1. Course Objectives

1.1. Introduction: Conservation Biology is the scientific study of biodiversity and its management for sustainable human welfare.  We understand as biodiversity the whole array of species, population, genetic, and ecosystem variability among living organisms.

This is a non-majors course designed for the liberal arts student.  The course explores the nature, causes, and implications of the current high rate loss of biodiversity occurring throughout the world.  It will cover also some of the major efforts underway to reduce that rate of loss.  Students will be introduced to different types of biodiversity and to the concepts of genetic, species, and ecosystem diversity.  Extinctions will be analyzed from an ecological, economic, ethic, and esthetic perspective.  All these concepts will be illustrated through case studies of both extinctions and recovery efforts in different parts of the world.  This course cannot be counted towards a major core in biology.  The course does satisfy international diversity requirements and the biology requirement for environmental studies major.

1.2. Methodology:  You will be trained in how to further develop the knowledge and skills in the environmental arena, skills which are also required in many other professions.  Whether you enter graduate school, pursue a teaching career, or follow some other career path, you will be compelled to understand and integrate a large body of knowledge, to think analytically, identify and critically evaluate pertinent literature, to produce results, to communicate effectively, and to work with others.

This is how this course aims to develop those abilities.

A. Solid foundation in the principles and techniques of conservation biology.  You will be introduced to the content of the course in the classroom and through course assignments.

B. Application of scientific methods of inquiry, search, and critically read the scientific literature.  We will examine the diverse approaches used by researchers to uncover the basic concepts of the study of biodiversity and its management.

C. Development of analytical thinking skills.  Conservation Biology is a science that is under constant pressure from government, industry, and non-governmental groups of many different ideologies to generate specific results.  To make your approach as scientific as possible you will need to rely heavily on critical thinking.  Exam questions will be designed to assess how well these skills have been mastered.

D. Development of practical skills. Knowledge is important, but so is to develop abilities to apply that knowledge. That helps to increase not only your confidence on what you learned but also your marketability as a professional.  The special assignments are designed for you to develop practical skills in the environmental arena.

1.3. Expected Outcome:  By the end of the semester, you should have a general view of the diversity of life on earth as well as the major theories and practices currently in use for the conservation of that biodiversity.  Additionally, you should have further developed your skills in planning an environmental research program,  conducting field studies, develop practical skills, analyzing information, and critically reviewing the scientific efforts of others.

 

2. Instructor

Dr. Aldemaro Romero, (B.S.- Master: University of Barcelona, Spain, 1977; Ph.D.: University of Miami, 1984).  Director of the Environmental Studies Program at Macalester College.  I have published numerous papers and books related to conservation biology. Here are some of them:

1983. Scientific collecting in caves. Natl. Speleol. Soc. News 41:132‑134.

1985. Status of Venezuela's Biological Diversity: an overview. A report presented to The Nature Conservancy International Program, Washington, D.C. 42 pp., mimeograph.

1986 A tour of country programs.  Nature  Conservancy  News  36(1):12‑19 (with R. Nigh, L. Madrigal, J. C. Navarro, E. Barriga, M. T. Ortiz, C. Ponce & J. E. Earhart).

1988. Thirteen Fatal Errors. Foundation News 29(4):58‑60.

1988. New national park for Venezuela. Biol. Conserv. Newsl. (61):1.

1990. Notes on Venezuelan Conservation. Biol. Conserv. Newsl. (81):1‑2.

1991. Iniciativas  de  manejo  costero  en  Venezuela.  In: Organización de los Estados Americanos (ed.) El Manejo de los Ambientes y Recursos Costeros en América Latina y el Caribe. Buenos Aires, Argentina: Senado de la Nación Argentina, Vol 1, pp. 203‑224.

1992. Economic Contributions of Venezuelan Protected Areas: The Tragedy of the Commons and Perspectives. Síntesis de Talleres, IV Congr. Mund. Parq. Nac. Areas Proteg. Caracas, pp.: 242‑243 (abstract).

