1 CERTIFICATE OF HIGHER EDUCATION NEW PROGRAMME SPECIFICATION 1. Awarding Institution University of Leicester 2. Teaching Institution Institute of Lifelong Learning, Faculty of Education, University of Leicester 3. Programme Accreditation Faculty of Education 4. Programme Title Certificate of Higher Education in Plant Studies and Field Botany 5. Programme Director Dr Susan Page Institute of Lifelong Learning & Department of Geography 6. Date of Submission/Revision 18 th March, 2002 (submission date) 7. Benchmarking Group N/A 8. Aims of Programme This two year, part-time course is intended for students with an active interest in botany, plant identification and plant conservation. Through a combination of seminars and fieldwork, students will be given a solid grounding in the theoretical and practical aspects of contemporary plant studies and field botany. The aims of the course are: To provide an understanding of the main taxonomic, genetic and ecological principles that underpin contemporary plant science and plant identification. To provide a practical and theoretical grounding in the wide range of field and laboratory-based techniques and skills employed in plant identification, the study of plant communities, field recording and data collection, data analysis and interpretation.
2 9. and means by which they are achieved and demonstrated A : Knowledge and Understanding A (1) Demonstration of scholarship appropriate to the level of the award: Mastery of an appropriate body of knowledge An understanding of the A combination of lectures, Successful completion of taxonomic, genetic and tutorials, practical and coursework assignments ecological principles that field work sessions; and examinations. underpin contemporary coursework assignments; plant science. private study. Knowledge of and Mainly through practical Successful participation in competence in: (a) a range laboratory and fieldwork practical exercises; of field and laboratory sessions, but with some completion of coursework techniques for the study additional classroom based assignments, in particular and analysis of vegetation teaching; coursework those related to practical and plant species; (b) the assignments, including exercises. taxonomic skills required practical reports; private to identify a range of study. British flowering plants. A (2) Understanding of key concepts and techniques Understanding of plant Lectures, practical diversity, distribution and sessions, field visits. environmental adaptations. Familiarity with factors Lectures, field visits. governing the distribution of British plant species. Understanding of Lectures, practical taxonomic terminology sessions, field visits. and the value of plant identification skills Confident identification, Practical sessions, field using published keys, of a visits range of British flowering plants Successful completion of relevant coursework assignments. Successful completion of relevant coursework assignments. Ability to understand and use a plant identification key. Completion of relevant coursework assignment(s); use of identification skills in field work exercises
3 Comprehension of evolutionary theory, its genetic basis and application to modern plant studies Ability to carry out vegetation and plant species surveys using standard techniques and interpret practical results using simple statistical and other analytical techniques Understanding of the ecological principles that underpin the conservation management of vegetation and plant species Lectures, practical sessions Practical sessions, fieldwork exercises Lectures, field visits Successful completion of relevant coursework assignment Successful completion of relevant coursework assignment Successful completion of relevant coursework assignment A (3) Critical analysis of key issues An ability to demonstrate a Research for and writing capacity for critical of literature reviews analysis of published material. A (4) Clear and concise presentation of material Communicate concepts Presenting clear, concise and arguments relevant to essays, that combine both the discipline of plant facts and ideas, and sciences both orally and in descriptions of writing. experimental or fieldwork exercises; oral presentation of material in student-led seminars. Successful completion of literature review assignments Successful completion of written (essays and practical reports) and oral (seminar presentation) coursework assignments and examinations. A (5) Critical appraisal of evidence with appropriate insight An ability to demonstrate a Various practical sessions Successful completion of capacity for critical (e.g. use of internet to coursework assignments. analysis of scientific access relevant scientific information. information); coursework; student-led seminars.
