Writtle College School of Sustainable Environments Conservation Studies MSc Conservation Postgraduate Diploma Conservation Postgraduate Certificate Conservation Course scheme 2010 2011
Writtle College School of Sustainable Environments Conservation Studies MSc Conservation Scheme 2010-2011 2 Context Conservation in the modern World The Requirement for a Masters/ Postgraduate Scheme in Conservation Scheme Aims And Objectives What is an MSc in Conservation? Scheme Design And Structure Teaching And Learning Strategy Assessment Strategy Terms and Semesters Conservation in the Modern World Modern conservation management is a challenging multi-disciplinary field, and an effective conservation practitioner requires a good knowledge and understanding of the scientific, policy and legislative frameworks as well as sound people and project management skills. In general, strategies to protect our environment and to promote the sustainable use of natural resources at national, European and international levels are founded on principles of applied ecology. However, as a result of the restructuring of the conservation sector in line with broader socio-economic changes throughout the European Union, the practice of conservation has become more sophisticated and this has placed greater demands on the skills of staff at all levels of employment. Significant obligations, which now steer conservation practice in the UK, include the European Habitats Directives, the Water Framework Directive, the international obligations ensuing from the 1992 Earth Summit in Rio de Janeiro and later the Kyoto treaty, the UK Biodiversity Action Plan and Biodiversity Challenge. Consequently, the structure and demands of the sector have altered; the statutory arms of conservation have been joined by a rapidly developing commercial arm and an increasingly well funded and organised sub-sector under the auspices of local government. To effectively fulfil the duties of a member of staff working in conservation, employees must be equipped with skills in: project planning, supervisory management, interpreting legal framework documents, producing Biodiversity Action Plans, co-ordinating species and habitat assessments as well as advising clients on appropriate management for priority conservation features. Conservation has evolved rapidly as a unique branch of science that combines large elements of applied ecology with aspects of social and philosophical sciences. More recently, the rise to prominence of conservation science has been reflected in the growing number of journals and periodicals such as Biological Conservation, British Wildlife, Animal Conservation, Conservation Biology and Practical Conservation. Conservation issues are also being developed in the context of planning, engineering and economics. Continuing advancements in scientific and cultural underpinning knowledge promotes the evolution of conservation practices towards more subtle and refined management of the natural resource. In recent years, conservation science and practice in the UK has kept abreast with both American and European conceptual thinking in this field. At the same time, the UK sector
has continued to develop its own distinctive brand of the science within the context of the European Directives. In particular, the new focus is on the impacts of climate change on biodiversity and the landscape. Environmental concerns about the effect that global warming is having on marine and forest systems and also on certain taxa including birds and invertebrates, are shaping our environmental policies. 3 The Requirement for a Masters/ Postgraduate Scheme in Conservation To be a successful practitioner in Conservation, it is likely that the following skills would be necessary: a detailed subject knowledge in certain areas to allow an understanding of the potential complexity of issues; a breadth of understanding which encompasses not only conservation science but also policy and practice at both international and national levels; the ability to respond to changes in processes and technology in an increasingly complex and changing field; the skills to locate, capture and critically analyse information. The postgraduate scheme in Conservation is designed as a flexible scheme to meet the above requirements by: providing information and knowledge; Identifying and appraising the prospects for future developments; Providing the ability to source and appraise the value of information, synthesises key issues and solve problems; Allowing the acquisition of expertise and critical thought processes through research and specialist study. A Masters level scheme places greater emphasis on the latter two points. It is the student's ability to handle, evaluate, interpret and act upon information and knowledge which is the distinguishing element of a taught Masters award. Scheme Aims and Objectives This full time one year or part time scheme leads to an MSc or Postgraduate Diploma or Postgraduate Certificate in Conservation. It has the following features, which are generally characteristic of postgraduate study and specifically identify a Masters level scheme. The programme and individual modules allow: Individual development and learning autonomy; The pursuit of a depth of knowledge and understanding of broader issues; Critical appraisal of information and situations as well as the demonstration of innovative and original ideas; The application of knowledge and understanding to problem solving;
