The Geology program educates professionals who contribute to society by providing solutions to geological problems aimed at enhancing quality of life and promoting sustainable development through comprehensive research and innovation. These efforts adhere to the highest standards and are responsive to societal needs.

The mission of the Geology program is to prepare professionals who contribute to society by providing solutions to geological problems to improve quality of life, while fostering sustainable and responsible development through comprehensive and competent research and innovation in the Earth sciences.

Program Pillars
Fundamentals of Geology: This segment provides essential training in geological knowledge. It encompasses fundamental and up-to-date topics aligned with the demands of both national and international industries. The program content is aligned with global trends in this professional field.
Mining Geology: This component is dedicated to developing expertise in exploration techniques, characterization, and assessment of metallic and non-metallic mineral resources. It contributes to the transformation of the productive matrix and the conservation of natural and cultural heritage through the application of knowledge for prospecting, exploration, and evaluation of metallic, non-metallic, and aggregate mineral resources, considering environmental and natural conservation aspects.
Hydrocarbons and Groundwater: This area covers aspects related to the formation of petroleum reservoirs, groundwater, and their exploration.
Geotechnical Engineering and Geological Hazards: This segment involves the characterization of geological hazards such as mass movements, earthquakes, and structural faults. It also includes stratigraphic characterization of subsurface layers and geomorphological characterization of areas prone to damage from seismic events, landslides, and floods.
The Geology degree program is accredited by the ABET Engineering Accreditation Commission.

International Accreditation
The Geology degree program is accredited by the ABET Engineering Accreditation Commission and the European seal of international quality in engineering EUR-ACE.

* Undergraduate tuition/fees:
The Constitution of the Republic of Ecuador in its Article 356, among other principles, establishes that third-level public higher education will be tuition/fees free.  Zero cost education is linked to the academic responsibility of the students.

Number of students admitted per academic year
Number of graduates per academic year
Number of enrolled students per academic year
87 Total active students in the career

The Escuela Superior Politécnica del Litoral (ESPOL) emerged as a response to the increasing demands for scientific and technical education in the country. It was created during the presidency of Dr. Camilo Ponce Enríquez, through Executive Decree No. 1664 published in the Official Registry on November 11, 1958. On May 25, 1959, 51 students officially began their academic life at ESPOL in two classrooms of the Casona Universitaria, under the direction of the first Rector, Ing. Walter Camacho Navarro, who was an Mining Engineer. It is worth noting that almost immediately after the creation of the Escuela Superior Politécnica del Litoral, in 1959, the activities of what was then called the Department of Mines began.

In the last months of 1964, when the first graduate of the academic unit had just been released, it was called the Department of Geology, Mines, and Petroleum. A total of five students, divided into three groups of different levels, were pursuing the only degree offered to obtain the title of Engineer in Geology, Mines, and Petroleum. The department had two full-time professors, two part-time professors, one assistant for the only existing laboratory, and one janitor.

The Faculty of Engineering in Geology, Mines, and Petroleum was formed in 1983 in response to the need to create these three careers. Initially, ESPOL only had the Mining Engineering specialty within the area of Earth Sciences. The current name, Faculty of Engineering in Earth Sciences (FICT), was adopted in 1989 with four careers: Mining Engineering, Geological Engineering, Petroleum Engineering, and Civil Engineering, the latter replacing Geotechnical Engineering. With some changes and improvements in the curriculum and the Faculty, these four careers have been maintained until the present time under the name of the Faculty of Engineering in Earth Sciences (FICT), which was established in 1989.

Starting from this year, the student population in Mining Engineering at ESPOL decreased to the point where in 1995, only 2 students were enrolled in the program. At the time, other universities were facing similar situations, and some even closed this specialization. To address this issue, ESPOL optimized all available resources and the potential of the program by conducting promotional campaigns and revising the academic curriculum. Despite the challenges faced, the Mining Engineering program at ESPOL remained open, which was rare for this field nationally.

Subsequently, with the implementation of the National Exam for Higher Education and the research conducted in Mega-projects in the Mining area, the number of students increased, and by 2015, there were 134 active students enrolled in the program.

In the Geological Engineering, we seek inquisitive, reflective, analytical students with a critical mindset, a keen interest in research, and a commitment to addressing issues related to the interaction between humanity and the geological environment.

