3. OTHER
Relevant publications in peer-reviewed literature include:
o Environmental Science and Technology
o Environmental Toxicology and Chemistry
o Environmental Health Perspectives
o Reliability Engineering and System Safety
The following information is optional:
CORE module on the following
programmes (please list):
MSc Environmental Science: Legislation and Management
MSc Environmental Science: Pollution and Monitoring
MSc Climate change Impacts and Sustainability
MSc Sustainable Energy: Technologies and Management (School of
Enginerring and Design)
OPTION module on the following
programmes (please list):
9
Module Code
IE5509
Module title
Environmental Management
Module Leader
Steve Kershaw
Credit value
30
Level M
5
Pre-requisites
None
Additional Tutors
Dr A J Chaudhary
Dr Mark Scrimshaw
Guest Lecturers
School(s) responsible for
teaching
Institute for the
Environment
Date syllabus written or revised:
Co-requisites
None
July 2006, Sept 08 (assessment pattern)
MAIN AIMS OF THE MODULE

key management principles necessary for the successful implementation of sound environmental
management practice
study the environmental, technological and legislative issues in the management and disposal of solid,
liquid, and gaseous waste and the management of contaminated land

LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
(A) Knowledge and Understanding
Students will have knowledge and understanding of:

terrestrial, marine and estuarine management issues and tools

vulnerability of societies to environmental issues

institutional structures, regional and international approaches to environmental management

national and international legislation pertaining to waste management and control

methods of water supply management and related environmental issues

key aspects of river quality and reservoir management
(B) Cognitive (thinking) Skills
Students will be able to:
 develop and implement an environmental and water management policies
 understand the national and international drivers that control environmental management
 understand the environmental and technological issues in the management and disposal of waste
 understand the principles of contaminated land assessment and remediation
(C) Other Skills and Attributes (Practical/Professional/Transferable)
Students will have the following transferable skills:
 apply problem solving tools in management situations
 give a presentation
 project management
MAIN TOPICS OF STUDY:
1.
2.
3.
4.
5.
6.
Vulnerability of Societies to Environmental Change and Risk Management
Environmental Management Policy and Systems
Principles of Waste Management, Planning, Strategy and Duty of Care
Contaminated Land and End-of-life Waste Directives
Water Resource and River Quality Management
Water Supply, Distribution and Reservoir Management
10
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops, laboratories,
distance learning, projects or other methods (please specify).
Lectures, workshops, oral and written presentations
Inclusion of lectures from leading academics, environmental practitioners, regulators and consultants
Provision of lecture notes and associated material
Site visits to landfill sites and waste management facilities
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20 credit module
would involve notional learning time of 200 hours) including taught classes, private study, revision and
assessment. The University does not provide guidelines on the minimum number of contact hours per module
because patterns of study, including the ratio of contact hours to self-study hours, are likely to vary across levels
as learner autonomy increases.
Please indicate below the distribution of learning hours across this module:
Hours
36
Classroom contact
12
Field visit(s)
252
Private study
300
Total
ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE
LEARNING OUTCOMES FOR THE MODULE:
WEIGHTING:
Examination (2 hours)
30%
Coursework
Assessment includes a written group project
a group presentation
written site visit report
70%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
No specific text is recommended for this module due to the wide range of subject matter. Reading material will be
recommended for individual lecture sessions as appropriate.
2 RECOMMENDED READING
Nath B, Hens L, Compton P, Devuyst D. 1999. Environmental Management in Practice (Vol. 1, 2 and 3).
New York and London: Routledge.
Barrow CJ. 1999. Environmental Management - Principles and Practice. New York and London: Routledge,
Taylor & Francis Group.
O'Riordan T. 1999. Environmental Science for Environmental Management. England: Longman.
Welford R. 1998. Corporate Environmental Management: Systems and Strategies - vol. 1. London:
Earthscan Publications Ltd.
11
Bellandi R. 2004. Strategic Environmental Management for Engineers. Chichester, UK: John Wiley & Sons
Inc.
Cairney T. 1998. Contaminated Land: Problems and Solutions. London: Spon Press.
Hester RE, Harrison RM. 2002. Environmental and Health Impact of Solid Waste Management Activities
(Issues in Environmental Science & Technology). London: The Royal Society of Chemistry.
Cheremisinoff NP. 2003. Handbook of Solid Waste Management and Waste Minimization Technologies.
Oxford: Butterworth-Heinemann Ltd.
Wescoat JL, White GF. 2003. Water for Life: Water Management and Environmental Policy (Cambridge
Studies in Environmental Policy). Cambridge: Cambridge University Press.
3. OTHER
Frequently Referenced Journals include:

