ENTM 4015, BIOL 4015 (Call #2779/0768): Conservation Biology
Tues & Thurs, 10:30-12:00, Tureaud Hall 215, Fall 2005, 3 credit hours  

Prerequisites: 11 semester hours introductory biology.  

Professor:                   Dorothy Prowell
                                    B.S. & Ph.D. Degrees in Zoology, University of Texas at Austin
                                    LSU Entomology Professor, 21 years
                                    Web page address:www.lsu.edu/entomology/prowell.htm

Office Hours:             Thurs: 3:00-4:00 or by appointment
            Annex of Life Sciences Building , A543
            Office Phone: 225-578-1820
            Home Phone: 225-923-1070
            Email: dprowe@lsu.edu

Text & Supplies:  

Conservation Biology: Foundations, Concepts, Applications, First Edition, by Fred Van Dyke, McGraw Hill, Boston, MA ($86.70 new, $65.05 used at LSU Bookstore).  

Conservation Biology Course Readings – Assigned readings from journal articles have been Xeroxed and packaged by BIOGRADS and can be purchased before and after class during the first week and from Demetra afterwards, cost ~ $10.  

Course Objectives: This course focuses on ecological and evolutionary principles relevant to conservation, levels of and threats to biodiversity, and practical aspects of conservation.  The specific objectives are to expose students to the following topics:  

1) Principles of ecology and evolution important for concepts and practical actions in conservation biology;

2) Current questions being addressed by conservation oriented research;

3) Major threats to biological diversity in terrestrial and aquatic systems;

4) Preserve design and management aimed at protecting natural areas, biodiversity, and endangered species;

5) Current issues surrounding the politics and economics of conservation, the players involved, and their roles and methods; and

6) Important conservation issues in Louisiana .

 An additional goal of this course is to develop critical thinking skills to help you maneuver in a complex world.  We live in a time of much change, most of it brought on by humans.  Humans are contributing to global climate change and are responsible for the sixth mass extinction of life on earth.  Some estimates suggest that 50% of life with be extinct within 50 years.  Conservation biology addresses these issues and more. It is an interdisciplinary field, drawing from biological disciplines that include ecology, evolution, genetics, biogeography, systematics, forestry, wildlife biology, fisheries and marine science, as well as physical sciences like soils, water chemistry, geography, and geology.  These scientific disciplines are combined with social sciences such as sociology, political science, economics, and anthropology.  The practitioners include scientists, governmental agencies, private organizations, businesses, and the general public (in short, just about all humans, in one way or another).  Thus, it is important to be able to evaluate ideas and information critically, and to recognize inherent biases in proponents of controversial issues.  It is also important to develop opinions based on a personal set of ethics and values combined with scientific information so you can be an informed citizen.  

The Conservation Biology course at LSU was developed to teach upper level undergraduates and graduate students about conservation.   By the end of the class, students will have a thorough understanding of the enormous responsibility humans have as global land stewards and the importance of protecting our natural biological heritage.

 Teaching Philosophy and Course Structure:  This class is designed for people who would like to learn about both the underlying principles and practical applications of conservation biology in a human-dominated world.  I assume that you, as students, are motivated to learn material, read the text and papers, and participate in discussions.  My teaching philosophy and approach incorporate active learning.  Thus, the course is centered around discussions along with lectures.  Much of the first exposure to concepts is gained through readings outside of class.  Discussions and interaction during class facilitate processing of material to enhance understanding and retention.  

I will present material during the first 40 - 60 minutes of class.  The last 20 - 30 minutes of most classes will be devoted to discussions of assigned outside readings (mostly journal articles).  Students are expected to come to class prepared to discuss this material.  For many, these papers will be their first exposure to scientific literature.  Reading a scientific paper is not like reading a text.  It is important that you develop the skills to read the scientific literature, digest the content of papers, and evaluate the content and messages of the papers.  Because many topics covered in this course affect us (and society) directly, several class periods will be devoted to discussions of current events in the news media relevant to conservation.  To further expose students to the practical aspects of conservation, several guest lecturers will visit and talk with us during class.  These lectures are generally by individuals outside the university applying conservation in real world settings. Lastly, students will form groups and work together on presentations aimed at educating the rest of the class on specific, assigned topics toward the end of the semester.  Digging for information and summarizing it for others is one of the best methods of learning and retention of new facts and findings.

The Learning Community:    BIOL/ENTM 4015 (Conservation Biology) and PHIL 3020 (Ethics & Values in Conservation Biology) comprise a learning community for biological conservation at LSU. These courses are taught concurrently with interchange of ideas and content that result in a greater experience for students than each course alone. The two courses are taught in sequence during the fall term, so that in some cases material in conservation biology will become the subject of the philosophy course in the following hour.

 Taking these two courses concurrently will facilitate learning conservation biology.  Taking both courses will possibly result in enhanced learning and improved performance (i.e. grades) in both courses. We strongly encourage people taking Conservation Biology also to take Ethics & Values in Conservation Biology.  Please feel free to contact Dr. Kevin Elliott (kelliott1@lsu.edu) for a syllabus or more information on the ethics component of this learning community.

 If you are interested in pursuing conservation biology further after this semester, please talk to me or Dr. Elliot about pursuing independent study in some area of conservation biology. We will work with you to design a plan of study to achieve your goals for further education via independent projects, small group studies, etc. Such study can be vital as you move on to pursue advanced degrees or into the job market, and we encourage students to obtain an aspect of their education that includes such hands-on experience.

 Grading and Evaluation:  The grading system is based on exams and class participation.  75% of your grade is based on 3 exams and 25% is based on participation according to the following point system:

            First Exam                                                         100 pts
            Second Exam                                                    100 pts
            Final Exam                                                        100 pts

 Class Participation                                                       100 pts
            Pop Quizzes                                             25 pts
            Discussion of Articles                                15 pts
            Hot Topics                                               35 pts
            Presentation (Symposium or Field Trip)     25 pts

Total Points                                                                   400 pts

 Grading Scale:

A = 360 - 400; B = 320 - 359; C = 280 – 319; D = 240 – 279; F = below 240  

Exams:  There will be two exams during the semester and a final exam at the end.  All exams will have a similar format.  Exams will contain multiple choice, fill-in-the-blanks, true/false, and/or short answer questions of variable value.  Some graphs may be included for interpretation. There will likely be one essay question.  Samples questions will be posted on Semester Book prior to the first exam.  Questions will be taken from lectures, discussions, text chapters, journal articles in the Course Readings packet, guest lectures, and student presentations.  Questions will not be taken from the Hot Topics (news items) presentations.  Answers to exam questions will be posted on Semester Book after the exam.

 As part of the final exam, a letter to someone in a position of authority (e.g., a Representative or Senator, The President, a timber company) is required by each student concerning conservation issues.  One letter, along with a stamped addressed envelope, should be turned in with the final exam.  Letters might request clarification or information on an issue or offer an informed suggestion or opinion.  They will likely emanate from your hot topic news reports.  Letters are worth 10 points on the final exam and will be graded for content and then mailed.  If you get an interesting response please share it with me.  

IMPORTANT: There are no make-up exams.  If a student misses an exam for any reason, the final will count as the missed exam grade (note: the final is comprehensive and will be more difficult than others).  Only one exam grade may be made up. Student’s missing more than one exam will be given an F on additional missed exams.

Class Participation:  Class interaction and participation will be evaluated in 4 ways:  written pop quizzes; discussion of journal articles; hot topics, and a presentation.