Science-Based Geo-Ecological Management

Course manual 2017/2018

Course content

Nature conservation, restoration and agricultural use often generate conflicting demands between biodiversity, recreation, and other use of ecosystems. More often than not, measures and interventions start without asking the question why we actually want to intervene and what are the aims. In addition,  contrasting interests between stakeholders, executive organisations and scientists with respect to management intentions may exist.

This course aims to give insights in the ecological processes that should be considered to come to science-based management of geo-ecosystems. Understanding will be gained of geoecological and socio-ecological processes from local to landscape scale, and the spatiotemporal dynamics of ecosystems. We will focus on three types of management challenges: a) novel ecosystems (Markerwadden, Oostvaardersplassen), b) abandoned ecosystems (Iberian peninsula, Horstermeerpolder), and c) agro-ecosystems (open field crops, fruit cultivation). The central questions that will be addressed in all ecosystems are: How to measure, manipulate and monitor geo-ecological processes to come to effective management strategies. The aim is to identify what can science can contribute to effective management.

 The course will focus on the three management challenges, in all of which we focus on four factors:

1) abiotic factors (soil-nutrient-water cycles)

2) succession processes (vegetation)

3) biotic foodwebs/interactions (predators-parasitoids-prey, i.e. animals (and microbes))

4) socio-economic factors

Study materials

Literature

• Scientific articles available on Blackboard

Objectives

By the time the course is completed, the student should be able to:

• Understand geo-ecological processes from local to landscape scale, and their effect on biodiversity.
• Understanding spatiotemporal dynamics of ecosystems, socio-ecological interactions and interconnections between different ecosystems.
• Determine how to measure geo-ecological processes and system responses
• Determine how to manipulate and manage ecological processes
• Determine how to monitor and evaluate management interventions and system responses
• Determine whether management practices are science-based.
• Gather and synthesize information to analyze and come to science-based geo-ecological management

Teaching methods

• Lecture
• Seminar
• Fieldwork/excursion
• Presentation/symposium
• Self-study
• Working independently on e.g. a project or thesis
• Supervision/feedback meeting

Background information will be given in lectures, followed by interactive sessions (WC's), guest lectures, excursions, and assignments.

Learning activities

Attendance

The programme does not have requirements concerning attendance (OER-B).

Additional requirements for this course:

Excursions and interactive sessions (WCs) are mandatory. Maximally two interactive sessions can be missed.

Assessment

Assignments

Assignment 1: Oostvaardersplassen

• Students assess to what extent interventions in Oostvaardersplassen reserves have relied on science-based design or management. Students work in teams of three, all aiming to evaluate the science-based character and development of the Oostvaardersplassen. Each group will write a report in which they will evaluate a) the original aims of the Oostvaardersplassen for a specific aspect, b) the monitoring scheme for that specific aspect, c) the type of management development(s) (e.g. was there adaptive management throughout the years, what went right or wrong) and how this affected the specific aspect that is being focused on, and d) the impact on diversity of the area. e) End with a list of at least 3 suggestions for a (better) science-based management of the Oostvaardersplassen. The final report will be graded and is worth 20% of the final mark. 

   

  Feedback on the report will be provided by teachers during a scheduled feedback session before the deadline. Furthermore, students will peer review each others assignments. The peer review will be graded as well, based on the formulation of the provided feedback, the arguments made, and if strong and weak points are pointed out constructively. The grade is worth 10% of the final mark. 

   

Assignment 2: SGEM plan

• In groups of three, students will identify successes and failures in a specific management plan and present a feasible SGEM plan for (parts) of these projects to a panel of experts, using 1-2 slides. Students will compare the theme that they focused on during assignment 1 to an international (non-Dutch) nature conservation program/project (e.g. Yellow Stone Park USA). Results will be presented during a 20-minute panel discussion with visual support. The assignment will be graded and is worth 10% of the final mark. 

   

Assignment 3: Trade-offs of agricultural abandonment

• In groups, students will write a vision on how to deal with land abandonment, either for Europe as a whole, or for a specific region. Each group will a) analyse the potential trade-offs of land abandonment and indicate how to deal with these trade-offs, b) discuss how their vision for the areas that are threatened by agricultural abandonment might affect different stakeholders, locally and elsewhere, c) provide a short overview of the measures needed to reach your vision, d) indicate what other trade-offs not included in the data provided might be relevant and how, and e) discuss to what extent their vision is dependent on other (international) developments. This assignment will be graded based on a short text that provides the group's vision, the underlying rationale and considerations giving the questions above, as well as on a 5-minute PowerPoint presentation of the group's vision. The grade is worth 20% of the final mark.  

   

Assignment 4: Design a science-based policy plan

• Students will design a science-based nature-inclusive agro-ecosystem policy plan for an arid, sub-tropic or temperate area for a professionally educated ecological manager of an agro-business. Students have to specify the type of plan (land sparing or land sharing) and explain their choice. The assignment is conducted in groups of three, who will make one document together, but with an individual component: biological aspects of the plan, abiotic aspects of the plan or implementation of the plan. This assignment will be graded and is worth 40% of the final mark. 

Fraud and plagiarism

The 'Regulations governing fraud and plagiarism for UvA students' applies to this course. This will be monitored carefully. Upon suspicion of fraud or plagiarism the Examinations Board of the programme will be informed. For the 'Regulations governing fraud and plagiarism for UvA students' see: www.student.uva.nl

Course structure

Timetable

The schedule for this course is published on DataNose.

Additional information

All necessary additional information, such as grouping for seminars, information on the assignments and supporting literature, will be posted on Blackboard.

Contact information

Coordinator

• prof. dr. A.T. Groot

Staff

• M.A.P.A. Aerts
• dr. L.H. Cammeraat
• prof. dr. Marc Davidson
• dr. H.G. van der Geest
• dr. Paul van Rijn PhD
• dr. Kenneth Rijsdijk
• Peter Verburg