91309 Biodiversity Conservation
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 91154 Ecology
These requisites may not apply to students in certain courses. See access conditions.
Description
We are in the Anthropocene, a period of Earth's history distinguished by the dominant influence of human activities on the environment. Rapid declines in local biodiversity are leading to global extinction of native species, adverse effects on the functioning of ecosystems, and diminished provision of ecosystem services essential for human welfare. In this subject, students learn discipline-specific knowledge and practical skills to guide them in the conservation of native biodiversity, using scientific principles and evidence, with the specific aim of preventing declines in biodiversity. A key focus of this subject is consideration of climate change, wildfires, Traditional Ecological Knowledge, and invasive species in the context of successful biodiversity conservation in Australia.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Describe (i) the characteristics that define the Anthropocene; (ii) different ways to measure variation in biodiversity; (iii) geographical and temporal patterns of biodiversity variation; (iv) threatening processes that lead to declines in native biodiversity; (v) patterns of species extinction across the world; and (vi) how to approach conservation with a positive mindset. |
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| 2. | Appreciate the critical role that the science of taxonomy plays in conservation accuracy; and communicate effectively using taxonomic nomenclature. |
| 3. | Identify effective approaches for the conservation of native biodiversity based on scientific principles and evidence. |
| 4. | Build ecological networks that explicitly account for interactions among species to inform successful conservation of biodiversity for healthy ecosystem function and provision of ecosystem services. |
| 5. | Explain mechanistic links between biodiversity, ecosystem function, and ecosystem services; and describe different ways of valuing biodiversity. |
| 6. | Recognize the importance of climate change, wildfires, Traditional Ecological Knowledge, and invasive species in the context of biodiversity conservation in Australia. |
| 7. | Design and perform field surveys of plant and pollinator biodiversity; and perform field surveys of woodland vegetation. |
| 8. | Identify terrestrial Australian plants and invertebrates; and apply identification skills in field surveys of biodiversity. |
| 9. | Conduct statistical tests to analyse field-collected data; interpret results in relation to conservation goals; and communicate the findings in a scientific format. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of following course intended learning outcomes:
- Demonstrate theoretical and technical knowledge of the principles of biodiversity and ecosystem function and evaluate and integrate principles of sustainability and conservation to protect biodiversity. (1.1)
- Critically evaluate scientific evidence and literature and apply effective and appropriate experimental design and analytical techniques to discover and hypothesise solutions to new and emerging environmental issues. (2.1)
- Demonstrate professionalism, including personal organisation, autonomy, teamwork, literacy and quantitative skills, while ensuring due consideration to ethical guidelines, work health and safety and environmental impact requirements. (3.1)
- Evaluate evolving concepts in environmental science and apply scientific skills to design creative solutions to contemporary or complex environmental issues by incorporating innovative methods, reflective practices, and self-directed learning. (4.1)
- Communicate effectively and professionally (oral, written, visual), generating defensible, convincing arguments for relaying research findings or articulating complex issues, concepts or skill around environmental science, within a multi-disciplinary setting. (5.1)
- Acquire knowledge of Indigenous Australian and Torres Strait Islander people's unique connection to the environment, developing professional cultural capability to work effectively with and for, Indigenous Australians within environmental professions. (6.1)
Contribution to the development of graduate attributes
Graduate attributes
1. Disciplinary knowledge
Students learn discipline-specific knowledge about biodiversity and its conservation in lectures and practicals. This knowledge is essential for students planning their future careers in environmental sciences, careers which focus on the conservation of native biodiversity using scientific principles and evidence. Disciplinary knowledge is actively and collaboratively applied in development of professional practical skills required by highly competent environmental scientists, including the identification of terrestrial Australian plant and animal species and the implementation of field surveys of biodiversity. This subject is kept up-to-date each year with the inclusion of new discipline-specific knowledge about biodiversity, conservation, and events across the world that have an impact on the environment.
2. Research, inquiry and critical thinking
Students perform two field-based research projects collaboratively with other students. One project focuses on plant-pollinator interactions in an urban environment and the other project focuses on spatial patterns of variation in plant assemblages in woodland vegetation. Inquiry-based learning and critical thinking are central to these research projects, as students are provided with a range of questions to answer and problems to solve about their research projects. Students analyse, interpret and evaluate their field-collected data, and make informed judgements about their findings from reliably collected data.
3. Professional, ethical and social responsibility
This subject covers health and safety requirements, ethical conduct, and risk management in relation to field surveys of biodiversity.
4. Reflection, innovation and creativity
An overall goal of this subject is to promote ongoing reflection about the natural world, and a continued desire to understand biodiversity, its role in the healthy functioning of ecosystems, and the benefits that ecosystems provide for humans. During their learning in this subject, students are asked to be innovative and creative in the design of appropriate ecological field studies to test questions about biodiversity conservation.
5. Communication
Students develop their written skills in the style of practicing environmental scientists to communicate their research findings in a scientific format. Written assessments are set to the professional standard of writing expected in many scientific careers. Student written work is critiqued by staff and feedback is provided to allow students to establish high-quality communication skills. The consultation practicals provide students with valuable opportunities to interact with experienced ecologists and fellow students to discuss methods and theory in the science of biodiversity conservation.
