BIO 530A Spring 2004 Biodiversity and Conservation: Theoretical Issues
Meets Tu 5:45-8:35 , BIO 248B

Instructor:
George Robinson Rm 253B Biology Tel: 2-4302
Office Hours: Wed. 2:30-4:00 or by appointment.

Contributing Instructors: Chris D'Elia, Gary Kleppel

Required text: Meffe G., and R. Carroll. 1997. Principles of Conservation Biology 2nd Edition. Sinauer, Sunderland MA.
Also required: Wilson , E.O. 2002. The Future of Life . Vintage Books, NY.
(Both available in campus Bookstore and Mary Jane Books)

Supplemental readings will accompany most text chapters. Required supplemental readings will be available to read, copy, or download. A fuller bibliography is attached below.

Grading (100 points total):

Three study questions, 10 points each (30 total)
One book review, 10 points
Preparation of discussion of one scientific paper, 10 points
Research group project contribution, 40 points
General participation in class activities, 10 points

Schedule of Topics and readings (Subject to change with notice)
[NOTE: All readings listed in the course schedule are required in advance — they will be discussed on the day announced.]

Course format

1. Lectures and class preparation
Most class periods will begin with a lecture designed to introduce the scheduled topic. Lectures will be presented by course instructors and occasional guest experts from outside our department or university. The order of lecture topics may change, depending on the pace of the course and scheduling of guests. Plan to attend all classes. Skipping one is equivalent to missing a full week of material. COME PREPARED: Read all required materials in advance; bring questions to the table; when you are in charge of choosing and discussing a scientific paper, make it available at least one week in advance; prepare notes and background on your chosen paper; contribute your fair share to your group project in a timely manner.

2. Discussions/labs
During and after lectures we will discuss pending topics, as well as assignments and projects. All students are responsible for every phase of topic discussion. In other words, you may be called on to participate at any time, based on readings and any experience or ideas you wish to introduce. Every student will be also required to lead a discussion of one scientific paper. Several labs/demos will be given on ecological modeling and analytical techniques. These are aimed to give insight into techniques for collecting and analyzing biological data relevant to conservation. Some may form the basis of study questions or provide tools for group projects.

Assignments and Examinations

  1. Study Questions
Three study questions will be assigned. These will be analytical exercises, problem sets, or essay questions, designed to focus on key aspects of relationships between ecological theory and biological conservation.

2. Book Review
After reading and discussing Wilson's, The Future of Life, prepare a journal-style book review, written for an audience of peers (graduate students). General format: 500-1,000 words, double-spaced, professional style (consult Book Review sections in scientific journals for examples). You may consult published reviews of the book, but I have found that it is better to write your main draft before doing so; reading another's review tends to stifle your creative juices.

3. Discussion of one scientific paper
Locate one scientific paper related to biological conservation, make copies available to the class, and lead a discussion of that work. Selections should not be made from already designated course readings. Either choose a paper from the supplemental list, or find an alternative that interests you. As part of this assignment, prepare background notes (on the paper's topic and on its authors) and discussion questions to distribute at the start of discussion.

4. Group Research Project.
We will choose several research questions, based on current problems in conservation of biological diversity. In small groups (3-6 students), we will plan a strategy for refining the question, obtaining pertinent information, and analyzing our findings. Each group member will choose a part of the problem, and carry out necessary research, such as database searches, personal interviews, reviews of case studies, data analysis, and data verification. Groups will report to the class at frequent intervals to check progress and receive advice and assistance. The final reports from each group will be published on a Web site, and we hope than one or more of the projects will lead to external publications and contribute to significant conservation issues. Our goal is to identify and take on real-life, relevant issues that can be reasonably addressed in a few months. The keys to success are (1) choosing a well-focused, accessible topic, (2) active and timely participation by all members, and (3) constant feedback and evaluation of progress. More information and advice on report preparation and format will be provided later in the semester.

FOR ALL ASSIGNMENTS: Number pages; include name(s) and date with title; save paper and forgo separate title pages; use no fancy binders; double-space with 12-point font; graphics and diagrams may be hand- or computer-drawn; use metric system for all units of measure place English units in parentheses if included); check spelling and grammar; re-used printer paper is allowed, except for final group project report; color graphics are fine, but usually not necessary; images downloaded from on-line sources may be used sparingly, when highly pertinent; use a consistent style for references; do not cite your textbook or include it in bibliographies; when referencing on-line literature, include full URL and date downloaded.

Supplemental Readings (download in MS Word format)