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Programme Specification for the MSc Earthquake Engineering

PLEASE NOTE. This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. This specification provides a source of information for students and prospective students seeking an understanding of the nature of the programme and may be used by the College for review purposes and sent to external examiners. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the course handbook or on-line at http://www3.imperial.ac.uk/structuralengineering/msccourses. The accuracy of the information contained in this document is reviewed by the College and may be checked by the Quality Assurance Agency.

1. Awarding Institution: 2. Teaching Institution: 3. External Accreditation by Professional / Statutory Body: 4. Name of Final Award (BEng / BSc / MEng etc): 5. Programme Title: 6. Name of Department / Division: 7. Name of Faculty: 8. UCAS Code (or other coding system if relevant):

Imperial College London Imperial College London IStructE/ICE/IHIE/IHT


MSc and DIC (Equates to 90 ECTS Credits)

Earthquake Engineering Civil & Environmental Engineering Engineering Not applicable

9. Relevant QAA Subject Benchmarking Group(s) and/or other external/internal reference points Engineering 10. Level(s) of programme within the Framework for Higher Education Qualifications (FHEQ): Masters (MSc, MRes) Level 7

11. Mode of Study Full Time / Part Time 12. Language of Study: English 13. Date of production / revision of this programme specification October 2010:

MSc Earthquake Engineering

14. Educational aims/objectives of the programme: The Aims of all MSc programmes provided by the Department are: To provide students with a solid technical basis in the key areas of the engineering profession through delivery of a coherent, coordinated and balanced degree programme, integrating core engineering science with practical application To enable students to acquire a mature appreciation of the context in which engineering projects are developed within the industry To develop in our students excellence in oral, written and graphical communication To provide students with sufficient material to explore the subject, to carry out selforganised study, and to think about the issues and challenges of the material, in preparation for, or advancement in, professional practice

The Earthquake Engineering MSc/DIC course at Imperial College provides advanced training in the seismic design of structures. These courses are career-orientated and cover both the theoretical background and practical design considerations. The courses are suitable for practicing engineers with several years experience and recent graduates. The courses consist of a number of core subjects and electives modules which are taken in the first two terms. All core courses must be taken, in addition to electives in both taught terms, to a total of 12 modules in completion of the programmes. For certain spring term modules, the related module in autumn term is a prerequisite. The electives enable students to develop a primary study theme. The courses attach considerable importance to design which is reflected in the design projects undertaken as part of the Design and Construction core module which is assessed entirely by courseand project work. In the final five months of the courses, students undertake either one two-week conceptual design project and a major investigative research dissertation, or two two-week conceptual design projects and a major detailed design oriented project. The programme aims to: Produce graduates equipped to pursue careers in seismic analysis and design in industry, the public sector and non-governmental organisations; Provide the basis for the recognition and understanding of the major features of structural engineering; Develop an understanding of how this knowledge may be applied in practice in an economic and environmentally sustainable manner; Foster the acquisition and implementation of broad research and analytical skills related to structural engineering; Attract highly motivated students irrespective of race, gender, background and physical disability, from the UK and overseas; Develop new areas of teaching in response to the advance of scholarship and the needs of the community including vocational training; Provide an introduction to the subject for students from other relevant disciplines Distinctive features of this programme include a strong quantitative element and pathways focussing on different elements of structural engineering through a diverse set of options supported by world-class teaching and research expertise in relevant disciplines.

MSc Earthquake Engineering

15. Programme Learning Outcomes 1. Knowledge and Understanding A. Knowledge and understanding of: 1. a selection of the major topics in the subject, their recognition and underlying fundamental principles; 2. research techniques which might include information retrieval, experimental design and statistics, modelling and safety; 3. the essential facts, concepts, principles and theories relevant to the students chosen area of research (B); 4. management and communication skills, including problem definition, project design, decision processes, teamwork, written and oral reports, scientific publications (B). Teaching/learning methods and strategies Acquisition of A1 to A4 is through a combination of lectures, seminars, computer-based work, coursework. A4 is also supported by attendance at a number of skills workshops offered by voluntary GSEPS. Throughout the students are encouraged to undertake independent reading both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject. Assessment of the knowledge base is through a combination of unseen written examinations (A1-4) and assessed coursework (A1-4) as well as an individual literature review, presentation and dissertation focussing on the research project (A1-4). In addition to this students must undertake, and present, at least one conceptual design project.

