ECTS credits ECTS credits: 3.5
ECTS Hours Rules/Memories Student's work ECTS: 59.5 Hours of tutorials: 3.5 Expository Class: 10.5 Interactive Classroom: 14 Total: 87.5
Use languages Spanish, Galician, Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Soil Science and Agricultural Chemistry
Areas: Soil Science and Agricultural Chemistry
Center Higher Technical Engineering School
Call:
Teaching: Sin docencia (Extinguida)
Enrolment: No Matriculable
0. Descriptive details of the subject
Name and code:
Subject: Environmental Impact Assessment
Code: P4012112
Type: Mandatory
No. of credits: 3.5 ECTS
Module: Environmental Management
Schedule: please see the schedule for the Master's Degree (www.usc.es/etse/mena)
Language of the course: Spanish
Faculty
Xosé Luis Otero Pérez
Department of Edaphology and Agricultural Chemistry
Phone number: 13300
email: xl.otero [at] usc.es (xl[dot]otero[at]usc[dot]es)
Tutorial classes
Monday, 10:00 to 13:00 in the Department of Edaphology and Agricultural Chemistry. School of Biology.
1.-Course objectives
This course has as main objective to know the methodologies for the preparation of studies of environmental impact assessment and its application, environmental risk analysis and environmental viability reports for investment entities. In all cases it is essential an understanding of the rules, the types of projects to be evaluated and the environmental criteria for not required projects. In this sense they should identify the magnitude and importance of the indicators of the affected environmental systems, by managing methods of identification and assessment of impacts. The procedure applies to the study of different kinds of projects and at all stages, from design, construction and operation to the abandonment of the project.
With environmental knowledge in the field of project installation, preventive, corrective and compensatory environmental measures, necessary to achieve the greater integration with the least environmental impact, will be considered. Very important object of the matter is the development of monitoring and environmental surveillance plans which should be applied throughout the operating life of the installation for its maintenance in terms of environmental sustainability.
2. Contents
The related contents developed in the course are those listed succinctly in the descriptors of the subject in the study plan of the Master in Environmental Engineering, consisting of 3.5 ECTS credits. It presents the following contents: "Scope and meaning of the Environmental Impact Assessment. Preparation of Environmental Impact Studies, correction and control measures of impacts. Monitoring and environmental surveillance plans. Legislation on Environmental Impact Assessment".
Given the above, the program is divided into five thematic blocks:
Block I. General Concepts. Legislation on Environmental Impact Assessment
Block II. Content of the Environmental Impact Assessment and Evaluation Process
Block III. Environmental inventory
Block IV. Evaluation Methods
Block V. Preventive and corrective measures. Monitoring and surveillance plans.
The first block consists of two issues. In the first environmental impact and all related concepts are defined. The second issue is devoted to the analysis of existing legislation and its origin, scope, evolution and current trends.
The second and third blocks aim that students know the basic tools of environmental impact studies. It includes six themes designed to know the content of these studies, the administrative assessment process and the promulgation of administrative declaration. Besides the lines of project analysis and environmental inventory are studied: the inert medium, the biota, the landscape and the socio-economic environment.
The fourth block is divided into three themes in which impact identification methods, and the methods of assessment, aggregation, comparison and geographic information are reviewed. Besides, the most appropriate for the selection of alternatives are analyzed.
Finally, in the fifth block the characterization of applicable corrective measures is carried out in all phases of project implementing: development of the monitoring plan, surveillance plans and impacts control.
Program
I. General Concepts. Legislation on Environmental Impact Assessment (3h)
-Theme 1. General concepts. Introduction. Concept of Environment. Definition of impact. Cause – effect relationship. Environmental factors. Impact value
-Theme 2. Legislation on Environmental Impact Assessment. Historical background. European regulations. Basic State legislation. Application and Legislation of the Autonomous Communities. Strategic Environmental Impact Assessment.
II. Content of the Environmental Impact Assessment and Evaluation Process (1h)
-Theme 3. The Studies of Environmental Impact Assessment (EIA). Content of the EIA. Administrative assessment process and administrative Environmental Impact Statement
III. Scope of the Environmental Inventory (6h)
-Theme 4. Physical environment. Climate, Geology: quality (lithology, stability, susceptibility to erosion, geological resources), fragile (points of geological interest, mining and archaeological sites); Pedology: soil quality, soil types (points of pedological interest, agronomic uses); Hydrology: surface and groundwater, river network (quality, quantity, seasonality, uses, ..).