Journal of Environmental Management

International Journal of Environmental Technology and Management (IJETM)

International Journal of Environment and Sustainable Development (IJESD)
The following information is optional:
CORE module on the following programmes
(please list):
OPTION module on the following programmes
(please list):
MSc in Environmental Science: Legislation and
Management
12
Module Code
IE5510
Module title
EU and International
Environmental Law
Module Leader
Stephen Allen
Credit value
30
Level M
5
Pre-requisites
None
Additional Tutors
Dr M. Wild
School(s) responsible for
teaching Institute for the
Environment
Co-requisites
None
Date syllabus written or revised: 12/06/06
MAIN AIMS OF THE MODULE

To study and assess foundational principles and structures underpinning environmental law at the level
of the European Union as well as internationally
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
(A) Knowledge and Understanding
Students will have knowledge and understanding of:
 foundational concepts and principles underpinning both EU Environmental Law as well as international
environmental law
 key institutional systems pertinent to the development of EU and international environmental law and
policy
 key decisions from international judicial bodies affecting the interpretation of EU and international
environmental norms
(B) Cognitive (thinking) Skills
Students will be able to:
 assimilate and analyse complex material from various sources
 present relevant knowledge and understanding in the form of reasoned and supported argument

the means to develop and apply their knowledge and understanding for the purpose of analysing and
solving practical legal problems

the means to ascertain the law from a variety of legal sources: legislation, case law and secondary
literature
(C) Other Skills and Attributes (Practical/Professional/Transferable)
Students will have the following transferable skills:
 express themselves in a coherent written form, with appropriate use of citation, and by the use of
computer word processing
 find relevant primary and secondary material for research from hard copy and electronic sources
through the internet
 understand issues and perspectives on a subject from different theoretical disciplines, such as from the
natural sciences
13
MAIN TOPICS OF STUDY:
EU Environmental Law components:
1. Framework of environmental protection in EU Law and policy
2. interface of environmental protection and market integration
3. free movement of goods law and the environment
4. legal basis for environmental policy development
5. external relations of the EU in relation to environmental policy
6. enforcement of EU environmental law
7. selected sector analysis of EU environmental law – eg. Waste management
International legal aspects to environmental protection
8. World trade law and the environment
9. overview of key multilateral agreements at international level
10. interface between EU environmental policy and international environmental agreements
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops, laboratories,
distance learning, projects or other methods (please specify).
Seminars
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20 credit module
would involve notional learning time of 200 hours) including taught classes, private study, revision and
assessment. The University does not provide guidelines on the minimum number of contact hours per module
because patterns of study, including the ratio of contact hours to self-study hours, are likely to vary across levels
as learner autonomy increases.
Please indicate below the distribution of learning hours across this module:
Hours
36
Classroom contact
264
Private study
300
Total
ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE
LEARNING OUTCOMES FOR THE MODULE:
Coursework
Essay: 2000 words
Essay: 3500 words
WEIGHTING:
30%
70%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
Bell and McGillivray, Environmental Law, (6th edn), (2005: Blackstone Press)
McEldowney/McEldowney, Environment and the Law (1996: Longman)
Sunkin, Ong and Wight, Sourcebook on Environmental Law, (2nd edn) (2002: Cavendish)
2 RECOMMENDED READING
14
Wolf/Stanley, Principles of Environmental Law (4rd Ed)(2005:Cavendish)
Davies, EU Environmental Law (2004: Ashgate)
Jans, European Environmental Law (2nd edn), (2000: Europa Law Publishing)
Krämer, Casebook on EU Environmental Law, (2002: Hart Publishing)
Krämer, EC Environmental Law (5th edn) (2003: Sweet and Maxwell).
Gillespie, International Environmental Law Policy and Ethics (1997 Oxford)
3. OTHER
Useful periodicals include:
European Environmental Law Review
Journal of Environmental Law
European Law Review
Common Market Law Review
The following information is optional:
CORE module on the following
programmes (please list):
OPTION module on the following
programmes (please list):
MSc. in Environmental Science: Legislation and Management
15
Module Code
Module title
Module Leader
Credit value
IE 5511
Research and Critical Skills in
Environmental Sciences
Dr. Daniel Pickford
15
Level
Pre-requisites
Additional Tutors
School(s) responsible for
teaching
Co-requisites
None
M
None
Dr. Steve Kershaw
Dr. Mark Scrimshaw
Prof. Suzanne Leroy
Guest Speakers
Institute for the
Environment
Version No.
Date
Notes – Q&S USE ONLY
AO
1
04/08
New module
RH
MAIN AIMS OF THE MODULE
To develop professional, research and critical skills necessary to support higher learning and
development of an integrative approach to problem solving, necessary for success in environmental
science careers in public or private sectors or the academic environment.
To encourage students to understand and critically reflect on methods and techniques for knowledge
analysis in the context of modern research, and to develop a practical grasp of available resources to
support research in environmental sciences
To promote an inter-disciplinary understanding of the interactions between human society and the
environment that are likely to undergo significant change in response to global climate change
LEARNING OUTCOMES FOR THE MODULE
1. Develop problem formulation, literature searching, critical analysis, and written/oral
communication skills to support the dissertation experience, and to enhance employability
across a wide variety of environmentally-related vocations
2. Demonstrate the awareness of linkages between the variety of subject areas that comprise
environmental science, and the integration of different disciplinary approaches to support
problem solving.
MAIN TOPICS OF STUDY:





Methods and techniques for knowledge analysis (e.g. Vee-heuristic, concept maps)
Skills associated with critical and reflective understanding/evaluation (e.g. identifying
knowledge claims and schools of thought, evaluating methodologies)
Skills associated with communication of scientific issues (developing hypotheses,
communicating uncertainty, referencing in scientific writing)
Issues associated with professional practice and research in environmental sciences (e.g
research ethics, academic honesty and plagiarism)
Case studies in global climate change – development of an integrated understanding of the
impacts of climate change on society and the environment and the increasing importance of
sustainability as a guiding principle in all arenas of human activity
16
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT
OF LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops,
laboratories, distance learning, projects or other methods (please specify).
The methods used to achieve learning outcomes are:
 Seminars that focus on providing students with a framework for development of critical thinking
skills (i.e. knowledge analysis) and fundamental information relevant to communication of
science (written reports, posters, oral presentations, referencing)
 Seminars covering contemporary issues in environmental science (principally concerning
climate change issues) in which students will be encouraged to develop an integrated
understanding of the manifold impacts that climate change is likely to have on society and the
wider environment
 Workshops designed to provide candidates with the opportunity to apply research, critical and
professional skills in a mutually supportive context. Students will work individually and in teams
to develop and apply knowledge and some sessions will focus specifically on development of
dissertation proposals (see below) [All learning outcomes].
 Essential (and additional) reading that covers important contemporary issues in environmental
science from a variety of disciplinary approaches [All learning outcomes]
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20
credit module would involve notional learning time of 200 hours) including taught classes, private
study, revision and assessment. The University does not provide guidelines on the minimum number
of contact hours per module because patterns of study, including the ratio of contact hours to selfstudy hours, are likely to vary across levels as learner autonomy increases.
The distribution of learning hours across this module are broadly as follows: (a) up to 36 hours are
contact (inc. content delivery, workshops and/or seminars) and (b) the remaining hours are noncontact hours (i.e, private study) partially directed and supported via u-link
ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE
LEARNING OUTCOMES FOR THE MODULE:
WEIGHTING:
There will be a number of formative assessments throughout the module to
develop and reinforce learning outcomes
The module will feature a single summative coursework assessment, which
will be a proposal for dissertation topic, which will feature a literature review
and critical analysis of a relevant area for the programme being studied,
development of hypotheses, and proposal for dissertation research.
100%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
th
Cooper, S. and Patton, R. (2006) Writing Logically, Thinking Critically, (5 Edn.), Pearson, New York.
2 RECOMMENDED READING
Southwick, C. (1996) Global Ecology in Human Perspective (1st Edn.) Oxford University Press
17
ENDS report (available in Institute for the Environment Resource Room)
3. OTHER
Students will be supplied with a number of journal papers and extracts throughout the module for
considered as essential/background reading for the course and/or for formative group/individual
assessment
The following information is required:
CORE module on the following programmes
(please list):
OPTION module on the following programmes
(please list):
MSc Environmental Science: Pollution and
Monitoring
MSc Environmental Science: Legislation and
Management
MSc Environmental Science: Ecosystem and Human
Health
MSc Climate Change Impacts and Sustainability
N/A
18
Module Code
IE5513
Module title
Global Climate Change
Module Leader
Suzanne Leroy
Credit value
15
Level M
5
Pre-requisites
None
Additional Tutors
Stephen Kershaw
Guest speakers
School responsible
Institute for the
Environment
Co-requisites
None
Version No.
Date
Notes – Q&S USE ONLY
AO
1
2
04/08
09/08
New module title (replaces IE5501)
New assessment pattern and reading list
RH
RH
MAIN AIMS OF THE MODULE
To develop an understanding of

the processes which cause environmental change, especially rapid climatic change,

methods of measurement of environmental change, and how future change is predicted

the complex nature of interactions between humans and the environment
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
(A) Knowledge and Understanding
Students will have knowledge and understanding of the:
 complex nature and scope of Earth environmental systems and their variability in space and time
 significance of the nature and extent of current environmental change in the frame of global warming
 complex methodologies to predict future changes and their consequences, and assessment of their
accuracies
 Scientific approaches taken to deduce past environmental change
 range of different types of archived material which can be used to deduce past environmental change,
and climatic change
(B) Cognitive (thinking) Skills
Students will be able to:
 critically assess available methodologies, datasets and studies of relating environmental
change and climatic change
 transfer the results of scientific studies into a form accessible to the public and usable by policy
makers
 integrate complex environmental analyses to generate predictions of ecosystem and societal outcomes
(C) Other Skills and Attributes (Practical/Professional/Transferable)
Students will have the following transferable skills:
 field and laboratory skills, including data collection, analysis and interpretation
 ability to work in a group to conduct analysis on a selected environmental change topic
 ability to distil simple and understandable concepts from complex data sets and fundamental statistical
concepts
 an ability to present concepts clearly
19
MAIN TOPICS OF STUDY:
1.
2.
3.
4.
5.
6.
Relationship between climate and biophysical and social systems
Instrumental record of climate and what it reveals about variability and reliability of climate
Past global changes, including past climates and societal responses
Climate models and predictions of future climates
Future impacts: biophysical systems, agriculture, human health, resources, energy usage
Rapid change caused by natural hazard processes
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practical, workshops, laboratories,
distance learning, projects or other methods (please specify).
The methods and strategies seek to provide students with the opportunity to develop a range of means to
express their knowledge and skills. Therefore lectures, fieldwork, data collection, workshops and laboratory
exercises are used.
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20 credit module
would involve notional learning time of 200 hours) including taught classes, private study, revision and
assessment. The University does not provide guidelines on the minimum number of contact hours per module
because patterns of study, including the ratio of contact hours to self-study hours, are likely to vary across levels as
learner autonomy increases.
Please indicate below the distribution of learning hours across this module:
Hours
28
8
Classroom contact
Field work
114
Private study
150
Total
ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE
LEARNING OUTCOMES FOR THE MODULE:
WEIGHTING:
Examination (3 hours)
30%
Coursework
A written field observation and laboratory report
A written site visit report
70%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
The Stern Review: http://www.hmtreasury.gov.uk/independent_reviews/stern_review_economics_climate_change/stern_review_report.cfm
IPCC reports; http://www.ipcc.ch/
Williams M, Dunkerley D, De Decker P, Kershaw P, Chappell J. 1998. Quaternary Environments. London:
A Hodder Arnold Publication.
20
Bell M, Walker MJC. 2005. Late Quaternary Environmental Change. Essex: Pearson, Prentice Hall.
Alverson K D., Bradley R S., Pedersen Th F. (Editors) 2003 Paleoclimate, Global Change and the Future.
Springer-Verlag: Berlin, Heidelberg, New York (ISBN 3-540-42402-4), 220 pp. OUT OF PRINT see:
http://www.pages.unibe.ch/cgi-bin/WebObjects/products.woa/wa/product?id=4
2 RECOMMENDED READING
Barrow CJ. 2003. Environmental change and human development: controlling nature? London: Arnold.
Diamond J. 2005. Collapse: How Societies Choose to Fail or Succeed. New York: Viking Press.
Fagan B. 2001. Floods, Famines, and Emperors: El Nino and the Fate of Civilizations. London: Pimlico.
Coombes P, Barber K. 2005. Environmental determinism in Holocene research: causality or coincidence?
Area 37(3): 303-311.
IHDP. 1999. Global Environmental Change and Human Security: Science Plan. Bonn, Germany:
International Human Dimensions Programme on Global Environmental Change Report Series No. 11.
60 pp.
3. OTHER
Frequently Referenced Journals include:

Climatic change

Quaternary Science Review

The Holocene

Climate dynamics
The following information is required:
CORE module on the following
programmes (please list):
OPTION module on the following
programmes (please list):
MSc Environmental Science: Legislation and Management
MSc Climatic Change impact and Sustainability
21
Module Code:
ME5518
Module title
Principles of Sustainable
Development; Energy in Transport
and Industry
Module Leader:
Dr Z Dehouche
Credit
value:
15
Level
M
Pre-requisites
Additional Tutors:
Dr D Pickford
Dr P Warren
School(s) responsible for
teaching
School of Engineering and
Design
Co-requisites
JACS Code
Version No.
Date
Notes – Q&S USE ONLY
AO
1.0
05/10
Change to module tutors. Assessment was 2 x assignments at 50% each
LMA
MAIN AIMS OF THE MODULE




To introduce the key concepts of sustainable development and energy management
To introduce the challenging issues related to energy production, supply and utilization and the environmental
impacts of different energy sources
To examine the implications of energy use in transport and industrial sectors
To introduce future low carbon energy systems including emerging fuels and fuel cell power technologies
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
(A) Knowledge and Understanding
1. Principles of sustainable development and life cycle assessment
2. Energy resources and use and their environmental impacts and climate change issues
3. Energy use trends in industrial and transportation sectors
4. Innovations in transport design in the context of sustainable urban environment
5. Key drivers of the changing attitudes (ecological, economic, social) towards sustainability
6. Fuel cell power systems for stationary and mobile infrastructures
B Cognitive (thinking) Skills which facilitate
7. The analysis of selected transport policies
8. The selection of sustainable power generation systems for industrial processes and buildings
C Other Skills and Attributes (Practical/Professional/Transferable) which develop:
9. The ability to present results in a structured written report
MAIN TOPICS OF STUDY:
Sustainable Development: Ecological, Economic and Social Conception of Sustainability. Indicators of
Sustainability. Sustainable development in the UK, Europe and International. International Sustainable
Development Initiatives. Principles of life cycle assessment including examples of input/output data.
Energy: Definitions. Historical review. Energy economics. Energy sources. Energy and climate change.
Anthropogenic influence on climate. Energy as a strategic issue and economic factors.
Energy use: Energy markets. Energy consumption by sector in the UK and internationally. Emissions trading.
Energy as business issue: Overview of costs. Typical large company and SME costs. Energy purchasing and
impact of deregulation. Benchmarking. Degree day analysis. Monitoring and targeting systems. Energy audits.
Industry: Energy use by industry. Industrial heating and ventilating systems. Industrial processes and energy use.
Water and trade affluent management. Low energy factory design.
Transport: Energy use by transport systems and travel. Advanced transport systems. Vehicle innovations and
energy sources. Zero emission vehicles and fuel cell developments. Demand responsive systems. Intelligent
vehicle highway systems. Agenda 21 and sustainable cities.
22
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops, laboratories,
