I. ASCRC General Education Form
Group
Group XI Natural Science
Dept/Program
CFC/DECS
Wildlife Biology
Course Title
Wildlife & People
Prerequisite
None (freshman-level)
Course #
WBIO105
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
David Naugle
x5364
david.naugle@umontana
Program Chair
Daniel Pletscher
Dean
Perry Brown
Jim Birchfield - acting
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
Instructor
Phone / Email
This course is designed for students (non-wildlife majors) interested in learning about the
interactions of wildlife and people in today’s society. In this course, students will be
introduced to ecological principles on the population, community and ecosystem levels.
Students will engage the scientific method, understand how to ask scientific questions, and
embrace rigor and uncertainty in wildlife biology. We will apply our knowledge of wildlife
science to wildlife management issues, assess human impacts on wildlife populations, and
investigate ways that wildlife and people live together.
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
Criteria:
Criteria met by:
1. Explore a discipline in
I provide lectures and readings that take students step-by-step
the natural sciences and
through the scientific method. We then work through practical
demonstrate how the
examples in class so that students see how the method is applied
scientific method is used
to particular questions in the wildlife discipline. I have a
within the discipline to draw specific class period devoted to advocacy versus science so that
scientific conclusions.
students understand the difference. Lastly, we take 2 entire class
periods and discuss articles from the Missoulian and other media
outlets to examine the role of science in today’s society.
Specifically, students bring in articles that interest them and we
openly discuss whether science play a role in decision-making
and see if students can identify the difference between science
and advocacy in local issues/topics.
2. Address the concept of
analytic uncertainty and the
rigorous process required to
take an idea to a hypothesis
and then to a validated
scientific theory.
I bring into the classroom real examples of high-profile wildlife
research in Montana and western North America to teach
students the concept of scientific rigor and analytic uncertainty.
Examples also include my own research into energy
development and wildlife conservation, a highly controversial
topic of national importance to society. Students openly discuss
and question my analytic research designs and see first-hand
how science is used by decision-makers and viewed by the
public. Examples stress to students how to identify and deal
with uncertainty in science and the decision-making process.
Most importantly, I teach students that it’s OK for science to tell
the public when it doesn’t have the answer to a pressing
question.
This course does not have a laboratory component. I largely
meet criteria #3 using a lecture format except rather than a
hands-on approach. I started this course as a new offering when
I came to UM seven years ago. It quickly went from 20 to 120+
student enrollment. This number of students would make a lab
format difficult without increasing the number of credits.
3. Lab courses engage
students in inquiry-based
learning activities where
they formulate a hypothesis,
design an experiment to test
the hypothesis, and 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
Learning Goals:
I have structured this course into 5 distinct segments to cover the
1. Understand general
most important general principles in the wildlife discipline.
principles associated with
These segments are used to group lectures as identified in the
the discipline studied.
syllabus into introductory, management, population, community,
and ecosystem and global concepts. Individual lectures are
outlined by topic by day in the syllabus below.
I wrap these concepts into almost every lecture, but specifically
2. Understand the
address this topic on the following dates (see syllabus below):
methodology and activities
Sept 12, 14, 17 and 19; Oct 12, 15 and 17; and Nov 14 and Dec
scientists use to gather,
5.
validate and interpret data
related to natural processes.
3. Detect patterns, draw
I use the recent wildlife literature in lectures to provide context
conclusions, develop
for an issue and ask students to construct an appropriate set of
conjectures and hypotheses, research questions. Then I show them how the research was
and test them by appropriate designed. We discuss outcomes and how that work can be
means and experiments.
implemented to solve real-world problems in wildlife
management.
4. Understand how
scientific laws and theories
are verified by quantitative
measurement, scientific
observation, and
logical/critical reasoning.
We detail scientific theories throughout the course. For
example, in community concepts we explore theories related to
succession and natural disturbance, adaptations in animals to
their environments, speciation and extinction.
Almost every lecture in class explores scientific uncertainty in
research and theories that drive wildlife interactions with people
and society. For example, in population concepts we talk about
wildlife harvest management (i.e., hunting), a topic important in
Montana’s economy and to a large proportion of individual
citizens. We discuss the pros and cons of this activity and
5. Understand the means by highlight the science and uncertainty behind setting harvest
which analytic uncertainty
quotas. Lastly, we discuss how funds raised from hunting
is quantified and expressed
licenses are used to fund conservation of wildlife habitats and
in the natural sciences.
populations. This is usually an eye-opener for students. I link
this back to the types of jobs that people do in this discipline.
Please see my response in meeting criteria #2 above.
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
WBIO 105 Wildlife & People
Fall 2008 Syllabus for 3 Credits
Professor: Dr. David Naugle, Forestry 309, PH: x5364
Office hours M-R 9:00-10:00 AM or by appointment
Class meets 11:10 AM - Noon MWF (CHEM123)
This course qualifies as a General Education course under
Group XI Natural Science.
