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ENVB40360

Academic Year 2026/2027

Peatlands & Global Change (On-line) (ENVB40360)

Subject:
Environmental Biology
College:
Science
School:
Biology & Environment Science
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Dr Florence Renou-Wilson
Trimester:
Autumn
Mode of Delivery:
Online
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module should provide students with a comprehensive summary of peatland science. Human activity, climatic variability as well as other natural processes shape peatlands which are dynamic ecosystems, constantly evolving. From microbial diversity to entire landscape, students will develop an understanding of peatlands, especially Irish ones, but also of those around the world.
This module brings together knowledge from science, policy and practice to highlight and debate the importance of peatlands from an ecological, social and economic perspective.
Topics include:
• Natural history, biology and ecology of peatlands
• Distribution and classification of peat soils
• Peatlands and climate
• Utilization and management of peatlands
• Peatlands and people
• Current research in peatland science

About this Module

Learning Outcomes:

Students will be able to:
- Recognise peatland types and understand their natural history (their origin and development and how they got to their current status);
- Understand processes within these ecosystems (ecology, hydrology and peat accumulation);
- Understand peatland-environment feedback, especially with regards to global climate;
- Recognise the different ecosystem services they provide and appraise the consequence of these values;
- Evaluate resource management options.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure availability and sustainable management of water and sanitation for all 1

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 1

Take urgent action to combat climate change and its impacts 1

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

23
Autonomous Student Learning

80
Online Learning

24
Total

127

Approaches to Teaching and Learning:
Lectures, videos and other online learning tests, MCQs form the bulk of the learning methods with compulsory participation on the forum to discuss articles and topics.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Fully formatted essay critically analysing a question on peatland management Week 15 Graded No
60
 No
Individual Project: Review of a research paper and discussion Week 12 Graded No
40
 No

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

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