2nd Semester Mandatory | Polytechnic Course Categories | Department of Forestry and Management of the Environment and Natural Resources

Forest Soil Science

COURSE OUTLINE

GENERAL

SCHOOL	AGRICULTURE AND FORESTRY SCIENCE
DEPARTMENT	Department of Forestry and Management of the Environment and Natural Resources
LEVEL OF STUDIES	GRATE 7
COURSE CODE	ΔΣΒ3Υ	SEMESTER		Eastern
COURSE TITLE	FOREST SOIL SCIENCE
TEACHING ACTIVITIES in case the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to a course as a whole, then please note down the teaching hours per week and the corresponding ECTS Credits.			TEACHING HOURS PER WEEK		ECTS CREDITS
			5		5


Add lines if necessary. The teaching organization and methods used are described in the point 4.
COURSE TYPE Background, General Knowledge, Scientific Area, Skill Development	SCIENTIFIC AREA
PREREQUISITES:	NO
TEACHING & EXAMINATION LANGUAGE:	GREEK & ENGLISH FOR ERASMUS STUDENTS
COURSE OFFERED TO ERASMUS STUDENTS:	YES
URL COURSE:	https://eclass.duth.gr/courses/OPE02215/

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
With the completion of the soil science course studies the students will be able of the following: – Understanding of the soil function of the forest soils – Describe the biological soil functions – Description of the quality and quantity of the soil organic matter, – Understanding of the nutrient element’s distribution. – Nutrient element uptake and dynamics – Soil Taxonomy. ·
General Skills
Taking into account the general skills that the graduate must have acquired (as they are listed in the Diploma Supplement and are listed below), which of them is intended (for the course)?
Search, analysis and synthesis of data and information, using the necessary technologies Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management Equity and Inclusion Respect for the natural environment Sustainability Demonstration of social, professional and moral responsibility and sensitivity to gender issues Critical thinking Promoting free, creative and inductive thinking

COURSE CONTENT

1.Soil organic matter I
2.Soil organic matter II
3.Nutrient elements

4.Nutrient elements II

5..Soil organisms I

6. Soil Organisms II
7.Soil water
8.Nutrient element availability I
9. Nutrient element availability II

10. Nutrient element soil distribution
11.Nutrient elements absorption mechanisms I

12 Nutrient elements absorption mechanisms II

13 Soil taxonomy

LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

In classroom

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Power point and videos

TEACHING ORGANIZATION

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

*Activity*	*Workload/semester*
Lectures 13 (3hours)	39
Lab courses 13 (2 hours)	26
Independent studies 60	60




Total	125

Student Evaluation

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Written exams at the end of the semester. (80%)

Lab exams upon the laboratory exercises. (20%)

SUGGESTED BIBLIOGRAPHY

1.Το έδαφος : Γέννεση – Ιδιότητες – Ταξινόμηση Δ. Αλιφραγκής

Εκδόσεις Αιβαζη ISBN:978-960-86090-6-8 (2008).

2, Περιγραφή – Δειγματοληψία εργαστηριακές αναλύσεις δασικών εδαφών και φυτικών ιστών

Εκδώσεις Αιβαζη ISBN: 978-960-98630-5-6 (2010).

ANNEX OF THE COURSE OUTLINE

Alternative ways of examining a course in emergency situations

Teacher (full name):	Michail Orfanoudakis
Contact details:	morfan@fmenr.duth.gr
Supervisors: (1)
Evaluation methods: (2)	Written exams
Implementation Instructions: (3)	Written exams

To be completed with YES or NO
Note down the evaluation methods used by the teacher, e.g.
written assignment or/and exercises
written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.
In the Implementation Instructions section, the teacher notes down clear instructions to the students:

α) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester), the means of submitting them to the teacher, the grading system, the participation of the assignment in the final grade and every other detail that should be mentioned.

β) in case of oral examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of pronouncing topics, the applications to be used, the necessary technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the way the hyperlink is sent, the duration of the exam, the grading system, the participation of the exam in the final grade, the ways in which the inviolability and reliability of the exam is ensured and every other detail that should be mentioned.

γ) in case of written examination with distance learning methods: the instructions for assigning the topics, the way of submitting the answers, the duration of the exam, the grading system, the participation of the exam in the final grade, the ways in which the integrity and reliability of the exam is ensured and every other detail that should be mentioned.

There should be an attached list with the Student Registration Numbers only of the beneficiaries to participate in the examination.