4 B. Skills B (1) Oral communication skills On a selected topic, Seminar presentation. provide effective oral communication of principle concepts and arguments B (2) Written communication skills Communicate knowledge Coursework assignments of selected topics in (essays and practical writing. reports); examination papers. B (3) Use of Information Technology Demonstrate the IT training tutorial; use of acquisition and use of IT IT facilities to research skills and the capacity to material associated with access and evaluate a practical sessions and variety of electronic coursework assignments. information resources Effective participation and clear presentation of ideas. Successful completion of assignments and examinations Attendance at IT training tutorial; acquisition of appropriate electronic material and incorporation into relevant coursework. B (4) Basic Numeracy Demonstrate an ability to collect scientific data and to analyse it appropriately B (5) Team Working Demonstrate the ability to work in small groups Lectures on project design, data collection and data analysis; practical experience through laboratory and fieldwork exercises. Practical sessions will involve both independent and group working. Successful completion of practical reports and formal examinations. Successful participation in practical sessions.
5 B(6) Problem Solving Demonstrate the ability to carry out practical exercises and to use appropriate data analysis techniques Practical exercises. Successful participation in practical sessions and completion of associated coursework assignments. B (7) Skills for Lifelong Learning Demonstrate a capacity for the acquisition of new knowledge and skills Attendance at lectures, practical sessions, tutorials etc.; completion of all coursework assignments and examinations. Completion of the Certificate programme 10. Programme structures, requirements, levels, modules, credits and awards (a) Programme structure This certificate programme carries 120 credit points at HE Level 1. It will be taught as a two year, part-time programme, with a total teaching contact time of 180 hours. There will be additional tutorial sessions organised as required, e.g. to cover topics such as essay writing technique, practical report preparation, use of information technology, etc. These additional sessions will amount to a minimum of an additional 12 contact hours per year. Students will be required to spend time in private study for background reading and the preparation of coursework assignments (amounting to approximately 250 hours per year of the course). The total learning time for the course will be 900 hours (contact time plus tutorials and private study). The teaching will be spread out as evenly as possible over the 6 terms of the course. Given the nature of the subject, however, it is inevitable that most of the field-based teaching has to take place during the summer terms when flowering plant material is available. All course modules are compulsory. The relatively low numbers of students expected to enrol on this science course (predicted intake of 12 students) means that optional modules are not viable, either in terms of student enrolments or course finances. The attendance requirements for the certificate are that students should attend at least two thirds of all classroom and practical sessions. There will be six lecture-based modules (3 in each of the two years of the course). Each of these modules will comprise 18 (usually 6 x 3 hr sessions) teaching contact hours and will carry a credit weighting of 10 credits. Over the two years of the course, a total of 60 credits will be gained from the lectured based modules. Most of the teaching for these modules will take place at Vaughan College, with occasional
6 teaching sessions, requiring specialist facilities, at Newton Field Centre, Northamptonshire. The lecture-based modules comprise: T1 The Plant Kingdom T2 Identities and Relationships T3 Plant Form and Function T4 The Evolutionary Background T5 Vegetation Description, Survey and Botanical Recording T6 Plant Conservation Each lecture-based module will be assessed by a combination of coursework assignments and formal examination. The examination will take the form of a takehome examination. The question paper will be distributed to students after the end of teaching on modules T3 and T6 (i.e. during the summer terms) and submitted for marking after a two week period. The examination paper will comprise three exercises ranging from, for example, species identification and an understanding of habitats to desk-based evaluation or problem-solving. Essay-type answers, not exceeding 750 words, will be accompanied by explanatory diagrams, tabulated data and other illustrations as appropriate. In addition to the lecture-based modules, there will be six practical modules (3 in each of the two years of the course). Each of these modules will comprise 12 (2 x 6 hr sessions) hours of teaching contact time and will carry a credit weighting of 10 credits. Over the two years of the course, a total of 60 credits will be gained from the practical modules. Practical modules may be either laboratory or field based and will be held at weekends at a variety of locations (see next section for further details). The practical modules comprise: F1 Introduction to Plant Diversity and Systematics Research F2 Plants in their Habitats F3 Plant Identification Skills (A) F4 Plant Evolution and Conservation F5 Plant Identification Skills (B) F6 Plant Identification Skills (C) and their Application The practical modules will be assessed entirely on coursework. In summary, students gain 50% of their credits from lecture-based studies and 50% from practical studies. The mark awarded for the lecture-based modules (modules T1 to T6) will be obtained in the following manner: coursework 60% (i.e. 10% from each item of assessed work), examinations 40% (i.e. 20% from each of two examination papers). The mark awarded for the practical-based modules (modules F1 to F6) will be obtained entirely from coursework assignments (6 x 16.7%). The final mark for the course will be an average of the total marks awarded for the taught modules and the practical modules.