6. Aboriginal and Torres Strait Islander knowledges and connection with Country
A key focus of this subject is an appreciation of and respect for historical and contemporary Indigenous knowledges of Australian biodiversity and landscape processes relevant to environmental science. Students engage with literature and other media on Traditional Ecological Knowledge (TEK). Student learning of TEK is critical not only for a deep scientific understanding of Australia’s biodiversity, but importantly, such learning is central to enhancing students’ professional capability in their future careers in environmental sciences. In these careers, students will need to manage landscape processes and conserve biodiversity in a way that integrates TEK for the best ecological, social, and economic outcomes. As such, this subject builds on the positive and ethical communication and protocols learned earlier subjects to apply at scale.
Teaching and learning strategies
Students learn discipline-specific knowledge during all lectures and practicals, when they can engage with staff and each other in discussions about biodiversity conservation, and about academic and career planning. Students read a range of discipline-specific materials, which are available on Canvas, to prepare them for their activities in the practicals. The opportunity to study advanced scientific readings to further enhance the acquisition of disciplinary knowledge on lecture topics is provided with relevant scientific papers made available on Canvas after lectures. All readings are provided so as to enrich both student discussions about biodiversity conservation and the overall student learning experience.
In laboratory practicals, students are trained in the identification of terrestrial Australian plants and invertebrates using a broad range of fresh and preserved specimens prepared for their learning experience. Such practical skills in taxonomic identification are crucial for many careers in environmental sciences. Identification skills are applied by students in field surveys of biodiversity in their research projects on plant-pollinator interactions in an urban environment and on spatial patterns of variation in plant assemblages in woodland vegetation, so that students can practice their skills in a real-world work setting.
Students engage actively in laboratory practicals in the design of their research project examining plant-pollinator interactions in an urban environment. During these practicals, students discuss their initial experimental designs with staff members, and then a few weeks later on their updated designs having tested proof-of-concept on their fieldwork plans, to help construct appropriate sampling regimes for investigating plant-pollinator networks. The ability to design such projects with care and diligence is actively sought by employers in environmental sciences. In all fieldwork activities, students collect data as a group using field surveys of biodiversity, and must work collaboratively in groups to allocate tasks in an effective and equitable way to ensure all data are collected in the available time.
Student develop skills with data analysis and graphical representation in their research projects on plant-pollinator interactions and on plant assemblages in woodland vegetation. During practicals, staff guide students in the analysis of complex ecological networks of species interactions between plants and animals, and in the analysis of the ecological properties of plant assemblages. These analytical skills build on skills students have developed in the first and third years of their undergraduate study, and represent the types of analyses required in various careers in environmental sciences.
Subject information and personalised feedback is provided in lectures, practicals, with assessments, on Canvas, and via regular emails throughout the session, allowing for continual improvement over the duration of the subject. In addition, students have the opportunity to receive feedback on their learning before the census date.
Assessment
Assessment task 1: Applied Conservation Evaluation
| Intent: | This assessment item addresses the following graduate attributes: 1. Disciplinary knowledge 3. Professional, ethical and social responsibility 6. Aboriginal and Torres Strait Islander knowledges and connection with Country |
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| Objective(s): | This assessment task addresses subject learning objective(s): 1, 2, 3, 4 and 5 This assessment task contributes to the development of course intended learning outcome(s): 1.1, 3.1 and 6.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 40% |
| Criteria: | Correct identification to family and species levels of unnamed plant specimens; ability to use and design a dichotomous key; numerical proficiency; critical thinking; correct answers to questions that are either one-word answers, short-paragraph answers, numerical answers, or computer-generated graphs. |
Assessment task 2: Pollination Network Analysis
| Intent: | This assessment item addresses the following graduate attributes: 1. Disciplinary knowledge 2. Research, inquiry and critical thinking 3. Professional, ethical and social responsibility 4. Reflection, innovation and creativity 5. Communication |
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| Objective(s): | This assessment task addresses subject learning objective(s): 1, 2, 3, 4, 5 and 6 This assessment task contributes to the development of course intended learning outcome(s): 1.1, 2.1, 3.1, 4.1 and 5.1 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 35% |
| Criteria: | Correct answers to questions; numerical proficiency; critical thinking; data handling; statistical analysis; clarity of writing; appropriateness of presentation. All marking is criterion referenced, an assessment rubric is available, and clear information about assessment requirements is provided during the practicals. |
Assessment task 3: Biodiversity Fieldwork Survey
| Intent: | This assessment item addresses the following graduate attributes: 1. Disciplinary knowledge 2. Research, inquiry and critical thinking 3. Professional, ethical and social responsibility 4. Reflection, innovation and creativity 5. Communication 6. Aboriginal and Torres Strait Islander knowledges and connection with Country |
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| Objective(s): | This assessment task addresses subject learning objective(s): 1, 2, 3, 4, 5 and 6 This assessment task contributes to the development of course intended learning outcome(s): 1.1, 2.1, 3.1, 4.1, 5.1 and 6.1 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 25% |
| Criteria: | Correct answers to questions; numerical proficiency; critical thinking; experimental design; data handling; statistical analysis; graphical presentation; clarity of writing; appropriateness of presentation. All marking is criterion referenced, an assessment rubric is available, and clear information about assessment requirements is provided during the practicals. |
Minimum requirements
Active participation by students in data collection during fieldwork is expected in order to receive a mark for the Pollination Network Report and the Biodiversity Fieldwork Report.