Conservation Biology Syllabus Spring 2008
Conservation Biology ENVS / BL 428 Course Syllabus – Spring 2008
Instructor
Dr. Catherine Kleier Email: ckleier@regis.edu (best way to contact me) Office Hours: T 9:30 – 1:30 pm and R 12:30 – 1:30 pm Office Phone: 303-964-5427 Location: Sci 217 Website: http://academic.regis.edu/ckleier Textbook The Conservation Handbook: Research, Management, and Policy by William J. Sutherland. Published by Blackwell Science. ISBN: 0-03-205344-5 In addition to these texts, there will be several articles that can be obtained online at our class website: http://academic.regis.edu/ckleier/ Click on courses, then on Conservation Biology. Course Description This course is intended for biology and environmental science majors. Conservation Biology includes aspects of molecular biology, ecology, environmental science, and politics. We will explore conservation issues worldwide, but we will also focus on conservation issues in Colorado. Throughout this course, we will explore applied issues of conservation. Course Objectives Primarily, this course seeks to introduce the student to the discipline of Conservation Biology. This branch of biology draws on scientific evidence to make decisions about conservation of all forms of life, but primarily plants and animals. We will investigate conservation on several different levels: genetic, organismic, population, and landscape. In order to understand the complexities involved in these conservation decisions, we will read many sources, have class and small group discussions, engage in debate, and write our own conservation plans. Students will develop critical thinking skills in evaluating literature and other sources and in collating many ideas to develop cohesive, evidence based decisions. Evaluation: Your grade in this course will consist of two mid-term examinations, a final examination, a team developed conservation plan, and attendance and participation. Please keep all evaluated material till final grades are turned in and understand that you are responsible for knowing your grade at all times. The final breakdown is as such: Percentage Points Exam I 90 15 Exam II 90 15 Conservation Plan Rough Draft 60 10 Conservation Plan and Presentation 150 25 Final Examination 120 20 Small group assignments 60 10 Participation in class 30 5 1
Conservation Biology Syllabus Spring 2008 Total 600 100
Absences and Make-ups: If you must miss a class, please provide me with the proper documentation from the school or a health facility. Barring the instance of an excused school event or a medical emergency on your part, absences will constitute a reduction in points of your attendance and participation grade. Additionally, if you miss an exam, those points will be earned back by counting your final an extra 15%. For example, if you miss a lecture exam, then your final examination will be worth 35% of your final grade. There will be no make up exams or extra credit. Conservation Plan: As part of your evaluation, you will work with a small group of 2 to 3 students on a conservation plan of your choosing. This plan will be presented at the end of the semester both in oral and written format. You will be given abundant time during the semester to work on this plan with your colleagues, but it is also expected that you will do work outside of the classroom, such as site visits, interviews, data collection, library research, and readings. Part of my evaluation of your work will also come from a peer evaluation, so working and communicating together as a group is definitely part of your grade. I believe this simulates a work environment as you will rarely work independently of other people in the “real world.” Tentative Lecture Schedule – Subject to Change Date Lecture Topic Jan 15 T Introduction to Conservation Biology • Syllabus discussion 17 R Introduction to Conservation Biology • “Principles of Conservation Biology: Recommended Guidelines…” by Tombulak et al., 2004. Conservation Biology 18(5): 1180-1190. 22 T Conservation Biology Case Study • “Human-induced long-term changes in the lakes of the Jianghan Plain, Central Yangtze” by Fang et al., 2005. Frontiers in Ecology and the Environment 3(4): 186-192. 24 R Assessing Biodiversity • Chapters 2 and 3 in Conservation Handbook 29 T Assessing Biodiversity • Discuss article, “Studying biodiversity on private lands” Hilti & Merenlender, 2003. Conservation Biology 17(1) 132-137. • “Managing the Wild” 2004. Frontiers in Ecology and Evolution 2(9): 494-499. 31 R Ecological Research as a Tool for Conservation • Chapter 5 in Conservation Handbook Feb. 5 T Ecological Research as a Tool for Conservation • “Gulliver travels to the fragmented tropics: geographic variation in mechanisms of avian extinction.” by Stratford and Robinson. 2005. Frontiers in Ecology and the Environment 3(2): 91-98. 7 R Diagnosis of the Conservation Priorities • Chapter 6 in Conservation Handbook • “From Red Lists to Species of Conservation Concern” by Keller & Bollmann 2004. Conservation Biology 18(6): 1636-1644. 12 T Endangered Species and genetic diversity • “Intercrosses and the U.S. Endangered Species Act: Should hybridized 2
