We are passionate about sharing with our students the vital role they each have now and as future professionals in promoting a sustainable future for all. We believe that sustainability is not the domain of one discipline or profession. It is the responsibility of all disciplines, professions, organisations and individuals.
That is why on each of our courses within the Belfast School of Architecture and the Built Environment you will learn about the UN Sustainable Development Goals and the contribution you can make now, and as a graduate in the Built Environment.
Read the course details below to find out more.
Environmental Health professionals are at the forefront of designing and improving the public’s health and wellbeing.
Have you ever wondered what happens behind the scenes of restaurants, shops, businesses and government?
Would you like a knowledge of issues such as food safety, health and safety, housing and communities, public health and well-being or environmental protection and sustainability?
Do you want a degree that leads to a career where you are out of the office meeting people and dealing with different challenges each day? A degree that has very good employment prospects, locally and internationally, in well paid graduate jobs?
Would you like to study on a course that provides this, plus lots more?
Then come and study Environmental Health at Ulster.
Our graduates are equipped to find employment in a wide range of environmental health activities across public, private and voluntary sector organisations. Environmental Health Practitioners (EHPs) can take their skills into a huge variety of roles. It is a career where you are dealing with different challenges every day.
This BSc (Hons) Environmental Health programme has great strength in delivering the practical and academic skills required for a career in environmental health including problem solving, communication, research and management skills. It also aims to facilitate the development of your own personal, communication and intellectual abilities.
The course includes the core subjects of food safety and integrity, occupational health and safety, environmental protection and sustainability, housing and communities, and public health and well-being. The areas of sustainability, quality of life, health inequalities, law and regulation are also integrated throughout the programme.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
Structure & content
Normally you will complete the programme in four years, including an optional one year professional placement in year 3.
You will study a range of modules covering all aspects of environmental health including
• Food Safety and Integrity;
• Occupational Health and Safety;
• Environmental Protection and Sustainability;
• Housing and Communities;
• Public Health and Well-being.
The course also delivers a depth of understanding of the holistic and integrative nature of environmental health.
Some areas of environmental health such as health inequalities and sustainable development benefit from being delivered in conjunction with others. The UN Sustainable Development Goals (SDGs), are the the blueprint to achieve a better and more sustainable future for all. The SDGs are embedded throughout the course allowing our Environmental Health graduates more prepared to address the global challenges we face, including poverty, inequality, climate change, environmental degradation, achieving net zero, and social justice.
The course has great strengths in delivering operational skills. These skills include communication, research skills, managerial skills and team work.
Diploma in Professional Practice DPP
Diploma in Professional Practice International DPPI
Diploma in International Academic Studies DIAS
The course will last for four years (including one year placement, year 3).
You are expected to attend lectures, seminars, tutorials, laboratory practicals etc, on campus, usually 3-4 days per week (approximately 12-14 hours/week). Significant independent study is undertaken in addition to these activities.
Teaching Methods
A range of teaching and learning methods are used to encourage you to embrace a knowledge seeking approach, to build up confidence in your own ability to learn, to encourage reflection and to make reasoned judgements based on available evidence.
The teaching and learning methods are designed to allow academic and subject progression from Year 1 to final year.
Year 1 – the emphasis is on raising your knowledge and understanding of a broad range of environmental health stressors and their health impacts.
Year 2 – selected environmental health stressors, impacts and interventions are studied in greater depth and the interrelationships are considered.
Year 4 – studies will concentrate on research, strategies, policies, partnership working, synthesis and evaluations.
In Year 1 the teaching is delivered in lectures, tutorials, laboratory work, group work and seminars, complemented by visiting professionals. In subsequent years you are increasingly directed to student centred learning, through individual reading, research groups, projects, case studies, oral and visual presentations and interviews. In the final year a high proportion of the learning process is by directed study through integrative case studies and the research project.
Case Studies
Case studies develop skills including the ability to study in depth, solve or manage problems and are therefore used throughout all years. In addition to background knowledge of the scientific, technological and legislative aspects of the issue and the ability to draw information from a variety of sources, there is a need to apply critical thinking which is key to the problem solving process. Real case scenarios and provide opportunities for students to develop problem solving skills and exercise collaborative management to arrive at solutions.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2022-2023.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2022-2023.
2-24 York Street, Belfast, BT15 1AP
High quality apartment living in Belfast city centre adjacent to the university campus.
Find out more - information about accommodation (Opens in a new window)
At Student Wellbeing we provide many services to help students through their time at Ulster University.
Find out more - information about student wellbeing (Opens in a new window)
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
This module introduces the basic concepts necessary to understand environmental protection.
It focuses on the natural and built environment, environmental pollution and their impacts on eco-systems, sustainability and environmental health as practiced by environmental health practitioners.
