Download Course Name: FW 345 Global Change Biology – The interface

Course Name: FW 345 Global Change Biology – The interface between
climate change and biological systems
Course Number: FW 345
T-Th 1600-1720
Nash 204
This course is within the Baccalaureate Core Synthesis category for Contemporary Global
Issues
Course Credits: 3 credits; On campus: 75 minute lectures each week, plus out of class writing
assignments. On-line: This course combines approximately 90 hours of instruction, online
activities, and assignments for 3 credits.
Text: Hannah, Lee. 2015. Global Change Biology. 2nd ed. Academic Press. 455p.
And selected readings that will be posted on Canvas.
Recommended:
Melillo, Jerry M., Terese (T.C.) Richmond, and Gary W. Yohe, Eds., 2014: Climate Change
Impacts in the United States: The Third National Climate Assessment. U.S. Global
Change Research Program, 841 pp. doi:10.7930/J0Z31WJ2
Kolbert, Elizabeth 2014. The Sixth Extinction: An Unnatural History. Holt New York, 319p
Prerequisites, Co-requisites and Enforced Prerequisites: Introductory biology and ecology
courses recommended such as BI 370 Ecology or consent of instructor
Instructor: Dr. J Boone Kauffman, Department of Fisheries and Wildlife, 158 Nash Hall
Contact information: 104 Nash Hall, Department of Fisheries and Wildlife; 541-737- 5509
[email protected]
Office Hours – T-Th 2-3:00 or by appointment.
Course Description: Global Change Biology is the study of the impact of climate change on
natural systems and actions to mitigate (slow) or adapt to climate change. Global climate
change is having dramatic effects on natural resources including fish and wildlife populations
and their habitats. Climate change will be a dominant factor affecting every aspect facing land
and resource managers in the future. Natural resource managers and scientists will have a very
important role in actions to slow climate change (mitigation), as well as in adapting to climate
change. As such, an understanding of the role that natural ecosystems (oceans, forests,
wetlands, grasslands etc.) play in regulating the climate; how land use affects the earth’s
climate; how climate change will affect fish, wildlife and their habitats; and the role that
managers and researchers can play in responding to climate change is critical and will be
covered in this course.
Grading based on a midterm (40%), a final (40%), and a group project (20%) consisting of
preparing and presenting a professional poster relating to global change biology.
General Learning Outcomes
The basic learning outcomes that the course will cover includes:
1. Knowledge of the origins of the climate change biology.
2. A thorough comprehension of the role of natural ecosystems (forests, wetlands, oceans,
grasslands,) in affecting the climate.
3. Knowledge of the contributions (greenhouse gas emissions) of land use and marine-use to
global climate change.
4. Knowledge of how (and will) climate change affect the worlds biodiversity and important
ecosystem processes.
5. Through synthesis of knowledge gained in this course, ability to articulate the multiple roles of
natural resource managers in climate change mitigation actions. An ability to apply knowledge
in real world scenarios.
6. Through synthesis of knowledge gained in this course, ability to articulate the multiple roles of
natural resource managers in climate change adaptation actions. An ability to apply knowledge
in real world scenarios.
(Note see where these learner outcomes are specifically addressed in the syllabus).
The course will have three Sections. The student will learn:
I. The role that natural ecosystems (e.g. tropical forests, temperate forests, wetlands,
oceans, etc.) play in (a) regulating climate; and (b) how land use contributes to climate
change
II. Vulnerability of wildlife, fish and their habitats/ecosystems to climate change – How
climate change will affect habitats and fish and wildlife populations. How to assess
vulnerability.
III. Addressing global climate change – Policies and Actions to slow rates of climate
change and adapt to climate change
I The role that natural ecosystems (e.g. tropical forests, temperate forests, wetlands, oceans,
etc.) play in (a) regulating climate; and (b) how land use contributes to climate change?
 Global change biology – an evolving discipline that is the evolution of resource
management, conservation ecology, and restoration ecology
 Global Environmental change – linkages between deforestation, desertification,
pollution, overpopulation, invasive species, overfishing and climate change
 Roles of ecosystems in regulating the earth’s climate: carbon cycles, stocks, and
sources, and sinks of greenhouse gasses from wildlands.
 Human contributions and causes of climate change – emphasis on land use:
deforestation of tropical and temperate forests, wetlands loss, etc.


The measurement of carbon stocks and emissions from land use land cover change
(LULCC)
Carbon footprints from (LULCC)
II Vulnerability of ecosystems and populations to climate change – How climate change will
affect habitats and fish and wildlife populations. How to assess vulnerability.




