LECX4101: Foundation Skills for LEC

• Terms Taught:   Michaelmas
• US Credits: 5 US Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A-level/high school equivalent Science and/or Geography

Course Description

This module aims to provide an integrative introduction to undergraduate studies in LEC. It will serve multiple purposes within this overarching aim. Firstly, it will provide a mechanism for supporting students as they settle into the university and LEC, signposting them to wider support and guidance, helping them to understand what universities and environmental researchers do and their role in society and how to navigate their part in this, as an undergraduate student, successfully. Secondly, it will develop core, generic skills vital for success, including engaging with literature, working ethically and with academic integrity, dealing with referencing, plagiarism and use of AI, understanding marking criteria and using feedback in their learning. Thirdly, it will develop communication skills in written, oral and graphic forms. Fourthly, it will introduce students to both individual and group-based work. Fifthly, it will begin the process of reflecting on their future pathways and potential careers. Sixthly, it will introduce students to the nature and range of research carried out in LEC and enable them to gain insights into this research focused on their programme discipline. Finally, and crucially, it will train them in the basic use of essential software: Excel, R (for quantitative data analysis) and ArcGIS (for spatial data analysis).

Educational Aims

Upon successful completion of this module students will be able to…

• Describe research challenges within LEC’s remit, demonstrating awareness of their complexity and the multiple approaches needed to address them.
• Obtain information from quantitative and qualitative sources across the LEC disciplines and appreciate the implications of the context of its production.
• Carry out basic analysis of data using appropriate software.
• Describe research design principles based on ethics and academic integrity.
• Work independently and with others using organisational skills and time management.
• Create outputs that communicate different types of information.
• Describe potential options for future employability or study.

Outline Syllabus

The module will consist of four linked sets of activities. The first will cover fundamental questions about university study, academic research, the challenges that LEC addresses, the impact in society of LEC’s work, and differences in approaches to these issues across the natural sciences, social sciences and humanities. Discussion of these issues will be focused on example challenges, which may include topics such as the climate crisis, sustainable agriculture, conservation or human migration. The second will address general, practical issues including settling in, how to navigate undergraduate study successfully, core skills (writing, engaging with literature etc.) and beginning to reflect on students’ potential future directions. The third will develop students’ abilities to use software packages to handle quantitative and spatial data. The fourth will develop students’ awareness of the research that goes on in LEC and grow their confidence in engaging with teaching staff.

Assessment Proportions

The teaching strategy will use a mix of whole-class lecture theatre sessions, small group tutorials, computer laboratory practicals, staff interviews and supported group work. These will introduce students to different types of learning context. While the whole class or large group activities will be used for efficient and consistent delivery of core teaching, the small group and computer lab elements will give students the opportunity to settle themselves into study in LEC and to engage with their cohort and LEC staff. Whole-class sessions will be Panopto recorded for accessibility, while small group sessions will enable individualised, EDI-sensitive support.

Learning outside of contact time will be carefully guided and signposted by staff teaching on the module. Formative feedback will be a strong element of the module, delivered via the tutorials and computer lab sessions, and through feedback on an exercise that will require small groups of students to interview selected LEC staff members about their research interests.

Summative assessment will take the form of one individual piece of work and one group portfolio. Creation of these will be partially supervised during teaching sessions and will feature questioning and assessing GAI outputs by students.

LECX4141: Ecology

• Terms Taught: Michaelmas
• US Credits: 5 US semester credits 
• ECTS Credits: 10 ETCS credits
• Pre-requisites: A-Level/high school equivalent Science 

Course Description

This ecology module introduces the fundamental principles governing interactions between organisms and their environments across different habitats, providing a strong foundation for all other ecology and conservation modules. Students learn about species interactions (e.g. competition, herbivory, predation, parasitism, mutualism) and how the abiotic environment shapes life across terrestrial, marine, and freshwater habitats. Lectures are structured to provide opportunities to practice critical thinking skills, such as interpreting figures and making inferences from data. In the practicals, students gain hands-on experience with laboratory and field techniques. Through the coursework, students learn how to structure a formal scientific paper and practice engaging with the primary literature.

Educational Aims

Upon successful completion of this module students will be able to…

1. Describe how the distribution and abundance of organisms is determined by abiotic and biotic environmental factors, including species interactions.
2. Describe and compare and contrast the physical environment and ecology of different habitats.
3. Interpret and draw conclusions from data presented in figures and tables.
4. Record data and observations in lab and field settings.
5. Write a scientific lab report analysing a dataset and integrating information from a variety of sources, including the primary literature.

Outline Syllabus

This module starts by introducing general principles of ecology, such as niche concepts, trade-offs, primary production, competition, food web interactions, and types of symbiosis. It then brings these principles to life by examining the specific physical conditions and species interactions that comprise the natural history of various marine, freshwater, and terrestrial habitats. Finally, the module provides an overview of linkages between ecosystems and the practice of ecology as a discipline.

Emphasis is placed on how the abundance of organisms varies across time and space, as well as comparing and contrasting how abiotic and biotic factors shape the ecology of different habitats. Students explore the role of nutrients and light in fuelling productivity, the myriad effects of predation on prey populations, and how organisms use an array of physiological and behavioural strategies to balance the many pressures present in their complex environments. Contributions made by ecologists from marginalised backgrounds are incorporated throughout the module and the module closes with students examining the current discourse around decolonising ecology.

The practical side of this module provides students with hands-on experience in microscopy, organism identification, data collection in both field and lab settings, and analysing ecological data. As part of their coursework, students engage with primary literature sources and learn the skills essential to writing and formatting a standard scientific paper. A visit to a local science education centre (e.g. the Lakes Aquarium or Eden Project Morecambe) offers students a rich, interactive learning experience to further support the module aims.

Assessment Proportions

The module is taught by in-person lectures and practicals. The practicals include one dedicated to data analysis, and a field trip to a local science education centre (e.g. the Lakes Aquarium or Eden Project Morecambe). Active learning activities in lectures and ungraded online quizzes provide opportunities for formative assessment, including practice with critical thinking skills, such as interpreting figures and drawing inferences from data. In the practicals, students work in small groups to complete activities and have the opportunity to interact with instructors one-on-one. All materials use inclusive design and are available on Moodle along with video recordings of the lectures.

There are two formal assessments, one piece of coursework (50%) and one exam (50%). The coursework is a lab report (1100 words) using the class data from the practical experiment. It assesses students’ ability to assess and describe species interactions; collect, record, and interpret data; and write a standard lab report. For many students, this is their first formal scientific paper, so basic information and activities about how to properly structure and format a lab report are incorporated into the lectures. The exam (1 hour) is a mix of multiple choice and short answer questions. It assesses students’ ability to accurately explain conceptual material from the lectures and interpret figures.

