Regional and Environmental Laboratory: Project
Code: 104255 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Geography, Environmental Management and Spatial Planning | OB | 3 |
Contact
- Name:
- Roser Maneja Zaragoza
- Email:
- roser.maneja@uab.cat
Teachers
- Marc Sanchez Morales
- Miquel Nieto i Conill
- Alaitz Zabala Torres
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
This subject (LTA-P) is based on the realization of a territorial and environmental project for which you need to have previous knowledge acquired in the degree subjects taken previously. Therefore, you must have passed all first and second year subjects and especially the Territorial and Environmental Laboratory: Diagnosis (LTA-D). It is also recommended to have passed 60% of the credits of the first semester of the third year (3 out of 5).
It is very important that students check the course schedule before enrolling. Attendance at theoretical sessions, workshops, seminars and field trips is compulsory and therefore incompatible with other subjects that are taught at the same time.
To enroll in this subject, it is very important to also enroll in the second-year subject "Biodiversity and habitats" (Code 104251), as it is linked to LTA-P. It is also highly recommended to enroll in the subject "Representation techniques and territorial design" (Code 104258), since much of the applied work in this subject is based on the LTA-P project.
Objectives and Contextualisation
This compulsory third-year subject is part of Subject 19 of the degree: Territorial and Environmental Laboratories, together with the second-year LTA-D subject. As reflected in the Degree Report, it integrates with the subjects:
- Biodiversity and habitats
- Representation techniques and territorial design
The subject, as its name indicates, has an applied nature and is guided by the challenge-based learning methodology: it is about facing real and complex problems identified by the different actors in the territory in order to create an adequate definition and point out possible solutions. Challenge-based learning is today a widely recognized methodology that allows not only to deal with real case studies, but also to insert the student into environments in which he can develop his professional career in the future. It is also a good opportunity to experiment with the knowledge and methods acquired in other subjects of the Degree.
In this third-year Laboratory (LTA-P), importance is given to carrying out an action project to respond to a series of problems identified in a specific territorial area, while working with different planning instruments. The project must plan viable and innovative solutions, design their implementation and foresee indicators for their evaluation.
Regarding the specific challenge and case study, it will be presented at the beginning of each course. Based on the identification of specific problems expressed by local actors, the knowledge acquired last year at LTA-D will be applied in order to develop a diagnosis and move forward in the design and implementation of an action project that develops solutions to the topic discussed. The assignment will combine individual and small group work. The results will be presented in Project format and will be presented orally, with the possible assistance of the actors involved.
It is also an objective of this subject to apply the knowledge of Geographic Information Systems acquired in previous courses, especially with regard to its analytical use.
Learning Outcomes
- CM31 (Competence) Design and carry out a spatial and environmental diagnosis project providing innovative proposals for methods, processes, and the management of environmental problems.
- CM32 (Competence) Create a proposal for spatial action and/or management in a case study considering the gender perspective.
- CM33 (Competence) Produce a diagnostic report by means of challenge-based learning, demonstrating initiative, proactivity and the ability to adapt to new environments.
- KM49 (Knowledge) Define the main territorial problems of a case study.
- KM50 (Knowledge) Introduce the regulatory and planning framework in the content of the planning instrument report.
- SM44 (Skill) Propose actions on geographical, environmental and territorial challenges posed by local actors in a real case study.
- SM46 (Skill) Apply the appropriate methodology and tools for the elaboration of territorial and environmental projects by means of challenges.
- SM46 (Skill) Apply the appropriate methodology and tools for the elaboration of territorial and environmental projects by means of challenges.
Content
The contents have a double character: on the one hand methodological and on the other practical and will be applied to specific examples.