7 Students obtaining an overall average final mark equal to or greater than 40% will be deemed to have passed the course; those with a mark in the range 60 69% will be awarded their certificate with merit; those with a mark equal to or greater than 70% will be awarded their certificate with distinction. Certificate students will be permitted to enter the course at the start of either Year 1 or the Year 2 of the course or, in exceptional circumstances, at the start of a module. Students joining part way through a year will be required to complete all course modules. N.B. All of the lecture-based modules will be offered as stand alone liberal adult education courses for students wishing to take individual components of the course. (b) Course Format: The programme structure, contact hours, timing and location of modules are indicated in the following table. Module Timing Contact Location hours Tutorial 1 Course Start of 3 Vaughan College introduction; advice on essay and practical report preparation course T1 The Plant Kingdom Term 1 18 Vaughan College F1 Introduction to Plant Diversity and Systematics Research, F1.1 : Plant Diversity Tutorial 2 Use of IT for information search/retrieval T2 Identities and Relationships F1 Introduction to Plant Diversity and Systematics Research, F1.2 : The Herbarium Tutorial 3 Advice on coursework assignments T3 Plant Form and Function F2 Plants in their Habitats, F2.1 : Woodlands Term 1 6 Department of Biology & University of Leicester Botanic Garden Term 1 3 Vaughan College (computer suite) Term 2 18 Vaughan College Term 2 6 Department of Biology Term 2 3 Vaughan College Terms 2 & 3 18 Vaughan College and Newton Field Centre Term 3 6 Field site
8 F2 Plants in their Term 3 6 Newton Field Centre Habitats, F2.2 : Grasslands Tutorial 4 Advice with Term 3 3 Vaughan College coursework assignments F3 Plant Identification Term 3 6 Newton Field Centre Skills (A) F3.1 : Identification of Grasses & Sedges F3 Plant Identification Term 3 6 Newton Field Centre Skills (A) F3.2 : Identification of Composites Tutorial 5 Course Term 4 3 Vaughan College introduction; advice on essay and practical report preparation T4 The Evolutionary Term 4 18 Vaughan College Background F4 Plant Evolution and Term 4 6 Cambridge Conservation F4.1 : Cambridge Botanic Gardens Tutorial 6 IT skills Term 4 3 Vaughan College F4 Plant Evolution and Conservation F4.2 : Plant Genetics T5 Vegetation Description, Survey, Botanical Recording Tutorial 7 Advice with coursework assignments T6 Plant Conservation F5 Plant Identification Skills (B) F5.1 : Identification of Campions, Forget-menots, Roses F5 Plant Identification Skills (B) F5.2 : Identification of Mints, Spurges, Snapdragons (computer suite) Term 4 6 Department of Biology Term 5 18 Vaughan College Term 5 3 Vaughan College Terms 5 & 9 + 9 Vaughan College 6 plus field location Term 6 6 Newton Field Centre Term 6 6 Newton Field Centre
9 Tutorial 8 Advice with coursework assignments F6 Plant Identification Skills (C) F 6.1 : Plants of Aquatic & Wetland Habitats F6 Plant Identification Skills (C) F 6.2 : Identification of Umbellifers, Willowherbs, Docks Term 6 3 Vaughan College Term 6 6 Field site Term 6 6 Newton Field Centre Summary of contact hours per term and per year: Term 1: 24 hours + 6 hours tutorials Term 2: 33 hours + 3 hours tutorials Term 3: 33 hours + 3 hours tutorials Year 1: 90 hours + 12 hours tutorials Term 4: 30 hours + 6 hours tutorials Term 5: 27 hours + 3 hours tutorials Term 6: 33 hours + 3 hours tutorials Year 2: 90 hours + 12 hours tutorials 11. Support for Learning All students enrolled on the course will be issued with a course handbook. This will provide information on the course aims and objectives, contact details for the course director and other tutors, location of teaching venues, timing and content of the course modules, suggested reading, information on coursework assignments, and course feedback sheets (student questionnaires). Additional hand-outs appropriate to the individual modules will be made available during the course. At least 4 x 3 hr tutorials will be held during the course of each year at which issues such as use of library facilities, study skills, basic IT skills etc., and particular questions associated with coursework assignments will be addressed. Students will also be able to request additional tutorials if and when required. All students enrolled on the certificate course can enrol as external users of the University of Leicester library and computing facilities. Students will, therefore, have access to the full range of books and journals housed in the library and to electronic information search and retrieval facilities. Students can also make use of the library at Vaughan College. This contains a large collection of natural history and ecology texts relevant to this course. Additional books, specific to this new certificate, will also be acquired. 12. Criteria for admission The course is offered to people with no previous environmental training or those who feel that what they have is inadequate or out of date. The course will be suitable for those with a personal or vocational interest in botany and plant identification and those involved in planning, forestry, land or water management and who may be interested in the subject for professional reasons.
