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Marine Mammals
(BIO 4323/5323)
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![[O-378]](marine_mammals1_files/image002.jpg)
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Spring 2009
Dr. Aldemaro Romero
Arkansas State University |
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1. Course Objectives
1.1. Introduction:
Marine Mammals is one of the most fascinating subjects you can imagine.
Part of that is because humans seem to have a special (and sometimes
fatal) attraction toward these animals; part because few groups of organisms present
so many questions yet to be resolved in the realm of scientific inquiry.
The objective of the course is to
introduce to the different species of marine mammals in the world and some
of their most fascinating aspects of their behavior, physiological
adaptations, and evolution on earth. Also we will discuss the rocky
relationship between humans and these creatures throughout history. This
course will be presented to you as a four-credit course.
1.2. Methodology:
You will be trained in how to recognize the most important species of
marine mammals and to further develop the knowledge and skills required of
the research scientist, 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 communicate effectively, and
to work with others.
This class will be taught
in a rather unusual way. In addition to lecturing I use the
Socratic method. I call on
you, I ask you a question, and you answer. The idea is
that you learn to teach yourselves through my
questions. Through
this method of questioning and answering, I
want to develop in you the ability to analyze the vast and
complex number of facts that have been accumulated and continue
to be accumulated about these animals. At times
you may feel that you have found the final answer. Unlike
TV contest shows, I will demonstrate to you that this is not the
case. You will
never get the correct, complete, absolute, and final answer
because the nature of science is that for each question you
answer many more come up. In my
classroom there are always other questions after your answers. You will
feel like in an endless treadmill. My questions are designed to spin the
tumbles of your minds. You will
also feel that I am subjecting you to brain surgery with my questions
serving like the
fingers probing your brains. In summary you will teach
yourselves the facts, but I will train your minds. At the
end of the semester you will leave thinking like
a top marine mammalogist … with a feeling of being a bit of a
Renaissance person.
I set the bar high
for the students. Otherwise, I'll never know what you're capable
of — and neither will you.
This is how this course aims to
develop those abilities.
A. Solid foundation in the
knowledge of Marine Mammals. You will be
introduced to the content of the course in the classroom and in the
laboratory.
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 marine mammals.
C. Development of analytical
thinking skills. Few organisms are as familiar
to humans as marine mammals and, at the same time, surrounded with so many
scientific mysteries. To make your approach as scientific as possible you
will need to rely heavily on critical thinking. The true test of
understanding comes when you use your knowledge in different situations.
1.3. Expected Outcome:
By the end of the semester, you should have a general knowledge of the
diversity of marine mammals as well as on the major topics relating to
their biology such a communication, intelligence, sexual and social
behavior, and conservation. Additionally, you should have further
developed your skills in planning a marine mammal research program,
conducting field studies, analyzing information, and critically reviewing
the scientific efforts of others.
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2. Instructor
Dr. Aldemaro Romero, (B.S.- Master:
University of Barcelona, Spain, 1977; Ph.D.: University of Miami, 1984).
Chair and Professor, Department of Biological Sciences, Arkansas State
University. I have published
numerous papers and books related to marine mammals. Here are some of the
most recent:
Romero, A., A. I. Agudo & S. J.
Blondell. 1997. The scientific discovery of the
Amazon river dolphin
Inia geoffrensis. Marine Mammal Science
13:419-426.
Romero, A., I. Agudo & S. Green. 1997.
Exploitation of cetaceans in Venezuela.
Reports of the
International Whaling Commission 47:735-746.
Romero, A. 1999. The whales have not been saved.
Meadowlark (Spring):
15-16.
Romero, A. 2000. Should Venezuelan
botos be imported into the U.S.?
Whalewatcher
32:13-
15.
Romero, A. & K. Hayford. 2000.
Past and present utilisation of marine
mammals in Grenada,
West Indies.
Journal of Cetacean Research and
Management 2(3):223-226.
Romero, A., A. I. Agudo, S. M. Green, & G. Notarbartolo di
Sciara. 2001.
Cetaceans of Venezuela: Their distribution and conservation
status. NOAA
Technical Reports NMF
151:1-60.