At the end of their studies at ESPOL, Geological Engineering graduates are expected to achieve the following student outcomes:

SO1. Ability to identify, formulate, and solve complex engineering problems by applying the principles of engineering, science, and mathematics.
SO2. Ability to apply engineering design to produce solutions that meet specific needs taking into account public health, safety and well-being, as well as global, cultural, social, environmental and economic factors.
SO3a. Ability to communicate effectively with a large audience in Spanish. SO 3b. Ability to communicate effectively with a large audience in English.
SO4. Ability to recognize ethical and professional responsibilities in situations involving engineering and to make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental and social contexts. 
SO5. Ability to work effectively in a team whose members jointly provide leadership, create an environment of collaboration and inclusion, set goals, plan tasks, and meet objectives.
SO6. Ability to develop and carry out appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
SO7. Ability to acquire and apply new knowledge as necessary, using appropriate learning strategies.
SO8. Ability to design real solutions with a unique value proposition to address specific needs considered from the point of view of the interested parties.

Afver five year of professional practice, students in the Geological Engineering will be able to:

1. Apply geoscience skills and knowledge, taking into account scientific and technological advancements, to contribute to the sustainable development of society.
2. Design, plan, execute, manage or initiate geological engineering projects that integrate technical, environmental and socioeconomic variables or constrains in accordance with societal demands.
3. Apply current legal, environmental or labor regulations at various stages of geological project implementation for its sustainability.
4. Propose, investigate, develop or apply solutions related to Earth Sciences and knowledge transfer, with the aim purpose of contributing to the scientific, technological, social, economic, environmental and political development of the country.

Occupational Profile

Develop and interpret geological and geoscientific thematic maps. Conduct both basic and applied geological research in the fields of Regional Geology, Tectonics and Petrology.

Have approved at least 48 credits in Vocational Training and Itinerary.
Have approved at least 26 credits in General and Complementary Education.
Have approved at least 31 credits in Basic Sciences and Mathematics.
Accredit a minimum experience of 336 hours of professional practices, divided into; 96 hours of community internships and 240 hours of professional internships in the industry corresponding to 7 credits.
Pass the graduation process, equivalent to 8 credits.

The Capstone Project is a culminating requirement for graduation. These projects provide students with the experience of applying acquired knowledge and skills to the needs of society, with a focus on sustainability.
The IDEAR Fair showcases all Capstone projects, offering students a valuable opportunity to showcase their work and hone soft skills such as communication and teamwork. It is also a space for students to network with potential clients and future employers.
Explore all of the Capstone projects completed by the Geology program. 

The Geology student will be able to access the realization of Pre-Professional Practices considering:

Ability to express yourself orally and in writing. Preparation of technical reports, proposals and studies.
Ethical and professional responsibility
Availability of credits to carry out internships (5 credits for pre-professional business internships if carried out in PAO 1 or PAO 2.
Be an active student and not be in a probationary situation.
The student will be able to access the Pre-Professional Practices once they have approved the subjects of the profile to which they will be assigned, these are defined below:                    

. Geochemistry and Geostatistics: Identification, characterization and classification of rocks, gases, liquid solutions and minerals. Analysis, sampling, interpretation and classification of georeferenced information, zoning and/or maps of interest. Interpretation of geochemical, mineralogical and petrographic information for the identification of ore minerals.

- Geological Engineering and Geology: Determine the properties and indices of the soil for the analysis of interaction between the phases of the porous medium. Determine the resistance and deformability properties of the rock mass through tests, for the study of the rock matrix. Evaluate the stability of underground excavations and slopes through the study of historical cases, which lead to the resolution of practical problems of rock mechanics.

- Geographic Information Systems and Geology: Represent and analyze spatial elements through maps taking into account geological and structural data, profiles and block diagrams.

- Geomorphology and Geographic Information Systems: Analyze the different types of lithological units, geological structures and geological features, for the preparation of maps. Represent and analyze the elements and their spatial behavior, applying vector and raster data models, for the analysis of georeferenced variables to design solutions in different fields of engineering.

· Geophysical Methods and Information Systems: Relate the main parameters involved in the acquisition and processing of data in the different geophysical methods for the characterization of the subsoil and groundwater.
Interpret and represent geophysical data by applying the knowledge acquired for the elaboration of subsoil models.