COMPETENCES OF THE DEGREE

Core competences: CB1 - CB5

General competences: G004 and G007

Cross-cutting competences: G001 - G004

Module competences: M02CM01, M02CM02 AND M02CM05



SUBJECT SPECIFIC COMPETENCES (S.C.)

C.E.1. Knowledge of environmental management instruments.

C.E.2. Classify an environmental impact according to its attributes and correctly use an

environmental indicator.

C.E.3. Analyse the content of specific EIA legislation.

C.E.4. Construct the action tree of a specific project and identify the environmental impacts that

these actions may cause in a specific environment.

C.E.5. Conduct an environmental inventory and assess the environmental factors of the environment by

means of a survey.

C.E.6. Qualitatively and quantitatively assess environmental impacts and calculate the overall

impact of a project on an environment.

C.E.7. Draft and prepare a summary report of the ESIA. TRANSVERSAL (C.T.)

C.T.1. Capacity for analysis, synthesis and information management.

C.T.2. Organisational, planning, decision-making and problem-solving skills.

C.T.3. Computer skills relevant to the field of study.

BLOCK I: ENVIRONMENTAL MANAGEMENT

THEME 1: INTRODUCTION

1.1. Environment.

1.2. Sustainable Development: Background and Historical Evolution

THEME 2. CONCEPTUAL FRAMEWORK

2.1. Basic principles.

2.2. Factors involved: activity, environment and impact.

2.3. Instruments of environmental management.



BLOCK II: ENVIRONMENTAL IMPACT ASSESSMENT (EIA)

THEME 3. CONCEPTUAL FRAMEWORK.

3.1. Definitions.

3.1.1. Environmental Impact Assessment (EIA).

3.1.2. Environmental Impact Assessment (EIA).

3.1.3. Other.

3.2. Types of Environmental Impact Assessment

THEME 4: ENVIRONMENTAL IMPACT.

4.1. Introduction.

4.2. Typology of environmental impacts.

4.3. Nature of environmental impact.

4.4. Environmental impact indicators.

THEME 5: LEGAL AND INSTITUTIONAL FRAMEWORK

5.1. Community legislation.

5.2. State Legislation.

5.2.1. Sectoral regulations.

5.2.2. Specific EIA legislation.

5.3. Legislation of the Autonomous Communities.

5.3.1. Basque Country legislation.

5.4. Administrative procedure for Environmental Impact Assessment.



BLOCK III: THE ENVIRONMENTAL IMPACT ASSESSMENT (EIA)

THEME 6: GENERAL METHODOLOGY FOR CARRYING OUT AN ENVIRONMENTAL IMPACT STUDY

6.1. Formation of the interdisciplinary team.

6.2. Structure and content of an Environmental Impact Assessment.

6.3. Most commonly used methodologies.

6.3.1. Methods for comparing alternatives.

6.3.2. Method for weighting factors.

6.3.3. Methods to identify actions, sub-factors or impacts.

6.3.4. Impact assessment methods.

THEME 7. PROPOSED METHODOLOGY FOR CARRYING OUT AN ENVIRONMENTAL IMPACT ASSESSMENT

7.1. General structure of an Environmental Impact Assessment.

7.2. Content of an Environmental Impact Assessment.

7.2.1. Study of the project and its alternatives.

7.2.2. Environmental Inventory.

7.2.3. Forecasting the effects of the project on the environment.

7.2.4. Identification of actions causing impacts.

7.2.5. Identification of the environmental factors in the surroundings that are susceptible to

impacts.

7.2.6. Identification of impacts: impact matrix.

7.2.7. Impact assessment.

7.2.7.1. Qualitative assessment: importance matrix.

7.2.7.2. Quantitative assessment: evaluation matrix.

7.2.8. Environmental Monitoring Programme.

7.2.9. Synthesis Document.



PRACTICAL PART OF THE PROGRAMME:

1. Definition of a project capable of generating environmental impacts and selection of the

environment likely to receive these environmental impacts.

