• Offered for Year: 2025/26

• Module Leader(s): Dr Elisa Lopez-Capel
• Lecturer: Dr Helen Adamson

• Owning School: Engineering
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

The Environmental Impact Assessment (EIA) process should inform decision makers about the likely effects of a proposed development on the natural and man-made environment. It is a consultative and participatory process between scientists, environmental managers, developers, public bodies and government authorities which requires a wide range of skills and expertise to complete successfully. Its aim is to identify likely effects and possible mitigation measures at an early stage and thus improve the quality of both project planning and decision-making. This course will provide a background to the principles and practice of the EIA process and hands-on experience and skills training with realistic environmental impact scenarios. Although the course is designed for international applications, much of the documentation and procedures are based on UK and EU EIA frameworks and is particularly suited to work within the EU countries.
Specifically, it aims to:

*       Provide a background outlining the principles and practice of the EIA process.
*       Provide training in undertaking EIA projects, including the evaluation of environmental impact statement prepared by others
*       Promote development of a wide range of transferable skills that are an integral part of the specialist
ability to contribute to the EIA process.

Outline Of Syllabus

The following on-line study topics each involve approximately 5 hours work and are associated with formative on-line multiple- choice tests so that students can monitor their progress.

Recommended background texts provide a framework and links are provided to further reading aimed at specific applications.


1. Introduction. What is EIA and how does it work? Objectives of the module; preparation and presentation of EIA
reports; evaluating and reviewing EIA statements and reports; sourcing information; introduction to the EIA
projects and case studies.

2. Stages in the project cycle. Project screening; initial environmental evaluation; scoping studies; baseline
studies; impact prediction and significance; mitigating measures; monitoring requirements.

3. Techniques used in the EIA process. Checklists; matrices; mapping techniques; assessing social, fiscal and
human health impacts; risk analysis.

4. Success of EIA. Historical and regional overview of EIA practices; case studies and cost-benefit analysis;
where and why has EIA failed to be effective?

5. Issues and trends in EIA. Types of EIA; integration into a sustainable development framework; approaches to
developing effective EIA procedures; strategic EIA (SEA); trans-boundary issues.


In addition to viewing the above 5 online sessions participants are also required to review existing Environmental Impact Statements (EISs) using appropriate methodologies and templates provided. By recognising the deficiencies and limitations of historical EISs participants should develop a deeper understanding of good practice in the EIA process and the final reporting stages.


The EIA process is best learnt by doing, and the module will involve hands-on group work and engagement in
guided case-study exercises (experiential learning) during timetabled workshops. There are three elements to the programme:

1. Case Study Review – a review of an historical EIA document using a structured EU EIA Review process. The case
study seeks to clarify how to ‘present information useful to the decision maker’.

2. Case study exercises: a case study exercise will introduce students to aspects of EIA
practice and provide formative assessment of performance. Based on a proposal for a development, you will be
asked evaluate and critique an EIA project for the implementing agency.
Elements of the exercise will include: a) setting out the problem, identifying the main environmental
impacts; b) establishing and evaluating project options and mitigation; c) establishing priority inputs (data
and information) required for the decision-making process.

3. EIA project: the final exercise is based on the EIA process for this existing renewable energy development
e.g. wind farm or solar farm and you will research, prepare and present specific aspects of the EIA drawn
from this real development project.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Sessions available during week 1 provide fundamental information on EIA and indicate further and most appropriate information sources for further study. The knowledge outcomes are formatively assessed via online MCQs and one summatively assessed in an in-class MCQ during the last teaching week. Case study exercises carried out in small group tutorial sessions are used to enhance problem solving skills and reinforce relevant EIA material, application of legislative materials, data collection approaches and interpretation. During group learning sessions, (Project Work), EIA project work uses fundamental information delivered via the web and applies this knowledge in a simulated ‘real world’ EIA project, providing experiential learning of the skills of impact prediction and EIA project management on a project relevant to renewable energy development. Project work experimental learning will be summatively assessed in the in-class computer assessment during the last teaching week.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Assessment Rationale And Relationship

Factual knowledge of EIA process, procedures and nomenclature is assessed via online MCQs. The project work experimental learning will assesses the ability to a) problem-solve and summarise a diverse set of information in a scoping study, and b) undertake a review and evaluation of an existing EIA using standard assessment methods.
Each online learning unit (5 units) is associated with a formative online MCQ, similar in structure and content to the final MCQ summative computer assessment designed to test factual knowledge and terminology associated with EIA (legislation, policy and practice). The 4 workshops and seminars are associated with the essay in the summative computer assessment during the last teaching week.

Reading Lists

• SPG8013's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SPG8013's Timetable