Course Syllabus
SYLLABUS
Polar Biology C
Semester & Location: |
Fall 2026 - DIS Copenhagen |
| Type & Credits: | Core course - 3 credits |
Study Tours: | This core course includes a mandatory study tour to Svalbard during Travel Week 1. |
Faculty: |
Trine Warming Perlt
|
Time and Classroom: |
Mondays 11:40-14:35 (classroom F24-503) |
Major Disciplines: |
Biology, Environmental Science, Sustainability |
Related Disciplines: | |
Prerequisites: | One course in environmental or earth science at university level. One course in biology or ecology at university level is recommended. Bring appropriate clothing to stay warm and dry during the Study Tour in potential subzero temperatures. Confidence in hiking on hilly and potentially slippery terrain is mandatory. |
Program Contact: |
EPSsupport@dis.dk |
Photo credit: Sanne Mariel Moedt
Description of Course
This course provides an introduction to the ecology and biology of the Arctic, one of the most rapidly changing regions on Earth. While occasional comparisons with other polar environments may be included, the primary focus throughout the course is on arctic ecosystems, species, and environmental change.
Students will explore how organisms survive and thrive in arctic marine, terrestrial, and freshwater environments. Through a range of case studies, we will examine the adaptations that enable plants, animals, and microorganisms to cope with extreme seasonality, low temperatures, ice, and resource limitation. Topics include plant adaptations to freezing, thermoregulation in arctic birds and mammals, the ecological importance of sea ice, and the factors shaping arctic food webs and fish populations.
The course also introduces key ecological concepts and processes through arctic examples, including species interactions, population dynamics, biodiversity patterns, and connections between terrestrial, freshwater, and marine ecosystems. Particular emphasis is placed on understanding how climate change, pollution, and other human pressures are transforming arctic environments and the organisms that depend on them.
Examples and case studies will be drawn primarily from Greenland, Svalbard, and northern Scandinavia, while also incorporating current research from across the circumpolar Arctic.
Students will gain hands-on experience with arctic ecology through field excursions and practical activities. These experiences provide opportunities to observe ecological concepts in practice and to explore how arctic species and ecosystems are connected to environments far beyond the Arctic itself, including the role of Denmark in the annual migrations of many arctic birds.
Learning Objectives
The course is roughly divided into the below modules:
- Introduction to the ecology of polar regions
- Species adaptations to survival in polar regions
- Terrestrial ecosystems
- Marine ecosystems
- Freshwater ecosystems
- Impacts of climate change and pollution in the polar regions
Faculty
Trine Warming Perlt: M.Sc. in Biology, University of Copenhagen. Employed at Dept. of Biology, University of Copenhagen since 2003. Secretary at Polar Science Centre UCPH (2010-2013). Research and teaching interests include arctic ecosystems (in particular freshwater), phytoplankton, and ice algae. Has over the years worked on several large international research projects and monitoring programs concerning climate change in the Arctic (most recently CBMP-freshwater, ARCTIC-BIODIVER, and Greenland Ecosystem Monitoring). With DIS since 2021.
Reading
Text book:
Arctic Ecology. Edited by David N. Thomas. Wiley Blackwell. Ed 2021
Further reading will be available on Canvas
Field Studies
The field studies provide hands-on and experiential learning components of this course. These activities should be viewed as an integrated component of the course and visits will illustrate and expand directly upon the content of the lectures and readings. See the calendar below for field study dates and details.
Study Tours
The two study tours are an integral part of the course as we take the classroom on the road and see how theory presented in the classroom translates to practice in the field.
Short Study Tour: Wadden Sea, Denmark
We will spend 3 days in the Southwestern part of Denmark. This area is one of the most important re-fulling stations for migrating birds to and from the Arctic. We will hike the Danish Wadden Sea, a UNESCO world heritage site and investigate the life in the mudflats and sand bottom. We will also spend a day at the island of Fanø where we will become more familiar with the birds and marine mammals in the area.
Long Study Tour: Longyearbyen, Svalbard
This study tour to Longyearbyen, Svalbard, offers an unparalleled opportunity to immerse students in the unique environment of the High Arctic. As the northernmost permanently inhabited settlement, Longyearbyen provides a living laboratory for studying arctic ecosystems, climate change impacts, and adaptation to extreme environments. Through hands-on learning and interactions with local scientists, students will gain a deep appreciation for the fragile yet resilient Arctic.