1992. International Conservation Leadership and the Challanges of the Nineties. In: D. Snow (ed.). Voices from the  Environmental Movement. Perspectives for a New Era, pp. 137‑  150. Washington, D.C.: Island Press, 237 pp.

1992. Manual de Ciencias Ambientales. Caracas: Bioma, x + 212 pp. (with A. Mayayo).

1992. Canaima. Caracas: Palmaven, S.A., 208 pp.

1993. Conservación  de Cetáceos en Venezuela. Informe 1993. Caracas: Bioma. 50 pp.

1993. Venezuela:  Mágico país de la biodiversidad. Caracas: Colegial Bolivariana, 55 pp.

1994. Vida Verde. Barcelona, Spain: Apóstrofe, 199 pp.

1996. Lead Pollution in Venezuela. J. Environ. Develop. 5(4):434-438.

1997. Cetacean Exploitation in Venezuela.  Rep. Int. Whal. Commn. 47:735-746. (with A.I. Agudo and S.M. Green).

1998. Threatened Fish Species of the World: Amblyopsis spelaea De Kay, 1842 (Amblyopsidae). Environ. Biol. Fishes 51:420. (With L. Benis).

1998. Threatened Fish Species of the World: Amblyopsis rosae (Eigenmann, 1898) (Amblyopsidae). Environ. Biol. Fishes 52(4):434.

3. Textbook and Supplies

3.1. The Textbook(s)

Cox, G. W. 1997.  Conservation Biology. Concepts and Applications. Dubuque, IA: Wm. C. Brown Publishers, 362 pp.

This book is the most updated and easy reading on the subject.  Still, new contributions are being made on a regular basis, reason by which I will provide you with additional material in order to keep you up to date.  Topic areas to be covered in this course closely parallel the content and chapter organization of the required textbook.  Thus, students will need to have a copy of it in order to ensure success in my class.  Please bring your text to class as I refer to the text frequently, especially for figures.  Other books and articles will be mentioned in class for those who would like to expand their knowledge on different areas.

Although I have assigned most of the text as reading, you are responsible chiefly for the lecture material. Information presented in class will have more meaning if you have read the appropriate text sections before class.  Remember also that an hour or two spent each day after class can be very helpful in spotting missing information, concepts that are not clear and need supplementing from a classmate or the text, or to frame a question for the next class period.

Pechenik, J. A. 1996. A Short Guide to Writing About Biology. N.Y.: Longman, 284 pp. This book provides you with the basics of writing on biological subjects.  It contains all the rules that must be followed by those of you that choose to write a paper on conservation biology related issues.

Other useful textbooks that can help you to amplify and/or strengthen your knowledge are:

Caughley, G. & A. Gunn. 1995. Conservation Biology in Theory and Practice. Malden, MA: Blackwell Science, Inc., 459 pp.

Ehrenfeld, D. (Ed.). 1995. Readings from Conservation Biology. Malden, MA: Blackwell Science, Inc., 249 pp.

Gibbs, J.P.; M. L. Hunter & E. J. Sterling. 1998. Problem-Solving in Conservation Biology and Wildlife Management.  Exercises for Class, Field, and Laboratory. Malden, MA: Blackwell Science, Inc., 215 pp.

Hunter M. L. 1995. Fundamentals of Conservation Biology.  Malden, MA: Blackwell Science, Inc., 482 pp.

Meffe, G. K. & C. Ronald Carroll. 1997. Principles of Conservation Biology. 2^nd. Ed. Sunderland, MA: Sinauer Associates, 729 pp.

Perlman, D. L. & G. Adelson.1997. Biodiversity. Exploring Values and Priorities in Conservation. Malden, MA: Blackwell Science, Inc., 182 pp.

Primack, R. B. 1998. Essentials of Conservation Biology. 2^nd. Ed. Sunderland, MA: Sinauer Associates, 660 pp.

Primack, R. B. 1995. A Primer of Conservation Biology. Sunderland, MA: Sinauer Associates, 277 pp.

