Salt Lake Community College
Biology Department
BIOL1120 (BS): Intro to Conservation Biology
Fall Semester 2014
Instructor: Mary Jane Keleher PhD
E-mail: maryjane.keleher@slcc.edu
Office: SI341 Taylorsville/Redwood Campus
Phone: 957-4456
Consultation Hours: Mon 2:00-3:00/Wed 1:00-2:00 or by appointment
Required Course Materials:
1) Textbook: Essentials of Conservation Biology, 2014, 6th Edition, by Richard B. Primack. Sinauer Associates,
Inc.
2) Must have a computer capable of using appropriate course applications (e.g. Canvas) and word-processing
programs (e.g. Microsoft Word and Excel).
Course Description: Prereq: RDG 0900 w/C grade or better, or appropriate Accuplacer score. Introductory
biology course that focuses on the patterns and processes that create biological diversity. Examines causes and
consequences of diversity losses from genes-ecosystems. Also analyzes approaches to preventing diversity loss.
Course Presentation: This is not exclusively an on-line lecture course, but will also incorporate interactive and
discussion-oriented aspects. The first half of the semester will be lecture/content intensive as this is a
Biology course. The second half of the semester will apply many of the concepts covered by requiring student
participation in discussions of specific readings/videos. This should be a very relevant and exciting course,
especially if you are prepared and contribute to the class discussions and assignments.
Course Supplements: Assignments, short videos, and web sites will be provided that corresponds to and
compliments the reading and lecture material. Students are expected to read and view related supplements as
they will be part of the examination material. A variety of scientific and popular literature will be covered and
discussed. Students are expected to have a good understanding of discussions prior to class discussions.
Lectures will be available on the course’s Canvas link: SLCC Home – MyPage -MyCourses - Online Course
Login – Canvas - BIOL1120. Also found on this site will be Unit/Chapter Study Guides, Extra Credit Options,
Assignments and Announcements etc. PLEASE CHECK ANNOUNCEMENTS FREQUENTLY
General Education Statement:
This course fulfills the Biological Science requirement for the General Education Program at Salt Lake Community
College. It is designed not only to teach the information and skills required by the discipline, but also to develop
vital workplace skills and to teach strategies and skills that can be used for life-long learning. General Education
courses teach basic skills as well as broaden a student’s knowledge of a wide range of subjects. Education is
much more than the acquisition of facts; it is being able to use information in meaningful ways in order to enrich
one’s life.
While the subject of each course is important and useful, we become truly educated through making connections
of such varied information with the different methods of organizing human experience that are practiced by
different disciplines. Therefore, this course, when combined with other General Education courses, will enable
you to develop broader perspectives and deeper understandings of your community and the world, as well as
challenge previously held assumptions about the world and its inhabitants.
ePortfolio Statement:
Each student in General Education courses at SLCC will maintain a General Education ePortfolio. Instructors in
every Gen Ed course will ask you to put at least one assignment from the course into your ePortfolio, and
accompany it with reflective writing. It is a requirement in this class for you to add to your ePortfolio.
Your ePortfolio will allow you to include your educational goals, describe your extracurricular activities, and post
your resume. When you finish your time at SLCC, your ePortfolio will then be a multi-media showcase of your
educational experience.
For detailed information including a Student ePortfolio Handbook, video tutorials for each ePortfolio platform,
classes, locations and times of free workshops and other in-person help, visit www.slcc.edu/gened/eportfolio.
COLLEGE-WIDE LEARNING OUTCOMES
The Core Themes of SLCC’s Mission focuses on Access and Success, Transfer Education, Workforce Education
and Community Engagement. As such, all courses and programs address one or more of the below CollegeWide Learning Outcomes. Upon successful completion of any program at SLCC, students should:
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Acquire substantive knowledge in the discipline of their choice sufficient for further study, and/or
demonstrate competencies required by employers to be hired and succeed in the workplace.
Communicate effectively.
Develop quantitative literacies necessary for their chosen field of study.
Think Critically.
Develop the knowledge and skills to be civically engaged, and/or to work with others in a professional and
constructive manner.
