Plant Ecology
A.Y. 2023/2024
Learning objectives
The course aims to provide specific knowledge about plant ecology at species and community level, with particular reference to the responses of plants to environmental factors and to plant life strategies. Knowledge about phytosociology and its application to habitat management will be also provided.
Expected learning outcomes
Knowledge of the main plant strategies and functional types. Interpretation of vegetation cover as a function of environmental and human factors. Vegetation sampling and analysis.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
The course engages students in learning activities aimed at building in-depth knowledge and understanding of fundamental concepts in plant ecology. Students will familiarize with key ecological patterns, processes, and applications involving plants at individual, population, community, and ecosystem scale. A major goal of the course is to expand students' critical thinking skills and professional expertise. Students will first assess information from media and literature and will practice interpreting results and communicating findings to different audiences. Then, students will learn how to pose questions, formulate testable hypotheses, design, implement, analyse, and report plant ecology studies by conducting original scientific research projects.
Topics include: (i) foundation of scientific methods and ecological knowledge, (ii) plant evolutionary ecology and local adaptation, (iii) plant traits and plant functions, (iv) drivers of plant growth, (v) scaling plant responses in space and time, (vi) biodiversity, productivity and plant facilitation, (vii) fire and herbivory, (viii) ecosystem engineering and ecosystem functions, (ix) nature contribution to people.
Topics include: (i) foundation of scientific methods and ecological knowledge, (ii) plant evolutionary ecology and local adaptation, (iii) plant traits and plant functions, (iv) drivers of plant growth, (v) scaling plant responses in space and time, (vi) biodiversity, productivity and plant facilitation, (vii) fire and herbivory, (viii) ecosystem engineering and ecosystem functions, (ix) nature contribution to people.
Prerequisites for admission
Although helpful, no prior experience with botany and ecology is required. Classroom attendance is essential as students are required to engage in learning activities and to work in cooperation with others.
Teaching methods
The course is developed around outcome-based teaching and problem-based learning. The course is designed to offer students both classroom and field experience following a learning-by-doing approach. In addition to key concepts discussed collegially in lectures, emphasis is placed on students' active participation through presentations, laboratories, written assignments and peer-review. Students will collaborate in teams on real-life case studies through hands-on collection, analyses, documentation, discussion, and revision of their scientific work.
This course is part of the 4EU+ Alliance integrated study program. Students member of the 4EU+ Alliance, enrolled at Sorbonne University, Charles University, University of Warsaw, University of Heidelberg, University of Geneva, University of Copenhagen, can attend the class at the following link
https://unil.zoom.us/j/98726759970
This course is part of the 4EU+ Alliance integrated study program. Students member of the 4EU+ Alliance, enrolled at Sorbonne University, Charles University, University of Warsaw, University of Heidelberg, University of Geneva, University of Copenhagen, can attend the class at the following link
https://unil.zoom.us/j/98726759970
Teaching Resources
J. Gurevitch, S.M. Scheiner, G.A. Fox (2020) The Ecology of Plants. Oxford University Press.
P. Keddy (2017) Plant Ecology: Origins, Processes, Consequences. Cambridge University Press.
R. M. Callaway (2007) Positive Interactions and Interdependence in Plant Communities. Springer.
Learning material will be provided to students on ariel course webpage https://glosapiope.ariel.ctu.unimi.it/v5/Home/
P. Keddy (2017) Plant Ecology: Origins, Processes, Consequences. Cambridge University Press.
R. M. Callaway (2007) Positive Interactions and Interdependence in Plant Communities. Springer.
Learning material will be provided to students on ariel course webpage https://glosapiope.ariel.ctu.unimi.it/v5/Home/
Assessment methods and Criteria
A formative assessment framework is adopted to improve the student learning: results of assignments and tasks are used for feedback. Self- and peer-assessment are integrated with teacher-assessment for training students to reflect critically on the quality of their own work. During classes, error detection will be used for correction and attainment of intended learning outcomes.
There will be two assignments. The first assignment is an education/dissemination contribution highlighting new findings or foundational knowledge in which the scientific content can be communicated in the form of text (e.g. newspaper article, blog), images (infographic, poster), podcast or video report. The second assignment is an original scientific article presenting the research carried out by students. Each assignment is followed by student peer-review.
Classroom attendance is essential as students are required to engage in learning activities and to work in cooperation with others.
Students who cannot attend classes (for whatever reason) can anyway give the exam as 'non-attending student'. In that case, the exam will consists of a literature review and a research paper, according to the structure explained above.
Grading system:
Able to reflect, self-evaluate realistically, able to formulate and apply theory to problematic situations, clear mastery of course contents = 28-30
Can apply theory to practice, provide interconnected understanding of course and components, provide good solutions to classroom problems = 25-27
Can explain the more important theories, can describe other topics acceptably, can replicate some classroom activities = 21-24
Can only explain some theories and provide superficial solutions = 18-20
There will be two assignments. The first assignment is an education/dissemination contribution highlighting new findings or foundational knowledge in which the scientific content can be communicated in the form of text (e.g. newspaper article, blog), images (infographic, poster), podcast or video report. The second assignment is an original scientific article presenting the research carried out by students. Each assignment is followed by student peer-review.
Classroom attendance is essential as students are required to engage in learning activities and to work in cooperation with others.
Students who cannot attend classes (for whatever reason) can anyway give the exam as 'non-attending student'. In that case, the exam will consists of a literature review and a research paper, according to the structure explained above.
Grading system:
Able to reflect, self-evaluate realistically, able to formulate and apply theory to problematic situations, clear mastery of course contents = 28-30
Can apply theory to practice, provide interconnected understanding of course and components, provide good solutions to classroom problems = 25-27
Can explain the more important theories, can describe other topics acceptably, can replicate some classroom activities = 21-24
Can only explain some theories and provide superficial solutions = 18-20
BIO/02 - SYSTEMATIC BOTANY - University credits: 6
Lectures: 48 hours
Professor:
Losapio Gianalberto
Educational website(s)
Professor(s)