Romero, A., R. Baker, J. E. Creswell, A. Singh, A. McKie &
M. Manna. 2002.
Environmental history of marine mammal exploitation in
Trinidad and
Tobago, W.I. and its ecological impact. Environment and History
8:255-274.
Romero,
A., K. T. Hayford, Andrea Romero & J. Romero. The marine
mammals of Grenada, W.I., and their
conservation status. Mammalia
66:479-494.
Romero, A. & J. Creswell. 2005. In the land of the
mermaid: how culture,
not ecology
influenced marine mammal exploitation in the Southeastern
Caribbean, pp. 3-20, In: Romero, A. & S. West (eds.). Environmental
Issues in
Latin America and the Caribbean. Springer.
Romero, A. & S.D. Kannada. 2006b.
Comment on “Genetic
of 16th-century
whale bones prompts a revision of
impact of Basque whaling
on right and
bowhead whales in the western North Atlantic”.
Canadian Journal of
Zoology
(7):1059-1065.
Romero, A.
2006. “More private
gain than public good”: whale ambergris
exploitation in seventeenth-century Bermuda.
Journal of
Archaeology
and
Maritime History
17:5-27.
Romero, A.
2008. Between war and poverty:
whaling in eighteenth century
Bermuda. Bermuda
Journal
of Archaeology and
Maritime History
18:7-32.
Manuscripts in Preparation
The marine mammals of Trinidad: their
distribution and conservation Status.
Romero, A. & S.M. Green. Environmental History of Marine
Mammal
Exploitation in the Caribbean. Florida University Press
(Book).
Romero, A. & J.E. Creswell. Until the whales were
gone: the environmental
history of whaling in Barbados.
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3. Graduate Assistant
The graduate assistant for this course
is Mr. Michel Conner who has already taken this course in the past.
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4. Textbook and Supplies
4.1. The Textbook:
There is not any recent
textbook on marine mammals that satisfies the requirements of this
course. There are pretty (but often expensive, shallow, and outdated)
books on dolphins and whales, or on seals, sea lions, and walruses. So I
will provide you with the draft of a textbook I have been writing by
myself.
4.2. Other Supplies:
I recommend that you obtain a CD-ROM or
flash drive
to download the electronic material I will be posting in Blackboard 8.
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5. Other Resources
5.1. Library Resources:
Our Library is very poor in terms of marine mammals literature. However, I
have a private library with numerous books and more than 8,400 catalogued
reprints on the subject and the CD-ROM and paper version of the complete collection of Marine Mammal Science,
the most prestigious journal in the field. You
are welcome to use those resources in my office under my
supervision.
5.2. Computer Resources:
All officially enrolled students have access to the
E-mail system. I heavily use the system to communicate with you (up to
several times a week). Please check your email regularly for class
announcements (and keep your email box as empty as possible). You can also send me email to ask me questions or to
engage in discussions with your colleagues. Please avail yourself of this
opportunity. All course material will be posted in Blackboard 8.
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6. 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 lecture 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 to
discuss the subject as well any problem that may arise regarding class
schedule and grading. At the same time, I have high expectations for your
personal growth and success as a student in this semester. If you cannot
figure something, 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.
Note that this is a three-credit
course. Your total effort per week should average 9 hours. This will
include approximately 3 hours of lecture and at least 6 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.
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7. Office Hours
My policy regarding office hours is
that if I am in my office or my lab, I am available. I will try not to have
scheduled meetings right after class, the most convenient time to talk for
all. If you need to discuss something that requires a lot of time, please
make an appointment.
Room Number:
LSE 202A
Phone Number: (870) 972-3082
Email address:
aromero@astate.edu
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8. Evaluation Criteria
Exams:
The course will have four sources of evaluation totaling 500 points
broken up as follows:
a) Two
100-point exams will be given. They will consist of critical
thinking questions about the material covered in the lectures.
These exams will be take-home exam.
