Module Catalogue 2026/27

Pre Requisite Comment

Some foundational knowledge of ecology and basic data science including statistical programming is assumed but not required. Students enrolling on the module without these skills will be expected to develop them using resources external to the module with signposting if requested.

Co Requisite Comment

N/A

Aims

The module aims to build on foundational knowledge of ecology and biodiversity to understand how ecological processes operate across individuals, populations and communities and how they relate to conservation challenges in a range of habitats. The module aims to develop students’ appreciation of biodiversity science, ecological theory and conservation biology as evidence-based scientific disciplines; to provide the background for further study of biodiversity, ecology and conservation at Stage 3. Understanding how ecosystem services are underpinned by conservation and management actions is a key component of the course. Lectures signpost material and introduce key concepts. Workshops and field trips provide deeper understanding and opportunity to develop and enhance core competencies linked to assessment.

Outline Of Syllabus

The module has three thematic components. The first two elements are core ecological principles and conservation biology studied by the full cohort. The third component focuses on marine conservation (studied by marine science students only).

1. Principles of ecology
•       concepts of biodiversity
•       life history theory
•       ecological-evolutionary dynamics
•       trophic interactions
•       foraging ecology
•       disturbance ecology

2. Conservation biology
•       environmental monitoring
•       why conservation matters
•       ecosystem services
•       evidence based conservation

3. Marine conservation
•       marine environmental monitoring

Intended Knowledge Outcomes

PC1 Knowledge Application (developed and assessed): Interpret detailed biological evidence and concepts (ecological principles, conservation biology, marine conservation) and apply this knowledge to critically evaluate key issues in the discipline including its applied contexts.

Intended Skill Outcomes

PC5 Communication (developed and assessed): Comprehend and adopt appropriate academic language and conventions in order to communicate more complex scientific concepts clearly, concisely and correctly. These include ecological and conservation knowledge and research; concepts that are within the module themes but go beyond the delivered material will be developed and assessed.

PC6 Digital Literacy (developed and assessed): Identify and utilise different types of digital technology appropriate to the discipline to communicate scientific concepts clearly, concisely, and correctly in a variety of digitally enhanced formats.
Student field trip assessments will have a digital basis. Students will use animations, data visualisation and media recording to communicate their knowledge.

PC8 Collaboration (developed and assessed): Apply professional and digital collaboration skills in various settings to advance shared endeavours. Implement principles of effective teamwork, acknowledging both personal contributions and the significance of others within the team.
Students will work in groups and have the opportunity to develop initiative, autonomy, and leadership while maintaining responsibility, reliability, accountability, and integrity.

PC10 Integrated problem solving (developed and assessed): Demonstrate and show resilience in applying problem solving approaches to complex questions using evidence to support the decisions, recognising that there may be more than one solution. Students will develop a management plan based on collation of field observations, and diverse information to provide a solution to a real world management problem.

Teaching Rationale And Relationship

Lectures will provide the framework and theory for understanding of ecological principles and their relationship to conservation. Directed reading and links to further information will encourage individual learning and will contribute to greater understanding of the topics within the module. This will be augmented by workshop and field trip activities. The assessments will provide team-working opportunities and student autonomy in their learning. The intention of the assessment is to help transition students from consumers of information, to researchers and communicators of knowledge. Integrative combination of lecture material and learning from a formative field trip inform the assessment.

Assessment Rationale And Relationship

The exam will test student understanding of the key module themes. This ensures that the key foundational concepts, which are required throughout their degree, are present and secure. The rationale for the report is to introduce students early to autonomy in their learning, to demonstrate how to read within and beyond module content and how to communicate professionally with peers and academics.
The formative quizzes and the formative work during the field trip allow students to test their knowledge and understanding throughout the module.

General Notes

N/A