Predictions and uncertainties of climate change and habitats and populations of fish and
wildlife
Extinction risk assessment
Assessments of ecosystems/habitats most at risk
Biotic responses to climate changes
o Forests
o Rivers
o Wetlands/coastal ecosystems/Blue Carbon
o Oceans
III Addressing global climate change – Policies and Actions to slow rates of climate change
and adapt to climate change
 Actions: Addressing climate change/Policy options - International Policy efforts – the
UNFCCC/IPCC
 What are the future roles that biologists and natural resource managers will play in a
changing climate
 Mitigation – slowing the rate of climate change
o What are appropriate climate change mitigation actions?
o Forest Carbon markets – regulatory and voluntary
o Values of coastal ecosystems- “Blue Carbon”
o REDD+ – Reduced emissions from deforestation and degradation
o Participating in mitigation projects- what is needed – How do you do it a review of
case studies
o How to establish baselines
o Biodiversity considerations in mitigation – the values of “co-benefits”
o Cap and Trade
o Carbon offsets
 Adaptation to climate change
o Adaptive approaches to climate change
o Restoration and climate change adaptation
o Protected areas management under a changing climate
o Barriers and unforeseen consequences of adaptive approaches
o Assisted migrations - Purposeful introductions: difficulties and dangers
Baccalaureate Core Category Learning Outcomes.
This course fulfills the Baccalaureate Core requirement for the Contemporary Global Issues. It
does this by examining the origins, history and implications of climate change biology. Global
change biology is a complex challenge to society and we explore the necessary multidisciplinary
approaches to understanding and addressing critical biological and resource management
challenges. Finally the students will have opportunities to articulate important perspectives
(including their own) in classroom (and online) discussions, writing assignments as well as in
essay questions in exams.
Students in Contemporary Global Issues courses shall:
1. Analyze the origins, historical contexts, and implications of contemporary global
issues.
2. Explain the complex nature and interdependence of contemporary global issues
using a multi-disciplinary approach.
3. Articulate in writing a critical perspective on contemporary global issues using
evidence as support.
Course Content: (concise outline of topics and/or activities)
Lectures – There will be 2 - 75 minute lectures/week.
Syllabus for FW Global change Biology 2017. Course specific (CS) and Baccalaureate Core
(BC) general learner outcomes follow each lecture.
Week
Tuesday
Thursday
1
Course Introduction/expectationsI Roles of natural ecosystems in
Global change biology – an evolving
climate change
discipline that is the evolution of resource A brief review of climate change: The
management, conservation ecology, and multitude of disciplines contributing to
restoration ecology (Chap 1)
climate change science (Chap 2)
2
CS: 1 BC:1, 2
Global carbon cycles - Importance of
forests, oceans, wetlands and grassland
in regulating and affecting the global
climates (Chap 19)
CS: 1 BC:1, 2
Who are the players in addressing
climate change – International,
national and state agencies (Chap 17)
CS: 1,5,6 BC:1, 2
3
4
CS: 2,3 BC:1, 2
Land use land cover change as a source of
greenhouse gasses (GHGs) – what GHGs
come from wildlands;
CS: 2,3 BC:1, 2
II Vulnerability- How climate change is
expected to affect ecosystems and
biological diversity – what is happening
Life cycle assessments (LCAs) and
Carbon Footprints – from land use –
why it matters
CS: 2,3 BC:1, 2
Habitat changes associated with
climate change (Chap 5)
5
6
and what is predicted to happen – how
will the biota respond? – range shifts,
phenology (Chaps 3,4)
CS: 4 BC:1, 2
Extinction risks associated with climate
change (Chaps 9, 12)
CS: 4 BC:1, 2
CS: 4 BC:1, 2
Forests – focus on insects, fires, water
yields, climate feedbacks (Chaps 3-5)
Rivers – focus on salmon PNW rivers
(Chaps 3-5)
CS: 4 BC:1, 2
Midterm exam I April
CS: 1,2,3,4, 5,6 BC:1, 2, 3
CS: 4 BC:1, 2
7
8
Wetlands/coastal ecosystems/Blue
Carbon – focus on Sea level rise, storm
surges, mangroves/salt marshes unique
GHGs (Chaps 5,8)
CS: 4 BC:1, 2
III Addressing global climate change –
Actions Mitigation – role of natural
resource managers in climate change
mitigation strategies (Chap 18)
Oceans – acidification, sea level rise,
pH (Chaps 5,7)
CS: 4 BC:1, 2
Climate change mitigation – regulatory
and voluntary carbon markets (Chaps
17,18
CS: 5 BC:1, 2
9
CS: 5 BC:1, 2
Adaptation to climate change (Chaps
14,20)
Connectivity and landscape
management/species management
(Chaps 15, 16)
CS: 6 BC:1, 2
10
Finals
week
Student led presentations Symposium on
climate change biology
CS: 1,2,3,4, 5,6 BC:1, 2, 3
Final exam: CS: 1,2,3,4, 5,6 BC:1, 2, 3
CS: 5 BC:1, 2
Student presentations - continued
CS: 1,2,3,4, 5,6 BC:1, 2, 3
GRADING
The grading scale is as follows:
93% and up
90%-92%
87%-89%
83% -86%
A
AB+
B
80%-82%
77%-79%
73%-76%
70%-72%
BC+
C
C-
67%-69%
63%-66%
60%-62%
59% & below
D+
D
DF
Link to Statement of Expectations for Student Conduct:
http://studentlife.oregonstate.edu/studentconduct/offenses-0
University and Departmental Policies:
Technical Assistance:
If you experience computer difficulties, need help downloading a browser or plug-in, assistance
logging into the course’s Canvas site, or if you experience any errors or problems in Canvas,
contact the OSU Help Desk for assistance. You can call (541) 737-3474, email
[email protected] or visit the OSU Computer Helpdesk online. It is not the course
instructor’s responsibility to handle technical difficulties.
Statement Regarding Students with Disabilities: Accommodations for students with disabilities
are determined and approved by Disability Access Services (DAS). If you, as a student, believe
you are eligible for accommodations but have not obtained approval please contact DAS
immediately at 541-737-4098 or at http://ds.oregonstate.edu. DAS notifies students and faculty
members of approved academic accommodations and coordinates implementation of those
accommodations. While not required, students and faculty members are encouraged to discuss
details of the implementation of individual accommodations.
Expectations for Student Conduct:
In an academic community, students and faculty, and staff each have responsibility for
maintaining an appropriate learning environment, whether online or in the classroom.
Students, faculty, and staff have the responsibility to treat each other with understanding,
dignity and respect. Disruption of teaching, administration, research, and other institutional
activities is prohibited by Oregon Administrative Rule 576-015-0015 (1) and (2) and is subject to
sanctions under university policies, OSU Office of Student Conduct.
Therefore, we expect you to conduct yourself in the course (e.g., on discussion boards, email
postings) in compliance with the university's regulations regarding civility. Treat all others with
the same respect that you would want to be afforded yourself. Disrespectful behavior to others
(such as harassing behavior, personal insults, inappropriate language) or disruptive behaviors in
the course (such as persistent and unreasonable demands for time and attention both in and
out of the classroom) is unacceptable and can result in sanctions as defined by Oregon
Administrative Rules Division 015 Student Conduct Regulations.
Naturally, you have a right to expect the same civility and respect of us, your instructors that
we expect of you, our students!
Academic Dishonesty:
(i) CHEATING - use or attempted use of unauthorized materials, information or study aids, or an
act of deceit by which a Student attempts to misrepresent mastery of academic effort or
information. This includes but is not limited to unauthorized copying or collaboration on a test
or assignment, using prohibited materials and texts, any misuse of an electronic device, or using
any deceptive means to gain academic credit. (ii) FABRICATION - falsification or invention of any
information including but not limited to falsifying research, inventing or exaggerating data, or
listing incorrect or fictitious references. (iii) ASSISTING - helping another commit an act of
academic dishonesty. This includes but is not limited to paying or bribing someone to acquire a
test or assignment, changing someone's grades or academic records, taking a test/doing an
assignment for someone else by any means, including misuse of an electronic device. It is a
violation of Oregon state law to create and offer to sell part or all of an educational assignment
to another person (ORS 165.114). (iv) TAMPERING - altering or interfering with evaluation
instruments or documents. (v) PLAGIARISM - representing the words or ideas of another person
or presenting someone else's words, ideas, artistry or data as one's own, or using one's own
previously submitted work. Plagiarism includes but is not limited to copying another person's
work (including unpublished material) without appropriate referencing, presenting someone
else's opinions and theories as one's own, or working jointly on a project and then submitting it
as one's own.
