Course Syllabus

Course Syllabus

 

Landscape Ecology of Copenhagen:  Plants, Parks, Place

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Semester & Location:	Spring 2026 - DIS Copenhagen
Type & Credits:	Elective Course - 3 Credits
Major Disciplines:	Environmental Science, Geography, Biology
Prerequisites:	One course in environmental science, geography, or biology at university level.
Faculty Members:	Todd Lookingbill
Time & Place:	TBC

Course Description

Landscape ecology is the study of how spatial patterns are created on landscapes and the implications of these patterns on ecological processes. It examines interactions between the physical environment, biodiversity, and human activities. Using spatial analysis and ecological modeling, this applied science informs conservation, land management, and urban development. This course will use Copenhagen as a central case study to explore how landscape ecological principles apply across urban environments.

We will investigate environmental patterns such as the distribution of species, habitat connectivity, and resource availability, ranging in scale from individual plants and organisms to parks and neighborhoods. Although the focus is often on large-scale landscapes, landscape ecology emphasizes the importance of scale in natural resource management. Because most of the world’s landscapes have been shaped by human influence, the field also explores the complex relationships between people and the environment.

This course will provide a strong foundation in landscape ecology and its relevance to policy and planning. Through lectures, discussions, and hands-on activities, we will explore topics such as habitat fragmentation, ecological disturbance, climate change, and the role of landscape patterns in monitoring, conservation, and restoration. Special emphasis will be placed on applying these concepts to the urban green spaces and climate resiliency of Copenhagen.

Learning Objectives

By the end of this course you will be able to:

• Understand Core Principles – Describe how landscape patterns are generated and why they matter to populations, communities, and ecosystem functions.
• Apply Landscape Ecology to Contemporary Issues – Relate landscape ecological theory and methods to grand ecological challenges such as urbanization, habitat fragmentation, climate change, and species invasions.
• Use Analytical and Geospatial Tools – Apply landscape ecological theory to real-world problems using analytic tools and landscape ecology software (e.g., FRAGSTATS, ArcGIS, and similar tools).
• Conduct Field-Based Research – Design and conduct field studies in urban landscapes, with particular attention to landscape structure and function.
• Assess and Communicate Scientific Findings – Develop skills in natural resource assessment, data interpretation, and scientific communication tailored to academic, policy, and public audiences.
• Think Critically about Copenhagen's Urban Landscape – Identify key environmental stressors and evaluate the challenges associated with managing these landscapes for ecological sustainability and social equity.

Faculty

Todd Lookingbill is a visiting instructor for the spring semester. He is a Professor of Geography, Environment, and Sustainability with a joint appointment in Biology at the University of Richmond, where he also coordinates the Environmental Studies program. He is a landscape ecologist whose community- and GIS-based research and teaching emphasize inclusive approaches to assessing and promoting environmental health. His current research examines how climate change is exacerbating urban heat and flooding in marginalized neighborhoods and fundamentally altering the community dynamics of old-growth forests. He has taught courses focused on sustaining thriving, equitable environments in the mid-Atlantic, southeastern and western United States, Australia, and South Africa.

Readings

Readings, including excerpts from two text books, primary literature, and exercise handouts, can be found on Canvas. All required computer programs will be provided by DIS.

The main textbooks for the class are:

• Agents and Implications of Landscape Pattern: Working models for Landscape Ecology. Urban, DL. 2023. Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-031-40254-8.
• Learning Landscape Ecology: A Practical Guide to Concepts and Techniques, Sarah E. Gergel and Monica G. Turner (eds). 2017. Springer, New York, 2^nd https://doi.org/10.1007/978-1-4939-6374-4.

Examples of additional literature:

