Search result: Catalogue data in Autumn Semester 2024
Agricultural Sciences Master  | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Major in Animal Sciences | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Disciplinary Competences | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| LivestockSystems | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 751-6501-00L | Ruminant Science | W+ | 4 credits | 4G | M. Niu, M. Terranova, U. Witschi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides the scientific basis of the central aspects of reproduction and nutrition physiology of ruminants, and of the implications for animal health, product quality, and breeding programs. Means of knowledge transfer include interdisciplinary approaches, disciplinary parts, web-based learning and self-study. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the course the students are able to apply, by a comprehensive understanding of the underlying mechanisms, their knowledge in various fields of ruminant science. They will be able to develop and recommend best strategies for breeding programs, feed formulation, improving forage quality, and increasing animal health. They will be trained to carry out interdisciplinary and disciplinary research at the highest level. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Fields (contact hours) - Introduction: 2 h - Special topics: 20 h - Rumen Anatomy - Hohenheim Gas Test - Calf health - Reproduction Techniques - Fertility in Cows - Disciplinary topics: 32 h - Ruminal Digestion: 8 h - Ruminant Nutrition Physiology: 12 h - Reproduction in Ruminants: 8 h - Lectures held by the students: 4 h In summary - Contact hours: 58 h - Self-study within semester: 30 h (especially preparation for the interdisciplinary courses and the own lecture) - Self-study in semester break: 32 h Total: 120 h | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Documentations, links and other materials will be provided at the start of the course | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Information on books and other references will be communicated during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The specialty of this course is that for the first time the animal science disciplines are unified. This is realised with a particular emphasis on interdisciplinary special topics and new forms of teaching. At the same time the essential basics in the central fields are communicated. Conditions for successful participation: Background on animal science from the Bachelor is desired. In order to attend the Minor in Ruminant Science without any animal science background, a realistic self-assessment concerning the need for additional self-study is recommended (e.g. by choosing an appropriate bachelor course which then may be counted as 'optional courses' in the master). These efforts depend on the extent to which animal science courses have already been attended in the bachelor. The control of performance will consist of: - an own short lecture - a final oral examination with focus on comprehension of the fundamental linkages rather than of specific details | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6001-00L | Forum: Livestock in the World Food System  | W+ | 2 credits | 2S | S. Meese | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This forum is a platform for the critical reflection of relevant topics of livestock in the frame of the world food system comprising issues from basic knowledge to acceptance in society. The exchange is operated by scientific writing and presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | In the Forum "Livestock in the World Food System", a topic of significance for livestock agriculture is selected by the students and subsequently dealt with from various angles (from scientific basis to production systems, environmental aspects and to the acceptance by society). The students learn to present a scientific subject in writing and orally to an audience and to defend the presentation in a discussion. Further, feedback is intended to improve the presentation style. Furthermore, the review process of a scientific paper will be demonstrated and applied. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The Forum "Livestock in the World Food System" will take place in blocks of 2 hours each. Once the general topic has been selected, it comprises two parts: Part 1 Aspect 1 - Oral presentation: The students form small groups and are lecturers. Aspect 2 - chairperson: There are moderators which are chosen from outside of the presenting groups and they will lead the discussion and the remaining students and the lecturer are the audience and ask questions. Aspect 3 - feedback: At the beginning, students form teams of 2, which are not in the same group, to give each other feedback on their presentation style. Part 2. Aspect 1 - Scientific writing: Preparation of a critical review of a chosen publication and individual exchange with the lecturer. Aspect 2 - Defense: There will be a discussion in small groups on several dates to discuss the chosen publication in detail and the observations during the process. Introductions to both presentation forms will be given by the lecturer. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | no scriptum | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Requirements for allocation of the two credit points: - oral talk with sufficient handout - delivery of the scientific writing in sufficient quality - active participation during all presentations (in case of absence there will be additional tasks) - feedback on the presentation style of a student | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2105-00L | Political Ecology of Food and Agriculture Number of participants limited to 25. All students wo register will be on the waiting list. A motivational application is required until 6 September: - presenting yourself and your studies - stating what topic in the field of Political Ecology that you are interested in - suggesting one paper to enrich the literature list for the course The selected students will be notified until 9 September. Questions regarding the application to johanna.jacobi@usys.ethz.ch. | W+ | 3 credits | 2G | J. Jacobi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this seminar, students are introduced to the multi-disciplinary field of political ecology to investigate human-environment relationships in food and agricultural systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Being able to provide an overview of the multi-disciplinary field of political ecology for investigating the relationships of humans to our environment - Learn to identify how power and interest influence social-ecological systems and to distinguish symptoms from systemic root causes - Become enabled to analyse complex and sometimes distant human-ecology relationships choosing from a broad range of methods | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | We will review common narratives in agri-food systems informed by a range of different theories and assisted by different analytical tools. For this purpose, we will start from different concepts of nature, power and interests, explore different ontologies and epistemologies through a set of topics such as hunger, obesity, agrobiodiversity and seeds, forests and deforestation, climate change and food production. Students will explain one concept in each course to the groups and practice their argumentative and writing skills in a final essay, applying the acquired tools to a topic of their choice. While specific inputs from external lecturers broaden our perspective, enough time for critical discussion and reflection will be granted. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | 20.9.2024 Introduction to political ecology 27.9.2024 Ontologies and epistemologies 4.10.2024 Climate justice and food systems 11.10.2024 Green revolution, industrial agriculture, and agroecology 18.10.2024 Conservation: Protecting what from what? 25.10.2024 Don't blame the rain: Water management in agriculture 1.11.2024 Deforestation: Root causes and alternatives 8.11.2024 Pandemics, syndemics and the food system 15.11.2024 Technology and the politics of knowledge 22.1.2024 Land-sharing, land-sparing 29.11.2024 Feminist (political) agroecology 6.12.2024 Food: Commons or commodity? 13.12.2024 Alternatives to sustainable development 20.12.2024 Final session (The Hunger Banquet) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literaturelist provided on Moodle when the course starts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Livestock Biology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6113-00L | Endocrinology and Biology of Reproduction | W+ | 3 credits | 2G | S. E. Ulbrich, S. M. Bernal Ulloa | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Endokrinologie und Reproduktionsbiologie der Säugetiere und des Menschen (Anatomie, Morphologie, Physiologie, Regelmechanismen) Die Systematik der Reproduktionshormone und der Hormonrezeptoren wird erläutert, die Wirkungsmechanismen (Bildung; orale Bioverfügbarkeit; Elimination) erklärt. Mit diesen Grundlagen wird das Verständnis der Regulation der Fortpflanzung umfassend erörtert. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Die Studierenden erlangen das grundlegende theoretische Verständnis und Fachwissen zur Endokrinologie der Reproduktion und zur weiblichen und männlichen Reproduktionsbiologie. Sie können darüber hinaus pathologische Situationen (Fortpflanzungsstörungen) und deren vielfältige Ursachen in den physiologischen Kontext einordnen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-7310-00L | Bioactive Feed Compounds and Enriched Food Products | W+ | 2 credits | 2V | G. Foggi, M. Niu | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides students with basic knowledge of the connection between plant secondary metabolites and their active roles in feed and food. It offers insights into active compounds in feed or their natural-identical equivalents and the resulting quality of animal-derived food, reporting practical examples. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course aims to provide students with foundational knowledge of plant secondary metabolites and their roles in animal feed and food quality. Through an in-depth exploration of the structure and mechanisms of action of these compounds, students will gain insights into their practical applications in animal nutrition and the production of added-value or enriched food products. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course provides an overview of various types of bioactive components contained in both food and feedstuffs, including fatty acids and secondary plant metabolites such as polyphenols, terpenoids, carotenoids and saponins. Subjects covered: - Distribution of bioactive compounds - Sources of active compounds for animal feed - Main mechanism of actions at animal or human levels - Added value and enriched food products - Advantages and disadvantages | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The teaching slides and other materials will be provided during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Information about books and other references will be communicated during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-0263-01L | Seminar in Evolutionary Ecology of Infectious Diseases | W+ | 3 credits | 2G | R. R. Regös, S. Bonhoeffer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students of this course will discuss current topics from the field of infectious disease biology. From a list of publications, each student chooses some themes that he/she is going to explain and discuss with all other participants and under supervision. The actual topics will change from year to year corresponding to the progress and new results occuring in the field. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This is an advanced course that will require significant student participation. Students will learn how to evaluate and present scientific literature and trace the development of ideas related to understanding the ecology and evolutionary biology of infectious diseases. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | A core set of ~10 classic publications encompassing unifying themes in infectious disease ecology and evolution, such as virulence, resistance, metapopulations, networks, and competition will be presented and discussed. Pathogens will include bacteria, viruses and fungi. Hosts will include animals, plants and humans. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Publications and class notes can be downloaded from a web page announced during the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Papers will be assigned and downloaded from a web page announced during the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Livestock Genetics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6243-00L | Breeding and Conservation of Animal Genetic Resources | W+ | 2 credits | 2V | H. Pausch, C. Flury, H. Signer-Hasler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Animal genetic resources refer to the genetic and species diversity of livestock. Only a few production breeds have been further developed through breeding, while local breeds have no longer been able to survive in this competition. Without the support of endangered breeds and the sustainable breeding of productive breeds, many regionally typical breeds are threatened with extinction. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Learning Objectives: Part 1: At the end of the course, students are able to assess the importance and problems of small ruminant breeding and husbandry in Switzerland and neighbouring countries. They know the most important breeding objectives and are able to assess them in terms of production and sustainable development in small ruminants and cattle. Learning objectives part 2: The second part gives an overview of the distribution, endangerment and conservation of breed diversity of farm animals in Switzerland and internationally. The theory is illustrated with numerous examples and the knowledge is deepened in exercises. The students: - have an overview of the national and international distribution of animal genetic resources and are familiar with the database DAD-IS (Domestic Animal Diversity Information System). - can name the national and international efforts to conserve agricultural livestock breeds. - know how to describe genetic diversity. - can point out what is important in the management of small populations. - can describe different conservation measures, especially in situ and ex situ conservation. - can describe current national and international conservation programmes for different livestock breeds. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Examination: Examination Part 1: Graded written examination (1 hour) on the material covered. Examination Part 2: Graded semester performance completed during the block course. Parts 1 and 2 contribute equally to the final grade. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6305-00L | Livestock Breeding and Genomics This course will be offered for the last time in autumn 2024. | W | 3 credits | 3G | P. von Rohr | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Swiss routine breeding value estimation/genetic evaluation systems of cattle, pig, sheep and goats are presented with methods and evaluated traits. Examples will be demonstrated using the statistical software R. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students know the theoretical and practical application of breeding value estimation in Switzerland for cattle, pig, sheep and goats. The students are able to interpret estimated breeding values. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Basic principles of genetic evaluations Applied genetic evaluation in cattle (data, methods, traits, national and international genetic evaluations) Applied genetic evaluation in pigs (data, methods, traits) Applied genetic evaluation in sheep and goats (data, methods, traits) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Course notes in the form of a monograph, copies of the slides and solutions to the exercise questions are available. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | To be announced in the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Methodology Competences | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Methods for Scientific Research | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-3801-00L | Experimental Design and Applied Statistics in Agroecosystem Science | W | 3 credits | 2G | A. Hund, C. Grieder, R. Kölliker | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Different experimental designs will be discussed and various statistical tools will be applied to research questions in agroecosystem sciences. Statistical methods range from simple analysis of variance to mixed-models and multivariate statistics. Surveys and manipulative field and laboratory experiments are addressed and students learn to analyse data using a hands-on approach. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will know various statistical analyses and their application to science problems in their study area as well as a wide range of experimental design options used in environmental and agricultural sciences. They will practice to use statistical software packages (R), understand pros and cons of various designs and statistics, and be able to statistically evaluate their own results as well as those of published studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course program uses a learning-by-doing approach ("hands-on minds-on"). The topics are introduced as short lectures, but most of the work is done on the computer using different packages of R – a software for statistical computing and graphics. In addition to contact hours exercises must be finalized and handed in for grading. The credit points will be given based on successful assessments of selected exercises. The tentative schedule contains the following topics: Introduction to experimental design and applied statistics in R Data handling and data exploration with tidyverse Designs of field and growth chamber experiments theory Design creation with DiGGer Fitting linear mixed-effects models with lme4 Marginal means estimation and post-hoc tests with emmeans Nonlinear regression fits Statistical learning techniques Principle component analysis, canonical correpondence analysis (CCA), cluster analysis Random forest This course does not provide the mathematical background that students are expected to bring along when signing up to this course. Alternatively, students can consider some aspects of this course as a first exposure to solutions in experimental design and applied statistics and then deepen their understanding in follow-up statistical courses. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be available (in English) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A selection of suggested additional literature, especially for German speaking students will be presented in the introductory lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course is based on the course Mathematik IV: Statistik, passed in the 2nd year and the Bachelor's course "Wissenschaftliche Datenauswertung und Datenpräsentation" (751-0441-00L) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6003-00L | Training Course in Research Groups (Large) | W+ | 6 credits | 13P | S. M. Bernal Ulloa, S. Neuenschwander, M. Niu, H. Pausch, M. Saenz de Juano Ribes, S. E. Ulbrich | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The students will learn the conceptual and methodological background of research in the animal science groups of the Institute of Plant, Animal and Agroecosystem Science. In addition to teaching the theoretical background, the major aim of the course is to integrate the students into the research groups (on job training) and, hence, to focus on the practical application of the knowledge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Introduction into the conceptual and methodological basis of research - Integration of the students into the research groups (on job training) - Application of the gained knowledge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The students will be integrated into the research groups’ day-to-day work and will thus deal with all aspects of scientific work. This comprises the planning (conceptually and logistically), execution (data collection, laboratory analyses) and evaluation (statistics, data presentation) of experiments as well as the basics of scientific writing (aim: later publication, Master thesis). The research topics and the range of methodologies vary between the animal science research groups in the Institute of Plant, Animal and Agroecosystem Sciences. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | None | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Specific readings after enlisting in a particular research group. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The number of training slots in the various groups is limited. It is therefore highly recommended to contact the group leaders early enough (first come first serve). The full integration in a research group often means to work on weekends. The total time budget is equivalent to about 180 hours. Active participation in group meetings (discussion, presentation) and short written reports about the work conducted are required for the 6 credit points. There are no grades, it is only pass or fail. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6003-01L | Training Course in Research Groups (Small) | W+ | 3 credits | 6P | S. M. Bernal Ulloa, S. Neuenschwander, M. Niu, H. Pausch, M. Saenz de Juano Ribes, S. E. Ulbrich | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The students will learn the conceptual and methodological background of research in the animal science groups of the Institute of Plant, Animal and Agroecosystem Science. In addition to teaching the theoretical background, the major aim of the course is to integrate the students into the research groups (on job training) and, hence, to focus on the practical application of the knowledge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Introduction into the conceptual and methodological basis of research - Integration of the students into the research groups (on job training) - Application of the gained knowledge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The students will be integrated into the research groups’ day-to-day work and will thus deal with all aspects of scientific work. This comprises the planning (conceptually and logistically), execution (data collection, laboratory analyses) and evaluation (statistics, data presentation) of experiments as well as the basics of scientific writing (aim: later publication, Master thesis). The research topics and the range of methodologies vary between the animal science research groups in the Institute of Plant, Animal and Agroecosystem Sciences. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | None | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Specific readings after enlisting in a particular research group. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The number of training slots in the various groups is limited. It is therefore highly recommended to contact the group leaders early enough (first come first serve). The full integration in a research group often means to work on weekends. The total time budget is equivalent to about 90 hours. Active participation in group meetings (discussion, presentation) and short written reports about the work conducted are required for the 3 credit points. There are no grades, it is only pass or fail. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Project Management for Scientific Research | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6001-00L | Forum: Livestock in the World Food System | W+ | 2 credits | 2S | S. Meese | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This forum is a platform for the critical reflection of relevant topics of livestock in the frame of the world food system comprising issues from basic knowledge to acceptance in society. The exchange is operated by scientific writing and presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | In the Forum "Livestock in the World Food System", a topic of significance for livestock agriculture is selected by the students and subsequently dealt with from various angles (from scientific basis to production systems, environmental aspects and to the acceptance by society). The students learn to present a scientific subject in writing and orally to an audience and to defend the presentation in a discussion. Further, feedback is intended to improve the presentation style. Furthermore, the review process of a scientific paper will be demonstrated and applied. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The Forum "Livestock in the World Food System" will take place in blocks of 2 hours each. Once the general topic has been selected, it comprises two parts: Part 1 Aspect 1 - Oral presentation: The students form small groups and are lecturers. Aspect 2 - chairperson: There are moderators which are chosen from outside of the presenting groups and they will lead the discussion and the remaining students and the lecturer are the audience and ask questions. Aspect 3 - feedback: At the beginning, students form teams of 2, which are not in the same group, to give each other feedback on their presentation style. Part 2. Aspect 1 - Scientific writing: Preparation of a critical review of a chosen publication and individual exchange with the lecturer. Aspect 2 - Defense: There will be a discussion in small groups on several dates to discuss the chosen publication in detail and the observations during the process. Introductions to both presentation forms will be given by the lecturer. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | no scriptum | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Requirements for allocation of the two credit points: - oral talk with sufficient handout - delivery of the scientific writing in sufficient quality - active participation during all presentations (in case of absence there will be additional tasks) - feedback on the presentation style of a student | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5201-10L | Tropical Cropping Systems, Soils and Livelihoods (with Excursion) IMPORTANT: Students who enroll for this course are strongly recommended to verify with lecturers from other courses whether their absence of two weeks may affect their performance in the respective courses. | W+ | 5 credits | 10G | J. Six, K. Benabderrazik | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course guides students in analyzing and comprehending tropical agroecosystems and food systems. Students gain practical knowledge of field methods, diagnostic tools and survey methods for tropical soils and agroecosystems. An integral part of the course is the two-week field project in the Mount Kenya Region, which is co-organized with the University of Embu (Kenya) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | (1) Overview of the major land use systems in Tropical agroecosystems in several contexts Africa (2) Interdisciplinary analysis of agricultural production systems (3) Knowledge on methods to assess agroecological performance of a tropical agroecosystems (4) Hands-on training on the use of field methods, diagnostic tools and survey methods. (5) Gain practical knowledge on how to assess to climate resilience and farming systems. (6) Collaboration in international students and stakeholders | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course guides students in analyzing and comprehending tropical agroecosystems. Students of ETH Zürch will work together with the students from Embu University (Kenya) in an interdisciplinary and intercultural team. Students will focus on the Agroecological performance and climate resilience of diverse farming systems in the Mount Kenya Region. From October 28th to November 11th, The students will take part in a field course in the Mount Kenya Region. Students will then gain practical knowledge on field, meeting several stakeholders of the agricultural and food systems and conducting various assessments related to climate resilience and farming systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | We would require the students enrolled to the class to send a short cover letter (1-page max.) by September 18rd 2023, justifying your motivation to enroll to this class. A selection of 20 students will be done on the basis of the letters. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Major in Plant Sciences | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Disciplinary Competences | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Agronomy and Plant Breeding | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4104-00L | Alternative Crops | W+ | 2 credits | 2V | A. Walter, K. Berger Büter | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Few crops dominate the crop rotations worldwide. Following the goal of an increased agricultural biodiversity, species such as buckwheat but also medicinal plants might become more important in future. The biology, physiology, stress tolerance and central aspects of the value-added chain of the above-mentioned and of other alternative crops will be depicted. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | During this course, students learn to assess the potential of different minor or alternative crops compared to the dominant major crops based on their biological and agronomical features. Each student will assess and present a specific alternative crop of his or her choice based on information from scientific articles and Wikipedia. Wikipedia-entries will be generated. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-3603-00L | Current Challenges in Plant Breeding | W+ | 2 credits | 2G | B. Studer, A. Hund, R. Kölliker | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The seminar 'Current Challenges in Plant Breeding' aims to bring together national and international experts in plant breeding to discuss current activities, latest achievements and future prospective of a selected topic/area in plant breeding. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The educational objectives cover thematic, methodic as well as social and personal competencies: Thematic/methodic competencies: - Deepening of scientific knowledge in plant breeding - Critical evaluation of current challenges and new concepts in plant breeding - Promotion of collaboration and Master thesis projects with practical plant breeders Social/personal competencies: - Independent literature research to get familiar with the selected topic - Critical evaluation and consolidation of the acquired knowledge in an interdisciplinary team - Establishment of a scientific presentation in an interdisciplinary team - Presentation and discussion of the teamwork outcome - Establishing contacts and strengthening the network to national and international plant breeders and scientist | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Interesting topics related to plant breeding will be selected in close collaboration with the working group for plant breeding of the Swiss Society of Agronomy (SSA). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | None | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Peer-reviewed research articles, selected according to the topic. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Participation in the BSc course 'Pflanzenzüchtung' is strongly recommended, a completed course in 'Molecular Plant Breeding' is advantageous. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4704-00L | Weed Science | W+ | 3 credits | 2G | B. Streit, U. J. Haas | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Modern weed management comprises competent knowledge of weed biology, weed ecology, population dynamics, crop-weed-interactions and different measures to control weeds. Weeds are understood to be rather part of a habitat or a cropping system than just unwanted plants in crops. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the course the students are qualified to develop sustainable solutions for weed problems in agricultural and natural habitats. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Modern weed management comprises competent knowledge of weed biology, weed ecology, population dynamics, crop-weed-interactions and different measures to control weeds. Weeds are understood to be rather part of a habitat or a cropping system than just unwanted plants in crops. Accordingly, this knowledge will be imparted during the course and will be required to understand the mechanisms of integrated weed control strategies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Crop Health | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5121-00L | Insect Ecology | W+ | 2 credits | 2V | C. De Moraes, N. Stanczyk | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This is an introductory class on insect ecology. During the course you will learn about insect interactions with, and adaptations to, their environment and other organisms, and the importance of insect roles in our ecosystems. This course includes in-person lectures, small group discussions and outside readings. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The aim of the course is for you to be able to describe examples of insect interactions and evaluate their impact on broader ecosystems. Important topics include: insect-plant interactions, chemical ecology, predator-prey interactions, vectors of disease, social insects, mutual and parasitic interactions, and examining insect ecology in an evolutionary context. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Provided to students through Moodle | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Selected required readings (peer reviewed literature). Optional recommended readings with additional information. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4811-00L | Alien Organisms in Agriculture | W+ | 2 credits | 2G | J. Collatz, M. Meissle | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course focuses on alien organisms in agriculture as well as the scientific assessment and regulatory management of their effects on the environment and agricultural production. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will understand the consequences arising from the unintentional or deliberate introduction of alien organisms into agricultural systems. They will be able to understand the concept of environmental risk assessment and be able to evaluate risk management options. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Alien organisms in agriculture is a topic that receives an increasing awareness among farmers, agricultural scientists, regulators and the general public. Students of this course will learn about the nature of alien organisms such as invasive species, biocontrol organisms and genetically modified organisms. With a particular focus on arthropods, plants and their interactions we will look at the potential threats the novel organisms pose, the benefits they provide and how both of these effects can be scientifically assessed. Students will learn how the topic of alien organisms in agriculture is intrinsically tied to policy making and regulation and get to know current examples and future challenges in research. In the last part of the course students will be able to apply the acquired knowledge in a practical exercise (case study). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Material will be distributed during the course | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | A part of the course will take place in flipped classroom mode, i.e. some lectures will be available as podcasts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-0263-01L | Seminar in Evolutionary Ecology of Infectious Diseases | W+ | 3 credits | 2G | R. R. Regös, S. Bonhoeffer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students of this course will discuss current topics from the field of infectious disease biology. From a list of publications, each student chooses some themes that he/she is going to explain and discuss with all other participants and under supervision. The actual topics will change from year to year corresponding to the progress and new results occuring in the field. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This is an advanced course that will require significant student participation. Students will learn how to evaluate and present scientific literature and trace the development of ideas related to understanding the ecology and evolutionary biology of infectious diseases. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | A core set of ~10 classic publications encompassing unifying themes in infectious disease ecology and evolution, such as virulence, resistance, metapopulations, networks, and competition will be presented and discussed. Pathogens will include bacteria, viruses and fungi. Hosts will include animals, plants and humans. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Publications and class notes can be downloaded from a web page announced during the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Papers will be assigned and downloaded from a web page announced during the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4506-00L | Plant Pathology III | W+ | 2 credits | 2G | M. Maurhofer Bringolf | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Identification based on host, symptoms and micro-morphology, completed with life cycles and related control measures of the most important fungal diseases and their causal pathogens of annual and perennial crops with agricultural significance. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students will learn and train preparation skills for microscopy, aquire knowledge of selected diseases (identification, biology of pathogen, epidemiology and systematics) and understand the corresponding integrated control measures practiced in Swiss agriculture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | One exercise will be based on computer and ocular camera, also to prepare the students for the final e-exam. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | A script will be used on annual and perennial crops and their most important diseases. It will be updated stepwise | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course will be in German (spec. nomenclature) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Agriculture and Environment | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5101-00L | Biogeochemistry and Sustainable Management | W+ | 3 credits | 2G | I. Feigenwinter, N. Buchmann, K.‑M. Kohonen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course focuses on the interactions between ecology, biogeochemistry and management of agro- and forest ecosystems, thus, coupled human-environmental systems. Students learn how human impacts on ecosystems via management or global change are mainly driven by effects on biogeochemical cycles and thus ecosystem functioning, but also about feedback mechanisms of terrestrial ecosystems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will analyse and understand the complex and interacting processes of ecology, biogeochemistry and management of agroecosystems. They will use their theoretical knowledge in two flipped classroom exercises, but also set up a small weather station and program a data logger to collect meteorological variables, analyze large meteorological and flux data sets, and evaluate the impacts of weather events and management practices on the ecosystem greenhouse gas exchange. Thus, students will expand their computational competences. Moreover, students will be able to coordinate and work successfully in small (interdisciplinary) teams. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Agroecosystems play a major role in all landscapes, either for production purposes, ecological areas or for recreation. The human impact of any management on the environment is mainly driven by effects on biogeochemical cycles. Effects of global change impacts will also act via biogeochemistry at the soil-biosphere-atmosphere-interface. Thus, ecosystem functioning, i.e., the interactions between ecology, biogeochemistry and management of terrestrial systems, is the science topic for this course. Students will gain profound knowledge about biogeochemical cycles and greenhouse gas fluxes in managed grassland and/or cropland ecosystems as well as expand their computational competences. Responses of agroecosystems to the environment, i.e., to climate and weather events, but also to management will be studied. Two flipped class-room exercises include the assessment of an ecosystem disturbance and the experimental design of an own study. Dataloggers will be programmed, and a small weather station will be set up. Different meteorological and greenhouse gas flux data will be analysed (using R) and assessed in terms of production, greenhouse gas budgets, and carbon sequestration. Thus, students will learn how to collect, analyse and interpret data about the complex interactions of a coupled human-environmental system. Students will work in groups (3-4 persons per group) with data from a small weather station (dedicated to the course), as well as data from the long-term measurement network Swiss FluxNet and from global databases. Data from the intensively managed grassland site Chamau will be used to investigate the biosphere-atmosphere exchange of CO2, H2O, N2O and CH4. Functional relationships will be identified, greenhouse gas budgets will be calculated for different time periods and in relation to management over the course of a year. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be available in moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Prerequisites: Attendance of introductory courses in plant ecophysiology, ecology, and grassland or forest sciences. Knowledge of data analyses in R and statistics. Course will be taught in English. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-3405-00L | Chemical Nature of Nutrients and their Availability to Plants: The Case of Phosphorus | W+ | 4 credits | 4G | E. Frossard | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The CNNAP course discusses the mechanistic relationships between nutrient speciation in fertilizer and nutrient uptake by plants using phosphorus as an example. The course involves theoretical aspects of nutrient cycling, laboratory work, data analysis and presentation, and the use of advanced methods in plant nutrition studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the CNNAP course, participants will obtain a mechanistic understanding of why and how the speciation of phosphorus in fertilizer can affect its release to the soil solution and subsequent uptake by plants. Students will be able to use this information for the development of fertilization schemes that maximize the nutrient uptake and fertilizer efficiency of crops or pastures. During the course, participants will become familiar with the use of radioisotopes and nuclear magnetic resonance as approaches to measure nutrient availability and forms, respectively and they will know the limits of these techniques. Students will also have the opportunity to improve their laboratory, presentation, discussion and writing skills. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Documents will be distributed during the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Documents will be distributed during the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The CNNAP lecture will take place at the ETH experimental station in Eschikon Lindau every second year. The next course will be organized in autumn 2024. The CNNAP course will take place if and only if 8 or more students are registered one week before the start. See the location of the station at: http://www.plantnutrition.ethz.ch/the-group/how-to-find-us.html We strongly advise students who are planning to be absent for more than one week during the semester NOT to visit this course. Students should have visited the plant nutrition lectures in the 3rd and 6th semesters and the lecture pedosphere in the 3rd semester of the agricultural study program of the ETH. If students do not have visited these courses they will have to acquire the necessary information by themselves as this knowledge is indispensable for the CNNAP course. As the CNNAP course does not take place in autumn 2023, we recommend students interested in integrated assessment of nutrient cycling in soil plant systems to visit the 8th semester lecture 751-3404-00L (Nutrient Fluxes in Soil-Plant Systems: The Case of Nitrogen) organized in spring 2024 by Oberson et al. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5125-00L | Stable Isotope Ecology of Terrestrial Ecosystems | W+ | 2 credits | 2G | R. A. Werner, N. Buchmann, A. Gessler, M. Lehmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course provides an overview about the applicability of stable isotopes (carbon 13C, nitrogen 15N, oxygen 18O and hydrogen 2H) to process-oriented ecological research. Topics focus on stable isotopes as indicators for the origin of pools and fluxes, partitioning of composite fluxes as well as to trace and integrate processes. In addition, students carry out a small project during lab sessions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will be familiar with basic and advanced applications of stable isotopes in studies on plants, soils, water and trace gases, know the relevant approaches, concepts and recent results in stable isotope ecology, know how to combine classical and modern techniques to solve ecophysiological or ecological problems, learn to design, carry out and interpret a small IsoProject, practice to search and analyze literature as well as to give an oral presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The analyses of stable isotopes often provide insights into ecophysiological and ecological processes that otherwise would not be available with classical methods only. Stable isotopes proved useful to determine origin of pools and fluxes in ecosystems, to partition composite fluxes and to integrate processes spatially and temporally. This course will provide an introduction to the applicability of stable isotopes to ecological research questions. Topics will focus on carbon (13C), nitrogen (15N), oxygen (18O) and hydrogen (2H) at natural isotope abundance and tracer levels. Lectures will be supplemented by intensive laboratory sessions, short presentations by students and computer exercises. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be available on the webpage of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Will be discussed in class. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course is based on fundamental knowledge about plant ecophysiology, soil science, and ecology in general. Course will be taught in English. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Methodology Competences | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Seminar in Plant Sciences | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5115-00L | Current Aspects of Nutrient Cycle in Agro-Ecosystems | W+ | 2 credits | 1S | E. Frossard, A. Oberson Dräyer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The seminar concerns current aspects and research related to nutrient cycles in agro-ecosystems. The theme of the next seminar is “Integrated Nutrient Management to maximize nutrient use efficiency in productive agricultural systems: Insights from long-term field experiments”. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Analyze publications and/or data records on long-term field experiments regarding their content on integrated nutrient management and derive the nutrient use efficiency; link this information, write it up in a report and present the results in an oral presentation; work in a group; ask questions and contribute to the discussion following the oral presentations; link the information to answer overarching questions and recommendations; expand the knowledge on nutrient cycles and nutrient management in the agro-ecosystem; learn about the importance of long-term field experiment to answer questions on the sustainability of agricultural systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The seminar concerns current aspects and research related to nutrient cycles in agro-ecosystems. The theme of the next seminar is “Integrated Nutrient Management to maximize nutrient use efficiency in productive agricultural systems: Insights from long-term field experiments”. The students will analyze and connect the results published (or from data records) for selected field experiments in a group work. They will present their analysis in a report and in an oral presentation. The seminar is composed by presentations of experts and of the students. The presentations will be synthesized during a final discussion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4003-01L | Current Topics in Grassland Sciences (autumn) | W+ | 2 credits | 2S | N. Buchmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Research results in agro- and forest ecosystem sciences will be presented by experienced researchers as well as by doctoral and graduate students. Citation classics as well as recent research results will be discussed. Topics will range from plant ecophysiology, biodiversity and biogeochemistry to management aspects in agro- and forest ecosystems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will be able to understand and evaluate experimental design and data interpretation of on-going studies, be able to critically analyze published research results, practice to present and discuss results in the public, and gain a broad knowledge of recent research and current topics in agro- and forest ecosystem sciences. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Research results in agro- and forest ecosystem sciences will be presented by experienced researchers as well as by doctoral and graduate students. Citation classics as well as recent research results will be discussed. Topics will range from plant ecophysiology, biodiversity and biogeochemistry to management aspects in agro- and forest ecosystems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | none | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Prerequisites: Basic knowledge of plant ecophysiology, terrestrial ecology and management of agro- and forest ecosystems. Course will be taught in English. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2105-00L | Political Ecology of Food and Agriculture Number of participants limited to 25. All students wo register will be on the waiting list. A motivational application is required until 6 September: - presenting yourself and your studies - stating what topic in the field of Political Ecology that you are interested in - suggesting one paper to enrich the literature list for the course The selected students will be notified until 9 September. Questions regarding the application to johanna.jacobi@usys.ethz.ch. | W+ | 3 credits | 2G | J. Jacobi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this seminar, students are introduced to the multi-disciplinary field of political ecology to investigate human-environment relationships in food and agricultural systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Being able to provide an overview of the multi-disciplinary field of political ecology for investigating the relationships of humans to our environment - Learn to identify how power and interest influence social-ecological systems and to distinguish symptoms from systemic root causes - Become enabled to analyse complex and sometimes distant human-ecology relationships choosing from a broad range of methods | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | We will review common narratives in agri-food systems informed by a range of different theories and assisted by different analytical tools. For this purpose, we will start from different concepts of nature, power and interests, explore different ontologies and epistemologies through a set of topics such as hunger, obesity, agrobiodiversity and seeds, forests and deforestation, climate change and food production. Students will explain one concept in each course to the groups and practice their argumentative and writing skills in a final essay, applying the acquired tools to a topic of their choice. While specific inputs from external lecturers broaden our perspective, enough time for critical discussion and reflection will be granted. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | 20.9.2024 Introduction to political ecology 27.9.2024 Ontologies and epistemologies 4.10.2024 Climate justice and food systems 11.10.2024 Green revolution, industrial agriculture, and agroecology 18.10.2024 Conservation: Protecting what from what? 25.10.2024 Don't blame the rain: Water management in agriculture 1.11.2024 Deforestation: Root causes and alternatives 8.11.2024 Pandemics, syndemics and the food system 15.11.2024 Technology and the politics of knowledge 22.1.2024 Land-sharing, land-sparing 29.11.2024 Feminist (political) agroecology 6.12.2024 Food: Commons or commodity? 