10 No prior qualifications of any kind are asked for entry on to the course, but students must be willing to commit themselves to serious study for two years. 13. Evaluation and improvement of quality and standards Institute of Lifelong Learning Regular course evaluation will be carried out by the Course Director in conjunction with a staff-student committee. The basis for this assessment will be the results of completed student course evaluation questionnaires, direct student comments, and feedback from the teaching team. A Board of Studies will be established with the Course Director, an appropriate fulltime member of staff of the Department of Adult Education and other course tutors. An External Examiner will be appointed. The Board of Studies will carry out examining duties, act upon issues raised in the External Examiner s report, carry out an annual review of the course, and deal with any other relevant issues. The Board of Studies will report to the Certificate of Higher Education Programme Board and other Faculty Committees as required. University The Certificate course will be covered by regular university academic review activities. 14. Regulation of assessment Coursework and examination scripts will be marked by the tutor setting the work and will be moderated by the Course Director. In addition, a selection of marked work will be moderated by the External Examiner (the selection will include all assignments and exam scripts achieving a mark less than 40% (i.e. a fail) and above 69% (i.e. a first class mark), plus a range of work representative of the intervening grades. 15. Indicators of programme quality These will include, inter alia, the reports of the External Examiner; academic reviews; student progression with coursework assignments and examinations; completion rates on the certificate programme. The Board of Studies will address issues of programme quality and maintain a watching brief on course quality indicators. 16.General course reading list Ennos, R. & Sheffield, E. (2000) Plant Life. Blackwell. MacDonald, G. (2002) Biogeography. Wiley. Moore, D. (1982) Green Planet. Cambridge Univ. Press.
11 17. Module outlines Module Title: T1 - The Plant Kingdom Tutor/Contact: Dr Susan Page and others credits Term/Duration: Autumn term, Year 1 (6 x 3 hour weekly sessions) To develop a basic understanding of the diversity of green plants and their geographical distribution. To develop, in conjunction with the tutorial programme, transferable skills relating to written communication. Demonstrate an understanding of the diversity of global plant life and the major floristic regions. Be familiar with the factors governing the occurrence and distribution of plant species, with particular reference to the British vegetation. Appreciate contemporary causes of change in the British flora. Summary of Content: Introduction to the diversity of green plants; the history of plant exploration and notable plant explorers (e.g. Tradescant, Banks, Kingdon-Ward, Forrest etc.); plant geography; vegetation zones; floristic regions (global) and biogeographical areas (UK); species distribution patterns (disjunct, restricted etc.); indicator species; the changing flora (pollution, habitat loss, invasive aliens, climate change, etc.). Teaching and Learning Strategy: Combination of lectures, video clips, internet retrievable materials. Practical experience provided in Module F1. Assessment Scheme: 1500 word essay (50% ) submission date end of the term in which the module is taught; examination paper (50%). Student Work Load (hours): A total of 75 hours, comprising: Classes 18 Tutorials 6 Private study 51 Archibold, O.W. (1994) The Ecology of World Vegetation. Chapman & Hall. Bell, P. & Woodcock, C. (1980) The Diversity of Green Plants. Edward Arnold. Cox, C.B. & Moore, P.M. (1993) Biogeography: An Ecological and Evolutionary Approach. Blackwell. Ennos, R. & Sheffield, E. (2000) Plant Life. Blackwell. MacDonald, G. (2002) Biogeography. Wiley. Moore, D. (1982) Green Planet. Cambridge Univ. Press. Wilson, E.O. (1992) The Diversity of Life. Harvard University Press.