The demonstration of in depth knowledge and the contribution of original ideas in an area of conservation. Aims and Performance Outcomes of the Scheme The aims of the course are to provide students with the ability to: Evaluate critically complex scientific and policy-based issues involved in the conservation management of species and ecosystems Demonstrate a core body of transferable skills that will enable them to contribute effectively to successful conservation management Develop expertise in designing, planning and carrying out appropriate research and conservation management projects Undertake the necessary preparation for further academic progression or employment in the fields of conservation and rural resource management in the academic, voluntary, public and private sectors. The degree has been designed to equip students with the appropriate level of both intellectual and vocationally relevant skills required to effectively carry out the responsibilities expected of an employee appointed to the position of scientific officer or higher scientific officer. Furthermore, students will be able to demonstrate a thorough understanding of complex scientific principles and how to apply scientific rationale and techniques to conservation practices. Students who have successfully completed this degree will be able to demonstrate an understanding and critical evaluation of: the ecological principles and cultural values that underpin conservation strategies and practices in both the UK and the wider Europe the strategic, policy and planning processes involved in conservation the designing and planning of research and specific conservation projects organisational management structures and work ethics in the context of the conservation sector the multidisciplinary and holistic nature of conservation in the context of the sustainable countryside Students will also learn to appreciate the role of managers within a complex and rapidly changing operational environment where the distinctiveness of traditional boundaries between discipline areas is becoming blurred. The course is concerned with developing the transferable intellectual and interpersonal skills that are essential pre-requisites for functioning as an effective manager within the provision of green space. These skills are broadly the same as those required to academically demonstrate mastery in the context of the management of landscape. 4 What is the MSc and Postgraduate Diploma in Conservation? In the modern context, conservation management involves the application of scientific knowledge and understanding to the practice of protecting the natural environment. In recent years evidence-based conservation has come to replace more conventional practices of management that relied more on received wisdom and historical practice. Furthermore,
conservation is driven by policy and legislation and can only be affected if there is good synergy between the three components. Finally, the values that society attaches to nature are a legacy of the education system and considerable resources are invested in implementing effective conservation education. This course focuses on all these aspects of conservation. 5 The Postgraduate Certificate in Conservation Those students that already have an academic grounding or work experience in conservation but are looking for sharper focus in specific areas of the discipline can elect for a shorter, specialist route through the programme by enrolling on to the Postgraduate Certificate course. Scheme Design and Structure MSc Conservation Modules The following modules are offered: Title credits Compulsory Option semester Managing for Sustainable Ecosystems 15 Y A Conservation Policy & Practice 15 Y B Research Methods 15 Y A Environmental Education 15 Y B Biological Surveying 15 Y B Protected Area 15 Y B Species Conservation 15 Y A Landscape Ecology 15 Y A Theory of Landscape 15 Y A Human Resource 15 Y B Dissertation (MSc students only) 60 Y (Core) Students on the Postgraduate Certificate may elect to study for any of the 4 modules in the scheme to gain the necessary 60 credits