Forest Remote Sensing – Aero-photography

English 2

COURSE OUTLINE

GENERAL

SCHOOL	AGRICULTURAL AND FORESTRY SCIENCES
DEPARTMENT	FORESTRY AND MANAGEMENT OF ENVIRONMENT AND OF NATURAL RESOURCES
LEVEL OF STUDIES	UNDERGRADUATE
COURSE CODE	ΔΣB1ΥΚΕ	SEMESTER		2
COURSE TITLE	ENGLISH 2
TEACHING ACTIVITIES in case the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to a course as a whole, then please note down the teaching hours per week and the corresponding ECTS Credits.			TEACHING HOURS PER WEEK		ECTS CREDITS
Lectures			4		4


Add lines if necessary. The teaching organization and methods used are described in the point 4.
COURSE TYPE Background, General Knowledge, Scientific Area, Skill Development	General background
PREREQUISITES:	None
TEACHING & EXAMINATION LANGUAGE:	Greek & English
COURSE OFFERED TO ERASMUS STUDENTS:	Yes
URL COURSE:	https://eclass.duth.gr/courses/OPE02208/

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
Upon successful completion of the course students will be able to: v familiarize themselves with different types of scientific reading texts in English so that they can recognize the organizational layout and linguistic structure of articles, reports and experiments. v develop the appropriate reading skills and strategies necessary for the adequate comprehension of scientific texts of agricultural interest written in English v understand the cohesive links of a particular scientific reading text in English and recognize the internal structure of text on a paragraph and text level v be able to develop appropriate contextual lexical guessing strategies that allow them to effectively overcome the issue of unknown vocabulary while reading in English v develop and enrich their scientific vocabulary in English that is necessary for reading and writing purposes while referring to agricultural issues. v appreciate how agricultural issues are dealt with in on an international scale as viewed in scientific reports that originate from different parts of the world
General Skills
Taking into account the general skills that the graduate must have acquired (as they are listed in the Diploma Supplement and are listed below), which of them is intended (for the course)?
Search, analysis and synthesis of data and information, using the necessary technologies Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management Equity and Inclusion Respect for the natural environment Sustainability Demonstration of social, professional and moral responsibility and sensitivity to gender issues Critical thinking Promoting free, creative and inductive thinking
Upon successful completion of the course students will have developed the following general capabilities: u The expansion of students’ academic and specific English vocabulary on scientific issues of Agriculture u The development of the ability to analyse the key features of scientific English texts and, subsequently produce academic written language in English by writing a scientific article or a report on Agricultural issues. u Research skills development that will allow students to search for relevant literature and use it in the writing of a critical review of a scientific article in English. u The development of critical thinking skills and abilities necessary for the preparation and writing of a dissertation in English. u The development of students’ writing skills to avoid plagiarizing and to abide by the APA rules while writing research work in English, The development of their oral skills in English and the adoption of useful presentation strategies that can be used in international conferences and seminars in their area.

COURSE CONTENT

Week 1: Unit 14 Winemaking

Week 2: Unit 15 How many hops, skips and jumps is it?

Week 3: Fundamentals of Plant Growth IV: Respiration & Transpiration

Week 4: The Biology of Plant Growth

Week 5: Vegetative Growth

Week 6: Plant Propagation

Week 7: Plant Pests, Weeds and Fertilizers

Week 8: Genetic Engineering and Biotechnology

Week 9: Flowers and Foliage

Week 10: Plant Diseases and Insects

Week 11: Sod Production

Week 12: Fire and the Forest

Week 13: Wildlife and the Forest Ecosystem

LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

In classroom

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

§ Power point, videos

§ instructor’s website

TEACHING ORGANIZATION

The way and methods of teaching are described in detail.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

*Activity*	*Workload/semester*
Lectures	52
Course total (25-hour workload per credit unit)	208

Student Evaluation

Description of the evaluation process

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

SUGGESTED BIBLIOGRAPHY

Bateman, H. (2006) Dictionary of Agriculture. A&C Black Publishers.

Beentje, H. (2010) The Kew Plant Glossary: An Illustrated Dictionary of Plant Identification Terms. Royal Botanic Gardens Kew.

Bell, B. (2005) Farm Machinery. Old Pond Publishing Ltd.

Hickey, M. and King, C. (2000) The Cambridge Illustrated Glossary of Botanical Terms. Cambridge: CUP.

Parker, R. (2009) Plant & Soil Science. Delmare Cengage Learning.