13.12.2024 Alternatives to sustainable development 20.12.2024 Final session (The Hunger Banquet) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literaturelist provided on Moodle when the course starts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Design, Analysis and Communication of Science | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-3801-00L | Experimental Design and Applied Statistics in Agroecosystem Science | O | 3 credits | 2G | A. Hund, C. Grieder, R. Kölliker | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Different experimental designs will be discussed and various statistical tools will be applied to research questions in agroecosystem sciences. Statistical methods range from simple analysis of variance to mixed-models and multivariate statistics. Surveys and manipulative field and laboratory experiments are addressed and students learn to analyse data using a hands-on approach. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will know various statistical analyses and their application to science problems in their study area as well as a wide range of experimental design options used in environmental and agricultural sciences. They will practice to use statistical software packages (R), understand pros and cons of various designs and statistics, and be able to statistically evaluate their own results as well as those of published studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course program uses a learning-by-doing approach ("hands-on minds-on"). The topics are introduced as short lectures, but most of the work is done on the computer using different packages of R – a software for statistical computing and graphics. In addition to contact hours exercises must be finalized and handed in for grading. The credit points will be given based on successful assessments of selected exercises. The tentative schedule contains the following topics: Introduction to experimental design and applied statistics in R Data handling and data exploration with tidyverse Designs of field and growth chamber experiments theory Design creation with DiGGer Fitting linear mixed-effects models with lme4 Marginal means estimation and post-hoc tests with emmeans Nonlinear regression fits Statistical learning techniques Principle component analysis, canonical correpondence analysis (CCA), cluster analysis Random forest This course does not provide the mathematical background that students are expected to bring along when signing up to this course. Alternatively, students can consider some aspects of this course as a first exposure to solutions in experimental design and applied statistics and then deepen their understanding in follow-up statistical courses. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be available (in English) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A selection of suggested additional literature, especially for German speaking students will be presented in the introductory lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course is based on the course Mathematik IV: Statistik, passed in the 2nd year and the Bachelor's course "Wissenschaftliche Datenauswertung und Datenpräsentation" (751-0441-00L) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5201-10L | Tropical Cropping Systems, Soils and Livelihoods (with Excursion) IMPORTANT: Students who enroll for this course are strongly recommended to verify with lecturers from other courses whether their absence of two weeks may affect their performance in the respective courses. | W+ | 5 credits | 10G | J. Six, K. Benabderrazik | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course guides students in analyzing and comprehending tropical agroecosystems and food systems. Students gain practical knowledge of field methods, diagnostic tools and survey methods for tropical soils and agroecosystems. An integral part of the course is the two-week field project in the Mount Kenya Region, which is co-organized with the University of Embu (Kenya) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | (1) Overview of the major land use systems in Tropical agroecosystems in several contexts Africa (2) Interdisciplinary analysis of agricultural production systems (3) Knowledge on methods to assess agroecological performance of a tropical agroecosystems (4) Hands-on training on the use of field methods, diagnostic tools and survey methods. (5) Gain practical knowledge on how to assess to climate resilience and farming systems. (6) Collaboration in international students and stakeholders | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course guides students in analyzing and comprehending tropical agroecosystems. Students of ETH Zürch will work together with the students from Embu University (Kenya) in an interdisciplinary and intercultural team. Students will focus on the Agroecological performance and climate resilience of diverse farming systems in the Mount Kenya Region. From October 28th to November 11th, The students will take part in a field course in the Mount Kenya Region. Students will then gain practical knowledge on field, meeting several stakeholders of the agricultural and food systems and conducting various assessments related to climate resilience and farming systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | We would require the students enrolled to the class to send a short cover letter (1-page max.) by September 18rd 2023, justifying your motivation to enroll to this class. A selection of 20 students will be done on the basis of the letters. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Major in Agriculture Economics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Disciplinary Competences | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Decision Making and Management | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0403-00L | Introduction to Marketing | W+ | 3 credits | 2G | F. von Wangenheim, P. Bachmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course provides an overview on essential perspectives of marketing and how marketing adds value to a business. It will teach concepts, frameworks and methods for marketing decision making. The course will also look at issues related to marketing implementation. Thereby, a particular focus will be on how data and data analytics can help to support marketers in their decision making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After taking the class, students will be able to 1) Understand how marketing adds value to a business. 2) Provide an overview of key concepts in marketing that are applicable to any business. 3) Understand how consumers behave and how this impacts marketing 4) Learn how analytics and quantitive methods can help to improve decision making in marketing. 5) Get to know the elements that shape a firm’s marketing strategy (segmentation, targeting, positioning) and marketing tactics (product, price, promotion, place) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The class will center on the importance of marketing as an activity that creates long-term value for the benefit of organizations and their customers. It will teach concepts, frameworks and methods for marketing decision making. Specifically, the course is aims to provide students with a) an overview on the role of marketing within a business, b) details on strategic marketing management decisions and tools, c) a profound knowledge on the individual elements of the marketing mix (product, price, promotion, place), d) an awareness of specific contexts of marketing, and e) first-hand experience on data-driven techniques to support marketers' decision making. Thus, this course will introduce key analytical tools to help solving respective managerial tasks. This is a lecture with integrated exercises. Access to a laptop is required for the exercises. The the class might be thought in an in-person, remote or in a hybrid format. Students might also be taught via pre-recorded videos and assigned material for self-study. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Kotler, Philip and Gary Amstrong (2021). Principles of Marketing (18th Global Edition), Pearson. ISBN-13: 9781292341132. The course might comprise mandatory and supplemental reading material. Other literature may be assigned in class. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2205-00L | Management for Enterprises in the Agri-Food-Chain II | W+ | 2 credits | 2G | M. Weber | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Advanced Management in the Agri-Food Chain: Framework and models for management of organizations in the Agri-Food Chain in a complex environment | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After the lecture the students ... ... know the characteristics and consequences of complexity in the organizational world, ... know and can apply selected comprehensive models for managing in complex situations, ... know possible practical applications and examples of the treated contents to organizations in the Agri-Food Chain and ... are able to deepen the relevant topics in an autonomous way. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In the lecture the following contents will be treated: - State, reasons and effects of complexity in the organizational world. - A basic framework for shaping and governing intelligent organizations. - Selected contemporary models for managing in the complex organizational world. - Transfer and adaption of the models to organizations in the Agri-Food Chain. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Reader with selected contents. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | - Vorlesung "Management für Unternehmen der Agrar- & Ernährungswirtschaft I" in D-USYS Vorlesung wird in deutscher Sprache abgehalten | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0387-00L | Corporate Sustainability | W | 3 credits | 2G | V. Hoffmann, C. Bening-Bach, B. Girod, L. Miehé | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture explores current challenges of corporate sustainability and prepares students to become champions for sustainable business practices. The module combines asynchronous videos, live sessions, with a group work phase between weeks 5-10 of semester during which students deep-dive into one of 10 sustainability challenges. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students - assess the limits and the potential of corporate sustainability for sustainable development - develop competencies that are useful in the context of corporate sustainability and beyond (analytical competency, critical thinking, problem solving) - recognize and realize opportunities through team work for corporate sustainability in a business environment - present strategic recommendations in teams | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Corporate Sustainability is the flagship course of the Group for Sustainability and Technology at D-MTEC. In this course, students learn about key concepts in corporate sustainability and develop skills to implement them in the real world. The course prepares students for making well-informed sustainability decisions in their future careers. The course uses constructive alignment to bring the various innovative teaching and learning elements (e.g., case-based experiential learning, reflective thinking and blended learning with videos and quizzes) into a coherent transformational journey. Students can now flexibly, efficiently, and effectively acquire the conceptual foundations that are essential for a substantial understanding of corporate sustainability. For part of the course, students work in groups to complete a set of graded assignments designed to guide them into a deep dive on a selected corporate sustainability challenge. Please note that full participation in this part is essential, so make sure you are available. Furthermore, these group assignments count towards the overall grade for the course. For further details on the course structure etc. visit the following link: http://www.sustec.ethz.ch/teaching/lectures/corporate-sustainability.html | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Presentation slides will be made available on Moodle after lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature recommendations will be distributed via Moodle, and are available from the start of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | TEACHING FORMAT/ ATTENDANCE: The course includes several mandatory sessions that participants must attend to successfully earn credit points. It is not possible to take the class purely online | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Resource Economics and Agricultural Policy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2903-00L | Evaluation of Agricultural Policies | W+ | 3 credits | 2G | R. Huber, R. Finger, C. Schader | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this course, students get an overview of agricultural policy evaluations and their societal and political relevance. They learn to understand and apply the principles of scientific based evaluations of agricultural policies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course has four major learning objectives: 1) Students know the conceptual background of evaluations and can relate concepts in agricultural economics to the evaluation of policies. 2) They know the basics of how to design and implement a policy evaluation study. 3) Students can transfer their methodological knowledge from other agricultural economics courses to the context of agricultural policy evaluations (econometrics, modelling etc.). They make hands-on experiences of methodological challenges. 4) They can critically assess the science-policy interface of policy evaluations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course consists of two blocks: First, students will learn the basics of how to design, implement and interpret agricultural policy evaluations. In this block, the conceptual embedding, the design and methodological tools as well as case studies are presented. Secondly, the students make hands-on experience using econometric and modelling tools in the context of agricultural policy evaluations. They apply their theoretical and empirical knowledge to Swiss case studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts and reading assignments | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1651-00L | Environmental Governance | W | 6 credits | 3G | E. Lieberherr, M. J. Fischer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course addresses environmental policies, focusing on new steering approaches, which are generally summarized as environmental governance. The course also provides students with tools to analyze environmental policy processes and assesses the key features of environmental governance by examining various practical environmental policy examples. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | To understand how an environmental problem may (not) become a policy and explain political processes, using basic concepts and techniques from political science. To analyze the evolution as well as the key elements of environmental governance. To be able to identify the main challenges and opportunities for environmental governance and to critically discuss them with reference to various practical policy examples. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Improvements in environmental quality and sustainable management of natural resources cannot be achieved through technical solutions alone. The quality of the environment and the achievement of sustainable development strongly depend on human behavior and specifically the human uses of nature. To influence human behavior, we rely on public policies and other societal rules, which aim to steer the way humans use natural resources and their effects on the environment. Such steering can take place through government intervention alone. However, this often also involves governance, which includes the interplay between governmental and non-governmental actors, the use of diverse tools such as emission standards or financial incentives to steer actors' behavior and can occur at the local, regional, national or international level. In this course, we will address both the practical aspects of as well as the scientific debate on environmental governance. The course gives future environmental experts a strong basis to position themselves in the governance debate, which does not preclude government but rather involves a spectrum from government to governance. Key questions that this course seeks to answer: What are the core characteristics of environmental challenges from a policy perspective? What are key elements of 'environmental governance' and how legitimate and effective are these approaches in addressing persistent environmental challenges? Furthermore, we encourage the development of soft skills by engaging students in activities such as moderating discussions in class, presenting own proposals, giving regular peer feedback, as well as critically reflecting on various relevant publications in the environmental governance domain. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture slides, a script and additional course material will be provided on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | A detailed course schedule will be made available at the beginning of the semester. During the lecture we will work with Moodle. We ask that all students register themselves on this platform before the lecture. We recommend that students have (a) three-years BSc education of a (technical) university; (b) successfully completed Bachelor introductory course to environmental policy (Entwicklungen nationaler Umweltpolitik (or equivalent)) and (c) familiarity with key issues in environmental policy and some fundamental knowledge of one social science or humanities discipline (political science, economics, sociology, history, psychology, philosophy) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Development and International Policy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2103-00L | Socioeconomics of Agriculture | W+ | 2 credits | 2V | S. Mann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The main part of this lecture will examine constellations where hierarchies, markets or cooperation have been observed and described in the agricultural sector. On a more aggregated level, different agricultural systems will be evaluated in terms of main socioeconomic parameters like social capital or perceptions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students should be able to describe the dynamics of hierarchies, markets and cooperation in an agricultural context. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Introduction to Sociology Introduction to Socioeconomics Agricultural Administration: Path dependencies and efficiency issues Power in the Chain The farming family Occupational Choices Market segregation The issue of meat demand Common Resource Management in Alpine Farming Agricultural Cooperatives Societal perceptions of agriculture Perceptions of farming from within Varieties of agricultural systems and policies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | http://www.springer.com/gp/book/9783319741406 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | see script | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Basic economic knowledge is expected. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0626-01L | International Development Cooperation Does not take place this semester. | W+ | 2 credits | 2V | I. Günther | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course gives economic and empirical foundations for a sound understanding of the instruments, prospects and limitations of international development aid. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students have a theoretically and empirically sound understanding of the prospects and limitations of international development aid. Students are able to critically discuss the various aid instruments of bi-and multilateral donors and NGOs. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Introduction to the Determinants of Underdevelopment; History of Aid; Aid and Development: Theories and Empirics; Political Economy of Aid; Experience and Impact of Aid; New Instruments of Aid: e.g. Micro-Finance, Budget-Support; Fair-Trade. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Articles and book abstracts will be uploaded to a course website. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0023-00L | International Environmental Politics Particularly suitable for students of D-ITET, D-USYS. | W+ | 3 credits | 2V | T. Bernauer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course deals with how and why international problem-solving efforts (cooperation) in environmental politics emerge and evolve, and under what circumstances such efforts are effective. Based on concepts, theories, and methods of political economy, political science, and public policy, various examples of international environmental policy-making are examined. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The objectives in this course are to (1) gain an overview of important questions in international environmental politics from a social sciences viewpoint; (2) learn how to identify interesting/innovative questions in this policy area and how to address them in a conceptually and methodologically meaningful and insightful way; (3) gain an overview of important global and regional environmental problems and how they are or could be solved. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course deals with how and why international problem-solving efforts (cooperation) in environmental politics emerge and evolve, and under what circumstances such efforts are effective. Based on concepts, theories, and methods of political economy, political science, and public policy, various examples of international environmental policy-making are examined, for example international efforts to reduce air pollution, manage international water resources, mitigate and adapt to global warming, protect the stratospheric ozone layer, address biodiversity challenges, deal with plastic waste, and prevent pollution of the oceans. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Reading materials and slides will be available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Reading materials and slides will be available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course is open to all ETH students and visiting students from other universities. Participation does not require previous coursework in the social sciences or environmental policy. Most meetings in this course will take place on campus (ETH Main Building, HG F.3). There will be no live-streaming, and the course is not in hybrid (on-campus plus online) format. However, the lecture will be recorded (slides and voice, no video) and the recordings will be made available via the Moodle platform for this course a few days after the respective lecture for students who are unable to attend in person. All electronic correspondence will take place via the ETH mystudies system and Moodle, so please make sure you are properly registered there with a functioning email address/account. Credits and Exam After passing a written test at the end of the course (requirement: grade 4.0 or higher) students will receive 3 ECTS credit points. The workload is around 90 hours (meetings, reading assignments, preparation of test). Visiting students (e.g., from the University of Zurich, exchange students) are subject to the same conditions. Registration of visiting students in the web-based system of ETH is compulsory. Students who obtain a grade of < 4.0 for the test will have a second chance (see table below). Students who did not participate in the test on 16 December 2024 will not have access to the repeat test unless they submit compelling and documented (e.g., medical, other exam in parallel at ETH) reasons for why they are/were unable to participate in the first test. The test covers all contents of the lectures and the reading assignments. No separate registration for the exam is required, registration for the course as such covers everything. The exam will take place on campus, most likely in HG F3. That is, you must be present in person at ETH Zurich on the exam date/time. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2105-00L | Political Ecology of Food and Agriculture Number of participants limited to 25. All students wo register will be on the waiting list. A motivational application is required until 6 September: - presenting yourself and your studies - stating what topic in the field of Political Ecology that you are interested in - suggesting one paper to enrich the literature list for the course The selected students will be notified until 9 September. Questions regarding the application to johanna.jacobi@usys.ethz.ch. | W+ | 3 credits | 2G | J. Jacobi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this seminar, students are introduced to the multi-disciplinary field of political ecology to investigate human-environment relationships in food and agricultural systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Being able to provide an overview of the multi-disciplinary field of political ecology for investigating the relationships of humans to our environment - Learn to identify how power and interest influence social-ecological systems and to distinguish symptoms from systemic root causes - Become enabled to analyse complex and sometimes distant human-ecology relationships choosing from a broad range of methods | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | We will review common narratives in agri-food systems informed by a range of different theories and assisted by different analytical tools. For this purpose, we will start from different concepts of nature, power and interests, explore different ontologies and epistemologies through a set of topics such as hunger, obesity, agrobiodiversity and seeds, forests and deforestation, climate change and food production. Students will explain one concept in each course to the groups and practice their argumentative and writing skills in a final essay, applying the acquired tools to a topic of their choice. While specific inputs from external lecturers broaden our perspective, enough time for critical discussion and reflection will be granted. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | 20.9.2024 Introduction to political ecology 27.9.2024 Ontologies and epistemologies 4.10.2024 Climate justice and food systems 11.10.2024 Green revolution, industrial agriculture, and agroecology 18.10.2024 Conservation: Protecting what from what? 25.10.2024 Don't blame the rain: Water management in agriculture 1.11.2024 Deforestation: Root causes and alternatives 8.11.2024 Pandemics, syndemics and the food system 15.11.2024 Technology and the politics of knowledge 22.1.2024 Land-sharing, land-sparing 29.11.2024 Feminist (political) agroecology 6.12.2024 Food: Commons or commodity? 