COURSE LEARNING OUTCOMES
In order to full-fill the goals of the College-wide Learning Outcomes, the following course learning outcomes have
been established for this course. Upon completion of this course a person educated in Conservation Biology
should be able to demonstrate a general understanding of the following essential learning outcomes:
Specific chapter/lesson objectives and study guides will be available on the course’s on-line CANVAS
page.
A person educated in the biology should have an understanding of these essential learning outcomes:

Acquire a general understanding of the major unifying themes of biology. Specifically, the student will
understand a) the domain and process of science, b) the chemical basis of life, c) the cell as the basic
unit of life, d) evolution and the diversity of life, e) DNA and the continuity of life, and f) the
interrelationships of living organisms. Many of these themes will be re-emphasized throughout the
course.
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Understand and be able to describe, apply, and integrate the basic concepts of conservation biology.
Specifically the student should be able to understand and describe: a) the earth’s biological diversity, b)
threats to earth’s biological diversity, c) how threats influence populations and species, d) solutions to
threats and loss of biological diversity, e) human dimensions on conservation issues.

Be able to analyze and evaluate the relationships between science and society including the impact of
technology. Specifically, the student should be able to describe: a) the multidisciplinary nature of
conservation biology, b) the role humans play in loss of biological diversity, c) how technology is used to
identify and reduce threats to biological diversity, d) the role of science in addressing applied problems.
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Be able to correctly use the general tools of the conservation biologist including computer applications,
the internet, and library resources. Specifically, the student should be able to: a) perform computer
simulations and applications examining the conservation of populations and species, b) understand the
use of equipment and technology necessary to monitor biological diversity, c) correctly use internet and
library resources to locate peer-reviewed journal articles (scientific literature) and grey literature.
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Develop the ability to search for, interpret, and communicate scientific information on a variety of topics in
conservation biology, and then choosing one of these topics, communicate their findings via a literature
review.
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Be able to engage in in-class and/or online discussions on various conservation topics where they can
understand various viewpoints and be able to provide logic, support, and evidence to back up their
claims. In addition, the student will be able to formulate opinions on various conservation topics by
analyzing current events and research in order to become a more aware citizen.

Be able to read and think about science (both popular writing and primary literature) critically and
skeptically. Specifically, the student will be able to think more deeply about the proper role of science in
society and how science contributes to the important debates we have about ourselves and our
environment.
GENERAL POLICIES
Syllabus: This syllabus represents an “agreement” between you the student and the instructor. It is designed to
insure course integrity and fairness as well as provide students with a clear understanding of course expectations.
The instructor and students are expected to use the syllabus and schedule as a guide for the semester. Any
deviation from the syllabus or schedule will be discussed and agreed upon by the instructor and students.
Attendance: Since this is an on-line course, “attendance” is not applicable. However, it is MANDATORY that
you participate in a brief discussion and introduce yourself as well as answer a few questions during the first four
days of the semester. Your post must include a verification that you plan on continuing with this course. If you do
not participate in the discussion by the end of the day on May 23th you WILL be dropped from the course at
12:00 NOON on January 17th as there are many students who wish to add this course to their schedule.
Americans with Disabilities Act: Students with medical, psychological, learning or other disabilities
desiring accommodations or services under ADA, should contact the Disability Resource Center
(DRC). The DRC determines eligibility for and authorizes the provision of these accommodations and
services for the college. Please contact the DRC at the Student Center, Suite 244, Redwood Campus,
4600 So. Redwood Rd, 84123. Phone: (801) 957-4659, TTY: 957-4646, Fax: 957- 4947 or by
linda.bennett@slcc.edu
Incomplete Grade and Withdraw from Class: A grade of “I” (Incomplete) is the instructor’s option and is not
given except only in the most extenuating of circumstances for which there is verifiable written documentation. In
order to receive an incomplete, nearly all course work must have been completed (e.g. ~75%) with a passing
grade. Last day to withdraw from class with refund is February 3, without refund is March 24. It is the
responsibility of the student to drop/withdraw from this class, not the instructors.
