http://hydrodictyon.eeb.uconn.edu/eebedia/api.php?action=feedcontributions&user=TannerSteeves&feedformat=atomEEBedia - User contributions [en]2024-03-28T15:49:30ZUser contributionsMediaWiki 1.25.2http://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=17045Tanner Steeves2011-01-22T15:22:34Z<p>TannerSteeves: /* Research Interests and Involvement */</p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves[AT]gmail.com<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''M.S.''' Biodiversity and Conservation Biology, 2006–2009 <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br><br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
<br />
-----------------------------------------------------------------------------------<br />
2009 AOU Presentation Abstract:<br><br />
CHIMNEY LOCATION MATTERS: CHIMNEY SWIFT (CHAETURA PELAGICA) HABITAT ASSOCIATIONS<br />
AT MULTIPLE SPATIAL SCALES<br><br />
Chimney swift (Chaetura pelagica) populations are steadily declining. Management efforts are hampered by the lack<br />
of published data on chimney swift habitat associations. We know that chimneys in general constitute suitable<br />
breeding sites, but few aspects of the preferred habitat surrounding the chimneys have been quantified. Artificial<br />
nesting towers are an increasingly popular conservation approach, but are ultimately unlikely to succeed unless we<br />
know where towers should be placed. We used a database of known nesting locations, and a Connecticut land cover<br />
database, to investigate swift-chimney habitat associations at multiple spatial scales. We found that chimney swift nest<br />
sites are positively associated with Developed land cover, and with Agricultural land cover, at all the spatial scales<br />
(0.5 km, 3.5 km, and 6.5 km) examined. Conversely, swifts are negatively associated with Forested land cover. We<br />
interpret these relationships as reflecting the need of chimney swifts for nesting sites (chimneys) near food (insect)-<br />
generating grasslands. Our results suggest that conservation efforts should be focused in suburban areas, near<br />
Agricultural land cover.</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=14858Tanner Steeves2010-03-22T01:39:07Z<p>TannerSteeves: </p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves[AT]gmail.com<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''M.S.''' Biodiversity and Conservation Biology, 2006–2009 <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br><br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
<br />
-----------------------------------------------------------------------------------<br />
2009 AOU Presentation Abstract:<br><br />
CHIMNEY LOCATION MATTERS: CHIMNEY SWIFT (CHAETURA PELAGICA) HABITAT ASSOCIATIONS<br />
AT MULTIPLE SPATIAL SCALES<br><br />
Chimney swift (Chaetura pelagica) populations are steadily declining. Management efforts are hampered by the lack<br />
of published data on chimney swift habitat associations. We know that chimneys in general constitute suitable<br />
breeding sites, but few aspects of the preferred habitat surrounding the chimneys have been quantified. Artificial<br />
nesting towers are an increasingly popular conservation approach, but are ultimately unlikely to succeed unless we<br />
know where towers should be placed. We used a database of known nesting locations, and a Connecticut land cover<br />
database, to investigate swift-chimney habitat associations at multiple spatial scales. We found that chimney swift nest<br />
sites are positively associated with Developed land cover, and with Agricultural land cover, at all the spatial scales<br />
(0.5 km, 3.5 km, and 6.5 km) examined. Conversely, swifts are negatively associated with Forested land cover. We<br />
interpret these relationships as reflecting the need of chimney swifts for nesting sites (chimneys) near food (insect)-<br />
generating grasslands. Our results suggest that conservation efforts should be focused in suburban areas, near<br />
Agricultural land cover.</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=14825Tanner Steeves2010-03-15T11:18:55Z<p>TannerSteeves: </p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves[AT]gmail.com<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br><br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
<br />
-----------------------------------------------------------------------------------<br />
2009 AOU Presentation Abstract:<br><br />
CHIMNEY LOCATION MATTERS: CHIMNEY SWIFT (CHAETURA PELAGICA) HABITAT ASSOCIATIONS<br />
AT MULTIPLE SPATIAL SCALES<br><br />
Chimney swift (Chaetura pelagica) populations are steadily declining. Management efforts are hampered by the lack<br />
of published data on chimney swift habitat associations. We know that chimneys in general constitute suitable<br />
breeding sites, but few aspects of the preferred habitat surrounding the chimneys have been quantified. Artificial<br />
nesting towers are an increasingly popular conservation approach, but are ultimately unlikely to succeed unless we<br />
know where towers should be placed. We used a database of known nesting locations, and a Connecticut land cover<br />
database, to investigate swift-chimney habitat associations at multiple spatial scales. We found that chimney swift nest<br />
sites are positively associated with Developed land cover, and with Agricultural land cover, at all the spatial scales<br />
(0.5 km, 3.5 km, and 6.5 km) examined. Conversely, swifts are negatively associated with Forested land cover. We<br />
interpret these relationships as reflecting the need of chimney swifts for nesting sites (chimneys) near food (insect)-<br />
generating grasslands. Our results suggest that conservation efforts should be focused in suburban areas, near<br />
Agricultural land cover.</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=14824Tanner Steeves2010-03-15T11:18:24Z<p>TannerSteeves: </p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves[AT]gmail.com<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br><br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
<br />
-----------------------------------------------------------------------------------<br />
2009 AOU Oral Presentation:<br><br />
CHIMNEY LOCATION MATTERS: CHIMNEY SWIFT (CHAETURA PELAGICA) HABITAT ASSOCIATIONS<br />
AT MULTIPLE SPATIAL SCALES<br><br />
Chimney swift (Chaetura pelagica) populations are steadily declining. Management efforts are hampered by the lack<br />
of published data on chimney swift habitat associations. We know that chimneys in general constitute suitable<br />
breeding sites, but few aspects of the preferred habitat surrounding the chimneys have been quantified. Artificial<br />
nesting towers are an increasingly popular conservation approach, but are ultimately unlikely to succeed unless we<br />
know where towers should be placed. We used a database of known nesting locations, and a Connecticut land cover<br />
database, to investigate swift-chimney habitat associations at multiple spatial scales. We found that chimney swift nest<br />
sites are positively associated with Developed land cover, and with Agricultural land cover, at all the spatial scales<br />
(0.5 km, 3.5 km, and 6.5 km) examined. Conversely, swifts are negatively associated with Forested land cover. We<br />
interpret these relationships as reflecting the need of chimney swifts for nesting sites (chimneys) near food (insect)-<br />
generating grasslands. Our results suggest that conservation efforts should be focused in suburban areas, near<br />
Agricultural land cover.</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=14818Tanner Steeves2010-03-13T20:49:49Z<p>TannerSteeves: /* Research Interests and Involvement */</p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves[AT]uconn.edu<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
'''Fax:''' (860) 486-6364<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br><br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
<br />
-----------------------------------------------------------------------------------<br />
2009 AOU Oral Presentation:<br><br />
CHIMNEY LOCATION MATTERS: CHIMNEY SWIFT (CHAETURA PELAGICA) HABITAT ASSOCIATIONS<br />
AT MULTIPLE SPATIAL SCALES<br><br />
Chimney swift (Chaetura pelagica) populations are steadily declining. Management efforts are hampered by the lack<br />
of published data on chimney swift habitat associations. We know that chimneys in general constitute suitable<br />
breeding sites, but few aspects of the preferred habitat surrounding the chimneys have been quantified. Artificial<br />
nesting towers are an increasingly popular conservation approach, but are ultimately unlikely to succeed unless we<br />
know where towers should be placed. We used a database of known nesting locations, and a Connecticut land cover<br />
database, to investigate swift-chimney habitat associations at multiple spatial scales. We found that chimney swift nest<br />
sites are positively associated with Developed land cover, and with Agricultural land cover, at all the spatial scales<br />
(0.5 km, 3.5 km, and 6.5 km) examined. Conversely, swifts are negatively associated with Forested land cover. We<br />
interpret these relationships as reflecting the need of chimney swifts for nesting sites (chimneys) near food (insect)-<br />
generating grasslands. Our results suggest that conservation efforts should be focused in suburban areas, near<br />
Agricultural land cover.</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=14817Tanner Steeves2010-03-13T20:49:01Z<p>TannerSteeves: /* Research Interests and Involvement */</p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves[AT]uconn.edu<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
'''Fax:''' (860) 486-6364<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br><br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
(and my double Tri-Color Heron photo-Old Lyme,CT)<br />
-----------------------------------------------------------------------------------<br />
2009 AOU Oral Presentation:<br><br />
CHIMNEY LOCATION MATTERS: CHIMNEY SWIFT (CHAETURA PELAGICA) HABITAT ASSOCIATIONS<br />
AT MULTIPLE SPATIAL SCALES<br><br />
Chimney swift (Chaetura pelagica) populations are steadily declining. Management efforts are hampered by the lack<br />
of published data on chimney swift habitat associations. We know that chimneys in general constitute suitable<br />
breeding sites, but few aspects of the preferred habitat surrounding the chimneys have been quantified. Artificial<br />
nesting towers are an increasingly popular conservation approach, but are ultimately unlikely to succeed unless we<br />
know where towers should be placed. We used a database of known nesting locations, and a Connecticut land cover<br />
database, to investigate swift-chimney habitat associations at multiple spatial scales. We found that chimney swift nest<br />
sites are positively associated with Developed land cover, and with Agricultural land cover, at all the spatial scales<br />
(0.5 km, 3.5 km, and 6.5 km) examined. Conversely, swifts are negatively associated with Forested land cover. We<br />
interpret these relationships as reflecting the need of chimney swifts for nesting sites (chimneys) near food (insect)-<br />
generating grasslands. Our results suggest that conservation efforts should be focused in suburban areas, near<br />
Agricultural land cover.</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=14816Tanner Steeves2010-03-13T20:48:25Z<p>TannerSteeves: /* Research Interests and Involvement */</p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves[AT]uconn.edu<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
'''Fax:''' (860) 486-6364<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br><br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
(and my double Tri-Color Heron photo-Old Lyme,CT)<br />
-----------------------------------------------------------------------------------<br />
2009 AOU Oral Presentation:<br />
CHIMNEY LOCATION MATTERS: CHIMNEY SWIFT (CHAETURA PELAGICA) HABITAT ASSOCIATIONS<br />
AT MULTIPLE SPATIAL SCALES<br />
Chimney swift (Chaetura pelagica) populations are steadily declining. Management efforts are hampered by the lack<br />
of published data on chimney swift habitat associations. We know that chimneys in general constitute suitable<br />
breeding sites, but few aspects of the preferred habitat surrounding the chimneys have been quantified. Artificial<br />
nesting towers are an increasingly popular conservation approach, but are ultimately unlikely to succeed unless we<br />
know where towers should be placed. We used a database of known nesting locations, and a Connecticut land cover<br />
database, to investigate swift-chimney habitat associations at multiple spatial scales. We found that chimney swift nest<br />
sites are positively associated with Developed land cover, and with Agricultural land cover, at all the spatial scales<br />
