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FW 435/535 – Wildlife in Agricultural Ecosystems Wildlife in Agricultural Ecosystems FW 435/535, Winter Term 2011, 3 credits Course Objectives: The goal of this WIC course is to develop a strong understanding of the pressures facing both farmers and wildlife in agricultural ecosystems using writing as a learning tool. We will critique primary literature and case studies from around the world to examine the trade-offs between food production and wildlife conservation. Through the combination of ecological theory, conservation biology and land-management techniques, this course will provide a synthesis of the priorities that govern these systems. Sometimes contradictory, sometime integrative, the issues affecting conservationists and agricultural producers will be discussed in detail. More specifically, we will: Identify trade-offs between environmental health and agricultural production. Become familiar with the major stressors for wildlife in agricultural ecosystems. Recognize the pressures and difficulties of implementing conservation practices. Learn how to approach these problems from multiple perspectives and with sensitivity. Learning Outcomes: 1- Scientific writing is a stage dependent process; we will build written documents through in-class writing activities, rough drafts, peer-review and revisions. You will learn how to write efficient, deliberate scientific reports. 2- Valuable scientific writing is indelibly tied to effective scientific reading. We will critically read, discuss, and write on scientific papers published in peer- reviewed journals. 3- Making science accessible to land owners, land managers, policy makers and non- profit groups is essential for successful collaboration. You will develop writing skills targeted towards producing clear, accessible and efficient documents. 4- Working in small groups is a major part of most professional careers, and this class will provide the guidance and experience needed to become a valuable team member. 5- You will gain first-hand experience with ‘on the ground’ inquiry. Regular interactions with land-owners and experience in the field will provide a healthy dose of real-world perspective. Course Requirements: Students taking FW 435 must have working knowledge of basic ecology and conservation biology. Introductory Biology (BI 21X), Ecology (BI 370) and Principles of Wildlife Conservation (FW 251) are prerequisites for this course. This curricular background is necessary to understand and synthesize the concepts presented in this course. Additionally, a major group project will require several off campus trips. WIC Requirements and Written Assignments: Writing Intensive Courses are designed to teach students how to write within a specific discipline. At least 30% of the course grade is based on writing, and students are required to write at least 5,000 words over the course of this class. WIC courses require FW 435/535 – Wildlife in Agricultural Ecosystems demonstrated competence by all passing students in how to build documents in stages, how to peer review other student’s work, and the importance of revision, revision and more revision. Remember: no piece of writing is ever truly perfect. The completion of all assigned Rhetorical Précis, the News and Views Critique, and the CEAP project will satisfy all WIC requirements for this course. Valuable WIC Resources: The Writing Center, 737-5640, Waldo 123 WIC Survival Guide: http://wic.oregonstate.edu/survivalguide Conservation Effort Assessment Plan (CEAP)- This is the main writing project for this WIC course. The CEAP document will be prepared in the format used by USDA Natural Resources Conservation Service and will integrate wildlife and farm management objectives. The goal of this group project will be to enhance fish and wildlife habitat on a local farm while maintaining agricultural productivity. An outline, rough draft and final revised draft will account for 35% of your total grade. Students will be assigned to a group in the first week of class. A detailed description of this project will be discussed in class and is available on Blackboard. ‘News and Views’ Critique- In lieu of a midterm exam, all students will be required to write a three-page, double- spaced, type-written essay reviewing and critiquing a land management practice designed to conserve wildlife populations or enhance wildlife habitat. This paper must be prepared following the style and format guidelines for Nature- News and Views. Only journals found on the Web of Science (with the exception of the Oregon Conservation Strategy, if appropriate) should be used (unless approved by me), and at least six journal articles must be cited. These papers will be due during week 6. Subject must be approved by me. A full description of this writing assignment is available on Blackboard. Rhetorical Précis- Two scientific articles from peer-reviewed journals will be assigned on Tuesdays and discussed the following Tuesday. Both articles are required reading, but it is your choice on which paper you chose to write a Rhetorical Précis. This weekly assignment requires that you turn in one type-written Rhetorical Précis at the beginning of class each Tuesday. The Rhetorical Précis is not just a short summary of the article, but a personalized statement on the major assertion of the work and how successful the author is at communicating that assertion. A full description of this writing assignment is available on Blackboard. Additionally, all papers will be available on Blackboard the week they are assigned. FW 435/535 – Wildlife in Agricultural Ecosystems Assigned Readings for Rhetorical Précis: These papers will be available on Blackboard and two papers will be assigned each week. Only one Rhetorical Précis will be assigned per week; it is the student’s choice which paper to summarize. Both papers, however, are required reading. This list is subject to change. Discussion Date Week 2 Tilman et al. (2002) Agricultural sustainability and intensive production practices. Nature 418, pp 671-677. Fischer et al. (2006) Biodiversity, ecosystem function, and resilience: ten guiding principles for commodity production landscapes. Frontiers in Ecology and the Environment 4(2), pp 80-86. Week 3 Donald, P.F. and A.D. Evans (2006) Habitat connectivity and matrix restoration: the wider implications of agri-environmental schemes. Journal of Applied Ecology 43, pp 209-218. Henning et al. (2006) Juvenile salmonid use of freshwater emergent wetlands in the floodplain and its implication for conservation management. North American Journal of Fisheries Management 26, pp 367-376. Week 4 Sih et al. (2004) Two stressors are far deadlier than one. Trends in Ecology and Evolution. 