Spellerberg, I. F. 1996. Conservation Biology. Harlow, England: Longman.  242 pp.

3.2. Other Supplies

I recommend that you obtain a three‑ring binder to accommodate  handouts as well as a computer diskette where to store electronic information.

4. Other Resources

4.1. Library Resources: Macalester=s Library has a variety of books and journals dealing with the topics discussed in this course.  They include Conservation Biology, Biological Conservation, Environmental Conservation, Biodiversity and Conservation, and Environment.  Other journals that regularly publish articles on conservation biology include, but are not limited to, Ecology, Journal of Ecology, BioScience, Ambio, Journal of Biogeography, Science, Nature, Wildlife Management, Restoration Ecology, Ecological Applications, Biotropica, Ecological Monographs, Journal of Soil and Water Conservation, Wildlife Society Bulletin, Journal of Applied Ecology, Bulletin of Environmental Contamination and Toxicology, Oryx, The IUCN Bulletin,  The Endangered Species Technical Bulletin,  Parks.  Most of them can be found at Macalester=s library.  If not, specific articles can be obtained through Inter Library Loan.  The Environmental Studies Program is committed to enhance the library resources.  You will find in the Environmental Studies Students Resource Room (249 at Olin-Rice) additional books.  Other books can be also obtained through Interlibrary Loan.

4.2. Computer Resources:  All officially enrolled students have access to Macalester=s E‑mail system.  You can send me email to ask me questions or to engage in discussions with your colleagues.  Please avail yourself of this opportunity. 

5. Academic Approach

I give the best of myself in each one of my classes in order to offer you the opportunity to maximize your chances of learning lasting lessons in science.  I consider myself motivational, challenging, and enthusiastic.  I encourage questions during lectures and will stop lecturing until you are satisfied that your question has been answered.  I greatly appreciate students who come to me for further discussion and inquiring.  Please do not hesitate to see me.  At the same time, I have high expectations for your personal growth as a professional and your success as a student in this semester.  If you cannot figure something out by reading the text or by seeking help from a classmate, I expect you to see me so we can seek a solution to the problem.  I will do my best to ensure that you learn the maximum and that your effort is rewarded with good grades.  I take a great deal of pride on how much my students learn and on the well-earned grades they receive.

Based on the Course Outline (see below) you will be expected to have done the reading before coming to class.  Material will be presented primarily in the form of lectures and reading assignments.  Lectures will cover the points to be learned and will direct your study from the text.  This will be followed by the discussion of some of the major points in dispute on the specific topic by using assigned reading material and/or videos.

Note that this is a four-credit course.  Your total effort per week should average 12 hours.  This will include approximately 3 hours of lecture and at least 9 hours of outside work.

Recording and Duplication of Course Materials

Lecture presentations, lecturer's notes and outlines, handouts, and exam materials are the property of the instructor and may not be recorded or duplicated for commercial use or sale without the permission of the instructor.  Students are permitted to record lectures for individual use only.  Commercial note‑taking services are expressly prohibited.

6. Office Hours

I will be available to you right after class or by appointment. You can also discuss problems with me via e‑mail.  Please do not save questions until just before the exam.  Room Number: Olin-Rice 249. Phone Number: (651) 696-8157.  Email address:  romero@macalester.edu

7. Evaluation Criteria

The total number of points you can receive for this course is 500.  They are distributed as follows:

a) Three 100-point exams.  They will contain 5 essay-type questions of which you will choose 4 to answer.  The exams will not be comprehensive.  Exams will be given during regular class time.  You will have 60 minutes to complete the exam.  Make sure that your answers do no take more than one page.  You should be very direct and avoid unnecessary discussion.  Quality, not quantity, is what counts for me while evaluating your answers.  Make sure that your writing is appropriate in both style and penmanship.

b) Daily Summary. 100 points based on the daily task of summarizing in about two paragraphs the essence of that day=s class. That will take place either at the end of that very class or at the beginning of the next one.  You will have 5 minutes to do so.  You will do it on your own paper.  There will be between 33 and 35 of those assignments.  Each will be worth 3 points.  If you miss the class there will be no opportunity for make ups for this particular assignment

c) Special Assignments. All students must complete a special assignment worth 100.  Those special assignments will vary in nature and it is up to the student to choose which one he/she wants to make.  They range in nature from a research paper to special projects.  I will discuss the first day of class the assignments available to you.  Some can be done individually, others require group effort.  Assignments must be chosen by September 14, 1998 after discussing it with me.