The final exam is not
accumulative but if you do not know the material previously covered in
class you will not do well anyway. POINTS
200
b) Quizzes. After
each class there will be a quiz
about that class material
POINTS
100
c) Class presentation of
species account POINTS 100
d) Participation POINTS 100
TOTAL = 500
Graduate students and Honors
Students are expected to write a paper. That paper has a value of
200 points that will be prorated with the 500 points described above.
No make-up
exams or quizzes will be given under any circumstances, 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. No excuses will be
accepted.
The grading scale is as follows:
Points Grade
450-500 A
400-449 B
350-359
C
300-349 D
Below 300 F
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 second half
(that is after the first exam) of the semester. Medical documentation will
be required.
The guidelines for the research
paper are as follows:
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 and submitted electronically.
The paper must be a
review article about a topic in marine mammals, 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 January
26, 2009. 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%. 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. Your paper should be
typed and double‑spaced and at least six pages of text, exclusive of the
literature cited. 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 on May 1, 2009.
Plagiarizing your
paper from some other source or collaborative efforts with other
students will be considered cheating and your behavior will be reported
to the appropriate ASU office for punishment that may include expulsion
from the university. In addition, if you turn in essentially this same
paper for a different class, I will consider it cheating and you will
also be prosecuted for violation of academic integrity. 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 to the
appropriate authorities.
If you feel I have erred in grading,
please let me know, and I will regrade your entire exam. You might get
points back, but then again, I might see something I missed before...
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9. Letters of Recommendations
Those students that have excelled in my class can
always count on strong letters of recommendation upon request.
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10. Attendance
Attendance is expected at all lecture sessions.
Attendance will be taken at the beginning of each class. I can be
flexible if in a very occasional fashion you are late and I will give you
an "attended" mark for that day. However, regular tardiness will not be
excused. Since there is not textbook, students are expected to come to
all sessions. I reserve the right to penalize those who do not attend by
not granting favors. Class attendance is one of the major characteristics
that employers are interested in when hiring new employees because it
tells a lot about one's commitment to assigned tasks and the ability to
deal with varying life situations. For example, there is an increasing
tendency for some students to miss a class in one course in order to study
for a test scheduled later in the day. Although there might be times when
such decisions are necessary, studies suggest this is usually not a valid
decision. Not only does it seldom result in a significant increase in the
test score, it is considered an indication of lack of confidence and/or
poor time management. The problem is usually magnified when one is later
tested without adequate notes (or no notes) from the missed class. If you
must miss class for any reason, you should get notes from two classmates,
review the notes, and then see me to clear up any questions about the
missed class. It is best to do this by the next class period since the
importance of the missed notes often quickly diminishes with time only to
resurface the day before a exam or perhaps during the exam.
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11. Academic Honesty
To ensure the highest standards of
academic honesty and ethical behavior, the Honor Code 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 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 some publication.
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 honor code protects the honest
student, the reputation of Arkansas State University, 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. Students must report to me any
suspected cheating. If you have any questions about your assignment,
plagiarism, or the Honor Code, please contact me. |
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12. Withdrawals
You are the sole responsible for
fulfilling all necessary steps to formally withdraw from this course.
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13. 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.
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COURSE OUTLINE
1. Introduction to Marine Mammals
2.
History of Marine Mammalogy
3. The Principles of Animal and Marine
Mammal Classification
4. Marine Mammals of the World I:
Introduction to Cetaceans. Mysticetes
5. Marine Mammals of the World II: Odontocetes (1)
6. Marine Mammals of the World III: Odontocetes (2)
7.
Marine Mammals of the World IV: Odontocetes (3)
8. Marine Mammals of the World V: Pinnipeds, Sirenians, Otters, and the Polar Bear
9. General Concepts on the Evolution
of Marine Mammals
10. Evolution of Cetaceans.
11. Evolution of Pinnipeds
12. Evolution of Sirenians, Otters,
and the Polar Bear
Review
Session
1st. Exam
13. Skin, Thermoregulation,
Locomotion, and Buoyancy
14. Respiration, Diving, and
Breath-Hold Physiology
15. Sound Production, Hearing,
Echolocation, and Communication
16. Diet, Food Finding, and Feeding
Apparatus
17. Foraging Strategies and Social
Behavior
Spring Break
18. Cardiovascular and Urinary
Systems
19. Nervous System and
Sensory Mechanisms
20. Reproductive System and Cycles;
Reproductive Patterns and Strategies
21. Distribution and Ecology
22. Strandings, Pollution, and
Diseases
23. Exploitation
Review Session
Final Exam
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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:
