Module Descriptors
CONTEMPORARY ISSUES IN CONSERVATION BIOLOGY
BIOL60654
Key Facts
Health, Education, Policing and Sciences
Level 6
15 credits
Contact
Leader: Eleanor Atkins
Email: Eleanor.Atkins@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 33
Independent Study Hours: 117
Total Learning Hours: 150
Assessment
- Coursework - 100% Wiki comprising of two elements weighted at 100%
Module Details
Indicative Content
In this module, content will vary depending upon contemporary and your interests.
It is envisaged the subject matter will cover a number of areas with a global perspective in mind and may include areas such as climate change, habitat fragmentation, coral bleaching, pesticides, cyanide fishing, ecosystem services, sustainable fisheries, conservation in zoos, species reintroductions, pollution impacts, oceanic plastics and agroecology.
It is envisaged the subject matter will cover a number of areas with a global perspective in mind and may include areas such as climate change, habitat fragmentation, coral bleaching, pesticides, cyanide fishing, ecosystem services, sustainable fisheries, conservation in zoos, species reintroductions, pollution impacts, oceanic plastics and agroecology.
Assessment Details
There is One aspect of assessment
1. 100% Wiki comprising of two elements i) (30%) your individual active input into the Wiki during building and ii) (70%) the final negotiated topic/landing page under your ownership. (Learning outcomes 1 & 2)
Additional Assessment Details (including formative feedback / assessment):
Formative discussion on early constructions of the Wiki.
1. 100% Wiki comprising of two elements i) (30%) your individual active input into the Wiki during building and ii) (70%) the final negotiated topic/landing page under your ownership. (Learning outcomes 1 & 2)
Additional Assessment Details (including formative feedback / assessment):
Formative discussion on early constructions of the Wiki.
Learning Strategies
Lecturer directed (initially) peer instruction collaborative learning activities: 33 hours over 11 weeks.
It is envisaged that the topics for these sessions will be conceived by students and with lecturer facilitation follow a peer instruction/discussion approach.
Independent Study Hours
60 hours preparation to support the material in the classroom settings.
60 hours reading, self assessment and preparation/execution of the summative assessment.
Support includes classroom activities, Blackboard activity, self assessment and preparation/execution of the summative assessment.
It is envisaged that the topics for these sessions will be conceived by students and with lecturer facilitation follow a peer instruction/discussion approach.
Independent Study Hours
60 hours preparation to support the material in the classroom settings.
60 hours reading, self assessment and preparation/execution of the summative assessment.
Support includes classroom activities, Blackboard activity, self assessment and preparation/execution of the summative assessment.
Texts
Wikis and collaborative learning in higher education. Technology, Pedagogy and Education. Volume 24, 2015. http://dx.doi.org/10.1080/1475939X.2014.948041
A wide range of current primary literature that will vary depending upon the topic in question. Example Jounals, Conservation Biology, Global Change Biology, Environmental Conservation, Oryx and Environmental Toxicology.
A wide range of current primary literature that will vary depending upon the topic in question. Example Jounals, Conservation Biology, Global Change Biology, Environmental Conservation, Oryx and Environmental Toxicology.
Resources
“Connected” teaching room
Library -access to e-journals and e- books
Library -access to e-journals and e- books
Learning Outcomes
1. Communicate an in-depth knowledge of a variety contemporary conservation issues.
Knowledge and Understanding
Communication
Learning
2. Engage with, and critically evaluate, primary scientific literature, popular science material and general media information in order to develop scientifically based arguments to underpin a scientific discussion in a well structured and reasoned manner.
Analysis
Enquiry
Application
Reflection
Knowledge and Understanding
Communication
Learning
2. Engage with, and critically evaluate, primary scientific literature, popular science material and general media information in order to develop scientifically based arguments to underpin a scientific discussion in a well structured and reasoned manner.
Analysis
Enquiry
Application
Reflection