UNIVERSITY OF KENT
Module Specification
1.
The title of the module
Advanced Topics in Conservation Ecology and Management (DI881)
2.
The School which will be responsible for management of the module
School of Anthropology and Conservation
3.
The Start Date of the Module
2010
4.
The cohort of students (onwards) to which the module will be applicable.
September 2010 entrants onwards
5.
The number of students expected to take the module
25
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
DI837 Conservation of Ecosystems
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M (FHEQ Level: 7)
8.
The number of credits which the module represents
15 credits
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring Term
10.
Prerequisite and co-requisite modules
Core natural sciences modules taught in term 1
11.
The programmes of study to which the module contributes
PGDip/MSc Conservation Biology
PGDip/MSc Conservation and Tourism
PGDip/MSc Conservation and International Wildlife Trade
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
Subject specific learning outcomes
12.1 Understanding of the concept of scales in biodiversity conservation
12.2 Understanding of genetic assessment and conservation management
12.3 Knowledge and understanding of population and habitat assessment and
conservation management
12.4 Knowledge and understanding of species assessment and conservation
management
12.5 Knowledge and understanding of ecosystem assessment and conservation
management
12.6 Knowledge and understanding of regional and global biodiversity assessment and
conservation management
Relationship to programme learning outcomes
1
PLO A1. Fundamental ecological concepts and how they apply to conservation biology and
biodiversity management (12.1, 12.2, 12.3).
PLO A2. Conservation at the species, population, community and ecosystem levels (12.3,
12.4, 12.5).
PLO A7. Principles and practice involved with managing protected areas for conservation
(12.6).
PLO D1. IT: word, excel, statistical and modelling programmes, email, bibliographic and
web searches (12.1, 12.6)
PLO D3. Writing reports and funding proposals (12.3-12.6) PLO D5. Using a library (12.112.6)
13.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Generic learning outcomes
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
13.1 To provide students with an understanding of how the theory taught in the core
module “Population and Evolutionary Biology” is applied to real-world conservation
problems and attempted solutions.
13.2 To demonstrate to students how advanced research techniques in genetics, ecology,
and population and evolutionary biology are used to determine conservation
priorities.
13.3 To provide students with detailed examples of how modern research techniques are
currently used for conservation management of threatened animals, especially
mammals, birds, reptiles and amphibians.
Relationship to programme learning outcomes
PLO B1. Ability to marshal ideas and examples into well-organised written and oral
presentations (13.3)
PLO B2. Critical analysis of case studies (13.1, 13.3)
PLO B3. Reflective evaluation of theoretical and methodological frameworks (13.1-13.3)
PLO C4. Methodologies for analysing and appraising conservation case studies (12.112.6).
PLO C5. Population assessment and assessment of threat status (12.3).
PLO C7. Methodologies for protected areas management and planning (12.6)
14.
A synopsis of the curriculum
This is an optional module intended to demonstrate how theory drawn from genetics,
evolutionary and population biology, and small and large-scale ecology, is applied to
conservation assessment and management. The material will therefore build on that
taught in the core module “Population and Evolutionary Biology” which is a prerequisite,
and will be further developed in this module via a case study approach. Students will be
shown how this theory is being applied to real-world conservation problems via the
research projects of the course lecturers. Advanced research techniques in genetics,
ecology, and population and evolutionary biology, are used to determine conservation
priorities and these will be explored in detail. Examples of how modern research
techniques are currently used for conservation management of threatened animals,
especially mammals, birds, reptiles and amphibians, will also be covered in depth.
15.
Indicative Reading List
Groom, M.J., Meffe, G.K., & Carroll, C.R. (2006) Principles of Conservation Biology –
Third Edition. Sinauer, Massachusetts.
Gaston, K., Spicer, J. (2004) Biodiversity: an introduction. Blackwells.
Bennett, P. M. & Owens, I. P. F. (2002). Evolutionary Ecology of Birds – Life histories,
mating
systems and extinction. Oxford Series in Ecology & Evolution. Oxford University Press.
2
16.
Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
Lectures
4x3.5=14hrs (contact)
12.1-12.6
Laboratory/computer practicals
1x4=4hrs (contact)
12.2,12.3, 13.1-13.3
Assimilation of lecture material
66hrs (non-contact)
12.1-12.6, 13.1-13.3
Reading, assignments, exam prep 66hrs (non-contact)
12.1-12.5, 13.1-13.3
17.
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
One written assignment focusing on a critical analysis of case studies (50%) that will test
knowledge and understanding of both theoretical and practical issues (12.1-12.4, 13.3) and
a practical report (50%) of a laboratory or computer-based problem that will test practical
skills and data interpretation (12.5-12.6, 13.1, 13.2). Both pieces of work will have a
maximum 2,000 word limit.
18.
Implications for learning resources, including staff, library, IT and space
Standard requirements in line with other modules.
19.
A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
As far as can be reasonably anticipated, the curriculum, learning and teaching methods
and forms of assessment do not present any non-justifiable disadvantage to students with
disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of
module proposals"
................................................................
Director of Learning and Teaching
..............................................
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
.................................................................
Head of School
..............................................
Date
…………………………………………………….
Print Name
3