This module provides the conceptual foundations for all future ecology and conservation modules. It provides practice with critical thinking and all steps of the research process (data collection, analysis, and communication). It provides instruction using modern technological tools (i.e. coding-based software for data analysis). It lays the foundations for more advanced skills training provided in later modules (e.g. LECX4244 Ecology Field and Data Skills, LECX5141 Biological Research Design and Delivery).

Throughout the module, examples highlight contributions made by ecologists from marginalised backgrounds. At the end of the module, students examine the colonial origins of natural history as a discipline and discuss efforts to decolonise modern practices. Exploring these themes will help students on their journey to become global citizens and place their ecology training in a wider context.

LECX4142: Evolutionary Biology

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits 
• ECTS Credits: 10 ECTS Credits 
• Pre-requisites: A Level/high school equivalent Science 

Course Description

This module aims to introduce students to the theory of evolution and the relationships of the major groups of animals. Using specific examples of animal behaviour, it shows how an understanding of natural and sexual selection can explain the diverse evolution of body structures, reproductive behaviours and life-history strategies. It provides an introduction to the variety of forms and functions that exist within the animal world, covering general aspects of taxonomic classification, phylogenetic relationships, the key characteristics of the groups, how they evolved and relate to each other. It is a core topic for all areas of biology and ecology.

Educational Aims

Upon successful completion of this module students will be able to…

1. Outline and explain the process of biological evolution and interpret the evidence that indicates the general process of evolution.
2. Describe the ways in which the evolutionary processes can be investigated, showing how selection pressures have resulted in differences in form and behaviour of the sexes.
3. Interpret the breeding behaviour of animals in an evolutionary context.
4. Explain why and how organisms are classified and describe the distinctive features of some major groups of animals, indicating the functional, evolutionary, ecological and/or economic significance of these.
5. Communicate key concepts in the subject area with annotated diagrams or similar formats.

Outline Syllabus

The module will introduce the development of ideas in evolutionary theory, explain the process and look at the wide range of evidence supporting the theory of evolution. It will take an overview of the history of life on Earth, explore the nature of biological variation and consider the origin of species. It will include concepts such as coevolution, parental care, sexual selection and alternative life-history strategies. The module will then introduce the variety of forms and functions that exist within the animal world, including the general aspects of taxonomic classification, phylogenetic relationships, the key characteristics of the groups and how they arose and relate to each other. It then explores the major animal groups, including examples of invertebrates and vertebrates, showing how body structure reflects mode of life and evolutionary history. Lectures are supported by practical sessions which allow students to observe specimens belonging to different animal groups, their morphological features and to gain identification skills.

LECX4243: Biodiversity and Global Change

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level / High school equivalent science

Course Description

This module aims to provide students with a foundational understanding of the patterns, processes, and threats shaping global biodiversity, and to equip them with the knowledge and tools to critically assess and contribute to effective conservation strategies in the face of environmental change. The module will provide foundational knowledge to build upon in future years.

Educational Aims

Upon successful completion of this module students will be able to…

1. Explain how biodiversity is generated, maintained, and distributed across global terrestrial, freshwater, and marine ecosystems.
2. Describe ecological and evolutionary drivers influencing biodiversity, including speciation, extinction, and ecosystem dynamics.
3. Identify key human-induced threats to biodiversity and species’ ecological and evolutionary responses.
4. Evaluate conservation strategies such as habitat restoration, species management, and sustainable resource use.

Outline Syllabus

Conservation of biodiversity is essential in a rapidly changing world, where ecosystems and species are increasingly under pressure from human activities. This module introduces students to the fundamental concepts and approaches in biodiversity science, focusing on how biodiversity is generated, maintained, and distributed across the Earth. It provides a foundational understanding of Biodiversity Patterns and Processes, including evolutionary mechanisms such as speciation and extinction, and ecological principles such as community interactions and ecosystem dynamics.

The module then explores Threats and Responses, examining the major anthropogenic drivers of biodiversity loss, including climate change, habitat destruction and fragmentation, pollution, invasive species, and overexploitation of natural resources. Students will learn how these pressures disrupt ecological balance and how species adapt—or fail to adapt—through both ecological responses and evolutionary change. Case studies will illustrate the complex and often synergistic nature of these threats.

In the final section, Solutions, the module addresses practical conservation strategies aimed at mitigating biodiversity loss and promoting recovery. Topics include protected area design and management, habitat restoration, captive breeding and reintroduction, sustainable resource use, and the role of national and international policy. Students will explore how conservation actions are informed by scientific evidence and shaped by social, political, and economic contexts.

Drawing on examples from terrestrial, freshwater, and marine environments, the module equips students with an integrated, interdisciplinary understanding of biodiversity and conservation. It prepares them to think critically about conservation science and its role in addressing the global biodiversity crisis.

Assessment Proportions

Teaching is delivered in three thematic blocks:

1. Biodiversity Patterns and Processes: Interactive lectures, seminars, and practicals introduce key ecological and evolutionary processes (e.g. speciation, extinction, ecosystem dynamics). Case studies from terrestrial, freshwater, and marine systems support global biodiversity understanding and ecological reasoning.
2. Threats and Responses: Through lectures, group tasks, and scenario-based discussions, students examine human-induced threats (e.g. climate change, habitat loss) and species’ responses. This block supports developing skills in evidence interpretation and understanding of ecological change.
3. Conservation Solutions: Workshops and lectures explore conservation tools such as habitat restoration, reintroductions, and sustainable use. Students evaluate real-world strategies and policy frameworks, applied conservation and interdisciplinary problem-solving.

Teaching also includes four practicals: two field trips (one on campus, one at an external site) and two lab-based. These provide hands-on experience in data collection, species identification, and conservation evaluation, directly supportingthe development of practical scientific skills.

Assessment includes a practical report (50%), developing skills in data analysis and scientific writing, and an exam (50%) assessing students’ integrated understanding, especially critical evaluation of conservation strategies.

Formative feedback is embedded through seminar discussions, field trips and practicals. This supports student confidence, critical thinking, and independent learning, in line with the programme’s emphasis on reflective, evidence-based practice.

LECX4244: Ecology Field and Data Skills

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: A Level / High School queivalent Science

Course Description

This module trains students in the entire lifecycle of an ecological research project: study design, data collection, data wrangling, statistical analysis, and effective communication through both visualisation and written text. During the residential field course, students gain rich hands-on experience with identifying organisms, characterising habitats, and collecting field data. In the coursework analysing these data, students build on their previous experience writing a scientific paper in LECX4141 Ecology, this time adding formal statistical analyses and a more sophisticated discussion of variation. The exam requires students learn how to choose an appropriate statistical test based on a research question and the characteristics of a dataset. Together, these skills are critical for success in subsequent Ecology and Conservation modules.

