Kristy Deiner: Katalogdaten im Herbstsemester 2023 |
| Name | Frau Prof. Dr. Kristy Deiner |
| Lehrgebiet | Umwelt-DNA |
| Adresse | Professur für Umwelt-DNA ETH Zürich, CHN F 24 Universitätstrasse 16 8092 Zürich SWITZERLAND |
| Telefon | +41 44 632 85 21 |
| kristy.deiner@usys.ethz.ch | |
| Departement | Umweltsystemwissenschaften |
| Beziehung | Assistenzprofessorin |
| Nummer | Titel | ECTS | Umfang | Dozierende | |||||||||||||||||||||||
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| 701-1302-00L | Term Paper 2: Seminar  Prerequisite: Term Paper 1: Writing (701-1303-00L). | 2 KP | 1S | L. Winkel, M. Ackermann, N. Casacuberta Arola, K. Deiner, N. Gruber, R. Kipfer, R. Kretzschmar, K. McNeill, D. Mitrano, M. Müller, M. Sander, M. Schölmerich, M. H. Schroth, C. Schubert | |||||||||||||||||||||||
| Kurzbeschreibung | This class is the 2nd part of a series and participation is conditional on the successful completion of "Term Paper 1: Writing". The results from the term paper written during the previous term are presented to the other students and advisors and discussed with the audience. | ||||||||||||||||||||||||||
| Lernziel | The goal of the term paper seminars is to train the student's ability to communicate (scientific) results to a wider audience and the ability to respond to questions and comments. | ||||||||||||||||||||||||||
| Inhalt | Each student presents the results of their term paper to fellow students and advisors and responds to questions and comments from the audience. | ||||||||||||||||||||||||||
| Skript | Guidelines and supplementary material are distributed on the Moodle platform. | ||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | There is no final exam. Grade is assigned based on the quality of the presentation and ensuing discussion. To obtain the credits, it is mandatory to attend at least 60% of all seminar dates offered in the fall and spring semester. Active participation in discussion and feedback rounds is expected. | ||||||||||||||||||||||||||
Kompetenzen |
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| 701-1303-00L | Term Paper 1: Writing | 5 KP | 11A | L. Winkel, M. Ackermann, N. Casacuberta Arola, K. Deiner, N. Gruber, R. Kipfer, R. Kretzschmar, K. McNeill, D. Mitrano, M. Müller, M. Sander, M. Schölmerich, M. H. Schroth, C. Schubert | |||||||||||||||||||||||
| Kurzbeschreibung | The ability to critically evaluate original (scientific) literature and to summarise the information in a succinct manner is an important skill for any student. This course aims to practice this ability, requiring each student to write a term paper of scientific quality on a topic of relevance for research in the areas of biogeochemistry and pollutant dynamics. | ||||||||||||||||||||||||||
| Lernziel | The goal of the term paper is to train the student's ability to critically evaluate scientific literature and to summarise the findings concisely in a paper addressing a research question. At the end of the course, students will be able to: - narrow down a research question. - identify relevant literature to address the research question. - concisely summarise and critically evaluate their findings. - formulate key outstanding questions. | ||||||||||||||||||||||||||
| Inhalt | Each student is expected to write a paper with a length of approximately 15-20 pages. The students can choose from a list of topics prepared by the tutors, but the final topic will be determined based on a balance of choice and availability. The students will be guided and advised by their tutors throughout the term. The paper itself should contain the following elements: - Motivation and context of the given topic (25%) - Concise presentation and critical evaluation of the state of the science (50%) - Identification of open questions and perhaps opportunities for further research (25%) In addition, the accurate use of citations, attribution of ideas, and the judicious use of figures, tables, equations and references are critical components of a successful paper. Specialised knowledge is not expected, nor required; neither is new research. | ||||||||||||||||||||||||||
| Skript | Guidelines and supplementary material are distributed on the Moodle platform. | ||||||||||||||||||||||||||
| Literatur | Original scientific literature will be identified based on the chosen topic. | ||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Please enrol latest until the first week of the semester. Contact termpaper(at)env.ethz.ch if you don't yet have access to MyStudies. The term paper course is primarily aimed at master students majoring in biogeochemistry & pollutant dynamics and ISTP students with a solid background in natural sciences and a strong interest in biogeochemistry & pollutant dynamics. Each student submits a term paper that will be reviewed by one fellow student and one faculty. The submission of the term paper and a written review of another student's term paper are a condition for obtaining the credit points. There is no final exam. The grade is assigned based on the quality of the term paper and the submitted review as well as on the presentation in the following term. Results from the term paper will be presented to fellow students and involved faculty in the following semester ("Term Paper 2: Seminar"). | ||||||||||||||||||||||||||
| Kompetenzen |
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| 701-1411-00L | Environmental DNA - Concepts and Applications for Biodiversity Monitoring at the Landscape Scale | 3 KP | 3G | L. Pellissier, K. Deiner, A. Frossard | |||||||||||||||||||||||
| Kurzbeschreibung | Environmental DNA (eDNA) allows the detection of organisms from traces of their DNA sampled from water, air or soil. Sampling eDNA instead of organisms makes monitoring fast, non-invasive, scalable and inexpensive. In this lecture, students will learn about eDNA and how it can be sampled, sequenced and analysed for biodiversity discovery and monitoring. | ||||||||||||||||||||||||||
| Lernziel | At the end of this course, participants should be able to: - describe what eDNA is and how to harness the information in eDNA to turn it into a survey method for biodiversity - describe the eDNA analytical steps, from the sampling, laboratory, data analysis and interpretation. - summarise the common software and analytical tools for analysing eDNA data and be able to interpret the results. - apply eDNA methods to design programs for monitoring in conservation and restoration through case studies. Additionally, participants should be able to: - provide constructive feedback to peers and learn from feedback, - integrate concepts within and among disciplines of science. | ||||||||||||||||||||||||||
| Inhalt | The course is consisting of two pillars: Pillar 1: Theoretical background. The first pillar offers generals theoretical knowledge about the nature of eDNA and its use in biodiversity science. It is structured into theoretical blocks with video content about sampling design, laboratory and data processing, which offer fundamental knowledge to solve the practical case studies of pillar 2. Pillar 2: Data application on applied Case Studies. Each theory block will be associated with an exercise in which students are challenged to apply their knowledge from the theory. Students will collaborate on planning eDNA sampling design, visit the laboratory, run eDNA analysis (in R) following the best guidelines and interpret the results of analyses. These exercises will happen in person in the classroom. | ||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | - Basic understanding of genetics and molecular analyses. - Basic knowledge of R and Geographic Information Systems (GIS). - The analytic part of the lecture will rely on skills from “Environmental Systems Data Science” | ||||||||||||||||||||||||||