(0.5 km, 3.5 km, and 6.5 km) examined. Conversely, swifts are negatively associated with Forested land cover. We<br />
interpret these relationships as reflecting the need of chimney swifts for nesting sites (chimneys) near food (insect)-<br />
generating grasslands. Our results suggest that conservation efforts should be focused in suburban areas, near<br />
Agricultural land cover.</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=14815Tanner Steeves2010-03-13T20:46:58Z<p>TannerSteeves: /* Education */</p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves[AT]uconn.edu<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
'''Fax:''' (860) 486-6364<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br><br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
(and my double Tri-Color Heron photo-Old Lyme,CT)</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=10872Current Topics in Conservation Biology2009-03-03T20:46:47Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan ||Amanda/Brian || Introduction to the evidence-based approach <br />
<font color= "#FF0000">'''TODAY'S CLASS CANCELED DUE TO THE WEATHER - READ THE PAPERS ON YOUR OWN.'''</font><br />
|| [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7GJ6-4DPMBTG-1B&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=966a2afd9089c20a7c0890b282955c0e Pullin & Knight 2003;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || Walter & Polik || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004;] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || Sue & Kevin|| How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008;] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb ||Tanner & John V|| Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002;] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb ||Rachel K. & Patrick || Case studies: wind farm impacts on birds; hedgerows as corridors; structures, streams, salmonids || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007;] <br />
[http://www.springerlink.com/content/b21g9q5t4k40w723/ Davies & Pullin 2007]<br />
Stewart et al. in press<br />
|| <br />
|- <br />
|4th Mar || Sarah Treanor & Rachael G. || Case studies: invasive plant control - ragwort, braken, Rhododendron||[http://www.springerlink.com/content/r7w53624052x96v0/ Roberts and Pullin 2007]<br />
[http://www.springerlink.com/content/181703j4148h7730/ Stewart et al. 2007]<br />
[http://www.springerlink.com/content/v2t0363047413044/ Tyler et al. 2006]<br />
|| <br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar || Jessica & Leslie || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| <br />
|- <br />
|25th Mar <br />
||Amanda<br />
Tanner & John V<br />
<br />
|| Project presentation 1: ????<br />
Project presentation 2: Nuisance Canada geese<br />
|| ||<br />
|- <br />
|1st Apr <br />
||<br />
Sue<br />
|| 3: <br />
4: Benefits of salt marsh restoration to birds<br />
|| ||<br />
|- <br />
|8th Apr <br />
||Patrick <br />
Rachael G.<br />
|| 5: Effectiveness of Brown-headed Cowbird control<br />
6: Sustainability of mushroom harvest<br />
|| ||<br />
|- <br />
|15th Apr <br />
||Rachel K. & Leslie<br />
Brian<br />
<br />
|| 7: Zebra mussels<br />
Project presentation 8: ????<br />
|| ||<br />
|- <br />
|22nd Apr <br />
||Sarah Treanor<br />
Jessica<br />
|| Project presentation 9: ????<br />
10: Bird nest platforms<br />
|| ||<br />
|- <br />
|29th Apr <br />
||Kevin<br />
Polik/Walter<br />
|| 11: Nest removal effects on invasive birds <br />
12: Does carbon sequestration work?<br />
|| || KEEP THIS WEEK OPEN FOR US TO DISCUSS WHAT WE'VE ALL LEARNED (HOPEFULLY THERE'LL BE AN HOURS WORTH!) UNLESS WE REALLY NEED IT FOR PRESENTATIONS<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=10871Current Topics in Conservation Biology2009-03-03T20:46:03Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan ||Amanda/Brian || Introduction to the evidence-based approach <br />
<font color= "#FF0000">'''TODAY'S CLASS CANCELED DUE TO THE WEATHER - READ THE PAPERS ON YOUR OWN.'''</font><br />
|| [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7GJ6-4DPMBTG-1B&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=966a2afd9089c20a7c0890b282955c0e Pullin & Knight 2003;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || Walter & Polik || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004;] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || Sue & Kevin|| How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008;] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb ||Tanner & John V|| Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002;] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb ||Rachel K. & Patrick || Case studies: wind farm impacts on birds; hedgerows as corridors; structures, streams, salmonids || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007;] <br />
[http://www.springerlink.com/content/b21g9q5t4k40w723/ Davies & Pullin 2007]<br />
Stewart et al. in press<br />
|| <br />
|- <br />
|4th Mar || Sarah Treanor & Rachael G. || Case studies: invasive plant control - ragwort, braken, Rhododendron||[http://www.springerlink.com/content/r7w53624052x96v0/ Roberts and Pullin 2007]<br />
[http://www.springerlink.com/content/181703j4148h7730/ Stewart et al. 2007]<br />
[http://www.springerlink.com/content/v2t0363047413044/ Tyler et al. 2006]<br />
|| <br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar || Jessica & Leslie || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| <br />
|- <br />
|25th Mar <br />
||Amanda<br />
Tanner & John V<br />
<br />
|| Project presentation 1: ????<br />
Project presentation 2: Nuisance Canada geese<br />
|| ||<br />
|- <br />
|1st Apr <br />
||OPEN<br />
Sue<br />
|| 3: ?<br />
4: Benefits of salt marsh restoration to birds<br />
|| ||<br />
|- <br />
|8th Apr <br />
||Patrick <br />
Rachael G.<br />
|| 5: Effectiveness of Brown-headed Cowbird control<br />
6: Sustainability of mushroom harvest<br />
|| ||<br />
|- <br />
|15th Apr <br />
||Rachel K. & Leslie<br />
Brian<br />
<br />
|| 7: Zebra mussels<br />
Project presentation 8: ????<br />
|| ||<br />
|- <br />
|22nd Apr <br />
||Sarah Treanor<br />
Jessica<br />
|| Project presentation 9: ????<br />
10: Bird nest platforms<br />
|| ||<br />
|- <br />
|29th Apr <br />
||Kevin<br />
Polik/Walter<br />
|| 11: Nest removal effects on invasive birds <br />
12: Does carbon sequestration work?<br />
|| || KEEP THIS WEEK OPEN FOR US TO DISCUSS WHAT WE'VE ALL LEARNED (HOPEFULLY THERE'LL BE AN HOURS WORTH!) UNLESS WE REALLY NEED IT FOR PRESENTATIONS<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Bird_lab_meetings&diff=10337Bird lab meetings2009-02-05T14:41:43Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5895: Invest Sp Topics ==<br />
<br />
This page lists weekly meetings of the Rubega/Elphick labs. Students (grads and undergrads) who are doing research in our labs and who are able to attend on a regular basis should sign up for 1 credit to participate in this class. Grad students are expected to present twice a semester, with at least one presentation an update of some part of your research (the other can be on whatever is helpful to you with your research - a paper from the literature, stats questions, practice talk, etc., etc.). Undergraduates should expect to present something on their research once a semester. If you need a permission number, please contact Margaret or Chris (depending on who your adviser is).<br />
<br />
'''Meeting time:''' Mondays 12-1:30<br />
<br />
'''Location:''' BioPharmacy 3rd floor fish bowl (PBB 303)<br />
<br />
If you have other ideas for things worth discussion (especially relating to professional development, please talk to Margaret or Chris). Past topics that we have discussed include: how to put together a CV for grad schools/job applications, ethics in research, how to write proposals, the mechanics of managing research funds, etc., etc.<br />
<br />
Graduate students can sign up to present by logging in to EEBedia and just editing this page. Undergraduates should talk to Margaret or Chris.<br />
<br />
If there is a published paper to read, please put in a link to it. Note, that the actual papers probably will not be accessible unless you are on a computer connected to the UConn network (you can connect from any computer using uconn vpn and your netID).<br />
<br />
If the date you want is already taken and it says in the notes that it is OK to switch to another date, go ahead and do so (but don't switch someone to a date when they say they will not be there .. and double-check with them that the switch is OK).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 26th Jan ||Diego ||Something... || <br />
|- <br />
| 2nd Feb || Trina|| Sparrows and Space || No reading for today<br />
|- <br />
| 9th Feb || || || MR gone<br />
|-<br />
| 16th Feb || || ||<br />
|- <br />
| 23rd Feb ||Tanner ||Chimney swift poster for CCNR. Also, project status and future ideas ||<br />
|- <br />
| 2nd Mar ||Alejandro ||Findings from the Smithsonian and new perspectives ||<br />
|- <br />
| 9th Mar || SPRING BREAK || [http://www.ccnr.uconn.edu/ CCNR] is today || <br />
|- <br />
| 16th Mar || || || <br />
|- <br />
| 23rd Mar || || || <br />
|- <br />
| 30th Mar || || ||<br />
|- <br />
| 6th Apr || || || <br />
|- <br />
| 13th Apr || || ||<br />
|- <br />
| 20th Apr || || || <br />
|- <br />
| 27th Apr || || || <br />
|- <br />
|}<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=10048Current Topics in Conservation Biology2009-01-28T17:21:42Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
<font color= "#FF0000">'''**STOP PRESS (28 JAN 2009): THE UNIVERSITY HAS CANCELED CLASSES TODAY. SEE BELOW FOR RECENT SCHEDULE CHANGES.**'''</font><br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan ||Amanda/Brian || Introduction to the evidence-based approach <br />
<font color= "#FF0000">'''TODAY'S CLASS CANCELED DUE TO THE WEATHER - READ THE PAPERS ON YOUR OWN.'''</font><br />
|| [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7GJ6-4DPMBTG-1B&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=966a2afd9089c20a7c0890b282955c0e Pullin & Knight 2003;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || Walter & Polik || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004;] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || Sue & Kevin|| How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008;] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb ||Tanner & John V|| Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002;] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb ||Rachel K., Patrick & ?? || Case studies: wind farm impacts on birds; hedgerows as corridors; structures, streams, salmonids || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007;] <br />
[http://www.springerlink.com/content/b21g9q5t4k40w723/ Davies & Pullin 2007]<br />
Stewart et al. in press<br />
|| <br />
|- <br />
|4th Mar || Sarah Treanor & ?? & ?? || Case studies: invasive plant control - ragwort, braken, Rhododendron||[http://www.springerlink.com/content/r7w53624052x96v0/ Roberts and Pullin 2007]<br />
[http://www.springerlink.com/content/181703j4148h7730/ Stewart et al. 2007]<br />
[http://www.springerlink.com/content/v2t0363047413044/ Tyler et al. 2006]<br />
|| <br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar || ?? & ?? || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| Depending on how many projects we have, we may do a second week of case studies and postpone this project until after the break.<br />
|- <br />
|25th Mar <br />
||Amanda<br />
??<br />
<br />
|| Project presentation 1: ????<br />
Project presentation 2: ????<br />
|| ||<br />
|- <br />
|1st Apr <br />
||Tanner & John V<br />
??<br />
|| Project presentation 3: Nuisance Canada geese<br />
Project presentation 4: ???? <br />
|| ||<br />
|- <br />
|8th Apr <br />
||Patrick <br />
??<br />
|| Project presentation 5: ????<br />
Project presentation 6: ????<br />
|| ||<br />
|- <br />
|15th Apr <br />
||Rachel K.<br />
<br />
<br />
|| Project presentation 7: ????<br />
Project presentation 8: ????<br />
|| ||<br />
|- <br />
|22nd Apr <br />
||Sarah Treanor<br />
??<br />
|| Project presentation 9: ????<br />
Project presentation 10: ????<br />
|| ||<br />
|- <br />
|29th Apr <br />
||??<br />
??<br />
|| Project presentation 11: ????<br />
Project presentation 12: ????<br />
|| || KEEP THIS WEEK OPEN FOR US TO DISCUSS WHAT WE'VE ALL LEARNED (HOPEFULLY THERE'LL BE AN HOURS WORTH!) UNLESS WE REALLY NEED IT FOR PRESENTATIONS<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=10047Current Topics in Conservation Biology2009-01-28T17:19:51Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
<font color= "#FF0000">'''**STOP PRESS (28 JAN 2009): THE UNIVERSITY HAS CANCELED CLASSES TODAY. SEE BELOW FOR RECENT SCHEDULE CHANGES.**'''</font><br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan ||Amanda/Brian || Introduction to the evidence-based approach <br />
<font color= "#FF0000">'''TODAY'S CLASS CANCELED DUE TO THE WEATHER - READ THE PAPERS ON YOUR OWN.'''</font><br />