1. Show up.
My lectures contain the information you should know. Attending class and
taking notes will help you focus on what is really important, in what I
consider to be essential. I use a lot of PowerPoint presentations,
videos, and transparencies. I also like to challenge my students, to
engage in discussions, to make the class a truly participative
experience. You cannot get this information from another student's
notes. You need to observe my delivery: you need to know not only what
was said but also 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 I will email you notices on the reading
material before hand. I may give a quiz at the beginning of the class
with questions on what was addressed in the previous class. I may also
ask oral questions during the class; your class performance will be
evaluated. Know the scientific vocabulary and terminology and practice
critical thinking.
4. Choosing the right seat.
I use a lot of visuals 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.
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). Do not hesitate to come to me with questions
or concerns about past lecture material. 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
more than an hour and not to hear questions or comments. Animated
discussions are one of the best rewards I can receive as an instructor.
That makes me fell 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 ASU 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 that 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.
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Disclaimer:
The information contained in this syllabus is as accurate
as possible, but may be subject to change with reasonable advance notice.
The schedule and content of lectures and assignments may be changed at the
discretion of the instructor upon oral notification in class. Changes may
involve additions, deletions, substitutions, or changes in sequence or due
date.
FAILURE TO FOLLOW THE DIRECTIONS CONTAINED IN THIS SYLLABUS
COULD CAUSE YOU TO GET A POOR GRADE IN MARINE MAMMALS
The cover: An early (1598) portrait
of a sperm whale, Physeter macrocephalus, by the Dutch painter and
mapmaker Gilliam van de GouWen (1669-1713). What is wrong with the
depiction of the animal? What does it mean that the penis is visible? This page is
maintained by
aromero@astate.edu |
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Students' Evaluations (Spring 2005)
1. "He is a good instructor, he
explains his material good. But we could use more instructions or better
ones-when it comes to assignments."
2. "Dr. Romero is a great teacher,
he is genuinely interested in helping students learn. Nothing should be
changed about this course. He is also very helpful outside of class."
3. "Dr. Romero is an excellent
professor, & it is obvious that he loves to teach. He really knows the
subject matter & stands apart from many professors in that he really
cares whether his students learn a lot in his class. Tests were fair &
laid out well, & he was always more than happy to answer questions both
in & out of class. I give him an A+!"
4. "I enjoyed this class- I like how
we had exams due electronically-got to experience some things I would
have never been able to explore b/4.(w/ a smiley face)"
5. "Interesting, involving,
prepared, relevant. Overall a good course."
6. "Marine Mammals has been an
exciting and informative class. Dr. Romero is enthusiastic and extremely
knowledgeable about the subject he teaches."
7. "The class was very relaxed and
enjoyable and I learned quite a bit from it. I like that more emphasis
was placed on thinking rather than regurgitation of memorized material.
I would definitely recommend this course to anyone with interest in
marine mammals or even biology in general."
8. "I really enjoyed this course.
This was something that I have always been interested in & I am glad
that I had the opportunity to experience it. It has helped me realize
that my decision to stay in science was a good one. Dr. Romero is a
wonderful instructor who always willing to lend a helping hand &
motivate us to do our best, he makes an already interesting topic even
more interesting." |
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Students' Evaluations (Spring 2007)
- This was a great course!!! I absolutely loved and
enjoyed it. Our teacher was everything a teacher should be! He was
fair, helpful, and made this course interesting—I wish there was a
Marine Mammals II he taught! Very happy!!! With course and teacher!
- Dr. Romero was the most
interesting and exciting teacher I have ever had. I learned more than I
hoped to.
- This class was fantastic.
- The class was very interesting
and it was thought in a way that way attention was captured every
class. Very dynamic and interesting.
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