12 Module Title: T2 - Identities and Relationships Tutor/Contact: Dr Susan Page and staff of Department of Biology Term/Duration: Spring term, Year 1 (6 x 3 hour weekly sessions) To establish the scientific and taxonomic principles that underlie the diversity and classification of flowering plants; To introduce students to the range of taxonomic literature and its application. Understand taxonomic terminology and its application, and appreciate the value of identification skills; Discuss the importance and relevance of plant systematics research in contemporary botanical studies. Assess the role of botanical gardens, plant collections and herbarium collections in systematics research and plant conservation. Summary of Content: Introduction to taxonomy and systematics; the history of plant taxonomy Carl Linnaeus, James Hooker and others; nomenclature, the binomial system and taxonomic categories; phylogenetic approaches; the taxonomic literature (e.g. county floras, Flora Europaea, BES Biological floras etc.); the role of herbarium collections and botanical gardens in systematics research. Teaching and Learning Strategy: Combination of lectures, video clips, internet retrievable materials and student presentations. Practical experience provided in Module F1. Assessment Scheme: Presentation of a seminar paper 10 minute oral presentation (25%), 1000 word written report (25%), plus examination (50%). Oral presentation to be made during the module, written report to be submitted at the end of the term in which the module is taught. Student Work Load: A total of 75 hours, comprising: Classes 18 Tutorial 3 Private study 54 Moore, D. (1982) Green Planet. Cambridge Univ. Press. Stace, C.A. (1989) Plant Taxonomy and Biosystematics. Edward Arnold. Module Title: T3 - Plant Form and Function Tutor/Contact: Dr Susan Page, Dr Franklyn Perring etc. Term/Duration: Spring and summer terms, Year 1 (6 x 3 hour weekly sessions 2 x 3 hour sessions at Vaughan College; 4 x 3 hour sessions (two full days) at Newton Field Centre)
13 To provide an understanding of flowering plant vegetative and reproductive morphology and associated terminology; To enable all students to use biological keys for the identification of a range of flowering plant species. Understand the terminology used to describe vegetative and reproductive structures in higher plants. Confidently identify, using published keys, a range of flowering plants. Summary of Content: Morphological description of flowering plants (leaves, roots, stems, flowers, fruits, seeds); gymnosperms vs. angiosperms; monocotyledons vs. dicotyledons; the use of biological keys; introduction to the identification of (noncritical) families of flowering plants (concentrating on early spring flowers). Teaching and Learning Strategy: Lectures, practical sessions. Further practical experience provided in modules F2, F3, F5 and F6. Assessment Scheme: A 1500 word report on the taxonomic relationships of the British members of a named plant family (50%) plus examination paper (50%). Student Work Load: A total of 75 hours, comprising: Classes 6 Practical 12 Tutorial 2 Private study 55 Bell, A.D. (1991) Plant Form. Oxford Univ. Press. Clapham, A.R., Tutin, T.G. and Warburg, E.F. (1959) Excursion Flora of the British Isles. Cambridge University Press. Ennos, R. & Sheffield, E. (2000) Plant Life. Blackwell. Stace, C.A. (1991) New Flora of the British Isles. Cambridge University Press. Module Title: T4 - The Evolutionary Background Tutor/Contact: Dr Susan Page, Dr Colin Ferris Term/Duration: Autumn term, Year 1 (6 x 3 hour weekly sessions) To establish the scientific principles underlying plant diversity from an evolutionary perspective. Understand evolutionary theory, its genetic basis and its application to contemporary plant studies. Demonstrate a knowledge of the evolutionary trends within the higher plants. Show an awareness of the role played by palaeobotany and palynology in interpreting modern vegetation patterns and species composition. Summary of Content: Evolution and natural selection; the genetic basis for evolution; adaptation, speciation, isolation; the plant fossil record; evolutionary trends in the evolution of higher plants, including the role of alternation of generations; palynology.
