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GEOG30860

Academic Year 2026/2027

Environmental Assessment (GEOG30860)

Subject:
Geography
College:
Social Sciences & Law
School:
Geography
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Professor Ainhoa Gonzalez Del Campo
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Environmental assessment is a mandatory requirement under European and international legislation. Its aim is to ensure that environmental considerations are integrated into planning and decision-making. It applies to spatial planning (e.g. land use, renewable or waste management plans) and to projects (e.g. power stations, incinerators, housing developments and wind farms). This is a research-led module that will introduce students to environmental assessment legislation, processes and practice through lectures, workshops, set readings and research activities. In particular, it will:

• Introduce the students to Strategic Environmental Assessment (SEA), Environmental Impact Assessment (EIA) and Appropriate Assessment (AA), as well as other relevant associated legislation (e.g. Water Framework Directive, Flood Risk Directive, etc.)
• Clearly identify for the students commonalities and differences in legislative requirements, as well as to provide an overview on any legislation amendments/updates.
• Introduce the various practical steps to be undertaken in an environmental assessment (e.g. screening, scoping, alternatives, etc.), including public participation.
• Provide a range of methods and techniques to support environmental assessment processes; including an introduction to indicators.
• Provide real-life examples of environmental assessment across a range of scales (e.g. from national to local) and sectors (e.g. land use, energy, water, etc.)
• Examine current practice issues in environmental assessment and present measures to promote good practice.
• Facilitate and encourage critical analysis of environmental impact assessment practice, techniques and outcomes.
• Support students in the acquisition of an understanding of environmental assessment requirements and impact assessment methods.
• Support students in group work for the acquisition of a shared knowledge and environmental report writing skills.

About this Module

Learning Outcomes:

On completing the module, including attendance at lectures, workshops, completion of readings and research activities, students will be able to:

• Discuss the legislative background and practice of environmental assessment and implementation.
• Outline the structure and content of environmental assessment processes and identify key current practice issues.
• Critically debate the nature and significance of potential environmental impacts deriving from a number of sectors.
• Critically analyse and reflect on data and information provided by a variety of sources to support environmental assessment.
• Discuss the roles of different actors (stakeholders, decision-makers and the general public) in undertaking environmental assessment, as well as in implementing the assessment outcomes.

Indicative Module Content:

Practical application of Strategic Environmental Assessment (SEA), Environmental Impact Assessment (EIA) and Appropriate Assessment (AA).

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. Proficient

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. Proficient

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. Proficient

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
Specified Learning Activities

12
Autonomous Student Learning

90
Lectures

24
Total

126

Approaches to Teaching and Learning:
The module will be delivered through a combination of lectures, guest lectures, class debates and practical exercises.
Students will have the opportunity to learn from practitioners on current real-life applications and challenges in impact assessment, and be given access to recently published environmental reports for examination and debate.
Class-based exercises will facilitate peer-learning while developing group-work and communication skills.

Requirements, Exclusions and Recommendations
Learning Requirements:

None

Learning Recommendations:

None


Module Requisites and Incompatibles
Incompatibles:
ENVB40040 - Environmental Impact Assessmen, GEOG40860 - Practical Env. Assessment


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Group Work Assignment: Environmental Scoping Report Week 8 Graded No
50
 No
Individual Project: Reflection on Current Practice Challenges and Opportunities Week 12 Graded No
50
 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, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Individual feedback will be provided on each assignment via Brightspace post-assessment. This will be complemented with in-class feedback.

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) - 1, 2, 4, 5, 7 Tues 11:00 - 12:50
Autumn Lecture Offering 1 Week(s) - 3 Tues 11:00 - 12:50
Autumn Lecture Offering 1 Week(s) - 6, 9, 10, 11, 12 Tues 11:00 - 12:50
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