Overview

The fate of biodiversity will be determined in large part by how humans meet increasing global demands for food, energy, timber, and other goods. Modifying human actions to minimise negative impacts on nature will be ever more important to conservation success in an increasingly crowded world. Humans influence the environment at a range of spatial, temporal, and institutional scales with the behaviour of individuals, companies and governments differing in the degree to which they influence the environment. Many conservation projects seek to alter human behaviour. However, all too often, inadequate attention is given to potential feedbacks and unintended consequences. Using examples from across the world, in this module we will examine the complexities associated with conservation implementation in dynamic socio-ecological systems. Participation in this module will open your eyes to the huge challenges facing government authorities, conservation scientists and practitioners as they strive to achieve conservation goals.

To address questions of human wildlife coexistence, we will explore themes such as conservation conflict, rewilding, socio-ecological systems, achieving compliance with conservation regulations, meeting global demands for food, energy other commodities, and land sharing and land sparing. We will also consider conservation project planning from conceptualisation of an overall goal through to specific outcomes, utilising a theory of change approach.

Assessment Strategy

1. Group presentation achieving conservation in a complex socio-ecological-system

-threshold presentation: A threshold group presentation displays a basic knowledge of the key concepts related to the topic being presented. At the lower end the group may not be using appropriate terms and somewhat vague or imprecise understanding of key concepts may be exhibited. The group presentation will demonstrate a basic ability to synthesise information from the lectures and reading in a structured and logical manner, and the general capacity to organise acquired knowledge will be somewhat superficial. The quality of the communication will be limited by weaknesses in the presentation skills demonstrated. (mark range 50-59%)

-good presentation: A good group presentation should display a good level of knowledge of the key concepts related to the topic being presented, with accurate and appropriate use of terms and key concepts. The group presentation will demonstrate a good ability to synthesise information from lectures and reading in a structured and logical manner together with a good ability to develop coherent arguments. The use of literature will reflect a good level of understanding. The quality of the communication will be good. (mark range 60-69%)

-excellent presentation: An excellent group presentation should display an excellent level of knowledge of the key concepts related to the topic being presented, with accurate and appropriate use of terms and key concepts. The group presentation will demonstrate an excellent ability to synthesise information from lectures and reading in a structured and logical manner together with an excellent ability to develop coherent arguments and demonstrate critical thinking. The use of literature will reflect a deep level of research and excellent understanding. The quality of the presentation skills demonstrated will be excellent. (mark range 70-100%)

1. Written assignment: develop a theory of change

-threshold -theory of change: A threshold student should have a basic knowledge of essential facts and key concepts presented in the module. At the lower end they may not be using appropriate terms and have a somewhat vague or imprecise understanding of key concepts. They will demonstrate a basic ability to synthesise and interpret information from lectures and their reading in a structured and logical manner and exhibit limited capacity to organise acquired knowledge coherently. Use of the literature will be somewhat superficial, and the quality of the writing may be limited by inaccuracies in grammar and spelling. ( mark range 50-59%).

-good -theory of change: A good student should have thorough knowledge of essential facts and key concepts presented in the module and be able to use appropriate terms and express key concepts maturely and accurately. They will mostly demonstrate an ability to synthesise information from the lectures and their reading in a structured and logical manner and to develop coherent arguments. Their use of the literature will reflect a good level of understanding. The quality of the writing will generally be good with few spelling or grammar errors. (mark range 60-69%).

-excellent -theory of change: An excellent student should have a detailed knowledge of essential facts and key concepts presented in the module and be able to use appropriate terms and express key concepts to an excellent level. They will demonstrate an ability to synthesise information from the lectures and their reading in a structured and logical manner and to develop coherent, well-reasoned arguments demonstrating critical thinking. Their use of the literature will reflect a deep level of research and excellent understanding. The quality of the writing will be excellent with few or any grammatical or spelling errors. (mark range 70-100%).

Learning Outcomes

• Ability to articulate the complexities of socio-ecological-systems in which conservation operates

• Design project plan utilising a theory of change approach”

• Understand and critique mechanisms designed to influence human behaviour to achieve conservation goals