CATALOG DESCRIPTION: "The study of the conservation of biodiversity based in the principles of ecology, evolution and genetics.  The primary goal is to understand natural ecological systems in the context of a human dominated world to maintain biological diversity in concert with an exploding human population.  This is accomplished through lecture, socratic discussion and videos."  LECTURE   3.0 CREDITS.
  

Conservation Biology is a relatively new subdiscipline in the Biological Sciences.  Simply stated, the subject is about conserving biodiversity.  It wasn't until 1988, when E.O. Wilson published this book on biodiversity, that the concept really entered the biological vocabulary.  It was some years later that the educated public began using the word (it is only now appearing in editions of Webster's dictionary).  'Biodiversity' is amazingly encompassing and much more than simply the number of species in a given region (called 'richness').  Not only are conservation biologists interested in simply saving species, but saving ecosystems, genetic information, communities and all of the natural wonder that makes up the biosphere.

This Figure from the text (Conservation Biology by Meffe & Carroll, 1999) is illustrative of a human perturbation process called 'fragmentation'.  It shows the ecological effects that result when land is subdivided.  This process is one of the leading causes of the worldwide decline in biodiversity.  (The number one cause is habitat destruction.)  Students in the course learn about patterns in biodiversity and about the ecological condition from an educated biological point of view.  Students are exposed to the many case-studies in conservation from around the world, as well as from this immediate region.  A solid background in basic ecological, evolutionary, and genetic principles is a must for this course.

Understanding heterozygosity in populations and its importance in the attempt to save a threatened or endangered species requires some knowledge of basic genetics and a willingness to learn simple mathematical concepts like this one from a Figure in the text (Conservation Biology by Meffe & Carroll, 1999).  This illustrative cartoon simply shows that the total heterozygosity of several populations (in this case, 3) is equal to the mean heterozygosity in the populations + the mean of the among-population divergence in heterozygosity.  When praticing conservation biology, a population's fitness, and thus theoretical ability to survive, is often predicted on levels of heterozygosity.

SYLLABUS - most recent

Instructor: David White                                      Office Hrs: M 1:00 – 2:00; R 2:00-3:30
Class Time: MW 2:30 – 3:45                             Classroom:  Monroe Hall 368
Office:  Monroe Hall 332                                   Phone: 865-2288 or 2770
Prerequisite:  Ecology & Evolution – BIO 208    Web Site:  www.loyno.edu/~dawhite
Text: Meffe & Carroll – Principles of Conservation Biology 2nd ed.

DATE                                  LECTURE & DISCUSSION TOPICS

August       25         Introduction to “The Contract” and first discussion
                              Questions pp. 53 – 54 #’s 2, 7, and 9
                 27         Film – ‘Call of the Wild’, followed by discussion

September   1         MEMORIAL DAY HOLIDAY
                    3         What is Conservation Biology?  Values and Ethics

                    8         The 'Species' in Conservation Biology & Box 3A & Essay 3C
                               (answers to questions pp. 53-54, 3 of #’s 1,3,5,8,11 due – 30 pts)
                  10         The ESA & CITIES, etc. & discussion of Question #’s 1, 3 p. 85

                  15         'Biodiversity' - what is it?
                  17         Film – on the rainforest w/ follow-up discussion

                  22         Biodiversity loss
                  24                  TEST I

                  29         Population Biology & Genetics
October       1         Fitness, Heterozygosity, Bottlenecking, Inbreeding, & Essay 6A

                    6         Hierarchical Genetic Analysis
                    8         Demographic Processes

                  13         FALL BREAK HOLIDAY
                  15         Metapopulations & PVA & Fig. 7.12

                   20        Community/Ecosystem level conservation
                               (keystone species, sources & sinks, mutualisms)
                   22        Species Invasions
                   24        FIELD TRIP from 3:00 (?) – 7:00

                   27                   TEST II
                   29                 class cancelled

November    3         Habitat Fragmentation (write-up on trip due today – 25 pts)
                    5         Vulnerable species, Edge effects, Climate Change