2. Skills and other attributes B Intellectual (thinking) skills include the ability Teaching/learning methods and strategies to: 1. identify, analyse and solve problems using a Intellectual skills are developed through the multidisciplinary approach, applying teaching and learning methods outlined professional judgements to balance above costs, benefits, safety and social and Assessment is through coursework, unseen environmental impact; written examinations, project reports, 2. integrate and critically evaluate information (B); presentations and a final dissertation or 3. formulate and apply appropriate solutions (B); detailed design project 4. plan, conduct and write-up a programme of B1-B4 are particularly called upon during original research (B). the research-project aspects of the programme C Practical skills include the ability to: 1. plan and execute safely a series of experiments or computations (B); 2. use laboratory methods or field methods or computer-based tools to generate data (B); 3. analyse results, determine their strength and validity, and make recommendations (B); 4. prepare technical reports (B);
MSc Earthquake Engineering

Practical skills Practical skills are developed through the teaching and learning programme outlined above . Practical experimental or computational skills (C1 to C3) are developed through project work, laboratory work, and fieldwork all specifically designed to achieve these aims using both

5. give technical presentations (B); 6. use the scientific literature effectively (B);

independent and group work, together with project supervisor(s). Skills C4 and C5 are taught and developed through workshops feedback on written reports and presentations. Skill C6 is developed throughout the course, particularly during the individual research project. Practical skills are assessed through coursework, project reports and presentations, and by formal examination of individual competences. Transferable Skills The entire course is designed to develop transferable skills; it is a vocational course, in this case focussed on concrete but applicable to the application of science and engineering in other areas of structural engineering Skill D1 is taught through workshops and feedback on reports and oral presentations. Skill D2 is taught through lectures, practical work and during individual research projects. Skills D3 to D6 are developed throughout the course by its various project work exercises. Skill D7 is developed throughout the course within a framework of staged coursework deadlines; it is the key to success on the course and must be learnt at an early stage. Skills D8 and D9 are encouraged and developed throughout the course, which is structured and delivered in such a way as to promote them whilst not explicitly teaching them. Skill D1 is assessed through written examinations, course work and oral presentations. Skills D2 to D5 are assessed through coursework of all kinds, written examinations and a dissertation. Skills D6 to D9 are not assessed formally but informally through tutorials as their absence would result in the student failing.

D Transferable skills include the ability to: 1. communicate effectively through oral presentations, computer processing and presentations, and written reports (B); 2. apply knowledge and modelling skills; 3. management skills: decision processes, objective criteria, problem definition, project design and evaluation needs (B); 4. integrate and evaluate information from a variety of sources (B); 5. transfer techniques and solutions from one discipline to another; 6. use Information and Communications Technology (B); 7. manage resources and time (B); 8. learn independently with open-mindedness and critical enquiry (B); 9. learn effectively for the purpose of continuing professional development (B).

16. The following reference points were used in creating this programme specification Subject benchmarking information for Civil and Environmental Engineering Student Handbook for Course approved by Senate of Imperial College Marking Scheme for Advanced Courses approved by Senate of Imperial College Cluster handbook on Assessment Requirements of the relevant Professional Bodies Imperial Colleges QA Procedures

MSc Earthquake Engineering

17. Programme structure and features, curriculum units (modules), ECTS assignment and award requirements Students take a mixture of core and elective modules in the first term (October-December) and second term (January-March). An individual investigative design or research oriented project (final project) is carried out continuously from May. From May onwards, all student time is devoted to the final project. The overall pass mark is 50% with a requirement to achieve 50% in the taught modules (written examination and associated coursework) and 50% in the final project/dissertation. This is in line with the policy on assessment of advanced postgraduate courses provided by Imperial College London. The following tables lists the modules to be undertaken by students on the programmes to which this Specification refers, for completion of all requirements of the degrees: Modules Undertaken Bold denotes core modules. Code Struct.2 Struct.5 Struct.6 Struct.8 Struct.9 Struct.11 Struct.13 Struct.36 Struct.19 Struct.21 Struct.22 Struct.24 Struct.26 Struct.34 Struct.35 Struct.18
Module Name ECTS H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3 H2A3

