This module is intended to provide the academic and personal skills essential for successful HE study and employment, as well as approaches to personal wellbeing and resilience. It provides a foundation for the development of graduate level academic and professional skills later in the course, and long-term personal resilience throughout your career. Academic skills relating to accessing and interpretation of research literature will be developed through a mixture of workshops, practicals and independent study. There will also be an introduction to research techniques, particularly handling and analysis of data. Professional skills will be developed through a Personal Development Planning approach. There will be a series of business and industry-focussed sessions to promote industry awareness and employability skills. IT and presentation training will also provide transferable skills relevant to the conservation sector. Personal wellbeing approaches will be introduced. This will encourage resilience, and awareness of the importance of inclusivity and diversity in the work place. Tools for improving physical and mental health, interpersonal communication, conflict resolution and moral resilience will be discussed, with a focus on individuals selecting tools most suited to their needs.
It is acknowledged that a scientific understanding of ecological principles is crucial for the sustainable use of natural resources, and for successful implementation of conservation programmes. This module introduces key principles in ecology. Central themes will be explored, and particular consideration will be given to factors that influence the distribution and abundance of organisms (with a particular emphasis on fauna). Evolution will be considered, particularly with respect to natural selection and speciation. Appropriate activities will provide you with opportunities to develop your understanding of practical aspects of ecology. Overall, the module aims to develop your knowledge and conceptual understanding of ecology, particularly within the context of the broader remit of conservation biology.
Use of the environment is regulated in varied ways across different countries, organisations and stakeholder groups. This module examines formal policies and societal norms regarding land usage. Drawing from case studies and resources written by authors from a range of cultures and perspectives this module will explore key issues and processes around land use and policy. These include the processes by which stakeholder groups influence policy, the rights of indigenous peoples, corporate responsibility, balancing conservation with the needs of societies, and the challenges of international co-operation.
In this module you will be introduced to fundamental concepts in equine and canine behaviour, from evolution to domestication, and exploring what drives animal behaviour. This will then be linked to what motivates the animal during training and the learning theory behind it. You will practise the correct identification of the body language integral to both species behavioural repertoire, categorising and defining when and why we are likely to observe these behaviours in both natural and domestic settings. You will be taught to differentiate between behaviours caused through pain and fear rather than disobedience, in a range of situations exploring handling, ridden, social and other problems involving human-animal and animal-animal interactions. Comparisons and contrasts will be made between the equine and canine species with a focus on what skills are important to the therapist in a professional setting. There will be a consistent link to the importance of developing these observational skills as a therapist when assessing an animal for therapeutic intervention.
Science underpins all of modern society, and yet in many cases the public are poorly informed about the process and findings of science. This module explores different approaches to communicating scientific information to a range of audiences, as well as the roles and responsibilities (including integrity and ethics) of those communicating science. Methods and channels of communication are evaluated for effectiveness in sharing important information to key stakeholders or to the public in general. This includes public access scientific articles, blogs, editorials, popular science books, videos, television, podcasts, interactive resources, public speaking, the role of museums and zoos, community science projects, and many others. You will explore the challenges faced in communicating science to diverse audiences. You'll be encouraged to understand bias, both in yourself and your audiences, and be encouraged to identifying and engage with key stakeholder groups or audiences who may have been marginalised or underrepresented in scientific decision making or education.
It is acknowledged that a scientific understanding of ecological principles is crucial for the sustainable use of natural resources, and for successful implementation of conservation programmes. This module introduces you to key principles in ecology. Central themes will be explored, and particular consideration will be given to factors that influence the distribution and abundance of organisms (with a particular emphasis on fauna). Evolution will be considered, particularly with respect to natural selection and speciation. Appropriate activities will provide you with opportunities to develop your understanding of practical aspects of ecology. Overall, the module aims to develop your knowledge and conceptual understanding of ecology, particularly within the context of the broader remit of conservation biology.
Entering higher education is exciting; but it can also be a daunting experience. At ARU, we want all our students to make the most of the opportunities higher education provides, reach your potential, become lifelong learners and find fulfilling careers. However, we appreciate that the shift from secondary education, or a return to formal education is, in itself, quite a journey. This module is designed to ease that transition. You'll be enrolled on it as soon as you receive an offer from ARU so you can begin to learn about university life before your course starts. Through Into ARU, you'll explore a virtual land modelled around ARU values: Courage, Innovation, Community, Integrity, Responsibility, and Ambition. This innovative module is designed as a game, where you collect knowledge and complete mini tasks. You'll proceed at your own pace, though we you to have completed your Into ARU exploration by week 6. If for any reason you're unable to complete by that date, we'll signpost to existing services so that we can be confident that you are supported.
