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Conservation Biology- BIOL 21200/ENVS 21200 Course Information and Policies General Info Time: Tu Th 9:25-10:50 Laboratory M 1-3:50 PM Meet in: CNS 1C (Tu Th) and CNS 105 (M) Instructor: Dr. Anne Stork; Administrative Annex 119 Office Phone- 4-3575 Email- [email protected] Office Hours- W 3-4 PM; F 10-11 AM or contact me to make an appointment. Course Description: Currently, we are experiencing an unprecedented loss in species number and many scientists think that we are in the midst of the sixth mass extinction. This extinction event is unlike past mass extinction events in that humans are largely responsible for such species loss. In this course, we will investigate how we can apply biological principles to reverse the trends in species loss that we are experiencing. We will focus on case studies to develop our understanding of what maintains, reduces, and restores biodiversity on this planet. In addition, we will periodically collaborate with members of the Conservation Psychology course to share perspectives and understanding of various issues in conservation biology. Our objectives during laboratories will be develop skills that are important for work in conservation biology such as the use of motion cameras to assess wildlife and benthic macro invertebrate ID to assess water quality. We will share our Introduction to Benthic Macro Invertebrates lab with one of Dara Engler’s art classes. Professor Engler, and her students, will give us beginner drawing instruction so that we can become more confident and skilled at seeing and drawing organisms. In exchange, BIOL/ENVS students will help the art students understand the biology of the organisms that we will be examining. In addition, we will meet a variety of practitioners that work in conservation biology. For example, we will examine local conservation efforts around Ithaca, NY by working with and meeting the staff of the Finger Lakes Land Trust, the Community Science Institute, the Lab of Ornithology and the Department of Environmental Conservation. Lastly, we will conduct a campus tree survey and design an Arbor Day event and service project so that we can apply for Ithaca College to be a Tree Campus USA site for the National Arbor Day Foundation. Student Learning Objectives: Students will: Explore current topics in conservation biology, including status and trends, case studies, and theories in a multidisciplinary setting; Understand root causes of the conservation crisis using principles of genetics, ecology, biogeography, and evolutionary biology; Study linkages between the conservation crisis and philosophical, economic, social, and political perspectives; Discuss problems and synthesize solutions in an objective manner, based on scientific training; Research, present, and write concise but descriptive summaries of conservation issues. Text: Williams, T. (2012). The Odyssey of KP2. New York, New York: Penguin Books. Additional readings, including all course materials, will be posted on Sakai. GRADING: Homework assignments (HW) 24%: There will be reading/homework assignments/presentations due on Sakai to help everyone prepare for our class discussions. If the assignment isn’t submitted to SK before our class discussion, then you will only receive 50% credit for the assignment. If you submit the assignment and miss class due to an unexcused absence, you will only receive 50% credit. In-class responses (ICR) 24%: Throughout the semester, you will complete a series of short writing assignments for a variety of reasons: 1) synthesize your answer to a prompt regarding a reading assignment; 2) in‐class writings to reflect on a speaker or topic; 3) answer a question to provide the instruct with continuous feedback of your learning. If you miss class you will not be able to make up the in-class response that you missed. These assignments will be used for a variety of reasons, and grading will be based primarily on 1) demonstrating that you are fully engaged in the material and work to think through it even if you don’t know the answer, and 2) demonstrating that you have completed readings and are working to make connections with the different aspects of this course. You won’t be graded on writing quality for In-class responses, but poor writing quality that reduces clarity may result in lower scores. The scores for In-class responses will represent the following criteria: 8-10: Strong submission: demonstrates clear, concise and rigorous analysis; demonstrates full understanding of the readings or other pertinent material; provides clear evidence linking your answer/thought process to readings and previous course content. 