Welcome to Conservation Biology!

This course is one of the most deliberately synthetic classes offered at Gustavus. You will learn to synthesize seemingly separate facts about DNA, the U.S. Department of Interior, metapopulation theory, linear regression, nature writing and more into a cohesive whole. Integrating concepts from different classes is one of the toughest intellectual hurdles you face for success in college, and it is not going to be easy (although I hope it will be fun!). One of the best means of combining disparate disciplines is through writing, and so the course will involve a good deal of instruction and practice with argumentation and writing.

Bio 245 should serve both biology majors and non-majors within the environmental studies program. As this course is offered by the Biology department, the material will focus primarily on fundamental concepts in ecology, genetics, and evolution that underlie efforts to understand the world’s biological diversity. Non-science majors are encouraged to review these basic concepts often and, if necessary, seek background instruction from books on reserve, Dr. Carlin or tutors. In addition to biology, students will gain exposure to the various political, economic, sociological perspectives on the environment.

Course Goals: Upon completion of the course, students are expected to:
  • Understand where biodiversity occurs (ecosystem ecology)
  • Understand how biodiversity is interrelated (community ecology)
  • Understand how species are maintained (population biology)
  • Understand how biodiversity originates (evolutionary biology)
  • Demonstrate improvement in writing and numeracy regarding biological concepts
  • Actively apply critical thinking to oral discussions and in writing
  • Appreciate the legal, philosophical and sociological problems with (and opportunities for) effective biological conservation
  • Appreciate the difficulty of species and ecosystem management
  • Learn about habitats & organisms that you may have never heard of
  • Actively participate in discussions and help mould the course structure when necessary


What is expected during this course?

  • I expect you to be professional: if you attend lecture, be on time. No cell phones, no disrespectful language, no studying for other classes during lecture, etc.
  • Attendance is not taken for lecture sessions, but is mandatory for labs. Read the policies below on makeups.
  • It is important that you read the suggested text pages before class!
  • If you are having trouble keeping up or synthesizing the material, come see me – I want to help!!!
  • Biology affects you every day, whether or not you are aware of it. Keep an eye out for any news story that you find relevant to our material & let me know! I have no problem leaving the syllabus for in-depth discussion of biological issues.

Instructor Expectations of Dr. Carlin: I promise to provide as current and relevant information as possible and deliver it in a timely and (hopefully) interesting fashion. I promise to try and make all appointments on time (my employers may sometimes hamper this). I promise to listen carefully to questions and be otherwise courteous. I promise to admit when I don’t know something (this will probably happen often) and try to find out the answer for you (if said answer actually exists). I promise that I am going to have fun, despite the horrible creeping brainstrain that I might cause you.


Grades:

Assignments

  • Weekly quizzes worth 8 points each (lowest score dropped): 8 x 11(-1) = 80 pts.
  • Observation writing: field notebook: 10 pts.
  • Information literacy: point-of-view in three stories: 10 pts.
  • Education writing: environmental issues of China: 5 pts.
  • Scientific proposal / report writing: habitat management plan: 70 pts.
  • Oral communication: discussion participation: 10 pts.
  • Oral communication: habitat presentation: 15 pts.
  • Total = 200 pts

Quizzes: You will be given eleven fill-in-the-blank and multiple choice quizzes (usually on Wednesdays) that cover the previous week’s material. However a quiz may also include a frequently missed question from the previous quiz. Make-up quizzes are only offered after the first excused absence (i.e., no make-up when you miss a quiz due to sports or performances the first time). At semester’s end the lowest score of the eleven quizzes is dropped from consideration in calculating your grade.

Assignments: There are a variety of these. Some of the major tasks include:

Field notebooks: Students are required to maintain a small portable notebook where they will collect quantitative and descriptive data on the ecological quality and integrity of several natural areas in the St. Peter area. Notebooks will be collected twice at random.

Report writing: Students are asked to summarize known scientific data, rank biological conservation priorities, evaluate socioeconomic context and suggest a plan of action for a single imperiled habitat. The report is to demonstrate critical thinking, mastery of skills taught in lab and concepts taught in lecture, a synthesis of ideas and information literacy. Sections of this paper (outlines, references and drafts) are submitted for review before the final report is due.

Habitat presentation: Students demonstrate mastery of audience, context and logical argumentation by explaining their habitat in the form of a 12 minute speech.



Class Resources:

Instructor: Dr. Joel L. Carlin (address as "Joel" or "Dr. Carlin," whatever you prefer)

Office: Nobel Hall of Science 336; Phone: 933-6305; E-mail: jcarlin@gustavus.edu

Office hours: Mon, Fri 12.30-1.20, Tue 9-9:50, Wed 11.30-12.20

Accessibility: I prefer to consult with you during posted office hours. Outside of these posted hours, an open office door means that you are welcome to ask questions, otherwise please e-mail me for an appointment. I am very willing to make appointments for odd hours, although this is not in effect after 5pm the night before an exam!








We will learn about harvest effects on long-lived species.










Population ecology and genetics are important components of the class.










Case studies include the Umpqua Mariposa lily, the island of Guam, and the timber wolf.