Trimester 1

Like all other living organisms, plants are subjected to various environmental stresses. This module explores stress physiology and plant response to environmental stresses: temperature, water, salinity, radiation and other stresses. We will explore abiotic stresses; impact of temperature stress on plants ( high and low temperatures: heat, chilling and freezing) and how plants respond to those, impacts of drought, floods & impact of salinity stress on plants, and plants responses, nutrient stresses. We will explore impact of biotic stresses including herbivores, fungi, bacteria and competition among plants. Example case studies and current event will allow us to link issues with the on-going climate change. We will apply both qualitative and quantitative tools to learn impact of environmental stresses on plants. Students will manipulate plant stresses and their respective responses through heating plants and controlling the impact. We will therefore be able to demonstrate a tangible example of heat tolerance, damage and how different plants respond. The course is designed to guide students towards development of a critical attitude, and an understanding of plants stresses and their responses in line with climate change. 

The module aims at providing a deep understanding of early stages of development in metazoans through different models and illustrate their different stages for comparison purpose.

Animal growth on its side  shows processes of growth, internal and external factors influencing growth in animals

This module explores wetlands in all of their dimensions, comprising the critical services they provide to humans and other living organisms, as well as the rich biodiversity they host. Additionally, wetlands are linchpin environments for scientific policy and regulation. The overall aim of the module is to connect what we know about wetlands from a scientific perspective to the ways in which wetlands matter for people both globally and locally.

This module explores the biology of species diversity and the theories and practices underlying our attempts to conserve diversity at the level of genes, species, communities, ecosystems and landscapes.  We will explore the main threats to biodiversity including habitat loss and landscape change, overharvesting, invasive species, and the major global environmental change events of today: global warming, ozone depletion, and climate change.  We will explore the major issues and problems in conservation biology, and the tools biologists use to accomplish their conservation objectives.  We will apply qualitative and quantitative tools from population biology, and community and landscape ecology to learn how to predict the vulnerability of populations, species, communities and ecosystems to disturbance or extinction.  Example case studies and current events will allow us to explore issues such as reserve design and management, policy issues, re-introduction projects, and restoration efforts.  Students will delve into the most recent peer reviewed conservation biology literature to become familiar with predominant debates and contentious issues in the field.  The course is designed to help students develop a critical perspective, pertinent quantitative tools, and an understanding of where the field of conservation biology came from and where it is headed.

The aim of this module is to introduce students to field ecology and the biological systems, rich diversity, and environmental problems in Rwanda as they relate to the content and concepts attained in the classroom. Students will visit four biologically important areas in Rwanda: Akagera National Park, Nyungwe National Park, Volcano National Park, and Lake Kivu. The module combines the field components of four modules in the 3^rd year of the Conservation Biology program: Ecology and Evolution, Animal Systematics, Behaviour and Conservation, Plant Community Ecology & Conservation, and Plant Structure, Function and Systematics.  Students will make observations, practice field sampling techniques, and gather data that will be used in the associated modules. 

Having successfully completed the module, students should be able to demonstrate knowledge and understanding of:

1. the biological components and processes of the natural and human-dominated systems in Rwanda; how biological systems are used by humans in Rwanda
2. the causes of disturbance and alteration of these systems
3. the distribution of species (and their taxonomy), ecosystems, communities, habitats, and protected areas in Rwanda
4. biological, ecological, and environmental problems in Rwanda and how the field of biology can respond to them
5. identify natural and disturbed systems of Rwanda, including identification of potential causes
6. suggest research approaches and management solutions for observed biological or environmental problems or issues
7. discuss the distribution of ecological and biological systems in Rwanda and the socio-economic aspects that affect them
8. develop appropriate methods for observing, identifying, measuring, monitoring, and evaluating biological and ecological systems in the field
9. conduct field research sampling using appropriate techniques and methods
10. analyze quantitative data collected from field observations and prepare a written report of the findings