Upper-division Writing Requirement Review Form (2/14)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Wildlife Biology
Course # (i.e. ANTY
Subject
455) or sequence
Course(s) Title
Advanced Fisheries
Description of the requirement if it is not a single course.
WILD 408
Wildlife Biology has a dispersed upper division writing requirement. This course is 1 of 3
required courses that serve as an option for the dispersed writing requirement (including BIOE
371 as a required component and two of the following options – BIOE 428, BIOO 320, BIOO
470, BIOO 475, WILD 470, WILD 408, and senior thesis WILD 499).
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Lisa Eby
Phone / Email
5984
Lisa.eby@umontana.edu
Program Chair
Winsor Lowe
Dean
James
Date
9/16/14
Burchfield
III. Type of request
New
Renew X
Reason for new course, change
or deletion
One-time Only
Change
Remove
IV Overview of the Course Purpose/ Description
Fisheries management consists of three interrelated processes: fish populations, fish habitat, and
people. This course introduces some of the fundamental principles and approaches of inland fisheries
ecology and management. Through general readings and specific case studies we will explore the
challenges of balancing multiple human values in managing fisheries resources. We will focus on
understanding
(1) The drivers of change in fish populations,
(2) Quantitative nature of fish population assessment,
(3) Fish habitat requirements, impacts, and restoration,
(4) Harvest and other social/economic value of fisheries,
(5) Complexity of ecological interactions linking fish to other components of aquatic ecosystems
and broader social community.
V Learning Outcomes: Provide examples of how the course will support students in
achieving each learning outcome.
X Yes
If yes, how will student learning be supported?
Identify and pursue
sophisticated questions for
academic inquiry
Find, evaluate, analyze, and
synthesize information
effectively and ethically from
diverse sources (see:
http://www.lib.umt.edu/libraryinformation-literacytables#Table2) Subject liaison
librarians are available to
assist you embed information
literacy into your course:
http://www.lib.umt.edu/node/115
#instructors
Manage multiple perspectives
as appropriate
Students are required to develop and communicate their own research
questions for the grant proposal writing assignment. Students first
orally present their questions and hypothesis and receive feedback.
They then provide a written draft of their proposal and receive
feedback from both students and the instructor. Finally, students
rewrite their proposal based on feedback they receive.
 No
If no, course may not be eligible
X Yes
If yes, how will student learning be supported?
Students are required to synthesize the existing scientific literature for their
proposals and other writing assignments. This information must be
appropriately cited. Most students are aware of the library databases and
search engines by this time but I provide individual instruction to those who
have not done these searches before. Citations must occur in a format
consistent with fisheries and ecology journals.
 No
If no, course may not be eligible
X Yes
If yes, how will student learning be supported?
(1) We have several written assignments throughout the semester where we
discuss a case study, review the management objective, use real data to
analyze whether we are achieving the objective and finally write a
summary of the objectives, whether they are being achieved and to make
a recommendation for management.
(2) The students must write a 2 page (single-spaced) position paper (with
citations) on a controversial topic. This topic may vary but have
included, should FDA approve GMO salmon? Should cutthroat and
rainbow hybrid fish be considered in ESA listing for cutthroat status?
Recognize the purposes and
needs of discipline-specific
audiences and adopt the
academic voice necessary for
the chosen discipline
Use multiple drafts, revision,
and editing in conducting
In both cases consideration of different viewpoints in necessary for the
assignment.
 No
If no, course may not be eligible
X Yes
If yes, how will student learning be supported?
In short assignments (reporting their analysis of case study wrap ups)
and in the research proposal, a professional writing style is required.
Feedback is provided from the first assignment on a professional
writing style.
 No
If no, course may not be eligible
X Yes
If yes, how will student learning be supported?
inquiry and preparing written
work
Follow the conventions of
citation, documentation, and
formal presentation
appropriate to that discipline
Student will be getting feedback on writing assignments throughout the
semester, but without revision. Typically students are allowed to re-write
one assignment throughout the semester to improve their grade. In addition,
the proposals are reviewed by the instructor (Eby) and other students, revised,
and resubmitted. I find that students benefit not only from revision, but also
from reading others work and commenting on it.
 No
If no, course may not be eligible
X Yes
If yes, how will student learning be supported?
Students are required to include literature citations in their
assignments and research proposal. Feedback on documentation is
provided prior to final proposal submission.
 No
If no, course may not be eligible
VI. Writing Course Requirements
Enrollment is capped at 25
students.
If not, list maximum course
enrollment. Explain how
outcomes will be adequately
met for this number of
students. Justify the request
for variance.
Briefly explain how students
are provided with tools and
strategies for effective writing
and editing in the major.
Which written assignment(s)
includes revision in response
to instructor’s feedback?