• Dubgaard, A. (2022). Landscape and nature conservation policies in Denmark. Chapter 18 In M. H. Marsden, E. M. Andersen, & T. K. Kragh (Eds.), Landscape and sustainability. Routledge. https://doi.org/10.1201/9781003574040-18
• Liu, L., Fryd, O., & Zhang, S. (2019). Blue–green infrastructure for sustainable urban stormwater management – Practices and implications for policy in Copenhagen, Beijing, and Melbourne. Water, 11(10), 2196. https://doi.org/10.3390/w11102024
• Ribeiro, A. I., & Nowak, M. (2022). Green spaces, health, and social equity in the city of Copenhagen. In Z. Enlil (Ed.), Proceedings of the 58th ISOCARP World Planning Congress (1st ed., Vol. 1, pp. 1681-1697). https://brussels2022.dryfta.com/themes-tracks/216-programme/banners/proceeding
• Tubridy, F. (2020). Green climate change adaptation and the politics of designing ecological infrastructures, Geoforum, 113, 133-145, https://doi.org/10.1016/j.geoforum.2020.04.020
• Vad Odgaard, B., & Rasmusse, P. (2001). Origin and temporal development of macro-scale vegetation patterns in the cultural landscape of Denmark. Journal of Ecology, 88(5), 733-748. https://doi.org/10.1046/j.1365-2745.2000.00490.x
• Vybornova, A., Cunha, T., Gühnemann, A., & Szell., M. (2022). Automated detection of missing links in bicycle networks. Geographical Analysis, 55(2), 239-267. https://doi.org/10.1111/gean.12324

Format

This course meets twice per week in a combined lecture and lab format. Each week will cover a new topic. The first session each week is typically lecture-based with short breakout activities, introducing key theoretical concepts and contextual frameworks. The second session focuses on applying these concepts through hands-on exercises, data analysis, and discussion of scientific literature.

The course emphasizes experiential, place-based learning. Students will engage in individual and small-group collaborative assignments focused on real-world challenges. Weekly assignments, field-based activities, lectures, and readings will build toward a cumulative final project and take-home exam. Peer learning and self-reflection are essential components of the course structure.

Topics

1. Foundations of Landscape Ecology

• An Introduction to Landscape Ecology – What is It? The Pattern-Process Paradigm
• A History, Some Definitions, and a Prospectus
• Introduction to the Agents of Pattern: Landscape Structure, Function, and Change

2. Landscape Structure and Function

• Landscape Structure – How are Landscapes Organized? (Patches vs. Gradients), What are the Elements? (Temperature, Radiation, Precipitation, Soils), and How are these Elements Estimated for Landscapes? (Proxy Variables)
• Remote Sensing – NDVI and Land Cover Change Analyses
• Landscape Function – Biotic Processes: Demography (birth, growth, and death), Competition, and Movement/Dispersal as Agents of Pattern
• Markov Model – Succession, Land Cover Change, and Sea Level Rise
• Landscape Change – Disturbance Definitions and Types, Are Disturbances ‘Natural’ Parts of Landscapes? Humans and Landscape Change, Disturbance Regimes

3. Quantifying and Interpreting Landscape Pattern

• Landscape Pattern Metrics – Why and How are They Used? Patch Concept Revisited; Measures of Composition and Configuration
• Fragstats – Fragmentation, Patch Size, and Edge Effects
• Landscape Connectivity Metrics – Why and How are They Used? Metapopulations, Structural and Functional Connectivity, Graph Theory and Connectivity Analysis
• Network Analysis – Applications to Urban Green Space

4. Urban Landscapes

• What are Approaches to Studying Urban Landscapes? Socio-Environmental Systems
• Urban Heat Islands and Pollution
• Urban Stream Syndrome

5. Climate Resilience and Adaptation

• How Can Landscapes Adapt to Climate Change? Components of Climate Change and Species Range Shifts
• Resiliency Assessment and Planning
• Building Climate Resilient Landscapes

6. Ecosystem and Community Responses

• How do Ecosystems Respond to Landscape Pattern? Fluxes of Carbon and Nutrients, Primary Production
• Carbon Storage and Sequestration – Field and Modeling Approaches
• How do Communities Respond to Landscape Pattern? Theory of Island Biogeography, Diversity Measures, Gradient Analysis
• Conservation by Design – Multi-Criteria Planning for Creating Green Space Portfolios

7. Integration and Synthesis

• Future of Landscape Ecology; Wrap-up

Field Studies

Field study exercises will explore, learn about, and collect data in local parks.

Evaluation

Evaluation will be based on individual and group engagement with the material, demonstrated understanding of landscape ecological principles, and the ability to apply these principles through written, analytical, and verbal communication. The final grade will be based on the following components:

Reading Reflections (10%)

Reading reflections are short, critical responses to assigned readings from the primary literature and course texts. They are intended to deepen students’ engagement with course material, foster meaningful class discussions, and strengthen analytical writing skills. Each reflection should be approximately 200 words, submitted to Canvas by midnight the day before the class in which the reading will be discussed, and clearly articulate an original idea supported by evidence from the readings or relevant experience. Strong reflections will demonstrate the ability to synthesize information, pose insightful questions, and make interdisciplinary connections relevant to landscape ecology.