1. Introduction: from the diagnosis to the elaboration of territorial and environmental projects.
2. Environmental indicators and territorial values.
3. The challenge object of action.
4. GIS tools to support the analysis of the case study.
5. From SWOT to the definition of objectives and proposals.
6. From objectives and proposals to projects: criteria and actions.
7. Risk assessment and analysis
8. Resources for the presentation of results.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| classroom practices (PAUL) | 12.5 | 0.5 | |
| GIS exercices (PLAB) | 12.5 | 0.5 | |
| Joint fieldwork | 8 | 0.32 | |
| Lectures on methodology and the study case | 15.5 | 0.62 | |
| Type: Supervised | |||
| Guidance for results presentation | 12 | 0.48 | |
| Orientation sessions to develop projects | 13 | 0.52 | |
| Type: Autonomous | |||
| Delivering results | 15 | 0.6 | |
| Information search: documentation, cartography, data and fieldwork | 20 | 0.8 | |
| Project analysis and experience | 25 | 1 | |
| Theoretical and methodological readings | 15 | 0.6 |
The subject is based on the preparation of a Territorial and Environmental Project (Course Project) on a specific case study. To achieve this goal, the materials and methods taught at LTA-D are used in order to, based on a diagnosis, develop an action plan.
Following the methodology of learning by challenges, the subject is based on a coordinated set of practical works that lead to the preparation and presentation of a territorial and environmental project that responds to the problems posed by the actors of a territory.
The task will be carried out partly individually and partly in small groups. The practical activity, which will include a part of GIS practices, will be accompanied by a set of theoretical and methodological support sessions, as well as tutoring throughout the learning process. In order to carry out the Course Project, it will be necessary to know the area of action on the ground, which will be done through field work shared with the subject Biodiversity and habitats.
Learning activities
Directed
Expository classes on methodology and on the case study.
Joint fieldwork for territorial analysis.
Practical activity: workshops and guided tutorials.
GIS cartographic analysis exercises.
Supervised
Orientation sessions and monitoring of the preparation of the Project
Orientation sessions and monitoring of the presentation of the results (oral presentation)
Autonomous
Methodological readings and about the problem raised.
Search and analysis of information.
Independent field work.
Elaboration of the results: Project, oral presentation, computer graphics.
The work dynamics, based on workshops and tutorials, require the presence of students both in the classroom and in the field, so attendance at the time slots assigned to the subject is mandatory.
In addition, this process will be carried out in coordination with the subject Biodiversity and Habitats (104251) in terms of field work and the contents of the Course Project and with the subject Techniques of Representation and Territorial Design (104258) in terms of to the public presentation of the Course Project.
At the beginning of the subject, the teaching staff will explain the protocol of measures and good practices for field trips.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Follow-up exercices | 20% | 0 | 0 | KM49, SM44, SM46 |
| GIS practice | 20% | 0 | 0 | KM49, SM44, SM46 |
| Public presentation of the project | 15% | 0 | 0 | CM31, CM32, KM49, SM44 |
| Written document of the Project | 25% | 0 | 0 | CM31, CM32, CM33, KM49, KM50, SM44, SM46 |
| Written exam | 20% | 1.5 | 0.06 | KM49, SM44, SM46 |
The evaluation will take into account:
- Follow-up exercises (20%). Individual course follow-up exercises.
- Written project document (25%): Drafting of the course project (group work).
- Public presentation of the project (15%). Public presentation of the drafted project. Oral and graphic in the format and form indicated in class.
- Written test (20%). There will be one or several individual written tests on the content taught in the theory sessions.
- GIS practices (20%). Exercises delivered to GIS practices.
Attendance at joint fieldwork trips and oral presentations is mandatory and is a requirement to pass the subject.
The subject follows a continuous learning and assessment calendar that must be followed punctually. It is necessary to respect the delivery dates of the assignments and follow-up exercises. Late deliveries will result in a grade penalty.
Undelivered items will be graded with a zero (0).
At the time of carrying out each assessment activity, the teaching staff will inform the students of the procedure and the date of review of the qualifications.