Educational Aims

Upon successful completion of this module students will be able to…

1. Describe the basic principles of study design and open, reproducible, and transparent data analyses; apply these ideas to an ecological research question.
2. Measure and describe different types of variation in ecological systems, including variation from natural underlying variation and from experimental effects.
3. Determine which statistical test is appropriate for analysing a dataset and use modern coding-based software (e.g. R) to analyse and visualise it; properly communicate these results.
4. Identify and describe plant and animal species found in the UK, and explain how they were (are) affected by human activity in the past and present and current mitigation strategies.
5. Work as part of a team to collect and record ecological field data.

Outline Syllabus

This module uses research questions about UK ecosystems to guide students through the entire lifecycle of an ecological research project: study design, data collection, data wrangling, statistical analysis, and effective communication through both visualisation and written text. The classroom component trains students in key concepts and methods, which they put into action during a residential field course within the UK.

During the field course, students travel to different habitats in the UK and learn past and present examples of how human activity impacts UK ecosystems and diverse attempts to mitigate some of these impacts. At some of these sites, they work in teams to collect field data that are then analysed in the scientific paper coursework.

Data wrangling and analysis are taught using a modern, coding-based software tool with a strong emphasis on best practices for data science and creating analyses that are open, reproducible, and transparent. Specific topics include calculating summary statistics, characterising distributions of data that are common in ecological datasets, cleaning and formatting data for analysis, parametric and non-parametric tests for comparing samples means (t-tests and Wilcoxon tests), a test for comparing distributions of categorical data (chi-square), and basic linear models (ANOVA and regression). Throughout these topics, we emphasise how to effectively and appropriately present data in figures and report the results of statistical tests. At the end of the module, we provide an overview of advanced models commonly used for ecological data (e.g. Generalised Linear Models for count data and binary data) and resources to help students with their reading of the scientific literature and with possible use of these models in their dissertation projects.

Assessment Proportions

This module teaches students how to conduct ecological research projects using a combination of classroom learning (lectures and practicals) and a residential field course to a location in the UK. The classroom portion includes one lecture and one 2-hour practical each week. One practical is field-based to prepare for the field course whilst the rest are computer-based and focused on data wrangling, statistical analysis, and scientific communication. The computer practical materials are designed using the backwards-faded-scaffolding concept: initially most of the code is provided, and this support is gradually removed so by the end students are writing their own code from scratch. These practical exercises provide substantial opportunities for working in small groups to solve problems, one-on-one student-instructor interaction, and formative assessment. Students are strongly encouraged to add entries to a digital notebook of methods at the end of each practical, such that by the end of the module they have created an annotated statistics manual for their future use. All materials use inclusive design and are available on the module LMS (including video-recorded lectures).

There are three pieces of assessment: two pieces of coursework (60%) and one test (40%). The first piece of coursework (20%) is short (1 page) and focused on providing feedback for the next assignment. The second piece of coursework (40%) is a full-length (1500 words) lab report using data collected during the field course. The exam (40%) primarily assesses students’ ability to describe and appropriately analyse datasets. There will also be a small component covering content from the field course re: human impacts and mitigations.

The training on data wrangling, statistical analysis, and science communication uses modern technological tools and best practices for scientific research (i.e. coding-based software for data analysis; research that is open, reproducible and transparent; the benefits and pitfalls of using of Gen AI for coding assistance). These skills are critical for success in future taught modules (e.g. LECX5141 Biological Research Design and Delivery), student dissertations (LECX6000), and future careers in academia, industry, and beyond.

LECX5141: Biological Research Design and Delivery

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Introductory  (Year 1)  introductory statistical analysis 

Course Description

This module equips students with research skills for biologists. Students work in groups to design and deliver a research project from start to end. The module trains students to understand the scientific method, design robust experiments, collect data in an unbiased manner, use appropriate statistical methods, and present research in a clear and concise format. Students will also have an opportunity to collaborate effectively, be flexible to adjust research plans as needed, record information systematically and accurately, solve problems as they arise, and give and receive feedback. Students will learn to think and act as scientists and will gain confidence and skills to successfully complete a research project, such as a dissertation or postgraduate research.

Educational Aims

Upon successful completion of this module students will be able to…

1. Design and undertake experiments and observations to distinguish between variation due to robust effects versus underlying uncontrolled variation.
2. Collect, record, analyse, interpret, and present data using appropriate technical approaches, statistical methods and data visualisation tools.
3. Appraise information critically to establish testable working hypotheses, predictions and/or research questions.
4. Communicate research approaches and findings through oral presentations.
5. Write clear and coherent research reports in a scientific manuscript format, with appropriate detail and academic rigour.
6. Integrate information from diverse sources to develop original arguments.
7. Manage professional relationships and contribute effectively to teamwork, demonstrating inclusivity, adaptability, communication and leadership.

Outline Syllabus

The module consists of designing and delivering a research project from start to end. It is as varied as carrying out research, including a range of sessions, comprising lectures, workshops, discussion sessions, laboratory, glasshouse and/or field practicals, computer practicals and presentations. The exact format varies from week to week, and the module is taught by academic staff who are biologists or ecologists within LEC.

Module outline:

• Introduction to the scientific method and the group research projects
• Defining working hypotheses
• Experimental design
• Developing protocols and reporting methodology
• Choosing and applying statistical tests
• Preparing and delivering a group research presentation
• Data collection and recording observations
• Data analysis and interpretation
• Research reporting in group oral presentations
• Research reporting in individual written reports

Assessment Proportions

In LECX5141, students learn by doing, an over-arching ethos of the Ecology and Conservation degree programme. Students design and deliver a biology group research project, developing Graduate Attributes as they acquire experience, attitude and skills of problem-solving, teamwork, and communication.

The module is inclusive with guidance provided for the assessment coursework focused on oral and written scientific communication. Formative feedback is provided continuously and coursework feedback feeds forward. The contact hours reflect the practical, hands-on nature of the module, with Lab Practicals for data collection and PC practicals for data analysis and interpretation. These sessions are supported by lectures (recorded in Panopto) to deliver basic knowledge, introduce key concepts and provide guidance on research methods. Student oral presentations and written reports enable students to consolidate their learning. The module structure and varied nature of the sessions is explained on Moodle. The assessment for this module is in four parts:

Assessment 1: technical protocol and methodology description; guidance provided via Moodle, a Workshop and a Lab Practical; helps students differentiate between a protocol used for data collection and the method description in a manuscript.

Assessment 2 (formative): online oral group presentation on research design; complements in-person presentations in other modules and is more accessible to students who struggle with public speaking; guidance is provided for oral presentations and feedback given for improving oral communication skills.

Assessment 3: online oral group presentation on the research project; assesses research and communication skills and the ability to work effectively as a team; Peer Evaluation of Group Work tool on Moodle used to adjust grades in case of substantial differences in individual student contributions.

Assessment 4: a research report in the format of a scientific manuscript; students work independently in reporting the approach and findings of their research project.

LECX5142: Ecology and Conservation

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Introductory (Year 1) Ecology or Conservation Biology

Educational Aims

Upon successful completion of this module students will be able to…

1. Appraise the principal threats to global biodiversity and critically discuss the justifications for biological conservation.
2. Apply ecological knowledge at genetic, species and ecosystem levels to conservation problems.
3. Critically discuss approaches for prioritisation of conservation goals.
4. Analyse different types of ecological data and interpret their significance for conservation of biodiversity.
5. Produce a written scientific report based on data collection, analysis and interpretation.

Outline Syllabus

The module will detail key themes of conservation biology, and the ecological principles on which it is built. The principles of theoretical population ecology will be covered, and how these can be applied to species-focused conservation via the conservation of metapopulations and population viability analysis. The module will also show how the composition of ecological communities drives ecosystem functioning and explore why biological conservation is crucial for the maintenance of ecosystems and in supporting human well-being via the provision of ecosystem services. The module will discuss the key drivers of biodiversity loss, such as habitat loss, global change, direct exploitation and invasive species, before turning to solutions grounded in population and community ecology. A key theme through the module will be a critical assessment of how species and geographical regions are prioritised for conservation. The module will also focus on conservation at larger scales through conservation planning and reserve design, and a critical look at how effective conservation strategies have been to date.

Assessment Proportions

The module will be delivered by lecture, workshop and PC lab practical. Principles of ecology and conservation will be primarily delivered by lectures, which will integrate theoretical concepts with real-world examples. Workshop discussions and group activities will facilitate students’ exploration of topics such as why we need to conserve biodiversity, how we might prioritise conservation action and how species risk of extinction is assessed. Practical sessions in the PC lab focussing on population ecology and the conservation of species and ecosystems will give students experience in data collection, statistical and simulation modelling and data presentation. A field excursion will highlight the dynamic nature of ecosystems, the ecological processes driving change, and the challenge this poses for conservation. Learning outcomes will be assessed through a combination of in-person exam and a practical report. The exam will be used to test students’ critical understanding of concepts and their application to conservation problems, and the practical report will test their ability to collect, analyse and interpret data and to communicate scientific findings and conservation recommendations.

LECX5143: Evolution

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Introductory  (Year 1)  Evolutionary Biology

Course Description

This module aims to build on the Level 4 evolutionary biology module to show how the morphology and behaviour of organisms are adapted to their environment through interactions with their own and other species, including competitors, parasites, predators and prey, and relatives. The module explores the concepts of adaptation to natural and sexual selection pressures at the level of the individual and the effects on wider populations. Students taking this module will gain a range of transferable skills including report writing, data analysis and presentation, summarising technical texts and the design of scientific enquiries.

Educational Aims

Upon successful completion of this module students will be able to…

1. Interpret the roles that variation, heritability and selection play in the evolutionary process.
2. Apply theoretical models to describe animal behaviour and construct testable hypotheses.
3. Demonstrate how costs and benefits of traits may vary and impact trade-offs.
4. Determine how conflicts of interest might influence the reproductive success of individuals.
5. Interpret, critically assess and communicate scientific information to produce clear and concise reports in an appropriate format.

Outline Syllabus

Evolution is the fundamental concept in biology and an understanding of its processes and effects are important for biologists in all disciplines. The module will demonstrate how the morphology and behaviour of organisms is adapted to their environment through interactions with their own and other species, including competitors, parasites, predators and prey, and relatives. It explores the concept of adaptation to natural and sexual selection pressures at the level of the individual and the effects on the wider population. The course will contain a balance of theory and illustrative examples from recent research and will include the topics of animal dispersion, coevolution, conflicts of interest within family units, foraging theory and the use of theoretical models to make predictions about behaviour, and the impact of evolution on human health and behaviour.

Assessment Proportions

The module will be taught through a series of lectures and practical sessions in the laboratory. During the lectures, the theory will be covered using an approach which includes extensive use of examples to illustrate key points. It will also draw on the use of video and audio to provide memorable learning experiences which are both stimulating and appropriate for the learning outcomes. Alongside the lectures, there will be workshops and practical sessions where students will have the opportunity to explore some of the ideas explained in the lectures. Assessed coursework for the module will include work generated from the workshop and practical sessions and will provide training in communicating the science using appropriate reports. Formative sessions will be specifically provided during the sessions to ensure that all students understand the concepts they are asked to communicate, there is also the option here for small-group or one-to-one teaching if students require it. The students are able to work at their own pace during the practical sessions and staff are available for discussion of ideas and feedback arising from the lectures or the practical session itself. Online asynchronous sessions use video with worksheets. All lectures are recorded in Panopto and made available on Moodle for revision purposes and to facilitate student inclusion.

LECX5244: Plant Biology

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A Level/high school equivalent Science

Course Description

‘Plant Biology’ aims to develop knowledge of the biology and ecology, not only of plants, but of photosynthetic life on Earth. It aims to communicate that understanding plants and other photosynthetic organisms offers a unique perspective that takes us out of our animal bodies and transforms our understanding of place, space, time, and flows of energy and matter.

Plants form the link between solar energy and life, and their sessile ways of life demonstrate how biochemistry drives our planet and forms a nexus of solutions to global challenges like climate change. Through lectures, practical sessions and analytical workshops, mechanistic insights will be used to develop critical knowledge that can be applied to develop understanding of plant physiology and provides transformational perspectives on issues in global change and ecology, including solutions targeting carbon sequestration, food security, and land use change.

Module content is stimulated by LEC’s world leading research expertise in photosynthesis, plant-water relations and plant cellular and molecular biology. Participation in the module will facilitate problem solving skills applicable in a range of biology and ecology careers and provides a gateway to level 6 modules and dissertation topics relevant to plant sciences.

Educational Aims

Upon successful completion of this module students will be able to…

1. Give examples of major functional groups of photosynthetic organisms and identify key environmental constraints that underpin their diversity and associations with ecosystems.
2. Link key processes underpinning photosynthetic carbon assimilation (light dependent and independent processes, sources and limitations of carbon supply), with limits on productivity experienced in different habitats, and illustrate how evolutionary adaptations and acclimation influence physiological function across environmental gradients of temperature, light, CO2, water and nutrients.
3. Identify the critical underpinning role of symbiosis in determining the diversity of photosynthetic life, give examples of plants and algae engaging in mutualism and parasitism, and evaluate the impact of organismal interactions on plant fitness and biogeochemical cycling of carbon, water and mineral nutrients.
4. Conduct experiments that target understanding of photosynthetic responses to environment and apply statistical analysis to critically appraise outcomes.
5. Explain key approaches used to evaluate photosynthetic productivity at a range of scales from organs and organisms to ecosystems.
6. Work collaboratively to critically analyse research that evaluates the impact of global change on photosynthetic productivity, and effectively communicate the impact that knowledge and uncertainty about interactions between photosynthetic organisms and their biotic and abiotic environments have on their assessment.

Outline Syllabus

This module will:

• Briefly explore the diversity of photosynthetic organisms and relate photosynthesis and plants to the geological record.
• Identify key themes in evolutionary adaptation by linking functional diversity of photosynthetic life in contemporary ecosystems with environmental gradients; demonstrated with respect to major ecosystems and biomes, and in the field locally.
• Extensively explore established mechanistic principles in physiology and symbiosis relating to major nutrient cycles (carbon, nitrogen, water and phosphorus); competition between plants; biotic interactions; abiotic stress; and domestication and agriculture.
• Provide hands-on experience of measurements used to evaluate photosynthetic function and productivity, enabling critical comparison of methods, and their applications in ecology, agriculture, and global change biology.

Critical insights will include:

• Diversity in photosynthetic life is largely hidden, often existing in metabolic and microscopic differences in cells and tissue architecture.
• Almost all photosynthetic life, and most life on Earth, depends on carbon fixation by the enzyme Rubisco; mechanisms that affect carbon-dioxide supply to Rubisco play key roles in productivity and environmental adaptation.
• Plants illustrate the importance of symbiosis: their photosynthetic organelles are derived from ancient symbiosis events, their existence on land is underpinned by nutritional symbioses with fungi, and plants that form symbioses with nitrogen fixing bacteria are a key route by which nitrogen enters the biosphere.
• Plants are key actors in hydrological cycles, connecting soil and atmosphere through transpiration.
• Cultivation of plants in agriculture is a major driver for ecological change that has profoundly altered global ecosystems and biogeochemical cycles.

Assessment Proportions

Learning will commence with a frame-setting lecture and on-campus field practical exploring the diversity of plant forms and strategies represented in familiar campus woodland and grassland environments. An introductory sequence of in-person lectures will explore established principles in plant ecology and physiology, guiding independent learning, and providing textbook and primary literature resources as well as a forum for student questions. Reading and accessible slides will be available in advance, lectures will facilitate interaction using e.g. Mentimeter, and Panopto recordings will enable asynchronous review/participation.

Concepts from introductory lectures will be applied and assessed through coursework developed in a block of practicals and workshops, building formative experience before a short sequence of capstone lectures designed to highlight cross-cutting insights.

Two practical sessions will provide hands-on experience of measurements used to evaluate photosynthetic function and productivity, and will be assessed via a short presentation. Practicals will enable student collection of data about plant performance using destructive sampling and state-of-the-art equipment measuring photosynthesis. To extend and reinforce learning from skills modules, outcomes will be analysed using standard approaches (ANOVA, regression). Critical emphasis will be placed on costs, benefits, and complementarity of measurement approaches.

Critical insights into plant biology will be addressed through group work and assessed using individual end-of-semester coursework submissions, with alternative written or recorded oral formats offered. Groups will critically appraise published global change studies that exploit methods introduced in the preceding practical sessions. A first workshop will enable groups and individuals to identify their questions and knowledge gaps based on interrogation of published hypotheses and methods, and may involve critical appraisal of Gen AI query outputs. Secondly, groups will briefly present their critiques and receive peer feedback through Q&A. Finally, there will be support for reflection on feedback and use of peer feedforward to shape draft reports. The last form of assessment will be an exam, with essay-type questions.

LECX5245: Ecology Field Skills

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A Level/high school equivalent Science

Course Description

Employers expect graduate ecologists to have gained experience of basic field ecology skills and common survey techniques. This module aims to provide students with these essential field skills in order to increase their competitiveness and potential for accessing the job market at the end of their degrees. The module focuses primarily on identification skills of several groups of organisms including plants and animals in terrestrial and marine habitats. This knowledge provides the basis for characterising and identifying habitat types in order to carry out environmental assessments. Students are introduced to standard habitat survey methods and other sampling techniques appropriate for assessing populations of indicator species of each habitat. This module is delivered on campus and in the field at Lancaster University field station and includes excursions to natural habitats in the surrounding areas, such as the Arnside and Silverdale National Landscape.

Educational Aims

On completion of this module students will be able to:

1. Use field guides and keys for taxonomic identification.
2. Demonstrate identification skills of the key taxa used in the module, such as common plants and key species of invertebrates used as biodiversity indicators
3. Use the habitat survey manual to classify target habitats within broad categories.
4. Identify appropriate sampling methods and apply them in the field.
5. Critically observe and accurately record data in the field.
6. Communicate key findings in an appropriate written format.

Outline Syllabus

The module will introduce students to a range of ecological field skills and common survey techniques. The focus of the module will primarily be on identification skills for several key groups of organisms including plants and animals in terrestrial and marine habitats. Associated with this, students will learn appropriate sampling techniques for different groups of organisms, and which approaches are best to apply in different situations.

The content of the module is delivered mainly in lab and field sessions by different members of staff with appropriate skills. The course will begin with a lecture introducing the module and outlining health and safety for the module. This will be followed by a series of one day sessions which will comprise of lectures, workshops and field visits to teach students key identification and survey skills. These sessions will provide the opportunity for formative feedback and one-to-one learning opportunities with academic staff and demonstrators. The final session on the course will be dedicated to the collection of field data which the students will use for their assignment and to an in-person practical test. The module provides students with a range of generic skills such as team working, report writing, critical observation and accurate data recording and interpretation. The module also provides students with an understanding of issues around safety when working in the field and ethics in relation to surveying sensitive species.

Assessment Proportions

This module is intended to provide students with practical skills for ecology. There are some introductory lectures, but the majority of the module is delivered through a mixture of lab sessions and field visits, either on campus or locally elsewhere with careful consideration given to inclusion. The most effective way to deliver the content of this module is by having sessions lasting for a full day, in a similar fashion to a residential field course. The final day of the module will be dedicated to giving students the opportunity to put their new skills into practice by collecting data for the laboratory report, which forms part of the module assessment. Moodle will be used to support learning throughout the course.