Online Quiz (12%)

A short online quiz will reinforce core concepts, vocabulary, and analytical approaches introduced in the first half of the course. It will include a combination of multiple-choice, short answer, and conceptual questions and will focus on the ability to apply key theoretical principles to specific landscape scenarios. The quiz will be open-book and based on readings, lectures, and exercises.

Leading a Class Exercise (7%)

Small groups will each lead one of the weekly class exercises later in the semester. This leadership role includes preparing a short pre-class quiz, introducing the conceptual and technical content, running a portion of the in-class activity, and acting as a resource for classmates completing the associated take-home assignment option. Exercise leaders should review background readings, test the exercise in advance, and submit all materials (quiz, exercise instructions, and an example homework write-up) by 10:00 p.m. on Wednesday of the week prior to the assignment. They should plan to meet with me earlier that week for an initial conversation about the exercise. This assignment assesses the ability to communicate scientific methods, facilitate peer learning, and translate complex tools into accessible workflows.

Three Homework Assignments (21%)

Throughout the semester, students will participate in a series of hands-on exercises designed to build practical skills in landscape ecology. While all students are expected to complete the in-class components of each exercise, only three are required to be written up as formal homework assignments. These written reports should demonstrate a clear understanding of the methods used, thoughtful interpretation of results, and meaningful connections to ecological theory. Exercises include:

(a) remote sensing analysis of land cover and land cover change in Copenhagen using satellite data;

(b) tree sampling in local parks, including both individual tree mapping for point pattern analysis and plot-based sampling to estimate carbon storage using forestry allometry equations;

(c) Markov modeling of tree succession, land cover change, and sea level rise using remote sensing, field data, and published projections;

(e) FRAGSTATS analysis of land cover fragmentation, patch size, and edge effects at park and city scales;

(f) connectivity analysis using network modeling applied to both hypothetical and real Copenhagen park systems; and

(g) a green space portfolio design exercise using a multi-criteria framework for prioritizing parks and reserves based on ecosystem services.

Independent Project (20%)

Students will work in small groups on an applied project focused on a real-world landscape issue in Copenhagen. Potential topics include tree inventory and urban forest planning, climate resilience in public green spaces, equitable park access, or analysis of landscape connectivity across the city’s park network. Projects will involve the use of spatial datasets, landscape ecology tools, and ecological modeling techniques to assess environmental patterns and inform sustainable urban planning. Each group will produce a final poster summarizing key findings and methods, along with a short video presentation highlighting the relevance and implications of their work. Projects will be evaluated based on analytical rigor, integration of course concepts, effective teamwork, and clarity of communication.

Take-home Final Exam (20%)

The cumulative, open-book final exam will focus on applying the learning from the semester to novel, realistic scenarios in natural resource management and environmental planning. Questions may ask to design studies, evaluate spatial data, interpret patterns and processes, or propose management strategies based on landscape ecological principles. The goal of this exam is to demonstrate the ability to integrate theoretical knowledge with practical problem-solving in diverse landscape contexts.

Participation (10%)

Participation is based on consistent engagement in lectures, discussions, exercises, and group work throughout the semester. This includes contributing thoughtfully to class conversations, asking relevant questions, and supporting peers during collaborative activities. Students will also self-reflect on contributions to group projects and exercises. Excellent participation reflects thorough preparation, respectful dialogue, and active investment in both individual learning and the success of the class community.

Grading

Assignment	Percent
Reading Reflections	10%
Online Quiz	12%
Leading a Class Exercise	7%
Three Homework Assignments	21%
Independent Project	20%
Take-home Final Exam	20%
Participation	10%

Academic Regulations 

Focused and constructive contribution in class discussions is encouraged and expected. Laptops, phones and other portable electronic devices can be used for taking notes if in silent mode, but please refrain from writing or checking e-mail and text messages, browsing, or using social networks during class hours. During student presentations and group work, we kindly ask you to turn off or put away electronic devices.

All assignments are due as posted unless extensions are discussed in advance. Late assignments will receive a deduction of one point per day late unless prior arrangements are made.

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code