It considers the processes involved in the realisation of a sustainable built environment which meets the needs of humans in relation to health and quality of life.
Year: 1
Status: C
This module introduces students to the fundamental principles of governance and the legal framework in contemporary society. Students examine the interrelationship between governance actors, the legal system and social policy for advancing sustainable development and improving social, economic and environmental well-being.
Year: 1
Status: C
The module introduces students to the core discipline of environmental health and the inter-relationship with public health. They will study the theory and practice of public health, including epidemiology, disease control, health inequalities and the relationship to sustainable development. Additionally they will be introduced to public health policy and legislative controls at both a national and global level. Students will also gain information literacy skills to support ongoing development and the ability to research and gain knowledge in this and other disciplines.
Year: 1
Status: C
This module provides the fundamental knowledge and understanding of the biological threats to health and the environmental as well as the microbiological, physical and chemical hazards associated with food safety and integrity. These key concepts are essential for study in subsequent modules and for Environmental Health practice.
Year: 1
Status: C
This module highlights how low rise domestic buildings are constructed, the key component elements and the terminology used to describe them. It enables students to understand the common defects in residential buildings and how to identify these in building inspections. Furthermore, it provides students with a better understanding of the process of remediation to ensure that the defects do not materially affect human health, habitation or property value.
Year: 1
Status: C
This module is designed to provide detailed introductions to the subjects of chemistry and occupational health and safety. It will provide a foundation to identifying and controlling occupational health and safety stressors and a deeper understanding of the principles of chemistry vital for the subsequent study of environmental health and to enable students to devise appropriate interventions in practical scenarios.
Year: 2
Status: C
This module is designed to introduce students to human nutrition, the food supply chain, food technologies, food law and understand their impact on public health. The understanding of these stressors within the food chain leads students to analyse and assess them with a view to manage their risk, by interventions, to eliminate or minimise their impacts on human health.
Year: 2
Status: C
This module gives the student an awareness of the impacts housing and the living environment on health. It considers the effects interventions such as legislative, policies, strategies and procedures have on the environment and health.
Year: 2
Status: C
This module is designed to develop students' essential professional skills to gather, analyse health data, investigate diseases and communicate effectively with other agencies, professionals and the public to address disease prevention and health promotion
Year: 2
Status: C
This module gives students a detailed knowledge and depth of understanding of the impacts of environmental pollution from a variety of sources and the interventions available to control/mitigate their impact including legislative requirements and regulation in order to ensure environmental protection. It provides practical skills on the use of specialist equipment and the analysis of environmental protection related data.
Year: 2
Status: C
This module enables students to develop the knowledge, understanding, qualities and skills to carry out inspections, investigations and achieve compliance within regulatory frameworks appropriately and proportionally and with attention to the government guidance on the application of regulation. There is a regard to interventions to prevent, control, or mitigate the impact of the various environmental health hazards and stressors on health and well-being, while recognising the need to consider the political, technological, commercial, and financial implications.
Year: 2
Status: C
This module builds upon the foundation provided by BEN148 Foundation in Occupational Health and Safety and Chemistry and provides students with a detailed understanding of the subject of workplace health and safety, together with the practical application of skills. It is concerned with the identification, measurement and risk assessment of work and workplace stressors and the selection and management of physical,
procedural, legal and educational interventions to eliminate or reduce their impacts on the health and safety of employees and others.
Year: 3
Status: C
This module enables the student to explore interventions aimed at reducing and mitigating the impacts of environmental stressors. In particular integrative, holistic and multi-disciplinary interventions will be appraised. The module aims to provide the opportunity for the student to: further appreciate the impacts of environmental protection stressors in relation to housing air, water and land and the acoustic environment, synthesise protection and control interventions, and evaluate monitoring programmes for the detection and control of environmental pollutants.
Year: 3
Status: C
This module is designed to develop students' critical awareness of the context of food (SDG2) and appraise current government policies and management strategies, relating to food matters. It requires students to examine the role of environmental health practitioner and the interventions available to a range of agencies to deliver and promote the availability of safe, notorious and sustainable food for all.
Year: 3
Status: C
This module is designed to introduce the student to the principles of organisational and human resource management in a range of organisations in the public, voluntary and private sectors.
The focus is on how people management principles impact on the workplace with particular reference to local government.
The module is also designed to focus on the policies and strategies which influence the organisational management and control of occupational health & safety
Year: 3
Status: C
This module is designed to give the students to adopt problem-solving approach to tackle complex public health issue, to develop evaluation skills and recognise the role of environmental health practitioners in collaboration with government departments and other agencies in protecting and promoting health and wellbeing.