The module will be assessed by coursework in the form of a report (70%) which uses data the students collect themselves as part of the course. This will be complemented by an in-person practical test (30%).

LECX5246: Vertebrate Biology

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Introductory  (Year 1)  Evolutionary Biology

Course Description

Vertebrates (including fish, amphibians, reptiles, birds and mammals) display a staggering diversity of shapes and sizes, and are adapted to a wide array of environments, from hot deserts to freezing oceans. This module aims to provide students with an understanding of how vertebrate biology has evolved and give them skills in integrating information across different taxonomic groups. They will learn to understand how multiple solutions have been developed to solve similar environmental challenges (e.g. flight in birds and mammals). They will explore the diversity of vertebrate forms and functions, and gain a firm grounding in the physiological and behavioural processes that dictate whole organism biology. They will also gain more generic transferable skills such as critical discussion, application of knowledge to new situations, data analysis, wider reading, critical assessment of literature, and report writing.

Educational Aims

Upon successful completion of this module students will be able to…

1. Demonstrate effective written, visual and oral communication skills.
2. Critically discuss concepts and theories in small groups.
3. Critically assess the application of novel approaches to study species biology.
4. Analyse and differentiate the evolutionary history of the vertebrates.
5. Compare and contrast how animals have evolved different adaptive solutions to the same biological problems.

Outline Syllabus

This module will provide students with a comprehensive understanding of the diversity, form, and function of vertebrates, encompassing fish, amphibians, reptiles, birds, and mammals. Emphasis is placed on the integration of physiological and behavioural adaptations within the broader context of whole-organism biology and evolutionary theory. Students will be introduced to the major vertebrate taxonomic groups and will explore how these organisms have adapted to exploit a wide range of ecological niches across terrestrial, aquatic, and aerial environments. Through comparative interpretation and evolutionary perspectives, students will gain insights into how these adaptations contribute to the current patterns of vertebrate diversity and biogeographical distribution. A key focus of the module will be on understanding the interplay between form, function, and evolutionary strategy, encouraging students to critically evaluate how these factors influence the resilience or vulnerability of vertebrates in the face of ongoing environmental change. The module will examine how anatomical structures and key biological systems – including reproduction, thermoregulation, respiration, locomotion and feeding – have evolved in response to environmental pressures and ecological demands. In doing so, students will cultivate an appreciation for the complexity of vertebrate life, including an understanding of evolutionary processes, organismal biology, and the application of biological principles to real-world ecological and environmental challenges. They will also gain more generic transferable skills such as critical assessment and discussion of the literature, application of knowledge to new situations, data analysis, and visual science communication.

Assessment Proportions

This module will be taught through a combination of research-led lectures, workshops (that include small group teaching and learning) and a fieldtrip to an aquarium. To ensure inclusivity, all lecture and workshop material will be made available in advance of the session and recordings from Panopto shared on Moodle immediately following delivery. Theory will be delivered during lectures and applied within workshops, where students will engage in small group and one-to-one discussions, develop communication skills through presentation, and build on formative peer-to-peer feedback. A flipped classroom approach will be taken for the workshop that creates the content for the coursework, to ensure that asynchronous material stimulates group discussion and critique, which then feeds directly into the assessment. This information will be collated in a visually stimulating format for the scientific poster coursework, developing writing and communication skills.

The fieldtrip will explore the diversity of fishes and will be accompanied by a piece of formative assessment in the form of questions to answer as the students explore the aquarium exhibits and signage. Questions will then be discussed formatively as a group during a follow-up lecture the same week.

LECX6143: Animal Behaviour

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Intermediate (Year 2) evolutionary biology

Course Description

This module aims to show how the behaviour of individuals has evolved to maximise their survival and reproductive success. Building on the theories and concepts discussed in the level 5 Evolution module, this module covers a diverse range of behaviours throughout the animal kingdom and explores how they can be studied and interpreted within the same evolutionary framework. Students will discuss the latest research on major topics in behavioural ecology and consider how the study of behaviour informs ecology, conservation and an understanding of our own species. Students will also gain wider scientific and transferrable skills including problem-solving, discussing complex or ambiguous topics, data processing and analysis, coding, and report writing.

Educational Aims

Upon successful completion of this module students will be able to…

1. Critically assess how a behaviour evolves by evaluating the fitness costs and benefits to the individual.
2. Design theoretical, observational and experimental approaches to measuring the fitness consequences of behaviour.
3. Apply established theory to formulate testable hypotheses in the study of reproduction, sociality and communication in animals including humans.
4. Critically appraise and synthesise the scientific literature to develop original arguments.
5. Analyse and interpret quantitative data using appropriate methods.
6. Communicate research findings in a clear and concise scientific report.

Outline Syllabus

Understanding animal behaviour has been both a source of inspiration and a fundamental challenge throughout human history. Contemporary behavioural ecology investigates behaviour within an evolutionary framework, focusing on the role of natural selection and applying Darwinian principles to understand how and why individuals behave in the way that they do. This module begins by discussing exactly what behaviour is, how we study it, and the importance of behavioural research in ecology, conservation, and society. After exploring how interactions between genetic and environmental factors shape behaviour, the module then focuses on three major topics: reproduction, sociality, and communication. For each of these, the key theories and concepts are reviewed before illustrative examples from the latest research are presented and gaps in our knowledge are highlighted. Finally, the module considers how the same methods, theory and knowledge can be applied in the study of human behaviour, and what, if anything, makes us different to other species. Throughout the course, a series of practicals and workshops will complement and expand upon the lecture material, at the same time providing experience with research methods and developing computing, analytical and writing skills.

Assessment Proportions

The module will be delivered using a range of teaching and assessment methods to account for variation in how students learn most effectively. Lectures will combine theory with illustrative examples, and where appropriate, open-ended discussion of unresolved ideas in the literature. All lectures will be recorded in Panopto. Practical sessions will be designed to complement the lecture material with a focus on data-oriented activities. These are to include computer, lab and field-based work, thereby offering different environments in which to work and enabling inclusivity. An online, asynchronous element will allow students to work at their own pace before receiving formative feedback via a synchronous ‘debrief’; this debrief will be recorded in MS Teams. The workshop will take place mid-way through the module and provide formative feedback on progress via a quiz and an open discussion forum. This session will then deliver further content in a flexible format that reflects the results of the quiz and forum, giving students extended time to discuss ideas with their peers and with staff. Together, the practical and workshop sessions will help students develop subject-specific skills and transferrable skills including the use of MS Excel and R.

The coursework for the module will build on data collection from the field-based activities, but the final data set will be provided to all students so that those unable to attend are unaffected. A session introducing the data and outlining expectations for the assessment will be delivered in person and recorded in Panopto. The coursework will specifically assess alongside the overarching. Regarding exam preparation, an in-person revision session will be offered at the end of the module, and all recordings will be made available on Moodle.

