Course Syllabus Ecology 3530 – Conservation Biology

Document Sample
Course Syllabus Ecology 3530 – Conservation Biology Powered By Docstoc
					                Course Syllabus: BIOL 1470 – Conservation Biology
Conservation Biology is the scientific study of the phenomena that affect the maintenance, loss,
and restoration of biological diversity. Topics covered include: 1) the impacts of global warming,
species invasions, and habitat destruction on biodiversity, 2) strategies developed to combat
these threats, and 3) a consideration of key economic and ethical tradeoffs. Special attention will
be paid to current debate and controversy within this rapidly emerging field of study.

Objectives: To introduce students to the field of conservation biology. To enable them to make
informed conservation decisions of local, national and international concern.

Lecture: 9:00-10:20 Tuesday and Thursday, Solomon Center, Room 203

Discussion Sections: Wednesdays (Times to be determined), Walter Hall, Conference Room

Office Hours: Wednesdays (Times to be determined), Walter Hall, Room 302

Instructor: Dov F. Sax, dov.sax@gmail.com, 401-863-9676

Teaching Assistant: Matt Heard, heard.m@gmail.com, 401-863-2789

Required Text: Essentials of Conservation Biology, Fourth Edition, by R.B. Primack


                                      Curriculum Schedule:

Week 1:                                                                     Required Reading:
Sept 4 – Course Introduction – Penn and Teller Video                        None

Week 2:
Sept 9 – The nature and function of biological diversity                    Chapters 1-2
Sept 10 – Discussion I: Functioning of novel ecosystems                     See below
Sept 11 – Distribution of biodiversity                                      Chapter 3

Week 3:
Sept 16 – Earth history and changes in species distributions                None
Sept 17 – Discussion II: “Re-wilding”                                       See below
Sept 18 – Speciation                                                        None

Week 4:
Sept 23 – Extinction: Overview                                              Chapters 7-8
Sept 24 – Discussion III: Setting priorities for new and old species        See below
Sept 25 – Habitat destruction, species-area relationships and extinction    Chapter 9

Week 5:
Sept 30 – Global climate change and extinction                              None
Oct 1 – Discussion IV: Extinction risk from climate change                  See below
Oct 2 – Species invasions, part I – large scale patterns and issues         Chapter 10
Week 6:
Oct 7 – Species invasions, part II – local scale patterns and issues   None
       Term paper outline due
Oct 8 – Discussion V: invasions, ethics and objectivity                See below
Oct 9 – Guest Lecture by Professor Katherine Smith on “Infectious      None
        disease, the wildlife trade and conservation”

Week 7:
Oct 14 – Species saturation and change in species diversity            None
Oct 15 – Discussion VI: A) Are exotic-based increases in diversity     See below
         beneficial? and B) Critiquing the Mill. Ecosys. Assessment
Oct 16 – Minimum viable populations and extinction debt                Chapters 11-12

Week 8:
Oct 21 – Midterm Exam                                                  None
Oct 22 – No discussion sections                                        None
Oct 23 – Conservation strategies: Overview                             Chapters 13-14

Week 9:
Oct 28 – Assisted migration and translocation                          None
Oct 29 – Discussion VII: Assisted migration                            See below
Oct 30 – Guest lecture by Prof. Heather Leslie on “Marine              Chapters 15-16
        reserves and marine protected areas”

Week 10:
Nov 4 – Designing terrestrial reserves                                 Chapter 18
Nov 5 – Discussion VIII: Hotspots vs. coldspots                        See below
Nov 6 – Conservation management                                        Chapter 17

Week 11:
Nov 11 – Conservation Evidence                                         None
Nov 12 – Discussion IX: Advocacy and conservation                      See below
Nov 13 – Guest lecture by David Gregg, Director of the Rhode           None
         Island Natural History Survey, on “Conservation in RI”

Week 12:
Nov 18 – Ethics and conservation                                       Chapter 6
Nov 19 – Discussion X: Animal rights vs. conservation priorities       See below
Nov 20 – Environmental economics                                       Chapters 4-5

Week 13:
Nov 25 – Sustainable development                                       Chapters 20-21
Nov 26 – No discussion sections – Draft Term paper due                 None
Nov 27 – No lecture - Thanksgiving Holiday                             None