Reinforced Concrete I Engineering Seismology Finite Element Analysis Structural Dynamics Reinforced Concrete II Nonlinear Structural Analysis Seismic Design of Concrete Structures Structural Reliability Theory Steel Components Seismic Design of Steel Structures Earthquake Geotechnical Engineering Structural Stability Plated Structures Structural Analysis Design of Bridges Design Project-Dissertation Project

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 30

The modules are assessed by means of unseen examination papers, courseworks, design projects and a major dissertation. ECTS are allocated to the assessment, not the individual modules as follows: ECTS allocations are listed above by module and in the following tables by assessment.

MSc Earthquake Engineering

H2A3 Components Core Modules Steel Components Structural Dynamics Finite Element Analysis Engineering Seismology Reinforced Concrete I Seismic Design of Steel Structures Seismic Design of Concrete Structures Nonlinear Structural Analysis Elective Modules Plated Structures Reinforced Concrete II Structural Reliability Theory Geotechnical Earthquake Engineering Structural Analysis Structural Stability Project/Dissertation work

MSc in Earthquake Engineering Explanation of element components 9 x 2 hour Examinations/Coursework Pass, not less than 50% overall average and not less than 40% in any individual module

ECTS

5 per module 40 total

3 x 2 hour Examinations/Coursework Pass, not less than 50% overall average and not less than 40% in any individual module 5 per module 20 Total

Conducted over summer term 50% minimum pass mark

30 total

The programmes are also offered on a part time basis. The academic requirements associated with the part time modes are the same as those for full time study, but attendance at College is spread over two or three years on a day release or term release basis. In day release mode, students attend College between one and two days per week over two or three years. In term release mode, the student attends College full time for a term in each of three years. Throughout their period of part time study, students are supported through contact with their Personal Tutors and other members of staff. Term 1 (autumn) All MSc students attend an induction programme, which includes the following: an introduction to the Department, Safety and use of support facilities, including ICT and computing introductions to the library and information retrieval, referencing and avoiding plagiarism Cluster staff, the programme of studies, the timetable and assessment. In addition, they meet with their Personal Tutor. Those students with perceived English language deficiencies are encouraged to at this stage to seek remedial support from the English Language Support Unit. A series of Maths Workshops are made available to students to assist with the mathematical components of the programmes. An evening social event, to which all students and staff are invited, is held in the first few weeks. Students are required to attend course modules lectures and submit coursework assignments. Term 2 (spring) Examination are held in the first week of the Spring Term to cover the Autumn Term modules. Students are advised of available dissertation topics in February and are required to select their topic by March. They are encouraged to begin to put in place those arrangements that are deemed appropriate
MSc Earthquake Engineering

for their research projects from March onwards and especially to focus on developing an understanding of the research problem. Those students opting for the Detailed Design project are given their project specifications at the commencement of their projects.

Term 3 (summer) The first two weeks of the Summer Term are given over to examination of the modules undertaken in the Spring Term. Following the examinations all students must undertake a two week conceptual design project followed either by the research dissertation or a further two week conceptual design project and then the Major Design Project. Students dedicate themselves full-time to their investigative design or research orientated project; at this stage it is expected that the students have a full understanding of the nature and needs associated with the project. All projects and dissertations are conducted at Imperial College, but may involve an industrial collaboration. The Design project assessment is based primarily on the written document, initially marked by the supervisor, and 2nd marked by another academic, then presented to members of staff, industrial contributors and other MSc Students. The Research Dissertation is also primarily based on the written document, again 1st and 2nd marked, then defended by the student at viva-voce examination attended by both markers. Subsequently, further scrutiny is provided the External Examiner and the Board of Examiners.