                   10         Conservation Reserves
                   12         Case studies of the pupfish and the wolf (review film)

                   17         Conservation Management – Principles
                   19         Local Conservation Issues  - Lake Ponchartrain
                                (critique of ‘Conservation Biology’ due Friday, Nov 21st – 50 pts)

                   24         Regional Conservation Issues – Wetland Loss
                   26         THANKSGIVING HOLIDAYS

December     1         Conservation Thinkers – Orr, Ehrlich, Soule, et al
                     3         Ecological Footprint assignment due – 25 pts

                     8                      FINAL EXAM 2:00 - 4:00 p.m.

(Please read the following carefully – it is the contract you are making with me by enrolling in this course.  I intend to honor it, like I intend for you to honor it.)  NOTE:  Our departmental assembly is on Thursday, September 4 at 12:30!

    Welcome into this exciting course, a study of the application of principles you learned from genetics, ecology and evolution, with added advanced ecological theory and concepts.  Conservation Biology is a relatively new subdiscipline in the Biological Sciences; an area of study developing rapidly in theory and usually taught at the advanced undergraduate or graduate level.  It is grounded within the science of 'ecology' and is a blend of this science with ethics, economics and politics.  Conservation Biology is not environmental activism (see HO)!  This is true even though one can become passionate in discussion and controversial by implementation of ‘theory’.  To enroll in this course you should have background knowledge of genetics, ecology and evolution.  Majors must have had all the core courses in Biological Sciences culminating in Ecology & Evolution – BIO 208.

    I very much want to spend some time each week to dialogue in the classroom.  The smaller class size should be conducive to a discussion format.  To encourage and reward class participation up to 20 pts will be given to those who come to class prepared, are excited about the subject, and who contribute to the discussion in class, at least occasionally.

    There is a half-day trip to Jean Lafitte National Historical Park scheduled on Friday, October 24st.  The trip is required.  We leave the university by 3:00 p.m. to return about 7:00 p.m.  If you have a class conflict please let me know and I will write a note to the faculty instructor asking if you can miss the class.  By November 3rd, you should turn in a write-up of what you learned on the trip.  Focus on your learning related conservation biology - worth 25 pts.

    As you can see from the syllabus, we will be heavily relying on the text by Meffe and Carroll.  I may modify some of the syllabus towards the end of the semester.  There will be 2 lecture tests of 100 pts each.  No makeup tests will be given unless you contact me before the test and have a compelling reason to miss the test.  You may be required to get a note from the dean or department chair.  No exceptions!  The final exam will total 100 pts.  It will be cumulative, and in addition to the lecture & text material, will cover general concepts from your readings of handouts and any other class activity.  If you do not take the Final Exam you will fail the course.  It is essential that you come to class having read the assigned text and/or handout.

    There are 4 out-of-class writing assignments in the course.  All of them must be typed (word-processed).  I will fully review the assignments at least 7 days before each is due.  Each assignment’s grade will be based upon content, synthesis of the work, writing ability, format, misspellings, general interest and overall care.  I will penalize you 5 pts for each day (ends at 5:00 p.m.) an assignment is late.

    One of the assignments is the write-up after the field trip (see above).  Another assignment is due September 8th, the 5th class period.  You should answer 3 questions of the following - # 1,3,5,8, 11 - on pp. 53-54 in the text. Please keep each answer to between 100 - 200 words for grand total of 300 - 600 words.  This assignment is worth 30 pts.

    The 3rd writing assignment is to be a review of a single issue of the journal 'Conservation Biology'.  I subscribe to the journal and will gladly lend you a copy of an issue of mine to review (treat it with extreme care - I do not want it returned having looked liked you used it - do NOT underline or crease any pages or stain any pages!).  You should allow an evening of time to look through the journal issue and then begin the assignment.  Write about a couple of articles you found interesting and then critique one or more of the commentaries in the issue.  You should address at least one article on some topic you've studied in this course (this might include an article that deals with one of the following subjects: edge effects, species concepts, metapopulations, population viability analysis, fragmentation, hotspots, corridors, genetic variation, restoration).  This assignment is worth 50 pts and is due November 21st.

    Your last out of class writing assignment is to do a web-based exercise to calculate your "ecological footprint".  To learn more check out the last page of this syllabus. You can earn up to 25 pts for turning in a well thought out essay on your footprint.  Turn it into me the last day of class (December 3rd).

