10 March 2026
Open Letter on the Cancellation of the Cyprus Geophysics Field Course and Request for Equivalent Alternatives

Dear Department of Earth Science and Engineering, Imperial College London

We, the undersigned students of the Department of Earth Science and Engineering, write to express our concerns regarding the cancellation of the geophysics field course in Cyprus.

We recognise that this decision was made in response to heightened geopolitical tensions in the Middle East and that student safety must remain the department’s highest priority. We appreciate the care and responsibility required in making such decisions, particularly when they involve international travel.

However, the Cyprus field course is not simply an optional excursion. It represents a central and highly anticipated component of the geophysics curriculum, designed to give students extended hands-on experience in applying geophysical theory to real geological settings. Through multi-day surveys involving seismic refraction, electrical resistivity, electromagnetic methods, and field data interpretation, the course allows students to develop practical skills that are essential for careers in geophysics, environmental geoscience, and industry.

Field courses are widely recognised across geoscience education as irreplaceable learning experiences. They provide an immersive environment where students learn to design surveys, troubleshoot equipment, interpret data in real time, and understand the geological context that underpins geophysical observations. These experiences cannot be fully replicated through classroom exercises or short local demonstrations.

We acknowledge that the department has proposed alternative activities in London. While we appreciate the effort made to provide some form of practical experience, many students feel that these activities do not offer an equivalent educational experience to the original field course. Short urban surveys lack the geological diversity, scale of investigation, and immersive learning environment that make field courses so valuable. As a result, students are concerned that the proposed alternatives would fall significantly short of the training originally promised within the programme.

Additionally, students have paid tuition fees with the expectation that key elements of the course—including field training—would be delivered as advertised. The cancellation of such a major component without a comparable replacement raises understandable concerns about academic fairness and value for the educational experience provided.

In light of this, we respectfully but strongly urge the department to reconsider how this situation can be addressed in a way that supports students and maintains the high standard of geoscience education that Imperial is known for.

In particular, we ask the department to seriously explore the following options:

If travel to Cyprus is currently deemed unsafe, the department could consider organising a comparable field course in another location where travel risks are lower. Many locations within the UK or nearby Europe offer geological settings suitable for geophysical field training.

If feasible, postponing the Cyprus trip to a later date when travel guidance allows could still enable students to benefit from the intended field experience.

If a comparable field course cannot be delivered, we ask the department to consider financial compensation, fee adjustments, or funding for alternative field training opportunities so that students are not disadvantaged by the loss of this core component of the programme.

We also note that the department has suggested that some of the intended learning objectives may be met through a virtual field course. While we understand the intention behind this proposal, it appears somewhat contradictory to the very purpose of the Cyprus field course. The central value of the trip lies precisely in physical, hands-on experience within a geologically complex environment, where students can design surveys, deploy instruments, troubleshoot equipment in real time, and interpret data within its geological context. A virtual substitute cannot replicate the practical decision-making, logistical challenges, and observational skills that are developed through immersive fieldwork.

Furthermore, the proposed local field exercises appear to rely only on a limited subset of the equipment that remained in London, as much of the field equipment had already been shipped to Cyprus. As a result, students would only gain exposure to a small portion of the geophysical methods originally planned, which significantly reduces the breadth of practical training intended for this course. While we appreciate the department’s efforts to provide alternatives under difficult circumstances, many students feel that this approach does not fully deliver the comprehensive field experience that was expected and advertised as part of the programme.

We raise these concerns not in opposition to the department, but out of a shared commitment to ensuring that students receive the high-quality practical geoscience education that Royal School of Mines and Imperial College London is known for.

We believe that, through open dialogue and collaboration, a solution can be found that balances student safety with the academic integrity of the programme. We therefore welcome the opportunity to discuss this matter further and to work with the department to identify a constructive path forward.

Thank you for your time and consideration.