Week 14:
Dec 2 – Environmental law and policy                                   None
Dec 3 – Discussion XI: Religion, human welfare and conservation        See below
Dec 4 – Agenda for the future                                          Chapter 22
Week 15-16:
Dec 9 – No lecture (reading period)
Dec 10 – No discussion sections (reading period)
Dec 11 – No lecture (reading period)
Dec 12 – Final Exam
Dec 16 - Term Paper Due by 4PM

                        Required Readings For Discussion Sections:

Discussion I: Functioning of Novel Ecosystems
   Janzen, D. 1985. On ecological fitting. Oikos 45: 308-310.
   Gray, A. 2004. The parable of Green Mountain: massaging the message. Journal of
       Biogeography 31: 1549-1550.
   Wilkinson, D.M. 2004. The parable of Green Mountain: Ascension Island, ecosystem
       construction and ecological fitting. Journal of Biogeography 31: 1-4.
   Wilkinson, D.M. 2004. Do we need a process-based approach to nature conservation?
       Continuing the parable of Green Mountain Ascension Island. Journal of Biogeography
       31: 2041-2042.
   Williams, J.W. and Jackson, S.T. 2007. Novel climates, no-analog communities, and
       ecological surprises. Frontiers in Ecology and the Environment 5: 475-482.

Discussion II: “Re-wilding”
   Donlan, J. et al. 2005. Re-Wilding North America. Nature 436: 913-914.
   Janzen, D.H. and Martin, P.S. 1981. Neotropical anachronisms: The fruits the Gomphotheres
       ate. Science 215: 19-27.
   Miscellaneous authors responses in Nature (2005) to Donlan et al. (“re-wilding”) article

Discussion III: Setting priorities for new and old species
   Allendorf, F.W. et al. 2001. The problems with hybrids: setting conservation guidelines.
       Trends in Ecology and Evolution 16: 613-622.
   Anonymous Dingo Wikipedia entry 2008.
   Anonymous Red Wolf Wikipedia entry 2008.

Discussion IV: Extinction risk from climate change
   Miscellaneous author responses in Nature (2004) to Thomas et al. (climate-based extinction).
   Skelly, D.K. et al. 2007. Evolutionary responses to climate change. Conservation Biology
       21:1353-1355.
   Thomas, C.D. et al. 2004. Extinction risk from climate change. Nature 427:145-148.

Discussion V: Invasions, ethics and objectivity
   Brown, J.H. and Sax, D.F. 2004. An Essay on some topics concerning invasive species.
       Austral Ecology 29:530-536.
   Brown, J.H. and Sax, D.F. 2005. Biological invasions and scientific objectivity: Reply to
       Cassey et al. 2005. Austral Ecology 30:481-483.
   Cassey, P. et al. 2005. Concerning invasive species: Reply to Brown and Sax. Austral
       Ecology 30:475-480.
   Ricciardi, A. 2007. Are modern biological invasions an unprecedented form of global
       change? Conservation Biology 21: 329-336.
Discussion VI: A) Are exotic-based increases in diversity beneficial? and B) Critiquing the
Millennium Ecosystem Assessment
   Briggs, J.C. 2008. The North Atlantic Ocean: Need for proactive management. Fisheries
       33:180-185.
   Millennium Ecosystem Assessment – Biodiversity Synthesis

Discussion VII: Assisted migration
   Hoegh-Guldberg, O. et al. 2008. Assisted colonization and rapid climate change. Science
       321:345-346.
   McLachlan, J.S. et al. 2007. A framework for debate of assisted migration in an era of
       climate change. Conservation Biology 21:297-302.
   Richardson et al. (in review)

Discussion VIII: Hotspots vs. coldspots
   Karieva, P. and Marvier, M. 2005. Conserving biodiversity coldspots. American Scientist 91:
       344-351.
   Miscellaneous author responses in American Scientist (2005) to biological coldspots paper.
   Myers, N. et al. 2000. Biodiversity hotspots for conservation priorities. Nature 403:853-858.
   Sax, D.F. et al. (in prep)

Discussion IX: Advocacy and conservation
   Chan, K.M.A. 2007. Value and advocacy in conservation biology: crisis discipline or
       discipline in crisis? Conservation Biology 22:1-3.
   Lackey, R.T. 2007. Science, scientists, and policy advocacy. Conservation Biology 21:12-17.
   Noss, R.F. 2007. Values are a good thing in conservation biology. Conservation Biology
       21:18-20.

