Yr Athro Laura Roberts

• New and developing technologies in the ecology and conservation sectors. (cyfredol)

  MRes

  Goruchwyliwr arall: Dr Penny Neyland

• Social-ecological experiment on the effects of organic fertilisers and biochar on onion yield and soil macroinvertebrates. (dyfarnwyd 2023)

  MRes

• BIO018 Biology A' Level and Transition to University

  This course is designed for Biology students transitioning from A' Level to Higher Education, and will guide students through a series of tailored modules built around the WJEC Biology A' Level specifications. Each module covers information from across the curriculum, helping to link key biological concepts and build from core knowledge to more complex applications. The learning activities will consist of a short (10 ¿ 20 minutes) recorded or annotated lecture that will include self-assessment of understanding by a short quiz consisting of multiple-choice questions. Further on-line materials will be provided to assist students with learning independently. Personal support will be available through online tutor meetings at arranged time.

• BIO253 Introduction to field zoology

  This residential field course comprises practical work employing techniques appropriate to sampling the zoological biodiversity of a range of terrestrial and freshwater habitats (coastland, woodland, grassland, freshwater systems). Students will learn techniques for the identification of species, practice recording accurate field notes, and gain experience in the analysis and presentation of zoological and ecological data. Furthermore students will be able to recognise and describe key groups of animals associated with a range of temperate habitats.

• BIO266 Climate Action Academy: Empowering Students to Offset Their Carbon Footprint

  This course will provide students with the tools and information needed to understand and offset their carbon emissions whilst undertaking international fieldwork. This will be delivered by a variety of online methods, including recorded videos, quizzes, and interactive games. The course will be divided into four main learning blocks: - A brief introduction to the climate emergency based on current findings from the Intergovernmental Panel on Climate Change. - Explore climate legislation at a national and local level, with a focus on Swansea University¿s commitments and pioneering technology. - Exploring the carbon footprint, with an emphasis on international travel and dietary choices. - Investigate the psychological impact of the climate emergency, including tools for self-help and available support. - A bespoke carbon calculator to allow students to calculate their emissions and select what actions they will take to offset this. -The course will finish with a pledge for students to commit to offsetting their emissions, which will be reviewed the following semester.

• BIO331 Professional skills in conservation

  This field based module will introduce students to the professional techniques utilised to monitor and study animals and plants in a variety of terrestrial habitat types and in relation to conservation management and biodiversity monitoring in the United Kingdom. The course places a strong emphasis on ecological census techniques and basic classification and taxonomy. Students will develop key techniques relevant to the environmental sector including Protected Species (specifically birds, amphibians, mammals, reptiles and plants), River and Phase 1 habitat surveys and Environmental Impact Assessment. Students will also learn about the biotic and abiotic factors that define different UK habitats and be introduced to the natural history of Wales. A focus is on developing key transferable skills that enhance employability such as problem solving, data analysis, report writing, evaluation, communication and teamwork.This module is therefore suitable for students wishing to pursue a career in ecological consultancy or conservation.

• BIOM22 Advanced Techniques in Biodiversity Assessment

  This module aims to introduce advanced professional techniques in biodiversity assessment and management. Students will learn how to use, interpret and evaluate appropriate metrics and methodologies to assess the impacts of new developments on biodiversity such as Ecological Impact Assessment (EcIA), UK Habitat Classification, Biodiversity Net Gain (BNG) and Environment Net Gain (ENG). Student will also learn the evaluation of ecological and broader environmental features as part of an economic valuation of the environment e.g. for ecosystem services assessment, natural capital valuation and/or environmental net gain. This module provides students with highly employable skills within the environmental and conservation sector, aligning with the CIEEM's Competency Framework. While undertaking the module student will gain the experiences and develop a portfolio to allow them to apply for Qualifying Membership with the CIEEM.

• BIOP00 Protected Terrestrial Mammals: Ecology, Survey Techniques and Legislation

  Many of Britain's terrestrial mammals are protected by law and it is an offence to kill, capture or disturb them or damage their habitats. These species are often encountered on sites proposed for development and it is therefore important to understand their ecology to ensure their protection. This course is aimed at environmental professionals or learners aspiring to work in the environmental sector that wish to learn about the survey techniques, ecology and legislation for several of Britain's protected terrestrial mammal species (primarily dormouse, badger, otter, water vole, bats and pine marten).

• BIOP01 Pine Marten Ecology, Survey Techniques and Legislation

  This course builds on Terrestrial Mammals: Ecology, Survey Techniques and Legislation by focusing on pine martens. Pine martens are protected by law and it is an offence to kill, capture or disturb them or damage their habitats. These species are often encountered on sites proposed for development and it is therefore important to understand their ecology to ensure their protection. Due to their reduced distribution they are also a focal species for reintroduction programmes within England and Wales. The course is aimed at environmental professionals or learners aspiring to work in the environmental sector that wish to specialise on this particular mammalian species and gain in-depth knowledge about the survey techniques, ecology, legislation and best-practice guidance for monitoring and reintroduction based on the latest evidence-based research.