You will report to me the progress of your assignment on a weekly basis, either in writing (including email) and/or personally.  I will keep track of the progress on individual basis.  Do not hesitate to contact me at my office or by email about any problem as soon as it arises.  The two basic guidelines I follow in grading these assignments is by the quality of the results and diligence.

Projects: For those of you that want to make a project as a special assignment, here is the list of projects.

1. Newspaper Clippings and Biodiversity/Conservation Issues

Objective: Analyze the treatment by the newspaper media of biodiversity/conservation issues.

Methods: Collect clip items from newspapers on biodiversity/conservation issues to which you may have access. Ask others you call your attention from other sources, including out-of-state papers.  Record the name and date of the newspaper.  Calculate the square inches (or number of columns) per news items. Classify news (editorials, agency-distributed, local reporter-generated, etc.) and follow-up on them.  Analyze the treatment given to different news, including accuracy, sources, balance, and fairness. 

Expected Outcome: To produce a report in which you try to assess why that particular item did (or did not) became 'news.'

2. Television, Videos, and Films on the Environment

Objective: To produce a comprehensive list of environmental videos available in the market.

Methods: To contact major retailers, distributors, and producers of videos on environmental issues and obtain their catalogs and/or other sources of videos that deal with environmental issues that are 'in print.'  Classify those videos by subjects and include relevant information about them such as contents, duration, year in which they were produce, availability, and price.

Expected Outcome: To develop a database list for public use through a web site on the Internet and that can also be used by Macalester=s Environmental Studies Program to enhance the college=s video library on environmental issues.

3. Radio Public Announcements

Objective: To produce and distribute among radio stations radio messages (usually 60 seconds in length).

Methods: To brainstorm a new concept for radio messages that are attractive particularly to the audience that corresponds to the same demographics than that of the class.

Expected Outcome: To have a number of environmental messages 'on air' in different radio stations.

4. Survey on Environmental Studies Programs in U.S. Colleges and Universities

Objective: To produce a comprehensive and detailed list of Environmental Studies Programs in higher education institutions throughout the U.S.

Methods: To search in college guidebooks and through the Internet all existing Environmental Studies programs.  Generate a database on them that includes information such as nature of the institution (Liberal Arts College, Community College, Research University), subjects offered, years in place, entrance and graduation requirements, etc.

Expected Outcome: A database for public access through a we page in the Internet

5. Threatened Cave Fish Species of the World

Objective: To contribute to an ongoing project of producing material on threatened cave fish species.

Methods: To search through library material information about certain fish species and gather that information in an orderly manner.

Expected Outcome: Scientific papers in a peer-review journal

6. Minorities and Environmental Careers

Objective: To analyze why there are so few minority professionals in the environmental arena and propose some solutions to overcome that under representation.

Methods: Contact major groups that try to advance minorities in environmental and scientific issues and gather information from them. Also collect and analyzed published information on the issue.

Expected Outcome: To produce a report/article that achieves the propose objective.

7. Pearls and the First Mass Extinction caused by Europeans in the American Continent

Objective: To study the first known case of species extinction in the American continent caused by Europeans and analyze it from the economic, political, and historic perspectives.

Methods: To gather all available information and analyze it.

Expected Outcome: An article publishable in a technical/scientific journal where this incident is fully documented.