View the full module definitionThe module is designed to develop the knowledge, understanding, skills and thought processes necessary for effective original research. You will study the nature and fundamentals of the research process, such as literature reviewing skills, the design of a research project, techniques for collection of research data and statistical techniques for analysing research data and drawing valid evidence-based inferences.
This module builds on Ecology and Evolution to focus on the interaction of flora and fauna within ecosystems. Various ecosystems such as forest, grassland and aquatic and their endemic species will be examined to determine how these interactions occur and what factors contribute to the breakdown of these interactions. Interactions studied include predation, parasitism, commensalism and mutualism. Case studies are used to examine holistic approaches to ecosystem conservation, including traditional and innovative approaches from a range of countries.
This module builds on the earlier Ecology and Evolution module to look at practical procedures in habitat management. Approaches used to manage protected and threatened areas worldwide are discussed and evaluated. You will develop a holistic and inclusive view of habitat management based on the needs of the local ecosystem, policy and financial constraints, and stakeholder needs.
This module introduces the work of, and potential career opportunities in, the animal rescue sector for domestic animals, exotic collection species and wildlife casualties. It aims to highlight the driving influences, challenges and measures of success in this field, allowing you to investigate your own particular area of interest while gaining a broad understanding of the field. Assessment involves experience of the challenges of developing guidelines and advice to direct decision making towards a successful outcome for the rescued animal.
Employability in conservation is linked to a combination of knowledge and practical skills. This module provides you with core skills in species identification, wildlife surveying, mapping, and evaluating and displaying data. In this module you will be encouraged to take a student-led approach to learning in order to develop the skills to practically survey species which are of interest to them. The classes will be split between semi-structured teaching spaces where you will be able to explore your own ideas, as well as structured teaching to support their learning. A mixture of classroom, digital and field-based sessions will cover all aspects of practical field conservation and help you develop skills in field based conservation.
Improving human connection to nature has possibilities for improving human physical and mental health, as well as increasing support for conservation measures. This module covers the evidence linking human wellbeing with connection to nature and evaluates how conservation initiatives can include human wellbeing in their goals and outcomes. Measures of wellbeing and nature connectedness are introduced and their application to specific populations discussed.
To be effective, conservation projects need support and engagement from both local and wider communities. Building on the skills developed in Science Communication, you will learn about different models for building community engagement. This module also draws on interdisciplinary research in areas of psychology and sociology and learn how to apply these to conservation efforts. Approaches to engagement are evaluated for inclusivity, effectiveness and responsibility.
You'll complete a residential course related to conservation education and engagement. This may be a forest school, or a block course with another conservation organisation and/or community project. This will give you the opportunity to develop and apply your skills and knowledge in a realistic environment. Specific opportunities may vary year to year, but all will be inclusive and available to all students. In cases where a student may be unable to attend a field trip, alternative assessment options will be made available.
This project is designed to enable you to demonstrate autonomy within a project-based module of your choosing. The project will be linked directly to your award programme and demonstrate clearly the development and acquisition of academic, transferable and importantly employability skills pertinent to your chosen sector. You will be given several options for completing this project, that may comprise of one or more of the following (please note that not all options are available for every student or scheme): 1. (Traditional) Dissertation: Consisting of a project in which a student finds, analyses and interprets a unique data set, ordinarily consisting of data generated via an experiment designed and undertaken by the individual. 2. Systematic Review: Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies. Methods should not only be explicit but systematic with the aim of producing varied and reliable results. 3. Education/Science Communication Project: Working alongside a school, this project identifies a practical experiment that requires implementation within the school’s curriculum. The project will cover all stages of the development of the session from scoping the requirement, understanding contribution to the curriculum, developing and implementing the session, analysing achievement and feedback and project evaluation. 4. Entrepreneurial Project: Where the student identifies an opportunity to develop an innovative product or resource that could be taken forward in their own start-up business. To include a substantive research element. 5. Research/Conference Paper: (Limited to those who achieved a 2.1 or better in the prerequisite Research Methods module). This entails a student undertaking novel research where the output consists of either a research paper ready for submission to a relevant peer-reviewed journal publication, or a conference presentation ready to be delivered at an external conference relevant to the industry concerned. 6. Consultancy Project: A real-life business-based project that is (ordinarily) set by an industry partner. These projects are likely to entail a ‘what if’ scenario for business development, but could also encompass problem-based scenarios requiring specific technical knowledge. 