Dr. Carl Traeholt and Dr. Khim Leang
Year one, Semester one

The formation of an idea, a question and an opinion is based on previously acquired information and knowledge that, in turn, is collected either ad hoc, at random or in a systematic manner. Collection and analysis of data through direct studies in nature or through experimental setup in a laboratory are fundamental to all kinds of scientific research. The manner which questions are asked, however, affects the way a study is setup to answer the respective question too, and therefore a systematic and replicable process of inquiry is fundamental to any kind of modern science. In addition, collection and analysis of data also supports decision-makers prepare informed decisions about the management of wildlife and natural resources. Modern scientific research is based on principles that evolved 2,500 years ago in Greece and this course examines the history of critical thinking and discusses the differences between Tenacity, Intuition, Authority, Rationalism, Empiricism and Science. It touches on topics of data analysis and interpretation, deduction vs. induction, data quality and types, processing survey data, and interpreting graphs and other illustrations. This course teaches students the difference between scientific research and general information gathering, and develops their ability to formulate specific questions and find answers to gain better understanding of nature. Course assessment is based on a written assignment (40%), a written exam (40%) and an oral exam (20%).

Dr. Mrigesh Kshatriya
Year one, Semester one

Wise natural resource management depends on the collection and analysis of reliable data upon which biologists and managers can base decisions and recommendations. The objective of this course is to develop the student’s ability to formulate hypotheses and to develop research projects that make appropriate use of sampling theory, data collection techniques and statistical tools. The course emphasizes the practical application of different sampling designs and statistical tools. Students learn how to develop and apply appropriate sampling designs and statistical tests to determine the degree of support for specific hypotheses, and the importance of eliminating confounding variables and bias. At the end of the course, students have a clear understanding of the scientific research method and how it can be applied to their own research. This strengthens the student’s ability to critically read scientific papers and improve their scientific writing skills. The course is also designed so that students gain experience in reporting their findings through better poster design and presentation skills. Statistical tests covered in the course provide each student with a good foundation to correctly choose and apply other statistical tests. Course assessment is based on a written assignment (80%) and class attendance (20%).

Dr. Brad Pettitt and Mr. Mak Sithirith
Year one, Semester one

Cambodia has an abundance of natural resources such as soil, land, minerals, timber, water and wildlife, but also has a high human population growth rate. This course defines sustainable use and aims to familiarise students with practical techniques and key concepts for determining the sustainability of agricultural, forestry, hunting and other practices. Topics include: assessing natural resources and their economic value, measuring yield and carrying capacity, resolving conflicts, and the precautionary principle. The course especially focuses on contemporary challenges facing rural communities in developing countries, and the importance of natural resources for their food security and poverty alleviation. The roles of traditional management systems, land use planning, community forestry and fisheries, community-based wildlife conservation and ecotourism are discussed. The course includes a field trip to a protected area in Cambodia and multiple case studies that illustrate successful and unsuccessful approaches, and their economic, environmental and social impact. Course assessment is based on a written assignment (50%), a written exam (40%) and class attendance (10%).

Dr. Neil M. Furey
Year one, Semester one

Management of biodiversity requires clear understanding of the processes by which it is generated and sustained, threats to their integrity and contemporary approaches to resolving these. The aim of this course is to develop the students understanding of what biodiversity is, what it is worth, what is happening to it and what can be done to address this. In the first part of the course, key concepts relating to sustainability, biodiversity and ecosystem services are explained, as is the value and status of biodiversity and ecosystem services and major processes by which these are being degraded. In the second part of the course, students learn how to interpret landscapes and implement important principles and approaches to enhance their conservation management. In the final part of the course, a conceptual framework for comparing land use and trade-offs of ecosystem services is introduced, as are selected case-studies of biodiversity management in Southeast-Asia. Course assessment is based on a written assignment (80%) and class attendance (20%).

Dr. Ngy Laymithuna and Mr. Spoann Vin
Year one, Semester one

Environmental Impact Assessment (EIA) is defined as the process of identifying, predicting, evaluating and mitigating the biophysical, social and other effects of development proposals. In essence, EIA is an important tool to assist decision-making which helps ensure that development projects are designed in a sustainable way prior to their approval. In this context, EIA helps to determine if a development proposal is acceptable from environmental and social standpoints, how given issues must be addressed to ensure that it is, and to establish terms and conditions for undertaking a project. Due to limitations in the EIA process and lack of understanding about its application however, EIA often fails to achieve the purpose for which it is intended. The purpose of this course is therefore to provide students - as future practitioners or stakeholders in EIA processes - with a working knowledge of EIA concepts and techniques and how these can be applied in Cambodia. Course assessment is based on student presentations and contributions to group discussions during the course.

Dr. Jorg Menzel
Year one, Semester one

Legislation and law enforcement are among the most important ways of ensuring that natural resources are conserved or used sustainably. This course examines and appraises general principles of environmental law, as developed in international and national legislation of jurisdictions around the world and in Cambodia. The course discusses Cambodia’s responsibility in relation to regional, and international trade agreements (e.g., WTO) and international conventions (e.g., United Nations Framework Convention on Climate Change, Convention on Biological Diversity, and CITES). The aim is to ensure that students are familiar with the basic concepts of law as far as they are relevant for environmental policies, as well as with relevant international agreements and Cambodian national legislation and their implementation. Course assessment is based on a written assignment (60%) and a written exam (40%).