8. Role of International Environmental Organizations in the Conservation of Natural Resources in Developing Countries

Objective: To assess the real impact of international environmental organizations in the conservation of nature in developing countries.

Methods: To contact those organizations, ask for facts, statistics and survey the pertinent literature.

Expected Outcome: An publishable article on that explains the real impact of those organizations.

9. Macalester's Environmental Studies Bulletin Board

Objective: To produce and maintain a bulletin board (located next to the door of the of the Environmental Studies Program Students Resource Room) that is changed on a weekly bases.

Methods: To plan and execute that plan aimed to maintain Environmental Students majors and the general Macalester's audience about things going on in the environmental arena.

Expected Outcome: An attractive and sought-after bulletin board that is both informative and entertaining.

10. Macalester's Environmental Web Page

Objective: To produce and maintain an environmental web page that serves as a reference to both, the Macalester community and the rest of the world..

Methods: To plan and execute that plan aimed to create and maintain that web page aimed to the Macalester's community and the general public as well.

Expected Outcome: An attractive and sought-after web page that is both informative and entertaining.

11.  Survey on Marine Mammal Courses

Objective: To have a precise idea of the Marine Mammal Science and Conservation courses being taught around the world.

Methods: To broadcast on the Internet a questionnaire on this topic; to gather and analyze the information.

Expected Outcome: To produce a paper on the subject.

12. Local Issue Project

Objective: To analyze a current and local environmental issue such as an area of conservation importance threatened by development, a pattern of pollution or other activity harmful to wildlife, a species or an ecosystem.

Methods: First hand examination of the ecological situation and interviews with responsible officials, representatives of environmental groups, and qualified scientific experts from both academia and government regulatory agencies.

Expected Outcome: An in-depth analysis of an environmental issue in the form of a publishable article.

13. Ordway Biological Preserve

Objective: To study and publicize the activities of the Macalester College-owned Ordway Biological Preserve in the St. Paul=s suburbs.

Methods: To visit the place, gather information, and put it in an easy-access format.

Expected Outcome: The production of material that informs and publicizes the existence and work being done at the Ordway preserve.

14. Public Attitudes toward the Environment

Objective: To learn about various public opinions concerning a biodiversity-related issue.

Methods: To practice opinion-polling techniques.

Expected Outcome: Know about local public opinions on biodiversity issues and to better assess the reliability of results reported from other surveys.

15. Local Biodiversity Project

Objective: To become familiar with the elements of ecosystem and species diversity in your local area and the threats they face.

Methods: To select a very specific area (a county, park, biological preserve), assess it biodiversity, and propose conservation initiatives.

Expected Outcome: A publishable report.

16. The Virtual Zoo Hypothesis

Objective: To assess the feasibility of constructing a 'virtual zoo' or zoological park without captive animals.

Methods: Explore the literature on this issue and analyze the pro and cons of this idea.  Interview qualified individuals on both sides of the issue.

Expected Outcome: To produce a publishable report.

17. The Exotic Species Controversy

Objective: To analyze the controversy behind the elimination of exotic species. Most ecologists are for it but many animal-rights groups are against it.

Methods: Explore the literature on this issue and analyze the pro and cons of this idea.  Interview qualified individuals on both sides of the issue.

Expected Outcome: To produce a publishable report.

Research Paper: For those of you who prefer to write a research paper, here are the rules. After discussing the topic with me, you may have the opportunity to write an original research paper on a particular topic.  Grading will be based on originality, clarity of ideas, and quality of the substance and presentation.  The paper must be type-written and double-spaced.

The paper must be a review article about a topic in biodiversity and conservation biology, that is an in‑depth summary and discussion about your topic.  This assignment is in two parts.