|| [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7GJ6-4DPMBTG-1B&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=966a2afd9089c20a7c0890b282955c0e Pullin & Knight 2003;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || Walter & Polik || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004;] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || Sue & Kevin|| How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008;] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb ||Tanner & John V|| Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002;] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb ||Rachel K., Patrick & ?? || Case studies: wind farm impacts on birds; hedgerows as corridors; structures, streams, salmonids || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007;] <br />
[http://www.springerlink.com/content/b21g9q5t4k40w723/ Davies & Pullin 2007]<br />
Stewart et al. in press<br />
|| <br />
|- <br />
|4th Mar || Sarah Treanor & ?? & ?? || Case studies: invasive plant control - ragwort, braken, Rhododendron||[http://www.springerlink.com/content/r7w53624052x96v0/ Roberts and Pullin 2007]<br />
[http://www.springerlink.com/content/181703j4148h7730/ Stewart et al. 2007]<br />
[http://www.springerlink.com/content/v2t0363047413044/ Tyler et al. 2006]<br />
|| <br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar || ?? & ?? || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| Depending on how many projects we have, we may do a second week of case studies and postpone this project until after the break.<br />
|- <br />
|25th Mar <br />
||Amanda<br />
??<br />
<br />
|| Project presentation 1: ????<br />
Project presentation 2: ????<br />
|| ||<br />
|- <br />
|1st Apr <br />
||Tanner & John V<br><br />
<br />
|| Project presentation 3: Nuisance Canada geese<br />
Project presentation 4: ???? <br />
|| ||<br />
|- <br />
|8th Apr <br />
||Patrick <br />
??<br />
|| Project presentation 5: ????<br />
Project presentation 6: ????<br />
|| ||<br />
|- <br />
|15th Apr <br />
||Rachel K.<br />
<br />
<br />
|| Project presentation 7: ????<br />
Project presentation 8: ????<br />
|| ||<br />
|- <br />
|22nd Apr <br />
||Sarah Treanor<br />
??<br />
|| Project presentation 9: ????<br />
Project presentation 10: ????<br />
|| ||<br />
|- <br />
|29th Apr <br />
||??<br />
??<br />
|| Project presentation 11: ????<br />
Project presentation 12: ????<br />
|| || KEEP THIS WEEK OPEN FOR US TO DISCUSS WHAT WE'VE ALL LEARNED (HOPEFULLY THERE'LL BE AN HOURS WORTH!) UNLESS WE REALLY NEED IT FOR PRESENTATIONS<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=10046Current Topics in Conservation Biology2009-01-28T17:18:51Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
<font color= "#FF0000">'''**STOP PRESS (28 JAN 2009): THE UNIVERSITY HAS CANCELED CLASSES TODAY. SEE BELOW FOR RECENT SCHEDULE CHANGES.**'''</font><br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan ||Amanda/Brian || Introduction to the evidence-based approach <br />
<font color= "#FF0000">'''TODAY'S CLASS CANCELED DUE TO THE WEATHER - READ THE PAPERS ON YOUR OWN.'''</font><br />
|| [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7GJ6-4DPMBTG-1B&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=966a2afd9089c20a7c0890b282955c0e Pullin & Knight 2003;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || Walter & Polik || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004;] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || Sue & Kevin|| How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008;] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb ||Tanner & John V|| Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002;] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb ||Rachel K., Patrick & ?? || Case studies: wind farm impacts on birds; hedgerows as corridors; structures, streams, salmonids || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007;] <br />
[http://www.springerlink.com/content/b21g9q5t4k40w723/ Davies & Pullin 2007]<br />
Stewart et al. in press<br />
|| <br />
|- <br />
|4th Mar || Sarah Treanor & ?? & ?? || Case studies: invasive plant control - ragwort, braken, Rhododendron||[http://www.springerlink.com/content/r7w53624052x96v0/ Roberts and Pullin 2007]<br />
[http://www.springerlink.com/content/181703j4148h7730/ Stewart et al. 2007]<br />
[http://www.springerlink.com/content/v2t0363047413044/ Tyler et al. 2006]<br />
|| <br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar || ?? & ?? || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| Depending on how many projects we have, we may do a second week of case studies and postpone this project until after the break.<br />
|- <br />
|25th Mar <br />
||Amanda<br />
??<br />
<br />
|| Project presentation 1: ????<br />
Project presentation 2: ????<br />
|| ||<br />
|- <br />
|1st Apr <br />
||Tanner & John V <br />
<br />
|| Project presentation 3: Nuisance Canada geese<br />
Project presentation 4: ???? <br />
|| ||<br />
|- <br />
|8th Apr <br />
||Patrick <br />
??<br />
|| Project presentation 5: ????<br />
Project presentation 6: ????<br />
|| ||<br />
|- <br />
|15th Apr <br />
||Rachel K.<br />
<br />
<br />
|| Project presentation 7: ????<br />
Project presentation 8: ????<br />
|| ||<br />
|- <br />
|22nd Apr <br />
||Sarah Treanor<br />
??<br />
|| Project presentation 9: ????<br />
Project presentation 10: ????<br />
|| ||<br />
|- <br />
|29th Apr <br />
||??<br />
??<br />
|| Project presentation 11: ????<br />
Project presentation 12: ????<br />
|| || KEEP THIS WEEK OPEN FOR US TO DISCUSS WHAT WE'VE ALL LEARNED (HOPEFULLY THERE'LL BE AN HOURS WORTH!) UNLESS WE REALLY NEED IT FOR PRESENTATIONS<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=10045Current Topics in Conservation Biology2009-01-28T17:18:06Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
<font color= "#FF0000">'''**STOP PRESS (28 JAN 2009): THE UNIVERSITY HAS CANCELED CLASSES TODAY. SEE BELOW FOR RECENT SCHEDULE CHANGES.**'''</font><br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan ||Amanda/Brian || Introduction to the evidence-based approach <br />
<font color= "#FF0000">'''TODAY'S CLASS CANCELED DUE TO THE WEATHER - READ THE PAPERS ON YOUR OWN.'''</font><br />
|| [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7GJ6-4DPMBTG-1B&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=966a2afd9089c20a7c0890b282955c0e Pullin & Knight 2003;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || Walter & Polik || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004;] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || Sue & Kevin|| How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008;] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb ||Tanner & John V|| Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002;] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb ||Rachel K., Patrick & ?? || Case studies: wind farm impacts on birds; hedgerows as corridors; structures, streams, salmonids || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007;] <br />
[http://www.springerlink.com/content/b21g9q5t4k40w723/ Davies & Pullin 2007]<br />
Stewart et al. in press<br />
|| <br />
|- <br />
|4th Mar || Sarah Treanor & ?? & ?? || Case studies: invasive plant control - ragwort, braken, Rhododendron||[http://www.springerlink.com/content/r7w53624052x96v0/ Roberts and Pullin 2007]<br />
[http://www.springerlink.com/content/181703j4148h7730/ Stewart et al. 2007]<br />
[http://www.springerlink.com/content/v2t0363047413044/ Tyler et al. 2006]<br />
|| <br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar || ?? & ?? || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| Depending on how many projects we have, we may do a second week of case studies and postpone this project until after the break.<br />
|- <br />
|25th Mar <br />
||Amanda<br />
??<br />
<br />
|| Project presentation 1: ????<br />
Project presentation 2: ????<br />
|| ||<br />
|- <br />
|1st Apr <br />
||Tanner & John V <br />
|| Project presentation 3: Nuisance Canada geese<br />
Project presentation 4: ???? <br />
|| ||<br />
|- <br />
|8th Apr <br />
||Patrick <br />
??<br />
|| Project presentation 5: ????<br />
Project presentation 6: ????<br />
|| ||<br />
|- <br />
|15th Apr <br />
||Rachel K.<br />
<br />
<br />
|| Project presentation 7: ????<br />
Project presentation 8: ????<br />
|| ||<br />
|- <br />
|22nd Apr <br />
||Sarah Treanor<br />
??<br />
|| Project presentation 9: ????<br />
Project presentation 10: ????<br />
|| ||<br />
|- <br />
|29th Apr <br />
||??<br />
??<br />
|| Project presentation 11: ????<br />
Project presentation 12: ????<br />
|| || KEEP THIS WEEK OPEN FOR US TO DISCUSS WHAT WE'VE ALL LEARNED (HOPEFULLY THERE'LL BE AN HOURS WORTH!) UNLESS WE REALLY NEED IT FOR PRESENTATIONS<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Chimney_Swifts_in_Connecticut&diff=10001Chimney Swifts in Connecticut2009-01-28T00:36:01Z<p>TannerSteeves: </p>
<hr />
<div>[[Image:Mbrown_swift3.jpg|thumb|right|''Chimney swift, Indiana 2007 (1)'']]<br />
[[Image:Swift_nest.jpg|thumb|right|''Swift nest, New York (2)'']]<br />
[[Image:portland_swifts.jpg|thumb|right|''Watching Vaux's swifts - Portland, OR (3)'']]<br />
[[Image:Mbrown_swift1.jpg|thumb|right|''Chimney swift, Indiana 2007 (1)'']]<br />
<br />
The Chimney Swift Project is a joint venture between the Uconn Ornithology Research Group and the Connecticut Department of Environmental Protection (CTDEP). Chimney Swifts are a common sight in the skies of the Northeast throughout the spring and summer months, but populations have declined steadily over the last several decades across their entire range. In 2006, the CTDEP issued Connecticut's Comprehensive Wildlife Strategy aimed at guiding the state's conservation efforts over the next several years. A main tenet of this document is to "Keep common species common", encouraging a proactive approach to managing wildlife species that may become threatened in the future. The Chimeny Swift certainly fits this description, and with this project we hope to accomplish the following:<br><br />
<br />
<br />
*Develop and test the effectiveness of a newly designed artificial nesting structure<br><br />
*Develop an effective monitoring program<br><br />
*Understand the habitat associations of Chimney Swifts<br />
<br />
<br />
<span style="font-size: large">Biology and Conservation Status</span><br><br />
The Chimney Swift (''Chateura pelagica'') is a migratory bird that typically returns to Connecticut from South America during the final week of April, and breeds during the end of May and June. They are aerial insectivores that spend nearly all day in the air and roost at night on sheltered, vertical surfaces. Historically, the Chimney Swift roosted and nested in large hollow trees in the Northeast, but as European colonization removed most large trees and inserted chimneys, the swifts took advantage of this new structure. Chimney Swift nests are constructed from small twigs that are glued together onto a vertical surface using saliva, forming a semicircular cup nest (see photo at right). Suitable chimney nesting sites have declined over the past several decades as older chimneys are torn down, capped, and lined. Newly built chimneys are typically built with a liner and a cap in place, making it nearly impossible for swifts to get inside and establish a nest. Nest site limitation may be a factor in the observed population decline, which has spurred interest in creating artificial chimneys that could provide additional nesting opportunities.<br> <br />
<br />
<br />
<br />
<span style="font-size: large">Artificial Nesting Structures</span><br><br />
One of the main goals of this project is to design and deploy chimney swift "towers". These towers are freestanding chimney-like structures designed to provide nesting and roosting habitat for swifts. Several organizations have published tower designs that have been demonstrated to successfully attract breeding swifts, but none of these designs have been empirically tested. Although these tower designs have been successful, they can be expensive, labor intensive, and require significant skill to constuct. We are currently in the process of testing a new tower design that is relatively inexpensive, easy to construct, moveable, and composed of materials that are easy to obtain. A design that incorporates each of these characteristics is much more likely to be constructed and deployed by state agencies, conservation organizations, and private landowners. Our Swift Towers have been installed in and around Storrs, and will be evaluated throughout the breeding season. <br />
<br />
<br />
<span style="font-size: large">Monitoring</span><br><br />
The CTDEP has been testing monitoring techniques for Chimney Swifts for the past several years. In cooperation with other state and federal agencies, universities, and non-profit organizations, the CT DEP is piloting a montoring technique that will quantify chimney swift occupancy and detection probability in chimney structures. In order to quantify differences in chimney swift presence and detection among habitat types, we have stratified our sampling program to target habitat types where Chimney Swifts are most detectable, leading to a potentially better understanding of population size and long-term population trends.<br><br />