Sincerely,

Students of the Department of Earth Science and Engineering

Imperial College London

98
signatures
83 verified
  1. Kevin Jang, President (Geophysics Society) and ESE Dep rep, Imperial College Union, London
  2. George McAdam, London
  3. Agni Sen, Student, Imperial College London, London
  4. Abigail Culty, Studen, Imperial College London, London
  5. Etienne, Student, Imperial College London, London
  6. Vincent Chan
  7. Emily Holden
  8. Ishanvi Saxena, Student, Imperial College London, London
  9. Dawn Couzens, Student, London
  10. Sutthawish Phonglorpisit, Y1 Academic Rep, Imperial London College, London
  11. Amandine Vannaxay, Student, Imperial College London, London
  12. Serita Chan, Student, Imperial college London, London
  13. Krithik Srinivas Venkatasubramanian, Student, Imperial College London, London
  14. Junta Hirayama, student, Imperial College London, London
  15. Tom Worker, Student, Imperial, London
  16. Jiaxun Tao
  17. Lewys Hawkins, Student, Imperial College London, London
  18. Edith Lim, Student
  19. Zining He
  20. Jess Rayner, Imperial College London
  21. Anisa Price, President of the RSMU
  22. Lin Yu Guan, Student, Imperial College London, London
  23. Chimene Hawkins
  24. Harvey Payne, Student, Imperial College London, London
  25. Rhys Jones, Student, Imperial College London, London
  26. Isaac Parish, Student, RSM, London
  27. Louis Cronin, Student, RSM, London
  28. Billion Pan
  29. Anna, Student, Imperial College London, London
  30. Tamara Bergere-Williams, Year 2 Academic Rep, Imperial College London, London
  31. Jane Chambers, Student, Imperial College London, London
  32. Iris Wang, Student, Imperial College London, London
  33. Natalie Halstead, Student, Imperial, London
  34. Iva Raizada, Student, Imperial College London, London
  35. Alvin Chung, Student, Imperial College London, London
  36. James Provoost, Student, Imperial College London, London
  37. Polina Pasalska, Student, Imperial College London, London
  38. Hattie Clayton, Student, Imperial College, London
  39. Shreya Mulay, Student, Imperial College London, London
  40. Ashton Boon, Student, University College London, London
  41. Abigail Boon, Student, University College London, London
  42. Yasemin Bafli, Student, London
  43. Eva Thomas, Student, Imperial College London, London
  44. Nicole Pemberton, Student, RSM, Imperial College London, London
  45. James Bolland, Student, Royal School of Mines, London
  46. Samantha, Student, NTU, Singapore
  47. Filip Petreanu, Student, Imperial College London
  48. Chen Zhiyao, Student, NTU, Singapore
  49. Seongho Yeon, Student, Imperial College London, London
  50. Laura Mitchell, Student, RSM, English, Welsh, Scottish, Northern Irish Or British
  51. Zac Maignen, Student, UCL, London
  52. Sara Viola, London
  53. Sofia Roveda, Imperial College London
  54. Spencer Morgan, RSM, Imperial College London, London
  55. Isla Campbell, Student, Imperial College London, London
  56. Isobel Shepard, Student, Imperial College London, London
  57. Eloise McVicker, London
  58. Zhile Zhang, Student, Imperial College London, London
  59. Immy Kennard, Student, Imperial College London, London
  60. Timothé Queisser de Stockalper, Student, Imperial College London, London
  61. Adrianna Chan, Student, Imperial College London, London
  62. Barna Berczy, Student, Imperial College London, London
  63. Arjun Gill, Student, Imperial College, London
  64. Vishal Arun
  65. YUANXIANG MU, Student, Imperial College London, London
  66. Curtis Light, Student, Imperial College London, London
  67. Oliver Coombes
  68. Danqing Zhao, student, Imperial College London, London
  69. Yibo Wang, Student, Imperial College London, London
  70. Sabrina Mirza, Student, Imperial College London, London
  71. Harvey Cliffe, Student, Imperial College London, London
  72. Abi Vernon, Student, Imperial College
  73. Mahnoor, student, London
  74. Bronx Osei, Student, Imperial College London, London
  75. Maksim Halushka, Student, Imperial College London, London
  76. Oliver Fillmore, Student, Imperial College London, London
  77. Aliah Rosli, Student, Imperial College London, London
  78. Kang Rui Li, Student, Imperial College London, London
  79. Serhii Havrylenko, Y1 Student, Imperial College London, Broxbourne
  80. A D
  81. Frederick Steinmann, student, imperial, london
  82. Eléonore Baubion, Student, Imperial College London, London
  83. George Wright, Student, Imperial College, London
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