NRM 4093 Course Syllabus 2015 - Arkansas Forest ... 4093 Course Syllabus 2015.pdfprofessional wildlife biologist. Prerequisites Junior standing or permission of instructor. Text Mills,

WILDLIFE POPULATION ECOLOGY NRM 4093, COURSE SYLLABUS FALL 2015

Don White, Jr., Ph.D., CWB® James M. White Professor of Wildlife Ecology Office: Forest Resources Building, Room B118 Office Phone: 460‐1490 OFFICE HOURS: Monday and Wednesday, 8:00 am–10:00 am. Although these are my formal office hours, I may be available to assist you when I am not in class, with another student, or working in the field. Please keep in mind that simple questions can be addressed on the spot, perhaps before or after class; complex questions or problems may require an appointment. EMAIL: [email protected] Course Description

Wildlife population ecology spans the wide and fascinating world of population biology, demography, and population genetics. This course extracts from these fields some of the most relevant concepts and principles for solving real‐world management problems in wildlife conservation and management. Demystifying wildlife population modeling and constructing useful spreadsheet models from scratch are important core components in this course. Course subject matter and discussions are presented from the perspective that you will become a professional wildlife biologist.

Prerequisites

Junior standing or permission of instructor.

Text Mills, L.S. 2013. Conservation of wildlife populations: demography, genetics, and management. Second edition. Blackwell Publishing, Malden, Massachusetts, USA. This text is required, which means it will be used extensively.

NRM 4093 Course Syllabus | 2015

2

General Learning Objectives

By the end of the semester, you will: 1. understand the relationships between human population dynamics and

applied wildlife population biology; 2. understand basic applied wildlife population biology and ecology, including:

exponential and geometric population growth models, density dependent population change (population regulation), population cycles, matrix population‐projection models, predation, and genetic variation and fitness of wildlife populations;

3. be able to apply knowledge of population processes to problems of declining, small, or harvested populations;

4. understand some of the basic approaches for estimating population vital rates, including survival, reproduction, and sex ratios;

5. understand some of the basic genetic concepts and tools that support wildlife population biology.

Methods of Achieving Learning Objectives

I employ several teaching methods in this course. Here is a partial list of some of the methods I use. 1. Classroom discussions. Quality interaction between Professor and student and

between students is vital to good learning. It is expected that you will contribute numerous and substantive comments to class discussions throughout the semester.

2. Textbook readings. 3. Handouts and other supplementary material. 4. Computer‐aided multimedia presentations (e.g., PowerPoint, DVDs, etc.). 5. Homework assignments. 6. Exams.

Expectations

I expect you to:


3

attend class consistently; be prepared for class (aggressively study notes and read all text chapters

assigned for each class period); engage the material discussed in class by participating actively and regularly

in discussions; be respectful of your peers; take advantage of this course as an opportunity to learn new concepts and

techniques important to your training and development as a professional wildlife biologist;

study, study, study!

You can expect me to:

create a positive learning environment; encourage you to be actively engaged in learning; be enthusiastic about wildlife ecology and management; respect and support you; be intellectually stimulating and challenging in class and out; be well prepared for class.

Course Policies and Procedures

1. Your grade in this class is your responsibility alone. 2. Employers fire employees for excessive absences. Likewise, you will receive an

“F” for this course if you miss 4 class periods. 3. Just as an employer has the right

to demand his/her employees to arrive to work on time, I have the right to ask you arrive to class on time. Lecture will begin promptly at 10:10 am each Monday and Wednesday of the semester in CFR B206. Lab will begin at 1:10 pm each Monday of the semester in CFR C202. Please be on time for each lecture and lab period. It


4

would be a good idea to have a thumb drive for use in lab. 4. Students are individually responsible for all information presented in class

(lecture and lab) and readings. Typically, no make‐up lab report or exams will be accepted or scheduled. In the case of medical or family emergency, however, I will work with you individually to reschedule a missed lab report or exam. However, I require formal health care documentation before rescheduling anything.

5. I reserve the right to regrade your entire lab report or exam if you have a dispute over points (other than simple mathematical errors).