    For up to 15 lagniappe points you can attend research seminars on ecological, environmental and conservation topics at local and regional institutions (LU, TU, UNO, SLU, LSU, XU, etc).  If you’re in doubt at all as to whether the talk is appropriate please have it approved by me.  For each talk, you must type (word process) a single page summary of the information presented in the seminar to turn in to me by the next class.  Each write-up is worth 5 pts (so, 3 total).

    The grand total of all of the above equals 450 pts – plus the 15 lagniappe points.  The grading scale for the course will be standard, i.e., 90%, 80%, 70%, and 60%.  Below a 60% you will fail the course.  As an example, to be assured of earning a “A” in the course you will need a minimum of .90 x 450 = 405 points (to this total you'd add the seminar points earned).

    My weekly office hours are identified on the first page and I can always see you by appointment.  I will not tolerate plagiarism or cheating of any form in this class.  If you’re not sure of all the forms of plagiarism then review the college’s student handbook.  If I catch you cheating, I will seek the maximum penalty possible!

    Finally, as part of this contract with you, I promise to do my best to have fair expectations, be timely in returning tests and papers, be responsible in assigning the grades I believe you’ve earned on the tests, exams, and papers.  Also, I will be prepared and stimulating during lecture times.  I see myself as your “facilitator” to learning about Conservation Biology.  I hope some of you will find the course the most significant and eye-opening one you’ve taken your college career.  If you want it enough, you can thoroughly enjoy the subject and this course.  Please take all of the advantages and opportunities offered by it, the planet needs your wisdom!  ENJOY!

Course points summary:

                     Tests @ 100 pts ea.                                  = 200 pts
                     Final Exam @ 100 pts                               = 100
                     Review ‘Conservation Biology’                  =   50
                     Answers to questions                                 =   30
                     Ecological Footprint write-up                     =   25
                     Write-up on trip                                         =   25
                     In class discussion                                      =   20
                                                         GRAND TOTAL  450 pts

     An “ecological footprint” represents the productive acreage of the earth required to support the lifestyle of one individual in a given population. It estimates the amount of land used for crops, grazing, forest products, and housing, the amount of ocean area exploited for food, as well as the amount of forests needed to absorb carbon dioxide from fossil fuel use. The average footprint of people in industrialised countries (20 acres per person) is four times as large as those in developing countries (5 acres per person). Humankind now uses one-third more resources than nature can sustainably replenish, which will lead to an overshooting of global carrying capacity.

     To calculate your own ecological footprint, and how it compares to others in the U.S. and world, work through the information links, questions, and calculation sheets provided in the Redifining Progress websites at: <www.rprogress.org/programs/sustainability/ef/> and <www.lead.org/leadnet/footprint/default.htm>. Work through the information and questions for the short version, calculate your “footprint,” print out the pages, and then provide a 1-2 page analysis and reaction to what you’ve learned through the exercise.  Remember, that this is worth a maximum of 25 pts.  Below are some additional environmental websites that can help you learn more about our national and global environmental problems.

        The United Nations Environmental Programme: <www.unep.org>

        The United States Environmental Protection Agency: <www.epa.gov>

        The Worldwatch Institute: <www.worldwatch.org>

        Greenpeace: <greenpeaceusa.org>

        Population Reference Bureau: <www.prb.org>

        PopNet: <www.popnet.org>

        The World’s Water: <www.worldwater.org>

        The World Bank: <www.worldbank.org/data/>

        Rocky Mountain Institute: <www.rmi.org>

        The Nature Conservancy: <www.nature.org>

        World Wildlife Fund: <worldwildlife.org>
 
 
 

ENVIRONMENTALIST VS ECOLOGIST

The following is a statement put out several years ago by the Ecological Society of America (ESA) clarifying the difference between an environmentalist versus an ecologist.  Many students find the statement helpful in the context of this course.  Conservation Biology is a sub-discipline in the biological sciences that is based heavily on ecological and evolutionary principles and requires a general knowledge of these fields.  It is not "environmentalism".  Please take a minute to read the statement.  This might clear up misconceptions before you begin the course.
 