14 Teaching and Learning Strategy: Combination of lectures, video clips, internet retrievable materials. Practical experience provided in Module F3. Assessment Scheme: 1500 word essay (50%) submission date end of the term in which the module is taught, plus examination paper (50%). Student Work Load (hours): A total of 75 hours, comprising: Classes 18 Tutorials 4 Private study 53 Ennos, R. & Sheffield, E. (2000) Plant Life. Blackwell. Ingrouille, M. (1992) Diversity and Evolution of Land Plants. Chapman & Hall. Module Title: T5 - Vegetation Description, Survey and Botanical Recording Tutor/Contact: Dr Susan Page Term/Duration: Spring term, Year 2 (6 x 3 hour weekly sessions) To equip students with the necessary knowledge and skills to carry out vegetation and botanical surveys, subsequent data analysis and interpretation. Apply the techniques of the NVC and phytosociology to the description of plant species assemblages. Carry out vegetation and plant species surveys using standard techniques and interpret practical results using simple statistical and other analytical techniques. Undertake a botanical recording exercise for a named site Summary of Content: Structure of vegetation; physiognomy; phytosociology; the National Vegetation Classification; methods of sampling and recording vegetation; the importance of soil studies; designing field studies; data analysis and interpretation; the role of plant recording and botanical floras. Teaching and Learning Strategy: Lectures and practical work, with additional practical work provided in modules F2 and F6; use and explanation of various computer software packages, e.g. for assigning vegetation to NVC categories. Assessment Scheme: 1000 word report of a botanical recording exercise for a named site (50%) submission date, mid-way through the summer term (to allow time for sufficient vegetation development) plus examination paper (50%). Student Work Load: A total of 75 hours, comprising: Classes 15 Practical 3 Tutorial 2 Private study 55 Gilbertson, D.D., Kent, M. & Pyatt, F.B. (1985) Practical Ecology for Geography and Biology. Hutchinson. Kent, M. & Coker, P. (1992) Vegetation Description and Analysis. Wiley.
15 Module Title: T6 - Plant Conservation Tutor/Contact: Dr Susan Page Term/Duration: Summer term, Year 2 (4 x 3 hour weekly sessions, 2 x 3 hour (full day) field work) To provide an understanding of the ecological principles that underpin the conservation management of vegetation and plant species. Interpret and evaluate ecological changes in vegetation due to natural succession, human impact or environmental change; Understand the conflicts between the management of biodiversity and competing land uses, within the physical constraints of a particular locality. Summary of Content: The theoretical and practical aspects of plant conservation, including consequences of habitat isolation and fragmentation; ex-situ vs. in-situ conservation; habitat management and the roles of succession, disturbance, nutrients and grazing; habitat restoration and creation; a field visit will cover practical aspects of habitat management. Teaching and Learning Strategy: Lectures, individual student assignments, field visit. Assessment Scheme: A 1500 word report on the conservation status of a named species of British flowering plant (50%), to be submitted before September 1 st following completion of the module, plus examination paper (50%). Student Work Load: A total of 75 hours, comprising: Classes 12 Practical 6 Tutorial 2 Private study 55 Spellerberg, F.F. (1996) Conservation Biology. Longman. Sutherland, W.J. & Hill, D.A. (eds) (1995) Managing Habitats for Conservation. Cambridge University Press. Module Title: F1 - Introduction to Plant Diversity and Systematics Research Tutor/Contact: Dr Susan Page, Dr Peter Long Term/Duration: 2 x 3 hour session (one full day) in Autumn Term, Year 1, plus 2 x 3 hour session (one full day) in Spring Term, Year 1. To provide students with practical experience of the range of plant diversity and the ways in which they adapt to changes in their environment. To describe the role of herbarium collections in plant conservation and plant systematics, and to demonstrate herbarium techniques.