6. Cell phone use during class is disruptive. Please turn cell phones off during class (lecture and lab).

7. Use of tobacco products of any kind are prohibited in all UAM buildings and vehicles.

8. Email is perhaps the world’s most banal form of communication ever devised by humans, except text messaging, which seems destined to erode any last remnants of writing skill. I expect emails sent to me to be composed professionally with proper sentence and English writing style with no spelling errors, a clear subject line that clearly identifies the course code (i.e., Subject: NRM 4093 question from student X), and a clear, concise question or comment.

9. University policies on drops, adds, changes of grade option, or change to audit status will be strictly enforced in this course. These policies are described in the course catalog and are your responsibility to know and follow.

10. If you have a physical disability of any kind, see the “Students with Disabilities” section on page 9 and see me the first week of class.

11. Please read the “Professionalism Statement” on page 10. Methods of Evaluation Course material in lectures, labs, homework, and readings will be considered testable class content. There will be 3 unit exams and a comprehensive final exam in


5

this course. The final exam is scheduled for Thursday, 10 December, at 1:30‐3:30 pm. The number of points each exam and assignment is worth is listed below. Please note that class participation is highly regarded and is thus rewarded. Four times during the semester I will inform you of how I think you are doing in terms of the quantity and quality of your class participation.

Exams (3 @ 100 points each) = 300 points Final exam (comprehensive) = 100 points Laboratory exercises (14 @ 20points each) =

280 points

Term paper = 100 points Oral presentation = 25 points Class participation = 25 points

Total = 830 points Course grades will be assigned as follows. A = 747 – 830 points B = 664 – 746 points C = 581 – 663 points D = 498 – 580 points F = ≤497 points Lecture/Laboratory Schedule Lectures will be primarily PowerPoint‐based and made available on the course website (http://www.afrc.uamont.edu/whited) after each lecture for downloading and study. Additional material will be covered in class that will not be included in PowerPoint presentations. This material will be considered testable class content. Additional testable content will include in‐class discussions, videos, discussion of current events, and questions.

