IPB uses the major-minor curriculum. It is competence-based, where each student shall select their major and can take minor courses from other department and/or take supporting courses. In the first year (common courses) all subjects are compulsory. In the second and third year, all students must take core courses managed by the Faculty of Forestry (intermediate courses) and specialised courses managed by FRCSP (as the major). In addition, they may choose minor course (s) and/or selective course (s) offered by other departments. Some Year 3 courses may be taken as electives in Year 2 in case of no previous requirement.

All students must complete the Faculty of Forestry Group Field Works at the end of semester 3 and 5. In the fourth year, students must take the core sources in their major and carry out the programme professional field work. Towards the end of their study, students must undertake a supervised bachelor thesis work, present it in a seminar open to the academic community and defend their work orally in the Oral Examination. At all stages, the study load will depend on the achievement of the GPA in the previous semester. A GPA of ≥ 2.76, the maximum study load for the next semester is 25 credits; GPA of 2.00-2.75 can only take a maximum of 22 credits and GPA < 2.00 can take a maximum of 19 credits. The minimum study load per semester is 12 credits.

1. Define and explain the application of the concepts and principles of the basic sciences in forest resources conservation
2. Identify, define and explain the theoretical concepts underlying protected area management, wildlife management, plant conservation, environmental services utilization, ecotourism management, and forest resources conservation in general

Teaching & Learning Strategies

Lectures are the principal method to deliver subject-specific knowledge; tutorials; laboratory and field practical, which complement lectures and develop basic and advanced knowledge; self study and assignments involve access to information from research papers, books and electronic resources, which will contribute to subject-specific knowledge; presentation of assignment and practical works are used to reinforce subject-specific knowledge and understanding gained from lectures and development of key and subject-specific skills and seminars where specific cases studies may be used; and Individual supervised research (bachelor thesis), which imparts and develops independent learning skills.

Assessment:

Testing of the knowledge base is done through a combination of written examinations (mid-term and end of term), assessed coursework in the form of essays, quizzes, other set assignments or tasks undertaken under examination conditions, oral presentations and oral examination. Written examinations demonstrate the level of subject-specific knowledge with an emphasis on understanding.

1. Apply the concepts of an ecosystem-based approach to the field of forest resources conservation.
2. Analyse and evaluate which decisions to take, based on available information and data.
3. Formulate solutions to procedural problems arising in protected area management, wildlife management, plant conservation, environmental services utilization, and ecotourism management.
4. Assess the various benefits of protected areas, protecting wildlife, plant diversity, environmental services, ecosystem, and the recreation and ecotourism potential.

Teaching & Learning Strategies:

Each course, whatever the format of the teaching, involves discussion of key issues, practice in applying concepts both orally and in writing, analysis and interpretation of material, and individual feedback sessions for students on work produced. Professional skills relevant to forest resources management are demonstrated in lectures, seminars, laboratory classes, and directed field work and practical exercises. Students’ acquire skills through a “hand-on” approach in most courses. Problem-solving skills will be developed through students working in groups on selected case studies which are based on typical real-world problems and preparing for presentation and discussion of the problem in the class. Students will be required to write and present an bachelor thesis before graduation.

Assessment

The student’s ability to demonstrate skills are assessed through the production of coherent written and oral responses either to problems or tasks set. These skills are assessed through mid-term and end-term examinations; field work assignments; essays on given subjects; laboratory and practical reports and exercises; bachelor thesis; and oral presentations

1. Apply the knowledge of forest resources conservation and ecotourism to solving problems related to this discipline
2. Analyse and use scientific methodologies, technology, and the arts, to solve problems related to forest resources conservation.
3. Measure the potential of protected areas, wildlife, plant diversity, environmental services, ecosystem, and recreation and ecotourism.

Teaching & Learning Strategies

Teaching strategy will be done through lectures, field trips, practical works, seminars, tutorials and independent reading. Students learn through problem-solving approach, handling data and group discussion. Students are required to participate in lectures, seminars, practical and field trips, and work on course assignments. Self learning developed through provision of explicit directed learning tasks. Oral presentations of individual and group projects are also conducted.

Assessment

Assessment involves project reports, assignments, case studies, presentations, oral tests, quizzes and written examination.

1. Communicate effectively, with both the spoken and written word;.
2. Work as part of a group/s
3. Develop an enquiring mind, with a view to contributing to the development of forest resources conservation and ecotourism
4. Be creative, innovative, ethically and morally responsible, professional and adaptive to field conditions, at work and in developing his/ her career

Teaching &Learning Strategies:

All courses require regular written work, supported by the use of Information technology. Regular feedback on this is given to the student to develop not only their understanding but also their powers of expression. The skills are learnt (rather than taught) through the management of time to meet the various and sometimes conflicting deadlines for submission of coursework. Seminar, tutorials, and presentations rely on discussion and interaction, emphasizing on communication. IT skills are largely developed through individual learning. Team work is embedded in courses. Students are required to use Library resources and learn through production of essays, reports and case studies.

Assessment

These skills are assessed in conjunction with cognitive knowledge through a variety of methods including; group projects, fieldwork reports, group and individual oral presentations and project report; observation and measurement of tasks and participation in field practical; and evaluation of projects report.

1. Indonesia Qualification Framework (IQF)
2. Act No. 20/2003 on Indonesian National Education System
3. Ministry of Education & Culture Decree No. 49/2014 on National Higher Education Standard
4. Ministry of Education and Culture Decree No. 50/2014 on Quality Assurance System
5. Rector of IPB Decree No. 169/K13/PP/2004 on Quality Assurance System in IPB Education
6. Rector Regulation No.15/IT3/DT/2014 on the Regulations of the Conduct of Undergraduate Programme in IPB