Perdiki, F. & Malevitsi, Z. (2016). The Earth in a Nutshell.

Sheaffer, C. et al (2012) Introduction to Agronomy. Food, Crops and Environment. Cengage Learning

USDA-NRCS (2007). The Plants Database.

Vaughan,J. et al (2009) The New Oxford Book of Food Plants. OUP.

ANNEX OF THE COURSE OUTLINE

Alternative ways of examining a course in emergency situations

Teacher (full name):	Dr Eirene Katsarou
Contact details:	ekatsaro@fmenr.duth.gr
Supervisors: (1)	Eirene Katsarou
Evaluation methods: (2)	Written examination (distance learning via Eclass platform)
Implementation Instructions: (3)	Exams for the course will be carried out by a written assignment via the Eclass platform. Each student will have to answer an 80-item multiple choice test within 1 hour. Each question is equal to 1.25 (Total :100)

To be completed with YES or NO
Note down the evaluation methods used by the teacher, e.g.
written assignment or/and exercises
written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.
In the Implementation Instructions section, the teacher notes down clear instructions to the students:

There should be an attached list with the Student Registration Numbers only of the beneficiaries to participate in the examination.

Environmental_Education

COURSE OUTLINE

GENERAL

SCHOOL	AGRICULTURAL AND FORESTRY SCIENCES
DEPARTMENT	FORESTRY AND MANAGEMENT OF THE ENVIRONMENT AND NATURAL RESOURCES
LEVEL OF STUDIES	UNDERGRADUATE
COURSE CODE		SEMESTER		2
COURSE TITLE	ENVIRONMENTAL EDUCATION
TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHING HOURS PER WEEK		ECTS CREDITS
Lectures and laboratory work			4		5


Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.
COURSE TYPE Background, General Knowledge, Scientific Area, Skill Development	Compulsory
PREREQUISITES:	–
TEACHING & EXAMINATION LANGUAGE:	Greek
COURSE OFFERED TO ERASMUS STUDENTS:	NO
COURSE URL:

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
The objective of the course is to enable students to understand and make environmental problems known as well as design and implement learning activities with the aim of creating positive attitudes towards the environment and environmentally responsible behavior.
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management Equity and Inclusion Respect for the natural environment Sustainability Demonstration of social, professional and moral responsibility and sensitivity to gender issues Critical thinking Promoting free, creative and inductive reasoning
Autonomous work Teamwork Search, analysis and synthesis of date and information

COURSE CONTENT

· Evolution of Environmental Education / Education for Sustainable Development

· International Declarations for Environmental Education / Education for Sustainable Development

· The Concept of Sustainable Development

· Educational Ideologies on Environmental Education

· Pedagogical characteristics of Environmental Education / Education for Sustainable Development, e.g., interdisciplinarity, critical thinking, etc.

· Implementing Environmental Education / Education for Sustainable Development activities in school

· Finding and utilizing appropriate sources for the development of learning activities

· Student presentations

LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

In the classroom

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

· power point, videos

· e-class

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Lectures	28
Interactive teaching	24
Autonomous study	51
Student presentations	22



Course total	125

Student Evaluation

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed

· Student presentations.

· Written examination.

· Students suffering from dyslexia are examined orally.

· Each question in the final examination is accompanied by the grade students will earn if they answer it correctly.

· Students can see their answers in their examination sheet if they wish.

SUGGESTED BIBLIOGRAPHY

Alexandros Georgopoulos (Ed) (2014). Environmental Education. Athens: Gutenberg.

Konstantina Tsampoukou-Skanavis (2004). Environment and Society. Athens: Kaleidoskopio Publications.

ANNEX OF THE COURSE OUTLINE

Alternative ways of examining a course in emergency situations

Teacher (full name):	Evangelos Manolas
Contact details:	emanolas@fmenr.duth.gr
Supervisors: (1)
Evaluation methods: (2)	Individual or team presentations and written examination.
Implementation Instructions: (3)	Multiple choice questions and true false questions. The completion of student assignments during the semester is a pre-requisite for the participation of students in the written examination.

Please write YES or NO
Note down the evaluation methods used by the teacher, e.g.
written assignment or/and exercises
written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.
In the Implementation Instructions section, the teacher notes down clear instructions to the students:

a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester), the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
b) in case of oral examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinks for the examination, the duration of the exam, the grading system, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensured and any other necessary information.
c) in case of written examination with distance learning methods: the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be an attached list with the Student Registration Numbers only of students eligible to participate in the examination.

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