Forest Conservation Biology
Information from the course leader
Most welcome to the course in Forest Conservation Biology!
The course is a distance course, and will run at a 50% pace from January to June 2023.
There will be one mandatory physical meeting during the course, whe we will meet in Uppsala for two full days of excursions. This will take place 4-5 May. Please book these dates in your calendar alreay now!
The course consist of both asynchronous and synchronous activities. Asynchronous activities are e.g. recorded lectures that you can follow when it suits you, and assignments that you can work on when it suit you but hand in before a given deadline. Synchronous activities are for example literature seminars, discussions and exercises, where you meet teachers and fellow students online at a specified time. The synchrounous activities are always scheduled Thursdays and Fridays (with one Wednesday as an exception!).
Please note that some of the synchonous activites are mandatory!
If you have any questions regarding the course, please do not hesitate to contact me.
/Erik Öckinger
Course evaluation
The course evaluation is now closed
BI1378-30165 - Course evaluation report
Once the evaluation is closed, the course coordinator and student representative have 1 month to draft their comments. The comments will be published in the evaluation report.
Additional course evaluations for BI1378
Academic year 2024/2025
Forest Conservation Biology (BI1378-20119)
2024-11-01 - 2025-01-19
Academic year 2023/2024
Forest Conservation Biology (BI1378-30088)
2024-01-15 - 2024-06-02
Academic year 2023/2024
Forest Conservation Biology (BI1378-20046)
2023-10-31 - 2024-01-14
Academic year 2022/2023
Forest Conservation Biology (BI1378-20115)
2022-11-01 - 2023-01-15
Academic year 2021/2022
Forest Conservation Biology (BI1378-30027)
2022-01-17 - 2022-06-05
Academic year 2020/2021
Forest Conservation Biology (BI1378-30289)
2021-01-18 - 2021-06-06
Syllabus and other information
Syllabus
BI1378 Forest Conservation Biology, 15.0 Credits
Skoglig naturvårdsbiologiSubjects
Forest Science Biology Forest scienceEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| Debate and debate paper | 2.0 | 0202 |
| Litterature seminar | 2.0 | 0203 |
| Excursion | 2.0 | 0204 |
| Written examination | 9.0 | 0205 |
Advanced study in the main field
Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)
Grading scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Language
EnglishPrior knowledge
The equivalent of 120 credits at basic level including- 60 credits in Biology or
- 60 credits in Forest Science or
- 60 credits in Forest Management or
- 60 credits in Environmental Sciences or
- 60 credits in Landscape Architecture or
- 60 credits in Agricultural Sciences or
- 60 credits in Natural Resource Management or
- 60 credits in Forestry and Wood Technology
and
English 6.
Objectives
The aim is to provide students with advanced knowledge in the field of conservation biology with a specific focus on applications in forested landscapes. Students will be able to increase their depth of subject knowledge and ability to work independently and get a stronger understanding of how the knowledge could be applied by stakeholders.
After finishing the course, the students should be able to:
Explain important theories and concepts in ecology which are used in conservation biology, and their application in forest-related nature conservation;
Define biodiversity and compare different ways to assess biodiversity in forest ecosystems;
Describe the natural conditions and processes in Swedish forests, how anthropogenic disturbances (such as forestry, climate change, changed land use) affect biodiversity (currently, in the past, and in the future), and propose appropriate conservation and restoration approaches;
Describe and compare different types of conservation measures taken in Swedish forested landscapes;
Discuss how conservation of biodiversity may be in conflict or support other societal goals;
Acquire, critically analyse, and discuss scientific literature within the field of conservation biology.
Content
This course provides knowledge of the field of conservation biology with a specific focus on applications in forested landscapes. The teaching consists of a mix of self-work and real-time learning activities: lectures, literature seminars, projects, excursions and exercises.
The course consists of several parts: Natural and anthropogenic disturbance regimes, Forest biodiversity and its assessment, Conservation measures in forests, Key ecological concepts in conservation biology, Single-species conservation approaches, Global change, The societal context of nature conservation, and Multifunctional forests and urban ecology. Each part uses both lectures and at least one other type of teaching (such as literature seminars, projects and exercises). Literature seminars play an important role for deepening the knowledge and improve scientific thinking.
The course is given as a distance course. Literature seminars, written reports, oral presentations, excursions and the written exam are compulsory.
Grading form
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.Formats and requirements for examination
Approved written exam, approved oral presentations and written reports, and participation in compulsory seminars and excursions.
If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
Other information
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Responsible department
Department of Ecology
Further information
Grading criteria
The grade for the entire course is based on the grades on the debate, the excursion and the written exams (including the assignment in genetics) described below.
Debate and debate article, 2.0 credits
Scale: 5, 4, 3 or U (fail) (which is used for the grading of the course, but for the module only Pass or Fail is visible)
To pass this module the student needs to participate in the scheduled debate and write a debate article before the indicated deadline.