16 Discuss the diversity of plant life forms, including the range of lower plants; Account for the range of adaptations that plants have evolved enabling them to survive in very diverse environments; Explain the scientific significance of herbarium collections. Summary of Content: F1.1 Plant Diversity a 3 hour practical session in the Department of Biology looking at a range of plant material (both lower and higher plants), followed by a 3 hour visit to the University of Leicester Botanic Gardens exploring plant diversity (higher plants) and the influence of environment upon plant form and function. F1.2 The Herbarium a full day session in the Department of Biology herbarium covering the role and value of herbarium collections and herbarium techniques. Teaching and Learning Strategy: Seminar-style teaching, practical experience and observation. Assessment Scheme: One 1500 word report (100%) to be completed by the end of the spring term, Year 1. Student Work Load: A total of 75 hours, comprising Practicals 12 Tutorial 2 Private study 56 Crawford, R.M.M. (1989) Studies in Plant Survival: ecological case histories of plant adaptation to adversity. Blackwell Scientific. Ennos, R. & Sheffield, E. (2000) Plant Life. Blackwell. Stace, C.A. (1989) Plant Taxonomy and Biosystematics. Edward Arnold. Module Title: F2 - Plants in their Habitats Tutor/Contact: Dr Susan Page, Dr Tony Cook Term/Duration: Two 2 x 3 hour sessions (two full days) in Summer Term, Year 1. To provide practical experience of (a) two semi-natural habitats and their associated plant species; (b) the use of a range of widely-used vegetation survey techniques. Carry out an NVC vegetation survey and subsequent vegetation classification. Use a range of other techniques relevant to the survey and analysis of vegetation. Summary of Content: F2.1 : Woodlands full day field visit and practical exercise on the use of the National Vegetation Classification. F2.2 : Grasslands full day field visit and practical exercise concentrating on sampling techniques for grassland vegetation survey (Summer 2003 late June). Teaching and Learning Strategy: Introductory lectures followed by hands-on practical experience. Assessment Scheme: 1500 word practical report (100%). Student Work Load: A total of 75 hours, comprising
17 Lectures 2 Practicals 10 Tutorial 2 Private study 56 Chalmers, N. & Parker, P. (1986) Fiedwork and Statistics for Ecological projects. Field Studies Council. Gilbertson, D., Kent, M. & Pyatt, F.B. (1985) Practical Ecology for Geography and Biology, Hutchinson. Hall,, J.E., Kirby, K.J. & Whitbread, A.M. (2001) National Vegetation Classification Field Guide to Woodland. JNCC. Kent, M. & Coker, P. (1992) Vegetation Description and Analysis. Wiley. Rodwell, J. (ed) (1991) British Plant Communities Volume 1: Woodlands and Scrub. Cambridge University Press. Module Title: F3 Plant Identification Skills (A) Tutor/Contact: Dr Susan Page, Dr Franklyn Perring Term/Duration: Two 2 x 3 hour sessions (two full days) in Summer Term, Year 1. To provide students with plant identification skills applicable to a specific range of plant families. Confidently identify, using published keys, a range of flowering plants, including grasses and sedges, commonly found in the East Midlands. Summary of Content: F3.1 : Identification of common grasses & sedges, including explanation of key vegetative and sexual characters; F3.2 : Identification of composites, including explanation of key vegetative and sexual characters. Teaching and Learning Strategy: Introductory lectures followed by hands-on practical experience. Assessment Scheme: 1500 word report (approx.) providing a key to one named family of plants for a named area (e.g. the County of Leicestershire) (100%). Student Work Load: A total of 75 hours, comprising Lectures 2 Practicals 10 Tutorial 2 Private study 56 Clapham, A.R., Tutin, T.G. and Warburg, E.F. (1959) Excursion Flora of the British Isles. Cambridge University Press. Hubbard, C.E. (1954) Grasses. Penguin Books. Jerny, A.C., Chater, A.O. & David, R.W. (1982) Sedges of the British Isles. Stace, C.A. (1991) New Flora of the British Isles. Cambridge University Press.