First, a literature search plus a 2‑page summary of two of the articles from the primary literature is due at the beginning of class on September 21, 1998.  You must include the print‑out from the online computer search, your summary of the two articles, plus a copy of the two articles.  This summary must be at least 2 full pages, but not more than 3.  The summary must be typed exactly in the style of a term paper, i.e., the statements that you make in the summary must be supported with appropriate citations that are then listed in the "literature cited" section at the end of the paper.  The two articles must address the same topic and your summary must indicate the relationships between the two papers.  For example, one paper builds on the work of a previous paper, or the two papers present opposite views of the same topic, or the two papers reach the same conclusions but use different methods.  The summary should include why the authors performed the research, how they did the research, what they found, and a discussion of the results.  Also include a paragraph discussing why you chose your particular topic.  This summary is worth 25% of the total paper value for the class (20%).  The summary will be graded upon your ability to summarize the findings and its  grammatical correctness.

The second part is the paper itself, which is worth 75%.  There is no upper limit to the number of citations that would be appropriate.  You should use as many as is possible concerning your  topic, however, minimally the literature cited section must contain at least 10 citations, with at least 7 of these from the primary scientific literature.  Primary scientific literature are articles published in scientific journals that have been peer-reviewed.  Encyclopedias, general books, newspaper articles, items from the Internet, and articles from popular magazines such as the National Geographic, Time magazine or similar are not primary literature.  If you have any questions on what is considered primary literature, please see me.

Your paper should be typed and double‑spaced and at least six pages of text, exclusive of the literature cited and cover page.  PAPERS THAT DO NOT MEET THESE VERY MINIMUM REQUIREMENTS CAN EXPECT NO MORE THAN 70%.  Your paper will be graded on its scientific content and the coverage of the topic, in addition, the paper will be graded on grammar, clarity, and freedom from typographical and spelling errors.  Papers are due at the beginning of class on December 7, 1998.  Plagiarizing your paper from some other source or unauthorized collaborative efforts with other students will be considered cheating and will result in a grade of zero for your efforts.  In addition, if you turn‑in essentially this same paper for a different class, I will consider it cheating and give you a zero on the paper.  I will always be available to discuss with you the progress of your research paper at any stage prior being handled to me.  However, you must know that I will measure it to the highest scientific standards.  Any work submitted by an individual student is expected to represent his/her individual, personal work.  Passages of text, images, diagrams, pictures, or original ideas drawn from other sources must be clearly identified, both by separating the passage from the neighboring student‑written narrative (using quotation marks or block indents) and with citations and reference to the original work or individual.  Any student submitting in their name the work of another student, individual, or author is committing plagiarism and will be referred for disciplinary action.  Read the academic integrity section of the Student Handbook. Details of all suspected violations of academic integrity will be reported in a memorandum to the College's Academic Dean (see the Academic Honesty section below).

No make-up exams will be given, not even in cases of tardiness.  If a student misses a scheduled examination s/he will receive a grade of zero.  All deadlines must be met.  Only very serious circumstances that can be proven by proper documentation will be accepted for missing an exam.

Based on past classes, the average grade distribution is as follows:

   %                              Grade

96-100                        A

90-95                           B

87-89                           B+

84-86                           B        

80-83                           B-

77-79                           C+

74-76                           C        

70-73                           C-

67-69                           D+

64-66                           D

60-63                           D-

Below 60                     NC

Grades can be curved based on class overall performance.

Incomplete grades will be given only in rare cases where the student suffers from some type of physical disability or illness that prevents the completion of the course (after the first exam).  Medical documentation will be required.

If you feel I have erred in grading, please let me know, and I will regrade your entire exam or work.  You might get points back, but then again, I might see something I missed before... 

10. Academic Honesty

To ensure the highest standards of academic honesty and ethical behavior, the Code of Academic Integrity will be strictly enforced.  In other words, do not even think about any behavior that may be construed as academic dishonesty, plagiarism, misrepresentation, or cheating.  Academic dishonesty includes, but is not limited to the following:

A. Cheating on an examination, taking information or allowing information to be taken from a test.

B. Receiving help from others in work to be submitted, if contrary to the stated rules of the course.

C. Plagiarizing, that is, taking and passing off as one's own the ideas, writings or work of another, without citing the source.  This is true whether the material used is only a brief excerpt or an entire paper or article and whether the original source is the work of another student or not.

D. Submitting work from another course.

E. Stealing examinations or course material.

F. Falsifying data and/or records.

G. Assisting anyone to do any of the above.

The Code of Academic Integrity protects the honest student, the reputation of Macalester College, and the value of degrees earned here.  We should all support it, both by personal honesty in all things and by refusing to tolerate dishonesty in others.  Any graded work must be performed completely unaided unless teamwork has been specifically authorized and even in those circumstances no aid should be received from outside the team.  Students should report to me any suspected cheating.  If you have any questions about your assignment, plagiarism, or the code of Academic Integrity, please contact me.

11. Withdrawals

You are the sole responsible for fulfilling all necessary steps to formally withdraw from this course as well for meeting all deadlines established by the College.

12. Students with Special Instructional Needs

If you have any special needs related to learning or testing in this course, please let me know as soon as possible so I can address those needs.

COURSE OUTLINE

Numbers in parenthesis are the chapter numbers from your textbook

9/9                               Introduction to the course (Syllabus).

9/11                             Introduction to Conservation Biology as a subject (Chapter 1).

9/14                             History of Conservation Biology (2)

9/16                             Basic Concepts in Ecology (3)

9/18                             Global Biodiversity (4)

9/21                             Process of Extinctions (5)

9/23                             Temperate Forests, Woodlands, Shrublands (6)

9/25                             Grasslands and Tundra (7)

9/28                             Temperate and Tropical Deserts (8)

9/30                             Moist Tropical Forests (9)

10/2                             Tropical Savannas and Woodlands (10)

10/5                             Coastal Ecosystems (11)

10/7                             Islands (12)

10/9                             Review Session

10/12                           Exam

10/14                           Habitat Fragmentation (13)

10/16                           Predator Ecology and Management (14)

10/19                           Lakes, Ponds, and Marshes (15)

10/21                           Rivers and Streams (16)

10/23                           Oceanic Ecosystems (17)

10/26                           Coastal Marine Ecosystems (18)

10/28                           Marine Mammals and Birds (19)

10/30                           Fall Break

11/2                             Special Cases

11/4                             Management of Exotic Species (20)

11/6                             Disruption of Migrations (21)

11/9                             Chemical Pollution (22)

11/11                           Global Climatic Change (23)

11/13                           Review Session

11/16                           Exam

11/18                           Harvesting Natural Populations (24)

11/20                           Conserving Genetic Diversity (25)

11/23                           Protecting Endangered Species (26)

11/25                           Designing Biodiversity Preserves(27)

11/27                           Happy Thanksgiving

11/30                           Conservation Ethics (28)

12/2                             Conservation Economics and Public Policy (29)

12/4                             Sustainable Living in the Biosphere (30)

12/7                             Topic(s) to be chosen by the students

12/9                             Student=s reports

12/11                           Students= reports

12/14                           Students= reports Review Session

12/16                           Study Day

12/18                           Exam

Field trip dates will be announced after the course begins

HOW TO SUCCEED IN MY CLASS

Every professor has his/her own values on how to judge students.  This ranges from knowledge to attendance, from attitude to hard work.  Everyone of us is different in his/her methods and approaches, but all of us want our students to succeed by learning and getting good grades.

What follows are a series of recommendations that, if pursued, would put you pretty much on the path to success.  They are based on what the students have told me over the years to be the keys for succeeding in my classes.

1. Show up.  Although we count with a very good textbook, my lectures contain the information you should know.  Sometimes I differ on the emphasis on topics with respect to the textbook, sometimes I have a different approach, or new information to offer.  Attending class and taking notes will help you focus on what is really important, in what I consider to be essential.  Another reason is that I use a lot of transparencies, slides, and videos.  They contain information that you will not find in the textbook.  I also like to challenge my students, to engage in discussions, so the class becomes a truly participative experience.  You can not get this information from another student's notes.  You need to observe my delivery: you need to know not only what was said but how it was said.  Besides,  when you study without having been in class, you are learning the material for the first time.  When you study after you have been to class, you are reviewing.

