Teaching

I am currently involved in the preparation, delivery and assessment of a number of undergraduate and postgraduate courses. In addition I provide a first link with the School of GeoSciences for first year students of Ecology who are taking courses provided by the school of Biological Science.

1st year courses:

Origins and Diversity of Life – examines the form and function of micro-organisms, animals and plants in terms of their behavioural, physiological and structural adaptations to habitat, with consideration of genetics and of the evolutionary origins of species diversity (level 8 - core to ecological and biological sciences degrees)

Environmental and Community Biology – studies the activities and interactions of organisms in the environment, and issues in relation to conservation and ecological management (level 8 - core to ecological science degrees, elective for other courses)

2nd Year courses:

Field Biology (Course organiser) – ; non-residential field course providing an introduction to species identification (plants and invertebrates), vegetation sampling techniques, target notes, phase one habitat survey, NVC etc. (level 8 - core to ecological science)

Principles of Ecology – The course is grouped around five main themes: Ecosystems and environment, Spatial relations and temporal dynamics of populations and communities, Population dynamics and life histories, The ecophysiology of plants and animals, Censusing, sampling and monitoring (level 8 - core to ecological science, elective for other courses)

3rd year (junior honours) courses:

Ecological Measurement – 9 day residential field course in Scotland immediately before the start of the first Semester, followed by a taught component of half-a-day per week through the first Semester (level 9)

Applied Ecology and Environmental Management – a course that links science with the management of biological systems including agriculture, forestry, nature conservation and other rural land uses (level 9)

Evolution and Ecology of Plants – the origin, evolution and biodiversity of flowering plants, the underlying reproductive and breeding mechanisms and how these relate to variation patterns, competition and niche capture. The biology of groups with major crop plant significance and evolution of selected crop species. Plant-plant interactions, plant-microbe interactions, and the ecophysiology of succession. Plant succession and the structure of major British plant communities (level 9)

4th year: Honours dissertation supervision – e.g. Above ground plasticity in populations of Plantago lanceolata; Developing a management plan for calcareous grassland in Rutland; Epiphytic communities in the Pinus sylvestris Canopy of the Black Wood of Rannoch and the effects of stand structure; The potential for ecological restoration of West Lothian’s Green Bing; Myccorrihizal fungal community dynamics and responses to climate change; To what extent can urban agriculture benefit the diversity of urban centres?.

MSc courses:

Ecological Restoration in Practice (Course organiser) – studies the philosophy and processes of ecological restoration and familiarises students with key approaches to restoration of terrestrial and aquatic communities, introduces successional theory and vegetation dynamics and how this relates to ecological restoration and reinforces these with real-life scenarios throughout the UK and Europe from case studies (20-credit level 11 course).

Ecosystem Management (Course organiser) – focuses on ecological systems as a whole, includes public involvement in the goal-setting process, integrates conservation into economic activity, and represents a paradigm shift from ‘linear comprehensive’ management to ‘cyclic-incremental’ or ‘adaptive’ management with examples of basic woodland management techniques; the management of a wide range of different habitats; vegetation dynamics with global examples (10-credit level 11 course).

Advanced Ecosystem Management (Course organiser)– incorporates all of the concepts and methodologies introduced in Ecosystem Management then develops them using problem based learning and a series of case studies to exemplify how the “seven steps” of ecosystem management are integrated into the management of specific ecological systems (20-credit level 11 course).

Landscape Architecture – half day session emphasising ecosystem dynamics and the use of natural vegetation development in landscaping rather than “ let’s plant a CG5 community”.

PhD:

The effect of rangeland management systems on savanna vegetation and carbon dynamics in semi-arid Botswana. Olaotswe Kgosikoma.

Investigating potential costs of nutrient losses on converted former agricultural land; a trade off against environmental benefit. Claire Horrocks (2nd supervisor).

SAC:

I also contribute single sessions, on native tree identification (in winter) and restoration of post industrial sites, to undergraduate courses in Scottish Agricultural College.