7. Community Engagement Project: Working alongside the local council, school or community body (such as a church) this project will enable students to develop and implement a solution to an identified problem and encourage reflection on the impact that the project has enabled on the whole community. 8. Student-focused Project: Working within the University College, this project will enable the student to demonstrate their awareness of the interface between the student body and academic staff and will entail the student clearly articulating and implementing solutions to an identified issue, with clear and direct positive results for subsequent cohorts. 9. Team-based project. Working within a team, each student will identify and contribute to an agreed, defined part of a larger collaborative project, ordinarily in conjunction with an industry partner. Part of the assessment for this type of project will include reflection on the role played by the individual and the wider team in the success of the project. Summative assessment will include a group presentation (mark allocation to be agreed by the whole team) and an individual report. 10. Case Studies. In this instance, students undertaking a course that includes the acquisition of competency skills will be able to put together a portfolio to evidence these skills that includes documenting case studies and reflecting on personal professional practice. Alternatively, students may choose to research interventions made by professionals to management protocols and evaluate, using case study examples, the efficacy of the changes made. The project module is designed to enable you to gain experience by undertaking a substantive project which explores specific issues in greater depth than is possible elsewhere in the programme. It is a major opportunity for you to demonstrate that you have met the level 6 descriptors for Bachelor Degrees with Honours as detailed by QAA within their Framework for Higher Education Qualifications in England, Wales and Northern Ireland. You will also be expected to demonstrate the knowledge and skills expected of an honours undergraduate as defined in the relevant QAA Benchmark Statement. This project module is also designed to develop independent learning, self-reliance, work planning skills and a professional approach to study.
Teamwork and collaborative projects are an important part of conservation work. In this module, you will development communication and management skills. Project planning and management strategies are applied to the challenges of co-ordinating habitat management, volunteer training, research support, community engagement, fundraising, and other areas of responsibility. Conservation and engagement projects are highly dependent on motivated people; this module allows you to evaluate approaches to staff and volunteer support and develop leadership skills.
This module builds on the skills developed in Habitat Management. Broader issues in conservation planning area examined, such as linking conservation areas, creating nature friendly urban areas and developments for climate change mitigation.
The Millennium Ecosystem Assessment (MEA), a global audit of the World's ecosystems, identified that ecosystems have declined more rapidly and extensively over the past 50 years than during any other comparable time in human history. Agents for the decline have been identified as 'direct drivers' (such as pollution, climate change and habitat loss), which themselves are underpinned by 'indirect drivers' (e.g. demography, and socio-economic, political and cultural factors). Unsurprisingly, there are consequences for wildlife; it is estimated that the current rate of extinction of species surpasses that of historic background levels by perhaps as much as three orders-of-magnitude – and in the future this is likely to increase in both scope and scale. Indeed the extent of human influence on the planet is such that it has been advocated that we have entered a new epoch – the' Anthropocene' – and are on the verge of the sixth mass extinction event. In addition, such changes can influence ecosystem function, with consequential impacts on ecosystem services and, ultimately, human welfare. This module explores approaches for the conservation of wildlife in an era of marked environmental change. Underpinning philosophy of conservation (i.e. compositional or functional focus) is considered. Whilst the need for ex situ conservation is recognized, particular focus is given to the ecosystem approach, as advocated by the Conversion of Biological Diversity. Themes that will be explored include landscape scale conservation, reserve / protected area design, habitat restoration, and rewilding; particular attention will be given to how wildlife can be conserved in the context of climate change. Adaptive management, threat / vulnerability analysis and abatement, and the importance of stakeholder engagement will be considered. Overall, the module aims to develop your knowledge and conceptual understanding of key principles relating to the conservation of wildlife, particularly within the context of marked environmental change.
Many approaches to land ownership, management and conservation have their roots in colonial ideologies. This module examines the history and structures which have contributed to these outcomes and evaluates new approaches that are inclusive and collaborative with local peoples. Case studies are used to examine the history of changing land use and ownership in countries with colonial histories, the phenomenon of ‘parachute conservation’ and the value of local and indigenous knowledge to effective ecosystem conservation.
Human behaviour change is a major area of development for conservation efforts. Research has shown that simply making people aware of problems is not enough to encourage meaningful behaviour change. This module examines the methodology of creating behaviour change interventions. Cross-disciplinary examples from areas such as human health and marketing are evaluated to develop new strategies for positive behaviour change for the environment.
This module follows on from Science Communication and Community Engagement. You are encouraged to synthesise research from multiple disciplines and case studies to develop new approaches to sharing key information, engaging key audiences, and advocating for improvements in environmental policy, funding and public support. You will have the opportunity to combine knowledge gained across the course to develop evidence-based projects in varied areas of conservation engagement, education and advocacy.