2. Proposal of alternatives to the selected project-environment.

3. Generation of the action tree: identification of the project actions that give rise to the

environmental impacts in each of the alternatives.

4. Generation of the factor tree: selection of the sub-factors of the environment susceptible to

environmental impacts.

5. Construction of a cause-effect interaction matrix: identification of the environmental impacts

generated by each of the project alternatives.

6. Qualitative and quantitative assessment of all identified environmental impacts.

7. Impact correction: establishment of corrective and compensatory measures for significant

negative impacts.

8. Prosecuting impacts.

9. Determination of the total environmental impact of each of the alternatives studied, selection

of the most suitable and justification.

10. Drafting of the environmental impact study.

The methodology proposed for this subject is an active methodology which implies that the planned activities allow students to participate in the construction of their knowledge and to acquire greater responsibility.

The communication and relationship between teaching staff and students is carried out through the following channels:

-Theoretical and practical classes.

-Use of eGela. On this platform the students have all the necessary information at their disposal

and the latest news are posted on eGela. Throughout the course and depending on the proposed work,

forums will be opened for the exchange of information.

-Working group coordinator. Each working group will appoint a coordinator, who will be the liaison

person for those tasks of the group that need support from the teaching staff.

-Tutorials

With the exception of the master classes and individual tests, the rest of the activities that the students develop in this subject are framed within a cooperative work where the students work in groups to make the most of their own learning and that which is produced in the interrelation.

On the other hand, the face-to-face teaching hours imply a series of hours of non-face-to-face work that will be developed by the students individually or in groups, depending on the activities they are carrying out.

If health circumstances require online teaching, the characteristics of this subject mean that it can be developed, as it is designed, using the IT resources provided by the UPV/EHU (eGela, etc.).

The assessment system is Continuous Assessment to optimise the learning process and the acquisition of competences. CONTINUOUS ASSESSMENT. It involves the following tests:

i) Written test: Practical exercise (individual) (10 %).

ii) Written test (individual) (20 %).

iii) Written work of the EsIA, a project that includes the application of all the knowledge

included in the subject (group) (40 %).

iv) Cooperative work (individual) (10 %).

v) Written test related to the written work of the ESIA (individual) (20 %)





The final mark is obtained by applying the percentages to the results of the evaluation in each of the concepts indicated above, taking into account the following REQUIREMENTS:

a) Minimum attendance of 80%.

b) To have completed all the established activities (including the assessment surveys) within the

deadline that will be duly announced on eGela.

c) Obtain a minimum grade of 3.5/10 in each of the tests.



In order to pass the course a final mark of 5/10 will be required. If any requirement is not fulfilled, the course will be failed in the ordinary exam with a maximum final grade of 4.



ASSESSMENT TOOLS



The assessment tool for each activity and for the cooperative work itself is an assessment rubric, which details the criteria and indicators used to assess the achievement of the competences.

i) The assessment of the practical exercise is based on the correctness of the answers.

ii) The written multiple-choice test is carried out via eGela. Negative answers are penalized by

25% compared to positive answers.

iii) The written work, containing the EsIA that is presented at the end of the course, has a

continuous and direct assessment and feedback that allows the development of specific and

transversal competences. This work is assessed by the teacher using a rubric previously

published on eGela.

iv) The cooperative work is evaluated by the members of each of the teams, through cross-surveys

where the functioning of the group and the participation of each of its members is determined.

v) The evaluation of the written test is based on the correctness of the answers.



Exceptionally, after the end of the academic year, there will be the possibility of taking an "individual excellence test". This test is aimed at those students who, having obtained a mark equal to or higher than 7.5 calculated as a weighted average of the activities carried out individually (written test, practical exercise and written test related to EsIA), are interested in improving their final mark for the course. In this case, students will make an oral presentation of the ESIA carried out throughout the course, followed by a series of questions from the teaching team about the presentation. As a result of this test, the student will be able to increase his/her final grade up to a maximum of 1 point, or on the contrary, reduce it by 0.5 points if he/she does not reach the minimum required. This additional test will take place on the date set by the UPV/EHU for the official examination of the ordinary exam.