<br />
<br />
<span style="font-size: large">Public Education</span><br><br />
This project offers several opportunities for public outreach and education. Swifts are typically active throughout the day and can be easily observed in locations where they nest in large flocks (see photo at right from Portland, OR); Chimney Swifts nesting in Connecticut would undoubtedly inspire similar interest. Video cameras have been installed in all of the tower prototypes, which may provide rare and intimate views of roosting, nesting, and fledging behavior. These video cameras could become permanent fixtures in classrooms throughout the state. Public involvement in monitoring activities would be useful - and in some cases essential - for developing a better understanding of large-scale patterns of Chimney Swift breeeding, abundance, and distribution.<br />
<br />
<br />
Send questions or comments to Tanner [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Tanner_Steeves]: tanner.steeves[AT]uconn.edu<br><br />
<br />
Photo Credits:<br><br />
(1) Michael Brown, 2007. http://www.flickr.com/photos/67383370@N00/518587619/<br />
(2) Mon@rch: http://monarchbfly.com <br />
(3) Irene: http://www.flickr.com/photos/7791990@N04/1431355860/</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=10000Tanner Steeves2009-01-28T00:34:50Z<p>TannerSteeves: </p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves[AT]uconn.edu<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
'''Fax:''' (860) 486-6364<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''B.S./M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br><br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
(and my double Tri-Color Heron photo-Old Lyme,CT)</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=9999Current Topics in Conservation Biology2009-01-28T00:31:33Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan ||Amanda/Brian || Introduction to the evidence-based approach || [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7GJ6-4DPMBTG-1B&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=966a2afd9089c20a7c0890b282955c0e Pullin & Knight 2003;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004;] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || Sue & Kevin|| How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008;] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb ||Tanner & John V|| Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002;] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb ||Rachel/Patrick || Case studies: wind farm impacts on birds; ???? || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007;] plus another || We'll pick another 1-2 case studies to discuss, based on what the group is interested in.<br />
|- <br />
|4th Mar ||Sarah Treanor/ || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| Depending on how many projects we have, we may do a second week of case studies and postpone this project until after the break.<br />
<br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar ||Amanda || Project presentations || ||<br />
|- <br />
|25th Mar ||Tanner & John V || Project presentation - Nuisance Canada geese || ||<br />
|- <br />
|1st Apr ||Patrick || Project presentations || ||<br />
|- <br />
|8th Apr ||Sarah Treanor|| Project presentations || ||<br />
|- <br />
|15th Apr || || Project presentations || ||<br />
|- <br />
|22nd Apr || || Project presentations || ||<br />
|-<br />
|29th Apr || Chris || What have we learned? || ||<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=9964Current Topics in Conservation Biology2009-01-27T19:03:11Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan ||Amanda/Brian || Introduction to the evidence-based approach || [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7GJ6-4DPMBTG-1B&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=966a2afd9089c20a7c0890b282955c0e Pullin & Knight 2003;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004;] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || || How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008;] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb ||Tanner & John V|| Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002;] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb ||Rachel/Patrick || Case studies: wind farm impacts on birds; ???? || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007;] plus another || We'll pick another 1-2 case studies to discuss, based on what the group is interested in.<br />
|- <br />
|4th Mar ||Sarah Treanor/ || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| Depending on how many projects we have, we may do a second week of case studies and postpone this project until after the break.<br />
<br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar ||Amanda || Project presentations || ||<br />
|- <br />
|25th Mar ||Tanner & John V || Project presentation - Dealing with nuisance Canada geese || ||<br />
|- <br />
|1st Apr ||Patrick || Project presentations || ||<br />
|- <br />
|8th Apr ||Sarah Treanor|| Project presentations || ||<br />
|- <br />
|15th Apr || || Project presentations || ||<br />
|- <br />
|22nd Apr || || Project presentations || ||<br />
|-<br />
|29th Apr || Chris || What have we learned? || ||<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=9963Current Topics in Conservation Biology2009-01-27T19:02:25Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan ||Amanda/Brian || Introduction to the evidence-based approach || [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7GJ6-4DPMBTG-1B&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=966a2afd9089c20a7c0890b282955c0e Pullin & Knight 2003;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004;] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || || How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008;] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb ||Tanner and John V|| Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002;] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb ||Rachel/Patrick || Case studies: wind farm impacts on birds; ???? || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007;] plus another || We'll pick another 1-2 case studies to discuss, based on what the group is interested in.<br />
|- <br />
|4th Mar ||Sarah Treanor/ || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| Depending on how many projects we have, we may do a second week of case studies and postpone this project until after the break.<br />
<br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar ||Amanda || Project presentations || ||<br />
|- <br />
|25th Mar ||Tanner and John V || Project presentation - Dealing with nuisance Canada geese || ||<br />
|- <br />
|1st Apr ||Patrick || Project presentations || ||<br />
|- <br />
|8th Apr ||Sarah Treanor|| Project presentations || ||<br />
|- <br />
|15th Apr || || Project presentations || ||<br />
|- <br />
|22nd Apr || || Project presentations || ||<br />
|-<br />
|29th Apr || Chris || What have we learned? || ||<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=9962Current Topics in Conservation Biology2009-01-27T18:59:04Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan ||Amanda/Brian || Introduction to the evidence-based approach || [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7GJ6-4DPMBTG-1B&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=966a2afd9089c20a7c0890b282955c0e Pullin & Knight 2003;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004;] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || || How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008;] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb ||Tanner and John V|| Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002;] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb ||Rachel/Patrick || Case studies: wind farm impacts on birds; ???? || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007;] plus another || We'll pick another 1-2 case studies to discuss, based on what the group is interested in.<br />
|- <br />
|4th Mar ||Sarah Treanor/ || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006;] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| Depending on how many projects we have, we may do a second week of case studies and postpone this project until after the break.<br />
<br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar ||Amanda || Project presentations || ||<br />
|- <br />
|25th Mar ||Tanner and John V || Project presentations || ||<br />
|- <br />
|1st Apr ||Patrick || Project presentations || ||<br />
|- <br />
|8th Apr ||Sarah Treanor|| Project presentations || ||<br />
|- <br />
|15th Apr || || Project presentations || ||<br />
|- <br />
|22nd Apr || || Project presentations || ||<br />
|-<br />
|29th Apr || Chris || What have we learned? || ||<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=9939Tanner Steeves2009-01-26T18:31:49Z<p>TannerSteeves: /* Research Interests and Involvement */</p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves@uconn.edu<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
'''Fax:''' (860) 486-6364<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''B.S./M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br><br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
(and my double Tri-Color Heron photo-Old Lyme,CT)</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=9938Tanner Steeves2009-01-26T18:31:19Z<p>TannerSteeves: /* Research Involvement */</p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves@uconn.edu<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
'''Fax:''' (860) 486-6364<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''B.S./M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Interests and Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br />
My main interests are applied conservation biology, avian ecology, and avian conservation<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
(and my double Tri-Color Heron photo-Old Lyme,CT)</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Current_Topics_in_Conservation_Biology&diff=9826Current Topics in Conservation Biology2009-01-21T18:55:57Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5370: Evidence-based Conservation (Spring 2009) ==<br />
<br />
'''Credits:''' 1<br />
<br />
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)<br />
<br />
'''Meeting time:''' Wednesdays 4-5<br />
<br />
'''Location:''' Bamford Room (TLS 171B)<br />
<br />
The topic of this seminar course varies from year to year depending on what is "current" in conservation biology and what students in the program are interested in focusing on. Usually we pick a recent book or selected readings focused around a specific theme in order to get a deeper understanding of the topic than would be normal in a survey course. If you have suggestions for future topics, please let me know.<br />
<br />
The course is required for students in the EEB BS/MS program, but is open to all graduate students. A few senior (and occasionally junior) undergraduates also take the course every year, and I encourage you to do so if you are interested. To be eligible as an undergraduate, you should have at least a B average and should talk to me first. Undergraduates will need a permission number to enroll. The course is limited to ~12-15 students each year and I occasionally have to turn people away, but we try to accommodate as many people as possible. Priority is given to students in the BS/MS program who need the course to graduate. Post-docs, adjuncts, and (even) faculty are welcome to join in the fun.<br />
<br />
This semester we will examine evidence-based conservation (EBC). EBC is an emerging approach for improving the degree to which scientific evidence is actually used in conservation management and decision making. It uses techniques that have resulted in substantial changes over the past couple of decades in the way that medicine is practiced, and which have subsequently been poached by other fields. To learn a little about the topic, check out the web sites for [http://www.environmentalevidence.org/index.htm Environmental Evidence], [http://www.conservationevidence.com/index.shtm Conservation Evidence], and the [http://www.cebc.bangor.ac.uk/index.php.en?menu=0&catid=0 Centre for Evidence-Based Conservation].<br />
<br />
In the course we will read about the rationale for EBC, examine the techniques used, look at some case studies, and then students will develop small projects of their own (ideally related to their own research interests) to try out the methods.<br />
<br />
== Schedule (subject to change) ==<br />
<br />
