This Curricular Unit will give students wishing to learn the basics of biological control a fully updated and thorough introduction. The outlines will discuss the huge diversity of organisms used in the control of pests, weeds and plant pathogens, and compare the many different strategies referred to as 'biological control': the introduction of exotic natural enemies, application of predators, parasitoids, and microorganisms as biopesticides, and manipulation of the environment to enhance natural enemy populations. We introduce the ecological concepts which form the bases of biological control and discuss recent changes to make biological control safe for the environment. Case studies are included throughout, providing in-depth examples of the use of different organisms and strategies in a variety of ecosystems, including the current challenges; the impact of climate change, the problem of invasive species, and how biological control can aid sustainability. All these topics are in line with the Hajek and Eilenberg (2018) book.
By using active learning strategies, we aim to i) contribute to increasing the level of scientific culture of students and the enjoyment of team research work, ii) encourage the use of recently published scientific texts, iii) promote the ability to select relevant information for the formulation of hypotheses and the use of scientific methodologies to solve new problems, iv) improve the ability to read scientific texts, and thereby promote knowledge of scientific terminology, v) encourage students' interest in new scientific problems, vi) acquire skills in the field of scientific methodologies of Applied Ecology, vii) empower students in their teaching-learning process and viii) promote the use of information and communication technologies, as well as available multimedia resources.
Module 1. Biological Control: history, concepts, economic value and cost-benefits
Module 2. Strategies in Biological Control
Module 3. Biological resources
Module 4: Conservation biological control: history, current situation and challenges
Modulo 5: Projects in process of biological control
Module 6. Case Studies.
Active methodologies are teaching techniques that place the student as the protagonist, encouraging their participation and responsibility in the construction of knowledge. Examples include problem-based learning (PBL), where students solve challenges; the flipped classroom, where content is studied at home and the class focuses on application and discussion; and project-based learning, which involves collaboration in creating solutions to real-world problems. Providing a learning environment where all students have the opportunity to think and interact with the study material is essential to promoting a transformative education. This is the importance of active learning methodologies.
The course contains three activities, on which students will be assessed: i) the seminar, ii) the project, and iii) case studies (see detailed description in 3.3.8). The seminar includes three theoretical-practical activities, preferably conducted in groups (maximum of 2 students), whose topics should be framed within the themes of the programming modules. The weight of the seminar in the assessment is 30%. The project: Students must plan, in groups of four, a feasible experimental work protocol (laboratory or field). The project topic must fit within one of the program modules. All group members must participate in the presentation and defense. The projects’s weight in the evaluation is 60%. The case study: Students are exposed to real problems so they can analyze them comprehensively (as a real situation) and discuss possible solutions among themselves. Students, in groups of two, will select an article published in the journal Plant Health Cases with the instructor. This activity's weight in the evaluation is 10%. In summary, the final grade will be calculated as: 0.3*Nseminar + 0.1*Ncase study + 0.6*Nproject
Eilenberg, J. A. Hajek and C. Lomer (2001). Suggestions for unifying the terminology in biological control. Biocontrol 46: 387-400.
Eilenberg, J. (2006). Concepts and visions of biological control. J. Eilenberg and H.M.T. Hokkanen (eds.), An Ecological and Societal Approach to Biological Control, pp. 1-11.
Hajek, A.E. and Eilenberg, J. (2018). Natural Enemies: An Introduction to Biological Control. 2nd Edition. Cambridge University Press. https://doi.org/10.1017/9781107280267
Menzler-Hokkanen, I. (2006). Socio significance of Biological Control. J. Eilenberg and H.M.T. Hokkanen (eds.), An Ecological and Societal Approach to Biological Control, pp 13-25.
Naranjo, S.E., P. C. Ellsworth and G. B. Frisvold (2015). Economic Value of Biological Control in Integrated Pest Management of Managed Plant SystemsAnnu. Rev. Entomol. 60:32.1–32.25. 10.1146/annurev-ento-010814-021005
van Lenteren, J.C. (2012). IOBC Internet Book of Biological Control. Version 6 Spring 2010. 182 pp. BioControl: 63:39–59
van Lenteren, J.C., K. Bolckmans, J. Kohl, W.J. Ravenberg and A. Urbaneja (2018). Biological control using invertebrates and microorganisms: plenty of new opportunities. BioControl: 63:39–59. https://doi.org/10.1007/s10526-017-9801-4
0105856
3