Conservation Biology Syllabus Spring 2008 populations be included as Westslope Cutthroat Trout?” Allendorf et al., 2004. Conservation Biology 18(5): 1203-1214. • “The problematic red wolf” Wayne, 1995. Scientific American 273(1): 36-42. First Mid-term Species Management • Chapter 11 in Conservation Handbook • Video “America’s Endangered Species: Don’t Say Goodbye.” Species Management • “Playing God at the zoo” Diamond, 1995. Discover 16(3): 78-86. • “Conservation in conflict: the tale of two endangered species” Roemer & Wayne, 2003. Conservation Biology 17(5): 1251-1260. • “Thought to exist in the wild” Jensen, 2007. The Sun 383: 5-11. Habitat Management • Chapter 12 Conservation Handbook • Introduction to Conservation Plan Habitat Management • “The management of wild large herbivores to meet economic, conservation and environmental objectives” Gordon et al., 2004. Journal of Applied Ecology 41(6): 1021-1031. • “Healthy animals, healthy ecosystems” Depledge & Galloway, 2005. Frontiers in Ecology and the Environment 3(5): 251-258 Spring Break – No classes Invasive Species • “Tragedy of the Commons. Invasive species revisited.” 2005. Frontiers in Ecology and the Environment 3(2): 109-115. • “Invasive species: the search of solutions.” Dybas, 2004. BioScience 54(7): 615-622. Invasive Species • Video: Cane Toads: An Unnatural History Conservation Planning • Chapter 7 Conservation Handbook • Work on Conservation Plans Conservation Planning • Work on Conservation Plans Aquatic and Riparian Ecosystem Assessment • “Icarus and Daedalus: conceptual and tactical lessons for marine ecosystem-based management.” Guerry, 2005. Frontiers in Ecology and the Environment 3(4): 202-211. • “Creating and restoring wetlands.” Mitsch et al., Dec. 1998. BioScience 48(12): 1019-1030. Second Mid-term Roads and Roadless Areas • Chapter 6 in The State of The Southern Rockies Ecoregion (available online) Roads and Roadless Areas • “Review of Ecological Effects of Roads on Terrestrial and Aquatic Communities.” Trombulak and Frissell, Feb. 2000. Conservation 3
14 R 19 T
21 R
26 T
28 R
Mar
4 6 11 T
13 R 18 T
20 R 25 T
Apr
27 R 1 T
3
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Conservation Biology Syllabus Spring 2008 8 T 10 R 15 T Biology 14(1): 18-31. Work on Conservation Plans Putting it all together – Integrating development and conservation • Chapter 14 Conservation Handbook What about ethics and politics? • “Why we need an ‘ecological ethics” Minteer & Collins, Aug. 2005. Frontiers in Ecology and the Environment 3(6): 332-337. What about ethics and politics? • “Chapter 10 Conservation Handbook Four Presentations of Conservation Plans Three Presentations of Conservation Plans 10:10 AM Final Examination
17 R 22 T 24 R 29 T
Drop / Add deadline is January 22nd, 2008 Withdraw deadline is March 21st, 2008 Academic dishonesty. There is a zero tolerance policy for any form of academic dishonesty in BL 428. This includes copying answers from classmates during lecture exams or copying report material from classmates or from books and articles without proper credit. During exams and quizzes, it is a good idea to avoid making eye contact with the papers of the students around you. When a student is caught cheating, the instructor has several options, including giving the student an F for the course or an F for the particular coursework. Please check the Purdue University Online Writing Lab website for more information on plagiarism: http://owl.english.purdue.edu/owl/resource/589/01/. Disability. Regis University, in compliance with federal guidelines, is committed to equal educational opportunity by assuring otherwise qualified students with disabilities equal access to Regis University programs and activities that are provided to students without disabilities. An otherwise qualified person with a disability is a student who meets the academic and technical standards required for admission or participation in Regis University’s educational programs and activities. Eligibility. To ensure the provision of reasonable and appropriate services at Regis University, students with disabilities must identify themselves in a timely manner to the Office of Disability Services (ODS), Room 118B, Life Directions Center, 303-458-4941, disability@regis.edu, in order to be eligible for requested accommodation(s). Current and comprehensive documentation must be on file with ODS prior to approval of the accommodation. It is strongly encouraged that students self-disclose their disabilities at the beginning of their academic experience because accommodations are not retroactive.
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