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studies. Most papers come from the group at the [http://www.cebc.bangor.ac.uk/ Centre for Evidence-Based Conservation], which has pioneered the use of this approach in conservation biology. While we are working through these papers, I'd also like everyone in the class to develop a project that they will present during the second half of the semester. For the projects, people can work individually or in pairs. Ideally, projects should be based on something related to your own research or career interests. If you have no ideas, ask me for suggestions.<br />
<br />
The project should take the form of a systematic review of the evidence for some conservation management action. Discussions during the first half of the semester will provide guidance on how to do this. Project presentations should include description of (a) the general problem, (b) how you broke the problem down into specific questions, and which of those you then tackled, (c) how you searched the literature for evidence, (d) what evidence you found, (e) how you summarized the evidence, and most importantly (f) what specific recommendations you would give to conservation practitioners and why (simply suggesting more research is not an option - managers want advice on what to do now). <br />
<br />
For the presentations, you should prepare a short PowerPoint slide show to provide the required information (10-12 slides, max; you need to be able to say everything that matters in <15 mins). My expectation is that presentations will involve a back-and-forth discussion between the presenter and the rest of the group, rather than a one-way flow of information. The audience's goal is to provide feedback on the approach taken for the review. We should help the presenter determine what more they could do to aid managers make good decisions if they were to proceed further with the review.<br />
<br />
A tentative schedule is posted below. Everyone should sign up to share leadership roles for one week during the first half of the semester (two students per session) and to present their project during one week in the second half of the semester.<br />
<br />
If you have EEBedia editing rights then you can go in and sign up to present yourself. If you do not, email me and tell me when you'd like to lead so that I can put you on the schedule. If you are flexible on your topic/date, then include a note at the bottom of the schedule so that others know they can move things around. DO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRST. After the first meeting, I will assign weeks to anyone who has not yet signed up.<br />
<br />
Note that most of the links to papers will only work if you are on the UConn computer network (or have your own subscription to a journal). If you are off-campus, you can connect to the UConn network via the VPN (go to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and sign in using your UConn netID).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week<br />
!width="100"|Who<br />
!width="300"|Topic<br />
!width="170"|Reading<br />
!width="420"|Notes<br />
|- <br />
|21st Jan || Chris || Why "evidence-based"? || [http://topics.nytimes.com/top/news/health/series/the_evidence_gap/index.html The Evidence Gap] (Read 2+ articles - but, not just the first two)|| These New York Times articles discuss the use of evidence in medicine, which is where many ideas in evidence-based conservation originate.<br />
|- <br />
|28th Jan || || Introduction to the evidence-based approach || [http://www.conbio.org/smithfellows/pdf/conservation_medicine.pdf Pullin & Knight 2001] Pullin & Knight 2003 [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VJ1-4C47MXM-2&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=27c3ac3380abbdc0fd6e8675f62e7ae0 Sutherland et al. 2004] || These early papers collectively set the scene for the class.<br />
|- <br />
|4th Feb || || Isn't evidence used already? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4BBVVV8-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=3366182ff12860df8ba16b755b51b42a Pullin et al. 2004] [http://www.bmj.com/cgi/content/extract/322/7278/98 Petticrew 2001] || <br />
|- <br />
|11th Feb || || How to do reviews || [http://www.cebc.bangor.ac.uk/Documents/Reviewguidelinesversion3.0_FINAL_000.pdf Pullin et al. 2008] [http://www3.interscience.wiley.com/cgi-bin/fulltext/120829710/PDFSTART Pullin et al. 2006]|| The 2006 paper is just an earlier version of the on-line document that was published in Conservation Biology.<br />
|-<br />
|18th Feb || || Gathering and analyzing data || [http://www3.interscience.wiley.com/cgi-bin/fulltext/118942101/PDFSTART Gates 2002] [http://www.bmj.com/cgi/content/full/309/6964/1286 Dickersin et al. 1995] || Focus on the Gates paper, but skim the other to get the main points.<br />
|- <br />
|25th Feb || || Case studies: wind farm impacts on birds; ???? || [http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=986904 Stewart et al. 2007] plus another || We'll pick another 1-2 case studies to discuss, based on what the group is interested in.<br />
|- <br />
|4th Mar || || How good are conservation reviews? || [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4K5ST89-1&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=d65a5ce2ad419def27c7438ca9c2676b Roberts et al. 2006] [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4GMS9DK-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=5edfa58afec1f387a76a7957a11ee54a Stewart et al. 2005]|| Depending on how many projects we have, we may do a second week of case studies and postpone this project until after the break.<br />
<br />
|- <br />
|11th Mar || ---- || NO MEETING: SPRING BREAK || ---- || <br />
|- <br />
|18th Mar || || Project presentations || ||<br />
|- <br />
|25th Mar ||Tanner || Project presentations || ||<br />
|- <br />
|1st Apr || || Project presentations || ||<br />
|- <br />
|8th Apr || || Project presentations || ||<br />
|- <br />
|15th Apr || || Project presentations || ||<br />
|- <br />
|22nd Apr || || Project presentations || ||<br />
|-<br />
|29th Apr || Chris || What have we learned? || ||<br />
|- <br />
|}<br />
<br />
== Expectations ==<br />
<br />
Here are some general comments about my expectations for the class. Exact details will vary depending on the semester's topic. Generally we will read papers or have presentations and discuss them in class each week. Most discussions will be led by students, and everyone is expected to sign up for to lead discussions. The schedule is posted above. <br />
<br />
'''Discussion leaders:''' Generally, my expectation is that you will present a 5-10 minute (NO MORE!) introduction to the topic. Your introduction should draw on the readings, but should not simply re-state what we have all read. Simply reiterating what the readings say is boring and doesn't accomplish much. Instead, your job as leader is to get a discussion going. This is hard (and I will help), but far more interesting for everyone involved. Here are some tips:<br />
<br />
* Make sure that you have enough to say to keep things moving, but do not feel that you have to say everything that you have thought of or cover every idea in the readings. If the conversation is going well, just let it take its course. The worst thing that can happen is that no one says anything. The next worst thing is that the leader completely dominates the conversation (I can be guilty of this sin myself, so feel free to cut me off if I'm talking too much).<br />
<br />
* In your introduction, try to synthesize the material and draw out the major points. What are the 3-5 things you'd tell your parents if you were going to explain this to them over dinner - the chances are good that these are the same things we should be focused on. Also, feel free to supplement the reading material with other information on the topic to broaden the discussion.<br />
<br />
* Come with a list of questions to ask (more than you think you'll need). The more specific the questions are the better, as this makes them easier for people to respond to. Preferably, email around some questions a day or two before class so that people can think about them while they are reading the materials (if you email them to me, I will forward them to the rest of the class).<br />
<br />
* Ask people what surprised them, and why. If you're not leading, think how you'd answer this question. If people complain about the readings, ask them how things could have been done better, or what needs to be done next.<br />
<br />
* Where possible, try to relate your topic to those we have discussed in previous weeks so that the ideas covered by the class build over the course of the semester. <br />
<br />
* Being purposefully provocative (even if you don't believe what you're saying) can often help to get people talking. If the material is appropriate, set the discussion up as a debate - tell half the class that they have to argue one side and the other half that they have to argue the opposite. This approach can force people to really think about the ideas and about their preconceptions. If you are going to do this, it is best to warn people ahead of time (though don't tell them which side they will be on).<br />
<br />
* When you ask a question, give people lots of time to respond. A good rule is to (slowly) count to 10 in your head before moving on. This is because (a) it often takes people this long to formulate something to say and (b) the uncomfortable silence (and it can be excruciating) is often what it takes to get people talking. This sounds (and can feel) horrible, but it really works, and the discussions that result are much richer.<br />
<br />
* If no one answers a question, and there is a simple yes/no, do you agree/disagree, type answer, then ask for a show of hands - then you can focus in on individuals and ask them to explain their response.<br />
<br />
* Don't pick on individuals and make them comment unless you have to. But if no one says anything, then it is OK to do this. Everyone else is responsible for reading and thinking about the material too, so it should not be a surprise to them. Even though you are in charge of running things, the responsibility for maintaining a discussion lies with everyone in the room. If you think people are not engaging in the discussion enough, then it is '''your''' job to do something about it ... don't just expect me to do it for you.<br />
<br />
* Finally, in weeks when you are not leading, make sure that you have thought about the material enough that you can help the leader out. Come with at least 2 or 3 ideas to talk about if things get too quiet. If the leader has sent out questions, actually think about them before class. And be responsible about doing the reading. If you do all this stuff, others will do the same when it's your turn to lead.<br />
<br />
The hardest part is getting the conversation started. Once it's going, it will often run itself - and if it is doing this you should let it. I've been running seminars for a few years now, and I'm only just getting to where I realize that my job is to say as little as possible. If I talk the whole time, then I'm essentially lecturing ... and this is not a lecture format ... the goals are very different, they are to get people thinking on their feet and discussing ideas to help them learn the stuff for themselves. But, it is your job to ensure that we are not just subjected to silence.<br />
<br />
'''PowerPoint:''' When presenting a reading, I don't really mind whether you use PowerPoint or not. Often, it is not necessary, but sometimes it can help by putting up key talking points where everyone can see them. If you do use PowerPoint, it should be to help maintain a conversation, not to just reiterate what is in the reading. If there are figures that you want to ask questions about, then putting them up on a screen can be very useful. Likewise, having your questions on screen for people to refer to can help. I will reserve a projector for each class session, but you will need to go and get it from the EEB office before class. If you do not have a laptop, let me know and I will bring mine. <br />
<br />
'''Grading:''' The course is S/U and it is unusual for people to fail. But, if you hardly ever participate in the discussions, I will fail you. '''''This is your only warning!!'''''<br />
<br />
<br />
'' If you have never led a discussion in a seminar course before, or feel nervous about doing so, please talk to me beforehand. It isn't as hard as it might seem, and it's always easier if you're well prepared and know what to expect.''<br />
<br />
== Discussion/News ==<br />
<br />
If you have any information related to the course (e.g., relevant news items, related web links, etc.), feel free to post it here. Please put the date first, then your name; be concise; and organize the list so that items are in reverse chronological order. For an example of the right format, check out my Conservation Biology in the News site [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_biology_in_the_news here]. If you're not an EEB graduate student, then you can email items to me and I will add them, but please send them to me in the right format.<br />
