Energy, Environment and Sustainability

Course Content (including module information)

The land-based sector is currently undergoing rapid change with the decline in importance and profitability of traditional livestock and arable production and the rise in environmental pressures.

Diversification activities and technologies such as application of renewable energy, production of energy crops and industrial or business applications are all new opportunities which are needed to counteract the effects on the rural community of such a decline in traditional farming and land use.

Business activities in general face the challenges of energy and resource efficiency and requirements to meet increasingly stringent environmental regulations.

This Foundation Degree aims to provide students with the technological and business skills that will increasingly be required to meet these challenges and to support growth of the local economy.

Stage 1

• Biomass and Biofuel Technology
• Business and Management
• Engineering Principles
• Environment and Sustainability
• Renewable Energy Applications
• Waste Management
• Wind Turbine Technology

Stage 2

• Business Improvement Techniques
• Economics of Renewable Energy Technology
• Energy Assessment
• Environmental Enterprise Planning
• Environmental Science
• Work-Based Learning

Assessment: The way in which students are assessed will vary according to the Learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. There are also oral examinations which enable students to demonstrate their ability to analyse and present material in Irish and pursue high-level discussion in the target language. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.

Feedback (general): As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:

• Feedback provided via formal written comments and marks relating to work that students, as individuals or as part of a group, have submitted.
• Face to face comment. This may include occasions when students make use of the lecturers’ advertised “office hours” to help you to address a specific query.
• Placement employer comments or references.
• Online or emailed comment.
• General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
• Pre-submission advice regarding the standards students should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which students can review in their own time.
• Feedback and outcomes from practical classes.
• Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
• Once students have reviewed their feedback, they will be encouraged to identify and implement further improvements to the quality of their work.

At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable student to achieve their full academic potential.

On the Foundation Degree in Energy, Environment and Sustainability we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this course are:

• Lectures: introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments. Teaching on this foundation degree is carried out in small groups (typically 10-20 students). These provide significant opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of peers. The opportunity to listen to and question visiting subject experts will further enhance student experience.
• Practicals: Students will have opportunities to develop technical skills and apply theoretical principles to real-life or practical contexts. Practical sessions in Engineering Principles and Biofuels will provide an opportunity to put theoretical knowledge in context.
• E-Learning technologies: Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Blackboard, on the South West College website. A range of e-learning experiences are also embedded in the degree through, for example: interactive group projects in a flexible learning space; podcasts and interactive web-based learning activities; opportunities to use IT programmes associated with design such as CAD, Solid Works etc. in practicals and project- based work etc.
• Seminars/tutorials: Weekly tutorials will provide students with an opportunity to assess progress and revisit areas of study in more detail. Students will have the opportunity to develop essential study skills and contribute to group activities. They should also expect to make presentations and other contributions to these groups.
• Self-directed study: This is an essential part of life as a student of Queen’s, and South West College, when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
• Work placements: Full-time students taking the foundation degree in Energy, Environment and Sustainability undertake a work-placement in the second semester of year 2. This is a significant learning and employability enhancement opportunity. Students will undertake an individual work-based project and will be mentored by their course co-ordinator and an industrial supervisor. They will be expected to make a presentation of their project outcomes to classmates and a panel of lecturers and industry guests on completion of the unit.
• Work-Related learning/Field Trips/Study Tours: As an integral part of most modules, particularly in Waste Management, Renewable Energy Applications and Sustainability and the Environment, students are taken on supervised visits to a range of industrial, academic and Government sites, including the Agri-Food and Biosciences Institute (AFBI). During this time, they will be introduced to industrial applications of key topics. These visits will form the basis of a number of group based tasks and case-study development opportunities for students.

Tutor Support: Students on this foundation degree will have the opportunity to regularly meet with their tutors and course co-ordinator to discuss their academic progress. Small class sizes mean that all students will have ample opportunity for dedicated tutor support, should this be required. Student support information and further advice are highlighted in the Student Handbook provided to all students.