• BIOP03 Introduction to terrestrial and freshwater invertebrates

  Terrestrial invertebrates can be used to monitor environmental change and their presence is fundamental in measuring biodiversity. Successful identification of these groups plays an important role in maintaining our ecosystems. This course is aimed at environmental professionals, or learners aspiring to work in the environmental sector, that wish to learn the major groups of terrestrial invertebrates and their key survey methods. The course will focus on those easily-recognised and familiar insect groups such as butterflies and dragonflies.

• BIOP04 Freshwater macroinvertebrate biological indicators

  This course is aimed at environmental professionals who wish to improve their freshwater invertebrate identification skills. The syllabus will enable learners to apply taxonomic and problem solving skills in the identification of freshwater invertebrates. Course participants will be guided on the use of identification keys and will be introduced to freshwater sampling techniques. Practical training is provided through a combination of e-learning and personal study. The professional learner will develop the confidence and tools they need to know how to identify the major groups of British freshwater invertebrates. The course uses active learning to ensure the learners can identify the key features of the macroinvertebrate families. An optional on-campus workshop is provided for learners to put the their knowledge into practice and identify preserved specimens of the key macroinvertebrate families.

• BIOP13 Nature Based Solutions

  Three hundred years of industrial development has led to abrupt and often irreversible environmental change resulting in significant climatic and non-climatic challenges in the 21st Century that adversely impacts human development. Rapid population growth, urbanisation, intensive land use and change, uncapped commodity extraction and pollution are degrading ecosystems, while climate change is increasing the frequency, intensity and magnitude of natural disasters leading to human and wildlife fatalities and increasing property and economic losses. Conventional engineering solutions can address these issues to some extent. However, there is a growing consensus for the need to work with ecosystems to enhance the livability in cities, providing resilient communities and allow adaptation to climate change, while protecting and enhancing ecosystems and biodiversity. Nature-based solutions (NBS) are inspired and supported by nature and use, or mimic, natural processes and can be applied strategically to and equitably to help societies address a variety of global environmental challenges. NBS can concomitantly lead to multiple economic, societal and and environmental benefits, such as reducing infrastructure costs, job creation, green growth, enhancing health, wellbeing and recreational opportunities. This course will introduce the learner to the paradigm shift in cultural norms, from working against, to with nature. Each topic will be supplemented by relevant local case studies and applied examples of NBS.

• GEB301 Interdisciplinary Field Course to the Indian Himalayas (Sikkim)

  This residential field course module explores the relationship between environment and society in the Himalayan state of Sikkim in NE India on the borders with China, Nepal, Tibet and West Bengal. The course is inter-disciplinary in approach and policy-oriented. Students work with members of University Staff in mixed groups of biologists, human geographers, physical geographers and zoologists. Through intensive inter-disciplinary group working, students utilise (and pass on) their specialist skills in the group exercises and projects that are undertaken.

• MNXN28 Senior Leaders’ Development Programme

  This programme is developed by the All-Wales Intensive Learning Academy for Innovation in Health and Social Care (in FHSS), AGORIP and the Swansea University STEM Skills Academy Wales, together with colleagues from Faculty of Medical, Health and Life Sciences at Swansea University. This is an 18-month bespoke Skills Development Programme. The programme is designed to enable senior management and clinical leaders in University Health Boards to acquire and apply new skills in order to maximise their effectiveness in leading services and providing benefit to their populations. The approach has four main elements, as follows: Evaluative Framework, Thematic Modules, Community of Practice and Coaching and Mentoring.

• Cyllid Partneriaeth ARCH i ddatblygu a chyflwyno Rhaglen Hyfforddiant Elit ar gyfer Arweinwyr y GIG (2022) 2022

  , £95000

• Cyfeirnod REIS: 108680 (Cais Llawn) - Bwrdd Iechyd Prifysgol Bae Abertawe, Rhaglen datblygu arweinwyr uwch ARCH 2021 - 2022

  , £47500

• Cyfeirnod REIS: 108680 (Cais Llawn)- Bwrdd Iechyd Prifysgol Bae Abertawe, Rhaglen datblygu arweinwyr uwch ARCH 2021 - 2022

  , £47500

• Ariannu NLT ac ariannu NERC ar gyfer Gwireddu cyfalaf naturiol mawndiroedd Cymru 2020

  , £236701.51

• Cyfeirnod REIS: BSR1039. Llywodraeth Cymru -Cyngor Bwrdeistref Sirol Castell-nedd Port Talbot - LOST PEATLANDS OF SOUTH WALES 2020 - 2021