Discussion X: Animal rights vs. conservation priorities
   Miscellaneous Responses to Perry and Perry (2008).
   Perry, D. and Perry, G. 2008. Improving interactions between animal rights groups and
       conservation biologists. Conservation Biology 22:27-35.
   Griggs, G.W. 2007. Eradication of Santa Cruz Island pigs deemed a success. Los Angeles
       Times.

Discussion XI: Religion, human welfare and conservation
   Awoyemi, S.M. 2008. The Role of religion in the HIV/AIDS intervention in Africa: A
       possible model for conservation biology. Conservation Biology 22:811-813.
   Chan, K.M.A. et al. 2007. When agendas collide: Human welfare and biological
       conservation. Conservation Biology 21:59-68.
   Wilhere, G.F. 2007. The how-much-is-enough myth. Conservation Biology 22:514-517.
   http://www.arcworld.org/ (spend at least 20 minutes on this site)

Grading Policy:
Midterm Exam – 20% of final grade
Final Exam – 30% of final grade (this will be a cumulative exam)
Term Paper – 25% of final grade
Discussion Section – 25% of final grade (quizzes and participation)
Attendance at Discussion Sections:
Attendance and active participation in discussion sections is mandatory; each missed discussion
section will result in 0 points for participation and the quiz of the day. Your lowest quiz and
participation score for an individual discussion section, i.e. for one day, will be dropped from the
final discussion section grade; in effect, this allows you to miss one discussion section without a
penalty. Note that quizzes will be held at the beginning of discussion sections; if you are late you
will miss the opportunity to take the quiz and receive 0 points on the quiz.

Make-up Examinations:
There will be no make up examinations with the following exceptions: 1) an agreement reached
between the student and instructor prior to the examination, and 2) an unplanned event, such as a
medical condition, traffic accident, et cetera, together with appropriate evidence of the event.

Term Paper and Scheduled Due Dates:
The field of conservation biology is filled with controversy, with different ethical perspectives,
different interpretations of scientific evidence, and different economic valuing techniques all
leading groups and individuals to hold widely varying perspectives on what solutions are optimal
to the many conservation challenges facing society today. In this course, particularly in
discussion sections, we will focus on some of these controversies. The purpose of this writing
assignment is for you to explore a controversy in conservation, to dissect the merits and basis of
the opposing viewpoints, and to interject a scientific perspective into the debate by advocating a
particular viewpoint that you can defend on scientific grounds. You can choose any conservation
controversy that interests you, except for ones that are being discussed in discussion section. The
best place to look for ideas on current controversies is in the primary literature, particularly in
journals like “Conservation Biology” or “Biological Conservation”. In the final paper you must
reference no less than 12 sources from the primary literature (i.e. journal articles) to support your
arguments.

Paper Outline - Due Tuesday, October 7 (in class)
In your outline you must briefly describe (in a single paragraph) the conservation controversy
you will be examining, clearly indicating at least two divergent viewpoints discussed in the
literature. You should also list at least 4 of the journal articles you plan to cite in your references.

Draft of Paper - Due Wednesday, November 26 (in discussion section)
Although a “draft” is due on this day, you should try your best to turn in a product that is
completed or close to completion. This will be your only opportunity to get feedback on the
paper before you are graded on the “final paper”. The paper should be written in type 12 font,
double spaced, with one-inch margins on each page, and the text of the paper should occupy
between 8 and 10 pages. An additional sheet or sheets should be added to list your references
(minimum of 12), which should be listed according the format in the journal “Conservation
Biology”.

Final Paper - Due Tuesday, December 16 (by 4PM to Mailbox marked “Sax” in Walter Hall)

Suggestions:
You are free to structure the paper in anyway that seems reasonable. However, most papers will
likely benefit from using the structure described below. First, write an introductory paragraph or
set of paragraphs describing the controversy and providing enough background information to
set the controversy into a conservation context. Second, write a set of paragraphs that explore
each of the divergent perspectives that exist (or that you are choosing to focus on – remember
you need at least 2 different viewpoints). Third, write a paragraph or set of paragraphs where you
advocate and defend a particular viewpoint, based on scientific evidence or scientific theory.
Fourth, write a paragraph or set of paragraphs that describes the principal conclusions of this
paper and that explains what the implications of these conclusions are (or should be) for
conservation management and/or policy.

Amendments to the syllabus:
Please note that this course syllabus is a general plan for the course; deviations announced to the
class by the instructor may be necessary.