                                                                                        Robert A. Norse, Ph. D.
                                                                                        Director,  Public Affairs Office
                                                                                       The Ecological Society of America

 "The word 'ecology' entered national consciousness in the 1960's and 70's when public awareness of environmental problems increased dramatically, many environmental organizations were born, and Congress enacted major environmental statutes.  Indeed, insights from ecologists- including Aldo Leopold (A Sand County Almanac) and Paul Erlich (Extinction and The Population Bomb)- were so influential to environmentalism that it is often called “The Ecology Movement” by media (and hence, the public). However, there is a clear simple difference between environmentalism and ecology; the former is a social and political movement; the latter is the science.

Environmentalism refers to a way of thinking and a movement of political activism based on a common conviction that our natural environment should be protected. It takes many forms, from the local - homemakers at Love Canal organizing grassroots activities to clean up toxic waste dumps or fishermen backing an end to pollution of the Chesapeake Bay - to the national and international- activists discoloring baby seals with paint to prevent their slaughter or lobbyists urging passage of a wilderness designation bill in Congress.  The motivation of environmentalists may be health - related (seeking to maintain valuable natural resources), economic (seeking to maintain valuable natural resources), social (seeking to diminish apathy and anonymity, which lead to crime, terrorism, and war, by improving environmental conditions), aesthetic (seeking to protect scenic vistas and beautiful species as natural works of art), ethical (seeking to preserve the natural order of God or Nature), or scientific. These concerns may be anything from quite pragmatic to highly idealistic.

Few nonscientists realize that the term ecology - the scientific study of the interrelations of organisms and their environment - was coined by the German zoologist Ernest Haeckel more than a century before the first Earth Day. Ecologists are scientists who study demography and genetics of populations, physiological and behavioral adaptations of species to their environments, interactions among species (such as predation, competition, and mutualism), the distributions and dynamics of communities of species, the flow of energy through ecosystems and the cycling of chemical elements within them. They may focus on plants, animals, or microorganisms; on freshwater, marine, or polar ecosystems. We call examination of these topics without reference to humankind “pure” ecology.

Ecological research on populations, communities, and ecosystems has provided scientific insights essential to environmental protection and management. Ecologists’ knowledge of the natural world is so pertinent to environmental problems that we now devote much research to the functioning of a world increasingly altered by humankind. We call research to reveal the relationships of humans and their environments “applied” ecology. It should not be surprising that the activities of environmentalists are often based on the findings of ecologists. Nonetheless, applied ecological disciplines essential to human well-being and survival (such as forest management, conservation biology, landscape ecology, ecotoxicology, and agroecology) are a far cry from discoloring baby seals.

To call environmentalists ‘ecologists’ is to deny them their breadth of motivation and methodology. To call us environmentalists is to discredit our rigorous training and professional legitimacy. Many individual ecologists are environmentalists and use our scientific expertise to improve environmental quality and use of our natural resources. However, the only common goal among professional ecologists is to increase our insight about natural systems. Interests, expertise, objectives, techniques, concerns, and opinions vary among ecologists as they do within any scientific discipline.”

STUDENT COMMENTS -

Below, I present a selected set of positive comments from responses to my own course evaluation before the standardized college-wide process began Spring, 2001.  For a more complete selection of statements on this course, please check out my student 'comments' page for the evaluation of this course as well as my other courses.

FALL 1998

'I really enjoyed the course because it made me realize the importance of conserving everything in nature.'  'The papers wer enjoyable to write.'  'I think this was an eye opener course becasue it showed how everyday life is obliviou to the ecosystem and species diversity.  I thought the papers were very fair.  Think all biology students should have to take this course. . .'  'Thanks  for the extremely informative class.  I believe this class should be part of the core curriculum required of all biology majors.  This is one of the very few dynamic classes which has impacted my education.'
 

FALL 1999

'It was a very well done course which made students appreciate the complexity of conservation issues and allowed students to participate greatly.'  'I am very glad that this course was available for me to take.  I believe I have learned a lot about a subject I knew very little about.'  'The best thing about this class was the intructor's excitement about the subject in every single lecture.  His excitement helped make me more excited and want to learn more.'  'I knew that ecosystems were complex, but this class made me more aware of how deeply complex they are & how hard it it to find the best way to try to save a species or specific habitat.'  'Overall, I think Dr. White is a good teacher.  He is a brillant man and I thoroughly enjoyed the class.'  'The best experience was the canoe trip.  It was a "visual aid" to many of the concepts we were reviewing.'
 