19(6), pp 274-276. Hayes et al. (2002) Feminization of male frogs in the wild. Nature 419, 895-896. Week 5 Strayer et al. (2006) Understanding the long-term effects of species invasion. Trends in Ecology and Evolution 21(11), pp 645-651. Baxter, P.W.J. et al. (2008) Cost-effective suppression and eradication of invasive predators. Conservation Biology 22 (1), pp. 89-98. Week 6 Letourneau, D.K. and S.G. Bothwell (2008) Comparison of organic and conventional farms: challenging ecologists to make biodiversity functional. Frontiers in Ecology and the Environment 8 (6), pp 430-438. Rundlof, M. and H.G. Smith (2006) The effect of organic farming on butterfly diversity depends on landscape context. Journal of Applied Ecology 43, 1121-1127. Week 7 DelCurto et al. (2005) Management strategies for sustainable beef cattle grazing on forested rangelands in the Pacific Northwest. Rangeland Ecology and Management 58, pp 119-127. Pelicice, F.M. and A.A. Agostinho (2008) Fish-passage facilities as ecological traps in large neotropical rivers. Conservation Biology 22 (1), pp 180-188. Week 8 Mattison, E.H.A. and K. Norris (2006) Bridging the gaps between agricultural policy, land-use and biodiversity. Trends in Ecology and Evolution 20(11), pp 610-616. FW 435/535 – Wildlife in Agricultural Ecosystems Grading: Grading will be consistent with the University System: http://catalog.oregonstate.edu//ChapterDetail.aspx?key=9#Section171 A: 93-100 B: 83-86 C 73-76 D: 63-66 A-: 90-92 B-: 80-82 C-: 70-72 D-: 60-62 B+: 87-89 C+: 77-79 D+:67-69 F:<60 Rhetorical Précis: 21% 210 pts News and Views Paper: 20% 200 pts CEAP: Outline: 5% 50 pts CEAP: Rough Draft: 10% 100 pts CEAP: Revised Final Draft: 20% 200 pts Group Evaluation: 5% 50 pts Final Exam: 18% 180 pts Total Grade: 100% 990 pts Course Structure- PART 1 – Trade-offs between Agricultural Production and Environmental Health PART 2 – Impacts of Agricultural Production on Environmental Health PART 3 – Integrating Agricultural Production and Environmental Health PART 4 – EcoAgriculture Policy and Incentives for the Protection of Wildlife Course Schedule- Part I. Week 1 Intro to FW 435- Welcome! Success Stories in minimizing production and environmental trade-offs World Food Production CEAP Group Assignments Part II. Week 2 Agricultural Related Habitat Loss and Fragmentation Hydrological Modification Journal Club Rhetorical Précis #1 Due Tuesday Week 3 Ag interactions with wildlife diseases Journal Club Rhetorical Précis #2 Due Tuesday FW 435/535 – Wildlife in Agricultural Ecosystems Week 4 Anthropomorphic Additions- pesticides, herbicides, fertilizers Introduced Species- competitors, predators, diseases Journal Club Rhetorical Précis #3 Due Tuesday CEAP Outline Due Thursday Part III. Week 5 Crop Management Strategies- Sustainability Crop Management Strategies- Organic Farming Journal Club Rhetorical Précis #4 Due Tuesday Week 6 Crop Management Strategies- Biological Control Ecological Traps Journal Club Rhetorical Précis #5 Due Tuesday News and Views Papers Due Thursday Week 7 Game Management Guest Lecture- ODFW Journal Club Rhetorical Précis #6 Due Tuesday Part IV. Week 8 Agro-Environmental Schemes Government and Market Incentives Journal Club Rhetorical Précis #7 Due Tuesday CEAP Rough Drafts Due Thursday Week 9 Government and Market Disincentives- a Farmer’s Perspective Missing pieces- Data Gaps, Misconceptions Week 10 EcoAgriculture in the Mainstream CEAP Final Projects Due FW 435/535 – Wildlife in Agricultural Ecosystems Additional Information: Academic Misconduct- Academic misconduct includes cheating, fabrication of information (i.e. references, data or plagiarism), or assisting someone else with these activities. Any breaches of conduct in these areas are grounds for a grade of “F” and a report filed with the university. This will be a mark against your permanent record at Oregon State University. The full policy and definitions may be found at http://oregonstate.edu/admin/stucon/index.htm. Plagiarism- Plagiarism will not be tolerated. This is an offense that is often committed unknowingly, but ignorance will not be an acceptable defense. Educate yourself by visiting an OSU produced website explaining what constitutes plagiarism and how to avoid it: http://osulibrary.oregonstate.edu/instruction/classign/Plagiarism.html. You will receive ZERO points on an assignment that has plagiarized material. I do not mess around with this. I suggest you do the same. For students with disabilities- If you require any special accommodations for academic activities, I will make every effort to meet your needs. There is a range of services available to students with disabilities, and there are set policies for setting up accommodations. If you believe you are eligible for any special accommodations, you need to contact the Services for Students with Disabilities (SSD) at 541-737-4098. Students with needs that have been approved by SSD are responsible for contacting me no later than the first week of class to we can make appropriate arrangements. For further information on the rights and responsibilities of disabled students, please see the website http://ssd.oregonstate.edu/.
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