LECX6144: Interdisciplinary Conservation Science

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Intermediate (Year 2) conservation biology/science

Course Description

This module aims to develop an interdisciplinary understanding of conservation science by exploring the history, key concepts and approaches to research and practice in the field. Students will develop a critical awareness of how conservation approaches have shifted through time and the implications of these changes for different groups of people and nature. Most of the course will be focused on the concepts and practices emerging from the contemporary multi- and interdisciplinary field of conservation science. The breadth of issues students explore will be grounded in real world, research-led case studies. Through group work and peer-to-peer learning the module will prepare students to communicate and critically engage with the challenges involved in conserving nature and respecting the rights of indigenous peoples and local communities in a changing and complex world.

Educational Aims

Upon successful completion of this module students will be able to…

1. Integrate and critically apply knowledge of concepts and approaches from conservation science, building from traditional biological underpinnings to the incorporation of the social sciences, to evaluate conservation practice in the context of sustainability challenges.
2. Assess and communicate current and emerging threats to biological diversity and appraise the effectiveness of differing approaches to countering those threats, using in-depth case studies that evaluate interventions and their trade-offs with other social justice concerns.
3. Demonstrate advanced scientific literacy by critically drawing on key literature and concepts in the conservation field, identifying weaknesses, and formulating interdisciplinary arguments through clear, evidence-based writing.

Outline Syllabus

Conservation is as much about human rights, actions and values as it is about species, habitats and biological diversity. As a field, conservation science now recognizes the complex interconnected nature of environmental challenges and social concerns, requiring normative perspectives and ways of knowing from the natural and social sciences. While the foundations of conservation are rooted in traditional biology, the discipline has grown far beyond that and now incorporates or is centred around a diverse array of knowledges and approaches from subfields such as the social sciences, economics and humanities. This module will introduce students to the increasingly holistic approach to conservation, emphasizing the interplay between ecological and social systems, that recognises human rights and examines wellbeing, behaviours, economic pressures, and cultural values alongside biological factors. The need for equitable collaboration across diverse stakeholders, including local communities, governments, and NGOs will be explored. Through case studies, students will learn to apply interdisciplinary frameworks to real-world scenarios, and to recognise and engage with the often-conflicting values and priorities. The course will prepare students for careers in conservation organizations, government agencies, and research institutions, empowering them to become effective agents of environmental and social change.

The module, including learning through lectures and group seminar discussions, will be structured so that the initial four weeks explore core approaches and concepts that underpin interdisciplinary conservation science. This will be followed by three 2-week blocks, each exploring a key social-ecological case study (e.g. tropical coral reefs, tropical forests, or the English Lake District) from both natural and social science perspectives, helping students to apply and develop the learning across the concepts and approaches. The final week will be dedicated to module synthesis.

Assessment Proportions

This module adopts a research-led, student centred, teaching approach to explore conservation science. Learning is delivered through a combination of lectures mixed with seminar discussion groups to explore the themes taught in the lectures. Lectures will provide the theoretical foundations, identify key challenges and problems in the field, and explore diverse solutions. Additional guest lectures will help embed and extend this knowledge by exploring case studies in depth. Lecture material can be revisited through Panopto recordings and further developed through diverse learning materials provided on Leganto. Seminars will use small group work, guided discussion tasks and debates to encourage critical engagement with the lecture content. Seminars will further examine the challenges of interdisciplinarity and the trade-offs between conservation and other sustainability goals.

Students will be supported in independent study through curated reading lists, access to primary literature, and a diversity of additional material, such as videos, podcasts, documentaries, and blogs. This will build awareness of and engagement with diverse forms of communication, and will be built upon through the infographic coursework.

The coursework will be in the form of a referenced infographic with an accompanying 500 word text to justify the rationale for the topic chosen and the take home messaging. The infographic should demonstrate a depth of understanding through the ability to communicate a complex conservation issue to a broad audience quickly and clearly.

The exam will consist of three essay questions, from which the student will choose one to answer. The questions will be designed to draw from both the core concepts introduced in the module, and the in-depth case studies the students are exposed to. An emphasis on evidence-based content, critical reflection, and a grasp of the importance of interdisciplinarity will be expected.

By the end of the module, students will have developed a strong understanding of conservation science, its development, and increasingly interdisciplinary direction.

LECX6245: Coral Reef Ecology

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: A Level/high school equivalent Science

Course Description

This module aims to develop a scientific understanding of coral reef ecosystems by exploring the biology and ecology of reef-building corals and reef fishes. Students will examine the patterns and processes that underlie diversity, species interactions, fish behaviour and macroecological patterns, while assessing major threats and conservation solutions. The module prepares students to critically engage with the challenges of sustaining coral reefs in a changing world.

Educational Aims

Upon successful completion of this module students will be able to…

1. Integrate and critically apply knowledge of coral reef biology, ecology, and evolution to explain patterns of species diversity, dispersal, behaviour, and ecosystem function across spatial and temporal scales.
2. Assess current and emerging threats to coral reef ecosystems and appraise the effectiveness of conservation and management approaches, using ecological theory and real-world case studies.
3. Demonstrate advanced scientific literacy by critically analysing generative AI outputs, identifying inaccuracies or omissions, and communicating complex ecological concepts through clear, evidence-based writing.

Outline Syllabus

This module explores coral reefs as one of the most biodiverse and ecologically complex ecosystems on Earth, with a focus on the biology, ecology, and evolution of reef-building corals and reef fishes. We begin by asking: What are corals? Students will examine the anatomy, physiology, and symbiotic relationships that define scleractinian (hard) corals, along with their evolutionary origins and the conditions that enabled reefs to flourish throughout geological time.

We then explore the evolutionary history of reef fishes and their remarkable diversification alongside corals. A central focus is on the diversity, reproduction, dispersal, growth, and survival strategies of both corals and fishes, asking: How do species persist and spread across such dynamic and fragmented habitats? Particular attention is given to larval dispersal, recruitment, and the life-history trade-offs that shape population dynamics.

The module also examines the behavioural ecology of reef fishes, with a focus on aggression, competition, and feeding strategies. Students will explore how these behaviours contribute to coexistence in highly saturated communities, and how interactions at the individual level scale up to influence community structure and ecosystem function. We then move towards understanding how and why coral reefs are distributed globally, exploring biogeographic patterns.

The final part of the module addresses major threats including climate change, habitat degradation, and overexploitation, alongside emerging conservation solutions such as marine protected areas, reef restoration, and adaptive management. Through case studies and current research, students will develop an integrated understanding of coral reef systems and the challenges they face.