Week of class

Lecture Topics/Activity Ch. in text

Laboratory exercise

19 Aug Introduction: The big picture 1

24 Aug Designing studies and interpreting population biology data: How do we know what we know?

2 Excel 2013 Boot Camp: Spreadsheet math functions and graphs

26 Aug Genetic concepts and tools to support wildlife population biology

3

31 Aug Genetic concepts and tools to support wildlife population biology

3 Excel 2013 Boot Camp: Spreadsheet functions and macros

2 Sept Genetic concepts and tools to support wildlife population biology

3

7 Sept NO CLASSLABOR DAY HOLIDAY

9 Sept Estimating population vital rates

4

14 Estimating population vital rates

4 Measures of genetic diversity


4


4 EXAM 1 Geometric and exponential population models (Read Ch 5 in text)

23 Sept Population‐projection models 6

28 Sept Population‐projection models 6 Logistic population models (Read Ch 7 in text)

30 Sept Predation and wildlife populations

8

5 Oct Predation and wildlife populations

8 Life tables and survival

7 Oct Predation and wildlife 8


7

populations

12 Oct Genetic variation and fitness of wildlife populations

9 Survival analysis


9


9 Age‐structured matrix population models


9

26 Oct Dynamics of multiple populations

10 EXAM 2 Stage‐structured matrix population models

28 Oct Dynamics of multiple populations

10

2 Nov Deterministic factors affecting populations

11 Sensitivity and Elasticity Analyses

4 Nov Deterministic factors affecting populations

11

9 Nov The biology of small populations

12 Population Estimation: Mark Recapture Techniques

11 Nov The biology of small populations

12

16 Nov Harvest management 14 Modeling Population Dynamics I

18 Nov Harvest management 14

23 Nov Harvest management 14 Modeling Population Dynamics II

25 Nov TERM PAPER DUE TODAYHarvest management

14

30 Nov Student Presentations EXAM 3 Modeling Population Dynamics III

2 Dec Student Presentations

10 Dec Comprehensive Final Exam (1:30‐3:30 pm)


8

Term Paper and Oral Presentation

You will research and prepare a detailed 8‐10 page fully‐referenced term paper covering an important current issue in wildlife population ecology. This is your opportunity to dive into a topic you find interesting and exciting. International or U.S.‐based topics are permissible. The central theme of your paper should be to identify the major population management problems contributing to the conservation concern/issue for a species or group of species. In essence, your task is to (1) consolidate what is known about the conservation issue, (2) identify and evaluate the relative importance of each population‐limiting factor, (3) critically evaluate how proposed or ongoing programs are dealing with these factors, and (4) synthesize the information into a relatively concise research paper.

Suggested topics:

Population management and conservation of bighorn sheep populations in California;

effects of fish stock depletion on marine birds or mammals in Alaska;

grizzly bear conservation efforts and proposed reintroduction in northern Idaho;

conservation genetic concerns with African felids;

population management approaches for protecting and conserving black and white rhinoceroses in Africa;

potential effects of climate‐change on polar bear populations in the circumpolar Arctic;

population management conflicts over expanding elephant populations in African reserves;

population management and conservation of mountain and lowland gorillas in Africa;

giant panda population management and conservation in China;

population management of white‐nose syndrome in bats;

Henslow's sparrow management and conservation;

control of trade in wildlife for conserving herps, birds, or mammals;

conservation of Tigers in Russia or India;


9

spotted turtle population management and conservation;

marine turtle population management and conservation;

conflict with proposed oil development and caribou, wolves, or bears in the Arctic;

conflicts over population management/human disturbance to cetaceans and whaling;

conflicts over increasing and expanding wolf populations in North America;

diseases in African canids;

effects of exotic mammals on islands (Hawaii, Madagascar, New Zealand, Galapagos, etc.).

Please note: 1 student per topic. Contact me ASAP to claim your topic. The paper is due on Wednesday, 25 November. The criteria by which your paper will be graded are listed on page 13. Write your paper using the Journal of Wildlife Management guidelines available at http://onlinelibrary.wiley.com/store/10.1002/(ISSN)1937‐2817/asset/homepages/JWMGuidelines2011Final.pdf?v=1&s=2b3c697db77509e634f2612b03449ed67b435687&isAguDoi=false. In addition to the term paper, you will orally present your paper in class on either 30 November or 2 December. Presentations are limited to 12 min plus 3 min for questions (15 min total). Each student in class and I will score each student presentation using the form on page 14. The total points you earn will be based on the weighted average of Professor (50%) and other students in class (50%).

Students with Disabilities The University of Arkansas at Monticello is pleased to accommodate individuals with disabilities pursuant to federal law and the University’s commitment to equal educational opportunities. It is the responsibility of the student to inform the instructor of any necessary accommodations at the beginning of the course. Any student requiring accommodations should contact the Office of Special Student Services located in Harris Hall Room 121; Phone: 870.460.1026; TDD: 870.460.1626; Fax: 870.460.1926.


10

Professionalism Students in the School of Forestry and Natural Resources (SFNR) at the University of Arkansas‐Monticello are pursuing courses of study that prepare them for successful careers as natural resource professionals. Professional education is much more than technical training and humanities courses. Collectively, these subjects constitute a professional education. Since the School is dedicated to professional education rather than technical training, the faculty and staff have certain expectations of themselves and of SFNR students with regard to professionalism and personal conduct in their preparation for careers in natural resource management. Thus, SFR students and faculty are expected to exhibit conduct and attitudes appropriate to professionals. Conduct and attitudes appropriate for professionals include, but are not restricted to the UAM Code of Student Conduct published in the University catalog and attitudes appropriate for resource professionals of the 21st Century. These attitudes include 1) respect for others and for their ideas, 2) appreciation for ethnic and gender diversity in the workplace, 3) sensitivity to environmental quality, and 4) adherence to professional ethics [e.g., The Wildlife Society Code of Ethics]. Academic Dishonesty The University of Arkansas is built upon a strong foundation of integrity, respect and trust. All members of the university community have a responsibility to be honest and the right to expect honesty from others. Any form of academic dishonesty is unacceptable to our community and will not be tolerated. Faculty and students should report suspected violations of standards of academic honesty to the Instructor, Department Head, or Dean. Faculty and students at the University of Arkansas are expected to conduct themselves appropriately, keeping in mind that they are subject to the laws of the community and standards of society. A student must not conduct him/herself in a manner that disrupts the academic community or breaches the freedom of other students to progress academically. Academic dishonesty includes, but is