18. Support for students and their learning: An induction programme for orientation, introduction to library and information technology, and the Department MSc Student Handbook, which includes information on the campus, advisory services, course structure and descriptions of each module, project dissertations and health & safety A separate introduction to examination and assessment procedures. The Imperial Study Guide for Masters Students College Publication Favourable Staff: Student ratio A large community of postgraduate research students and postdoctoral research workers who work in the general area of Structural Engineering. The research programmes in the department provide general as well as specific support Excellent library facilities including group and quiet study spaces, and access to computers Access to thousands of print and electronic book and journal titles Access to inter-library loan service Access to other resources and facilities such as wireless access and Faculty Learning Technologist Access to external libraries such as the Institution of Civil Engineers Library. Dedicated computing facilities Representation on the Department MSc Staff-Student Liaison Committee and the College Graduate Student Association

MSc Earthquake Engineering

Student email and open personal access to tutorial staff including the Course Director, Director of Postgraduate Studies, Postgraduate Tutor and Course lecturers Access to student counsellors on the South Kensington site Access to Teaching and Learning Support Services, which provide assistance and guidance, e.g. on careers Students are exposed to prospective employers and to industry practices by visiting lecturers from industry, and a series of seminars and recruitment presentations by industry representatives Access to all GSEPS courses, notification of which is provided by email from the Postgraduate Office Access to a Departmental Disability Officer, personal tutors, post-graduate tutor, safety officer and the MSc Management Group Open access to GTA run mathematics workshops Employer needs and opinions are fed into the programme through input to lectures and supervision of projects Much support material is available electronically via the Blackboard system

19. Criteria for admission: The minimum qualification for consideration for admission is normally an Upper Second Class Honours degree in Civil Engineering from a UK academic institution or an equivalent overseas qualification, or an Upper Second Class Honours degree in another engineering discipline or a science-based subject from a UK academic institution or equivalent overseas qualification with relevant experience. Where an applicant has a lesser degree qualification but has substantial work experience and outstanding references, the Admissions Panel may, exceptionally, make a special case for admission; few such applications are made, and are subject to the approval of the Graduate School. 20. Processes used to select students: Selection is primarily based on the information supplied in the application and supporting documentation, with particular weight being given to the reference letters, work experience and academic history. All applications are reviewed by an Admissions Panel, and all decisions are joint. Historical knowledge and familiarity with qualifications presented inform judgements. A number of candidates are interviewed in each cycle.

21. Methods for evaluating and improving the quality and standards of teaching and learning.

a) Methods for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards: The external examiner system and Boards of Examiners are central to the process by which the College monitors the reliability and validity of its assessment procedures and academic standards. Boards of Examiners comment on the assessment procedures within the College and may suggest improvements for action by relevant departmental teaching Committees.

MSc Earthquake Engineering

The Faculty Studies Committees and the Graduate Schools Postgraduate Quality Committees review and consider the reports of external examiners and accrediting bodies and conduct periodic (normally quinquennial) and internal reviews of teaching provision. Regular reviews ensure that there is opportunity to highlight examples of good practice and ensure that recommendations for improvement can be made. At programme level, the Head of Department has overall responsibility for academic standards and the quality of the educational experience delivered within the department. The Departments MSc courses are accredited by the relevant professional engineering and science Institutions via the quinquennial Joint Board of Moderators (JBM) review. Accreditation provides the College with additional assurance that its programmes are of an appropriate standard and relevant to the requirement of industry and the professions. This accreditation recognised our MSc programmes as Periods of Further Learning towards Chartership. Additionally, at local level:

Module reviews, based on feedback from students questionnaires Annual course review prepared by the Course Director and considered by the Course Committee and the MSc Teaching Committee Biennial review of the course by an Imperial College academic staff member from outside the department with a report and grading to the Graduate School of Engineering & Physical Sciences Management (or Executive) Committee MSc Staff Student Committee, held each term, with report to MSc Teaching Committee. Annual staff appraisal Annual peer observation of teaching External Examiners reports

