Print Syllabus

Syllabus

BI1418 Forest and landscape biodiversity conservation and ecosystem services, 15.0 Credits

Naturvård och ekosystemtjänster i skog och landskap

Subjects

Landscape Architecture Biology

Education cycle

Bachelor’s level

Modules

Title	Credits	Code
Biodiversity	5.0	0001
Ecosystem services	5.0	0002
Exam	5.0	0003

Advanced study in the main field

First cycle, has less than 60 credits in first-cycle course/s as entry requirements
Bachelor’s level (G1F)

Grading scale

Language

English

Prior knowledge

General entry requirements for first-cycle studies, and knowledge equivalent to:

- 15 credits forestry science or

- 15 credits forest sciences or

- 15 credits forestry science or

- 15 credits biology or

- 15 credits environmental sciences or

- 15 credits landscape architecture or

- 15 credits agricultural sciences or

- 15 credits natural resource management

and English B.



As the language of instruction is English, the Swedish language general entry requirement may not apply.

Objectives

The overarching aim of this course is to provide students with a thorough understanding of the threats to, and importance of, forest biodiversity to human wellbeing, and the trade-offs and synergies between biodiversity and forest ecosystem services in urban and rural landscapes. This knowledge is placed within the context of how biodiversity may be integrated or segregated within urban and rural settings, and how forest and urban green space management may be altered to improve forest habitat for biodiversity. We delve into important foundational concepts and the need for landscape scale considerations when conserving forest biodiversity and managing urban and rural forest landscapes for ecosystem services.

After completing the course, the student should be able to

• categorize, discuss, and critique the different justifications for conserving forest biodiversity in urban and rural settings

• distinguish and discuss categories of different threats to forest biodiversity within urban and rural settings, and relate these to management solutions

• explain and evaluate the benefits and limitations of the ecosystem services approach

• describe different social-ecological concepts, approaches and mechanisms relevant to conserving forest biodiversity, and apply this knowledge to urban and rural settings

• calculate and appraise common biodiversity indices

• describe differences, advantages and limitations of systematic versus traditional literature review techniques

• explain how critical thinking skills relate to and underlie the scientific method and the interpretation of value-laden results

• synthesize and present the knowledge gained orally and in writing.

Content

The course is designed to introduce students to the core concepts, controversies and approaches to conserving forest biodiversity and balancing the delivery of forest ecosystem services in urban and rural landscape settings. Students learn why biodiversity matters from a range of perspectives and frameworks. During the course, students gain an overview of the threats to forest and tree-associated biodiversity, and how these threats can be alleviated through management. Furthermore, in the course we explore trade-offs and synergies among different societal goals for urban and rural forests, including biodiversity, production, recreation and climate change mitigation and adaptation.

The theoretical and applied aspects of all teaching activities are designed to provide an in depth understanding of the material. The course involves lectures, outdoor exercises, group and independent work, as well as written and oral assignments. Training in scientific reading and writing, as well as an introduction to systematic literature synthesis, and the relevance of critical thinking, is provided during the course. Oral and written assignments, and group work 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

Passed written exam and adequate engagement in compulsory exercises.

• 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 Southern Swedish Forest Research Centre