13.12.2024 Alternatives to sustainable development 20.12.2024 Final session (The Hunger Banquet) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literaturelist provided on Moodle when the course starts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Methodology Competences | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Methods in Agricultural Economics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0305-00L | Empirical Methods in Management | W+ | 3 credits | 2G | S. Tillmanns | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this class, students learn how to understand and conduct empirical research. It will enable them to manage a business based on evident-based decision-making. The class includes assignments related to the lecture content. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The general objective of the course is to enable students to understand the basic principles of empirical studies. After successfully passing the class, they will be able to formulate research questions, design empirical studies, and analyze data by using basic statistical approaches. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Data has become an important resource in today’s business environment, which can be used to make better management decisions. However, evidence-based decision-making comes along with challenges and requires a basic understand of statistical approaches. Therefore, this class introduces problems and key concepts of empirical research, which might be qualitative or quantitative in its nature. Concerning qualitative research, students learn how to conduct and evaluate interviews. In the area of quantitative research, they learn how to apply measurement and scaling methods and conduct experiments. In addition, basic statistical analyses like a variance analysis and how to conduct it in a standard statistical software package like SPSS or R are also part of the lecture. The lessons learned from the lecture will empower students to critically assess the quality and outcomes of studies published in the media and scientific journals, which might form a basis of their managerial decision-making. We recommend the lecture also to students without basic statistical skills, who plan to attend more advanced lectures in the field of artificial intelligence such as Marketing Analytics. The lecture will be taught in presence. There will be individual assignments that students have to solve throughout the lecture. In addition to that, there will be some non-mandatory online exercises as an additional opportunity to prepare for the exam. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature and readings will be announced. For a basic understanding we recommend the Handbook of Good Research by Jürgen Brock and Florian von Wangenheim. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course includes out-of-class assignments to give students some hands-on experience in conducting empirical research in management. Projects will focus on one particular aspect of empirical research, like the formulation of a research question or the design of a study. Assignments will be graded and need to be turned-in on time as they will be shown and discussed in class. Class participation is encouraged and can greatly improve students' learning. In this spirit, students are expected to attend class regularly and come to class prepared. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0585-00L | Intermediate Econometrics | W+ | 3 credits | 2V | G. Masllorens Fuentes | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The aim of the course is to discuss different econometric models and their empirical applications. We will cover cross-sectional linear and non-linear regression models, models for estimating treatment effects, and linear panel data models. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | By the end of the course, students should understand the different existing approaches, their applicability, and their advantages and disadvantages. They should be able to read and understand regression output tables. Additionally, students will be able to apply the estimation approaches in practice using STATA. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The lectures will consist of both theoretical and practical components. In the theoretical part, we will discuss each estimation approach in detail. The lecture will present the assumptions, derivations, as well as the advantages and disadvantages of the estimation approach. In the empirical part, we will look at simulation results using artificial data. Furthermore, we will investigate a particular research question using STATA. The course will tentatively cover the following subjects: - review of ordinary least squares (OLS) estimation - instrumental variable estimation and two-stage least squares estimation - seemingly unrelated regression models - simultaneous equation models - maximum likelihood estimation - binary response models - count data models - censored and truncated regression models - sample selection models - treatment effect models - static linear panel data models (random effects and fixed effects estimation) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | For the theoretical portions of the lectures, we will prepare slides for in-class discussion. The format of the course is in-person. Slides will be distributed electronically before each lecture. For the applied portion of the lectures, we will provide STATA do files, log files, and data sets. Problem sets will also be made available after every lecture. These problem sets will not be collected or graded, but students can use them in order to prepare for the final exam. Solutions will be made available in the following lecture. While there is no required textbook for the course, we draw from the following texts, which are also recommend for the preparation of the exam: - Wooldridge, J.M. (2015). Introductory Econometrics. - Wooldridge, J.M. (2010). Econometrics of Cross Section and Panel Data. - Cameron, A.C. and P. Trivedi (2005). Microeconometrics. Methods and Applications. - Cameron, A.C. and P. Trivedi (2009). Microeconometrics Using Stata. - Angrist, J.D. and Pischke, J.-S. (2009). Mostly Harmless Econometrics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Jeffrey M. Wooldridge: Introductory Econometrics; Jeffrey M. Wooldridge: Econometric Analysis of Cross Section and Panel Data; A. Colin Cameron and Pravin K. Trivedi. Microeconometrics: Methods and Applications. Joshua A. Angrist and Jörn-Steffen Pischke: Mostly Harmless Econometrics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Prior basic knowledge of matrix algebra and probability theory is strongly recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-0423-00L | Risk Analysis and Risk Management in Agriculture | W+ | 3 credits | 2G | R. Finger, J. Schmitt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Agricultural production is exposed to various risks and risk management is indispensable. This course introduces modern concepts on farmers' decision making under risk and risk management. We present innovative insights, emprical example from European agriculture. You gain hands-on experience using R. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | -to develop a better understanding of decision making under uncertainty and risk; - gain hands-on experience in risk analysis and management using R -to gain experience in different approaches to analyze risky decisions; -to develop an understanding for different sources of risk in agricultural production; -to understand the crucial role of subjective perceptions and preferences for risk management decisions; -to get an overview on risk management in the agricultural sector, with a particular focus on insurance solutions -to get insights in the role of big data and machine learning for agricultural risk management | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - Quantification and measurement of risk - Risk preferences, Expected Utility Theory, Cumulative Prospect Theory - Production and input use decisions under risk - Portfolio Theory and Farm Diversification - Forwards, Futures, Crop Insurance - Weather Index Insurance and Satellite Imagery - Big data and machine learning for agricultural risk management - Empirical Applications using R | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be distributed in the lecture and available on the moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | knowledge of basic concepts of probability theory and microeconomics | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-1573-00L | Dynamic Simulation in Agricultural and Regional Economics | W+ | 3 credits | 2V | B. Kopainsky | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this class, students learn the basics of system dynamics and its application to agricultural and regional economic questions. In the second half of the class, students develop their own simulation model, with which they evaluate potential interventions for improving the economic as well as the ecological sustainability of food systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Students learn the basic theory and practice of dynamic simulation - Students can develop, analyze and extend a dynamic simulation model and interpret its results. - By applying the developed simulation model, students gain insights into food system issues. They also learn to recognize the benefits and pitfalls of dynamic simulation, both from a theoretical and an applied perspective. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | slides (will be provided during the class) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | articles and papers (will be provided during the class) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0541-00L | Economic Dynamics and Complexity | W | 3 credits | 3G | F. Schweitzer, L. Verginer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | What causes economic business cycles? How are limited resources, competition, and cooperation reflected in growth dynamics? To answer such questions, we combine macroeconomic models and methods of nonlinear dynamics. We study the role of bifurcations and control parameters for dynamic stability. Feedback cycles and coupled dynamics are reasons for limited predictability, instability and chaos. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | successful participant of the course is able to: - understand the importance of different modeling approaches - formalize and solve one- and two-dimensional nonlinear models - identify critical conditions for stability and dynamic transitions - analyze macroeconomic models of business cycles, supply and demand - apply formal concepts to model economic growth and competition | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | System theory sees the economy as a complex adaptive system. What does this mean for economic modeling? We focus on two sources of complexity: (a) nonlinear dynamics, which is captured in this course, "Economic Dynamics and Complexity" and (b) collective interactions, which is captured in the course "Agent-Based Modeling of Economic Systems" (in Spring). Our approach to economic dynamics combines insights from different disciplines: macroeconomics studying business cycles and growth, system dynamics rooted general system theory and cybernetics, and nonlinear dynamics using applied mathematics. We start with a comparison of different modeling approaches, to highlight the problems and challenges of system modeling. The subsequent lectures then introduce different one- and two-dimensional nonlinear models with applications in economics, such as models of supply and demand, business cycles, growth and competition. Emphasis is on the formal analysis of these models using methods from applied mathematics and tools for solving coupled differential equations. Weekly self-study tasks are used to apply the concepts introduced in the lectures. We practice how to solve nonlinear models formally and numerically and how to interpret the results. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The lecture slides are provided as handouts - including notes and literature sources - to registered students only. All material is to be found on the Moodle platform. More details during the first lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Students should be familar with nonlinear differential equations and should have basic programming skills. All necessary details to solve nonlinear models will be provided in the course. The course will not build on mathematical proofs, optimization, statistics, efficient numerical computation and other specialized skills. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 401-0647-00L | Introduction to Mathematical Optimization | W | 5 credits | 2V + 1U | D. Adjiashvili | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to basic techniques and problems in mathematical optimization, and their applications to a variety of problems in engineering. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The goal of the course is to obtain a good understanding of some of the most fundamental mathematical optimization techniques used to solve linear programs and basic combinatorial optimization problems. The students will also practice applying the learned models to problems in engineering. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Topics covered in this course include: - Linear programming (simplex method, duality theory, shadow prices, ...). - Basic combinatorial optimization problems (spanning trees, shortest paths, network flows, ...). - Modelling with mathematical optimization: applications of mathematical programming in engineering. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Information about relevant literature will be given in the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course is meant for students who did not already attend the course "Linear & Combinatorial Optimization", which is a more advance lecture covering similar topics. Compared to "Linear & Combinatorial Optimization", this course has a stronger focus on modeling and applications. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0565-00L | Principles of Macroeconomics | W | 3 credits | 2V | J.‑E. Sturm, E. Baselgia | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course examines the behaviour of macroeconomic variables, such as gross domestic product, unemployment and inflation rates. It tries to answer questions like: How can we explain fluctuations of national economic activity? What can economic policy do against unemployment and inflation? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This lecture will introduce the fundamentals of macroeconomic theory and explain their relevance to every-day economic problems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course helps you understand the world in which you live. There are many questions about the macroeconomy that might spark your curiosity. Why are living standards so meagre in many African countries? Why do some countries have high rates of inflation while others have stable prices? Why have some European countries adopted a common currency? These are just a few of the questions that this course will help you answer. Furthermore, this course will give you a better understanding of the potential and limits of economic policy. As a voter, you help choose the policies that guide the allocation of society's resources. When deciding which policies to support, you may find yourself asking various questions about economics. What are the burdens associated with alternative forms of taxation? What are the effects of free trade with other countries? How does the government budget deficit affect the economy? These and similar questions are always on the minds of policy makers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The course Moodle page contains announcements, course information and lecture slides. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | The set-up of the course will closely follow the book of N. Gregory Mankiw and Mark P. Taylor (2023), Economics, Cengage Learning, 6th Edition. This book can also be used for the course '363-0503-00L Principles of Microeconomics' (Filippini). Besides this textbook, the slides, lecture notes and problem sets will cover the content of the lecture and the exam questions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-1017-00L | Risk and Insurance Economics | W | 3 credits | 2G | H. Schernberg | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course covers the economics of risk and insurance, in particular the following topics will be discussed: 2) individual decision making under risk 3) models of insurance demand, risk sharing, insurance supply 4) information issues in insurance markets 5) advanced topics in microeconomics and behavioral economics 5) the macroeconomic role of insurers and insurance regulation | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course introduces students to basic microeconomic models of risk attitudes and highlight the role insurance can – or cannot – play for individuals facing risks. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Everyday, we take decisions involving risks. These decisions are driven by our perception of and our appetite for risk. Insurance plays a significant role in people's risk-management strategies. In the first part of this lecture, we discuss a normative decision concept, Expected Utility theory, and compare it with empirically observed behaviour. Students then learn about the rationale for individuals to purchase insurance, and for companies to offer it. We derive the optimal level of insurance demand and discuss how it depends on our model's underlying assumptions. We then discuss the consequences of information asymmetries in insurance markets and the consequences for insurance supply. Finally, we discuss refinements in decision theory that help account for observed behaviours that don't fit with the basic models of microeconomic theory. For example, we'll explore how behavioural economics can be leveraged by the insurance industry. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Main literature: - Zweifel, P., & Eisen, R. (2012). Insurance Economics. Springer. - Handbook of the Economics of Risk and Uncertainty, Volume1; Further readings: - Dionne, G. (Ed.). (2013). Handbook of Insurance (2nd ed.). Springer. References will be given on a topic-by-topic basis during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-1137-00L | Applied Econometrics in Environmental and Energy Economics Does not take place this semester. It is highly recommended to take 363-0570-00L Principles of Econometrics first. | W | 3 credits | 2V | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course introduces to the most common empirical methods for the analysis of issues in environmental, energy, and resource economics. The course includes computer laboratory sessions, and covers the following broad topics: demand models, discrete choice models, empirical methods in policy evaluation, field- and quasi-experiments. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the course, the students will be able to: understand the most common empirical methodologies used in environmental, energy, and resource economics; understand the problems the methodologies learnt in class aim to address; appreciate the importance of causal inference in empirical economics; read and understand the research papers in the literature; apply the empirical methods learnt in class using the software R. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course introduces students to empirical statistical methods that have wide application in environmental, energy, and resource economics and it is divided in four blocks. The first block is a quick review of the basic econometric methodology and concepts (OLS, standard errors, logit/probit models); the second block introduces demand models like the Almost Ideal Demand System, discrete choice models, and their evolutions; the third block explores causal inference in empirical economics and the main reduced-form econometric techniques used in policy evaluation, such as difference-in-differences, regression discontinuity and synthetic control; the fourth block introduces field experiments and instrumental variables, and their characteristics. At the end of each block there will be a computer laboratory class in which the student will learn to apply the methodologies learnt in class using the statistical open-source software R. Throughout the course, students will have the chance to work on actual data used for analysis in economics papers. The lectures will make use of current research papers in the literature to illustrate practical examples in which the methodologies learnt in class have been used. Students will be expected to read in advance the paper that will be explained during the lecture. The evaluation policy has the aim to allow students to get practical experience on the econometric methodologies learnt in class. Thus, beyond a final open-book computer exercise exam {60% of the grade), the course includes short takehome computer exercises {40% of the grade). As the course will be centered on econometric methods, it is recommended that students have taken 363-0570-00L Principles of Econometrics first, or have otherwise a solid knowledge of basic econometric methodologies as detailed in Part 1 of Wooldridge, Jeffrey M. (2018) lntroductory Econometrics : A Modern Approach. Seventh ed. ISBN: 978-1-337-55886-0. Knowledge of statistical software R is helpful, but not required and will be taught in the computer laboratory sessions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | It is highly recommended to take 363-0570-00L Principles of Econometrics first. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Project Management and Communication of Science | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5201-10L | Tropical Cropping Systems, Soils and Livelihoods (with Excursion) IMPORTANT: Students who enroll for this course are strongly recommended to verify with lecturers from other courses whether their absence of two weeks may affect their performance in the respective courses. | W+ | 5 credits | 10G | J. Six, K. Benabderrazik | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course guides students in analyzing and comprehending tropical agroecosystems and food systems. Students gain practical knowledge of field methods, diagnostic tools and survey methods for tropical soils and agroecosystems. An integral part of the course is the two-week field project in the Mount Kenya Region, which is co-organized with the University of Embu (Kenya) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | (1) Overview of the major land use systems in Tropical agroecosystems in several contexts Africa (2) Interdisciplinary analysis of agricultural production systems (3) Knowledge on methods to assess agroecological performance of a tropical agroecosystems (4) Hands-on training on the use of field methods, diagnostic tools and survey methods. (5) Gain practical knowledge on how to assess to climate resilience and farming systems. (6) Collaboration in international students and stakeholders | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course guides students in analyzing and comprehending tropical agroecosystems. Students of ETH Zürch will work together with the students from Embu University (Kenya) in an interdisciplinary and intercultural team. Students will focus on the Agroecological performance and climate resilience of diverse farming systems in the Mount Kenya Region. From October 28th to November 11th, The students will take part in a field course in the Mount Kenya Region. Students will then gain practical knowledge on field, meeting several stakeholders of the agricultural and food systems and conducting various assessments related to climate resilience and farming systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | We would require the students enrolled to the class to send a short cover letter (1-page max.) by September 18rd 2023, justifying your motivation to enroll to this class. A selection of 20 students will be done on the basis of the letters. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Professional Internship | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-0210-00L | Professional Internship | O | 30 credits | B. Dorn | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students primarily work on a defined task or internship project in a professional environment within the field of Agricultural Sciences. By doing so, they apply the subject-specific, method-specific, social, and personal competencies acquired during their studies in their daily work and further develop and deepen them. Additionally, they reflect upon and present their internship experiences. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students will set their own learning and working goals, and reflect on learning and work performance within the framework of their internship provider. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course Professional Internship consists of - a preparatory phase, which includes an information event, the attendance of Agro Day II as well as seeking a suitable internship position. - the placement period, preferably in the 3rd semester of the master's programme, but necessarily before the master's thesis, lasting at least 16 weeks. During placement period, additional written assignments will be completed. - a follow-up phase, which includes presenting a "1-minute presentation" and discussing a poster on Agro-Day II. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Der Praktikumsaufenthalt wird in der Regel im dritten Master-Semester, in jedem Fall vor Beginn der Master-Arbeit absolviert. Er kann erst absolviert werden, wenn • die Bachelor-Arbeit im Studiensekretariat abgebeben wurde; • eine Einschreibung ins Master-Studium Agrarwissenschaften erfolgt ist; • allfällige Zulassungsauflagen erfüllt sind. Falls in einem Semester nur die Lehrveranstaltung Berufspraktikum belegt wird, kann man sich in ein Urlaub einschreiben. Genaue Informationen finden sich im Moodle Kurs. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Minors | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Agricultural Economics and Policy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2903-00L | Evaluation of Agricultural Policies | W | 3 credits | 2G | R. Huber, R. Finger, C. Schader | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this course, students get an overview of agricultural policy evaluations and their societal and political relevance. They learn to understand and apply the principles of scientific based evaluations of agricultural policies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course has four major learning objectives: 1) Students know the conceptual background of evaluations and can relate concepts in agricultural economics to the evaluation of policies. 