In any case, students will have the right to be assessed through the Final Assessment system, regardless of whether or not they have participated in the Continuous Assessment system. In order to do so, students must submit a written waiver of the Continuous Assessment, for which they will have a period of 9 weeks from the beginning of the four-month period.

ENVIRONMENTAL IMPACT MANAGEMENT AND ASSESSMENT” Rojo N., Gallastegui G., Encinas D., Gómez-
de- Balugera Z. University of the Basque Country UPV/EHU. 2018. ISBN: 9788490829028.

ENVIRONMENTAL IMPACT ASSESSMENT (4th edition) Encinas D., Gómez-de-Balugera Z., Rojo N., Gallastegui G.J., Durana
N. Vitoria-Gasteiz. Author-Publisher. 2018.

Basic bibliography

METODOLOGÍA DE ELABORACIÓN DE LA EVALUACIÓN DE IMPACTO AMBIENTAL. Alberto Jiménez. Madrid:

Editorial Elearning S.L. 2020



CASOS PRÁCTICOS EN EVALUACIÓN DE IMPACTO AMBIENTAL. Juan M. Martínez Orozco. Libro electrónico:

https://elibro-net.ehu.idm.oclc.org/es/ereader/ehu/130765. 2020



EVALUACIÓN DE IMPACTO AMBIENTAL: FUNDAMENTOS. Ignacio Español Echániz. https://elibronet.

ehu.idm.oclc.org/es/ereader/ehu/130768. 2016



EVALUACIÓN DE IMPACTO AMBIENTAL: GUÍA METODOLÓGICA PARA LA REDACCIÓN DE ESTUDIOS DE

IMPACTO AMBIENTAL. Javier Granero Castro et al. Fundación Confemetal. 2015



EVALUACIÓN DE IMPACTO AMBIENTAL Y EVALUACIÓN ESTRATÉGICA. director, Tomás Quintana López;

coordinadora, Ana Belén Casares Marcos. Tirant lo Blanch. 2014



EVALUACIÓN DEL IMPACTO AMBIENTAL. Domingo Gómez Orea, Mª Teresa Gómez Villarino, Ediciones Mundiprensa

Madrid. 2013



GUÍA METODOLÓGICA PARA LA EVALUACIÓN DEL IMPACTO AMBIENTAL. Vicente Conesa Fernández Vítora.

Madrid: Mundi-Prensa. 2010 (4ª Edición)

In-depth bibliography

EVALUACIÓN DE IMPACTO AMBIENTAL. Mª Pilar Borderías Uribeondo, Carmen Muguruza Cañas. UNED, Madrid.
2014.

EXPERTO EN GESTIÓN MEDIOAMBIENTAL. Innovación y Cualificación, S.L., Target Asesores, S. L. 2014
ESTUDIOS DE IMPACTO AMBIENTAL. MANUAL PRÁCTICO PARA SU ELABORACIÓN. Tomás Sánchez, Universidad
de Alicante. 2013

AUDITORÍA AMBIENTAL. Julián Rodríguez Ruiz; Ángel Alcaide Arenales; José Francisco Castro Guevara; Patricia Rodríguez Fernández. Madrid: UNED. 2013 (edición. digital)

10 ASPECTOS CLAVES PARA LA GESTIÓN AMBIENTAL. Jos Ben Tez, José Benítez, Wilfredo López, Marieudil Lopez, EAE. 2012

GESTIÓN AMBIENTAL. AENOR. AENOR. Madrid. 2011

CÓMO IMPLANTAR UN SISTEMA DE GESTIÓN AMBIENTAL SEGÚN LA NORMA ISO 14001-2004. Javier Granero
Castro. Fundación Confemetal, Madrid. 2011

PERSPECTIVAS DEL MEDIO AMBIENTE MUNDIAL GEO-4: MEDIO AMBIENTE PARA EL DESARROLLO. Naciones
Unidas. Mundi-Prensa Libros. 2008.