No required text for this course. Selected required readings and PowerPoint
presentations will be made available on course website.
Course Description & Purpose: This course is designed for students (non-wildlife majors)
interested in learning about the interactions of wildlife and people in today’s society. In this
course, students will be introduced to ecological principles on the population, community and
ecosystem levels. Students will engage the scientific method, understand how to ask scientific
questions, and embrace rigor and uncertainty in science. We will apply our knowledge of
wildlife science to wildlife management issues, assess human impacts on wildlife populations,
and investigate ways that wildlife and people live together.
Student Learning Goals and Objectives
1. Understand the historic and contemporary issues in wildlife science and management in
Montana and in western North America
2. Learn principles of the scientific method and the difference between science and
advocacy in decision-making
3. Understand how scientific investigations are conducted and implications of science in
management of wildlife resources
4. Identify with and understand the role that society plays in the use and conservation of
Montana’s wildlife habitats and populations.
5. Develop a knowledge base that will enable you to critically evaluate societal positions
in natural resource management and conservation
In accordance with the mission of The University of Montana- Missoula, these objectives are to
develop competent and humane individuals who are informed, ethical, literate, and engaged
citizens of local and global communities. Students should become acquainted with issues
facing contemporary society, participate in the creative arts, develop an understanding of
science and technology, cultivate an appreciation of the humanities, and examine the history of
different American and global cultures. Upon completion of the general education requirements
students should be able to articulate ideas verbally and in writing, understand and critically
evaluate tangible and abstract concepts, and employ mathematical and other related skills
appropriate to a technologically focused society.
Examinations
Exam I
Exam II
Final Exam
Points Possible
100
100
100
Total points 300*
% of Total Grade
33.3%
33.3%
33.3%
100.0%
Grades calculated as a percentage (points received/300) correspond to the scale:
90%+ = A; 89-80% = B; 79-70% = C; 69-60% = D; 59% or less = F
Testing: Lecture exams may consist of a mixture of multiple-choice, true-false, short answer
and essay questions. Failure to take an exam during the regularly scheduled time without 1week prior notification to the instructor and an excused absence will result in a zero.
Scheduling of make-up exams must be completed within 1 week of your return and is the sole
responsibility of the student. Make-up exams will be essay questions. Each of three exams
will cover approximately a third of the course material. There is no guarantee of extra credit
opportunities, but 1 or 2 may arise during the semester (as announced). If you are late for a
test, you make take the exam as long as all students taking the test are still present; once the
first student has completed the test and left, no new tests will be distributed—no extra time will
be allotted.
Attendance Policy: Attendance is not recorded in lecture because your desire to learn about
wildlife will dictate your presence. In the unlikely event that a student has poor attendance, I
will speak with you individually. Students are responsible on exams for all information
presented in lectures, readings, guest presentations and films.
Academic Dishonesty: Trust between student and instructor is of paramount importance in
academic settings. Academic dishonesty will not be tolerated in the classroom. Students found
cheating will be punished to the fullest extent that University policy permits.
Course Outline
DATES
TOPICS
Aug 27
29
31
Sept 3
5
Introduction and syllabus
History of wildlife management
Back from the Brink: Wildlife in Montana
Labor Day Holiday
We’re not all game wardens: the wildlife profession
INTRODUCTORY CONCEPTS
7
10
12
14
17
19
21
24
26
Who owns wildlife?
Who pays for wildlife?
The scientific method and uncertainty
Advocacy versus science
Applications of real research to problem-solving
Wildlife functions and values
Ecological ethics
Commercialization and propagation of wildlife
TEST NUMBER #1
WILDLIFE MANAGEMENT CONCEPTS
Oct
28
1
3
5
8
10
Wildlife and People: The habitat connection!
Habitat fragmentation: Wildlife in human landscapes
On a wing and a prayer: the decline of forest birds
Managing habitats for wildlife
Hunting: Society’s view of a management tool
Wildlife and disease
POPULATION CONCEPTS
12
15
17
19
22
The structure of wildlife populations
Population fluctuations
What limits populations: carrying capacity constraints
Populations and wildlife management
Human population growth
24
26
Current events in wildlife management in western Montana
TEST NUMBER #2
COMMUNITY CONCEPTS
29
31
Nov 2
5
7
9
12
14
Succession and natural disturbance
Evolution and adaptations
Speciation, extinction and biodiversity
Keystones and species interactions
Endangered animals and ecosystems
Endangered Species Act: why do we have it?
Veteran’s Day
ESA and sage-grouse: A current example
ECOSYSTEM AND GLOBAL CONCEPTS
16
19
21
23
26
28
30
Dec 3
5
7
Can we restore ecosystems?
Land conservation programs
Thanksgiving Holiday
Thanksgiving Holiday
Exotic species I
Exotic species II
Climate change
What can I do on local, regional, and global scales?
Open discussion of current events in Montana wildlife
Review and evaluations
Final is scheduled for 8-10 AM Tuesday December 11th
*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.