2) They know the basics of how to design and implement a policy evaluation study. 3) Students can transfer their methodological knowledge from other agricultural economics courses to the context of agricultural policy evaluations (econometrics, modelling etc.). They make hands-on experiences of methodological challenges. 4) They can critically assess the science-policy interface of policy evaluations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course consists of two blocks: First, students will learn the basics of how to design, implement and interpret agricultural policy evaluations. In this block, the conceptual embedding, the design and methodological tools as well as case studies are presented. Secondly, the students make hands-on experience using econometric and modelling tools in the context of agricultural policy evaluations. They apply their theoretical and empirical knowledge to Swiss case studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts and reading assignments | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2205-00L | Management for Enterprises in the Agri-Food-Chain II | W | 2 credits | 2G | M. Weber | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Advanced Management in the Agri-Food Chain: Framework and models for management of organizations in the Agri-Food Chain in a complex environment | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After the lecture the students ... ... know the characteristics and consequences of complexity in the organizational world, ... know and can apply selected comprehensive models for managing in complex situations, ... know possible practical applications and examples of the treated contents to organizations in the Agri-Food Chain and ... are able to deepen the relevant topics in an autonomous way. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In the lecture the following contents will be treated: - State, reasons and effects of complexity in the organizational world. - A basic framework for shaping and governing intelligent organizations. - Selected contemporary models for managing in the complex organizational world. - Transfer and adaption of the models to organizations in the Agri-Food Chain. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Reader with selected contents. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | - Vorlesung "Management für Unternehmen der Agrar- & Ernährungswirtschaft I" in D-USYS Vorlesung wird in deutscher Sprache abgehalten | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2103-00L | Socioeconomics of Agriculture | W | 2 credits | 2V | S. Mann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The main part of this lecture will examine constellations where hierarchies, markets or cooperation have been observed and described in the agricultural sector. On a more aggregated level, different agricultural systems will be evaluated in terms of main socioeconomic parameters like social capital or perceptions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students should be able to describe the dynamics of hierarchies, markets and cooperation in an agricultural context. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Introduction to Sociology Introduction to Socioeconomics Agricultural Administration: Path dependencies and efficiency issues Power in the Chain The farming family Occupational Choices Market segregation The issue of meat demand Common Resource Management in Alpine Farming Agricultural Cooperatives Societal perceptions of agriculture Perceptions of farming from within Varieties of agricultural systems and policies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | http://www.springer.com/gp/book/9783319741406 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | see script | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Basic economic knowledge is expected. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-1573-00L | Dynamic Simulation in Agricultural and Regional Economics | W | 3 credits | 2V | B. Kopainsky | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this class, students learn the basics of system dynamics and its application to agricultural and regional economic questions. In the second half of the class, students develop their own simulation model, with which they evaluate potential interventions for improving the economic as well as the ecological sustainability of food systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Students learn the basic theory and practice of dynamic simulation - Students can develop, analyze and extend a dynamic simulation model and interpret its results. - By applying the developed simulation model, students gain insights into food system issues. They also learn to recognize the benefits and pitfalls of dynamic simulation, both from a theoretical and an applied perspective. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | slides (will be provided during the class) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | articles and papers (will be provided during the class) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-0423-00L | Risk Analysis and Risk Management in Agriculture | W | 3 credits | 2G | R. Finger, J. Schmitt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Agricultural production is exposed to various risks and risk management is indispensable. This course introduces modern concepts on farmers' decision making under risk and risk management. We present innovative insights, emprical example from European agriculture. You gain hands-on experience using R. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | -to develop a better understanding of decision making under uncertainty and risk; - gain hands-on experience in risk analysis and management using R -to gain experience in different approaches to analyze risky decisions; -to develop an understanding for different sources of risk in agricultural production; -to understand the crucial role of subjective perceptions and preferences for risk management decisions; -to get an overview on risk management in the agricultural sector, with a particular focus on insurance solutions -to get insights in the role of big data and machine learning for agricultural risk management | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - Quantification and measurement of risk - Risk preferences, Expected Utility Theory, Cumulative Prospect Theory - Production and input use decisions under risk - Portfolio Theory and Farm Diversification - Forwards, Futures, Crop Insurance - Weather Index Insurance and Satellite Imagery - Big data and machine learning for agricultural risk management - Empirical Applications using R | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be distributed in the lecture and available on the moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | knowledge of basic concepts of probability theory and microeconomics | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0305-00L | Empirical Methods in Management | W | 3 credits | 2G | S. Tillmanns | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this class, students learn how to understand and conduct empirical research. It will enable them to manage a business based on evident-based decision-making. The class includes assignments related to the lecture content. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The general objective of the course is to enable students to understand the basic principles of empirical studies. After successfully passing the class, they will be able to formulate research questions, design empirical studies, and analyze data by using basic statistical approaches. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Data has become an important resource in today’s business environment, which can be used to make better management decisions. However, evidence-based decision-making comes along with challenges and requires a basic understand of statistical approaches. Therefore, this class introduces problems and key concepts of empirical research, which might be qualitative or quantitative in its nature. Concerning qualitative research, students learn how to conduct and evaluate interviews. In the area of quantitative research, they learn how to apply measurement and scaling methods and conduct experiments. In addition, basic statistical analyses like a variance analysis and how to conduct it in a standard statistical software package like SPSS or R are also part of the lecture. The lessons learned from the lecture will empower students to critically assess the quality and outcomes of studies published in the media and scientific journals, which might form a basis of their managerial decision-making. We recommend the lecture also to students without basic statistical skills, who plan to attend more advanced lectures in the field of artificial intelligence such as Marketing Analytics. The lecture will be taught in presence. There will be individual assignments that students have to solve throughout the lecture. In addition to that, there will be some non-mandatory online exercises as an additional opportunity to prepare for the exam. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature and readings will be announced. For a basic understanding we recommend the Handbook of Good Research by Jürgen Brock and Florian von Wangenheim. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course includes out-of-class assignments to give students some hands-on experience in conducting empirical research in management. Projects will focus on one particular aspect of empirical research, like the formulation of a research question or the design of a study. Assignments will be graded and need to be turned-in on time as they will be shown and discussed in class. Class participation is encouraged and can greatly improve students' learning. In this spirit, students are expected to attend class regularly and come to class prepared. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0626-01L | International Development Cooperation Does not take place this semester. | W+ | 2 credits | 2V | I. Günther | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course gives economic and empirical foundations for a sound understanding of the instruments, prospects and limitations of international development aid. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students have a theoretically and empirically sound understanding of the prospects and limitations of international development aid. Students are able to critically discuss the various aid instruments of bi-and multilateral donors and NGOs. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Introduction to the Determinants of Underdevelopment; History of Aid; Aid and Development: Theories and Empirics; Political Economy of Aid; Experience and Impact of Aid; New Instruments of Aid: e.g. Micro-Finance, Budget-Support; Fair-Trade. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Articles and book abstracts will be uploaded to a course website. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Animal Sciences | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6001-00L | Forum: Livestock in the World Food System | W+ | 2 credits | 2S | S. Meese | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This forum is a platform for the critical reflection of relevant topics of livestock in the frame of the world food system comprising issues from basic knowledge to acceptance in society. The exchange is operated by scientific writing and presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | In the Forum "Livestock in the World Food System", a topic of significance for livestock agriculture is selected by the students and subsequently dealt with from various angles (from scientific basis to production systems, environmental aspects and to the acceptance by society). The students learn to present a scientific subject in writing and orally to an audience and to defend the presentation in a discussion. Further, feedback is intended to improve the presentation style. Furthermore, the review process of a scientific paper will be demonstrated and applied. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The Forum "Livestock in the World Food System" will take place in blocks of 2 hours each. Once the general topic has been selected, it comprises two parts: Part 1 Aspect 1 - Oral presentation: The students form small groups and are lecturers. Aspect 2 - chairperson: There are moderators which are chosen from outside of the presenting groups and they will lead the discussion and the remaining students and the lecturer are the audience and ask questions. Aspect 3 - feedback: At the beginning, students form teams of 2, which are not in the same group, to give each other feedback on their presentation style. Part 2. Aspect 1 - Scientific writing: Preparation of a critical review of a chosen publication and individual exchange with the lecturer. Aspect 2 - Defense: There will be a discussion in small groups on several dates to discuss the chosen publication in detail and the observations during the process. Introductions to both presentation forms will be given by the lecturer. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | no scriptum | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Requirements for allocation of the two credit points: - oral talk with sufficient handout - delivery of the scientific writing in sufficient quality - active participation during all presentations (in case of absence there will be additional tasks) - feedback on the presentation style of a student | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6501-00L | Ruminant Science | W+ | 4 credits | 4G | M. Niu, M. Terranova, U. Witschi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides the scientific basis of the central aspects of reproduction and nutrition physiology of ruminants, and of the implications for animal health, product quality, and breeding programs. Means of knowledge transfer include interdisciplinary approaches, disciplinary parts, web-based learning and self-study. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the course the students are able to apply, by a comprehensive understanding of the underlying mechanisms, their knowledge in various fields of ruminant science. They will be able to develop and recommend best strategies for breeding programs, feed formulation, improving forage quality, and increasing animal health. They will be trained to carry out interdisciplinary and disciplinary research at the highest level. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Fields (contact hours) - Introduction: 2 h - Special topics: 20 h - Rumen Anatomy - Hohenheim Gas Test - Calf health - Reproduction Techniques - Fertility in Cows - Disciplinary topics: 32 h - Ruminal Digestion: 8 h - Ruminant Nutrition Physiology: 12 h - Reproduction in Ruminants: 8 h - Lectures held by the students: 4 h In summary - Contact hours: 58 h - Self-study within semester: 30 h (especially preparation for the interdisciplinary courses and the own lecture) - Self-study in semester break: 32 h Total: 120 h | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Documentations, links and other materials will be provided at the start of the course | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Information on books and other references will be communicated during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The specialty of this course is that for the first time the animal science disciplines are unified. This is realised with a particular emphasis on interdisciplinary special topics and new forms of teaching. At the same time the essential basics in the central fields are communicated. Conditions for successful participation: Background on animal science from the Bachelor is desired. In order to attend the Minor in Ruminant Science without any animal science background, a realistic self-assessment concerning the need for additional self-study is recommended (e.g. by choosing an appropriate bachelor course which then may be counted as 'optional courses' in the master). These efforts depend on the extent to which animal science courses have already been attended in the bachelor. The control of performance will consist of: - an own short lecture - a final oral examination with focus on comprehension of the fundamental linkages rather than of specific details | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6243-00L | Breeding and Conservation of Animal Genetic Resources | W+ | 2 credits | 2V | H. Pausch, C. Flury, H. Signer-Hasler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Animal genetic resources refer to the genetic and species diversity of livestock. Only a few production breeds have been further developed through breeding, while local breeds have no longer been able to survive in this competition. Without the support of endangered breeds and the sustainable breeding of productive breeds, many regionally typical breeds are threatened with extinction. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Learning Objectives: Part 1: At the end of the course, students are able to assess the importance and problems of small ruminant breeding and husbandry in Switzerland and neighbouring countries. They know the most important breeding objectives and are able to assess them in terms of production and sustainable development in small ruminants and cattle. Learning objectives part 2: The second part gives an overview of the distribution, endangerment and conservation of breed diversity of farm animals in Switzerland and internationally. The theory is illustrated with numerous examples and the knowledge is deepened in exercises. The students: - have an overview of the national and international distribution of animal genetic resources and are familiar with the database DAD-IS (Domestic Animal Diversity Information System). - can name the national and international efforts to conserve agricultural livestock breeds. - know how to describe genetic diversity. - can point out what is important in the management of small populations. - can describe different conservation measures, especially in situ and ex situ conservation. - can describe current national and international conservation programmes for different livestock breeds. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Examination: Examination Part 1: Graded written examination (1 hour) on the material covered. Examination Part 2: Graded semester performance completed during the block course. Parts 1 and 2 contribute equally to the final grade. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Crop- and Grassland Science | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4104-00L | Alternative Crops | W | 2 credits | 2V | A. Walter, K. Berger Büter | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Few crops dominate the crop rotations worldwide. Following the goal of an increased agricultural biodiversity, species such as buckwheat but also medicinal plants might become more important in future. The biology, physiology, stress tolerance and central aspects of the value-added chain of the above-mentioned and of other alternative crops will be depicted. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | During this course, students learn to assess the potential of different minor or alternative crops compared to the dominant major crops based on their biological and agronomical features. Each student will assess and present a specific alternative crop of his or her choice based on information from scientific articles and Wikipedia. Wikipedia-entries will be generated. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-3603-00L | Current Challenges in Plant Breeding | W | 2 credits | 2G | B. Studer, A. Hund, R. Kölliker | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The seminar 'Current Challenges in Plant Breeding' aims to bring together national and international experts in plant breeding to discuss current activities, latest achievements and future prospective of a selected topic/area in plant breeding. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The educational objectives cover thematic, methodic as well as social and personal competencies: Thematic/methodic competencies: - Deepening of scientific knowledge in plant breeding - Critical evaluation of current challenges and new concepts in plant breeding - Promotion of collaboration and Master thesis projects with practical plant breeders Social/personal competencies: - Independent literature research to get familiar with the selected topic - Critical evaluation and consolidation of the acquired knowledge in an interdisciplinary team - Establishment of a scientific presentation in an interdisciplinary team - Presentation and discussion of the teamwork outcome - Establishing contacts and strengthening the network to national and international plant breeders and scientist | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Interesting topics related to plant breeding will be selected in close collaboration with the working group for plant breeding of the Swiss Society of Agronomy (SSA). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | None | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Peer-reviewed research articles, selected according to the topic. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Participation in the BSc course 'Pflanzenzüchtung' is strongly recommended, a completed course in 'Molecular Plant Breeding' is advantageous. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4811-00L | Alien Organisms in Agriculture | W | 2 credits | 2G | J. Collatz, M. Meissle | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course focuses on alien organisms in agriculture as well as the scientific assessment and regulatory management of their effects on the environment and agricultural production. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will understand the consequences arising from the unintentional or deliberate introduction of alien organisms into agricultural systems. They will be able to understand the concept of environmental risk assessment and be able to evaluate risk management options. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Alien organisms in agriculture is a topic that receives an increasing awareness among farmers, agricultural scientists, regulators and the general public. Students of this course will learn about the nature of alien organisms such as invasive species, biocontrol organisms and genetically modified organisms. With a particular focus on arthropods, plants and their interactions we will look at the potential threats the novel organisms pose, the benefits they provide and how both of these effects can be scientifically assessed. Students will learn how the topic of alien organisms in agriculture is intrinsically tied to policy making and regulation and get to know current examples and future challenges in research. In the last part of the course students will be able to apply the acquired knowledge in a practical exercise (case study). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Material will be distributed during the course | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | A part of the course will take place in flipped classroom mode, i.e. some lectures will be available as podcasts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5101-00L | Biogeochemistry and Sustainable Management | W | 3 credits | 2G | I. Feigenwinter, N. Buchmann, K.‑M. Kohonen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course focuses on the interactions between ecology, biogeochemistry and management of agro- and forest ecosystems, thus, coupled human-environmental systems. Students learn how human impacts on ecosystems via management or global change are mainly driven by effects on biogeochemical cycles and thus ecosystem functioning, but also about feedback mechanisms of terrestrial ecosystems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will analyse and understand the complex and interacting processes of ecology, biogeochemistry and management of agroecosystems. They will use their theoretical knowledge in two flipped classroom exercises, but also set up a small weather station and program a data logger to collect meteorological variables, analyze large meteorological and flux data sets, and evaluate the impacts of weather events and management practices on the ecosystem greenhouse gas exchange. Thus, students will expand their computational competences. Moreover, students will be able to coordinate and work successfully in small (interdisciplinary) teams. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Agroecosystems play a major role in all landscapes, either for production purposes, ecological areas or for recreation. The human impact of any management on the environment is mainly driven by effects on biogeochemical cycles. Effects of global change impacts will also act via biogeochemistry at the soil-biosphere-atmosphere-interface. Thus, ecosystem functioning, i.e., the interactions between ecology, biogeochemistry and management of terrestrial systems, is the science topic for this course. Students will gain profound knowledge about biogeochemical cycles and greenhouse gas fluxes in managed grassland and/or cropland ecosystems as well as expand their computational competences. Responses of agroecosystems to the environment, i.e., to climate and weather events, but also to management will be studied. Two flipped class-room exercises include the assessment of an ecosystem disturbance and the experimental design of an own study. Dataloggers will be programmed, and a small weather station will be set up. Different meteorological and greenhouse gas flux data will be analysed (using R) and assessed in terms of production, greenhouse gas budgets, and carbon sequestration. Thus, students will learn how to collect, analyse and interpret data about the complex interactions of a coupled human-environmental system. Students will work in groups (3-4 persons per group) with data from a small weather station (dedicated to the course), as well as data from the long-term measurement network Swiss FluxNet and from global databases. Data from the intensively managed grassland site Chamau will be used to investigate the biosphere-atmosphere exchange of CO2, H2O, N2O and CH4. Functional relationships will be identified, greenhouse gas budgets will be calculated for different time periods and in relation to management over the course of a year. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be available in moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Prerequisites: Attendance of introductory courses in plant ecophysiology, ecology, and grassland or forest sciences. Knowledge of data analyses in R and statistics. Course will be taught in English. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5115-00L | Current Aspects of Nutrient Cycle in Agro-Ecosystems | W | 2 credits | 1S | E. Frossard, A. Oberson Dräyer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The seminar concerns current aspects and research related to nutrient cycles in agro-ecosystems. The theme of the next seminar is “Integrated Nutrient Management to maximize nutrient use efficiency in productive agricultural systems: Insights from long-term field experiments”. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Analyze publications and/or data records on long-term field experiments regarding their content on integrated nutrient management and derive the nutrient use efficiency; link this information, write it up in a report and present the results in an oral presentation; work in a group; ask questions and contribute to the discussion following the oral presentations; link the information to answer overarching questions and recommendations; expand the knowledge on nutrient cycles and nutrient management in the agro-ecosystem; learn about the importance of long-term field experiment to answer questions on the sustainability of agricultural systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The seminar concerns current aspects and research related to nutrient cycles in agro-ecosystems. The theme of the next seminar is “Integrated Nutrient Management to maximize nutrient use efficiency in productive agricultural systems: Insights from long-term field experiments”. The students will analyze and connect the results published (or from data records) for selected field experiments in a group work. They will present their analysis in a report and in an oral presentation. The seminar is composed by presentations of experts and of the students. The presentations will be synthesized during a final discussion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4003-01L | Current Topics in Grassland Sciences (autumn) | W | 2 credits | 2S | N. Buchmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Research results in agro- and forest ecosystem sciences will be presented by experienced researchers as well as by doctoral and graduate students. Citation classics as well as recent research results will be discussed. Topics will range from plant ecophysiology, biodiversity and biogeochemistry to management aspects in agro- and forest ecosystems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will be able to understand and evaluate experimental design and data interpretation of on-going studies, be able to critically analyze published research results, practice to present and discuss results in the public, and gain a broad knowledge of recent research and current topics in agro- and forest ecosystem sciences. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Research results in agro- and forest ecosystem sciences will be presented by experienced researchers as well as by doctoral and graduate students. Citation classics as well as recent research results will be discussed. Topics will range from plant ecophysiology, biodiversity and biogeochemistry to management aspects in agro- and forest ecosystems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | none | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Prerequisites: Basic knowledge of plant ecophysiology, terrestrial ecology and management of agro- and forest ecosystems. Course will be taught in English. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4506-00L | Plant Pathology III | W | 2 credits | 2G | M. Maurhofer Bringolf | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Identification based on host, symptoms and micro-morphology, completed with life cycles and related control measures of the most important fungal diseases and their causal pathogens of annual and perennial crops with agricultural significance. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students will learn and train preparation skills for microscopy, aquire knowledge of selected diseases (identification, biology of pathogen, epidemiology and systematics) and understand the corresponding integrated control measures practiced in Swiss agriculture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | One exercise will be based on computer and ocular camera, also to prepare the students for the final e-exam. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | A script will be used on annual and perennial crops and their most important diseases. It will be updated stepwise | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course will be in German (spec. nomenclature) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4704-00L | Weed Science | W+ | 3 credits | 2G | B. Streit, U. J. Haas | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Modern weed management comprises competent knowledge of weed biology, weed ecology, population dynamics, crop-weed-interactions and different measures to control weeds. Weeds are understood to be rather part of a habitat or a cropping system than just unwanted plants in crops. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the course the students are qualified to develop sustainable solutions for weed problems in agricultural and natural habitats. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Modern weed management comprises competent knowledge of weed biology, weed ecology, population dynamics, crop-weed-interactions and different measures to control weeds. Weeds are understood to be rather part of a habitat or a cropping system than just unwanted plants in crops. Accordingly, this knowledge will be imparted during the course and will be required to understand the mechanisms of integrated weed control strategies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Data Science and Technology for Agricultural Science | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-3001-00L | Environmental Systems Data Science: Data Processing | W+ | 2 credits | 1G | L. Pellissier, C. P. Albouy, M. Volpi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students are introduced to a typical data science workflow using various examples from environmental systems. They learn common methods and key aspects for each step through practical application. The course enables students to plan their own data science project in their specialization and to acquire more domain-specific methods independently or in further courses. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students are able to ● frame a data science problem and build a hypothesis ● describe the steps of a typical data science project workflow ● conduct selected steps of a workflow on specifically prepared datasets, with a focus on choosing, fitting and evaluating appropriate algorithms and models ● critically think about the limits and implications of a method ● visualise data and results throughout the workflow ● access online resources to keep up with the latest data science methodology and deepen their understanding | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | ● The data science workflow ● Access and handle (large) datasets ● Prepare and clean data ● Analysis: data exploratory steps ● Analysis: machine learning and computational methods ● Evaluate results and analyse uncertainty ● Visualisation and communication | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | 252-0840-02L Anwendungsnahes Programmieren mit Python 401-0624-00L Mathematik IV: Statistik 401-6215-00L Using R for Data Analysis and Graphics (Part I) 401-6217-00L Using R for Data Analysis and Graphics (Part II) 701-0105-00L Mathematik VI: Angewandte Statistik für Umweltnaturwissenschaften | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 401-6215-00L | Using R for Data Analysis and Graphics (Part I) | W+ | 1.5 credits | 1G | A. Hauser | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides the first part an introduction to the statistical/graphical/data science software R (https://www.r-project.org/) for scientists. Topics covered are data generation and selection, graphical and basic statistical functions, creating simple functions, basic types of objects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students will be able to use the software R for simple data analysis and graphics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course provides the first part of an introduction to the statistical software R for scientists. R is free software that contains a huge collection of functions with focus on statistics and graphics. If one wants to use R one has to learn the programming language R - on very rudimentary level. The course aims to facilitate this by providing a basic introduction to R. Part I of the course covers the following topics: - What is R? - R Basics: reading and writing data from/to files, creating vectors & matrices, selecting elements of dataframes, vectors and matrices, arithmetics; - Types of data: numeric, character, logical and categorical data, missing values; - Simple (statistical) functions: summary, mean, var, etc., simple statistical tests; - Writing simple functions; - Introduction to graphics: scatter-, boxplots and other high-level plotting functions, embellishing plots by title, axis labels, etc., adding elements (lines, points) to existing plots. The course focuses on practical work at the computer with R. We will make use of the graphical user interface RStudio: www.rstudio.org Note: Part I of UsingR is complemented and extended by Part II, which is offered during the second part of the semester and which can be taken independently from Part I. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | An Introduction to R. http://stat.ethz.ch/CRAN/doc/contrib/Lam-IntroductionToR_LHL.pdf | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course resources will be provided via the Moodle web learning platform. Subscribing via Mystudies *automatically* makes you a student participant of the Moodle course of this lecture, which is at https://moodle-app2.let.ethz.ch/course/view.php?id=23333 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 401-6217-00L | Using R for Data Analysis and Graphics (Part II) | W+ | 1.5 credits | 1G | M. Mächler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides the second part an introduction to the statistical software R for scientists. Topics are data generation and selection, graphical functions, important statistical functions, types of objects, models, programming and writing functions. Note: This part builds on "Using R... (Part I)", but can be taken independently if the basics of R are already known. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students will be able to use the software R efficiently for data analysis, graphics and simple programming | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course provides the second part of an introduction to the statistical software R (https://www.r-project.org/) for scientists. R is free software that contains a huge collection of functions with focus on statistics and graphics. If one wants to use R one has to learn the programming language R - on very rudimentary level. The course aims to facilitate this by providing a basic introduction to R. Part II of the course builds on part I and covers the following additional topics: - Elements of the R language: control structures (if, else, loops), lists, overview of R objects, attributes of R objects; - More on R functions; - Applying functions to elements of vectors, matrices and lists; - Object oriented programming with R: classes and methods; - Tayloring R: options - Extending basic R: packages The course focuses on practical work at the computer. We will make use of the graphical user interface RStudio: www.rstudio.org | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | An Introduction to R. http://stat.ethz.ch/CRAN/doc/contrib/Lam-IntroductionToR_LHL.pdf | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Basic knowledge of R equivalent to "Using R .. (part 1)" ( = 401-6215-00L ) is a prerequisite for this course. The course resources will be provided via the Moodle web learning platform. Subscribing via Mystudies should *automatically* make you a student participant of the Moodle course of this lecture. ((see other entry)) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5510-00L | Introduction to Agricultural Robotics | W+ | 3 credits | 2G | S. Mintchev | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Autonomous robots are quickly becoming a key player in the transition to precision agriculture. In this course, students will learn theoretical and practical aspects of robotics. Lectures will introduce how robots operate and analyse their application to precision agriculture. In hands-on laboratories, students will apply concepts learned in class on educational robots to simulate a weeding task. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After the course, students will be able to critically examine and select appropriate robotic solutions for agricultural applications. The learning objectives of the course are: (i) illustrate the principle of operation of the main components of a robotic system, (ii) analyse how the different robotic components are integrated and contribute to the functioning of a robotic system, and (iii) solve problems in the field of agriculture using robotic principles. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Robots are becoming a key technology in the transition to smart farming and in supporting the agricultural needs of the 21st century. For example, robots enable site-specific fertilization, automated weeding, or livestock herding. The course gives an overview of robotic systems, beginning with their fundamental components (e.g., sensors, actuators, locomotion strategies) and gradually scaling up to the system level, illustrating the concepts of perception, robot control, obstacle avoidance and navigation. Exercises performed with an educational robot (Thymio) will complement the theoretical lectures providing a hands-on practical experience of the challenges of using these machines. During the course, students will gradually apply the theoretical and practical knowledge they are learning. To this end, students will work in teams to develop a robotic solution for an agricultural task of their choice. Students will learn to translate the task into meaningful requirements for a robotic system and critically select the most appropriate components to achieve the required robotic functions. Students will periodically present and discuss the development of this "robot design" exercise during presentations and in a journal report. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Copies of the slides and exercises will be provided on the course Moodle page. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | - A. Bechar and C. Vigneault, “Agricultural robots for field operations: Concepts and components,” Biosyst. Eng., vol. 149, pp. 94–111, 2016. - S. Asseng and F. Asche, “Future farms without farmers,” Sci. Robot., vol. 4, no. 27, p. eaaw1875, Feb. 2019. - D. C. Rose, J. Lyon, A. de Boon, M. Hanheide, and S. Pearson, “Responsible development of autonomous robotics in agriculture,” Nat. Food, vol. 2, no. 5, pp. 306–309, 2021. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | No mandatory prerequisites, but it is preferable that students have a basic knowledge of computer programming. Class size limitation to 30 students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-0951-00L | GIST - Introduction into Geoinformation Science and Technology | W+ | 5 credits | 2V + 3P | M. A. M. Niederhuber | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Theoretical basics and fundamental concepts of Geographic Information Science are imparted and subsequently further elaborated with the software ArcGIS. At the end, the students will be able to independently solve basic realistic GIS problems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students are able to - elucidate the theoretical and conceptional foundations of geographic information systems (GIS) - independently perform normal GIS work using commercial software and practical examples | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course covers the following topics: - What is GIS? What are spatial data? - The representation of reality by means of spatial data models: vector, raster, TIN - The four phases of data modelling: Spatial, conceptual, logical and physical model - Possibilities of data collection - Transition of reference frame - Spatial Analysis I: query and manipulation of vector data - Spatial Analysis II: operators and functions with raster data - Digital elevation models and derived products - Process modelling with vector and raster data - Presentation possibilities of spatial data One Friday is reserved for a field trip or guest speaker; | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Paul A. Longley, Michael F. Goodchild, David J. Maguire, David W. Rhind (2010): Geographic Information Systems and Science. John Wiley & Son, Ltd. Chichester. Norbert Bartelme (2005): Geoinformatik - Modelle, Strukturen, Funktionen. Springer Verlag. Heidelberg. Ralf Bill (2010): Grundlagen der Geo-Informationssysteme. 5., völlig neu bearbeitete Auflage. Wichmann Verlag. Heidelberg. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Aufgrund der Grösse des verfügbaren EDV-Schulungsraumes ist die Teilnehmerzahl auf 50 Studierende beschränkt! Für die Übungen werden die Studierenden auf zwei, max. drei Zeitfenster aufgeteilt. Pro Zeitfenster können maximal 25 Studierende betreut werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 651-4031-00L | Geographic Information Systems | W+ | 3 credits | 4G | A. Baltensweiler, M. Fraefel Kocher | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to the fundamental concepts and data processing capabilities of Geographic Information Systems (GIS). Practical application of geospatial data management and analysis functions based on a selected geoscience project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students can - explain the basic principles of GIS - solve a complex, real-world GIS problem in the field of Earth Science - apply the principles of data modelling and geoprocessing with ArcGIS Pro: data design and modelling, data acquisition, data integration of different data types (including LiDAR data), spatial analysis of vector and raster data, special functions for digital terrain modelling and hydrology, map production and 3D visualisation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Theoretical introduction to the concepts, spatial data types and spatial data handling functions of Geographic Information Systems (GIS). Application of data modeling principles and geoprocessing capabilities using ArcGIS Pro: data design and modeling, data acquisition, data acquisition and integration, spatial analysis of vector and raster data, particular functions for digital terrain modeling and hydrology, map generation and 3D-visualization. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture Script: Introduction to Geographic Information Systems, Tutorial: Introduction to ArcGIS Pro. All lecture materials are provided digitally. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Longley P.A., Goodchild M.F., Maguire D.J., Rhind D.W. (2015): Geographic Information Systems and Science. Fourth Edition. John Wiley & Sons, Chichester, England. Burrough P.A., McDonnell R.A. and Lloyd C.D. (2015): Principles of Geographical Information Systems. Third edition. Oxford : Oxford University Press, England. Jones, C.B. (2013): Geographical Information Systems and Computer Cartography. Taylor & Francis eBooks Complete. Available Online ETHZ library. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-3003-00L | Environmental Systems Data Science: Machine Learning | W+ | 3 credits | 1G | L. Pellissier, C. P. Albouy, M. Volpi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students are introduced to advanced data science where environmental data are analyzed using state of the art machine learning methods. Starting from known statistical approaches, they learn the principle of more advanced machine learning methods with practical application. The course enables students to plan their own data science project in their specialization and to apply machine learning mode | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students are able to • select an appropriate model related to a research question and dataset • describe the steps from data preparation to running and evaluating models • prepare data for running machine learning with dependent and independent variable • build and validate regressions and neural network models • understand convolution and deep learning models • access online resources to keep up with the latest data science methodology and deepen their understanding | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | • The data science workflow • Data preparation for running and validating machine learning models • Get to know machine learning approaches including regression, random forest and neural network • Model complexity and hyperparameters • Model parameterization and loss • Model evaluations and uncertainty • Deep learning with convolutions | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Building on existing data science resources | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Math IV, VI (Statistics); R, Python; ESDS I | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Functioning of Soil Systems | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5115-00L | Current Aspects of Nutrient Cycle in Agro-Ecosystems | W | 2 credits | 1S | E. Frossard, A. Oberson Dräyer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The seminar concerns current aspects and research related to nutrient cycles in agro-ecosystems. The theme of the next seminar is “Integrated Nutrient Management to maximize nutrient use efficiency in productive agricultural systems: Insights from long-term field experiments”. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Analyze publications and/or data records on long-term field experiments regarding their content on integrated nutrient management and derive the nutrient use efficiency; link this information, write it up in a report and present the results in an oral presentation; work in a group; ask questions and contribute to the discussion following the oral presentations; link the information to answer overarching questions and recommendations; expand the knowledge on nutrient cycles and nutrient management in the agro-ecosystem; learn about the importance of long-term field experiment to answer questions on the sustainability of agricultural systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The seminar concerns current aspects and research related to nutrient cycles in agro-ecosystems. The theme of the next seminar is “Integrated Nutrient Management to maximize nutrient use efficiency in productive agricultural systems: Insights from long-term field experiments”. The students will analyze and connect the results published (or from data records) for selected field experiments in a group work. They will present their analysis in a report and in an oral presentation. The seminar is composed by presentations of experts and of the students. The presentations will be synthesized during a final discussion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-3405-00L | Chemical Nature of Nutrients and their Availability to Plants: The Case of Phosphorus | W | 4 credits | 4G | E. Frossard | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The CNNAP course discusses the mechanistic relationships between nutrient speciation in fertilizer and nutrient uptake by plants using phosphorus as an example. The course involves theoretical aspects of nutrient cycling, laboratory work, data analysis and presentation, and the use of advanced methods in plant nutrition studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the CNNAP course, participants will obtain a mechanistic understanding of why and how the speciation of phosphorus in fertilizer can affect its release to the soil solution and subsequent uptake by plants. Students will be able to use this information for the development of fertilization schemes that maximize the nutrient uptake and fertilizer efficiency of crops or pastures. During the course, participants will become familiar with the use of radioisotopes and nuclear magnetic resonance as approaches to measure nutrient availability and forms, respectively and they will know the limits of these techniques. Students will also have the opportunity to improve their laboratory, presentation, discussion and writing skills. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Documents will be distributed during the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Documents will be distributed during the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The CNNAP lecture will take place at the ETH experimental station in Eschikon Lindau every second year. The next course will be organized in autumn 2024. The CNNAP course will take place if and only if 8 or more students are registered one week before the start. See the location of the station at: http://www.plantnutrition.ethz.ch/the-group/how-to-find-us.html We strongly advise students who are planning to be absent for more than one week during the semester NOT to visit this course. Students should have visited the plant nutrition lectures in the 3rd and 6th semesters and the lecture pedosphere in the 3rd semester of the agricultural study program of the ETH. If students do not have visited these courses they will have to acquire the necessary information by themselves as this knowledge is indispensable for the CNNAP course. As the CNNAP course does not take place in autumn 2023, we recommend students interested in integrated assessment of nutrient cycling in soil plant systems to visit the 8th semester lecture 751-3404-00L (Nutrient Fluxes in Soil-Plant Systems: The Case of Nitrogen) organized in spring 2024 by Oberson et al. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5125-00L | Stable Isotope Ecology of Terrestrial Ecosystems | W | 2 credits | 2G | R. A. Werner, N. Buchmann, A. Gessler, M. Lehmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course provides an overview about the applicability of stable isotopes (carbon 13C, nitrogen 15N, oxygen 18O and hydrogen 2H) to process-oriented ecological research. Topics focus on stable isotopes as indicators for the origin of pools and fluxes, partitioning of composite fluxes as well as to trace and integrate processes. In addition, students carry out a small project during lab sessions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will be familiar with basic and advanced applications of stable isotopes in studies on plants, soils, water and trace gases, know the relevant approaches, concepts and recent results in stable isotope ecology, know how to combine classical and modern techniques to solve ecophysiological or ecological problems, learn to design, carry out and interpret a small IsoProject, practice to search and analyze literature as well as to give an oral presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The analyses of stable isotopes often provide insights into ecophysiological and ecological processes that otherwise would not be available with classical methods only. Stable isotopes proved useful to determine origin of pools and fluxes in ecosystems, to partition composite fluxes and to integrate processes spatially and temporally. This course will provide an introduction to the applicability of stable isotopes to ecological research questions. Topics will focus on carbon (13C), nitrogen (15N), oxygen (18O) and hydrogen (2H) at natural isotope abundance and tracer levels. Lectures will be supplemented by intensive laboratory sessions, short presentations by students and computer exercises. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be available on the webpage of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Will be discussed in class. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course is based on fundamental knowledge about plant ecophysiology, soil science, and ecology in general. Course will be taught in English. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-0533-00L | Soil and Water Chemistry | W | 3 credits | 2G | R. Kretzschmar, D. I. Christl, L. Winkel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course covers chemical and biogeochemical processes in soils and water and their influence on the behavior and cycling of nutrients and pollutants in terrestrial and aquatic systems. Approaches for quantitative modeling of the processes are introduced and applied in selected examples. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | 1. Understanding of important chemical properties and processes of soils and water and their influence on the behavior (e.g., chemical speciation, bioavailability, mobility) of nutrients and pollutants. 2. Quantitative applications of chemical equilibria to processes in natural systems. The course "Soil and Water Chemistry" teaches, applies and examines the competences process understanding, systems understanding, and modelling. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Chemical equilibria in aqueous solutions, gas equilibria, precipitation and dissolution of mineral phases, silicate weathering, weathering kinetics, formation of secondary minerals (clay minerals, oxides, sulfides), redox processes in natural systems, pH buffering and acidification, salinity and salinization, environmental behavior of selected essential and toxic trace elements. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture slides on Moodle | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | –Chapters 1, 3, 4, 6, 7 and 11 in Sigg/Stumm – Aquatische Chemie, 6. Auflage, vdf, 2016. –Chapter 2 and 5 in Scheffer/Schachtschabel – Lehrbuch der Bodenkunde, 17. Auflage, Springer Spektrum, 2018 (or English edition). –Selected Chapters in: Encyclopedia of Soils in the Environment, 2005. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The lecture courses Pedosphere and Hydrosphere are highly recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-0535-00L | Environmental Soil Physics/Vadose Zone Hydrology | W | 3 credits | 2V + 1U | A. Carminati, P. U. Lehmann Grunder | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides theoretical and practical foundations for understanding and characterizing physical soil properties and processes and their relevance for terrestrial ecosystems, plant growth, hydrological processes and atmospheric-land gas exchange, across all relevant scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students are able to: -Characterize the different soils based on their key textural and structural properties. -Simulate and predict soil water retention and flow under varying environmental conditions and understand the key driving forces (capillarity, gravity, friction) and related water properties (surface tension and viscosity). -Predict soil hydraulic properties for varying soil textural classes. -Predict solute transport in soils for varying environmental conditions. -Predict energy balance and temperature dynamics in soils. -Predict conditions for plant water stress -Estimate the impact of soil properties on the hydrological cycle and on plant growth. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | INTRODUCTION Week 1 (September 18) Presentation of the role of soil physics in environmental sciences and terrestrial ecosystems: soils in the water cycle; soils and vegetation; soils and solute transport. Survey on students' interests and expectations. Presentation of course structure and learning objectives. BASIC SOIL PROPERTIES Week 2 (September 25) and Week 3 (October 02) soil texture, particle size distribution, soil structure, soil surface area, porosity and bulk density Pore scale consideration (water in a single pore), pore sizes and shapes; surface tension; Young-Laplace equation; capillary rise; contact angle Friction and laminar flow; Hagen-Poiseuille’s law; Washburn equation; numerical lab (REPORT 1) SOIL HYDRAULIC PROPERTIES Week (4 October 09) and Week 5 (October 16) Soil water content and soil water potential - The energy state of soil water; total water potential and its components; volumetric and gravimetric water contents; field capacity and wilting point Soil water characteristics and pore size distribution Saturated water flow in soils - Laminar flow in tubes (Poiseuille's Law); Darcy's Law, conditions and states of flow; permeability and hydraulic conductivity, measurement and theoretical concepts; effective conductivity; unsaturated hydraulic conductivity; Buckingham law. Unsaturated water flow in soils - Unsaturated hydraulic conductivity models and applications TOOLBOX – MEASUREMENTS AND MODELING Week (6 October 23) and Week 7 (October 30) Measuring soil hydraulic properties, fitting and interpretation; Lab tour - demonstration of soil physical methods; lecture on HYPROP method; report on Hyprop data (REPORT 2) Modelling unsaturated water flow based on Richards equation - Using Hydrus1D for simulation of unsaturated flow; simulating HYPROP measurements (REPORT 3) SOIL IN THE WATER CYCLE Week 8 (November 06) – Week 9 (November 13) Water infiltration - steady state solutions for infiltration; approximate solutions to infiltration (Green-Ampt, Philip); infiltration rate and ponding; outlook to preferential flow Water evaporation - Energy balance and land atmosphere interactions - potential and actual evaporation, evaporation stages; SOIL PLANT INTERACTIONS Week 10 (November 20) Week 11 (November 27) Root water uptake and transpiration – Theory and mechanisms controlling root water uptake; hydraulic properties of rhizosphere; plant and stomatal conductance. Modelling root water uptake and transpiration; analytical approaches and modeling using Hydrus (REPORT 4) SOLUTE TRANSPORT Week 12 (December 04) Week 13 (December 11) Transport mechanisms of solutes in porous media; breakthrough curves; convection-dispersion equation; solutions for pulse and step solute application Transport of reactive substances, preferential flow, simulations with Hydrus CLOSURE Week 14 (December 18) Summary, course synthesis, connections between the different topics, questions, exam preparation | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Supplemental textbook (not mandatory) -Introduction to Environmental Soil Physics, by: D. Hillel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1343-00L | Soil-Plant Water Relations | W+ | 3 credits | 2V | A. Carminati | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Water limitation is a primary constraint on plant growth and terrestrial fluxes worldwide. In this course, the principles of water flow in soil and plants are discussed, with particular attention on the effect of drought on root water uptake, transpiration and plant growth. Strategies of plants to tolerate drought are discussed in relation to both agricultural and ecological implications. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students are able to: explain and compare systematically the drivers of water stress to plants; to solve the equations of water flow in soil and plants and to calculate plant water status for varying soil and climatic conditions and plant traits; to critically review and present one research question in soil-plant water relations; to openly debate on the current trends in soil and plant water research and climate change ecology. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Part 1 - Lectures Week 1: Introduction. Week 2: Soil water relations; Principles of soil water retention and soil water flow; Soil hydraulic properties. Week 3: Root water uptake; soil hydraulic constraints on transpiration Week 4: Rhizosphere processes and properties; root-soil contact; root hairs; mycorrhiza; rhizodeposition. Week 5: Water flow in roots and xylem; root anatomy, architecture and plasticity; cavitation. Week 6: Transpiration; Vapor Pressure Deficit; Photosynthesis; Stomatal regulation. Week 7: Soil-plant-atmospheric continuum; Below- and above-ground feedbacks; Soil and atmospheric drivers of transpiration losses. Part 2 - Seminar Week 8: Plant response to drought and consequences for agriculture and forests. Open questions and introduction to seminar topics. Week 9: Class work - preparation of the presentations/Debate Week 10: Class work - preparation of the presentations/Debate Week 11: Seminar/Debate (presentations) Week 12: Seminar/Debate (presentations) Week 13: Seminar/Debate (presentations) Week 14: Feedback, Summary, Conclusion | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Lecture notes; selection of articles | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Vadose Zone Hydrology/Environmental Soil Physics (recommended but not required) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5201-10L | Tropical Cropping Systems, Soils and Livelihoods (with Excursion) IMPORTANT: Students who enroll for this course are strongly recommended to verify with lecturers from other courses whether their absence of two weeks may affect their performance in the respective courses. | W+ | 5 credits | 10G | J. Six, K. Benabderrazik | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course guides students in analyzing and comprehending tropical agroecosystems and food systems. Students gain practical knowledge of field methods, diagnostic tools and survey methods for tropical soils and agroecosystems. An integral part of the course is the two-week field project in the Mount Kenya Region, which is co-organized with the University of Embu (Kenya) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | (1) Overview of the major land use systems in Tropical agroecosystems in several contexts Africa (2) Interdisciplinary analysis of agricultural production systems (3) Knowledge on methods to assess agroecological performance of a tropical agroecosystems (4) Hands-on training on the use of field methods, diagnostic tools and survey methods. (5) Gain practical knowledge on how to assess to climate resilience and farming systems. (6) Collaboration in international students and stakeholders | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course guides students in analyzing and comprehending tropical agroecosystems. Students of ETH Zürch will work together with the students from Embu University (Kenya) in an interdisciplinary and intercultural team. Students will focus on the Agroecological performance and climate resilience of diverse farming systems in the Mount Kenya Region. From October 28th to November 11th, The students will take part in a field course in the Mount Kenya Region. Students will then gain practical knowledge on field, meeting several stakeholders of the agricultural and food systems and conducting various assessments related to climate resilience and farming systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | We would require the students enrolled to the class to send a short cover letter (1-page max.) by September 18rd 2023, justifying your motivation to enroll to this class. A selection of 20 students will be done on the basis of the letters. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Safety and Quality in Agri-Food Chain | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 752-2122-00L | Food and Consumer Behaviour | W | 2 credits | 2V | M. Siegrist, F. Michel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course focuses on food consumer behavior, consumer's decision-making processes and consumer's attitudes towards food products. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will be able... - to describe heuristics that influence consumer behavior in the food domain - to explain the consumer led food product development - to summarise how consumers perceive the environmental impact and the healthiness of foods - to assess the cultural, the environmental and and the food policy impact on consumer behavior - to explain psychological factors influencing eating behavior | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 752-2307-00L | Nutritional Aspects of Food Composition and Processing | W | 3 credits | 2V | B. E. Baumer, J. M. Sych | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Lecture type course with an interdisciplinary approach for the evaluation of nutritional aspects of changes in food composition due to processing. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students should be able to - describe and compare the major concepts /criteria used for the evaluation of the nutritional quality of food - apply these criteria when assessing the effects of selected processing technologies on nutritional quality. - evaluate recent formulation strategies aimed to achieve additional physiological benefits for targeted population groups (i.e. functional foods). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course gives inputs on compositional changes in food due to processing (with focus on thermal/chilling, enzymatic, chemical, separation and emerging technologies) or new formulation strategies. New approaches for evaluating these changes (e.g. nutritional profiles) and how these are communicated to consumers are also discussed. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | There is no script. Powerpoint presentations and relevant scientific articles will be available on-line for students. A selection of recommended readings will be given at the beginning of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course is open to Master and MAS students in food and science and nutrition or related. Basic knowledge of food chemistry and nutrition is expected, as well as an understanding of food processing. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-7310-00L | Bioactive Feed Compounds and Enriched Food Products | W+ | 2 credits | 2V | G. Foggi, M. Niu | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides students with basic knowledge of the connection between plant secondary metabolites and their active roles in feed and food. It offers insights into active compounds in feed or their natural-identical equivalents and the resulting quality of animal-derived food, reporting practical examples. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course aims to provide students with foundational knowledge of plant secondary metabolites and their roles in animal feed and food quality. Through an in-depth exploration of the structure and mechanisms of action of these compounds, students will gain insights into their practical applications in animal nutrition and the production of added-value or enriched food products. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course provides an overview of various types of bioactive components contained in both food and feedstuffs, including fatty acids and secondary plant metabolites such as polyphenols, terpenoids, carotenoids and saponins. Subjects covered: - Distribution of bioactive compounds - Sources of active compounds for animal feed - Main mechanism of actions at animal or human levels - Added value and enriched food products - Advantages and disadvantages | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The teaching slides and other materials will be provided during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Information about books and other references will be communicated during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4104-00L | Alternative Crops | W+ | 2 credits | 2V | A. Walter, K. Berger Büter | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Few crops dominate the crop rotations worldwide. Following the goal of an increased agricultural biodiversity, species such as buckwheat but also medicinal plants might become more important in future. The biology, physiology, stress tolerance and central aspects of the value-added chain of the above-mentioned and of other alternative crops will be depicted. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | During this course, students learn to assess the potential of different minor or alternative crops compared to the dominant major crops based on their biological and agronomical features. Each student will assess and present a specific alternative crop of his or her choice based on information from scientific articles and Wikipedia. Wikipedia-entries will be generated. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Sustainable Agricultural Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2105-00L | Political Ecology of Food and Agriculture Number of participants limited to 25. All students wo register will be on the waiting list. A motivational application is required until 6 September: - presenting yourself and your studies - stating what topic in the field of Political Ecology that you are interested in - suggesting one paper to enrich the literature list for the course The selected students will be notified until 9 September. Questions regarding the application to johanna.jacobi@usys.ethz.ch. | W+ | 3 credits | 2G | J. Jacobi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this seminar, students are introduced to the multi-disciplinary field of political ecology to investigate human-environment relationships in food and agricultural systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Being able to provide an overview of the multi-disciplinary field of political ecology for investigating the relationships of humans to our environment - Learn to identify how power and interest influence social-ecological systems and to distinguish symptoms from systemic root causes - Become enabled to analyse complex and sometimes distant human-ecology relationships choosing from a broad range of methods | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | We will review common narratives in agri-food systems informed by a range of different theories and assisted by different analytical tools. For this purpose, we will start from different concepts of nature, power and interests, explore different ontologies and epistemologies through a set of topics such as hunger, obesity, agrobiodiversity and seeds, forests and deforestation, climate change and food production. Students will explain one concept in each course to the groups and practice their argumentative and writing skills in a final essay, applying the acquired tools to a topic of their choice. While specific inputs from external lecturers broaden our perspective, enough time for critical discussion and reflection will be granted. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | 20.9.2024 Introduction to political ecology 27.9.2024 Ontologies and epistemologies 4.10.2024 Climate justice and food systems 11.10.2024 Green revolution, industrial agriculture, and agroecology 18.10.2024 Conservation: Protecting what from what? 25.10.2024 Don't blame the rain: Water management in agriculture 1.11.2024 Deforestation: Root causes and alternatives 8.11.2024 Pandemics, syndemics and the food system 15.11.2024 Technology and the politics of knowledge 22.1.2024 Land-sharing, land-sparing 29.11.2024 Feminist (political) agroecology 6.12.2024 Food: Commons or commodity? 13.12.2024 Alternatives to sustainable development 20.12.2024 Final session (The Hunger Banquet) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literaturelist provided on Moodle when the course starts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5003-00L | Sustainable Agroecosystems II | W+ | 2 credits | 2V | K. Benabderrazik, J. Six | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This class conveys current topics and methods of agroecological and food systems research through selected case studies from ongoing research of the Sustainable Agroecosystems group. Students will be encouraged to develop critical thinking competencies, through individual and group work, on major agricultural and food system challenges and paths towards agricultural and food system transformation | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | (1) Systematically analyse and discuss case studies from ongoing agroecological and food system research. (2) Learn and experiment on methods for field and laboratory investigations in agroecology. (3) Engage with positive and empowering frameworks that motivate critical reflection and action on the types of transformative responses needed to adapt and thrive within agricultural and food systems. (4) Reflect critically on agricultural and food system transformation tools and methods from the perspective a food system stakeholder. (5) Identify and describe institutions in the context of sustainable agricultural development (for Bachelor and Master thesis and internships). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course will address a wide range of agricultural and food system challenges (e.g. food security, climate crisis, soil degradation, etc.) in both temperate and tropical contexts. In class we will address topics like building food system resilience through innovative measures, improving soil fertility management or understanding the effects of agroforestry systems. Case studies from the on-going research in the Sustainable Agroecosystems Group (sae.ethz.ch) will be presented, covering different scales (e.g. food value-chains, farm dynamics and soil management). The class is complemented by practical group work conducted with the CSA Meh Als Gmues in Zürich on Measuring and monitoring Agroecological performance. Students will gain an overview on institutions and actors’ roles in the field of sustainable agricultural development. Throughout the group work, students will learn to engage directly with various stakeholders, monitor agroecological transition and communicate their research to a wider audience. Ultimately, this class should provide an overview on methods, tools, innovations and platforms that support a sustainable food transformation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Gliessman, S.R., Méndez, V.E., Izzo, V.M., & Engles, E.W. (2022). Agroecology: Leading the Transformation to a Just and Sustainable Food System (4th ed.). CRC Press. https://doi.org/10.1201/9781003304043 HLPE. 2019. Agroecological and other innovative approaches for sustainable agriculture and food systems that enhance food security and nutrition. A report by the High-Level Panel of Experts on Food Security and Nutrition of the Committee on World Food Security, Rome. Link to report: http://www.fao.org/3/ca5602en/ca5602en.pdf | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Prior participation in the lecture Nachhaltige Agrarökosysteme I (Sustainable Agroecosystems I) 751-5000-00G (spring term) recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0626-01L | International Development Cooperation Does not take place this semester. | W+ | 2 credits | 2V | I. Günther | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course gives economic and empirical foundations for a sound understanding of the instruments, prospects and limitations of international development aid. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students have a theoretically and empirically sound understanding of the prospects and limitations of international development aid. Students are able to critically discuss the various aid instruments of bi-and multilateral donors and NGOs. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Introduction to the Determinants of Underdevelopment; History of Aid; Aid and Development: Theories and Empirics; Political Economy of Aid; Experience and Impact of Aid; New Instruments of Aid: e.g. Micro-Finance, Budget-Support; Fair-Trade. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Articles and book abstracts will be uploaded to a course website. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6001-00L | Forum: Livestock in the World Food System | W+ | 2 credits | 2S | S. Meese | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This forum is a platform for the critical reflection of relevant topics of livestock in the frame of the world food system comprising issues from basic knowledge to acceptance in society. The exchange is operated by scientific writing and presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | In the Forum "Livestock in the World Food System", a topic of significance for livestock agriculture is selected by the students and subsequently dealt with from various angles (from scientific basis to production systems, environmental aspects and to the acceptance by society). The students learn to present a scientific subject in writing and orally to an audience and to defend the presentation in a discussion. Further, feedback is intended to improve the presentation style. Furthermore, the review process of a scientific paper will be demonstrated and applied. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The Forum "Livestock in the World Food System" will take place in blocks of 2 hours each. Once the general topic has been selected, it comprises two parts: Part 1 Aspect 1 - Oral presentation: The students form small groups and are lecturers. Aspect 2 - chairperson: There are moderators which are chosen from outside of the presenting groups and they will lead the discussion and the remaining students and the lecturer are the audience and ask questions. Aspect 3 - feedback: At the beginning, students form teams of 2, which are not in the same group, to give each other feedback on their presentation style. Part 2. Aspect 1 - Scientific writing: Preparation of a critical review of a chosen publication and individual exchange with the lecturer. Aspect 2 - Defense: There will be a discussion in small groups on several dates to discuss the chosen publication in detail and the observations during the process. Introductions to both presentation forms will be given by the lecturer. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | no scriptum | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Requirements for allocation of the two credit points: - oral talk with sufficient handout - delivery of the scientific writing in sufficient quality - active participation during all presentations (in case of absence there will be additional tasks) - feedback on the presentation style of a student | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5201-10L | Tropical Cropping Systems, Soils and Livelihoods (with Excursion) IMPORTANT: Students who enroll for this course are strongly recommended to verify with lecturers from other courses whether their absence of two weeks may affect their performance in the respective courses. | W+ | 5 credits | 10G | J. Six, K. Benabderrazik | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course guides students in analyzing and comprehending tropical agroecosystems and food systems. Students gain practical knowledge of field methods, diagnostic tools and survey methods for tropical soils and agroecosystems. An integral part of the course is the two-week field project in the Mount Kenya Region, which is co-organized with the University of Embu (Kenya) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | (1) Overview of the major land use systems in Tropical agroecosystems in several contexts Africa (2) Interdisciplinary analysis of agricultural production systems (3) Knowledge on methods to assess agroecological performance of a tropical agroecosystems (4) Hands-on training on the use of field methods, diagnostic tools and survey methods. (5) Gain practical knowledge on how to assess to climate resilience and farming systems. (6) Collaboration in international students and stakeholders | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course guides students in analyzing and comprehending tropical agroecosystems. Students of ETH Zürch will work together with the students from Embu University (Kenya) in an interdisciplinary and intercultural team. Students will focus on the Agroecological performance and climate resilience of diverse farming systems in the Mount Kenya Region. From October 28th to November 11th, The students will take part in a field course in the Mount Kenya Region. Students will then gain practical knowledge on field, meeting several stakeholders of the agricultural and food systems and conducting various assessments related to climate resilience and farming systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | We would require the students enrolled to the class to send a short cover letter (1-page max.) by September 18rd 2023, justifying your motivation to enroll to this class. A selection of 20 students will be done on the basis of the letters. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2107-00L | Agrarian and Environmental Values: Tensions, Synergies, Practices and Policies Limited to 20 students. | W+ | 5 credits | 3G | M. Chapman, J. Jacobi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In politics, society, and science, it can seem that the values and practices of agricultural production and environmental protection are in conflict. This tension is often described as “protection versus use” of natural resources. We will explore ways to move beyond the apparent conflict. We will apply this learning to field trips and transdisciplinary projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students are able to: - Define different kinds and categories of values. - Relate value concepts to their own studies, life, and experiences through reflective journaling. - Infer the underlying values in a text or policy about agri-environmental topics. - Collaboratively develop a transdisciplinary project for an agri-environmental case study from the field trips. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course consists of interactive seminars alongside fieldtrips to farms that have found innovative solutions to balancing protection and production. Seminars will cover topics such as the relationship between values and behavior and how people perceive value trade-offs. We will also discuss environmental ethics, environmental valuation and its critiques, the interplay of facts and values in agri-environmental decision-making, cultural ecosystem services, and relational values. This class requires active participation. Learning is based on in-class activities, group work and fieldtrips. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature will draw from political ecology, value theory and environmental values, as well as case studies and primary texts, such as the following (not all will be required reading; we will read 1 or 2 papers or book chapters each week). Stern, Paul C. "New Environmental Theories: Toward a Coherent Theory of Environmentally Significant Behavior." Journal of Social Issues 56, no. 3 (January 2000): 407–24. https://doi.org/10.1111/0022-4537.00175. Klöckner, Christian A. "A Comprehensive Model of the Psychology of Environmental Behaviour—A Meta-Analysis." Global Environmental Change 23, no. 5 (October 1, 2013): 1028–38. https://doi.org/10.1016/j.gloenvcha.2013.05.014. Martinez-Alier, Joan. "Languages of Valuation." Economic and Political Weekly 43 (November 29, 2008): 28–32. Trainor, Sarah Fleisher. "Realms of Value: Conflicting Natural Resource Values and Incommensurability." Environmental Values 15, no. 1 (2006): 3–29. https://doi.org/10.3197/096327106776678951. Environmental Values, by O’Neill, Holland and Light, 2008 IPBES Values Assessment 2023 Smith, Kimberly. "Black Agrarianism and the Foundations of Black Environmental Thought." Edited by Eugene C. Hargrove. Environmental ethics 26, no. 3 (2004): 267–86. https://doi.org/10.5840/enviroethics200426316. Carlisle, Liz. "Critical Agrarianism." Renewable Agriculture and Food Systems 29, no. 02 (January 11, 2013): 135–45. https://doi.org/10.1017/S1742170512000427. Nesbitt, J. Todd, and Daniel Weiner. "Conflicting Environmental Imaginaries and the Politics of Nature in Central Appalachia." Geoforum 32, no. 3 (August 2001): 333–49. https://doi.org/10.1016/S0016-7185(00)00047-6. Horcea-Milcu, Andra-Ioana, David J. Abson, Cristina I. Apetrei, Ioana Alexandra Duse, Rebecca Freeth, Maraja Riechers, David P. M. Lam, Christian Dorninger, and Daniel J. Lang. "Values in Transformational Sustainability Science: Four Perspectives for Change." Sustainability Science 14, no. 5 (September 2019): 1425–37. https://doi.org/10.1007/s11625-019-00656-1. Berghöfer, Uta, Julian Rode, Kurt Jax, Johannes Förster, Augustin Berghöfer, and Heidi Wittmer. "‘Societal Relationships with Nature’: A Framework for Understanding Nature‐related Conflicts and Multiple Values." People and Nature 4, no. 2 (April 2022): 534–48. https://doi.org/10.1002/pan3.10305. Chan, Kai M. A., Patricia Balvanera, Karina Benessaiah, Mollie Chapman, Sandra Díaz, Erik Gómez-Baggethun, Rachelle K. Gould, et al. "Opinion: Why Protect Nature? Rethinking Values and the Environment." Proc Natl Acad Sci 113, no. 6 (February 9, 2016): 1462–65. https://doi.org/10.1073/pnas.1525002113. Moroder, Alma Maria, and Maria Lee Kernecker. "Grassland Farmers’ Relationship with Biodiversity: A Case Study from the Northern Italian Alps." Ecosystems and People 18, no. 1 (December 31, 2022): 484–97. https://doi.org/10.1080/26395916.2022.2107080. Arias-Arévalo, Paola, Elena Lazos-Chavero, Ana S Monroy-Sais, Sara H Nelson, Agnieszka Pawlowska-Mainville, Arild Vatn, Mariana Cantú-Fernández, Ranjini Murali, Barbara Muraca, and Unai Pascual. "The Role of Power in Leveraging the Diverse Values of Nature for Transformative Change." Current Opinion in Environmental Sustainability 64 (October 2023): 101352. https://doi.org/10.1016/j.cosust.2023.101352. Burton, Rob J. F., and Upananda Herath Paragahawewa. "Creating Culturally Sustainable Agri-Environmental Schemes." Journal of Rural Studies 27, no. 1 (2011): 95–104. Nassauer, Joan Iverson. "Messy Ecosystems, Orderly Frames." Landscape Journal 14, no. 2 (1995): 161–70. https://doi.org/10.3368/lj.14.2.161. Schneider, Flurina, Thomas Ledermann, Patricia Fry, and Stephan Rist. "Soil Conservation in Swiss Agriculture—Approaching Abstract and Symbolic Meanings in Farmers’ Life-Worlds." Land Use Policy 27, no. 2 (2010): 332–39. https://doi.org/10.1016/j.landusepol.2009.04.007. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Electives Courses Elective courses can be chosen from the entire course programme of the ETH Zurich as well as from the course programme of the University of Zurich. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| » Course Catalogue of ETH Zurich | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-3001-00L | Environmental Systems Data Science: Data Processing | W+ | 2 credits | 1G | L. Pellissier, C. P. Albouy, M. Volpi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students are introduced to a typical data science workflow using various examples from environmental systems. They learn common methods and key aspects for each step through practical application. The course enables students to plan their own data science project in their specialization and to acquire more domain-specific methods independently or in further courses. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students are able to ● frame a data science problem and build a hypothesis ● describe the steps of a typical data science project workflow ● conduct selected steps of a workflow on specifically prepared datasets, with a focus on choosing, fitting and evaluating appropriate algorithms and models ● critically think about the limits and implications of a method ● visualise data and results throughout the workflow ● access online resources to keep up with the latest data science methodology and deepen their understanding | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | ● The data science workflow ● Access and handle (large) datasets ● Prepare and clean data ● Analysis: data exploratory steps ● Analysis: machine learning and computational methods ● Evaluate results and analyse uncertainty ● Visualisation and communication | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | 252-0840-02L Anwendungsnahes Programmieren mit Python 401-0624-00L Mathematik IV: Statistik 401-6215-00L Using R for Data Analysis and Graphics (Part I) 401-6217-00L Using R for Data Analysis and Graphics (Part II) 701-0105-00L Mathematik VI: Angewandte Statistik für Umweltnaturwissenschaften | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5510-00L | Introduction to Agricultural Robotics | W+ | 3 credits | 2G | S. Mintchev | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Autonomous robots are quickly becoming a key player in the transition to precision agriculture. In this course, students will learn theoretical and practical aspects of robotics. Lectures will introduce how robots operate and analyse their application to precision agriculture. In hands-on laboratories, students will apply concepts learned in class on educational robots to simulate a weeding task. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After the course, students will be able to critically examine and select appropriate robotic solutions for agricultural applications. The learning objectives of the course are: (i) illustrate the principle of operation of the main components of a robotic system, (ii) analyse how the different robotic components are integrated and contribute to the functioning of a robotic system, and (iii) solve problems in the field of agriculture using robotic principles. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Robots are becoming a key technology in the transition to smart farming and in supporting the agricultural needs of the 21st century. For example, robots enable site-specific fertilization, automated weeding, or livestock herding. The course gives an overview of robotic systems, beginning with their fundamental components (e.g., sensors, actuators, locomotion strategies) and gradually scaling up to the system level, illustrating the concepts of perception, robot control, obstacle avoidance and navigation. Exercises performed with an educational robot (Thymio) will complement the theoretical lectures providing a hands-on practical experience of the challenges of using these machines. During the course, students will gradually apply the theoretical and practical knowledge they are learning. To this end, students will work in teams to develop a robotic solution for an agricultural task of their choice. Students will learn to translate the task into meaningful requirements for a robotic system and critically select the most appropriate components to achieve the required robotic functions. Students will periodically present and discuss the development of this "robot design" exercise during presentations and in a journal report. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Copies of the slides and exercises will be provided on the course Moodle page. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | - A. Bechar and C. Vigneault, “Agricultural robots for field operations: Concepts and components,” Biosyst. Eng., vol. 149, pp. 94–111, 2016. - S. Asseng and F. Asche, “Future farms without farmers,” Sci. Robot., vol. 4, no. 27, p. eaaw1875, Feb. 2019. - D. C. Rose, J. Lyon, A. de Boon, M. Hanheide, and S. Pearson, “Responsible development of autonomous robotics in agriculture,” Nat. Food, vol. 2, no. 5, pp. 306–309, 2021. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | No mandatory prerequisites, but it is preferable that students have a basic knowledge of computer programming. Class size limitation to 30 students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5005-00L | Agroecology | W+ | 2 credits | 2G | N. Buchmann, S. Keller, M. Sonnevelt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Agroecology is a discipline, an agricultural practice, and a political-social movement. Students will attend public lectures by experts from different fields and will reflect on agroecology and its principles. Moreover, students will expand their knowledge with case studies and discuss about the role of agroecology to support sustainable agriculture and food systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students know the thirteen principles of the High-Level Panel of Experts (HLPE) of the Committee on World Food Security as well as the ten elements of agroecology suggested by FAO and can critically reflect on the important properties as well as benefits and trade-offs of agroecological systems and approaches. Students will be able to transfer their disciplinary and interdisciplinary knowledge about the thirteen principles as guiding principles for policymakers, practitioners, and other stakeholders across the food system in planning, managing, and evaluating agroecological transformation. Students are part of small groups focusing on selected principles of the HLPE. During the course, students discus the potential and limitations of agroecology and learn about scientific contributions to agroecology. Students form an opinion on the role of agroecology, reflect and argue on the different facets and develop recommendations for real-world applications of agroecology in supporting a transition towards sustainable food systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course is designed as a combination of public lectures/webinars on "Agroecology and the Transformation to Sustainable Food Systems” delivered by national and international experts and scientists as well as sessions in which students reflect on the topics addressed in the lecture series in a group work format. The public lectures bring different perspectives to the discussion and are intended as inputs for the students’ sessions. In the student sessions, the student groups deepen their knowledge of the 13 principles of agroecology proposed by the High-Level Panel of Experts (HLPE) of the Committee on World Food Security. They identify “unknows” and link to other closely related principles. The groups also work out the perspective of a chosen stakeholder. Finally, the groups will take part in a scientific discussion representing their stakeholder perspective. All groups will synthesize their discussions in a short report. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be available on the webpage of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | http://www.fao.org/agroecology/en/ Report of HLPE on agroecology: http://www.fao.org/3/ca5602en/ca5602en.pdf | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course is based on fundamental knowledge about plant ecophysiology, soil science, biogeochemistry, crop and forage science, and ecology in general. The course will be taught in English. The course is only offered in fall. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master's Thesis | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-1030-00L | Master's Thesis Only students who fulfill the following criteria are allowed to begin with their master thesis: a. successful completion of the bachelor programme; b. fulfilling of any additional requirements necessary to gain admission to the master programme. | O | 30 credits | 64D | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The Master thesis is an independent scientific work. Normally the subject is selected among the topics of the core subect. It is written under the guidance of a agricultural sciende professor. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The independent writing of a scientific paper/thesis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Course Units for Additional Admission Requirements The courses below are only available for MSc students with additional admission requirements. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6102-AAL | Anatomy and Physiology of Humans and Animals I+II Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | E- | 2 credits | 4R | S. E. Ulbrich | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Imparts a basic understanding of physiology an anatomy in man and domestic animals, focusing on the interrelations between morphology and function of the organism, in particular of domestic animals. This is fostered by discussing all subjects from a functional point of view. The lecture consists of two consecutive parts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course enables students to describe basic knowledge of human and animal anatomy and physiology, to understand basic functions of the organism, to understand connections between morphology and function of organ systems, to describe the development of organ systems and to be able to understand pathophysiological connections. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-7002-AAL | Basics in Animal Nutrition Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | E- | 2 credits | 4R | M. Niu | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course builds on knowledge of nutritional sciences by translating the information on nutrition to individual farm animal species and purposes. The emphasis is on the principles of utilisation of and requirements for energy and nutrients and the resulting feed evaluation systems as applied for the relevant forms of livestock nutrition (e.g., cattle, pig, poultry). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Studying the course allows the students to explain the most important basic relationships of nutrition and digestion and energy metabolism. They are able to name and apply the range of feedstuffs. They are able to derive the requirements of the most important farm animals. By means of a series of exercise examples, they are taught how to apply the knowledge to concrete tasks in the field of animal nutrition. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Turnover and utilisation of nutrients and energy in the animal (definition of terms, turnover in the animal body, balances, utilisation). Feed evaluation in cattle, pigs and poultry (energetic feed evaluation, evaluation of nitrogenous feed substance) Nutrition of cattle, pigs and poultry (basics of feeding, physiological characteristics, demand and demand coverage, feeding standards, ration design) Feed science (individual feedstuffs, farm-produced feed) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture notes are available and can be obtained by moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A detailed bibliography is included in the lecture notes. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Calculation exercises are part of the course. A calculator is required for this. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-3401-AAL | Plant Nutrition I Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | E- | 2 credits | 4R | E. Frossard | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The aim of this course is to present processes controlling the uptake and transport of nutrients by the plant, the assimilation of nutrients in the plant, the effect of nutrients on crop yield and quality, and the role of the soil as a source of nutrients for crops. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the course, students know how mineral nutrients are taken up through roots and circulate in the plants and what their roles in plants are. They understand the importance of nutrients for yield formation and for crop product quality. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | We study the following chapters of the book Marschner’s Mineral Nutrition of Plants Fourth Edition 2023 chapters 1, 2, 3, 6, 7, 9, 11, 12 and 16 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | We study the following chapters of the book Marschner’s Mineral Nutrition of Plants Fourth Edition 2023 chapters 1, 2, 3, 6, 7, 9, 11, 12 and 16 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Marschner’s Mineral Nutrition of Plants Fourth Edition 2023, edited by Zed Rengel, Ismail Cakmak and Philip J. White; (available online on the ETH library). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-4107-AAL | Introduction to Crop and Forage Production Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | E- | 2 credits | 4R | A. Walter, N. Buchmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course provides an introduction into crop and forage sciences - with a focus on sustainable management methods in Switzerland and Europe. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students know the basic processes and management methods of arable and forage production in Switzerland and Central Europe. They know the most relevant arable crops. Students can assess the influence of environmental factors and management not only on individual plants, but also on meadow and pasture plant communities and on their yields. They understand the relevance of crop rotation measures and can make recommendations for the establishment of land management methods. The students are familiar with sustainable, climate-friendly and biodiversity-conserving or biodiversity-enhancing management measures and understand the value of species-rich vegetation for the provision of ecosystem services. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The lecture is divided into two parts, i.e., Arable Crop and Forage Production, supervised by different lecturers. The part 'Arable Crop Production' deals with the most relevant arable crops and with basic steps of arable field management such as soil tillage, sowing and plant protection. Effects on soil structure, different tillage measures for different crops as well as differences in the intensity of intervention in comparison of conventional and soil-conserving tillage (e.g. no-till) are explained. The most important differences between conventional, integrated and organic production are addressed. Special emphasis is placed on the establishment of crop rotations taking into account the farm context. In the part 'Forage Production', important plant functional groups and representative plant species as well as different types of grassland systems, i.e., most important mixtures as well as natural plant communities in Central Europe are presented (sward assessment). Based on the ecophysiology of individual plants, the reactions of plant stands to changing environmental conditions are elaborated. Different types of management are presented (e.g. fertilisation, grazing, cutting) and their effects on stand composition and yields are discussed. Feedback mechanisms between environment and grassland systems are addressed. The role of biodiversity is addressed. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Available on moodle | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6301-AAL | Animal Breeding Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | E- | 2 credits | 4R | H. Pausch | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to basics of animal breeding. Importance of animal production. Species of livestock and their products, performance recording, functional traits, genetic diversity, breeding goals. Qualitative and quantitative traits. Basic knowledge of breeding methods: genetic and environmental variation, heritability, genetic correlation, estimation of breeding values, selection, mating systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Show the importance of animal production for Swiss and international agriculture. Name the livestock species, their products, systematic classification and breeding and production goals. Describe methods to measure animal performance (performance recording) and functional traits. Define the most important parameters and methods in animal breeding. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Domestication, history of animal breeding. Definition, models of animal production, species of livestock, numbers, distribution. Genetic polymorphisms and their applications in animal breeding. Genetic diversity, breeds, production and breeding goals. Traits: performance, fucntional. Performance recording. herd replacement. Qualitative (monogenic) and quantitative (polygenic) traits, Mendelian genetics, quantitative genetics. Genetic and environmantal variation, heritability, genetic correlation, selection, selection response. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Transparencies and single chapters of textbook are made available on homepage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Tierzucht (Willam/Simianer) UTB 3526 (2011) Additional literature to be announced in the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||