2. Attendance record.  Make no mistake about it: in the subjective realm of grading, attendance always counts.  I respond positively towards students who come to class regularly.  Repeated absences will lose you the benefit of the doubt when it comes to grading, and you might very well need that benefit.  For this class, learning is accumulative, with each class building on the previous one.  If you fall behind, it becomes increasingly difficult to catch up.

3. Prepare for class.  The schedule included in this syllabus tells you exactly what topics will be covered and when, and where can they be found in the textbook.  Figure it this way: you have to read the material eventually, so you may as well read it before class.  It is much more effective that way.  This will also help you to participate in the class more effectively which will improve your understanding of the subject.  I usually give quizzes at the end of the class with questions on what was addressed in that day.  I may also ask oral questions during the class: the reward?, extra credits.  Many students who know how to take advantage of these opportunities, obtain up to 10 or more extra points.  This means that someone who has obtained an average C in the tests can see his/her grade changed to B, for example.  Know the scientific vocabulary and terminology: learn definitions for terms before class as you read the book.  Practice critical thinking.

The readings cover more topics than will be dealt with in class and students should complete the assigned reading BEFORE the topic is covered in class.  Examinations emphasize the lectures, but you will be responsible for all information in the text on any topic that is raised in lecture.

4. Choosing the right seat.  I use a lot of transparencies for this class.  Thus, try to seat in the very first rows.  That will allow you to read the transparencies without difficulty, it would let me notice you (leading me to believe that you are involved and conscientious), and will ensure your participation (always a plus).

5. Take notes.  Unless you have a photographic memory you should take notes, but do not confuse taking notes with stenography.  I try to make you think during the class and you cannot listen, think, and respond if you are busy playing secretary.  Most of the things that are written on the board and/or shown in transparencies tend to be very important.  Many of my past students have told me that they have found that the best way to follow my classes is by tape-recording my lectures and just taking notes on the information written on the board or the transparencies.  Since it is not practical to have 40 tape recorders on my desk while I am lecturing, I strongly suggest that you form study groups where one student per group is responsible for recording and sharing the tape (see "Recording and Duplication of Course Materials policies," above).  Also, rewrite your class notes in order to ensure that you understand everything.  Do not hesitate to come to me with questions or concerns about past lecture material.  When rewriting your lectures, refer to the textbook to check the correct spelling of terms, the sequence of topics, and/or difficult questions.  Try to understand why we know what we know in science.  Establish connections and links between concepts and ideas covered throughout the course.  Know how the information presented is used, and why it is useful in the real world.  Extend and relate your knowledge and understanding into new contexts and situations.

6. Class participation.  I seek, need, and appreciate student involvement in my class.  There is nothing most frustrating for me than to be talking for almost two hours and not to hear questions or comments.  Animated discussions are one of the best rewards I can receive as an instructor.  That makes me feel successful and will improve your chances for better grades.  I know that speaking before a group is a scary experience for many.  Survey after survey, it has been shown that what people fear most (even more than death, accident, or even losing their job) is to speak in public.  Do not think that by participating you are annoying others, that you have nothing to contribute, or that by asking a fundamental question people will judge you negatively.  They will not judge you: they are too busy thinking about their own comments.  However, as much as I encourage participation, there is one and only one question I do not like to hear, and that is: "Do we need to know that?"  Make no mistake about it: you are not paying tuition (and Macalester is certainly not paying me) in order to use the class time to engage myself into idle talk and/or irrelevant material.  Everything I say, everything I point out to, is because I feel is important for you to know, and in consequence it can be asked in a test.  I will use the review sessions, however, to point out to those aspects which I consider really relevant for you to prepare for the exam.

7. Form study groups.  My most successful students form study groups.  Talking about the material, quizzing each other, and sharing time exploring the material, builds your interest and comprehension, and makes learning fun.