5-7: Moderate submission: demonstrates modest understanding of the readings or other pertinent material; some attempt to link your answer/thought process to readings or other pertinent material, but of limited success; answer isn’t always clear or concise. 1-4: Limited submission: demonstrates limited understanding of the readings or material; little evidence of linking answer/thought process to other topics; superficial analysis; limited evidence of critically engaging the question. 0: Unacceptable submission: no clear evidence that student read or understood the material; no evidence that the student attempted to think through the question and engage the material; short, confusing, or superficial answer; no answer submitted. Laboratory attendance and assignments- 20%: If you miss lab due to an unexcused absence you will lose 20 points on your overall lab score. We will have assignments to prepare for our laboratories and to synthesize what we have learned from the lab. If the assignment isn’t submitted to SK before our lab, then you will only receive 50% credit for the assignment. If you miss lab due to an unexcused absence, you will not receive any credit for lab assignments related to that lab. Take home mid-term essay exam - 10%: There will be mid-term take home essay that you can work on collaboratively, but will turn in individually. Community connection reflection essays - 6 %: There will be a variety of opportunities to learn about conservation biology in action throughout the semester. You must attend two short or one long opportunity. You will receive extra credit for opportunities that you attend- and submit a reflection for. The first available opportunity - John Confer has graciously agreed to lead a Saturday field trip on February 1 to look for and learn about a variety of owl species in the area. We will use an IC van for this trip and it will be from 3-8 pm. If this trip is a success, John is open to leading another trip to Montezuma Wildlife Preserve in the spring. This trip counts as one long opportunity. An additional long opportunity includes helping Leann Kanda with salamander migration. Short opportunities include talks presented by the Department of Natural Resources at Cornell University, Tu 3:30-4:30 http://dnr.cornell.edu/cals/dnr/loader.cfm?csModule=security/getfile&PageID=1115799; The Cornell’s Lab of Ornithology’s Monday Night Seminar Series http://dnr.cornell.edu/cals/dnr/loader.cfm?csModule=security/getfile&PageID=1115799; Winter Free Days at the Paleontological Research Institute- February 2nd or March 2nd; PRI’s Glacier Lecture Series http://www.museumoftheearth.org/events.php?page=atthemuseum/glacierlectures. If transportation is an issue, see me and we can work something out. Conservation Biology in the News- 6%: Twice during the semester, find a recent news article about an issue in conservation biology to share with the class. Your presentation should be casual- but explain why the article is interesting to you- and how it relates to what we are learning- or will be learning- in class. Each presentation is worth 3% of your course grade. Final project 10%: You will tackle a problem that interests you in conservation biology. You will present your findings to the class during the final exam. Attendance: This is an interactive class and your participation is critical to the success of the entire class. You are expected to attend every class, and get to every class session on time. If you miss class due to an excused absence, you are still responsible for material presented during class. If an emergency arises, and you would like to have your absence counted as excused, you must contact me before class/lab to explain your situation. Plagiarism: Please review the College’s definition of plagiarism is it appears in the Student Handbook. I will report all plagiarism offenders to Judicial Affairs. In a collaborative project, all students in a group may be held responsible for academic misconduct if they engage in plagiarism or are aware of plagiarism by others in their group and fail to report it. Students who participate in a collaborative project in which plagiarism has occurred will not be held accountable if they were not knowledgeable of the plagiarism. Accommodations: Every effort will be made to accommodate special needs of students. Please consult the Student Handbook for procedures and policies regarding accommodations. "In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case-by-case basis. Students must register with Student Disability Services and provide appropriate documentation to Ithaca College before any academic adjustment will be provided." 