Difference between revisions of "Current Topics in Conservation Biology"

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== EEB 5370: Evidence-based Conservation (Spring 2009) ==
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== EEB 5370: Ecosystem services (Spring 2015) ==
  
 
'''Credits:''' 1
 
'''Credits:''' 1
  
'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (email: chris.elphick[AT]uconn.edu)
+
'''Instructor:''' [http://elphick.lab.uconn.edu/ Chris Elphick] (email: chris.elphick[AT]uconn.edu)
  
'''Meeting time:''' Wednesdays 4-5
+
'''Meeting time:''' 12:20-1:15
  
'''Location:''' Bamford Room (TLS 171B)
+
'''Location:''' Bamford (TLS 171B)
  
 
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.
 
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.
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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.
 
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.
  
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 fieldsTo 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].
+
This year, the topic will be ecosystem servicesDuring the first half of the semester we will read review articles to assess the current state of thinking about the topicThe second half of the semester will be more "hand-on" and will involve investigating some of the tools available for actually quantifying ecosystem services.  We will start by examining [http://www.birdlife.org/worldwide/science/assessing-ecosystem-services-tessa TESSA] and, if time allows, we will also take a look at [http://www.naturalcapitalproject.org/InVEST.html InVEST]. If you know of other tools, please let me know and we can look at those too.
 
+
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.
+
  
 
== Schedule (subject to change) ==
 
== Schedule (subject to change) ==
  
During the first half of the semester we will read papers on the evidence-based approach, finishing up with a couple of case studiesMost 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.
+
A tentative schedule is posted below. Everyone should sign up to lead the discussion one week (see next section for tips on leading effectively)If you have EEBedia editing rights (i.e., if you are an EEB graduate student) then you can go in yourself and sign up to present.  If you do not, email me and tell me when you'd like to lead so that I can put you on the scheduleIf 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 aroundDO NOT MOVE ANYONE TO A DIFFERENT SLOT WITHOUT ASKING THEM FIRSTAfter the first meeting, I will assign weeks to anyone who has not yet signed up.  
 
+
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).   
+
 
+
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 informationThe audience's goal is to provide feedback on the approach taken for the reviewWe 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.
+
  
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.
+
When it is your turn to present, you should prepare:
  
If you have EEBedia editing rights then you can go in and sign up to present yourselfIf 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 aroundDO 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.
+
(i) A 5-10 minute (no more!) introduction to the material presented in your readings (see below for more guidance)Everyone is expected to read the assigned chapters and any associated readings so your material does not need to be an exhaustive overview - just an introduction to ensure we're all up to speed and know what you think the key points are.  THE TIME LIMIT WILL BE ENFORCED - PRACTICE YOUR PRESENTATION
  
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).
+
(ii) Enough questions (I'd suggest 6-10) to stimulate discussion for the remaining 40-50 mins of class.  These should be posted as a pdf in the Notes column of the table below by the MONDAY evening before you present.  If you don't know how to post them, send them to Chris E. by Sunday evening so that he can get them up by Monday.
  
  
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!width="75"|Week
 
!width="75"|Week
 
!width="100"|Who
 
!width="100"|Who
!width="300"|Topic
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!width="200"|Topic
!width="170"|Reading
+
!width="270"|Reading
 
!width="420"|Notes
 
!width="420"|Notes
 
|-  
 
|-  
|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.
+
|26 Jan || Chris E || Introduction || MEA 2005, [http://www.caryinstitute.org/sites/default/files/public/reprints/Kremen_Ostfeld_2005_Front_Ecol.pdf Kremen & Ostfeld 2005] ||
 
|-  
 
|-  
|28th Jan ||Amanda/Brian  || Introduction to the evidence-based approach
+
|2 Feb || Hannah || Coral reefs || [http://www.sciencedirect.com/science/article/pii/S2212041614000023 Yee et al. 2014], 2nd reading TBD || willing to switch date
<font color= "#FF0000">'''TODAY'S CLASS CANCELED DUE TO THE WEATHER - READ THE PAPERS ON YOUR OWN.'''</font>
+
|| [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.
+
 
|-  
 
|-  
|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] ||  
+
|9 Feb || Shannon || Coastal shelf || [http://reep.oxfordjournals.org/content/6/1/1.abstract Barbier 2012]; [http://www.sciencedirect.com/science/article/pii/S0308597X12001200 Lester et al. 2013] ||  
 
|-  
 
|-  
|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.
+
|16 Feb || || || ||  
 
