Environmental Restoration

GEOG64142 Environmental Restoration 15 Semester 2 Postgraduate Taught Level 6 Emma Shuttleworth Unit coordinator Geography 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 <div style="border:1.0pt solid windowtext;mso-border-alt:solid windowtext .5pt;mso-element:para-border-div;padding:1.0pt 6.0pt 1.0pt 4.0pt;">“One of our best tools for confronting urgent global environmental challenges is ecological restoration” (Peter Raven 2013).<o:p></o:p> Anthropogenic activities have profoundly altered environments and ecosystems at all scales from local to global, and the human aspiration to live sustainably has led to attempts to more effectively manage environments and ecosystems to prevent future degradation. Crucially however, there is now clear recognition that we also require active restoration of damaged environments and ecosystems to provide greater resilience to climate and biodiversity change and associated environmental pressures such as increased flood frequency, water resource availability, food security, etc. <o:p></o:p> Environmental Restoration can be defined as the process of assisting the recovery of an environment or ecosystem that has been degraded, damaged or destroyed, and as a term is often used interchangeably with Ecological Restoration. Environmental restoration is increasingly recognised as a practical application of our knowledge of earth surface processes and environmental change, for example through advising environmental managers on river restoration or coastal management schemes for flood defence. <o:p></o:p> This course reviews the principles and concepts of environmental restoration before critically evaluating a range of examples, focusing throughout on the science and monitoring that that underpin and inform restoration practice.<o:p></o:p></div> <div style="border:1.0pt solid windowtext;mso-border-alt:solid windowtext .5pt;mso-element:para-border-div;padding:1.0pt 6.0pt 1.0pt 4.0pt;">“One of our best tools for confronting urgent global environmental challenges is ecological restoration” (Peter Raven 2013).<o:p></o:p> Anthropogenic activities have profoundly altered environments and ecosystems at all scales from local to global, and the human aspiration to live sustainably has led to attempts to more effectively manage environments and ecosystems to prevent future degradation. Crucially however, there is now clear recognition that we also require active restoration of damaged environments and ecosystems to provide greater resilience to climate and biodiversity change and associated environmental pressures such as increased flood frequency, water resource availability, food security, etc. <o:p></o:p> Environmental Restoration can be defined as the process of assisting the recovery of an environment or ecosystem that has been degraded, damaged or destroyed, and as a term is often used interchangeably with Ecological Restoration. Environmental restoration is increasingly recognised as a practical application of our knowledge of earth surface processes and environmental change, for example through advising environmental managers on river restoration or coastal management schemes for flood defence. <o:p></o:p> This course reviews the principles and concepts of environmental restoration before critically evaluating a range of examples, focusing throughout on the science and monitoring that that underpin and inform restoration practice.<o:p></o:p></div> <div style="border:1.0pt solid windowtext;mso-border-alt:solid windowtext .5pt;mso-element:para-border-div;padding:1.0pt 6.0pt 1.0pt 4.0pt;">The unit aims to:<o:p></o:p> 1. demonstrate the principles and concepts of environmental and ecological restoration and explore a range of examples of environmental restoration in relation to nature recovery.<o:p></o:p> 2. equip students with a scientifically grounded understanding of the strategies and techniques used to restore degraded or damaged environments, including the importance of monitoring to produce robust scientific evidence for the impacts of restoration.<o:p></o:p> 3. enable students to critically examine the role of restoration for environmental management at a range of scales.<o:p></o:p> 4. demonstrate how scientific research on environmental restoration informs policy and practice.<o:p></o:p> 5. Immerse students in the key debates and challenges surrounding environmental restoration in relation to varied stakeholder requirements and our changing climate.Knowledge and understandingDescribe and compare the principles and concepts of environmental and ecological restoration and recognise the importance of restoration in relation to nature recoveryExplain the hydrological, geomorphological and ecological processes underpinning the science of environmental restoration.Comprehend the wider role of environmental restoration in environmental management.Intellectual skillsCritically evaluate a wide range of practical examples of environmental restoration and understand their value in terms of ecosystem services.Identify and critically evaluate strengths and weaknesses of environmental restoration schemes.Apply their detailed understanding of the key principles and concepts of environmental and ecological restoration to practice and policy.Practical skillsIdentify and apply the correct monitoring techniques and data analysis methods for a range of restoration scenarios.Design scientifically robust monitoring regimes.       Transferable skills and personal qualitiesThink critically, communicate complex ideas in a written format , and self-direct learning.Evaluate scientific evidence and outputs.Recognise the diverse perspectives on environmental restoration and critically engage with and contribute to key debates and controversies.  By taking this unit students can expect to develop broader academic skills including communicating complex ideas drawn from divers sources, and understanding the role of robust evidence in driving changes to policy and practice. Students will also have the opportunity to develop skills that are specifically sought by employers, including field skills and data manipulation and analysis. Students will also be required to engage with real world restoration projects over a range of temporal and spatial scales, which will go beyond their experience of project work during their undergraduate studies and prepare them for careers in the environmental sector and project management more widely. Both summative assignments are authentic assessments, generating skills and developing experience that directly relate to ongoing real-world projects – the data analysis skills covered in this unit are particularly sought after.  The core of the course is delivered through a series of two hour flexible (and largely interactive/sometimes flipped) lecture and one hour support/seminar sessions, but will also include other teaching types specifically: a field class to visit a live environmental restoration project, labs classes, computer practicals.  The sessions will be supported by online material (including VLE), directed reading and practical assignments.Students are expected to read widely to support these classes, and fully participate in the ‘nonstandard’ classes including the class debate and field class.  2 Written assignment (inc essay) 70% 8 Practical skills assessment 30% Feedback will be provided in the following ways:Verbal feedback through interactive Q&A during the lecture classes Verbal feedback on course unit issues through consultation hours Verbal formative feedback on a coursework proposal and data analysis task Detailed written feedback on coursework assignments   N Fieldwork 7 Lectures 16 Practical classes & workshops 4 Seminars 4 Supervised time in studio/wksp 4 115