<br />
== Course history ==<br />
<br />
If you are interested in the topics that we have covered in this class in past years, I have preserved previous versions of the web page, linked below.<br />
<br />
During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_489:_Conservation_and_the_Endangered_Species_Act_(Spring_2008) click here].<br />
<br />
During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ click here].<br />
<br />
During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2006_syllabus_invasives.htm click here].<br />
<br />
During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2005_syllabus.htm click here].<br />
<br />
During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/EEB489_2004_syllabus.htm click here]; for a reading list, [http://hydrodictyon.eeb.uconn.edu/courses/EEB489/ESA_readings.htm click here].<br />
<br />
== Other information ==<br />
<br />
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]<br />
<br />
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]<br />
<br />
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Bird_lab_meetings&diff=8667Bird lab meetings2008-10-17T13:30:49Z<p>TannerSteeves: /* EEB 5895 (was 396): Invest Sp Topics */</p>
<hr />
<div>== EEB 5895 (was 396): Invest Sp Topics ==<br />
<br />
This page lists weekly meetings of the Rubega/Elphick labs. Students (grads and undergrads) who are doing research in our labs and who are able to attend on a regular basis should sign up for 1 credit to participate in this class. Grad students are expected to present twice a semester, with at least one presentation an update of some part of your research (the other can be on whatever is helpful to you with your research - a paper from the literature, stats questions, talk practice, etc., etc.). Undergraduates should expect to present something on their research once a semester. If you need a permission number, please contact Margaret or Chris (depending on who your adviser is).<br />
<br />
'''Meeting time:''' Tuesdays 10:30-12<br />
<br />
'''Location:''' BioPharmacy 3rd floor fish bowl (PBB 303) <br />
<br />
If you have other ideas for things worth discussion (especially relating to professional development, please talk to Margaret or Chris). Past topics that we have discussed include: how to put together a CV for grad schools/job applications, ethics in research, how to write proposals, the mechanics of managing research funds, etc., etc.<br />
<br />
Graduate students can sign up to present by logging in to EEBedia and just editing this page. Undergraduates should talk to Margaret or Chris.<br />
<br />
If there is a published paper to read, please put in a link to it. Note, that the actual papers probably will not be accessible unless you are on a computer connected to the UConn network (you can connect from any computer using uconn vpn and your netID).<br />
<br />
If the date you want is already taken and it says in the notes that it is OK to switch to another date, go ahead and do so (but don't switch someone to a date when they say they will not be there .. and double-check with them that the switch is OK).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 2nd Sep || You || What I did over the summer ... || 5-10 min updates from everyone <br />
|- <br />
| 9th Sep || Kevin Burgio ||Monk Parakeet Project || Read this [http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1673&context=icwdm_usdanwrc MP PVA paper]<br />
|- <br />
| 16th Sep || Diego ||Shrike prospectus || <br />
|-<br />
| 23rd Sep || Chris ||Publishing in ecology & evolution ||MR gone<br />
|- <br />
| 30th Sep || Nancy|| discussion of starling/bittersweet model parameterization|| <br />
|- <br />
| 7th Oct ||Alejandro Rico Guevara || Hummingbird ecomorphology|| <br />
|- <br />
| 14th Oct ||Trina || Area Sensitivity methods/results, draft to come|| CSE gone<br />
|- <br />
| 21st Oct ||Margaret & Tanner ||Chimney Swifts || Check out the EEBedia page if you haven't already [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br />
|- <br />
| 28th Oct || Trina || Exploring sparrow data 2008 || <br />
|- <br />
| 4th Nov || Diego ||Kinematic analysis of pilot data || <br />
|- <br />
| 11th Nov || Sue || Stats philosophy II: Information-theoretic methods || [http://faculty.washington.edu/skalski/classes/QERM597/papers_xtra/Johnson_and_Omland.pdf Johnson and Omland 2004], plus (optional) [http://research.amnh.org/~rfr/stephensetal05.pdf Stephens et al. 2005]<br />
|- <br />
| 18th Nov || Sue || Modelling sparrows || Proposal to come<br />
|- <br />
| 25th Nov || || NO MEETING: THANKSGIVING || <br />
|- <br />
| 2nd Dec || || || <br />
|- <br />
|}<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8536Science Communication Seminar2008-10-07T14:28:52Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio || [http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin "Applying Science to Alternative Medicine"] NY Times 9/30/08||Please take a few minutes to explore the National Center for Complementary and Alternative Medicine's [http://nccam.nih.gov/ website]. And check out this [http://www.sciencebasedmedicine.org/?p=36 article] that offers criticism from an NIH-funded MD<br />
|- <br />
| 16 Oct||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8535Science Communication Seminar2008-10-07T14:27:56Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio || [http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin "Applying Science to Alternative Medicine"] NY Times 9/30/08||Please take a few minutes to explore the National Center for Complementary and Alternative Medicine's [http://nccam.nih.gov/ "website"]. And check out this [http://www.sciencebasedmedicine.org/?p=36 "article"] that offers criticism from an NIH-funded MD<br />
|- <br />
| 16 Oct||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8534Science Communication Seminar2008-10-07T14:25:53Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio || [http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin "Applying Science to Alternative Medicine" NY Times 9/30/08]||Please take a few minutes to explore the National Center for Complementary and Alternative Medicine's website:[http://nccam.nih.gov/]. And check out this article that offers criticism from an NIH-funded MD:[http://www.sciencebasedmedicine.org/?p=36]<br />
|- <br />
| 16 Oct||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8533Science Communication Seminar2008-10-07T14:07:56Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio ||"Applying Science to Alternative Medicine" NY Times 9/30/08[http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin]||Please take a few minutes to explore the National Center for Complementary and Alternative Medicine's website:[http://nccam.nih.gov/]. And check out this article that offers criticism from an NIH-funded MD:[http://www.sciencebasedmedicine.org/?p=36]<br />
|- <br />
| 16 Oct||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8532Science Communication Seminar2008-10-07T13:59:50Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio ||"Applying Science to Alternative Medicine" NY Times 9/30/08[http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin]||Please take a few minutes to explore the National Center for Complementary and Alternative Medicine's website:[http://nccam.nih.gov/]. And check out this article that offers criticism:[http://www.sciencebasedmedicine.org/?p=36]<br />
|- <br />
| 16 Oct||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8531Science Communication Seminar2008-10-07T13:58:56Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio ||"Applying Science to Alternative Medicine" NY Times 9/30/08[http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin]||Please take a few minutes to explore the National Center for Complementary and Alternative Medicine's website:[http://nccam.nih.gov/]. And check out this article that offers criticism:[http://www.sciencebasedmedicine.org/?p=36]<br />
[|- <br />
| 16 Oct ||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8524Science Communication Seminar2008-10-07T01:24:14Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio ||"Applying Science to Alternative Medicine" NY Times 9/30/08[http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin]||<br />
|- <br />
| 16 Oct ||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8523Science Communication Seminar2008-10-07T01:19:33Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio ||"Applying Science to Alternative Medicine" NY Times 9/30[http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin] ||<br />
|- <br />
| 16 Oct ||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8522Science Communication Seminar2008-10-07T01:17:34Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio ||Applying Science to Alternative Medicine[http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin] ||<br />
|- <br />
| 16 Oct ||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8521Science Communication Seminar2008-10-07T01:16:12Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio ||Applying Science to Alternative Medicine[http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin "NY Times"] ||<br />
|- <br />
| 16 Oct ||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8520Science Communication Seminar2008-10-07T01:15:20Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio ||Applying Science to Alternative Medicine[http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin NY Times] ||<br />
|- <br />
| 16 Oct ||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8519Science Communication Seminar2008-10-07T01:14:49Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio ||Applying Science to Alternative Medicine[http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin NY Times] ||<br />
|- <br />
| 16 Oct ||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8518Science Communication Seminar2008-10-07T01:13:22Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||:{{pdf|https://hydrodictyon.eeb.uconn.edu/courses/scicomm/WyssJournalistPerspectiveIntroOptimized.pdf}}Bob's Slides<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros||[http://www.nytimes.com/2008/09/16/health/research/16cold.html?ref=todayspaper "A cold stare can make you crave some heat" By Benedict Carey] from 9/16/08 || copy and paste the link below in order to see the scientific paper (Zhong C. and G.J. Leonardelli. 2008. Cold and lonely. Journal of Psychological Science) in which the Times article was written on [www.psychologicalscience.org/journals/ps/19_9_inpress/ZhongRR.pdf] <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| [http://www.pnas.org/content/early/2008/09/19/0805340105 "Historical DNA analysis reveals living descendants of an extinct species of Galapagos tortoise"] from: A Tortoise May be Bred Back Into Being. New York Times 9/23/2008 || This link will take you to the PNAS Website where you can download a PDF of the original paper. It is a short paper and will help the discussion if you read it before Thursday's class!<br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio ||Applying Science to Alternative Medicine[http://www.nytimes.com/2008/09/30/health/research/30tria.html?_r=1&scp=1&sq=alternative%20medicine&st=cse&oref=slogin] ||<br />
|- <br />
| 16 Oct ||Andrew Lagasse & Adam Wilson || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov ||Yannawan Wongchai || || <br />
|- <br />
| 20 Nov ||Leroy Robinson || || <br />
|- <br />
| 27 Nov ||XXXXXXXXXXXXXXXXXXXXX||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec ||Chiron Otero || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''The Washington Post's [http://www.washingtonpost.com/wp-srv/nation/green/index.html "GREEN: Science. Policy. Living."] page, online. <br />
<br />
'''A report on evidence of [http://www.sciam.com/article.cfm?id=media-bias-presidential-election media bias] from Scientific American'''<br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Bird_lab_meetings&diff=8468Bird lab meetings2008-10-03T01:19:16Z<p>TannerSteeves: /* EEB 5895 (was 396): Invest Sp Topics */</p>
<hr />
<div>== EEB 5895 (was 396): Invest Sp Topics ==<br />
<br />
This page lists weekly meetings of the Rubega/Elphick labs. Students (grads and undergrads) who are doing research in our labs and who are able to attend on a regular basis should sign up for 1 credit to participate in this class. Grad students are expected to present twice a semester, with at least one presentation an update of some part of your research (the other can be on whatever is helpful to you with your research - a paper from the literature, stats questions, talk practice, etc., etc.). Undergraduates should expect to present something on their research once a semester. If you need a permission number, please contact Margaret or Chris (depending on who your adviser is).<br />
<br />
'''Meeting time:''' Tuesdays 10:30-12<br />
<br />
'''Location:''' BioPharmacy 3rd floor fish bowl (PBB 303) <br />
<br />