The grade for the subject will be the weighted average of the grades obtained in the different assessed items. To be able to make an average, you must have obtained at least a 4 in each of the assessable items.
Not evaluable: The student will receive the qualification of "Not evaluable" as long as he has not delivered more than 1/3 of the evaluation activities.
Recovery: Follow-up exercises, GIS practices and the written test will be recoverable items. Due to their nature, the written Project and the oral presentations cannot be recovered.
Plagiarism and irregularities In the event that the student commits any irregularity that could lead to a significant variation in the grade of an assessment act, this assessment act will be graded with 0, regardless of the disciplinary process that may be involved instruct In the event that several irregularities occur in the evaluation acts of the same subject, the final grade for this subject will be 0.
This subject does NOT provide for the single assessment system.
Bibliography
Generalitat de Catalunya (2004?). Planejament territorial. Criteris. Barcelona, Departament de Política Territorial i Obres Publiques.
Generalitat de Catalunya (2009). Memòria ambiental (Document orientatiu per a la redacció de la memòria ambiental en el marc de l’avaluació ambiental de Plans d’Ordenació Urbanística municipal). Barcelona, Departament de Medi Ambient i Habitatge.
Ruiz, Rafael (dir) (2012). La diagnosi del territori com a suport a les decisions estratègiques. Guies metodològiques per a la planificació estratègica, 3, Barcelona, Diputació de Barcelona.
Nel·lo, Oriol (2012). Ordenar el territorio. La experiencia de Barcelona y Cataluña. Valencia, Tirant lo Blanch.
International Geosphere-Biosphere Program: http://www.igbp.net/globalchange.4.d8b4c3c12bf3be638a80001026.html
Berkes, F.; Colding, J. i Folke, C. (2003): Navigating social-ecological Systems. Building resilience for complexity and change. Cambridge: Cambridge University Press.
Boada, M. i Saurí, D. (2002): El cambio global. Barcelona: Rubes. Folke, C. (2006): Resilience: The emergence of a perspective for social–ecological systems analyses. Global Environmental Change 16: 253–267.
Commoner, Barry. The Environmental Cost of Economic Growth in Population, Resources and the Environment. Washington, DC: Government Printing Office Pp. 339-63, 1972.
Ehrlich, Paul R.; Holdren, John P. (1971). Impact of Population Growth. Science. American Association for the Advancement of Science. 171 (3977): 1212–1217. JSTOR 1731166. doi:10.1126/science.171.3977.1212.
González de Molina, M.; Toledo, V. M. (2011). Metabolismos, naturaleza e historia. Hacia una teoría de las transformaciones socioecológicas. Barcelona: Icaria.
Meyer, W. B.; Turner II, B. L. (1992): Human Population Growth and Global Land-Use/Cover Change. Annual Review of Ecology and Systematics 23: 39-61.
Turner, B. L.; Meyer, W. B. i Skole, D. L. (1994): Global Land-Use/Land-Cover Change: Towards an Integrated Study. Ambio, 23 (1): 91-95.
Turner, B. L.; Lambin, E. F. I Reenberg, A. (2007): The emergence of land change science for global environmental change and sustainability. Proceedings of the National Academy of Sciences of the United States of America (PNAS) 104 (52): 20666-20671
Vitousek, P. M.; Mooney H. A.; Lubchenco J. i Melillo, J. M. (1997): Human Domination of Earth’s Ecosystems. Science 277, 494-499.
Walker, B. and Salt, D. (2006): Resilience thinking. Sustaining ecosystems and people in a changing world. Washington: Island Press.
Software
Office and software of SIG avalaible in the classroom of computing services
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 11 | Catalan | second semester | morning-mixed |
| (PAUL) Classroom practices | 12 | Catalan | second semester | morning-mixed |
| (PCAM) Field practices | 11 | Catalan | second semester | morning-mixed |
| (PCAM) Field practices | 12 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 11 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 12 | Catalan | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |