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ENVB40040

Academic Year 2026/2027

Environmental Impact Assessment (ENVB40040)

Subject:
Environmental Biology
College:
Science
School:
Biology & Environment Science
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Dr Florence Renou-Wilson
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module outlines the development and philosophy of the Environmental Impact Assessment framework in Europe and USA/Canada with specific legal and procedural mechanisms. We then focus on the practicalities of preparing an Environmental Impact Assessment Report, including scoping and the collection, synthesis and dissemination of relevant information. Emphasis is placed on biological sampling with ecological assessment and monitoring. We compare EIA with other environmental procedures such as Strategic Environmental Assessment (SEA) and Appropriate Assessment (AA), as well as other relevant legislation such as the Water Framework Directive and discuss the pros and cons of different environmental assessment approaches including environmental management systems in the private sector. The course includes a mock EIA scoping exercise and guest lectures from practising environmental consultants and environmental lawyers.

About this Module

Learning Outcomes:

On completion of this module, students should be able to:
- Describe the philosophy, legal and rational background as well as the development and procedures of the Environmental Impact Assessment (EIA), Strategic Environmental Assessment (SEA) and Appropriate Assessment (AA) processes in Europe in particular and place it in a broader framework of approaches to environmental management;
- Summarise the general legal framework for EIA in Ireland, including the different categories of impact that must be addressed;
- Discuss some of the difficulties of assessing 'significance' of impacts;
- Work as part of a team to prepare a scoping report (part of EIA), based on practical experience of doing so;
- Take a critical view of the design and interpretation of biological surveys for EIA;
- Critically appraise the relative merits and flaws of EIA/SEA systems in different countries;
- Consider the different careers available in the field of Environmental Assessment and their spheres of influence.

Indicative Module Content:

The content is grouped into the following themes:
1. Introductory concepts: Impact assessment, the environment and global problems
2. History of environmental assessment
3. Environmental law, EIA Directives and procedures
4. How to screen, scope, assess impacts?
5. Planning and screening decision (for those interested in the Irish planning system)
6. Assessing impacts:
a. Impacts on flora and fauna: designing monitoring programmes
b. Impacts on human beings & landscapes: mitigations
7. Other impact assessment procedures: Appropriate Assessment
8. Other impact assessment procedures: Strategic Environmental Assessment
9. Other approaches: EMS, IED & IBIA

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Proficient

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

Student Effort Hours:
Student Effort Type Hours
Lectures

16
Specified Learning Activities

30
Autonomous Student Learning

72
Total

118

Approaches to Teaching and Learning:
Using delivered up-to-date knowledge in lectures using real world examples and real world problems which are given to students to use as self assessment markers with feedback provided through discussion. Practical knowledge is delivered through active/task-based learning as part of a mock exercise on fictive but potential real cases. Peer and group work is used as well as reflective learning through peer feedback.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
GEOG30860 - Environmental Assessment, GEOG40860 - Practical Env. Assessment


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Exam (In-person): Written exam with multiple questions End of trimester
Duration:
2 hr(s)
 Graded No
65
 No
Group Work Assignment: Mock EIA scoping group report Week 14 Graded No
35
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Feedback provided through open discussion and after first task of group project (Work Plan). Feedback also provided post-assessment for the group project and presentation. Peer assessment whereby you will be each anonymously awarded a grade of A, B, C, D, E or F by each of your team-mates for your relative contribution to the team effort.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 9, 10, 11, 12 Mon 11:00 - 11:50
Autumn Lecture Offering 1 Week(s) - 9, 10, 11, 12 Tues 14:00 - 14:50
Autumn Lecture Offering 1 Week(s) - 9, 10, 11, 12 Wed 12:00 - 12:50
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