Cheating or plagiarism by student is subject to the disciplinary process found at the Student
Conduct Regulations website: http://studentlife.oregonstate.edu/studentconduct/offenses-0
At a minimum, Academic Dishonesty will result in a grade of zero for the assignment or exam,
and may result in failure of the course.
OSU Student Evaluation of Teaching:
Course evaluation results are extremely important and are used to improve the course and the
learning experience of future students. Results from the multiple choice questions are
tabulated anonymously and go directly to instructors and department heads. Student
comments on the open-ended questions are compiled and forwarded confidentially to each
instructor, per OSU procedures. The online Student Evaluation of Teaching form will be
available toward the end of each term. You will login to Student Online Services to respond to
the online questionnaire. The results on the form are anonymous and are not tabulated until
after grades are posted.
Global Change Biology, Spring 2017, Grades and Assessment
Examinations: Two mid-term examinations and a group poster project will be used to assign grades.
Each examination will account for 40% of the final grade. Exams will cover lecture materials, our in-class
discussions, and readings. All examinations will be comprehensive and will use short answer essay
questions to emphasize integration of course material.
I plan to post the lectures as long as there is adequate student attendance and discussion in class.
Failure to come to class will jeopardize the posting of lectures on line for all students. If you miss class
please let me know.
A poster project will cumulatively account for 20% of the total grade in this class. Posters will be
presented the last week of class.
Dates of examinations and final project:
Examination 1: April XX, 2017
Examination 2: Finals Week – June XX
Poster Presentations of projects: Poster sessions Tuesday and Thur of week 10.
Examinations address all course-specific and Bacc core the learner outcomes. The poster
presentation is targeted for all of the course specific learner outcomes and especially the Bacc Core
learner outcome 3.
Writing / Poster Assignment
As a scientist, you have been invited to participate in a symposium entitled: “Global Change Biology:
Local to Global Perspectives”. This is symposium to be held the last week of the term. You are very
excited about this prospect and say yes without even considering all of the other responsibilities that
you are already committed to. This is a very realistic lesson for life because scientists and resource
managers are always over committed.
Global Change Biology is a very broad field. You and your colleagues may choose any topic that you are
most interested in for your subject. – Changes in habitats, vulnerability, effects, mitigation, and
adaptation, etc. The poster can be science, management or policy based.
Here are your instructions:
1. Poster subject must be in the realm of Global Change Biology and must receive approval from
the instructor. The total assignment will entail >1250 words plus references
2. Students should tailor their poster to their own interests, ongoing research, or potential fields of
participation.
3. There must be minimal overlap between students’ posters.
4. Poster titles and authors are due: April XX, 2017 (first class period of week 5) in class; (Titles
must be approved by the instructor (100 words).
5. A one page Abstract is due May XX, 2017 (first class period of week 8) – 1 page maximum must
contain title, authors, affiliation and a brief project summary or description (350-500 words)
6. Students will present the poster in class the last week of the term. Presentations will follow
what occurs in professional meetings where all participants will stand by and explain their work
to interested visitors.
7. Project poster session poster is limited to 3 × 3 ft in size. (approximate length should total about
1250 words.
8. The poster session in which you will present your poster is May XX and June XX, 2017. Your
date will be randomly chosen or you may request a date. Half of the posters will be presented
on Tuesday and half will be presented on Thursday. The day you are not presenting is the day
that you will evaluate the other posters presented in class. Attendance is mandatory this week
as it would be for an exam.
9. Best poster(s) wins a prize.
10. THESE CLASS DEADLINES MUST BE MET IN ORDER TO RECEIVE FULL CREDIT- NO EXCEPTIONS. .
11. Make sure that you have the library access for printing your poster. Get in touch to be sure you
have an adequate amount of time.
Grading:
Your poster is worth 20% of your grade. To receive an “A” on the poster it must be:
a. professional in content and presentation
b. contain references from a refereed scientific sources
c. contain:
i. A title
ii. Abstract
iii. Introduction
iv. Results and Discussion
v. Methods (if applicable)
vi. Literature cited – you must include at least 5 outside sources from the primary
scientific literature.
d. Well-written – both grammatically and scientifically
e. have an abstract to pass out to all students attending the special session
ROLE OF THE REVIEWERS
1. Each student will provide a brief editorial review of each poster. This will influence the grade we
assign each poster. All students will provide reviews using the checklist that we will provide
2. Reviewers must evaluate the poster on the basis of scientific merit, grammar, appropriate use of the
literature, and overall technical quality.