Professor Laura Roberts

• EMERGING TECHNOLOGIES IN THE ECOLOGY AND CONSERVATION SECTORS. (current)

  MRes

  Other supervisor: Dr Penny Neyland

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

  Delivery of both teaching and assessment will be blended including live and self-directed activities online and on-campus. This is a level 2 Biosciences module which is compulsory for zoology students and will be held from 2nd - 6th September 2024. Not available to Visiting - Exchange students.

• 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.

• BIOM17 Global Biodiversity Challenges in the Himalayas

  The Himalayan mountain range is not only the the youngest range on Earth but is also home to the highest peaks with the altitude ranging from 300 to 8,500 masl. Due it its unique global positioning, the Central and Eastern Himalayas cross three Biogeographic realms, four major biomes (tropical, subtropical, temperate and alpine) and support numerous eco-regions and is recognised as a global biodiversity hotspot and endemic bird area. The Eastern Himalayan species and habitats face a range of natural and anthropogenic threats. Each threat poses significant challenges to the region's ecosystems, biodiversity, and communities. Some of the main threats include: Climate Change: The Himalayas are highly sensitive to changing climatic patters, including changes to regular temperatures, fluctuating precipitation patterns impacting plant growth, groundwater storage, and creating soil erosion and retreating glaciers. These changes can have far-reaching consequences for migratory and dispersal patters, phenologies and mismatch in biological timings threatening high altitude species such as the snow leopard and Himalayan wolf. Deforestation and Habitat Degradation: Deforestation, illegal logging, and unsustainable land use practices are contributing to habitat loss and degradation in the Himalayas and exacerbating the impacts of climate change and accelerating human-wildlife conflicts. Himalayan forests are rich and diverse and provide critical ecosystem services by playing a crucial role in regulating water flow, preventing soil erosion, and supporting biodiversity, but they are increasingly under threat from human activities pushing iconic species such as red pandas, Himalayan Asiatic bear and clouded leopards into risk of extinction. Land Degradation and Soil Erosion: Soil systems in the Himalaya are incredibly diverse. However, due to the monsoon and general extreme slop angle of the landscape, unsustainable agricultural practices, overgrazing, and deforestation contribute to land degradation and soil erosion in the Himalayas. Soil erosion reduces the fertility of agricultural land and leads to increased sedimentation in rivers and lakes, exacerbating flood risks. This course takes students to the heart of the Eastern Himalayas, a small Indian state called Sikkim, to study the threats to species first hand. Sikkim is a rapidly developing Indian nation, however, its Green State mission align with UN Sustainability goals. Students will use enquiry-based learning to evaluate how Sikkim's biodiversity is being impacted by these threats and if the policies to more sustainable manage the ecosystems are effective and could be improved.

• 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). Students 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.

• EG-B03 Microcredential: Introduction to 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.

• ARCH Partnership funding to develop and deliver an Elite Training Programme for NHS Leaders (2022) 2022

  , £95000

• Reis Ref: 108680 (Full Application) - 21/22 - Hywel Dda University Health Board - ARCH senior Leaders development program 2021 - 2022

  , £47500

• Reis Ref: 108680 (Full Application) - 21/22 - Swansea Bay University Health Board - ARCH senior Leaders development program 2021 - 2022

  , £47500

• NLT funding and NERC funding for Realising the natural capital of Welsh peatlands 2020

  , £236701.51

• REIS Ref: BSR1093 - 2020/21 - Neath Port Talbot County Borough Council - LOST PEATLANDS OF SOUTH WALES 2020 - 2021

  , £128,394.00

• REIS Ref: BSR1039 - 2017/18 - Welsh Government - REALISING THE NATURAL CAPITAL OF WELSH PEATLANDS 2017 - 2018

  , £108,307.51

International Conferences:

• European Conference on Education 2022: Rest and Recovery to Build Resilience: Embedding Flexible Semesters and Remodelling Assessments to Support Transitioning to Higher Education. Roberts, LJ and Berry, JT (Oral presentation – delayed until 2023)
• International Advance HE Assessment and Feedback Symposium: 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 and Berry, JT (Round Table Discussion)
• 4th International Active Learning Conference, July 2021. Breaking with tradition: long-term lessons from Covid-related innovations in STEM assessment. Roberts, LJ and Berry, JT et al (Oral Presentation)
• Advanced HE L&T Conference, July 2021: A brave new world: Has the global pandemic broken the boundaries of tradition and reformed Assessment in STEM? Roberts, L.J. and Berry, J.T. (Oral Presentation)

National Conferences

• STEM Horizons 2022: Year in Research: Enhancing work-integrated learning opportunities in Higher Education: Roberts, LJ et al., (Oral Presentation)
• STEM Horizons 2022: Have Open-book Open-Web exams reformed assessment in STEM? Roberts, LJ and Berry, JT (Oral Presentation)
• STEM Horizons 2022: Remodelling learning, teaching and assessment to support transitioning students. Roberts, et al (Oral Presentation)
• STEMM HEA Conference 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. and Roberts, LJ: (Oral presentation)
• Royal Society of Geography Conference August (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. and Roberts, LJ:
• STEMM HEA Conference January 2018: You said, we did! Reducing the gap in graduate ecological skills through employer informed work-simulated learning. Roberts, et al., (Oral presentation)

Invited Presentations

• Majan University, Oman (December 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. September 2022. Roberts, L.J.
• University of South Wales: 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, L.J. and Berry, J.T.
• QAA Microcredentials Series: Microcredentials: An Employer Overview. Roberts LJ and Hopkins, CL

Discipline Conferences and Webinars

• CIEEM Autumn Conference 2022: Delivering Nature Positive, Carbon Negative Futures: What do employers need their graduates to know about achieving Carbon Zero and environmental sustainability? Roberts, LJ and Larkin E.
• CIEEM Webinar 2022: Nature Based Solutions to Societal Challenges. Roberts LJ
• British Ecological Society Conference December 2021: A social-ecological experiment - onion yield and soil invertebrate responses to biochar and two organic fertilisers. James, R, Roberts, LJ. Et al
• 12th Symposium for European Freshwater Sciences Conference 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. (current)
MRes

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