11

not limited to, the activities listed below. When you are in doubt about whether or not a particular activity constitutes academic dishonesty, please see me. Dishonesty: Students shall not give, receive, offer, or solicit information on examinations, quizzes, etc. This includes but is not limited to the following classes of dishonesty: 1. copying from another student’s paper; 2. use during the examination of prepared materials, notes, or texts other than

those specifically permitted by the instructor; 3. collaboration with another student during the examination; 4. buying, selling, stealing, soliciting, or transmitting an examination or any

material purported to be the unreleased contents of coming examinations or the use of any such material;

5. substituting for another person during an examination or allowing such substitutions for oneself;

6. using pre‐programmed calculators when you are instructed not to. Collusion: Collusion is defined as obtaining from another party, without specific approval in advance by the instructor, assistance in the production of work offered for credit to the extent that the work reflects the ideas of the party consulted rather than those of the person whose name in on the work submitted. Duplicity: Duplicity is defined as offering for credit identical or substantially unchanged work in ≥2 courses, without specific advanced approval of the instructors involved. Plagiarism: Plagiarism is defined as adopting and reproducing as one’s own, to appropriate to one’s use, and to incorporate in one’s own work without acknowledgement the ideas or passages from the writings or works of others. Other University policy on academic dishonesty can be found at: http://www.uamont.edu/pdf/Student%20Handbook.pdf.


12

Disruptive Behavior Disorderly conduct is prohibited under the Student Conduct Code. Disorderly Conduct is defined as any behavior that disrupts the regular or normal functions of the University community, including behavior that breaches the peace or violates the rights of others. I have the authority to reduce your grades or withdraw you from class for disorderly conduct. Moreover, derogatory language or behavior based on race, gender, religion, political affiliation, sexual orientation, or physical or mental abilities is not appropriate for class.

Receiving Course Grades from UAM UAM does not automatically mail grade reports to all students. You may access your grades through Campus Connect on the UAM homepage: http://www.uamont.edu/. To have your grades mailed to you, complete the grade request form available in the Registrar’s Office.


13

Term Paper Evaluation Sheet

Evaluation criteria:

Points earned

Adherence to Journal of Wildlife Managementformat

10 8 6 4 2 0

Well written with proper English grammar 20

15

10

5 2 0

Abstract succinctly and clearly summarizes paper 5

4

3

2 1 0

Introduction includes strong and clear explanation of topic and objectives 10

8

6

4 2 0

In‐depth literature review using recent literature 20

15

10

5 2 0

Organization logical 10

8

6

4 2 0

Topic well developed and researched 25

20

15

10 5 0

Total number of points earned: __________


14

Presentation Evaluation Sheet

Evaluation criteria:

Points earned

Subject and objectives clearly stated 5 4 3 2 1 0 Organization logical 5 4

3

2 1 0

Main points clearly stated 10 8

6

4 2 0

Professional quality slides 5 4

3

2 1 0

Voice audible and clear; good eye contact with audience 5 4

3

2 1 0

Original and creative 5 4

3

2 1 0

Conclusions clearly stated 5 4

3

2 1 0

Within time limit (≤15 min) 5 4

3

2 1 0

Well organized and professional 5 4

3

2 1 0

Final grade = total points x 0.5. Total number of points earned: __________

The pencil drawings included in this syllabus were done by B. James Jokerst.

Documents

NRM 4093 Course Syllabus 2015 - Arkansas Forest ... 4093 Course Syllabus 2015.pdfprofessional wildlife biologist. Prerequisites Junior standing or permission of instructor. Text Mills,