I. ASCRC General Education Form
Group
XI Natural Science
Geography
Dept/Program
Course #
Course Title
Prerequisite
Biogeography
GEOG 102N or equivalent
Credits
GEOG U 426 N
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
STAFF
Instructor
243-4347
Phone / Email
Date
Program Chair
Jeffrey Gritzner
Dean
Jerry Fetz
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
Changing patterns of plant and animal distributions in space and time. Combination of
historical and ecological approaches to biological species and communities. Study of external
causes of plant and animal distributions, especially climatic change and human impact.
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
Classroom discussion, exercises, group
Courses explore a discipline in the
assignments, student presentations and field
natural sciences and demonstrate how
research are designed to impart an
the scientific method is used within the
understanding of scientific method(s),
discipline to draw scientific conclusions. reinforce critical thinking skills, and apply
them to the complex interactions of
biogeography.
Context and historical progression of
Courses address the concept of analytic
research methods are shown using examples
uncertainty and the rigorous process
of the major developers of biogeographical
required to take an idea to a hypothesis
theory (Linnaeus, Compte de Buffon, v.
and then to a validated scientific theory. Humboldt, Hooker, Gray, Darwin, Wallace,
Haeckel, Hallam, Darlington, etc.
This
is not a lab course, but a field
Lab courses engage students in inquiryexperience is an integral part of the course.
based learning activities where they
Several ecosystems are visited and discussed
formulate a hypothesis, design an
in terms of the various theories reviewed in
experiment to test the hypothesis, and
the course.
collect, interpret, and present the data to
support their conclusions.
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
understand the general principles
associated with the discipline(s) studied;
understand the methodology and
activities scientists use to gather, validate
and interpret data related to natural
processes;
detect patterns, draw conclusions,
develop conjectures and hypotheses, and
test them by appropriate means and
experiments;
understand how scientific laws and
theories are verified by quantitative
measurement, scientific observation, and
logical/critical reasoning; and
understand the means by which analytic
uncertainty is quantified and expressed in
the natural sciences.
The course is process oriented. Students are
expected to emerge from the course with
critical thinking skills and an understanding
of complex biological interactions in time
and space based upon numerous examples
discussed in class.
Numerous case studies showcase the
methods scientists have used to gather
observations, translate those into
hypotheses, and test their ideas over time.
Analysis of spatial and temporal patterns of
change is intrinsic to biogeography – as are
the cause-effect relationships that drive
change.
Students apply laws, such as those of
disturbance and succession, in analyzing
change. Modeling and quantification are
basic to the course.
Statistical properties associated with
sampling populations and anticipated
responses is a central theme of the course.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.
BIOGEOGRAPHY
GEOG 426N
UNIVERSITY OF MONTANA, SPRING 2008
Paul Alaback, Deptartment of Forest Management
Email: palaback@forestry.umt.edu Office: Clapp Bldg 404
Office hours: Thursdays 12:00-2:00pm or by appointment
Rachel Loehman, Department of Ecosystem and Conservation Sciences
Email: rachel@ntsg.umt.edu Office: Clapp Bldg 434
Office hours: By appointment
Karen Shelly, Department of Geography
Email: Office: Office hours
Course Description
Bioegeography is the study of patterns of plant and animal distributions through space and time.
Biogeography is a synthetic and exciting discipline that bridges the fields of geography ecology, geology,
climatology, and anthropology/archeology. In this course we will emphasize historical and ecological
approaches to understanding plant and animal distributions and their interactions; especially resulting from
historical, climatic, and human factors. We will address important and timely topics such as biodiversity,
climate change, changes in habitat, and species conservation. In addition we will emphasize the following
key concepts:
•
•
How to think ecologically. This requires us to:
o
Understand how organisms interact with their environment at all interacting scales of space
and time.
o
Use our scientific knowledge of terrestrial ecology to understand and find solutions for
environmental and social problems.
o
Appreciate the many ways in which physical and biological factors interact to explain patterns
of life on Earth.
This course should provide you with deeper insights into the following ideas:
o
The only constant is change.
o
Everything is connected.
o
Everything goes somewhere.
o
There is usually more than one factor, and often important interactions between many factors,
that explain ecological patterns.
o
You can’t know where you’re going unless you know where you’ve been.
o
Humans are intimately connected with the biosphere, and you cannot understand either realm
without the other.
o
Ecosystems (and species diversity) are more amazing and complex than you can imagine.
•
In this course you will:
o
Develop a broad conceptual foundation for understanding why and how plants, animals and
ecosystems are distributed across the Earth, and how those distributions are likely to change
in the future.
o
Understand why ecology, geology, climatology, and human factors together explain many
phenomena in Biogeography.
o
Hone your skills in reading, writing and reviewing scientific papers.
o
Gain experience in collecting, analyzing and interpreting field data to answer a scientific
question.
o
Learn science as a process to promote knowledge and understanding
Required Text
There is no required text. Readings will be placed on Mansfield Library electronic reserve throughout the
semester.
Recommended General Books/References
• Current world atlas (Example: New Concise World Atlas. 2004. Oxford University Press).
• MacArthur, R.H. and E.O. Wilson. 1967. The Theory of Island Biogeography. Princeton University
Press, New Jersey.
• Quammen, David. 1996. The Song of the Dodo: Island Biogeography in an Age of Extinction. New
York, Touchstone Press.
• Wilson, E.O. The Diversity of Life. 1994. Penguin, London.
Course Evaluation
Your final letter grade is based on a percentage of points earned out of a possible 400.
Exam 1 (25%)
Paper Critique (5%)
Final project (25%)
Field Assignments (~5%)
Class participation (~10%)
Final Exam (30%)
100 points
20 points
100 points
20 points
40 points
120 points
400 total points
A (94-100) A- (90-93)
B+ (87-89) B (84-86) B- (83-80)
C+ (77-79) C (72-76) C- (70-71)
D+ (66-69) D (62-65) D- (60-61)
F (59 and below)
Exams
Exam material will come from lectures and assigned readings (textbook and reserve material). Exams will
be a combination of short answer, definition, and matching questions, designed to gauge basic
biogeographical literacy; and essay questions directed toward assessment of students’ abilities to organize,
process, and link biogeographical concepts.
General grading criteria for essay questions: 1) incorporation of material from lectures and readings; 2)
balance of breadth and detail; 3) clarity (includes correct grammar and spelling); 4) use of vocabulary
related to course curriculum; 5) essays that synthesize, rather than paraphrase, course material. Graduate
students will be graded to a higher standard on the essay portion of the exams for those criteria listed
above.
Makeup exams allowed ONLY in the case of documented unexpected emergencies or through prior
arrangement with the instructor.
** Students may earn up to 5 points extra credit on each exam. For each biogeography-related
newspaper, magazine, or popular press article you bring in and share with the class (including a
description of its biogeographical significance) you will receive 1 extra point on your exam. Credit can
be applied only to upcoming exams; i.e. to add points to Exam 1 you must bring in your material before
the exam is administered). Extra credit articles cannot be brought in the day before the exam!!
Final Project
The final project is a research paper that examines the biogeography of any plant or animal species found
toady on the North American continent. The paper will include:
•
•
•
•
•
•
Evolutionary history of the species
Species range (past, present, and predicted)
Adaptations to current distribution
Community (biotic) and ecosystem (biotic and abiotic) relationships
Ecological and economic significance
Future considerations including effects of climate change, disturbance, land cover change, and
anthropogenic disturbance on species distribution and fitness
Format: Papers should follow a conventional style for academic research papers, synthesize current
scientific thinking on all topics, reference sources from the primary academic literature, and include
figures, tables, maps, and graphics where applicable (pictures are worth 1,000 words). Presentation of
references, tables, and figures should follow the format used in the journal Ecology (available through
Mansfield Library). A minimum of eight references from the primary literature will be accepted.
Papers should be double-spaced using 10- or 12-point font and 1-inch margins, and should be no longer
than 10 pages NOT including references, figures, and tables. There is no penalty for brevity (and
conversely no reward for length) as long as the paper is well-researched and comprehensive.
Graduate students will be graded to a higher standard than undergraduates for the final project. In
addition, graduate students will deliver a 15-20 minute Powerpoint presentation summarizing the
findings of their project and including maps, graphics, and other visuals. Presentations will take
place during finals week.
** A for-credit summary of your topic (1 page or less) is due in class on February 21.
Class Participation
•
Criteria for the class participation grade include active participation in discussions on lecture topics
and readings, respect toward instructor and other students, attentiveness during class, and class
attendance.