To get grade 3 requires:
- Active participation in oral debate.
- Article with 1-2 arguments with some support.
- Article with appropriate language and structure.
To get grade 4 requires:
- Everything required for grade 3.
- The article is delivered before the indicated deadline
- The article should have at least 3 arguments, which are highly relevant and well-supported.
- The article should be easy to read, which means that it is linguistically correct and well structured.
To get grade 5 requires:
- Everything required for grade 4.
- The article has throughout an argumentation that is clear and logical.
- The text is throughout well-written and concise.
Literature seminars, 2.0 credits
Scale: Pass or Fail
To pass this module the student needs to participate in the six scheduled online seminars. This means that the student (i) is prepared to discuss questions for each scientific paper, and (ii) presents scientific papers for the group members when responsible, according to the instructions for the seminars.
Excursion, 2.0 credits
Scale: 5, 4, 3, and U (fail) (which is used for the grading of the course, but for the module only Pass or Fail is visible).
To get grade 3 requires:
- Participate in the excursion 21-22 April
- Do all field work and answer all questions according to the instructions in the assignment called “Compare disturbance regime and conservation values”
To get grade 4 requires:
- Everything required for grade 3.
- The assignment is delivered before the indicated deadline.
- The answers to several of the questions reveals a broad and deep knowledge of the subject.
- The answers are easy to read, since they are linguistically correct and well-structured.
To get grade 5 requires:
- Everything required for grade 4.
- The answers to most of the questions reveals a broad and deep knowledge of the subject.
- The text shows an ability to connect the field observations with general knowledge about forest ecology.
- The text is throughout concise.
Written exam, 9.0 credits
Scale: 5, 4, 3, and U (fail)
The written exam consists of three parts: the written part of the assignment in Conservation genetics, and two take home exams.
The written report in the Conservation genetics assignment will be assessed as follows:
To get grade 3 requires: Shows comprehensive understanding of conservation genetics concepts
To get grade 4 requires: Shows comprehensive understanding and an ability to link together conservation genetics concepts in a logical way
To get grade 5 requires: Shows depth and breadth in understanding of conservation genetics concepts and an ability to link together conservation genetics concepts in a logical way
The written exam will test the ability regarding the following aspects:
- Describe nature conservation with respect to its societal context, explain its scientific foundations, and structurally discuss underlying ethical values; - Explain important theories and concepts in population biology, community ecology, ecosystem ecology, and landscape ecology and their application in forest-related nature conservation; - Define biodiversity and compare different ways to assess biodiversity in forest ecosystems; - Describe the natural conditions and processes in Swedish forests, how anthropogenic disturbance affect biodiversity, and propose appropriate conservation and restoration approaches; - Describe different types of conservation measures taken in Swedish forested landscapes - Explain the roles of actors in the forest sector regarding nature conservation and give examples on how their perspectives on nature conservation differ - Give examples on how ecological knowledge can be combined by knowledge in other disciplines to find solutions in nature conservation, for instance when handling conflicting goals in multifunctional forests.
To get grade 3 requires
- Basic abilities regarding all seven aspects described above. Basic abilities means that key terms can be explained and patterns described.
To get grade 4 requires
- Everything required for grade three.
- Everything required for all modules (debate article, excursion, written exam) have been sent in before the deadlines.
- For several of these aspects, the student shows a knowledge which especially is deeper, but also wider. This means that also processes behind the patterns can be explained and that the patterns can be described from different perspectives. Wider knowledge means that a larger number of terms can be explained and more patterns be described relevant for forest conservation biology.
- The student can make a reasonable choice about which knowledge that should be used in different practical examples.
To get grade 5 requires
- Everything required for grade four
- For almost all of these seven aspects, the student shows especially a deep, but also wide, knowledge. This means that also processes behind the patterns can be explained and that different perspectives on the same patterns can be compared. Wider knowledge means that a larger number of terms can be explained and more patterns be described relevant for forest conservation biology.
- The student can discuss which knowledge that should be used in different practical examples and the consequences of different choices.
Litterature list
**Literature list – Forest Conservation Biology 2023
**
Sodhi & Ehrlich 2010. Conservation Biology for all, (Oxford University Press), available online at:
https://conbio.org/publications/free-textbook
Forest conservation biology in society
Sodhi & Ehrlich Chapter 1-2
Hortal, J. et al. (2015) Seven shortfalls that beset large-scale knowledge of biodiversity. Annu. Rev. Ecol. Evol. Syst. 46: 523-549.
Ecological concepts
Sodhi & Ehrlich Chapter 10
Conservation Genetics
Groom, M.J. et al. (2005) Chapter 11 Conservation genetics: the use and importance of genetic information. In: Principles of Conservation Biology. 3rd ed. Pp. 375-415.
