- HONORS H233 -
CATALOG DESCRIPTION: "This in-depth course covering the ecological impact of humans on the biosphere is innovative in content, design, and topic. Through lecture, discussion, field trips, lab-setting demonstrations, films, debates and readings, students learn the world of ccological science by active participation for application to issues of global, regional and local concern." LECTURE 3.0 CREDITS
COURSE GOALS
NOTE
ON FIELD TRIPS:
This course teaches through field
trips to several different local ecosystems (see syllabus). To be
as accommodating as possible and as understanding of the busy schedules
of the average honor student, most field trips are scheduled for the afternoons
of several Fridays. This is outside of regular class time.
Although all trips are not required, it is extremely important that students
participate in them. With more frequency, students tell me that I
should require all trips - that they are so well designed as integral part
of the learning experience.
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SYLLABUS - current
HUMAN
ECOLOGICAL SCIENCE
Honors
233 Spring 2004
Instructor: David
White
Time: TR 9:30 – 10:45
Office:
Monroe Hall 332
Classroom: Monroe Hall Rm 368
Phone:
865-2288 or 2770
Office Hours: TR 2:00 - 3:30 & by appt.
Web site: www.loyno.edu/~dawhite
(please check it out!)
Readings: GGS
– Guns, Germs, & Steel – Diamond
TN – Tropical Nature – Forsyth & Miyata
EA - Encounters with the Archdruid McPhee
SP - Supplemental Reading packet
DATE LECTURE & DISCUSSION TOPICS READINGS
January 13
The Contract: Course Goals; Ecology vs Environmentalism SP
15 Discussion on
What is "Human Ecology"
SP
20 Discussion on ‘The State
of the World’
SP & EA
22 Human domination of
the Earth’s Ecosystems
SP & EA
27 Discussion on ‘Encounters
with the Archdruid’
EA
29 Film – ‘Call of the
Wild’
February 3
Introduction to Population Ecology
SP & TN
5 Populations (Natterjack
Toad)
SP & TN
10 Introduction to Community
Ecology
SP & TN
12 Communities (Wading
Birds)
SP & TN
17
TEST I
19 return test & TRIP
to Audubon Park (8:00 – 10 :45)
MARDI GRAS HOLIDAYS
March 2
Introduction to Ecosystem Ecology
SP
4 Ecosystems conti.
9 Ecosystems (Influence
of Island Area)
SP
11 Lake Ecology
SP
16 Stream Ecology
SP
18 Effects of Dams (‘we’re just
beavers’)
23 History of Life & the
Ozone Layer
SP & GGS
25 Human Evolution
SP & GGS
26 TRIP – Lafitte National Park
(2:30 – 7:00)
30
TEST II
April
1 return test & begin
discussion of ‘Guns, Germs & Steel’
GGS
EASTER HOLIDAYS
13 Guns, Germs & Steel
GGS
15 Guns, Germs & Steel
GGS
20 Human Ecology & recent
history
22 History of Pollution
23 TRIP – Canoeing in the White
Kitchen Nature Conservancy Reserve
27 Biodiversity – What is it?
(Wilcox & Pimental articles)
SP
29 Conservation Biology (ESA,
Fragmentation, Edge Species,
Sources & Sinks, Heterozygosity)
May 4 TBA
13 FINAL EXAM 9:00 - 11:00
This course is designed for the honors student. After the first three weeks of introductory discussion, I'll present to you a 'world-wind tour' of 'Ecology', a subdiscipline of the Biological Sciences. Following that, the course covers the niche of Homo sapiens in nature by the use of disparate environmental subjects. The course relies on readings from popular books and scholarly works. This semester we will spend considerable class time discussing the Pulitzer Prize winning book, ‘Gens, Germs & Steel’ by Jared Diamond. Building on the readings, the course covers the human impact on the biosphere during lecture time, carefully directed experiences in the field, and outside class assignments. A challenging level of learning is demanded. Students must attend all lectures, first because you won't be able to do well otherwise, and second as a demonstration of interest. I will be taking role each day of class by a sign-in sheet.
There are scheduled three class field experiences (trips) in the course that are very important learning opportunities. You will earn points (10 each) for simply going on each trip. You can receive up to another 15 pts by writing an in depth summary of what you learned on each trip. This writing assignment does not have to be fact-based. The summary must be turned in within one week of the event. Please note that the second 15 points are not automatic. All writing assignments in this course must be word-processed.
1. February 19 (Thursday):
Audubon Park to study water quality and to be introduced to ecological
succession.
To
leave classroom at 8:00 a.m. and return 10:45 a.m. 10 + 15 pts
2. February 26 (Friday): Trip
to Lafitte National Historical Park for an interpretive hike.
To
leave campus 2:30 p.m. and return by 7:00 p.m. 10 + 15 pts
3. April 23 (Friday): Trip
to White Kitchen Nature Conservancy Preserve by canoe.
To
leave campus2:30 p.m. and return by 9:00 p.m. 10 +15 pts
Students who must miss one of these trips (you are still responsible for the information covered on the trip) may opt to visit either The Aquarium of the Americas or The Audubon Zoological Garden. For either visit, you will need to turn into me a thorough write-up of what 'conservation' information you learned about while visiting either place. Both places are filled with signage covering environmental issues. I’d highly recommend visiting each venue without a lot of distractions – the intent is to learn not to visit with friends. The write-up is worth up to 25 pts and must be turned in by the last day of class. Finally, you will NOT be allowed to attend all 3 trips AND visit one of these venues for ‘extra-credit’.