Dr. Neil M. Furey
Year one, Semester two

Preventing the extinction of endangered wild animals and plants is a growing challenge for both developed and developing nations. This course introduces students to the wide range of problems that can arise when conserving endangered species, and the variety of possible tools and solutions. Focusing at the population level, students learn about the social and genetic dynamics of wild populations and the factors that make some species and populations more prone to extinction than others. The course also demonstrates the application of conservation status criteria, as well as introducing students to important recovery solutions such as captive breeding and propagation, ranching, head-starting, reintroduction, translocation, disease control and invasive species control. Case studies are also used to illustrate and discuss current problems facing wildlife managers in Cambodia and other countries. Course assessment is based on a written assignment (50%) and a written exam (50%).

Dr. Carl Traeholt
Year one, Semester two

This course begins with a brief introduction to evolution, the theoretical foundation for almost all contemporary species and habitat conservation issues. Through this, students become familiar with evolutionary history and important events in the history of life, including human evolution and the origin of life. Effective wildlife management depends on a good understanding of the target species’ behaviour; for example, its food and foraging strategies, its reproductive biology, and its interactions with other species. As a consequence, the second part of the course considers the survival value of behaviour and demonstrates how hypotheses may be formulated and experimentally tested. Subjects include: how individual animals make “economic” decisions, predator-prey relationships, resource competition, sexual conflict and selection, parental care and mating systems, and the roles of altruism and selfishness. To illustrate these points, the course takes a comparative approach in discussing human beings in behavioural ecological contexts in relation to current resource use, social and cultural structures. As a result, students learn why differences in behaviour between individuals or species can affect management decisions, and how to design and implement behavioural studies. Several laboratory experiments are also included to familiarize students with the basics of setting up “test-models”, small experiments, data recording and analysis. Course assessment is based on a written assignment (40%), a written exam (40%) and an oral exam (20%).

Mr. Chann Sophak
Year one, Semester two

This one-credit course teaches basic concepts and provides students with practical experience in using geographical information systems (GIS) and remote sensing as a tool for natural resource management. ArcGIS Desktop is employed to examine standard tools in viewing, managing, and processing GIS and remote sensing data. ArcGIS Desktop is a collection of software products that are used to create, import, edit, query, map, analyze, and publish geographic information. Course assessment is based on a practical exercise (representing 100% of marks for the course) where each student develops thematic maps relating to natural resources in Cambodia.

Mr. Neang Thy
Year one, Semester two

Conservation biologists and natural resource managers cannot fully understand the complexities of the species populations or areas they manage without making visits to the field and identifying target species or groups of species. This course teaches students the basics of good field craft, including map reading, compass use, GPS use, radio-use, field safety and first aid, emergency measures, reading tracks and other signs, rapid habitat assessment, observation techniques and the art of camping. Students learn methods for describing and collecting specimens in the field, specimen preparation and storage, the use of identification keys, examining specific traits and the basics of animal and plant morphology. Much of this course takes place in the field and laboratory, focusing on animals and plants in their natural habitats. Course assessment is based on a written exam representing 100% of marks for the course.

Dr. Richard Paley and Mr. Seak Sophat
Year one, Semester two

TThe ability to design, manage and evaluate an effective project is an essential skill for professionals working in the environmental or development sector. The course aims to familiarise students with the concepts and tools used in international project management with particular focus on the logical framework approach. Subjects include: the project cycle and its main phases, stakeholder analysis, problem analysis, objectives analysis, project strategy selection, and devising the logical framework, defining roles and responsibilities, resource inputs, implementation, monitoring and evaluation, and reporting. The course is highly practical, with exercises and analysis of real conservation and sustainable use projects. Course assessment is based on a written assignment representing 100% of marks for the course.

Dr. Richard Paley and Mr. Seak Sophat
Year one, Semester two

Protected areas (PAs) are the dominant global strategy for conserving biodiversity. This course introduces students to the role and benefits of protected areas, and the main principles and challenges in managing them effectively, both nationally and worldwide. Topics include: how priority areas for conservation are identified, the different types and classification of protected areas, the ways in which area, size, shape and connectivity, influence PA design, and the principal tools currently used to manage protected areas and to evaluate management effectiveness. The course concludes with a review of some of the more controversial aspects of protected areas and the potential benefits and costs they impose on stakeholders. With 25% of Cambodia already under protection, this course is of particular value for those interested working within the natural resource management or development sectors. Course assessment is based on a written exam representing 100% of marks for the course.

Dr. Neil M. Furey
Year two, Semesters one and two

The research thesis is primarily a learning experience: learning the skills of research and exploring a topic in depth. Though it must involve research into an aspect of a discipline which the student has studied, this is broadly interpreted: it may involve research within or outside Cambodia and it may draw heavily on the students’ specialist background or work experience. For their theses, students are encouraged to address subjects relevant to conservation and natural resource management issues in Cambodia. To this end, students frequently undertake their projects in collaboration with local or international organisations. A good MSc thesis is one in which the student clearly states the objective of the research; is well conceived and designed; uses appropriate research methods, is able to evaluate the results of the research in a broader context, and is well presented. A good thesis also shows evidence of wide reading; the ability to integrate information obtained from various sources into a unified whole and the ability to write in accordance with accepted standards of scholarship, style and presentation. It is these general qualities and the ability to apply research skills that are critical, rather than the content of the research undertaken. The written thesis accounts for 80% of the total grade for the thesis, while an oral defence accounts for the remaining 20%.