Academic Dishonesty: Absolutely NOT tolerated and includes all forms of cheating and plagiarism as outlined in
the Student Code. Penalty for first offense will be a grade of “0” on the activity; second offense will be an
“E” for the course. It is understood that few of you, if any conducted the necessary studies and experiments to
acquire the data used in this class. So, please, put all work in your own words and cite appropriately!
Electronic Devices: Cell Phones, pagers are to be turned off during class. Computers can be used for notetaking and course-related purposes ONLY but should not be used during class for working on other tasks (e.g.
answer emails, Facebook, other classes etc.). You will be asked to leave if your electronic device disrupts the
class in anyway. Cell phones MUST be turned completely OFF during exams.
Classroom recordings: Students may not record or publish information from the class without written
authorization from the instructor. If used without authorization you have violated Privacy/Intellectual Property
Rights.
Student Code of Conduct:
The student is expected to follow the SLCC Student Code of Conduct found at
http://www.slcc.edu/policies/docs/Student_Code_of_Conduct.pdf
Missed Due Dates: All required assignments/discussions, quizzes, exams and their due dates are given at the
beginning of the semester. Due dates reflect the last possible date to turn in an item. All items may be turned in
prior to the due date, thus, there is no excuse for late assignments, quizzes or exams and therefore NO late
papers, makeup quizzes or exams will be permitted. Extra credit options will also have due dates and late
submissions WILL NOT BE PERMITTED. Due dates are established to enable student learning and to allow
faculty to grade and return items in a timely manner.
Other SLCC academic policies may be found in the SLCC 2013-2014 Catalog, the Spring Semester Class
Schedule and the Student Code of Conduct.
EVALUATION/GRADING
Your grade will be based on the following:
1. Online Quizzes (4)
2. Assignments (3)
3. Discussions (3)
4. On Campus Midterm (1) and Final Examination (1)
1. QUIZZES (25 pts each - 100 pts total): Four on-line quizzes will be given over lecture-related materials (PPT
lectures, text chapters, discussions, articles, handouts, websites, videos etc.). Quizzes are designed to
emphasize and clarify important topics and to develop a general comprehension of the material. Quizzes will be a
blend of objective (multiple-choice, matching, and true/false questions) and subjective (short answer, lists,
problem solving etc.) questions. Figures and diagrams from the assigned readings may also be incorporated into
the quizzes.
2. ASSIGNMENTS (100 points total): No late assignments will be accepted!
a. Introduction to Biology Worksheet (20 points): Students will complete and submit a worksheet over the
introductory lectures for General Biology.
b. The Land Ethic Reflection Paper (40 points): Students will be required to read “The Land Ethic from: A
Sand County Almanac, With Essays on Conservation from Round River” by Aldo Leopold, 1949 (~30-40
pages). You can check this paperback out at almost any local library or find it at most used book stores
or even on the Internet. I will also provide a pdf. file under Course Materials. This is the “Signature
Assignment” for this course. Thus, in order to receive full-credit for this assignment, it must be posted
on your General Education ePortfolio (see below). This reflection paper is a way for you to develop your
own ideas and thoughts about the essay and how we view the natural world. It will also help you build
your critical thinking skills and improve your writing skills.
c.
Exponential Population Growth (20 points): Students will complete and submit a short assignment that
demonstrates exponential population growth. As part of this assignment, students will be required to
create a graph using a computer program such as Excel.
d. The Lorax (20 points): Students will either read or view the video and then answer questions related to
“The Lorax” by Dr. Seuss.
3. SPECIAL TOPIC DISCUSSIONS (75 points): Three special topic discussions will be held during the second
half of the semester. Each will involve supplemental readings and/or videos. Students will need to answer a
variety of questions related to the readings and videos and be prepared to discuss on-line.