Year: 3
Status: C
This module considers the broader areas of housing and communities that impact on the health. It explores matters such as place, communities, poverty/fuel poverty, home accidents and regeneration as well as examine the complexity of housing tenure, housing policy and investment challenges
The module will require students to acquire the skills to understand how housing and communities impact health, to identify and appraise the issues within areas and propose solutions aimed at creating sustainable cities and communities, in a creative environment.
The module also via the use of case studies develops abilities to study in depth, reflect holistically, synthesise information and to apply critical thinking to solve or manage problems confronting environmental health practitioners.
The case studies in this module are based on real events closely reflecting how incidents develop and are designed to provide settings in which the above skills, plus the skills of teamwork and communication, can be developed.
Year: 3
Status: C
This module provides an opportunity to apply previous learning and complete a research project on a topic relevant to environmental health with the potential for this work to be revised post submission and submitted for publication.
Status: O
Year: 3
This module is optional
This module provides an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. Students will develop an enhanced understanding of the academic discipline in Architecture and the Built Environment whilst generating educational and cultural networks.
Status: O
Year: 3
This module is optional
This module provides undergraduate students with an opportunity to gain structured and professional work experience, in a work-based learning environment, as part of their planned programme of study. This experience allows students to develop, refine and reflect on their key personal and professional skills. The placement should significantly support the development of the student's employability skills, preparation for final year and enhance their employability journey.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
BBB including
A-Level Essential:
One grade Bfrom Mathematics, Physics, Chemistry, Biology, Geography, Life and Health Sciences (single or double award) Home Economics, Food, Nutrition and Health, Nutrition and Food Science, Health and Social Care (single or double award) Environmental Technology, Environmental Science or Applied Science.
RQF Pearson BTEC Level 3 National Extended Diploma
Award profile of DDM
Pearson BTEC Level 3 National Extended Diploma in Applied Science (RQF) (601/7437/7)
Pearson BTEC Level 3 National Extended Diploma in Health and Social Care (RQF) (601/7198/4)
Pearson BTEC Level 3 National Extended Diploma in Construction and Built Environment (RQF) (603/0861/8)
We will also accept smaller BTEC (i.e. Diploma or Extended Certificate / Introductory Diploma / Subsidiary Diploma) in combination with A Levels or other acceptable level 3 qualifications.
Essential Subjects (You will need one of the following):
Pearson BTEC Level 3 National Diploma in Applied Science (RQF) (601/7435/3)
Pearson BTEC Level 3 National Diploma in Health and Social Care (RQF) (601/7194/7)
Pearson BTEC Level 3 National Diploma in Construction and Built Environment (RQF) (603/0864/3)
Pearson BTEC Level 3 National Extended Certificate in Applied Science (RQF) (601/7436/5)
Pearson BTEC Level 3 National Extended Certificate in Health and Social Care (RQF) (601/7197/2)
Pearson BTEC Level 3 National Extended Certificate in Construction and Built Environment (RQF) (603/0862/X)
If A levels are being presented with RQF BTEC awards in other subjects then the A level subject requirement must be met.
Please note that OCR Nationals and Cambridge Technical Combinations do not satisfy the subject entry requirement for this course and will be accepted as grade only when presented with A level(s) in the relevant subject(s).
To find out if the qualification you are applying with is a qualification we accept for entry, please check our Qualification Checker - https://www.ulster.ac.uk/study/entrance-requirements/equivalence
We will also continue to accept QCF versions of these qualifications although grades asked for may differ. Check what grades you will be asked for by comparing the requirements above with the information under QCF in the Applied General and Tech Level Qualifications section of our Entry Requirements - https://www.ulster.ac.uk/study/entrance-requirements/undergraduate-entry-requirements
120 UCAS Tariff Points to include a minimum of five subjects (four of which must be at Higher Level) to include English at H6 if studied at Higher Level or O4 if studied at Ordinary Level.
Course Specific Subject Requirements
This course also requires you to achieve H3 in one subject from Mathematics, Physics, Chemistry, Physics/Chemistry, Biology, Geography or Home Economics. If Mathematics is not passed at H3, you will be required to achieve a minimum of H6 if studied at Higher Level or O4 at Ordinary Level.
BBBCC to include grade B in one from Mathematics, Physics, Chemistry, Biology, Geography, Home Economics or Food, Nutrition and Health.
CCC to include one from Mathematics, Physics, Chemistry, Biology, Geography, Home Economics or Food, Nutrition and Health.
Overall profile minimum 26 points (including 13 at higher level) to include one higher level subject from Mathematics, Physics, Chemistry, Biology, Geography, Home Economics, Food, Nutrition and Health or Health and Social Care. Grade 4 in English Language also required in overall profile. If Maths is not being offered as a subject then it is required at Grade 4 in the overall profile.
