This course explores ecological aspects of environmental restoration using Landscape, site and species specific approaches. You are introduced to the ecology of; landscapes, communities, populations, metapopulations, disturbance and invasive species. You will learn how to apply this to practical scenarios such as translocations, compensatory populations, and provenance for revegetation, landscape defragmentation and climate change. You will develop skills in field assessments, and the analysis and interpretation of data using a variety of statistical and analytical approaches and software.
|Learning materials – pre recorded lecture content and or other instruction materials available as video recordings||2hrs||Week 1||13 times|
|Laboratory 1 – On campus computer laboratory/workshop. Self paced tutorial activities. Fieldwork may be incorporated in some of the computer labs for data collection||2hrs||Week 1||13 times|
|Seminar – Introduction to course and face to face guest presentations||1hr||Week 1||3 times|
|Fieldwork – 1 day field work on or off campus for class data collection for major assignment||8hrs||Week 5||Once Only|
Landscape ecology and fragmentation; succession, population growth and restoration; metapopulations and invasive species; genetics of restoration and restoration and climate change
300 Level (Graduate)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Completing these tasks successfully will contribute to you becoming...|
|1||Understand key concepts and theories pertinent to ecological restoration including | genetic theory, metapopulations, succession, demographic parameters, climate change, and population growth and regulation||
|2||Describe and explain the ecology of weed invasions||
|3||Explain the implication of climate change for species viability and restoration||
|4||Design and formulate restoration strategies and communicate findings in a scientific report format||
Creative and critical thinker
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
ENS221 or ENS222 or ENS282 or ENS213 or ENS214 or LFS261
Will have undertaken some scientific writing and data analysis at second year level
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Students will receive feedback during practical class sessions they will also submit on a weekly basis their completed practical session ( in computer lab) worksheets in the week following the class these will be returned the following week in class marked and with comments to provide early feedback on student progress. These then combine to make the total mark for task 3
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|All||1||Artefact - Technical and Scientific, and Written Piece||Individual||40%||
|Week 10||Online Submission|
|All||2||Examination - Centrally Scheduled||Individual||40%||
|Exam Period||Online Submission|
|All||3||Artefact - Technical and Scientific, and Written Piece||Individual||20%||
|Throughout teaching period (refer to Format)||In Class|
|All - Assessment Task 1:Restoration project report/paper|
This task is designed to allow you to demonstrate your knowledge and theory of restoration ecology by evaluating a real world restoration project using scientific methods. Students will undertake a project to investigate a restoration topic. This will involve the design collection analysis and interpretation of data. Students will write an assignment in the scientific paper format suitable to submit to a restoration journal to present the work.
|Product:||Artefact - Technical and Scientific, and Written Piece|
Scientific paper suitable for a Restoration Ecology Journal
|All - Assessment Task 2:End of semester examination|
To asses student understanding of restoration concepts, ability to apply restoration concepts to specific scenarios and analyse and interpret data in terms of restoration concepts.
|Product:||Examination - Centrally Scheduled|
This examination will be based on material covered in lectures and tutorials for the course and will be held in the normal examination period. The exam will contain short answer questions data analysis and interpretation and an essay question
|All - Assessment Task 3:Tutorial questions|
The tutorial question series allows you to review and apply practical l aspects of the science of restoration ecology
|Product:||Artefact - Technical and Scientific, and Written Piece|
Students to complete tutorial data analysis exercises and answer tutorial questions. To be submitted after tutorial completion. Each tutorial submission is of equal weighting and combined will result in 20% of the total marks the specific tutorials to be submitted will be identified and tutorial notes will be available online Submit: from week 1 to week 12.
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Recommended||Margaret A. Palmer,Joy B. Zedler,Donald A. Falk||2016||Foundations of Restoration Ecology||n/a||Island Press|
Students are expected to wear appropriate protective clothing as specified in course handouts whilst on field trips.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
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