If you have other ideas for things worth discussion (especially relating to professional development, please talk to Margaret or Chris). Past topics that we have discussed include: how to put together a CV for grad schools/job applications, ethics in research, how to write proposals, the mechanics of managing research funds, etc., etc.<br />
<br />
Graduate students can sign up to present by logging in to EEBedia and just editing this page. Undergraduates should talk to Margaret or Chris.<br />
<br />
If there is a published paper to read, please put in a link to it. Note, that the actual papers probably will not be accessible unless you are on a computer connected to the UConn network (you can connect from any computer using uconn vpn and your netID).<br />
<br />
If the date you want is already taken and it says in the notes that it is OK to switch to another date, go ahead and do so (but don't switch someone to a date when they say they will not be there .. and double-check with them that the switch is OK).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 2nd Sep || You || What I did over the summer ... || 5-10 min updates from everyone <br />
|- <br />
| 9th Sep || Kevin Burgio ||Monk Parakeet Project || Read this [http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1673&context=icwdm_usdanwrc MP PVA paper]<br />
|- <br />
| 16th Sep || Diego ||Shrike prospectus || <br />
|-<br />
| 23rd Sep || Chris ||Publishing in ecology & evolution ||MR gone<br />
|- <br />
| 30th Sep || Nancy|| discussion of starling/bittersweet model parameterization|| <br />
|- <br />
| 7th Oct ||Alejandro Rico Guevara || Hummingbird ecomorphology|| <br />
|- <br />
| 14th Oct || || || CSE gone<br />
|- <br />
| 21st Oct ||Tanner ||Chimney Swifts || Check out the EEBedia page if you haven't already [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br />
|- <br />
| 28th Oct || Trina || Exploring sparrow data 2008 || <br />
|- <br />
| 4th Nov || Diego ||Kinematic analysis of pilot data || <br />
|- <br />
| 11th Nov || Sue || Stats philosophy II: Information-theoretic methods || [http://faculty.washington.edu/skalski/classes/QERM597/papers_xtra/Johnson_and_Omland.pdf Johnson and Omland 2004], plus (optional) [http://research.amnh.org/~rfr/stephensetal05.pdf Stephens et al. 2005]<br />
|- <br />
| 18th Nov || Sue || Modelling sparrows || Proposal to come<br />
|- <br />
| 25th Nov || || NO MEETING: THANKSGIVING || <br />
|- <br />
| 2nd Dec || || || <br />
|- <br />
|}<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Bird_lab_meetings&diff=8467Bird lab meetings2008-10-03T01:18:24Z<p>TannerSteeves: /* EEB 5895 (was 396): Invest Sp Topics */</p>
<hr />
<div>== EEB 5895 (was 396): Invest Sp Topics ==<br />
<br />
This page lists weekly meetings of the Rubega/Elphick labs. Students (grads and undergrads) who are doing research in our labs and who are able to attend on a regular basis should sign up for 1 credit to participate in this class. Grad students are expected to present twice a semester, with at least one presentation an update of some part of your research (the other can be on whatever is helpful to you with your research - a paper from the literature, stats questions, talk practice, etc., etc.). Undergraduates should expect to present something on their research once a semester. If you need a permission number, please contact Margaret or Chris (depending on who your adviser is).<br />
<br />
'''Meeting time:''' Tuesdays 10:30-12<br />
<br />
'''Location:''' BioPharmacy 3rd floor fish bowl (PBB 303) <br />
<br />
If you have other ideas for things worth discussion (especially relating to professional development, please talk to Margaret or Chris). Past topics that we have discussed include: how to put together a CV for grad schools/job applications, ethics in research, how to write proposals, the mechanics of managing research funds, etc., etc.<br />
<br />
Graduate students can sign up to present by logging in to EEBedia and just editing this page. Undergraduates should talk to Margaret or Chris.<br />
<br />
If there is a published paper to read, please put in a link to it. Note, that the actual papers probably will not be accessible unless you are on a computer connected to the UConn network (you can connect from any computer using uconn vpn and your netID).<br />
<br />
If the date you want is already taken and it says in the notes that it is OK to switch to another date, go ahead and do so (but don't switch someone to a date when they say they will not be there .. and double-check with them that the switch is OK).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 2nd Sep || You || What I did over the summer ... || 5-10 min updates from everyone <br />
|- <br />
| 9th Sep || Kevin Burgio ||Monk Parakeet Project || Read this [http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1673&context=icwdm_usdanwrc MP PVA paper]<br />
|- <br />
| 16th Sep || Diego ||Shrike prospectus || <br />
|-<br />
| 23rd Sep || Chris ||Publishing in ecology & evolution ||MR gone<br />
|- <br />
| 30th Sep || Nancy|| discussion of starling/bittersweet model parameterization|| <br />
|- <br />
| 7th Oct ||Alejandro Rico Guevara || Hummingbird ecomorphology|| <br />
|- <br />
| 14th Oct || || || CSE gone<br />
|- <br />
| 21st Oct ||Tanner ||Chimney Swifts || Check this out the Eebedia page if you haven't already [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br />
|- <br />
| 28th Oct || Trina || Exploring sparrow data 2008 || <br />
|- <br />
| 4th Nov || Diego ||Kinematic analysis of pilot data || <br />
|- <br />
| 11th Nov || Sue || Stats philosophy II: Information-theoretic methods || [http://faculty.washington.edu/skalski/classes/QERM597/papers_xtra/Johnson_and_Omland.pdf Johnson and Omland 2004], plus (optional) [http://research.amnh.org/~rfr/stephensetal05.pdf Stephens et al. 2005]<br />
|- <br />
| 18th Nov || Sue || Modelling sparrows || Proposal to come<br />
|- <br />
| 25th Nov || || NO MEETING: THANKSGIVING || <br />
|- <br />
| 2nd Dec || || || <br />
|- <br />
|}<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Bird_lab_meetings&diff=8466Bird lab meetings2008-10-03T01:16:29Z<p>TannerSteeves: /* EEB 5895 (was 396): Invest Sp Topics */</p>
<hr />
<div>== EEB 5895 (was 396): Invest Sp Topics ==<br />
<br />
This page lists weekly meetings of the Rubega/Elphick labs. Students (grads and undergrads) who are doing research in our labs and who are able to attend on a regular basis should sign up for 1 credit to participate in this class. Grad students are expected to present twice a semester, with at least one presentation an update of some part of your research (the other can be on whatever is helpful to you with your research - a paper from the literature, stats questions, talk practice, etc., etc.). Undergraduates should expect to present something on their research once a semester. If you need a permission number, please contact Margaret or Chris (depending on who your adviser is).<br />
<br />
'''Meeting time:''' Tuesdays 10:30-12<br />
<br />
'''Location:''' BioPharmacy 3rd floor fish bowl (PBB 303) <br />
<br />
If you have other ideas for things worth discussion (especially relating to professional development, please talk to Margaret or Chris). Past topics that we have discussed include: how to put together a CV for grad schools/job applications, ethics in research, how to write proposals, the mechanics of managing research funds, etc., etc.<br />
<br />
Graduate students can sign up to present by logging in to EEBedia and just editing this page. Undergraduates should talk to Margaret or Chris.<br />
<br />
If there is a published paper to read, please put in a link to it. Note, that the actual papers probably will not be accessible unless you are on a computer connected to the UConn network (you can connect from any computer using uconn vpn and your netID).<br />
<br />
If the date you want is already taken and it says in the notes that it is OK to switch to another date, go ahead and do so (but don't switch someone to a date when they say they will not be there .. and double-check with them that the switch is OK).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 2nd Sep || You || What I did over the summer ... || 5-10 min updates from everyone <br />
|- <br />
| 9th Sep || Kevin Burgio ||Monk Parakeet Project || Read this [http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1673&context=icwdm_usdanwrc MP PVA paper]<br />
|- <br />
| 16th Sep || Diego ||Shrike prospectus || <br />
|-<br />
| 23rd Sep || Chris ||Publishing in ecology & evolution ||MR gone<br />
|- <br />
| 30th Sep || Nancy|| discussion of starling/bittersweet model parameterization|| <br />
|- <br />
| 7th Oct ||Alejandro Rico Guevara || Hummingbird ecomorphology|| <br />
|- <br />
| 14th Oct || || || CSE gone<br />
|- <br />
| 21st Oct ||Tanner ||Chimney Swifts- Check this page out if you haven't already ||<br />
|- <br />
| 28th Oct || Trina || Exploring sparrow data 2008 || <br />
|- <br />
| 4th Nov || Diego ||Kinematic analysis of pilot data || <br />
|- <br />
| 11th Nov || Sue || Stats philosophy II: Information-theoretic methods || [http://faculty.washington.edu/skalski/classes/QERM597/papers_xtra/Johnson_and_Omland.pdf Johnson and Omland 2004], plus (optional) [http://research.amnh.org/~rfr/stephensetal05.pdf Stephens et al. 2005]<br />
|- <br />
| 18th Nov || Sue || Modelling sparrows || Proposal to come<br />
|- <br />
| 25th Nov || || NO MEETING: THANKSGIVING || <br />
|- <br />
| 2nd Dec || || || <br />
|- <br />
|}<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Bird_lab_meetings&diff=8465Bird lab meetings2008-10-03T01:14:55Z<p>TannerSteeves: /* EEB 5895 (was 396): Invest Sp Topics */</p>
<hr />
<div>== EEB 5895 (was 396): Invest Sp Topics ==<br />
<br />
This page lists weekly meetings of the Rubega/Elphick labs. Students (grads and undergrads) who are doing research in our labs and who are able to attend on a regular basis should sign up for 1 credit to participate in this class. Grad students are expected to present twice a semester, with at least one presentation an update of some part of your research (the other can be on whatever is helpful to you with your research - a paper from the literature, stats questions, talk practice, etc., etc.). Undergraduates should expect to present something on their research once a semester. If you need a permission number, please contact Margaret or Chris (depending on who your adviser is).<br />
<br />
'''Meeting time:''' Tuesdays 10:30-12<br />
<br />
'''Location:''' BioPharmacy 3rd floor fish bowl (PBB 303) <br />
<br />
If you have other ideas for things worth discussion (especially relating to professional development, please talk to Margaret or Chris). Past topics that we have discussed include: how to put together a CV for grad schools/job applications, ethics in research, how to write proposals, the mechanics of managing research funds, etc., etc.<br />
<br />
Graduate students can sign up to present by logging in to EEBedia and just editing this page. Undergraduates should talk to Margaret or Chris.<br />
<br />
If there is a published paper to read, please put in a link to it. Note, that the actual papers probably will not be accessible unless you are on a computer connected to the UConn network (you can connect from any computer using uconn vpn and your netID).<br />
<br />
If the date you want is already taken and it says in the notes that it is OK to switch to another date, go ahead and do so (but don't switch someone to a date when they say they will not be there .. and double-check with them that the switch is OK).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 2nd Sep || You || What I did over the summer ... || 5-10 min updates from everyone <br />
|- <br />
| 9th Sep || Kevin Burgio ||Monk Parakeet Project || Read this [http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1673&context=icwdm_usdanwrc MP PVA paper]<br />
|- <br />
| 16th Sep || Diego ||Shrike prospectus || <br />
|-<br />
| 23rd Sep || Chris ||Publishing in ecology & evolution ||MR gone<br />
|- <br />
| 30th Sep || Nancy|| discussion of starling/bittersweet model parameterization|| <br />
|- <br />
| 7th Oct ||Alejandro Rico Guevara || Hummingbird ecomorphology|| <br />
|- <br />
| 14th Oct || || || CSE gone<br />
|- <br />
| 21st Oct || || ||<br />
|- <br />
| 28th Oct || Trina || Exploring sparrow data 2008 || <br />
|- <br />
| 4th Nov || Diego ||Kinematic analysis of pilot data || <br />
|- <br />
| 11th Nov || Sue || Stats philosophy II: Information-theoretic methods || [http://faculty.washington.edu/skalski/classes/QERM597/papers_xtra/Johnson_and_Omland.pdf Johnson and Omland 2004], plus (optional) [http://research.amnh.org/~rfr/stephensetal05.pdf Stephens et al. 2005]<br />
|- <br />
| 18th Nov || Sue || Modelling sparrows || Proposal to come<br />
|- <br />
| 25th Nov || || NO MEETING: THANKSGIVING || <br />
|- <br />
| 2nd Dec || || || <br />
|- <br />