Svalbard was chosen for its distinct position at the forefront of climate change. With rapidly melting glaciers, thawing permafrost, and unique biodiversity, it offers invaluable insights into the interconnectedness of global systems. This destination allows us to explore these issues firsthand.
Expectations for study tours
While on tour we expect our students to:
- Participate in all activities
- Engage in discussions, ask questions, and contribute to achieving the learning objectives
- Respect the destination, the speakers, DIS staff, and your fellow classmates
- Represent yourself, your home university, and DIS in a positive light
While on a program study tour, DIS will provide hostel/hotel accommodation, transportation to/from the destination(s), approx. 2 meals per day, and entrances, guides, and visits relevant to your area of study or the destination. You will receive a more detailed itinerary prior to departure.
Travel policies: You are required to travel with your group to the destination. If you have to deviate from the group travel plans, you need approval from the program director and the study tours office prior to departure. You are free to return to Copenhagen on your own if you choose to do so but must stay with the group through the last visit and inform your study tour leaders of your plans in advance.
Approach to Teaching and Expectations to the Students
The course combines short lectures with discussions, group work, field-based activities, and student-led projects. A central goal is to create a learning environment where students actively engage with the material rather than passively receive information.
My teaching approach is strongly rooted in student-centered learning. This means that classes are designed not only around the course content, but also around the experiences, perspectives, questions, and knowledge that students bring with them. Your active participation is therefore essential to the success of the course.
Throughout the semester, you will regularly work in pairs and groups to solve problems, analyze ecological patterns, discuss scientific literature, and communicate your ideas to others. Many sessions will include interactive exercises, case studies, and opportunities for peer learning, allowing students to learn both from one another and from the instructor.
Curiosity and questions are highly encouraged. The course is intended to be a space where ideas can be explored collaboratively, and where asking questions is viewed as an important part of the learning process. Students are expected to contribute actively to discussions, engage critically with the material, and help shape the direction of classroom conversations.
In short, this is a highly interactive course that emphasizes engagement, collaboration, and active learning as key pathways to developing a deeper understanding of polar ecology and environmental change.
Evaluation
Students will be evaluated on their ability to understand, discuss and communicate scientific concepts within Polar Biology as well as interpret them meaningfully. These skills will be the primary focuse of the evaluations. Group work in class and in the field as well as the student's ability to contribute to a group effort will be taken into account for the grade.
Grading
To be eligible for a passing grade in this class you must complete all of the assigned work. The overall grade will be calculated from the following:
| Assignment | Percentage |
|
Participation Active engagement in class is required in order to get a good grade for participation. Examples of active student participation: answer questions in class, ask questions about readings, lectures etc., start and/or participate in class discussions relating to the subjects treated, hand in non-graded assignments on time, actively engage and actively contribute to a constructive and inspiring team work with your fellow students. The following are examples of behavior which may negatively impact your participation grade: unexcused absence, being late for class, sleeping in class, missing assignment submission deadlines. |
25% |
|
Short Study Tour Assignment A selection of questions and assignments to be carried out during our short study tour week at the Wadden Sea. |
5% |
|
Bird Presentations Students will work together in groups to create short presentations about bird species from the Wadden Sea. |
10% |
|
Long study tour : Svalbard Study Tour Assignment Each student will create a reflection journal during the six-day study tour to Svalbard. |
10% |
|
Individual Written Assessments (Midterm & Final) These are open-book, timed assessments completed at home. Both tests consists of short essay-style questions accompanied by figures or illustrations for you to interpret. |
25% |
|
Semester Project and Presentation The students will work with projects in smaller groups. Students will work with data collected in the field at the Zackenberg field station in Northeast Greenland by researchers from Aarhus University. Different topics and cases will be available with relevant data from the field. Required elements of each project is that students familiarize themselves with the research topic they have worked on and give a thorough analysis and discussion of it. Each group must write a report and present either a poster or a slideshow presentation at the end of the course. |
25% |
DIS Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
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