One final out-of-class writing assignment: I’d like you to do a web-based exercise to calculate your "ecological footprint". To learn more, see the last page of the supplemental reading packet. You can earn up to 25 pts for it. Turn it into me by the last day of class.
In addition to the above, there is one short (5 page maximum) position paper required and due before the last week of class. It is worth 50 pts. The general topic for the paper is up to you. I want it to be a clear statement as to your position on some topic of ecological and/or environmental concern. I don’t anticipate that you will have much of a problem coming up with a topic. You will be getting enough handouts and ideas from the class to stimulate ideas for the assignment. Do have the topic approved by me before you start. There is no requirement of external sources for the paper – although you may choose to research some. I simply want an organized statement of your ideas/feelings on a subject of interest to you. Remember to keep it under 5 pages. The better it is written, the greater the number of points you will earn on it!
This course can only be the best if you attend and actively participate in the classes and field trips. You can earn up to 25 pts for class participation, general enthusiasm and not missing more than 2 classes. There are two100 pt tests. The Final Exam is worth 100 pts. You must take the Final Exam or you fail the course. I will allow make-ups for the tests only if you contact me before the test and have a legitimate reason for missing the test. I may require a note from the dean’s office. Under no circumstance will I allow a makeup test after I have returned the test to the class! Please review the college handout policy on plagiarism and cheating. I will not tolerate either.
Point distribution:
2 Tests @ 100 pts = 200 pts
1 Final Exam @ 100 pts = 100 pts
1 Position paper @ 50 pts = 50 pts
3 of 4 following @ 25 pts ea = 75 pts
AP trip, JL trip, Canoe trip, Aquarium/Zoo
Ecological Foot print writeup @ 25 pts = 25 pts
Class attendance & participation @ 25 pts = 25 pts
GRAND TOTAL = 475 pts
All of the above required points total 475.
My grading scale is a standard one, i.e., 90% for an A, 80% for a B, 70%
for a C, 60% for a D, and if you get below 60% you will fail the course.
I would enjoy it immensely if every student in the class would earn enough
points for a grade of an 'A'. That is, earn 427 total points for
an 'A'!
STUDENT COMMENTS -
Below, I present a selected set of positive comments from responses to (1) my own course evaluation before the standardized college-wide process began Spring, 2001, and (2) to the Honors Program evaluation. For a complete set of statements on this course, please check out my student 'comments' page on this course as well as my other courses.
Spring 1998
'This is a wonderful, practical, timely course. Should be mandatory for all students.' 'Dr. White is a fantastic and entertaining teacher.' 'I loved this class. If you could take science class at Loyola this is it.' 'The instructor's knowledge and enthusiasm for the subject is apparent. I am glad this course has become part of the Honors curriculum.' 'It is informative. I liked the open discussion format, and for the most part, the readings.' 'I would love to take this course over two semesters!' 'Nice balance between impassioned readings and content of class.' 'I am now less ignorant about human evolutionary history, ecology, the Louisiana environment and the impact we over populous humans have had on the planet.'
Spring 2002
'The course is interactive and forces the student to think and converse
in the class.' 'Gives one great appreciation of the world around
him.' 'The readings were great. They were books I probably
wouldn't have read otherwise. They brought out and expanded on relevant
issues discussed in the class.' 'When I enrolled in the class, I
found the idea of field trips stupid. However, I have changed my
opinion of them. I thought they were effective in introducing the
students to the environment. I enjoyed them immensely.' 'I
thought the field trips really put what we learned into perspective.'
'Interesting topic, great field trips, good readings.'
Spring 2003
'The material covered was fascinating. I learned a lot.'
'Dr. White did indeed stimulate independent thought. I found myself
thinking about the issues discussed in class on my own and even talking
about them at work and in other classes.' 'Great books. Fun
field trips. Thought provoking!' 'Changed my life! New
material, explained on the perfect level for me, a non-scientist.
Dr. White is fun, engaging, welcomed dissent and dialog.' 'I very
much enjoyed the readings.' 'The field trips are fantastic, the books
are educational and captivating to read, and the lectures support the material
in class.' 'We learn from many different sources and learn both inside
and outside of the classroom. That is very laudable.' 'I thought
the course was one of the best I've taken in 4 years!'
Spring 2004
'Most unique Honors course I've encountered. Because this is a science course, I know about topics I wouldn't have experienced anywhere else. I especially liked the field trips and readings.' 'The in-depth knowledge and passion of the professor' [were course strengths.] 'Great teacher. I don't like science classes and I don't like morning classes, but I never missed this semester - not because I was worried about my participation grade, [but] because there is something gripping about Dr. White's presentations. I learned a huge amount of information.' 'The field trips were a wonderful part of the course. They enhanced the learning process by allowing students to see firsthand some of the things that were discussed in class. They also allowed students to become personally involved with class material. which was a welcomed break from the norm.' 'The topics covered were diverse and very interesting.' 'Dr White is a great teacher. Passionate, educated, and interested in what we have to say. Evenmore, he's humbled by his experiences and so is wonderful to talk to. Always takes the time out for his students.'
THIS CALVIN & HOBBES CARTOON IS ONE OF MY ALL TIME FAVORITES. STUDENTS OF THIS COURSE WILL LEARN ALOT ABOUT WHY I FEEL THIS WAY!