|}<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8200Science Communication Seminar2008-09-12T18:13:40Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||[http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 ||the [http://www.pnas.org/content/105/suppl.1/11490.full.pdf+html''PNAS'' paper]that stimulated the news piece<br />
|- <br />
| 25 Sep || Laura Cisneros|||| <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| || <br />
|- <br />
| 9 Oct || Tanner Steeves & Kevin Burgio || || <br />
|- <br />
| 16 Oct ||Andrew Lagasse || ||<br />
|- <br />
| 23 Oct |||| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov || || || <br />
|- <br />
| 20 Nov || || || <br />
|- <br />
| 27 Nov || ||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec || || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=8196Science Communication Seminar2008-09-12T17:31:57Z<p>TannerSteeves: /* Discussion Schedule */</p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one.<br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||<br />
|- <br />
| 11 Sep || Brian Hiller || [http://www.nytimes.com/2008/09/02/science/02nitr.html Article on nitrogen effects] from last week's paper. || Supplemental reading (for those with the time and the will: the [http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/13/Hiller_nature_nitrogen_article.pdf ''Nature'' paper]that stimulated the news piece, and [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Vitousek_global_warming_lecture.pdf a link to another] technical article on nitrogen, and LOTS of other supplemental resources from ''Science''.<br />
|-<br />
| 18 Sep || Sarah Treanor||TBA ||<br />
|- <br />
| 25 Sep || Laura Cisneros||http://www.nytimes.com/2008/09/09/science/09inva.html?_r=1&scp=1&sq=friendly%20invaders&st=cse&oref=slogin Carl Zimmer article on "Friendly Invaders"] from 9/9/08 || <br />
|- <br />
| 2 Oct || Carrie Fyler & Julia Otero|| || <br />
|- <br />
| 9 Oct || || || <br />
|- <br />
| 16 Oct ||Andrew Lagasse || ||<br />
|- <br />
| 23 Oct ||Tanner Steeves & Kevin Burgio|| || <br />
|- <br />
| 30 Oct ||Lyndsey Tanner || || <br />
|- <br />
| 6 Nov ||Brian Klingbeil || ||<br />
|- <br />
| 13 Nov || || || <br />
|- <br />
| 20 Nov || || || <br />
|- <br />
| 27 Nov || ||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec || || || <br />
|- <br />
|}<br />
<br />
== Related Reading ==<br />
This space is for posting links to readings of interest external to the NYT. Students may consider leading a discussion on materials in the list below; if you wish to use one of these, get approval from Margaret first. Students using pieces not drawn from the list below should be sure to warn the rest of the group well in advance, so everyone has a chance to read the relevant piece in time. <br />
<br />
'''Peter Vitousek's 1994 [http://www.jstor.org/stable/pdfplus/1941591.pdf MacArthur Lecture] on Ecology and Global Change''', wherein he notes that we are not doing a very good job of communicating our evidence to the public. Uh, yeah. <br />
<br />
'''The first of two-part piece from the Columbia Journalism Review on [http://www.cjr.org/the_observatory/public_opinion_and_climate_par.php Public Opinion and Climate Change]'''<br />
<br />
'''Part Two of the CJR [http://www.cjr.org/the_observatory/public_opinion_and_climate_par_1.php?page=all Public Opinion and Climate Change] piece.'''<br />
<br />
'''[http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html Governor Palin's stance on teaching creationism in the classroom ] From the Anchorage Daily News, this ran during the last gubernatorial race in AK. <br />
<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=7923Science Communication Seminar2008-08-30T18:07:42Z<p>TannerSteeves: </p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts, from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one. <br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective || <br />
|- <br />
| 11 Sep || |||| <br />
|-<br />
| 18 Sep || Tanner Steeves & Kevin Burgio||TBA ||<br />
|- <br />
| 25 Sep || || || <br />
|- <br />
| 2 Oct || || || <br />
|- <br />
| 9 Oct ||Laura Cisneros || || <br />
|- <br />
| 16 Oct || || ||<br />
|- <br />
| 23 Oct || || || <br />
|- <br />
| 30 Oct || || || <br />
|- <br />
| 6 Nov || || ||<br />
|- <br />
| 13 Nov || || || <br />
|- <br />
| 20 Nov || || || <br />
|- <br />
| 27 Nov || ||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec || || || <br />
|- <br />
|}<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Bird_lab_meetings&diff=7922Bird lab meetings2008-08-30T17:25:19Z<p>TannerSteeves: </p>
<hr />
<div>== EEB 5895 (was 396): Invest Sp Topics ==<br />
<br />
This page lists weekly meetings of the Rubega/Elphick labs. Students (grads and undergrads) who are doing research in our labs and who are able to attend on a regular basis should sign up for 1 credit to participate in this class. Grad students are expected to present twice a semester, with at least one presentation an update of some part of your research (the other can be on whatever is helpful to you with your research - a paper from the literature, stats questions, talk practice, etc., etc.). Undergraduates should expect to present something on their research once a semester. If you need a permission number, please contact Margaret or Chris (depending on who your adviser is).<br />
<br />
'''Meeting time:''' Tuesdays 10:30-12<br />
<br />
'''Location:''' BioPharmacy 3rd floor fish bowl (PBB 303) <br />
<br />
If you have other ideas for things worth discussion (especially relating to professional development, please talk to Margaret or Chris). Past topics that we have discussed include: how to put together a CV for grad schools/job applications, ethics in research, how to write proposals, the mechanics of managing research funds, etc., etc.<br />
<br />
Graduate students can sign up to present by logging in to EEBedia and just editing this page. Undergraduates should talk to Margaret or Chris.<br />
<br />
If there is a published paper to read, please put in a link to it. Note, that the actual papers probably will not be accessible unless you are on a computer connected to the UConn network (you can connect from any computer using uconn vpn and your netID).<br />
<br />
If the date you want is already taken and it says in the notes that it is OK to switch to another date, go ahead and do so (but don't switch someone to a date when they say they will not be there .. and double-check with them that the switch is OK).<br />
<br />
<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 2nd Sep || You || What I did over the summer ... || 5-10 min updates from everyone <br />
|- <br />
| 9th Sep || Kevin Burgio ||Monk Parakeet Project || <br />
|- <br />
| 16th Sep || Diego ||Shrike prospectus & kinematic analysis of pilot data || <br />
|-<br />
| 23rd Sep || || ||MR gone<br />
|- <br />
| 30th Sep || Trina Bayard || Exploring sparrow data 2008|| <br />
|- <br />
| 7th Oct ||Alejandro Rico Guevara || Hummingbird ecomorphology|| <br />
|- <br />
| 14th Oct || || || CSE gone<br />
|- <br />
| 21st Oct || Tanner|| ||<br />
|- <br />
| 28th Oct || || || <br />
|- <br />
| 4th Nov || || || <br />
|- <br />
| 11th Nov || || ||<br />
|- <br />
| 18th Nov || || || <br />
|- <br />
| 25th Nov || || NO MEETING: THANKSGIVING || <br />
|- <br />
| 2nd Dec || || || <br />
|- <br />
|}<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=7920Science Communication Seminar2008-08-30T17:09:49Z<p>TannerSteeves: </p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts, from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one. <br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective || <br />
|- <br />
| 11 Sep || |||| <br />
|-<br />
| 18 Sep || Tanner Steeves || ||<br />
|- <br />
| 25 Sep || || || <br />
|- <br />
| 2 Oct || || || <br />
|- <br />
| 9 Oct || || || <br />
|- <br />
| 16 Oct || || ||<br />
|- <br />
| 23 Oct || || || <br />
|- <br />
| 30 Oct || || || <br />
|- <br />
| 6 Nov || || ||<br />
|- <br />
| 13 Nov || || || <br />
|- <br />
| 20 Nov || || || <br />
|- <br />
| 27 Nov || ||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec || || || <br />
|- <br />
|}<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Science_Communication_Seminar&diff=7919Science Communication Seminar2008-08-30T17:08:06Z<p>TannerSteeves: </p>
<hr />
<div>{|align=right<br />
|__TOC__<br />
|}<br />
[[Image:Martians_invade_newpaper.jpg|right]]<br />
<br />
== EEB 5894 (NOT [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Scientific_Communication_and_Ethics Dr. Likens's seminar] -- that's different. Sorry.) ==<br />
<br />
'''Faculty:'''<br />
<br />
Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism<br />
<br />
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega. <br />
<br />
'''Meeting time:''' Thursdays 2 - 3 p.m.<br />
<br />
'''Location:''' NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time) to TLS 263.<br />
<br />
== Required Reading: == <br />
<br />
You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. <br />
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online]. <br />
<br />
<br />
== Expectations for Students ==<br />
<br />
<br />
READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:<br />
<br />
''Accuracy:'' does the article say things you know or suspect to be wrong?<br />
<br />
''Evidence:'' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?<br />
<br />
''Balance:'' does the reporter consider alternative explanations? Are experts, from all sides of an issue interviewed and quoted?<br />
<br />
''Clarity:'' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one! <br />
<br />
''Newsworthiness:'' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?<br />
<br />
<br />
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story. <br />
<br />
Given the level of enrollment, and the limited number of weeks for presentation, ''at least some students will have to present in pairs''. '''Presentation partners should consist of graduate/undergraduate pairs'''; NO undergrad/undergrad or grad/grad pairs. Talk to Margaret if you would like to present with a partner and you aren't sure how to secure one. <br />
<br />
== Discussion Schedule ==<br />
{| border="1" cellpadding="2"<br />
!width="75"|Week of:<br />
!width="150"|Who<br />
!width="400"|Topic<br />
!width="400"|Notes<br />
|- <br />
| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself <br />
|- <br />
| 4 Sep || Bob Wyss || Science communication from the journalist's perspective || <br />
|- <br />
| 11 Sep || |||| <br />
|-<br />
| 18 Sep || || ||<br />
|- <br />
| 25 Sep || || || <br />
|- <br />
| 2 Oct || || || <br />
|- <br />
| 9 Oct || || || <br />
|- <br />
| 16 Oct || || ||<br />
|- <br />
| 23 Oct || || || <br />
|- <br />
| 30 Oct || || || <br />
|- <br />
| 6 Nov || || ||<br />
|- <br />
| 13 Nov || || || <br />
|- <br />
| 20 Nov || || || <br />
|- <br />
| 27 Nov || ||NO MEETING: THANKSGIVING || <br />
|-<br />
| 4 Dec || || || <br />
|- <br />
|}<br />
<br />
<br />
[[Category:EEB Seminars]]</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=7284Tanner Steeves2008-08-08T02:05:29Z<p>TannerSteeves: </p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves@uconn.edu<br><br />
'''Office:''' BioPharm 402<br><br />
'''Voice:''' (860) 486-3839<br><br />
'''Fax:''' (860) 486-6364<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''B.S./M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
(and my double Tri-Color Heron photo-Old Lyme,CT)</div>TannerSteeveshttp://hydrodictyon.eeb.uconn.edu/eebedia/index.php?title=Tanner_Steeves&diff=7184Tanner Steeves2008-07-22T18:11:53Z<p>TannerSteeves: /* Research Involvement */</p>
<hr />
<div><span style="font-size: large">BS/MS Student</span><br><br />
<br />
<br />
'''E-mail:''' tanner.steeves@uconn.edu<br><br />
'''Office:''' BioPharm 404<br><br />
'''Voice:''' (860) 486-6587<br><br />
'''Fax:''' (860) 486-6364<br><br />
[[Image:profile.jpg|left|100px|]]<br />
<br />
<br />
'''Mailing address:''' <br><br />
Tanner Steeves <br><br />
75 N. Eagleville Road, U-3043 <br><br />
Storrs, CT 06269 <br><br />
[[Category: EEB BS/MS Students]]<br />
[[Category: EEB People]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Education==<br />
'''B.S./M.S.''' Biodiversity and Conservation Biology, 2006–Present <br><br />
Uconn Ornithology Research Group<br />
[http://hydrodictyon.eeb.uconn.edu/people/birdlab/] <br><br />
University of Connecticut, Storrs, CT <br><br />
'''Primary Advisor:''' Margaret Rubega <br><br />
<br />
'''B.S.''' Wildlife Management, 2004 <br><br />
University of New Hampshire, Durham, NH<br />
[http://www.unh.edu/]<br />
<br />
==Research Involvement==<br />
Currently: Chimney Swifts in Connecticut -> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Chimney_Swifts_in_Connecticut]<br />
-----------------------------------------------------------------------------------<br />
Check out Chris Field's CT Marsh Birds Monitoring website [http://home.comcast.net/~chrisfield/Marsh%20bird%20monitoring%20project%20-%20sounds.html]<br />
(and my double Tri-Color Heron photo-Old Lyme,CT)</div>TannerSteeves