Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
2 credits
12.0 h + 12.0 h
Q1
Teacher(s)
Van Dyck Hans;
Language
French
Main themes
1) Concepts in restoration ecology
2) Summary of ecological foundations/ecological theory
3) Restoration action as a multi-disciplinary process (including the importance of bridging the gap between 'science' and 'practice')
4) Available techniques for restoration of biotopes and landscapes
5) Translocation and re-introduction of species
6) Restoration experience with different types of biotopes (including dry grassland and heathlands, wet grasslands and mires, forests, rivers and floodplains, freshwater bodies)
Aims
At the end of this learning unit, the student is able to : | |
| 1 | Restoration ecology is the field of study that provides the scientific background and underpinnings for practical ecological restoration of habitats, ecosystems, landscapes and their communities and species; a field that is currently undergoing expansion. Students are guided to explore to what extent available ecological theory and concepts can be made applicable in the specific, interventionist, trans-disciplinary context of ecological restoration. During the lectures, students will be trained to address these concepts in field case studies. Students need be aware of the significant gap between theory and practice and the crucial role of clear communication (and translation) from ecologists tot non-ecologist project members in restoration programmes. Students need also be aware of the opportunities restoration programmes may provide for testing ecological theory. |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
This teaching unit focuses on the analysis and understanding of the principles of restoration ecology within the broader framework of conservation biology. The covered topics include: 1) the basic concepts of restoration ecology; 2) synthesis of ecological theory that is applied; 3) multi-disciplinary approaches in restoration ecology; 4) translocation and introduction of species; and 5) examples and evaluation of restoration projects in different habitats.
Teaching methods
There is a theoretical part (classroom lectures) and students also have to prepare an individual report.
Evaluation methods
There is a written exam on the theoretical part of the lectures with open questions (comprehension questions). For the practical course, the student has to prepare a report according to our guidelines. The theoretical exam counts 2/3 of the final mark, the report for 1/3. The student needs to get a sufficient score or mark (10/20 or more) for each part. It will not be tolerated to compensate an insufficient mark on one of the parts by a sufficient mark on the other.
Online resources
Moodle website
Faculty or entity
BIOL