-Theme 5. Biotic environment. Study of vegetation: plant communities, quality, presence and conservation status of protected species. Study of wildlife: existing communities, presence of protected and endangered species. Areas of natural interest: degree of conservation and habitat existence.
-Theme 6. Landscape. Structure and aesthetics. Intrinsic quality. Fragility, visual optics. Interactions between the elements studied.
-Theme 7. Socio-Economic Environment. Population dynamics, productive sectors, ownership of property, use of resources, economic aspects. Cultural aspects. Historic and artistic heritage.
IV. Evaluation Methods (12h)
-Theme 8. Impacts identification. Identification Systems: Control Lists, identification matrices (action - factor), network diagrams, elaborated identification systems.
-Theme 9. Methods of Environmental Impact Assessment I. Magnitude and importance. Valuation process. Qualitative and quantitative criteria. Impact indicators. Valuation systems.
-Theme 10. Methods of Environmental Impact Assessment II. Comparative methods: Comparison, Selection by matrices. Polls and interviews. Panel of experts and Delphi Method. Selection methods by aggregation: Battelle Method and geographic selection.
V. Preventive and corrective measures. Monitoring and Surveillance Plans (6h)
-Theme 11. Correction and control of the impacts. Correction of the impacts during the elaboration phase of the project. Correction of the impacts caused by civil works. Measures for environmental recovery. Action plans. Monitoring and surveillance programs: objectives, role and responsibilities. Structure and content of the monitoring programs.
-Theme 12. Study cases. Critical analysis of environmental impact assessment studies.
Basic
• Garmendia, A., Salvador, A., Crespo, C., Garmendia, L. ”Evaluación de Impacto Ambiental”. Ed Pearson Prentice Hall (2005). ordered in online format
• Vidal López, R. Evaluación del impacto ambiental. Available online via PreLo (Biblioteca USC)
• Conesa, Vicente (2010). Guía metodológica para el Evaluación de Impacto ambiental. Mundi Prensa.
Engineering School (ETSE) Library, catalog number A242 30
Complementary
• Gómez Orea, D, Gómez Villarino, M.T. “Evaluación del impacto Ambiental”. Ed. Mundi Prensa, Madrid (2013).
Engineering School (ETSE) Library, catalog number A242 40,
Lugo Inter-center Library, catalog numbers EMA 471 and 833
•Fundación Cofemetal (2010). Evaluación de impacto ambiental.
Biblioteca da ETSE, catalog number A242 33
• MOPT. “Guías Metodológicas para la elaboración de estudios de impacto ambiental”. Monografías de la Dirección general de Medio Ambiente. Ed, Agrupen. Madrid (1989)
• MOPT. “Guía para la elaboración de Estudios del medio Físico”. Secretaria de Estado para las políticas del Agua y el Medio Ambiente. Centro de Publicaciones del Ministerio de Obras Públicas (1993)
• Wood, C., “Environmental Impact Assessment. A Comparative Review”. Longeman Group Limited New York (1995).
In this subject the student will acquire or perform a series of generic skills, desirable in any university degree, and other specific for engineering in general and for Environmental Engineering in particular.
Within the framework of competencies designed for the academic degree, the following will be worked more specifically:
Basic and general skills
• CB6 - To have the knowledge and understanding that provides a basis or opportunity for originality in developing and / or applying ideas, often in a research context
• CB7 –students able to apply the knowledge and ability to solve problems in new or unfamiliar contours within broader (or multidisciplinary) contexts related to their field of study
• CB8 –students able to integrate knowledge and manage the complexity of making judgments based on information that was incomplete or limited, includes reflections on social and ethical responsibilities related to the application of their knowledge and judgments
• CB9 – students can communicate their conclusions and the knowledge and rationale underpinning to specialist and non-specialist audiences clearly and unequivocally.
• CB10 – students have the learning skills that enable them to continue studying in a way that will be largely self-directed or autonomous.
• G01 - to identify and enunciate environmental problems
Specific skills
• E11 - Have a comprehensive understanding of environmental problems
• E13 - To know the scientific bases that are applied by the environmental engineering
• E19 - Know the environmental assessment procedures and technological risks
• E1A - Know the social factors involved in environmental solutions
• E25 - Define the technical, social, economic and environmental feasibility of a project or solution
• E27 - Modelling environmental systems both natural and artificial
• E28 - Conduct environmental impact studies
• E31 - Conduct studies and synthesize results bibliographical
• E32 - Compare and select technical alternatives
• E34 - Write reports on impacts and environmental issues
• E43 - Lead and work effectively in interdisciplinary teams
• E45 - Apply critical, logical and creative thinking
Lectures and seminars in the classroom and in the field, in which problems applied to real cases will be resolved, will alternate; the environmental consequences of certain actions and proposals for improvement will be analyzed.
The basic theoretical contents of the subject will be taught based on lectures that will be supported by the use of Power Point presentations and information on Impact Studies and Environmental Impact Statements.
The teaching material (program, presentations, documents, etc.) will be provided to the students as the program is developed.
A field visit is envisaged.
Virtual Campus
The USC Virtual Campus will serve as a tool for communicating with students using the Moodle application, offering information on the curriculum taught in the classroom throughout the course, as well as complementary materials to study the subject (teacher's notes and scientific-technical documents), promoting the students' independent work and consultation of literature sources in English.
The following material will be provided to the students at the beginning of the course through the subject's virtual campus:
• TEACHING GUIDE: The approved teaching guide for the subject (in Galician, Spanish, and English).
• DAILY PLANNING: A guide indicating the detailed day-to-day activity planning
Throughout the development of the subject, the students will be provided with the following material:
• PRESENTATIONS: The presentations used by the teacher as a guide for lectures (in pdf format).
• ACTIVITY NEWSLETTER: Pdf/Word file listing exercises and questions related to the content that has been taught.
• COMPLEMENTARY MATERIAL for each unit, such as relevant laws and regulations, scientific articles, and links to websites with relevant content (environmental impact assessment study projects, environmental surveillance programs, etc.)
Scenario 1 (no restrictions to physical presence)
In-person teaching (28 h)
• Lectures and interactive lessons: The course will combine lectures (explanation and discussion of topics) and seminars (performing exercises) where the teacher will try to emphasize the most relevant aspects of the subject and verify the assimilation of the content by the students. Therefore, it is very important for students to work on the available material to promote the teacher-student interaction.
• Field trips: The course foresees a visit to a former copper mine that has undergone different environmental restoration actions. The involvement of the students in said visit will be achieved by performing an assessment through a questionnaire.
• Small-group tutorial classes (4 hours)
• Individualized tutorial classes: They will be held through the MS Teams platform.
NOTE: FACE MASKS SHALL BE MANDATORY BOTH IN ALL CLASSROOM ACTIVITIES AND DURING THE FIELD TRIP.
Scenario 2 (partial restrictions of physical presence)
Scenario with fewer than 12 students (<30% of capacity of classroom A8, 42): It will remain the same as in scenario 1 (distance, face masks, and in-person lessons).
Scenario with more than 12 students: This entails their division into two groups that will alternate for in-person lessons (lessons will keep the same schedule, but part of the students will attend in person and the rest will attend online through the available computer tools).
Composition of the groups: Once registrations are formalized, the academic committee will decide on group composition and rotation, which will be applicable to each module.
Schedule and timetable: The programmed schedule and timetable for each subject must be followed regardless of whether lessons are taught in person or online (simultaneous).
In-person and online teaching (28 h)
• Lectures and interactive lessons: The students (approx. 25) will be divided in two groups composed by 12-13 people; these groups will alternate for in-person attendance so that one group will physically attend lessons while the other will attend online through a camera set up in the classroom (connected to a Teams session).
• Visit to a copper mine. This visit will be attended in person.
Online teaching (4 hours)
• Tutorial classes: They will be held through the MS Teams platform.
Scenario 3 (closure of facilities)
Fully online teaching (28 h)
• Lectures and interactive lessons: The approved program will be followed using Team sessions, always promoting daily communication with the students by the different resources available (teacher's lectures, watching videos, discussion sessions, online resources, etc.).
• Team work: a team project will be prepared and presented orally through MS Teams during the last tutorial class session of the subject. The project will consist of a critical analysis of an environmental impact assessment.
• Individualized tutorial classes: They will be held through the MS Teams platform.
6. Assessment system
Continuous assessment (CA)
The Master's Degree in Environmental Engineering establishes that the minimum weight for CA shall be 50%, with the remaining 50% corresponding to a final exam.
This subject will use said weight for CA: 50%.
Within a single academic year, those parts passed by the student will be conserved between examination periods (end of module and July exams), and the student shall be tested again for non-passed sections of the subject. For different academic years, students who have not passed the subject shall complete a practical assignment that will be agreed upon with the teacher.
Assessment system
Continuous assessment (CA)
The Master's Degree in Environmental Engineering establishes that the minimum weight for CA shall be 50%, with the remaining 50% corresponding to a final test.
This subject will use said weight for CA: 50%.
Scenario 1 (no restrictions to physical presence)
The students' grade will be calculated as the weighted average of their performance in the classroom (participation, team work), technical visit, and final exam.
Activities included in Continuous Assessment
Continuous Assessment includes monitoring of the following activities:
• Follow-up tests: 3 short tests (15 min) to be performed after each contents block. To be performed individually. Weight: 20%. In-person attendance.
• Team work will consist of a short presentation (maximum 5' per group) of a topic, including: a) summary of a unit covered by the subject; b) presentation of corrective measures applicable to different public constructions. Weight: 15%. Online attendance.
• The technical visit will be assessed by a questionnaire that will be given to the students on the day of the visit; this questionnaire shall be filled during the visit and handed back at the end. To be performed individually. Weight: 5%. In-person attendance.
• "Proactive attitude in the classroom" aims to assess the daily attitude of each student, particularly: a) showing that they work daily on the subject and participate in the discussions that take place in the classroom; b) relevant comments on the covered topics; c) motivation and positive attitude in the classroom, among others. To be performed individually. Weight: 10%. In-person attendance.
Final exam (in person)
• The exam shall consist of two different parts: theoretical questions (20% of the grade) and practical EIA exercises to be solved (30% of the grade). A minimum score of 4 out of 10 must be achieved for each part.
Students will be considered "not sat" if they do not attend any assessment activity (exam, team work, or technical visit). If they only attend some of them, the grade on first session will be "fail".
Those who need to resit the assessment will keep the grades obtained in the team work, technical visit, and proactive attitude in the classroom. In case they have not attended one particular activity, they will need to answer additional questions:
- If they have not participated in the team project, additional questions about the content of surveillance and monitoring plans will be included.
- If they have not participated in the technical visit, additional questions about said visit will be included.
Grade distribution Mode Competence
Continuous assessment50%
- Tests 20% In-person attendance CB6,CB7,CB8,C10E13,E19,E1A,E25,E28,E31,E32, E34
- Team work 15% In-person attendance CB8,CB9, G01,E25,E28,E32,E34,E43,E45
- Technical visit 5% In-person attendance E11,E13,
- Proactivity 10% In-person attendance CB9,
Final exam 50%
- Theory (min. 40%) 20% In-person attendance CB6,CB7,CB8,E11,E13,E19,E1A,E25,E28,E31,E32,
- Exercises (min. 40%)30% In-person attendance CB6,CB7,CB8,C10,E13,E19,E1A,E25,E28,E31,E32, E34,E45
In case of misconduct in the performance of exercises or exams, the provisions in the Regulations for student assessment and academic performance and grade revision shall be applicable.
The subject has a workload equivalent to 3.5 ECTS which are distributed in the manner shown in the table.
Distribution of formative activity in ECTS
Activity Teaching hours Student work hours Total
Lectures 12,0 18 30
Seminars 14,0 17,0 31
Tutorials group 2,0 1,0 3
Total 28,0 36 64
The student must also know the fundamental concepts on environmental components: water, air, soil and biota and their interactions with human activities, have a good understanding of the different environmental technologies in order to discern their possible use or improvement. Also they must have information and capacity for analysis on socio-economic components of human societies.
It is also assumed that at this stage of the studies the student will have acquired a number of additional skills such as reading ability and acquisition of information by different methods, a certain skill at user level of the most common computer tools (Word, Excel, use email, see web, GIS), ability to interpret cartographic documents and databases, ..
It is important that students study previously those texts, documents or articles that are indicated in the teaching guide. It is essential to have a medium command of the English language.
The use of the virtual campus is recommended as the backbone of all the activities to be carried out in this area.
Recommendations for telematic teaching
• In accordance with the rules of the telematic evaluation, it is necessary to have a microphone and a camera to carry out telematic exams, in addition to the fact that these devices greatly improve the interaction with the teacher.
• Improve information and digital skills with the resources available at USC.
Contingency plan
a) Teaching methodology
Scenario 2 (partial restrictions of physical presence)
Scenario with fewer than 12 students (less than 30% of capacity of classroom A8, 42): It will remain the same as in scenario 1 (distance, face masks, and in-person lessons).
Scenario with more than 12 students: This entails their division into two groups that will alternate for in-person lessons (lessons will keep the same schedule, but part of the students will attend in person and the rest will attend online through the available computer tools).
Composition of the groups: Once registrations are formalized, the academic committee will decide on group composition and rotation, which will be applicable to each module.
Schedule and timetable: The programmed schedule and timetable for each subject must be followed regardless of whether lessons are taught in person or online (simultaneous).
In-person and online teaching (28 h)
• Lectures and interactive lessons: The students (approx. 25) will be divided in two groups composed by 12-13 people; these groups will alternate for in-person attendance so that one group will physically attend lessons while the other will attend online through a camera set up in the classroom (connected to a Teams session).
• Visit to a copper mine. This visit will be attended in person.
Online teaching (4 hours)
• Tutorial classes: They will be held through the MS Teams platform.
Scenario 3 (closure of facilities)
Fully online teaching (28 h)
• Lectures and interactive lessons: The approved program will be followed using Team sessions, always promoting daily communication with the students by the different resources available (teacher's lectures, watching videos, discussion sessions, online resources, etc.).
• Team work: a team project will be prepared and presented orally through MS Teams during the last tutorial class session of the subject. The project will consist of a critical analysis of an environmental impact assessment.
• Individualized tutorial classes: They will be held through the MS Teams platform.
b) Assessment systems
Scenario 2 (partial restrictions of physical presence)
This scenario foresees the same activities, but they will be assessed differently according to the methodology employed. Thus, the presentation of the team project, the technical visit, and the exercises in the final exam would be done in person if possible, while the remaining activities would be done online.
Grade distribution Mode
Continuous assessment 50%
- Tests 20% Online (simultaneous)
- Team work 15% In-person attendance
- Technical visit 5% In-person attendance
- Proactivity 10% In-person and online
Final exam 50%
- Theory (min. 40%) 20% In-person attendance
- Exercises (min. 40%)30% In-person attendance
Scenario 3 (closure of facilities)
All the assessment activities would be done online, including the questionnaire after the virtual visit, presentations of team projects, and final exams. The technical visit will be replaced by a seminar.
Modifications to the assessment: In both scenarios 2 and 3, the assessment system remains the same (70% continuous assessment based on deliverables + 30% final exam). In these scenarios, the final exam will be done online via Teams and Moodle.
Grade distribution Mode
Continuous assessment 50%
- Tests 20% Online (simultaneous)
- Team work 15% Online (simultaneous)
- Technical visit 5% Online (simultaneous)
- Proactivity 10% Online
Final exam 50%
- Theory (min. 40%) 20% Online (simultaneous)
- Exercises (min. 40%)30% Online (simultaneous)
In case of misconduct in the performance of exercises or exams, the provisions in the Regulations for student assessment and academic performance and grade revision shall be applicable.
Xose Lois Otero Perez
Coordinador/a- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 881813300
- xl.otero [at] usc.es
- Category
- Professor: University Lecturer
| Wednesday | |||
|---|---|---|---|
| 18:00-20:00 | Grupo /CLE_01 | Spanish | Classroom A8 |
| Thursday | |||
| 18:00-20:00 | Grupo /CLE_01 | Spanish | Classroom A8 |
| 10.22.2021 16:00-18:00 | Grupo /CLE_01 | Classroom A8 |
| 10.22.2021 16:00-18:00 | Grupo /CLIS_01 | Classroom A8 |