  , £128,394.00

• Cyfeirnod REIS: BSR1039. Llywodraeth Cymru - REALISING THE NATURAL CAPITAL OF WELSH PEATLANDS 2017 - 2018

  , £108,307.51

Cynadleddau Rhyngwladol

• Cynhadledd Ewropeaidd ar Addysg 2022: Rest and Recovery to Build Resilience: Embedding Flexible Semesters and Remodelling Assessments to Support Transitioning to Higher Education. Roberts, LJ a Berry, JT (Cyflwyniad llafar – gohiriwyd tan 2023)
• Symposiwm Rhyngwladol Asesu ac Adborth Advance HE: Putting the Student at the Heart of Assessment and Feedback: Equality, Diversity and Partnership (2022) Conquering the pandemic-induced digital divide and inequalities in students transitioning to higher education. Roberts, LJ a Berry, JT (trafodaeth bwrdd crwn)
• Y 4edd Gynhadledd Dysgu Gweithredol Ryngwladol, Gorffennaf 2021. Breaking with tradition: long-term lessons from Covid-related innovations in STEM assessment. Roberts, LJ a Berry, JT et al (cyflwyniad llafar)
• Cynhadledd Ryngwladol Asesu ac Adborth Advance HE, Gorffennaf 2021: A brave new world: Has the global pandemic broken the boundaries of tradition and reformed Assessment in STEM? Roberts, L.J. a Berry, J.T. (Cyflwyniad Llafar)

Cynadleddau Cenedlaethol

• STEM Horizons 2022: Year in Research: Enhancing work-integrated learning opportunities in Higher Education: Roberts, LJ et al., (Cyflwyniad Llafar)
• STEM Horizons 2022: Have Open-book Open-Web exams reformed assessment in STEM? Roberts, LJ a Berry, JT (cyflwyniad llafar)
• STEM Horizons 2022: Remodelling learning, teaching and assessment to support transitioning students. Roberts, et al (cyflwyniad llafar)
• Cynhadledd STEMM yr Academi Addysg Uwch 2019 Enhancing learning through interdisciplinary field courses: Breaking subject-specific barriers, widening perspectives and revolutionising peer-led learning in the Indian Himalayas. Elias, OH., Kljun, N., Proffitt, G., Harris, WE., Felstead. NJ. a Roberts, LJ: (Cyflwyniad Llafar)
• Cynhadledd Cymdeithas Frenhinol Daearyddiaeth Awst (2018) Enhancing learning through interdisciplinary field courses: Breaking subject-specific barriers, widening perspectives and revolutionising peer-led learning in the Indian Himalayas. Elias, OH., Kljun, N., Proffitt, G., Harris, WE., Felstead. NJ. a Roberts, LJ
• Cynhadledd STEMM yr Academi Addysg Uwch Ionawr 2018: You said, we did! Reducing the gap in graduate ecological skills through employer informed work-simulated learning. Roberts, et al., (Cyflwyniad Llafar)

Cyflwyniadau Gwadd

• Prifysgol Majan, Oman (Rhagfyr 2022), Remodeling assessment and feedback to support transitioning students. Berry, LT, Roberts, LJ, Xavier, P
• Natural Sciences Scholarship of Teaching and Learning Webinar: Should Open-Book, Open-Web Assessment be used to replace Closed-book Exams In STEM. Medi 2022. Roberts, LJ.
• Prifysgol De Cymru: TESS: Authentic & Innovative Assessment in STEM September (2021) A brave new world? Has pandemic-induced use of open-book remote assessment broken the universal tradition of closed-book unseen exams in STEM? Roberts, LJ. a Berry, J.T.
• Cyfres Microfanylion yr Asiantaeth Sicrhau Ansawdd: Microcredentials: An Employer Overview. Roberts LJ a Hopkins, CL

Cynadleddau a Gweminarau'r Ddisgyblaeth

• Cynhadledd yr Hydref CIEEM 2022: Delivering Nature Positive, Carbon Negative Futures: What do employers need their graduates to know about achieving Carbon Zero and environmental sustainability? Roberts, LJ a Larkin E.
• Gweminar CIEEM 2022: Nature Based Solutions to Societal Challenges.                
  Cymdeithas Ddaearegol Prydain Rhagfyr 2021: A social-ecological experiment - onion yield and soil invertebrate responses to biochar and two organic fertilisers. James, R, Roberts, LJ. Et al
• Y 12fed Symposiwm ar gyfer Cynhadledd Dŵr Croyw Ewrop 2021: Local and landscape impacts of land-use on lotic macroinvertebrate functional diversity. Roberts. LJ and Dicks, S.

Social-ecological experiment on the effects of organic fertilisers and biochar on onion yield and soil macroinvertebrates. (presennol)
MRes

Local and landscape impacts of land-use on lotic macroinvertebrate functional diversity. (2020)
MRes