Overall profile of 65% to include 65% in in each level 3 module for year 1 entry in a Science, Science and Technology, Bio-Science or Combined Science subject area (120 credit Access Course) (NI Access Course)
Overall profile of 24 credits at Distinction/ 21 credits at Merit n a Science, Science and Technology, Bio-Science or Combined Science subject area (60 credit Access Course) (GB Access Course)
Applicants who do not have GCSE Maths grade C/4 must achieve a Pass in NICATS Maths level 2.
To include a 20 credit Level 2 Mathematics module, passed at 40% or successful completion of NICATS Mathematics as part of the pre-2021 Access Diploma.
For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above in English Language and Mathematics.
Level 2 Certificate in Essential Skills - Communication will be accepted as equivalent to GCSE English.
Please note that for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Maths.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
HNC
Pass HNC in Food Production, Environmental Science, Healthcare Practice or Applied Biology with overall Distinction to include 90 level 4 credits at Distinction for year one entry.
HND Year 1 Only
Pass with successful completion of HND in Food Production, Environmental Science, Healthcare Practice or Applied Biology.
Foundation Degree
Successful completion of Foundation degree in a Health and Social Care, Food Manufacturing, Science or Construction subject area for year 1 entry.
There is no advanced entry route to year 2 available for this programme.
The vast majority of students enter Year 1, although admission to Year 2 is possible if evidence of previous environmental health work experience and/or relevant study is provided demonstrating achievement of the Year 1 learning outcomes.
In this section
Graduates from this course are now working for:
With this degree you could become:
Many graduates find employment in the public sector as environmental health practitioners. Increasingly, opportunities exist in other government agencies and within private sector companies and consultancies in the areas of food safety, environmental protection, occupational health and safety and energy efficiency.
As the course is accredited by the CIEH, you have the opportunity to work in countries outside the UK and Ireland that have a similar approach to environmental health such as Australia, New Zealand and Canada.
Opportunities exist for postgraduate study and research at masters and doctorate level.
The Environmental Health placement is designed to complement your academic study and is designed to facilitate your learning by developing essential professional and employability skills. Placement provides you with the opportunity to complete the professional requirements of the Chartered Institute of Environmental Health (CIEH).
Many students obtain placements with local authorities and private industries within Northern Ireland. However, students are successful in obtaining placements in GB, Ireland and further afield widening their outlook.
Successful completion of the professional placement year leads to the award of a Diploma in Professional Practice (DPP) or Diploma in Professional Practice (International) (DPPi) upon graduation.
There is also a study abroad option inYear 3 when study can be taken in an academic institution outside UK/Ireland. Successful completion leads to the award of Diploma in International Academic Studies (DIAS).
Accredited by the Chartered Institute of Environmental Health (CIEH) for the purpose of partially meeting the requirements for registration as an Environmental Health Practitioner with the Environmental Health Registration Board (EHRB).
Accredited by the Institution of Occupational Safety and Health as meeting the academic requirements for the purpose of eligibility to apply for Graduate membership leading to Chartered membership.
£4,750.00
£9,250.00
£16,320.00
Graduates of the programme have regularly featured in award lists for national academic and professional awards. The Northern Ireland Chartered Institute of Environmental Health (CIEH) region also awards the highest achieving student with the David Montgomery Award.
None
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
The course was excellent and whilst I have not gone down the Environmental Health Officer route, I feel the course benefited me greatly as I have an appreciation of both the local authority & industry perspectives. Angela McAloran.
“The course covers a very broad range of topics and provides you with a good understanding of the key environmental health functions including legislation/guidance etc. It sets you up well to be able to work as an Environmental Health Officer. The course is well delivered”. Ruth Patton.
“Very good and enjoyable four years, provided me with great knowledge and experience for me to get into employment. Thanks” Cathal O’Neill.
“The variety of the course covering all aspects of environmental health this has assisted me in moving between different teams within environmental health with my current role in port health/health and safety also food safety and pollution teams when required”. Mark O'Neill.
“The main strength of the environmental health degree is the wide variety of topics covered, this allows the student a choice of which area to follow in or it can provide the student with adequate qualifications across a number of fields, to aid in achieving employment when completing the course”. Mark McCann.
“The broad range of topics studied while at UU equipped me for temporary jobs in food hygiene, home safety and my permanent post in environmental and health and safety in construction”. Clare Scott.
“Broad range of areas covered, allows for numerous career choices. Wide ranging work skills achieved”. Aran Hennessey.
“The lecturers were practising EHPs and their personal experience gives an excellent insight into the practical work involved which helped give a better understanding of the theory around environmental health topics. Having a choice of placement in the middle of the course because this really helped with final year exams having experienced being out in the field”. Stephanie Rock.
“The broad range of topics that were studied, which would open up more job opportunities. Also, the lecturers themselves, as many come from a working environmental health background so were able to provide better teaching experiences with real-life cases”. Kathy Ewing.
“The course is good”. John Flannery.