Enrollment is capped at 25, but has not exceeded 20.
In some years, Anne Green comes in to discuss writing styles. In all years,
we spend 1 to 2 lectures discussing writing style and voice, phases of writing,
components of a research proposal, and common mistakes to avoid.
Students are required to submit a draft research proposal. They receive
feedback from the instructor and from other students. Students then revise
their proposals for final submission.
VII. Writing Assignments:
Please describe course assignments. Students should be required
to individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Quality of content and writing are
integral parts of the grade on any writing assignment.
Several assignments for case study evaluation, a research proposal, and an
Formal Graded Assignments
essay (see syllabus below)
None
Informal Ungraded
Assignments
Paste or attach a sample writing assignment, including instructions for students.
Example writing assignment. Last Assignment: AquaAdvantage Salmon from AquaBounty Technologies
The AquAdvantage salmon founder animal was generated in 1989 by micro-injecting a recombinant
deoxyribonucleic acid (rDNA) construct, opAFP-GHc2, composed of a promoter from an ocean pout antifreeze
protein (AFP) gene and a protein-coding sequence from a chinook salmon growth hormone (GH) gene into the
fertilized eggs of wild Atlantic salmon. Subsequent selection and breeding led to the establishment of the
AquAdvantage salmon line, which has been propagated for eight generations. Under the conditions proposed for
the NADA, AquAdvantage salmon would be produced as triploid, all-female populations with eyed-eggs as the
product for commercial sale and distribution. These eggs would be produced in the sponsor’s facility on Prince
Edward Island (PEI) in Canada. After confirming the genetic integrity of the broodstock used for manufacture and
effective induction of triploidy in the eyed-eggs, these eggs would be shipped to a land-based grow-out facility in
the highlands of Panama, where they would be reared to market size and harvested for processing. AquAdvantage
salmon, is designed to exhibit a rapid-growth phenotype that allows it to reach smolt size (100 g) faster than nonGE farmed Atlantic salmon.
The FDA has to examine and approve this fish for human consumption. The FDA examines (1) safety of the
rDNA construct to the animal; (2) safety of the food from the animal; (3) environmental impact; and (4) the extent
to which the producers of GE animals (referred to as "sponsors") have met the claims made for those GE animals
(effectiveness). In December the FDA released their findings of no significant effect, but then opened a comment
period. Even though the comment period just closed, think about the criteria that the FDA uses for approval and
write a short public comment regarding this approval given the criteria for FDA approval.
http://www.fda.gov/AnimalVeterinary/NewsEvents/CVMUpdates/ucm339270.htm
Many of the arguments surrounding the production of genetically modified organisms are ethical, social, and/or
economic issues (not under the direction of the FDA). Some folks are suggesting that there be some legislative
action to either regulate the selling of GM salmon or require that they be labeled. Please comment on your opinion
of this.
Your essay should be concise and the first part should be a comment to the FDA directly (as if it was going to be
submitted to the FDA for review) and the second part (re: regulation) can follow. The entire document has a 2
page limit. It is due last day of class and we will have a discussion in class next Friday.
Please remember this is a persuasive essay so take a position and then support that position with an argument. I
am looking for a well written essay, without spelling, grammar or use of English errors. The essay needs to be
well organized, clear and present ideas in a coherent way. As with any essay, you need to have appropriate
statements properly cited (e.g., you can’t say that rapid growth causes deformities without citing where that
information comes from). References need to be effectively used, correctly cited and correctly listed in the
reference list (not in page count).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.
The syllabus must include the list of Writing Course learning outcomes above.
Paste syllabus here.
WILD 408
Advanced Fisheries
Spring 2014
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://life.umt.edu/vpsa/student_conduct.php. Any students with disabilities will be accommodated.
Instructor: Lisa Eby, BRL 103, x5984, lisa.eby@umontana.edu (email is best)
Text: Hubert and Quist (eds). 2010. Inland Fisheries Management in North America.
American Fisheries Society. 3rd edition. American Fisheries Society, Bethesda,
Maryland. You can buy this book through AFS (with member discount, $81) or two
copies will be on reserve in the library to check out for a short time period to read
assigned readings from the book. All of the addition readings are posted on the Moodle
site.
Class time and location: MWF 12:10--1:00pm; JRH 204
Office hours: Tues 1:00pm-2:00pm, Thursday 12:00-1:00pm
Class description: Fisheries management consists of three interrelated processes: fish
populations, fish habitat, and people. This course introduces some of the fundamental
principles and approaches of inland fisheries ecology and management. Through general
readings and specific case studies we will explore the challenges of balancing multiple
human values in managing fisheries resources. We will focus on understanding
(6) The drivers of change in fish populations,
(7) Quantitative nature of fish population assessment,
(8) Fish habitat requirements, impacts, and restoration,
(9) Harvest and other social/economic value of fisheries,
(10)
Complexity of ecological interactions linking fish to other components of