Supple, M.A. & Shapiro, B. (2018) Conservation of biodiversity in the genomics era. Genome Biology 19:131.
Landscape planning, extinction debts and colonisation credits
Sodhi & Ehrlich Chapter 5
Jackson, S.T. & Sax, D.F. (2010) Balancing biodiversity in a changing environment: extinction debt, immigration credit and species turnover. TREE 25: 153-160.
Kuussaari, M. et al. (2009). Extinction debt: a challenge for biodiversity conservation. TREE 24:564-571.
Metapopulation ecology
Hanski, I. & Gaggiotti. O.E. (2004). Metapopulation biology: past, present, and future. In: Ecology, genetics, and evoluation of metapopulations. Pp. 3-22.
Population viability analysis
Ranius, T. A population viability analysis of a beetles inhabiting hollow trees
Indicators and other surrogate tools
Butchart, S.H.M. et al. (2010) Global biodiversity: indicators of recent declines. Science 328: 1164-1168.
Disturbances and conservation values in boreal and nemoral forests
Kuuluvainen, T. (2002) Natural variability of forests as a reference for restoring and managing biological diversity in boreal Fennoscandia. Silva Fennica 36: 97-125.
Ramberg, E. et al. (2018) Coordination through databases can improve pre-scribed burning as a conservation tool to promote forest biodiversity. Ambio 47: 298–306
Nilsson, S.G. et al. (2008) Biodiversity and sustainable forestry in changing landscapes – principles and southern Sweden as an example. Journal of Sustainable Forestry 21: 11–43.
Non-native species
Sodhi & Ehrlich Chapter 7
Climate change and biodiversity
Sodhi & Ehrlich Chapter 8
Felton, A. 2016. How climate change adaptation and mitigation strategies can threaten or enhance the biodiversity of production forests: Insights from Sweden. Biological Conservation 194: 11-20.
Ranius, T. et al. 2023. Protected area designation and management in a world of climate change: A review of recommendations. Ambio 52: 68-80.
Large herbivores
Edenius, L., Bergman, M., Ericsson, G. & Danell, K. 2002. The role of moose as a disturbance factor in managed boreal forests. Silva Fennica 36: 57-67.
Forestry and biodiversity conservation
Felton, A. et al. 2020. Keeping pace with forestry: Multi-scale conservation in a changing production forest matrix. Ambio 49: 1050-1064.
FAO 2018. Forest Policy – Basic knowledge.
Restoration and rewilding
Bullock, J.M. et al. 2011. Restoration of ecosystem services and biodiversity: conflicts and opportunities. TREE 26: 542-549.
Nogues-Bravo, D. et al. 2016. Rewilding is the new Pandora’s box in conservation. Current Biology Magazine 26: R87-R91
Seddon, P.J. et al. 2014. Reversing defaunation: Restoring species in a changing world. Science 345: 406-412.
Cost-effectiveness
Schröter, M. et al. (2014) Ecosystem services and opportunity costs shift spatial priorities for conserving forest biodiversity. PLOSOne 9:e112557
Urban ecology
Fay, N. & Butler, J. (2017) Chapter 33. Conservation of ancient and other veteran trees. Routledge handbook of urban forestry.
Duinker, P.N. et al. (2017) Chapter 34. Urban woodlands and their management. Routledge handbook of urban forestry.
Sodhi & Ehrlich Chapter 13.7, P. 253.
Literature seminar articles
Vellend et al. 2006. Extinction debt of forest plants persist for more than a century following habitat fragmentation. Ecology 87: 542-548.
Jonason et al. 2014. Vegetation in clear‐cuts depends on previous land use: a century‐old grassland legacy. Ecology & Evolution 4: 4287-4295.
Groves et al. 2012. Incorporating climate change into systematic conservation planning. Biodiversity & Conservation 21: 1651-1671.
Warren et al. 2018. The projected effect on insects, vertebrates, and plants of limiting global warming to 1.5°C rather than 2°C. Science 360: 791-795.
Simonsson et al. 2016. Conservation values of certified-driven voluntary forest set-asides. Forest Ecology and Management 375:249-258.
Sverdrup-Thygeson et al. 2014. Spatial and temporal scales relevant for conservation of dead-wood associated species: current status and perspectives. Biodiversity Conservation 23:513-535.
Felton A. et al. 2020. Keeping pace with forestry: Multi-scale conservation in a changing production forest matrix. Ambio 49: 1050–1064
Nieminen 2020. No evidence of systematic pre-emptive loggings after notifying landowners of their lands’ conservation potential. Ambio (2020): 1-10.
Sidemo-Holm et al. 2022. Urbanization causes biotic homogenization of woodland bird communities at multiple spatial scales. Global Change Biology 28: 6152-6164.
Sjöman et al. 2016. Diversification of the urban forest – Can we afford to exclude exotic tree species? Urban Forestry & Urban Greening 18: 237-241.