6 Teaching And Learning Strategy A general framework for learning strategies is provided by the validation body regulations. This is further refined by individual College procedures and regulations. However, at the individual module level, staff, retain considerable latitude to adopt strategies which are appropriate for the specific subject matter and delivery methods. In the MSc and Postgraduate Diploma scheme content and learning strategies, emphasis will be placed on the ability of students to acquire knowledge, analyse and solve problems and ensure development of self-reliance and adaptability. Learning Activities The learning methods employed will be appropriate to the learning outcomes of the named awards and to the needs of individual students concerned. Information will be delivered by a combination of lectures, seminars, tutorials, workshops, visits and student managed learning. The specific learning activities identified in the Module Reference Sheets are selected on the basis of the individual learning outcomes and content of specific modules. Field activities will be an important component of the learning strategy. Scheme timetables will be constructed to capitalise on the advantages of a modular structure in order to facilitate flexibility in adopting a range of teaching methods. As is consistent with the Masters level nature of the scheme, the learning strategy has a relatively large amount of student managed learning time, thus allowing for student autonomy and self guided study compared to undergraduate courses. This self guided study, under the supervision of staff, will be undertaken using the open access study facilities of the colleges that include the libraries, flexible learning workshops, computer workshops and, in the case of Writtle, the College Estate. Research Project (Masters Stage Dissertation) An important component of the scheme, which is designed to allow students to develop and demonstrate an overall level of academic ability at a 'Masters' level, is the Research Project. This is undertaken over a 20 week summer period. The presentation of a substantial dissertation will ensure that the student has the ability to define, investigate, interpret and draw conclusions within a clear conceptual framework, and to present a lucid account of the process. The Research Project is expected to include an investigative component, which will demonstrate that the student can apply their learning to a practical problem-solving situation. The Research Project will be undertaken under the supervision of a member of the academic staff. The Research Project need not necessarily be based at the College or necessarily in this country. Industrial based research projects will be encouraged, although students embarking upon these will have to undergo the same intellectual rigour, and have access to the same level of support, as projects based at College. Assessment Strategy The aim of the assessment processes will be to obtain a fair and accurate indication of an individual student's knowledge and skills development. The assessment strategies are devised for each module within the guidelines laid down by the College and the University. A rigid assessment strategy will not be applied to all modules, as the assessment should encourage responsiveness and flexibility to the subject, student and industrial needs. As a consequence, assessment will be undertaken with the use of a wide variety of methods including essay, project, case study and/or end of module examination.
Grading and Assessment Modules will be allocated grades on the following basis: 7 Marks % Distinction 70-100 Merit 60-69 Pass 50-59 Unsatisfactory 0-50 and the transcript will present the information in the same way. Award In order to achieve the specific awards within the scheme a student must have passed or been credited with the modules as detailed in the course scheme documentation. Students who withdraw or fail an award will be granted any lower award for which their credits entitle them. Progression The major progression points coincide with the following stages: Postgraduate Certificate (60 appropriate credits) Postgraduate Diploma (120 appropriate credits) At each progression point the Examinations Board will review the students progress and decide whether they can proceed. Regulations For further detail of the academic regulations that apply to the suite of Masters courses delivered at Writtle College, together with the College view of postgraduate study, please see the Higher Education [Taught Postgraduate] Academic Regulations and the Postgraduate Handbook.
Programme Specification 8 12 Programme structures and features, curriculum units (modules), credit and award requirements MSc Conservation 180 credits MSc Conservation Postgraduate Diploma Conservation Postgraduate Certificate Conservation Dissertation 1. Conservation Policy & Practice 2. Environmental Education 3. Biological Surveying 4. Protected Area 1. Research Methods 2. Managing for Sustainable Ecosystems 3. Species Conservation 1. Conservation Policy & Practice 2. Environmental Education 3. Biological Surveying 4. Protected Area 1. Research Methods 2. Managing for Sustainable Ecosystems 3. Species Conservation Selection from module list Selection from module list Progression requirement 120 appropriate credits Postgraduate Diploma may be awarded Semester 2 Progression requirement 60 appropriate credits Postgraduate Certificate may be awarded Options: 1. landscape Ecology 2. Human Resource Options: 1. Landscape Ecology 2. Human Resource Options: Module selection Semester 1 Advice on Fees Year 2008 / 09 Full-time UK and EU Students