FALL 2001

'The course was a great and beautiful dive into things that are so important.  The instructor is highly efficient at explaining his ideas in a way students can understand.  Thank you, it has effected how I think about things!"  "The instructor could lecture for hours on end.  He really enjoyed what he taught and was very knowledgeable"  "The subject matter of the course was way interesting.  To learn about it and be able to see it in everyday life.  Also, it helps to put the environment into a different perspective."
 

FALL 2003

'This class has opened my eyes to great concerns and stirred a passion inside.' 'Excellently directed with none of the difficulties one would expect in such a multidisciplinary value-laden science.  Dr. White organized a presented complex, often convoluted subject matter effectively and efficiently, while simultaneously stimulating much critical, and analytical thought.' 'Passionat about this subject and truly concerned with the future of the conservatoin effort.  Seeing him so passionate made me love the class.' 'I strongly recommend this course; it was an eye-opening experience.  The instructor was so enthusiastic about the material that it really helped you to become involved in what he was saying.'  ' Dr. White is an incredible professor.  He takes so much pride in his work.  He has so much compassion and love for nature and the world.  This course evaluates effectively the importance of conserving the world's habitats.  It is a valuable subject to be aware of!  I know so much more about the world's ecosystems now and the huge crisis to conserve them.  This course has definitely opened my eyes.!!'

SAMPLE TEST

Below is a representative test over the set of material I presented the first part of the Spring, 1998 semester.  The material does vary from semester to semester!
 
 

February 12, 1998                                                                                Name:
                                              TEST I
                                        CONSERVATION BIOLOGY

I.  Definitions:  Carefully define each of the following words.  For full credit you need         more then simply 3 sentences.  An example might be given, too.  5 pts

    1.  CITIES -
 
 
 
 
 
 
 

    2.  Monophyletic group –
 
 
 
 
 
 
 

    3.  Species Diversity -
 
 
 
 
 
 

    4.  Beta-richness -
 
 
 
 
 
 

    5.  Hot spots -
 
 
 
 
 
 
 

II.  Short Answer. Carefully read each question and be sure to answer the question. 5 pts ea.

    1.  What is the difference between a typological focus and a populational focus to the species concept?
 
 
 
 
 
 
 
 
 

    2.  List several global patterns to species diversity.
 
 
 
 
 
 
 
 
 

    3.  Contrast the concept of a keystone species with that of a flagship (charismatic) species.
 
 
 
 
 
 
 
 
 

    4.  What are some of the hypotheses used to describe the reasons for the patterns of species richness.
 
 
 
 
 
 
 
 
 

    5.  List several of the instrumental (utilitarian) values of biodiversity.
 
 
 
 
 
 
 
 
 

    6.  Why is it more difficult to determine speciation in two allopatric populations versus two sympatric     populations?
 
 
 
 
 
 
 
 

7.  Why is Conservation Biology a "value-laden science"?
 
 
 
 
 
 
 

III.  Longer Essays. Be complete and as detailed as you can be. 10 pts each.

    1.  Contrast the conservation ideas of Pichot with those of Muir/Thoreau.
 
 
 
 
 
 
 
 
 

    2.  Describe the different ways in which a species can be "rare". Why is it important to understand rarity on a species by species basis?
 
 
 
 
 
 
 
 
 

    3.  "How should a conservation biologist trying to save a small endangered plant species, such as Furbish’s lousewort, respond to the question, what good is it?"
 
 
 
 
 
 
 
 

4.  What is the extent of the losses of biodiversity now and in the future? How are the estimates determined? Be specific.
 
 
 
 
 
 
 
 
 

Bonus: "It must be that the very question of this ambiguity – the very fact that some organisms in nature cannot easily be grouped into species – is itself , as Darwin recognized, one of the most important pieces of evidence for the historical process we call evolution." Why? 5 pts