1 Conservation Biology Spring 2014 ******* Denotes integration with Conservation Psychology Week Topic Reading Assignments 1 What is Conservation Biology? Introductions/conservation biology concept map What is conservation biology? ******* Chapter 1- skim Voosen, P. 2013. Who is conservation for? Chronicle of Higher Education. 60:B6-B13. Tu Jan 21 Th Jan 23 2 Tu Jan 28 Th Jan 30 Conservation biology in action ******* Conservation ethics Start viewing “Call of Life” Don’t forget to start reading about KP2 Include CONS PSYCH Finish viewing “Call of Life” What’s due by 9:00 am day of class DVD-“Green Fire” Jacobson, S. K. and M. D. McDuff. 1998. Training idiot savants: the lack of human dimensions in conservation biology. Conservation Biology 12(2):263-267. What’s due by lab No lab this week since there are no Monday classes. We will have lab the last day of classes in May. HW What is CB? ICR CB in action. Schultz, P. 2011. Conservation means behavior. Conservation Biology.25:1080-1083. Discussion on film and readings and start conversation about how do we use collaboration to be a part of the solution. Include CONS PSYCH Leopold, A. 1949. The Land Ethic. The Sand County Almanac. Oxford University Press, New York. Lab Topic HW Conservation ethics – who is responsible? Forest Fragmentation case study and Motion camera set up- invite Leann (or Jason) as a brief guest lecturer? Use Ipads for research to design class experiment. 2 3 Tu Feb 4 What is biological diversity and why should we value it? Last name A-O Chapter 2- What is biodiversity? HW Biodiversity Last name P-Z Chapter 3 Where is the World’s Biodiversity Found Motion camera data collection and data presentation. http://www.iucnredlist.org/ http://www.worldwildlife.org/home-full.html global biodiversity outlook 3:http://www.cbd.int/gbo3/?pub=6667§ion=6729 Visit Conservation Biology journal Chapters 4 and 5 Th Feb 6 Where is biodiversity found? 4 Tu Feb 11 Habitat Destruction Roemer G.W. and R.K. Wayne. 2003. Conservation in conflict: the tale of two endangered species. Conservation Biology. 17(5): 1251-1260. Th Feb 13 Long term data collection 5 Tu Feb 18 Invasive Species Pusey, A. E. et al. 2007. The Contribution of LongTerm Research at Gombe National Park to Chimpanzee Conservation. Conservation Biology. 21: 623-634. Mooney, H.A. and E.E. Cleland. 2001. The HW Invasive evolutionary impact of invasive species. Proceedings Species of the National Academy of Sciences 98:5446-5451. http://www.f su.edu/~imsp /silent_invad ers/new_wee ds/main_htm l/ Mack, N. R. 2000. Assessing the extent, status, and dynamism of plant invasions: Current and emerging approaches. In: Invasive Species in a Changing World, ed. by H. A Mooney, Island Press, Washington, DC. Pp. 141-170. HW Biodiversity continued ICR Conservation in Conflict Park Preserve with Chris Olney – View “Among the wild chimpanzees” and some of Jane’s Journey http://ireport.cnn.com/docs /DOC-849995 http://www.pbs.org/wnet/n ature/episodes/janegoodalls-wildchimpanzees/introduction/ 1908/ Lab report for motion camera lab due today. Reflective essay on trip with Chris Olney and conservation biology 2010 management plan. 3 http://www.wildchimpanze es.org/educators/pdf/field_ sketch.pdf OR Red Flag Monitoring Th Feb 20 6 Tu Feb 25 BiodiversityGoldenWing Warblers Economics and conservation ******* McLeish, T. 2007. “Golden-Winged Warbler.” Golden Wings and Hairy Toes. University Press of New England. Hanover, NH. Confer, J., Barnes, K., & Alvey, E.. (2010). GOLDEN- AND BLUE-WINGED WARBLERS: DISTRIBUTION, NESTING SUCCESS, AND GENETIC DIFFERENCES IN TWO HABITATS. The Wilson Journal of Ornithology, 122(2), 273278. (on Blackboard- Confer golden warblers) Costanza, R. et al. 1997. The value of the world’s ecosystem services and natural capital. Nature 387:253-260. ICR More conflict in conservation biology HW Ecosystem Services Field trip with Chris Olney to newly acquired Newfield protected area Lant, C.L. et al. 2008. The Tragedy of Ecosystem Services. BioScience 58:969-974. Maguire, L. and J. Justis. 2008. Why intrinsic value is a poor basis for conservation decisions. BioScience 58:910-911. Pimm, S. 1991. The value of everything. Nature 387: 231-232. Th Feb 27 ExtinctionHow bad is it? 7 Tu The Odyssey of KP2 Include both ENVS and PSYC Chapter 7 Wagler, R. 2012. The sixth great mass extinction. Science Scope. 35: 48-55. Discussion of The Odyssey of KP2 HW 10 Extinction HW KP2 Assignment Meet with DEC forester John Graham to brainstorm Reflective essay on Jane Goodall and conservation biology. 4 Mar 4 ******** Include both ENVS and PSYC Th Mar 6 Conservation Biology through the eyes of Sandra Steingraber Steingraber, S. (2008). Living downstream from Silent Spring. In Rachel Carson legacy and challenge. Albany: State University Of New York Press. ********* Spring Break Include both ENVS and PSYC 8 on tree plan for Tree Campus USA MID TERM TAKE HOME ESSAY DUE Th Mar 6 AT 11:45 PM! Tu Mar 11 Th Mar 13 Spring Break 9 Tu Mar 18 Extinction Th Mar 20 10 Tu Mar Costello, M.J. 2013. Can we name Earth’s species before they go extinct? Science 339:413-416. HW- Extinction Barnasky, A.D. et al. 2011. Has the Earth’s sixth mass extinction already arrived? Nature 471:51-57. Extinction Start “The Unnatural history of the Kakapo” Finish DVD “The Unnatural history of the Kakapo”DV D 8110 Conservation Genetics Read: HW Conservation http://snrs.unl.edu/powell/teaching/nres862/cases/wo Genetics BMI ID and methods intro- Come to lab with your in lab presentation for your BMI family Drawing lesson with Dara Engler’s art class ICR- Extinction Visit Lab of Ornithology and CSI 5 lves/wolves_genetics.htm The restoration of gray wolves in Yellowstone Park: Conservation Genetics 25 Th Mar 27 11 Tu Apr 1 Th Apr 3 The problems with small populations John Confer guest lecture. Protecting Biodiversity Leann Kandaprotecting amphibian diversity in Tompkins County Multiple threats to biodiversity Find this article through IC’s library website: Forbes, S. H., and D. K. Boyd. 1997. Genetic structure and migration in native and reintroduced Rocky Mountain wolf populations. Conservation Biology 11:1226-1234. Chapter 11 ICR- John’s lecture ICR- Leann’s lecture Pounds, J.A. et al. 2006. Widespread amphibian extinctions from epidemic disease driven by global warming. Nature. 439:161-167. HW Multiple threats to biodiversity Each student presents a paper of their choice on CB and global warming Each student presents a paper 12 Tu Apr 8 Global Climate Change Student choice Th Apr Global Climate Student choice BMI collection field trip BMI ID in lab Reflective essay on trip to Lab of O. 6 10 change II 13 Tu Apr 15 Species approach to conservation Th Apr 17 14 Tu Apr 22 Th Apr 24 Ecosystem approaches to conservation Species and landscape approaches to conservation. Landscape approaches to conservation Bushmeat DVD 7922 Fordham, D.A. et al. 2013. Adapted conservation measures are required to save the Iberian lynx in a changing climate. Nature Climate Change.3”899903. of their choice on CB and global warming HW Species approach to conservation biology Or read online: http://www.nature.com/nclimate/journal/v3/n10/full/ nclimate1954.html Mouillot, D. 2013. Rare species support vulnerable systems in high diversity ecosystems. PLOS Biology.11: 1-11. ICR- Ecosystem approaches to conservation SPECIAL ISSUE featuring an interdisciplinary approach to Koala Conservation. Conservation Biology. June 2000. Volume 14 Issue 3. Use IC’s library website to find the articles in this issue. Whittimeyer, G. Effects of Economic Downturns on Mortality of Wild African Elephants. Conservation Biology. 25:1002-1009. Tree Campus USA Project BMI lab report due HW Tree Campus USA Project Interdisciplinary approach to Koala Conservation ICR- Landscape approaches to conservation. http://smithsonianscience.org/2012/05/poachers-roamfreely-through-thailands-nature-reserves-despiteranger-outposts/ http://www.youtube.com/watch?v=FTkLzRVBUDE http://on.aol.com/video/fighting-the-bush-meatpoachers-in-congo-506874739 15 Tu Apr 29 Ecotourism Stem, C.J. et al. 2003. Community Participation in Ecotourism Benefits: The Link to Conservation Practices and Perspectives. Society and Natural Resources 16: 387–413. HW- Ecotourism and conservation biology Tree Campus USA Project Lab report for Arbor Day project. 7 Case study/role playing Costa Rica Th May 1 Mond ay May 5 Review Tree Campus USA Project Presentations