distance learning, projects or other methods (please specify).
Full-time students:
A mixture of lectures and seminars are employed, accompanied by self-directed reading materials.
Distance Learning students:
Self-study course materials will be used with self-assessment questions and solutions
CONTACT HOURS: Please state the indicative distribution of learning hours across this module.
Average learning hours per week: 4.5
Of which 1.5 hours are student/tutor contact hours per week
ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE
LEARNING OUTCOMES FOR THE MODULE (please provide the length/duration of
each assessment listed):
WEIGHTING:
Assignment (comprising of two written reports)
100%
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
 MSc Lecture notes
2 RECOMMENDED READING
1. David J.C. MacKay, Sustainable Energy - Without the Hot Air, UIT (2008). ISBN-10: 0954452933
(http://www.withouthotair.com)
2. Dincer; C. Zamfirescu, Sustainable Energy Systems and Applications, Springer (2009), ISBN-13:
9780387958606
3. S. Billataos, Green Technology and Design for the Environment, CRC Press (1997), ISBN: 978-1-56032-460-7
4. A. Azapagic, R. Clift, S. Perdan, Sustainable Development in Practice: Case Studies for Engineers and Scientists,
John Wiley & Sons (2004), ISBN: 0470856084
5. R. OHayre, W. Colella, SukWon Cha and F. B. Prinz, Fuel Cell Fundamentals, John Wiley & Sons; 2nd edition
(2009), ISBN-13: 978-0470258439
6. G. Hoogers, Fuel Cell Technology Handbook, CRC 1 edition (2002), ISBN-13: 978-0849308772
7. Ram B. Gupta, Hydrogen Fuel: Production, Transport, and Storage, CRC Press (2008) ISBN-9781420045758
8. Bent Sorensen, Hydrogen and Fuel Cells: Emerging Technologies and Applications, Academic Press (2005).
ISBN-10: 0126552819
9. DETR (1999), A Better Quality of Life: A Strategy for Sustainable Development for the UK, The Stationery
Office.
10. DETR (2000), Quality of Life Counts: Indicators for a Strategy for Sustainable Development in the UK. The
Stationery Office.
11. Department for Transport (2009), Low Carbon Transport: A Greener Future, , ISBN:9780101768221
12. A. Root, Delivering Sustainable Transport A Social Science Perspective, Elsevier (2002), ISBN: 9780080440224
13. Department of Energy and Climate change (2009), UK Energy in Brief
14. BERR (2008), UK Energy Sector Indicators
3 OTHER
http://www.decc.gov.uk/
http://www.dft.gov.uk/
http://www.itdp.org/
http://www.energy-future.com/
Alternative Fuels and Advanced Vehicles Data Center:
http://www.afdc.energy.gov/afdc/fuels/hydrogen_related.html
http://www.oecd.org/department/0,3355,en_2649_34363_1_1_1_1_1,00.html
http://www.iea.org/
23
World Business Council for Sustainable Development: http://www.wbcsd.org/
http://www.fossil.energy.gov/index.html
http://www.sustainable-development.gov.uk/
http://www.worldenergy.org/
The following information is required:
COMPULSORY module on the following
programmes (please list):
OPTION module on the following programmes
(please list):
MSc in Sustainable Energy Technologies and
Management
MSc in Advanced Mechanical Engineering
24
Module Code
IE5500
Level
5
Module title
Module Leader
Credit value
Dissertation
Dr Edwin Routledge
60
Additional Tutors
All academic staff
School(s) responsible for
teaching
Institute for the
Environment
Pre-requisites
Taught
Modules
Co-requisites
None
Version
No.
Date
Notes – Q&S USE ONLY
AO
1
2
07/06
04/08
New module
Updates following MSc CCIS approval
RH
MAIN AIMS OF THE MODULE


