Departments applying for accreditation will be required to demonstrate that their programmes introduce students to the major aspects of their degree subject and specifically that appropriate skill levels are attained in certain highlighted topics. They must also demonstrate that teaching in these subjects is carried out by appropriately qualified staff with relevant postgraduate research and/or professional experience as appropriate, and a record of continuing professional development. This applies particularly to fieldwork where we consider the teaching of mapping skills to be of very high importance.
1. All degree schemes must expose students to methods and ideas across a spectrum of the earth sciences, although the details will vary with degree title. In particular, it must be shown that the curricula for all accredited programmes have the following themes embedded:
(a) The importance of time and scale in geology, including the 4D investigation of sedimentary sequences, igneous and metamorphic processes and tectonics.
(b) The contributions of cognate sciences to geological understanding through geochemistry and geophysics.
(c) An understanding of surface processes including those affecting landscape development in the Quaternary.
(d) An awareness of the essential contributions of geoscience to the economic, environmental and cultural needs of Society, including a basic understanding of the major ore and petroleum forming processes.
2. In addition, the following essential skills must be addressed in each programme. Table 1 indicates the amount of work required as a minimum in each of these. While it is acceptable for programmes to teach one of these skills at the minimum level, each programme must exceed minimum levels in other skills to compensate. The minimum levels are intended to be the expectation for a programme whose efforts are concentrated on other skill topics and so a low performance across the board will not be accredited.
(a) Practical experience of a range of rocks, structures, landforms etc. in the field, including experience in instrumental and sampling techniques in the field. Field-based project work is included in this category, although it is recognised that there will be individual cases where independent project work cannot be carried out in the field. It is expected that graduates in Geological Sciences (or similarly titled) degree schemes will be thoroughly trained in geological mapping and will practice it independently as part of their project work, but it is recognised that in some other degree schemes more emphasis could be placed on instrumental methods, sampling techniques, etc. and that in these the projects will include laboratory training.
(b) The ability to describe and identify geological materials and their properties at a range of scales and reach informed conclusions about their possible identity and origins. This includes the investigation of sediments, rocks, minerals and fossils, although the balance between specific topics may vary. Lecture and practical classes should be supported by field exercises.
(c) Facility with visualising geological data in three dimensions, including the construction of cross sections, extraction of 3D orientations from observations on a 2D surface and manipulation of data via stereonets.
(d) Some exposure to the handling of large data sets including GIS techniques and the use of remote sensing techniques.
(e) Mathematical and statistical skills necessary to understand the quantitative and theoretical aspects of the subject and to handle data sets. Departments should document the provision made, although it is recognised that this may be by special courses and/or by material embedded in specific modules, and that requirements may vary according to A-level qualifications (see Appendix 2). In addition, it is expected that students will have acquired competence in the Graduate Key Skills as set out in Section 3 of the QAA Benchmark Statement for Earth Sciences, Environmental Sciences and Environmental Studies (2007).
While these two lists represent essential requirements, it is expected that accredited degrees will give students the opportunity to acquire skills relevant to all the major employment sectors for UK graduates, including hydrocarbons, engineering, environment, hydrogeology, economic minerals and aggregates, except where the degree programme is clearly intended to educate students along a more specialised pathway. Submissions should demonstrate that this is indeed the case.
Where compliance with these requirements is not adequately demonstrated by the spreadsheets, a brief narrative explanation should be given.
Appendix 2. Essential mathematical, statistical and computing techniques for geoscience programmes