| Unit name | Ecology for a Brighter Future |
|---|---|
| Unit code | BIOLM0042 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Memmott |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Biological Sciences |
| Faculty | Faculty of Life Sciences |
Why is this unit important?
A Better Planet can only exist with connected, intact, healthy and diverse ecosystems. However, over the past few decades there has been growing recognition of the Ecological Emergency and Biodiversity Crisis faced throughout the world. In this Ecology for a Brighter Future unit, you will explore fundamental science and practice a range of communication techniques that will allow you to better respond to and communicate about these major societal challenges. You will learn from academics and researchers within the School, and engage with collaborators and stakeholder representatives which could include local and national government, environmental law, policy and regulatory bodies, and public interest groups. Working in groups and on individual assignments, you will explore key topics in ecology, including conservation, ecological networks, habitat restoration and rewilding, and examine ways that fundamental science is initially produced, and then communicated to underpin evidence-based policy, regulation and intervention.
How does this unit fit into your programme of study?
This compulsory unit in Teaching Block 2 will give you a solid grasp of key topics in ecology. Irrespective of the focus of your undergraduate studies, you will gain confidence in conversing with scientists at the cutting-edge of their research fields, and develop empathetic skills needed to understand opinions and motivations of various stakeholder groups. In both group and individual projects, you will practice creating tailored communications that effectively explain, inform and support positive societal change; a core skill that will be key to the success or your final Science Communication Project.
An overview of content
This unit is divided into three blocks, with the formative work in the first block, feeding directly into the summative work in the last block. All three blocks involve addressing different techniques for communicating ecological issues
Within the unit, you will work with key practitioners (e.g. policy makers, local councillors, professional science communicators) to develop communication tools for different audiences. You will meet local politicians and other local and national government and science representatives, to understand how best scientific understanding is delivered into parliament, and then produce new materials to inform on key ecological issues. You will also explore the local ecology of Bristol, including contributing to a virtual nature trail within a local reserve that promotes local action to build biodiversity, as well as considering global biodiversity issues (e.g. your home counties/countries, or threatened and iconic ecosystems).
How will students, personally, be different as a result of the unit
After this unit, you will have a deeper understanding of the Ecological Emergency and Biodiversity Crisis. You will have developed skills in how to build consensus that can motivate change in policy and practice. After examining current methods for delivering scientific knowledge to non-specialist and time-pressured decision makers, you will produce your own material that builds your confidence in communicating science at a professional level. By developing new skills in producing virtual content, you will contribute to a nature trail that will help participants to act to enhance local biodiversity, leaving your own legacy in Bristol. You will also engage with the PolicyBristol team and visit the Parliamentary Office of Science and Technology, which will provide you with the knowledge and skills to generate high-profile POSTnotes to be exhibited to the general public and policymakers.
Learning Outcomes
In this unit, you will learn key skills that support your development as an effective communicator:
All combined, these measurable contributions to tackling the Biodiversity Crisis will be a first step in your journey to communicating science for a better planet.
Tasks which help you learn and prepare you for summative tasks (formative):
During the first block of the Ecology for a Brighter Future unit, you will be formatively assessed on a group project where you will produce a POST Note to brief MPs on a key ecological topic. You will share peer-to-peer feedback, and then submit the work for formative assessment by academic staff.
During the second block of the Ecology for a Brighter Future unit, you will produce digital content for a local nature reserve trail in the city. You will select a species, habitat or ecological issue of your choice, research the scientific background, likely existing knowledge and interest of the general public, and explore actions that participants can take to enhance biodiversity following engagement with your content. You will be trained in how to design and publish your content, hearing from a professional science communicator on how they engage different audiences. You will receive generalised verbal feedback from academic staff given to the whole class.
Tasks which count towards your unit mark (summative):
During the final block of the Ecology for a Brighter Future unit, you will engage with PolicyBristol, local councillor and/or MP representatives to gain a better understanding of the range of scientific literacy and background knowledge to expect when translating science into politics. You will then explore how the Parliamentary Office for Science & Technology (POST) currently produces briefing documents , and then individually prepare your own POST note for summative assessment.
When assessment does not go to plan
The summative assessment is an individual assignment, so if you are unable to submit due to exceptional circumstances or pass at the first attempt, you may be allowed to work with a new topic and resubmit with an agreed revised deadline.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. BIOLM0042).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