allows students to undertake an in-depth study of a topic, using primary or secondary data sources, that
is of relevance to the module
develop an integrated, and where appropriate interdisciplinary, understanding of the topic chosen
LEARNING OUTCOMES FOR THE MODULE
The module provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
(A) Knowledge and Understanding
Students will have knowledge and understanding of the:
 chosen topic(s) for their dissertation
(B) Cognitive (thinking) Skills
Students will be able to:
 critically assess peer-reviewed literature in relevant area(s)
 use and employ appropriate research methods
 interpret analytical, statistical and other data in order to draw appropriate inferences
 undertake critical assessment of one’s own research in order to identify limitations of the work and (if
necessary) be able to specify criteria for application of knowledge that has been developed
(C) Other Skills and Attributes (Practical/Professional/Transferable)
Students will have the following transferable skills:
 write a coherent, concise and well structured report on their research
 independently seek out research material and guidance on the appropriate presentation of a
dissertation report
 work independently to schedule activities to meet deadlines
 demonstrate initiative and ability to tackle novel problems and seek assistance from supervisor at
appropriate points
 undertake to develop a sound working relationship with one’s supervisor
25
MAIN TOPICS OF STUDY:
For dissertations using secondary data sources, students are encouraged to choose their own topic; for
dissertations generating primary data (e.g. laboratory studies) suitable topics are chosen by the supervisor
in order to fit into the research expertise of staff. Dissertations involving work with external organisations to
produce primary data can be developed in cooperation with a suitable external supervisor.
TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF
LEARNING OUTCOMES: these might include lectures, seminars, tutorials, practicals, workshops, laboratories,
distance learning, projects or other methods (please specify).
Students will apply, in a formal manner, the skills and knowledge they have acquired during the taught part
of the programme (mainly in the coursework component). This includes process skills (searching literature,
accessing and analysing data, problem formulation and expression, literacy); presentational skills (report
writing, word processing, data illustration in the form of graphs and tables); management skill (setting
objectives, project planning, progress review, time management); personal skills (self-reliance and
motivation, self-discipline, self-criticism).
The dissertation supervisor, as part of his/her supervisory role, will also reinforce these skills. Students are
encouraged to work independently, but at the same time are expected to contact their supervisor on a
regular basis in order to seek advice and obtain feedback if, and when, required.
The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20 credit module
would involve notional learning time of 200 hours) including taught classes, private study, revision and
assessment. The University does not provide guidelines on the minimum number of contact hours per module
because patterns of study, including the ratio of contact hours to self-study hours, are likely to vary across levels
as learner autonomy increases.
Please indicate below the distribution of learning hours across this module:
Hours
600
Total hours, to include contact time with
supervisor(s) as appropriate
ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE
LEARNING OUTCOMES FOR THE MODULE:
Dissertation (max 10,000 words)
INDICATIVE READING LIST:
1 ESSENTIAL READING [* Purchase advised]
Thesis knowledge area: relevant peer-review journal papers
Thesis writing area:
26
WEIGHTING:
100%
Strunk W, White EB. 2000. The Elements of Style. 4th Ed. Needham Heights, MA: Allyn & Bacon.
2 RECOMMENDED READING
Thesis knowledge area: relevant published reference works
Thesis writing area:
Barrass R. 1991. Scientists Must Write. London: Chapman & Hall.
O’Connor M. 1991. Writing successfully in science. Cambridge: The University Press.
3. OTHER
Materials outside of relevant peer-reviewed journal papers and published reference works are often termed
‘grey’ literature. Use these materials with caution. They include web materials, government publications
and other non-peer-reviewed materials.
The following information is required:
CORE module on the following
programmes (please list):
MSc Environmental Science: Pollution and Monitoring
MSc Environmental Science: Legislation and Management
MSc Environmental Science: Ecosystems and Human Health
MSc Climate Change Impacts and Sustainability
OPTION module on the following
programmes (please list):
27