Assessment Proportions

This module adopts a research-led teaching approach to immerse students in the biological, ecological, and evolutionary dynamics of coral reef ecosystems. Learning is delivered through a combination of lectures mixed with practical tasks and/or discussion elements, and interactive workshops. Lectures provide the theoretical foundation, introducing key concepts such as coral physiology, reef fish behaviour, species coexistence, and macroecological patterns. Practical elements encourage critical engagement with current research, case studies, and conservation debates, while workshops focus on developing analytical and practical skills through data analysis and problem-solving tasks.

Students will be supported in independent study through curated reading lists, access to primary literature, and guided learning activities. Emphasis is placed on the ability to use knowledge and skills developed as part of earlier modules in the programme, to interpret ecological patterns, evaluate scientific evidence, and apply theory to real-world environmental challenges.

The coursework assignment requires students to critically evaluate a generative AI response to a scientific question in coral reef ecology. It is designed to assess students' ability to identify and explain scientific inaccuracies or omissions, apply advanced ecological theory, and support arguments with appropriate peer-reviewed literature. The assignment also evaluates scientific writing skills, evidence-based reasoning, and students’ ability to reflect on the role and limitations of AI tools in academic contexts. Overall, the task encourages deep critical thinking, scientific literacy, and communication, which are core competencies for final-year undergraduates in LEC. Students will receive guidance on structure and critical discussion through workshops and formative feedback.

By the end of the module, students will have developed a strong understanding of coral reef science and honed their skills in scientific analysis and communication, which are required for research, conservation, and policy careers related to biodiversity.

LECX6246: Sustainable Agriculture

• US Credits: 5 US Credits 
• ECTS Credits: 10 ECTS credits 
• Pre-requisites: A-Level/high school equivalent Science 

Course Description

This module aims to evaluate food production, resource consumption, resource use efficiency and environmental consequences of current intensive and more extensive alternative agricultural systems. Various economic (e.g. irrigated water productivity; cost-benefit analyses) and environmental sustainability metrics (e.g. carbon & water footprints) are introduced. Biological mechanisms underpinning various agronomic techniques (e.g. water-saving irrigation, conservation tillage, crop rotations, intercropping, bio-fertilisers, agroforestry and silvopastoral systems) are studied. Agriculture’s delivery of various ecosystem services (e.g. pollination, flood control, air quality) and disservices (pollution, greenhouse gases) is considered. Group work evaluates the efficacy of biological and synthetic fertilisers via a greenhouse-based plant growth trial, and ways of enhancing economic (e.g. government grants) and environmental sustainability (e.g. carbon accounting) of UK farm production. Since agriculture is the dominant human activity on the planet (by area) and essential for food security, it is vital to understand how it can operate more sustainably.

Educational Aims

Upon successful completion of this module students will be able to…

1. Appraise economic and societal issues constraining or incentivising the adoption of specific agricultural techniques.
2. Differentiate alternative scenarios and solutions for key environmental problems associated with agriculture.
3. Synthesise grey and peer-reviewed literature to compare the veracity of market claims and published data.
4. Design, statistically analyse, interpret and report experiments to determine the productivity of different agricultural technologies.
5. Write cogently and critically about biological mechanisms regulating agricultural yields within modern intensive agriculture and alternative, sustainable solutions.

Outline Syllabus

Modern resource-intensive agriculture has successfully delivered relatively abundant, cheap food (at least in the developed world) to a record human population, but at considerable environmental costs in terms of biodiversity loss, greenhouse gas emissions and environmental pollution. Less intensive, less damaging agricultural systems exist, but are they economically viable for farmers and do they produce sufficient food for society? What ecosystem services does society expect from our agricultural landscapes?

Agriculture’s history is briefly considered, to understand the consequences of introducing key technologies (e.g. mechanisation, irrigation, fertiliser use, GM crops, biocides). Methods to evaluate their economic (e.g. time series analysis of crop yields or livestock weight gain) and ecological sustainability are considered. Resource use efficiency is introduced as a key concept to assess the food production / environmental consequences of management changes, and compared with commonly used industry methodologies such as (carbon / water) “footprinting” and life cycle analysis.

The biological mechanisms determining the agronomic success of these technologies are introduced, along with alternative techniques proposed to contribute to “sustainable agriculture” (e.g. no tillage, water-saving agriculture, bio-fertilisers, crop rotations, intercropping, agro-ecology, mixed farming systems). Environmental consequences of resource consumption (water, energy, mineral resources) within agriculture are considered.

Agriculture’s provision of ecosystem services (e.g. biodiversity, carbon sequestration, crop pollination, water purification) is critically analysed, along with mechanisms incentivising farmers to adopt less intensive agricultural systems. Landscape design (land sparing versus land sharing) emerges as a key issue to resolve farmer and society expectations of agriculture.

Assessment Proportions

Recognising that individual student performance / preference varies between different assessment techniques, different assessment techniques (ways of demonstrating their knowledge) are introduced in aiming to develop key skills to assist their integration into the workforce. This also builds resilience in that no single component is disproportionately assessed.

While other modules assess group presentations (each group member receives the consensus mark of the group), students dislike this form of assessment as there may be inappropriate reward those who have contributed most, or least, to task development and delivery. One solution is for students to have greater autonomy in conducting their own research and preparation to deliver an individual presentation. This may appear daunting (appropriate recognition for those with specific ISLPs in ensuring they don’t present to the entire class, or to provide alternative written assessment) but often reflects the workplace, where a manager may ask for a presentation on a specific topic within a time limitation. To reflect this, students will sign-in on a Monday morning to research and deliver their individual presentation on a Friday. Each student is allocated a group (group size reflects class numbers) to ensure they know which week their assessment is (allowing opportunities to swap in case of personal conflicts).

Group work is the only realistic way to conduct experiments comparing different agricultural technologies (due to logistics of growing / harvesting plants). Groups collaborate in the design, execution and statistical analysis of their experiments (scheduled workshop time), then write up individual practical reports.

To ensure students have integrated knowledge from both lecture & workshop sessions, a final exam is proposed. This comprises both essay-style discursive questions integrating knowledge from across the module and more analytical / experimental design-type questions.

LECX7141: Ecological Monitoring Techniques

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

LECX7142: Aquatic Ecology

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

LECX7143: Agriculture, Climate Change and Food Security

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

LECX7145: Conservation Science

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits:   10 ECTS
• Pre-requisites: Cannot take with LECX6144

LECX7244: Habitat Management

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

LECX7246: Applied Data Science for Biodiversity

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

NATS6201: Teaching, Outreach and Public Engagement

• Terms Taught: Lent/Summer
• US Credits: 5 US Semester Credits 
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: None