aquatic ecosystems and broader social community.
This course, in combination with 2 others, fulfills the upper division writing requirement
for Wildlife Biology majors. The UM upper-division writing requirement includes:
(1)Identify and pursue more sophisticated questions for academic inquiry, (2) Find,
evaluate, analyze, and synthesize information effectively from diverse sources, (3)
Manage multiple perspectives as appropriate, (4) Recognize the purposes and needs
of discipline-specific audiences and adopt the academic voice necessary for the
chosen discipline, (5) Use multiple drafts, revision, and editing in conducting inquiry
and preparing written work, (6) Follow the conventions of citation, documentation,
and formal presentation appropriate to that discipline, and (7) Develop competence
in information technology and digital literacy.
Grading:
Proposal (20% of grade)
Short paragraph of idea due on March 12h, 3 copies of the full proposal due April 16th,
Panel discussion on April 25th, Electronic reviews returned to author April 25th, and
Revision due May 9th: The short paragraph of idea should include the general issue,
specific questions, where study may take place, and what type of methods may you use to
address the questions.
Proposals should be no longer than ten pages, including figures, tables, and a brief
resume of the principal investigator. The following information must be provided: (a)
Principal Investigator name & affiliation; (b) Title of project; (c) Description of project:
this section should include a brief introduction to the problem, your specific objectives,
your study plan; (d) Expected benefit/results of project to fish management; (e) Proposed
project schedule and timeframe (not longer than 2 years for the entire project); (f)
Biographical information. Each person must provide a brief resume summarizing his/her
qualifications and experience; (g) Budget Table (no more than $75,000 for the two
years), you need to include salary (# people, # days, hourly pay), fringe (12% of salary
for people you employ less than 6 months, 30% of salary for people you employ for
longer), supplies needed to perform the project, travel ($0.42/mile and any per diem),
equipment use or rental (boat days, etc), and equipment repair. Turn in 3 copies of your
proposal.
Review of the proposal will be performed by myself and others in the class (each person
will review 2 proposals). Proposals will be evaluated on organization, writing,
scientific/technical merit, feasibility, and benefits to fisheries management. Review
sheets will be provided. Students will have a week to complete the review and turn it in
at the panel discussion evaluating which proposals will be funded. The proposal grades
are based on grading rubric not on whether your proposal gets funded.
Assignments (60%): Computational and written assignments associated with river,
stream, and lake management sections will be passed out in class throughout the
semester. There will be computational assignments associated with each case study.
There are multiple assignments (as listed in syllabus). Students are free to discuss the
assignment, but all final products (graphs and writing components of the assignments)
must be prepared individually. All written material, calculations and graphs to be
handed in must be your own work (answers must be in your own words). Assignments
must be well-organized, well-written, and typed. Late papers and assignments: A 5% per
day late penalty will be assessed unless prior arrangements are made.
Participation and Discussions (10%):
Come to class ready to participate in class. Local biologists associated with case studies
will be speaking to the class and the Student Chapter of the AFS (Thursdays 6pm) attendance at these two talks are mandatory. The additional talks from professionals at the
Student AFS Chapter meetings will be relevant and are encouraged.
Professional and Scientific Exposure: You will have a choice to participate in
multiple potential activities this spring. To get full points you will have to do one
of the following (but if you are interested in fisheries, I recommend getting as
much exposure as possible):
1)
Go to the MTAFS meetings. To get credit for this activity, talk to a
professional about their work and job, and be in talks for one entire
day (for documentation write up a short description of who you
interacted with and about what (1 sentence) and describe 3 talks that
you attended: objective, approach, findings, implications). Turn it in
the week following the meetings. http://www.montanaafs.org/ State
Chapter of the American Fisheries Society Meeting: March 4th through
7th
2) Go to 3 seminars related to aquatic issues (seminars that count would
include: AFS Chapter speakers that are not required for class, and select
WBIO, IoE, or OBE seminars). To document this activity, you must write
1 short paragraph summarizing each seminar (objective, approach,
findings, and implications). Turn it in within 1 week of the seminar or
meeting. As seminar schedules are completed, I will try to announce
appropriate seminars in class. Do not wait until the last week of classes
as there may not be anything appropriate to attend.
a. UM Student Chapter AFS meetings every other Thursdays 6pm,
FOR 305
Bruce Farling, Executive Director of Montana Trout Unlimited Feb 6th
Ron Pierce, MFWP fisheries biologist Feb 20th (required)
Chris Downs, NPS fisheries biologist March 13th
Barry Hansen, CSKT tribal biologist March 27th (required)
Possibly Sam Mace April 24th
Final Exam (10%): The final exam for this course will review the major concepts that
were covered during the entire semester. Final Exam is Tuesday May 13th 10:1012:10. I will make previous final exams available.
Class schedule:
Week of Jan 27th