b) Committees with responsibility for monitoring and evaluating quality and standards: The Senate oversees the quality assurance and regulation of degrees offered by the College. It is charged with promoting the academic work of the College, both in teaching and research, and with regulating and supervising the education and discipline of the students of the College. It has responsibility for approval of changes to the Academic Regulations, major changes to degree programmes and approval of new programmes. The Quality Assurance Advisory Committee (QAAC) is the main forum for discussion of QA policy and the regulation of degree programmes at College level. QAAC develops and advises the Senate on the implementation of codes of practice and procedures relating to quality assurance and audit of quality and arrangements necessary to ensure compliance with national and international standards. QAAC also considers amendments to the Academic Regulations before making recommendations for change to the Senate. It also maintains an overview of the statistics on completion rates, withdrawals, examination irregularities (including cases of plagiarism), student appeals and disciplinaries. The Faculty Studies Committees and Graduate School Postgraduate Quality Committees are the major vehicle for the quality assurance of undergraduate / postgraduate courses respectively. Their remit includes: setting the standards and framework, and overseeing the processes of quality assurance, for the areas within their remit; monitoring the provision and quality of e-learning; undertaking reviews of new and existing courses; noting minor changes in existing programme
MSc Earthquake Engineering

curricula approved by Departments; approving new modules, changes in module titles, major changes in examination structure and programme specifications for existing programmes; and reviewing proposals for new programmes, and the discontinuation of existing programmes, and making recommendations to Senate as appropriate. The Faculty Teaching Committees maintain and develop teaching strategies and promote interdepartmental and inter-faculty teaching activities to enhance the efficiency of teaching within Faculties. They also identify and disseminate examples of good practice in teaching. Departmental Teaching Committees have responsibility for the approval of minor changes to course curricula and examination structures and approve arrangements for course work. They also consider the details of entrance requirements and determine departmental postgraduate student numbers. The Faculty Studies Committees and the Graduate School Postgraduate Quality Committees receive regular reports from the Departmental Teaching Committees. Additionally, at local level: Postgraduate Staff Student Liaison Committee Meetings between Course Director and MSc student representatives Board of Examiners meets in September to consider awards Departmental MSc Teaching Committee and MSc Management Group Employer needs and opinions feed into the programme through frequent guest lecturers from industry, industry-supervision of projects, and collaboration between academic staff and industry in research and consultancy c) Mechanisms for providing prompt feedback to students on their performance in course work and examinations and processes for monitoring that these named processes are effective: a. Students are advised on their progress in examinations within six weeks of the sittings. This is done in letter format using grades as indications of progress b. GTAS, specifically trained in the marking of coursework and minor project elements are used to ensure return of marked work within the 4-week specification. c. Marked and annotated Coursework is returned to students d. Some academic staff provide verbal feedback in class, others distribute written overviews d) Mechanisms for gaining student feedback on the quality of teaching and their learning experience and how students are provided with feedback as to actions taken as a result of their comments: e) Student Feedback Questionnaires reports are sent to individual staff. The Course Director is responsible for action on points raised with the relevant member of staff where necessary SSLC minutes (including actionable items) are posted to the Department Intranet Meetings with Personal Tutors

Mechanisms for monitoring the effectiveness of the personal tutoring system: Staff-student Liaison committee meetings Student Feedback questionnaires Term reports of meetings between students and Personal Tutors

MSc Earthquake Engineering

f)

Mechanisms for recognising and rewarding excellence in teaching and in pastoral care:

Staff are encouraged to reflect on their teaching, in order to introduce enhancements and develop innovative teaching methods. Each year College awards are presented to academic staff for outstanding contributions to teaching, pastoral care or research supervision. A special award for Teaching Innovation, available each year, is presented to a member of staff who has demonstrated an original and innovative approach to teaching. Nominations for these awards come from across the College and students are invited both to nominate staff and to sit on the deciding panels.

g) Staff development priorities for this programme include: All new lecturing staff are required to undertake CASLAT and Workshops appropriate to teaching. Each probationary lecturer is allocated a mentor, one of the requirements of the mentor is to audit teaching. Further staff development occurs through: Active research programmes in Structural Engineering; The staff appraisal scheme and institutional staff development courses; The College Teaching Development Grant Scheme that funds the development of new teaching and appraisal methods 22. Regulation of Assessment a) Assessment Rules and Degree Classification: The MSc degree is awarded to any student who achieves all of the following: (1) An aggregate mark of not less than 50% in all examinations and associated coursework, AND (2) A mark of not less than 50% in the major project or dissertation * In line with the policy on assessment of advanced postgraduate courses provided by Imperial College, no compensation will be given in assessments in which a candidate has achieved less than 40% in one or more of the examination papers Provided that all thee of the above criteria are satisfied, the MSc degree will be awarded in one of the following classifications: (a) Pass (see above), or (b) Pass with Merit would normally be awarded if the aggregate mark of all examinations and associated coursework is not less than 60% AND the mark for the dissertation is not less than 60% AND the MSc is completed in 12 months, or (c) Pass with Distinction would normally be awarded if the aggregate mark for the examinations and associated coursework is not less than 70% AND the mark for the dissertation is not less than 70% AND the MSc is completed in 12 months