18 Module Title: F4 - Plant Evolution and Conservation Tutor/Contact: Dr Susan Page, Dr Colin Ferris Term/Duration: Two 2 x 3 hour sessions (two full days) in Autumn Term, Year 2. To provide a practical demonstration of the role played by a range of ex-situ techniques in the classification and conservation of plants. Assess the role of botanical gardens, plant collections and herbarium collections in systematics research and plant conservation; Understand the range of molectular genetic techniques available to plant scientists and their role in taxonomy, systematics and conservation. Summary of Content: F4.1 : Visit to Cambridge Botanic Gardens, providing an opportunity to investigate the role of botanic gardens in plant systematics and conservation. F4.2 : Plant Genetics a practical investigation of the techniques of DNA analysis and molecular markers in plant phylogenetics and conservation. Teaching and Learning Strategy: Brief lectures, practical visits, laboratory experience, use of IT to retrieve relevant information from the internet. Assessment Scheme: 1500 word practical report (100%). Student Work Load: A total of 75 hours, comprising Lectures 2 Practicals 10 Tutorial 2 Private study 56 Ennos, R. & Sheffield, E. (2000) Plant Life. Blackwell. Spellerberg, F.F. (1996) Conservation Biology. Longman. Stace, C.A. (1989) Plant Taxonomy and Biosystematics. Edward Arnold. Module Title: F5 Plant Identification Skills (B) Tutor/Contact: Dr Susan Page, Dr Franklyn Perring Term/Duration: Two 2 x 3 hour sessions (two full days) in Summer Term, Year 1. To provide students with plant identification skills applicable to a specific range of plant families. Confidently identify, using published keys, a range of flowering plants commonly found in the East Midlands. Summary of Content: F5.1 : Identification of Campions, Forget-me-nots, Roses, including explanation of key vegetative and sexual characters;
19 F5.2 : Identification of Mints, Spurges, Snapdragons, including explanation of key vegetative and sexual characters. Teaching and Learning Strategy: Introductory lectures followed by hands-on practical experience. Assessment Scheme: A 1500 word (approx.) practical report (100%). Student Work Load: A total of 75 hours, comprising Lectures 2 Practicals 10 Tutorial 2 Private study 56 Clapham, A.R., Tutin, T.G. and Warburg, E.F. (1959) Excursion Flora of the British Isles. Cambridge University Press. Stace, C.A. (1991) New Flora of the British Isles. Cambridge University Press. Module Title: F6 - Plant Identification Skills (C) Tutor/Contact: Dr Susan Page, Dr Franklyn Perring Term/Duration: Two 2 x 3 hour sessions (two full days) in Summer Term, Year 1. To provide students with plant identification skills applicable to a specific range of plant families. Confidently identify, using published keys, a range of flowering plants commonly found in the East Midlands. Summary of Content: F6.1 : Plants of Aquatic & Wetland Habitats a practical exercise with an emphasis on species identification and habitat management. F6.2 : Identification of Umbellifers, Willowherbs, Docks including explanation of key vegetative and sexual characters. Teaching and Learning Strategy: Introductory lectures followed by hands-on practical experience. Assessment Scheme: A 1500 word (approx.) practical report based on F6.1 (100%). Student Work Load: A total of 75 hours, comprising Lectures 2 Practicals 10 Tutorial 2 Private study 56 Clapham, A.R., Tutin, T.G. and Warburg, E.F. (1959) Excursion Flora of the British Isles. Cambridge University Press. Lousley, J.E. & Kent, D.H. (1981) Docks and Knotweeds of the British Isles. Botanical Society of the British Isles. Stace, C.A. (1991) New Flora of the British Isles. Cambridge University Press. Tutin, T.G. (1980) Umbellifers of the British Isles. Botanical Society of the British Isles.
20 18. List of (potential) tutors To include, amongst others, Dr Franklyn Perring, Ioan Thomas (BSBI & NWT); Dr Tony Fletcher (Leics. Museums Service); Dr Colin Ferris, Dr Richard Gornall, Dr John Bailey, Prof. Clive Stace, Dr Peter Long (rtd) (Department of Biology, UoL); Dr Susan Page, Dr Francis Mayle (Department of Geography, UoL); Dr Duncan McCollin & Jeff Best (Nene College); Dr Tony Cook (Newton Field Centre). SEP/first submission/18.03/02