Introduction, course description & evaulation

History of fisheries management
o Chapter 1 in Inland Fisheries Management

Legal Process and Fisheries Management
o Chapter 4 in Inland Fisheries Management
Week of Feb 3rd

Process of fisheries management
o Chapter 5 in Inland Fisheries Management
Assignment 1 handed out: review management plan

Scale and Fisheries Management:
o Fausch et al. 2002 Landscapes to Riverscapes: Bridging the Gap between
Research and Conservation of Stream Fishes Bioscience 52:483-498.

Coldwater streams – characteristics and key habitat
o Milner, N.J., J.M. Elliot, J.D. Armstrong, R. Gardiner, J.S. Welton, and
M. Ladle. 2003. The natural control of salmon and trout populations in
streams. Fisheries Research 62:111-125.
Week of Feb 10th

Populations, metapopulations & threats to fish populations in the
Rocky Mountain region
o Rieman, B.E., and J.B. Dunham. 2000. Metapopulations and
salmonids: a synthesis of life history patterns and empirical
observations. Ecology of Freshwater Fish. 9:51-64.

Connection versus isolation in the conservation of inland trout (Kellie
Carim)
o Fausch et al. 2009. Invasion versus isolation: trade-offs in managing
native salmonids with barriers to upstream movement. Conservation
Biology 23:859-870.

Exotics and the special case of hybridization
o Allendorf et al. 2001. The problem with hybrids and setting
conservation guidelines. Trends in Ecology and Evolution 16:613622.
Assignment 2 handed out: dealing with cuttbows in the Rocky Mountain
Region
Week of Feb 17th
Ron Pierce, MFWP fisheries biologist Feb 20th (required)
 Monday 17th Presidents Day Holiday: No Class
 Common techniques for habitat restoration in stream systems

o Roni et al. 2008. Global review of the physical and biological
effectiveness of stream habitat rehabilitation techniques. North
American Journal of Fisheries Management 28:856-890
Complexities and Challenges of Managing Stream fish populations in
the Blackfoot River Basin – the role or habitat restoration, regulations,
changing conditions, and exotics
o Pierce et al. 2013. Response of wild trout to stream restoration over
two decades in the Blackfoot River Basin, MT. Transactions of the
American Fisheries Society 142(1).
Assignment 3 handed out: streams restoration assignment
Week of Feb 24th

Using harvest to alter the abundance of fishes in stream systems
o Post et al. 2003. Can anglers influence the abundance of native and
nonnative salmonids in a stream from the Canadian Rocky Mountains?
North American Journal of Fisheries Management 23:109-119
 Sampling in streams and rivers
o Conquest, L.L. and S.C. Ralph. 1998. Statistical Design and Analysis
Considerations for Monitoring and Assessment. Chapter 18, River
Ecology and Management. Eds. R.J. Naiman and R.E. Bilby Springer
Verlag, New York.