MSc Earthquake Engineering

Summary of grades, marks and their interpretation for MSc degree classification
GRADE A B/C D E MARKS 70% - 100% 60% - 69.9% 50% - 59.9% 0% - 49.9% INTERPRETATION Marks represent a distinction (truly exceptional or excellent) performance Marks represent a pass with merit Marks represent an acceptable performance at MSc level Marks represent a fail performance

b) Marking Schemes for postgraduate taught programmes: See a) Assessment Rules and Degree Classification c) Processes for dealing with mitigating circumstances: For postgraduate taught programmes: A candidate for a Masters degree who is prevented owing to illness or the death of a near relative or other cause judged sufficient by the Graduate Schools from completing at the normal time the examination or Part of the examination for which he/she has entered may, at the discretion of the Examiners, (a) Enter the examination in those elements in which he/she was not able to be examined on the next occasion when the examination is held in order to complete the examination, or (b) be set a special examination in those elements of the examination missed as soon as possible and/or be permitted to submit any work prescribed (e.g. report) at a date specified by the Board of Examiners concerned. The special examination shall be in the same format as specified in the course regulations for the element(s) missed. Applications, which must be accompanied by a medical certificate or other statement of the grounds on which the application is made, shall be submitted to the Academic Registrar who will submit them to the Board of Examiners. d) Processes for determining degree classification for borderline candidates: For postgraduate taught programmes: Candidates should only be considered for promotion to Pass, Merit or Distinction if their aggregate mark is within 2.5% of the relevant borderline. Nevertheless, candidates whom the Board deems to have exceptional circumstances may be considered for promotion even if their aggregate mark is more than 2.5% from the borderline. In such cases the necessary extra marks should be credited to bring the candidates aggregate mark into the higher range. e) Role of external examiners: External examiners (from other universities and research institutes) are nominated by the MSc Academic Board and approved by the Graduate School of Engineering & Physical Sciences Management (or Executive) Committee. A External Examiner is appointed for each course; and normally serve for 3 years. The role of External Examiner is that of moderator.

MSc Earthquake Engineering

The primary duty of external examiners is to ensure that the degrees awarded by the College are consistent with that of the national university system. External examiners are also responsible for approval of draft question papers, assessment of examination scripts, projects and coursework and in some cases will attend viva voce examinations. Although external examiners do not have power of veto their views carry considerable weight and will be treated accordingly. External examiners are required to attend each meeting of the Board of Examiners where recommendations on the results of individual examinations are considered. External examiners are required to write an annual report to the Rector of Imperial College which may include observations on teaching, course structure and course content as well as the examination process as a whole. The College provides feedback to external examiners in response to recommendations made within their reports. 23. Indicators of Quality and Standards Employability and favourable comments by External Examiners Progression to research training in Environmental Engineering and related areas Review of the Departmental Management Committee of the internal Annual Monitoring Report; Independent review of the quality of the educational provision of the Civil & Environmental Engineering Department by the Quality Assurance Agency subject review process. Demand from industry for graduates from the course. Demand from industry for part-time participation on the full MSc courses for the Continuing Professional Development through taking individual modules Accreditation by the Institution of Civil Engineers, the Institution of Structural Engineers the Institution of Highways and Transportation and the Institute of Logistics and Transport Pass rates

24. Key sources of information about the programme can be found in:

Key sources of information about this course can be found in: Postgraduate Prospectus, Imperial College London (available on-line http://www.imperial.ac.uk) Postgraduate Training in Structural Engineering at Imperial College (available on-line http://www.cv.imperial.ac.uk/courses/msc/pg_index.asp) MSc Course Handbook & Assessment Handbook (available on request to cvenquiries@imperial.ac.uk)

MSc Earthquake Engineering

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