Saving Endangered Species - WCON5210
This module examines today's cutting-edge techniques that are available to wildlife biologists attempting to save some of the world's most critically endangered species from extinction. The module exposes students directly to world experts in this field through a two-day residential field trip to the Durrell Conservation Academy on Jersey where formal presentations and group activities together with behind-the-scenes tours of state-of-the-art captive-breeding facilities provide a first-hand experience of species conservation on a global scale. The module then examines a number of cross-cutting themes relevant to recovering endangered species, including the management of invasive species, leadership of species recovery programmes, island endemic species, species of extreme rarity, reintroduction biology and managing infectious disease in conservation programmes. Throughout the module iconic case histories are examined and used as a way to consider the reasons why some programmes are successful whilst others fail. The consideration of topics and case studies leads to a reappraisal of particular approaches to species conservation such as institutional priority-setting, field infrastructures and leadership styles which tomorrow's wildlife biologists will need in order to restore endangered species in the future.
This module will be taught by a two-day residential field trip at the Durrell Conservation Academy consisting of formal lectures/presentations, group activities and behind-the-scenes tours of captive-breeding facilities and the zoo collection. There will be additional lectures and seminars on campus.
Contact Hours: 28
Private Study: 122
BSc Wildlife Conservation
Method of assessment
Abstract of Critical Evaluation Report - abstract of 1000 words: (20%)
Critical Evaluation Report - 4000 words (80%)
Reassessment methods: Students will be asked to submit an essay for 100% of the module mark
Reading list (Indicative list, current at time of publication. Reading lists will be published annually)
Ewen, J. (2012) Reintroduction Biology: Integrating Science and Management Wiley-Blackwell.
Sutherland B., I. Newton and R Green. (2004), Bird Ecology and Conservation: A Handbook of Techniques (core). Oxford University Press.
Whittaker, R. (1998). Island Biogeography: Ecology, Evolution, and Conservation (core). Oxford University Press
Norris K. and D. Pain. (2002). Conserving Bird Biodiversity: General Principles and their Application (core). Cambridge University Press.
Pullin, A (2002). Conservation Biology (core). Cambridge University Press.
Caughley, G and A. Gunn. (1996) Conservation Biology in Theory and Practice (Core). Blackwell Science.
Powell, A (2008). The Race to Save the World's Rarest Bird: The Discovery and Death of The Po'ouli, Stackpole Books.
Turvey, S (2009). Witness to Extinction: How We Failed to Save The Yangtze River Dolphin. Oxford University
Juniper, T (2002). Spix's Macaw: The Race to Save the World's Rarest Bird, Fouth Estate.
MacDonald, P (2010). Facing Extinction: The World's Rarest Birds and the Race to Save Them, T & AD Poyser.
Nicholls, H (2006). Lonesome George: The Life and Loves of a Conservation Icon, Macmillan.
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes. On successfully completing the module students will be able to:
8.1 Have a detailed appreciation of the concept of species within the wider context of conservation.
8.2 Understand the concept of – and how to quantify - extinction risk
8.3 Critically evaluate the merits of different population recovery techniques including approaches to captive-breeding.
8.4 Recognise the importance of health and disease monitoring of wildlife in the context of endangered species management.
8.5 Demonstrate a detailed knowledge of case studies of international species recovery programmes, and an understanding of reasons that may underpin their success or failure.
8.6 Prioritize conservation management interventions at the species level within a wider context of the main causes of population decline.
The intended generic learning outcomes. On successfully completing the module students will be able to:
9.1 Communicate succinctly the subject matter of practical tasks in group-based activities
9.2 Work independently, manage their own learning and development, including time management and organisational skills.
9.3 Critically evaluate information from multiple sources regarding for example, a particular case study (or case studies).
9.4 Devise and sustain reasoned arguments founded on independent research
Credit level 6. Higher level module usually taken in Stage 3 of an undergraduate degree.
- ECTS credits are recognised throughout the EU and allow you to transfer credit easily from one university to another.
- The named convenor is the convenor for the current academic session.
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