Common population measures for monitoring and assessments in
stream
o Chapter 11 in Inland Fisheries Management
Week of Mar 3rd

Monday: Finish sampling, discuss proposal ideas

No Class on Wednesday or Friday for the MT American Fisheries
Society Meeting March 4th -7th
Week of Mar 10th
Assignment 4 Due: paragraph for proposal topic due March 12th
 Population indices versus estimators: CPUE, depletion sampling & markrecapture sampling
 Science Writing and Components of a Proposal
 Natural Lakes – Fisheries and strategies
o Chapter 15 in Inland Fisheries Management (not online – in library)
Week of Mar 17th

Ecology and Management of lake foodwebs
o Chapter 13 in Inland Fisheries Management (not online, in library)
o Ellis et al. 2011. Long-term effects of a trophic cascade in a large lake
ecosystem. Proceedings -of the National Academy of Sciences 108: 10701075

Case Study: Flathead Lake Case Study of Lake Trout Woes
o
Flathead Lake EIS (do not print – this is huge!) Just for reference!
o

o
http://flatheadlakeeis.net/Background/Background.html
Martinez et al. 2009. Western Lake Trout Woes. Fisheries 34:424442
Creel surveys: data obtained & designs
Chapter 21 “Sampling the recreational fishery” in Fisheries
Techniques
Week of Mar 24th
Barry Hansen, CSKT tribal biologist March 27th (required)

Introduction to population models & Estimating population parameters
(mortality)
o
Chapter 2 in Inland Fisheries Management (mortality pages 43-55)
Assignment 5 handed out: Mortality estimates
 Estimating population parameters (growth, fecundity)
o Chapter 2 in Inland Fisheries Management (growth pages 5558)
 Estimating population parameters (recruitment)
o
Chapter 2 in Inland Fisheries Management (growth pages 5862)
Week of March 31st Spring Break (March 31 – April 4th)
Week of Apr 7th
 Population modeling approaches – framework and assumptions
o
Chapter 2 in Inland Fisheries Management (growth pages 6277)
 Population modeling
Assignment 6 handed out: Are we achieving our management goals?
 Population modeling - Can we do anything about new invasions?
Chapter 8 in Inland Fisheries Management (not online, in library)
Week of Apr 14th
 Wrap-up for Flathead Lake case study
Assignment 7 handed out: Dealing with new invasions.
 River fisheries management and anadromous fishes
o Chapter 20 in Inland Fisheries Management (not online, in library)

Status, trends, and management in the Frasier River
o Peterman. Decline of Fraser River Workshop (This is big! For reference)
http://www.psc.org/about.htm (Pacific salmon commission)
Week of Apr 21st
Review of students proposals due in class April 25th(Assign 8)
 The Pacific Salmon Treaty and complexities for anadromous fishes
 Use of cultured fish in fisheries management: focus on Frasier River
o Noakes, D.J. 2011. Impacts of salmon farms on Fraser River sockeye
salmon. Cohen Commission Tech. Rept. 5C. 113p. Vancouver, B.C.
www.cohencommission.ca (This is big! For reference)
 Panel Review of Proposals:
Week of Apr 28th
 Understanding drivers of population change: FW stages
 Understanding drivers of population change: Marine
o McKinnell et al. 2011. The decline of the Fraser River sockeye salmon in
relation to marine ecology. Technical Report 4 PICES Advisory Report
Cohen Commission. (This is big! For reference)
 Quantifying Impacts and evaluating stock
Assignment 9: Frasier River salmon stock assessment review
Week of May 5th
 Quantifying Impacts and evaluating stock, wrap-up case study
 In class debate (Assignment 10) The role of stocking in Pacific Salmon
management, AquaAdvantage GMO fish, or fish stocking in wilderness areas?
 Class Wrap-up, Final Revision of Proposals due last day of class 5pm
Final Exam is Tuesday May 13th 10:10-12:10
Important Dates for Spring Semester 2014:
To 15th
instructional day
16th to 45th instructional
day
Students can drop classes on Cyberbear
February 14 = last
day
February 18 through
April 7
Drop requires form with instructor and advisor
signature, a $10 fee from registrar’s office, student
will receive a ‘W’.
Beginning 46th
Students are only allowed to drop a class under very April 8
instructional day
limited and unusual circumstances. Not doing well
in the class, deciding you are concerned about how
the class grade might affect your GPA, deciding you
did not want to take the class after all, and similar
reasons are not among those limited and unusual
circumstances. If you want to drop the class for
these sorts of reasons, make sure you do so by the
end of the 45th instructional day of the semester.
Students with Disabilities
The University of Montana assures equal access to instruction through collaboration between students
with disabilities, instructors, and Disability Services for Students (DSS). If you think you may have a
disability adversely affecting your academic performance, and you have not already registered with DSS,
please contact DSS in Lommason 154 or 406 243 2243. I will work with you and DSS to provide an
appropriate accommodation.
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://life.umt.edu/vpsa/student_conduct.php
The student conduct code gives instructors the right to address plagiarism directly in their classrooms.
Grading Option
Please note, this class is offered for traditional letter grade only, it is not offered under the credit/no credit
option.