|-
 
|-
|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.
+
|23 Feb || Ben North || Forests || Gamfeldt et al. 2012; Foley et al. 2007 ||  
 
|-  
 
|-  
|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;]
+
|2 Mar || || || ||  
[http://www.springerlink.com/content/b21g9q5t4k40w723/ Davies & Pullin 2007]
+
Stewart et al. in press
+
||  
+
 
|-  
 
|-  
|4th Mar || Sarah Treanor & Rachael G. || Case studies: invasive plant control - ragwort, braken, Rhododendron||[http://www.springerlink.com/content/r7w53624052x96v0/ Roberts and Pullin 2007]
+
|9 Mar ||Chris F ||Wetlands || ||  
[http://www.springerlink.com/content/181703j4148h7730/ Stewart et al. 2007]
+
[http://www.springerlink.com/content/v2t0363047413044/ Tyler et al. 2006]
+
  ||  
+
 
|-  
 
|-  
|11th Mar || ---- ||  NO MEETING: SPRING BREAK || ---- ||  
+
|16 Mar || ---- ||  NO MEETING: SPRING BREAK || ---- || [https://www.regonline.com/builder/site/default.aspx?EventID=1326195 Connecticut Conference on Natural Resources]
 
|-  
 
|-  
|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]||  
+
|23 Mar || || || ||  
 
|-  
 
|-  
|25th Mar
+
|30 Mar || || Introduction to TESSA || [http://www.sciencedirect.com/science/article/pii/S2212041613000417 Peh et al. 2013]; read and watch the video [http://www.birdlife.org/worldwide/science/assessing-ecosystem-services-tessa here] ||
||Amanda
+
Tanner & John V
+
 
+
|| Project presentation 1: ????
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Project presentation 2: Nuisance Canada geese
+
|| ||
+
 
|-  
 
|-  
|1st Apr
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|6 Apr || || || Playing with tools ||  
||
+
Sue
+
|| 3:
+
4: Benefits of salt marsh restoration to birds
+
|| ||
+
 
|-  
 
|-  
|8th Apr
+
|13 Apr || || || Playing with tools ||  
||Patrick
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Rachael G.
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|| 5: Effectiveness of Brown-headed Cowbird control
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6: Sustainability of mushroom harvest
+
|| ||
+
 
|-  
 
|-  
|15th  Apr
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|20 Apr || || || Playing with tools ||  
||Rachel K. & Leslie
+
Brian
+
 
+
|| 7: Zebra mussels
+
Project presentation 8: ????
+
|| ||
+
|-
+
|22nd Apr
+
||Sarah Treanor
+
Jessica
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|| Project presentation 9: ????
+
10: Bird nest platforms
+
|| ||
+
 
|-  
 
|-  
|29th Apr
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|27 Apr || Chris E || || [http://onlinelibrary.wiley.com/doi/10.1111/conl.12091/abstract Schröter et al. 2014], [http://www.bioone.org/doi/abs/10.1525/bio.2013.63.7.7 Raymond et al. 2013]|| ADD Mace et al. paper???
||Kevin
+
Polik/Walter
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|| 11: Nest removal effects on invasive birds
+
12: Does carbon sequestration work?
+
|| || 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
+
 
|-  
 
|-  
 
|}
 
|}
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== Expectations ==
 
== Expectations ==
  
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.   
+
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 to lead at least one discussion.  The schedule is posted above.   
  
 
'''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:
 
'''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:
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* 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).
 
* 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).
  
* 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.
+
* 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/partner/well-informed parrot 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.
  
* 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).
+
* 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.  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).
  
 
* 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.
 
* 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.
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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.
 
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.
 +
 +
During 2014, the topic was climate change and extinction.  To see what was covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB_5370:_Climate_change_and_extinction_%28Spring_2014%29 click here].
 +
 +
During 2013, the topic was conservation in urban settings.  To see what was covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_in_urban_settings_%28EEB_5370:_Spring_2013%29 click here].
 +
 +
During 2012, the topic was trade-offs in conservation biology.  To see what was covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Conservation_trade-offs_%28EEB_5370:_Spring_2012%29 click here].
 +
 +
During 2011, the topic was climate change. To see what was covered during that course,
 +
[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Climate_change_%28EEB_5370:_Spring_2011%29 click here].
 +
 +
During 2010, the topic was invasion biology. To see what we covered during that course,
 +
[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Invasion_Biology_%28EEB_5370:_Spring_2010%29 click here].
 +
 +
During 2009, the topic was evidence-based conservation. To see what we covered during that course, [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Evidence-based_Conservation click here].
  