•
In the event that guest lectures or field trips are scheduled, your attendance will reflect on your class
participation grade.
•
Please come to class prepared to ask questions, share your thoughts and observations, contribute to
meaningful discussion, and in general promote a collegial learning environment!!
General Course Expectations This is a course in which all students will be active participants. You must be more than physically
present—you must make positive contributions to the ongoing learning of others. Students are
responsible for class preparation and discussions during the class period. Preparing for class will
involve reading the assigned materials. Regular attendance is expected. Absentees are
responsible for any in-class announcements, changes in the syllabus, and material discussed in
class.
Assignments are due in class on the dates listed. Late assignments will not be accepted unless
prior arrangements have been made with the instructor. Assignments will be graded using
criterion-referenced methods, i.e., a specific set of standards. As a general guide, a “C” grade
represents average work. It means that all assignments are done as described. A “B” grade
represents above average work. It indicates that self-initiative has been taken to research topics
and bring more to the assignment than just required. An “A” grade represents a high level of
mastery with evidence of reflection and research as well as personal innovation, relevant
applications, and extensions. Should you have any questions concerning a grade, we am
always happy to discuss them but ask that you make an appointment so we can give the
matter careful consideration and maintain confidentiality. It is important to remember that
effort alone does not necessarily guarantee above average grades; rather, high quality thought
and products ensure above average grades.
Plagiarism Warning
Plagiarism is the representing of another's work as one's own. It is a particularly intolerable
offense in the academic community and is strictly forbidden. Students who plagiarize may fail the
course and may be remanded to Academic Court for possible suspension or expulsion. Students
must always be very careful to acknowledge any kind of borrowing that is included in their work.
This means not only borrowed wording but also ideas. Acknowledgment of whatever is not one's
own original work is the proper and honest use of sources. Failure to acknowledge whatever is
not one's own original work is plagiarism.
Academic Misconduct and the Student Conduct Code
All students must practice academic honesty. Academic misconduct is subject to an academic
penalty by the course instructor and/or a disciplinary sanction by the University. All students
need to be familiar with the Student Conduct Code. The Code is available for review online at
http://www.umt.edu/SA/VPSA/index.cfm/page/1321.
Course Schedule
Date
Topic
Jan 22
Jan 24
Introduction to Biogeography
What is a species?/Evolution
Jan 29
Jan 31
Ecosystems and climate
Earth’s changing climate
(Shelly)
(Loehman)
Feb 5
Feb 7
Biodiversity
(Alaback)
Feb 12
Feb14
Species interactions
Patterns of distribution
(Shelly)
(Alaback)
Feb 19
Feb 21
Patterns of distribution
Earth history
(Alaback)
(Loehman)
Feb 26
Feb 28
Exam review
EXAM 1
Mar 4
Mar 6
Human influence on the biosphere
Modern transformations
(Loehman)
(Shelly)
Mar 11
Mar 13
Modern transformations
Terrestrial environmental controls
(Shelly)
(Loehman)
Mar 18
Mar 20
Mar 24Mar 28
Apr 1
Apr 3
Field Exercise 1: Abiotic controls
Comparing continents
(Alaback)
Apr 8
Apr 10
Research methods
Land Protection/Natural Areas
Apr 15
Apr 17
Phenology
Field Exercise 2: Biotic controls
Apr 22
Apr 24
Earth Day discussion
Natural Communities Hike
April 29
May 3
Final presentations
Synthesis/final exam review
May 7
Readings
Assignment
(Alaback, Loehman, Shelly)
(Loehman)
Cladogram lesson
PROJECT
SUMMARY DUE
FEB. 21
EXAM 1 FEB 28
SPRING BREAK
Island Biogeography
(Loehman)
FIELD EXERCISE
1 DUE APRIL 1
(Shelly)
(Alaback)
(Shelly)
May 1-3 readings and activities
FIELD EXERCISE
2 DUE APRIL 24
FINAL PROJECT
DUE APRIL 29
FINAL EXAM
Please note that this document serves as a guide for course content and
student evaluation. We welcome student input and reserve the right to be
learners as well as facilitators. Thus, we may adjust this guide as the
semester proceeds. Any changes will be announced in class.
FINAL EXAM: