Module Catalogue 2025/26

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

The overall aim of this module is to introduce the ecology, conservation and management challenges for human-modified tropical landscapes. This is a field-based module that supports students to build a foundation for research skills (theory and practice) required for investigating and managing such landscapes drawing on theory and practice from ecology, socio-ecology and conservation. It will do so by:

(1) outlining key biodiversity science questions and conservation challenges for human-modified tropical landscapes (lectures, in field group debates),

(2) exploring data needs required to understand and/or manage wildlife movements and distribution and their interactions with ecosystem and people (in field tutorials),

(3) collecting data in the field using classic field surveying techniques and sensor technology (in field data collections from different ecosystems within the managed park)

(4) interpretation of data in the context of wildlife ecology and conservation and management of rural tropical landscapes for people and biodiversity

Outline Of Syllabus

Overseas Field Course: working in a protected area in tropical country. For 2024/25: Leshiba Wilderness reserve, South Africa

The module will be taught as a combination of two lectures (delivered before the field trip), guided study to prepare material for the field trip, and a 10 day trip (overseas) to a country in the tropics: the current focus is on Leshiba Wilderness reserve, a privately managed protected area in South Africa. Alternative candidates include field stations in Tanzania (eastern Arc Mountains), South Africa or the Philippines.

Leshiba Reserve is a wilderness reserve located in the Soutpansberg mountains. Logistics (food, accommodation, transport in the reserve) will be provided by the reserve management team.

Lectures before the field trip: To be held on campus prior to the field trip. These will focus on theory and practice of modern conservation science in the context of wildlife ecology and management and protected areas for people and biodiversity. We will explain key concepts key concepts and contemporary conservation challenges relevant to humanmodified landscapes and we will outline sampling design and data collection methods and challenges following the cycle of adaptive management. We will also provide context for the key ecosystems and species found in the field site.

The field trip: Following an induction on health and safety and the history of the managed park upon arrival at the site, the students days will be structured as follows: a later afternoon group led debate on a conservation / management challenge followed by open QA session, an evening tutorial on techniques used in the next day, field data collection exercises during the day. We will collect habitat (microclimate, structure) and species data, and observe animals (e.g. giraffes) in their natural habitats. During the field course, we will work through specific topics (e.g. how to quantify animal movements to analyse potential for human-wildlife conflict) supported by guided reading. The course involves extensive walking. Throughout the interactions with students (small group sizes), we will explore topics on habitat use by wildlife, land use and land use change, land management and livelihood strategies of rural communities.

The combination of lectures, fieldwork exercises, data collection and analysis and presentations will be used to support students’ skills development. There will be a focus on how to plan and implement field research in tropical human-modified landscapes, analyse the results obtained and report them. The emphasis will be on the ecology of the study systems and the interface between wildlife and human communities.

Intended Knowledge Outcomes

At the end of the module a successful student will be able to provide examples for key conservation
and management challenges in human-modified tropical landscapes. They will be able to explain the
fundamental details of these key issues and possible data collection and analyse methods for
addressing them in the context of conservation and management. Students will also be able to
design a project plan for collecting data needed to conserve biodiversity in a human-modified tropical
landscape.

Students should be capable of critically examining the strengths and weaknesses of at least one
contemporary conservation science approach used to collect, analyse and interpret data for the
management of human-modified tropical landscapes. They will be expected to be able to critically
examine the multiple trade-offs involved when making land-use decisions and to analyse the
potential conflicts that might arise due to multiple demands from different stakeholders, i.e.
conservation bodies, communities, governmental agencies. The abilities acquired are fully transferable to conservation of real landscapes and ecosystems elsewhere.

Competencies framework:
PC1 Apply in depth investigation of biological concepts and systems to solve complex scientific and applied (governance, societal and environmental) problems. The students will apply their learning (group debate topics) to the challenges experienced on the ground by protected area managers and other stakeholders in the system.
As well as critically evaluate and provide evidence-based arguments / solutions by drawing on appropriate academic knowledge and sources: the students will test their learning through group debates and data interpretation.

Intended Skill Outcomes

By the end of the module, students will be able to plan a research project that addresses a
conservation challenge in tropical human-modified landscapes. This includes the formulation of
hypotheses in the context of the wider literature, the development of a sampling protocol to collect
the data required to address the hypotheses, the statistical analysis of these data and interpretation
of findings.

Students will practise working as a team to implement a research project: data collection, analysis
and presentation of findings.

Students will be expected to be able to key findings to a wider audience and to evaluate
a project plan presented to them with regard to data and information needs. Students will be
expected to be able to give feedback to peers and to reflect on feedback from peers and field
supervisors.

Competencies framework:
PC2 Literacy skills. Find, read, evaluate and use appropriate literature; be able to analyse, synthesise and summarise information critically with recognition that information is likely contested, subjective, and provisional, particularly in the light of continuing scientific advances. Students will acquire this through homework prior to the field course and through in depth reading during and post field trip.

PC3 Practical skills. Design and implement scientific studies under supervision using appropriate practices to address a relevant scientific problem. This will be done in through the evening tutorials and debates in the field, which are interactive and through the structured assessment preparations during the field trip. Formative feedback provided.

PC4 Data literacy. Generate insights or test hypotheses using data under supervision. Find, evaluate, visualise, analyse and interpret data appropriately under supervision. Design and use data demonstrating understanding of responsible data curation (FAIR principles). This will be done when analysing all data that have been collected in group work in preparation for the assignment 1. Using Quantum GIS (digital geotagged data) and R. Formative feedback provided.

PC5 Communication. Give clear and accurate account of complex and uncertain concepts from within the discipline. Make convincing arguments and engage with styles and formats appropriate to a variety of audiences. Students will acquire this through the debates and assignment 1 and field trip activities. Formative feedback provided.

PC8 Collaboration. Demonstrate both professional and interpersonal skills to enhance team performance, incorporating negotiation and self-evaluation as well as assessing the contributions of fellow team members. This will achieved through group work for the debates and the assignment 1, which is delivered by a group of two students per topic. Summative assessment.

PC10 Demonstrate critical thinking to tackle complex, multidimensional problems for outcomes that can be uncertain to produce reasoned evidence-based solutions. This will be tested against with assignment 2.

Teaching Rationale And Relationship

The teaching methods are designed to align with the Learning Outcomes. Following the introductory lecture, the
students are asked to read and research one of the key challenges in biodiversity conservation in tropical human-modified landscapes using publications provided and additional literature.

The lectures during the course will provide the fundamentals of the concepts, theories and methods used when
designing conservation plans for tropical human-modified landscapes. They will be structured using a problem-centred approach with real-world examples: e.g. monitoring mammal distribution and movements as a base for
designing protected areas. Students will work in groups to engage with the material in depth using publications and teaching material provided by the supervisors. The fieldwork will give students experience in applying some of the methods, what they should consider when applying them and what the limitations of these methods are.

Students will be guided through their independent analysis of collected data and information in their final report writeup.

Assessment Rationale And Relationship

The assessments are aligned with the intended knowledge and skills outcomes using the competencies framework.

Group debate for formative assessment: The students will work in groups of 3-4 to present their topic as two sides to the debate introduction, i.e. introducing one contemporary conservation science approach. The students will challenge each other and then answer questions from peers and staff related to that topic.

Group presentation (assessment 1: summative, 20 %): The group will analyse and interpret a subset of data collected during the field trip – contextualising it within the taught material. Professional conduct assessment is a brief summary evaluating student attitude during fieldwork. Including: engagement in in-field activities, activities in the morning, behaving appropriately, cultural sensitivity, and health and safety. This assessment helps to make sure students do all these things.

Individual report (assessment 2: summative, 80 %). Individual Project Report. Maximum of 2500 words but please aim for 1500 words max if possible. Written up in style for National Geographic. The students will draft and submit a report on their selected topic critically examining it and reflecting on the feedback provided after the presentation. For this report, they can choose any topic that we have covered in the field. For example, they may wish to talk about the value of traditional knowledge in conservation science, weaving in information from the literature, from discussions had in the field and from their own experiences in the field going on bushwalks and talking to experts. The style of writing requires them to think about the story they want to tell and to tell the story in an a way that is accessible to a general audience. For examples: blogs written for Mongabay, Conservation Evidence and Africanconservation.org or National Geographic. The topic can be written based on their own perceptions of what they have learned and seen or it can be written as a synthesis piece critically assessing pros and cons of certain land management approaches. We provide feedback on the topic choice.

General Notes

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