Course and School staff 9 Staff team Dr Peter R Hobson School of Sustainable Environments (Course Manager) Dr John Morgan (Module Leader) Mr Ron Fryer (Module Leader) Mr Jeff Logsdon (Module Leader) School of Sustainable Environments School of Sustainable Environments School of Design School of Sustainable Environments Rural Business Centre Head of School: School Administrator 1: School Administrator 2: Research Technician: Caroline Flanagan Sarah Cook Tracey Dearsley Alan Roscoe
Conservation Studies MSc / Postgraduate Diploma / Postgraduate Certificate Conservation Reading List 10 Boyce,M.S & Haney,A (1997) Ecosystem : Applications for Sustainable Forest and Wildlife Resources. Oxford University Press. Edwards,P.J., May,R.M. & Webb,N.R (eds.) (1994) Large-scale Ecology and Conservation. Blackwell Science. Farina,A. (1998) Principles and Methods in Landscape Ecology. London: Chapman & Hall Forman, R.T.T. (1997) Land Mosaics: The ecology of landscapes and regions. Cambridge: Cambridge University Press Fry, M (ed) (1995) A Manual of Nature Conservation Law. Oxford: Oxford University Press. Gaston,K.J. & Blackburn, T.M. (2000) Patterns & Processes in Macroecology. Blackwell Science. Hopkins, J.J. (1995) The Habitats Directive - Selecting the UK sites. British Wildlife 6 297-306. Huston, M.A (1994) Biological Diversity. Cambridge: Cambridge University Press Goldsmith, F.B. (ed.) (1991) Monitoring for Conservation and Ecology. Conservation Biology Series 3. London: Chapman & Hall. Harding, P.T. (ed.) (1992) Biological Recording of Changes in British Wildlife. London: HMSO. JNCC (2007) Handbook for Phase 1 Habitat Survey. A Technique for Environmental Audit. Peterborough: JNCC. Hutchings,M.J., John,E.A & Stewart,A.J.A (eds.). (2000) TheEecological Consequences of Environmental Heterogeneity. Blackwell Science. Loreau, M., Naeem,S., Inchausti, P (eds.) (2002) Biodiversity and Ecosystem Functioning. Oxford Biology. Lindenmayer,D.B & Franklin,J.F (2002) Conserving Forest Biodiversity: A comprehensive multi-scaled approach. Island Press. Perlman,D.L & Adelson,G (1997) Biodiversity: Exploring values and priorities in conservation. Blackwell Science. Pullin,A.S (2002) Conservation Biology. Cambridge: Cambridge University Press. Sheppard, S.R.J. (ed.) (2001) Forests and Landscapes: Linking ecology, sustainability and aesthetics. London: CABI. Sutherland,W.J (2000) The Conservation Handbook: Research, management & policy. Blackwell Science.
Spellerberg, I.F. & Sawyer,J.W.D. (1999) An Introduction to Applied Biogeography. Cambridge: Cambridge University Press. 11 Weddell,B.J (2002) Conserving Living Natural Resources in the Context of a Changing World. Cambridge: Cambridge University Press Useful papers: Ricketts, T.H. (2001) The matrix matters: Effective isolation in fragmented landscapes. American Naturalist 158: 87-99 Tischendorf,L. & Fahrig,L. (2000) How should we measure landscape connectivity? Landscape Ecology 15: 633-641 Wiens, J.A. (1989) Spatial scaling in ecology. Functional Ecology 3: 385-397. Journals: Landscape Ecology Journal of Ecology Journal of Applied Ecology Journal of Conservation Biology
12 POSTGRADUATE ACADEMIC YEAR 2010-11 MSc & MA courses that run on semesters MSc Conservation SEMESTER 1: Friday 17 September 2010 - Friday 14 January 2011 SEMESTER 2: Monday 24 January 2011 - Friday 20 May 2011 Dissertation period: Monday 23 May 2011 (final start date) - Monday 10 October 2011 (final submission date) MSc & MA courses that run on academic terms AUTUMN TERM: Friday 17 September 2010 - Friday 17 December 2010 SPRING TERM: Monday 4 January 2011 - Friday 1 April 2011 Dissertation period: Monday 4 April 2011 (final start date) - Monday 19 September 2011 (final submission date)
13 Higher Education Fees 2010 2011 MSc Conservation 3,850 (full-time) 2010-2011 Postgraduate Diploma 60 Credits per yr 1,645 Postgraduate Certificate 30 Credits per yr 820 Postgraduate Individual Modules pro rata dependant on number of credits Certificate in Studies 2,300 Diploma in Studies 2,160 MBA. Students Progressing from DMS 3,600 Higher Certificates - 15 Credit modules 411-30 Credit modules 822 Overseas Students Postgraduate Degree (MSc) 8,445 First Degree 7,930 Foundation Degree 7,930 Industrial Placement 2,640 Full time students taking additional HE modules - 15 Credit module 411-30 Credit module 822 Financial Assistance Students in financial difficulties can apply to the Access to Learning or Special Support Fund for help with additional costs such as travel, books and equipment etc.