 
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].
 
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].
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For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]
 
For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]
  
For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]
+
For information on jobs in conservation biology [http://www.conbio.org/professional-development/scb-job-board/ click here]
  
For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]
+
For information on jobs in wildlife biology [http://wfscjobs.tamu.edu/job-board/ click here]
  
  
 
[[Category:EEB Seminars]]
 
[[Category:EEB Seminars]]

Revision as of 16:32, 26 January 2015

EEB 5370: Ecosystem services (Spring 2015)

Credits: 1

Instructor: Chris Elphick (email: chris.elphick[AT]uconn.edu)

Meeting time: 12:20-1:15

Location: Bamford (TLS 171B)

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.

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.

This year, the topic will be ecosystem services. During the first half of the semester we will read review articles to assess the current state of thinking about the topic. The second half of the semester will be more "hand-on" and will involve investigating some of the tools available for actually quantifying ecosystem services. We will start by examining TESSA and, if time allows, we will also take a look at InVEST. If you know of other tools, please let me know and we can look at those too.

Schedule (subject to change)

A tentative schedule is posted below. Everyone should sign up to lead the discussion one week (see next section for tips on leading effectively). If you have EEBedia editing rights (i.e., if you are an EEB graduate student) then you can go in yourself and sign up to present. 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.

When it is your turn to present, you should prepare:

(i) A 5-10 minute (no more!) introduction to the material presented in your readings (see below for more guidance). Everyone is expected to read the assigned chapters and any associated readings so your material does not need to be an exhaustive overview - just an introduction to ensure we're all up to speed and know what you think the key points are. THE TIME LIMIT WILL BE ENFORCED - PRACTICE YOUR PRESENTATION

(ii) Enough questions (I'd suggest 6-10) to stimulate discussion for the remaining 40-50 mins of class. These should be posted as a pdf in the Notes column of the table below by the MONDAY evening before you present. If you don't know how to post them, send them to Chris E. by Sunday evening so that he can get them up by Monday.


Week Who Topic Reading Notes
26 Jan Chris E Introduction MEA 2005, Kremen & Ostfeld 2005
2 Feb Hannah Coral reefs Yee et al. 2014, 2nd reading TBD willing to switch date
9 Feb Shannon Coastal shelf Barbier 2012; Lester et al. 2013
16 Feb
23 Feb Ben North Forests Gamfeldt et al. 2012; Foley et al. 2007
2 Mar
9 Mar Chris F Wetlands
16 Mar ---- NO MEETING: SPRING BREAK ---- Connecticut Conference on Natural Resources
23 Mar
30 Mar Introduction to TESSA Peh et al. 2013; read and watch the video here
6 Apr Playing with tools
13 Apr Playing with tools
20 Apr Playing with tools
27 Apr Chris E Schröter et al. 2014, Raymond et al. 2013 ADD Mace et al. paper???

Expectations

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 to lead at least one discussion. The schedule is posted above.

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:

  • 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).
  • 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/partner/well-informed parrot 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.
  • 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. 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).
  • 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.
  • 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.
  • 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).
  • 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.
  • 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.
  • 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.
  • 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.

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.

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.

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!!


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.

Discussion/News

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 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.

Course history

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.

During 2014, the topic was climate change and extinction. To see what was covered during that course, click here.

During 2013, the topic was conservation in urban settings. To see what was covered during that course, click here.

During 2012, the topic was trade-offs in conservation biology. To see what was covered during that course, click here.

During 2011, the topic was climate change. To see what was covered during that course, click here.

During 2010, the topic was invasion biology. To see what we covered during that course, click here.

During 2009, the topic was evidence-based conservation. To see what we covered during that course, click here.

During 2008, the topic was the history of the U.S. Endangered Species Act. To see what we covered during that course, click here.

During 2007, the topic was the biological consequences of climate change. To see what we covered during that course, click here.

During 2006, the topic was the conservation implications of invasive species. To see what we covered during that course, click here.

During 2005, the topic was relating general conservation approaches to local problems in New England. To see what we covered during that course, click here.

During 2004, the topic was the role of science in the U.S. Endangered Species Act. To see what we covered during that course, click here; for a reading list, click here.

Other information

For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology click here

For information about the Society for Conservation Biology click here

For information on jobs in conservation biology click here

For information on jobs in wildlife biology click here