4. EXAMINATIONS (250 pts): All exams must be taken at the Taylorsville/Redwood Road Campus. If you
reside outside of the greater Salt Lake City area then other accommodations may be made if
arrangements are made well in advance of the examination date. One midterm examination (100 pts) and
one final comprehensive examination (150 pts) will be given. Exams will primarily consist of objective questions
(multiple chose, true/false and matching). Figures, diagrams, and short essays from the assigned readings may
also be incorporated into the exams. You should be able to draw and label diagrams as well as explain them.
Some questions may require that you use the basic quantitative skills discussed in lecture.
Tentative Grading Scale:
A : 525 - 483 (92%)
B : 450- 435 (83%)
C : 403 - 388 (74%)
D : 345 - 325 (62%)
A- : 482 - 467 (89%)
B- : 434 - 420 (80%)
C- : 387 - 367 (70%)
D- : 324 - 299 (57%)
B+ : 466 - 451 (86%)
C+ : 419 - 404 (77%)
D+ : 366 - 346 (66%)
E : 298 or fewer pts (<57%)
NOTE: Use the above grading scale as a guideline during the semester. The final grading scale will be
determined after the final exam. Past experience has shown that the final grading scale will be very close to this
one.
Extra Credit Options:
Field Trip (20 points): Students may visit ONE of the following: Zoo, (e.g. Hogle’s Zoo), aquarium (e.g. The
Living Planet Aquarium), botanical garden or arboretum (e.g. Red Butte Gardens), or one of several wildlife
reserves, preserves, or refuges (E.g. Bear River Migratory Bird Refuge, Ouray National Wildlife Refuge, Great
Salt Lake Shorelands Preserve, Red Cliffs Desert Reserve, Fish Springs Wildlife Wetland Reserve, Ogden Nature
Reserve etc.). The student will be required to answer questions and provide a field trip summary as per the
“assignment” instructions.
Museum of Ancient Life (10 points): Students may visit this museum located near Thanksgiving Point in Lehi,
Utah. The student will be required to answer questions and provide a summary per the “assignment” instructions.
Other: Instructor will announce various opportunities (e.g. lectures, documentaries, current news etc.), as they
arise throughout the semester. Extra credit options are offered to demonstrate how Conservation Biology relates
to the real world as well as to provide students a chance to earn additional points for those lost on required course
items. Extra credit options in addition to those listed above or announced in class will not be accepted.
NOTE: Use the above grading scale as a guideline during the semester. The final grading scale will be
determined after the final exam. Past experience has shown that the final grading scale will be very close to this
one.
BIOLOGY 1120 ON-LINE COURSE SCHEDULE FALL 2014
NO LATE WORK WILL BE ACCEPTED!
Week
Lecture Topic
Wk 1 (Aug 20)
MODULE 1 - INTRODUCTION
Introduction to Biology - Lessons 1 – 6
Wk 2 (Aug 25)
Reading /Assignments
Important Due Dates
None/View on Website
Assign 1 - Introduction to
Biology Worksheet Due Sep 1
Chapter 1
Lesson 1 - Conservation Biology
Ch 1 – pp 3-10
Lesson 2 - Conservation History
Ch 1 – pp 11-20
The Land Ethic by Aldo Leopold (from a Sand County Almanac)
Wk 3 (Sep 1)
MODULE 2 – WHAT IS BIODIVERSITY?
Chapter 2
Lesson 1 - Biological Diversity/Taxonomy
Lesson 2 - Species Diversity
Lesson 3 - Origin of New Species
Assign 2 - Reflection Paper
Due Sep 29
On-Line Quiz 1: Sep 4 – Sep 6
Over Module 1
Ch 2 - Box 2.1
Ch 2 - pp 23-29
Ch 2 - pp 29-31
Wk 4 (Sep 8)
Lesson 4 - Measuring Diversity
Lesson 5 - Genetic Diversity
Lesson 6 - Importance of Genetic Diversity
Lesson 7 - Ecosystem Diversity
Ch 2 - pp 32-34
Ch 2 - pp 34-36
None
Ch 2 – pp 36-40
Wk 5 (Sep 15)
Lesson 8 - Species Interactions
Lesson 9 - Community Structure
Lesson 10 - Keystone Species
Ch 2 – pp 40-42
Ch 2 – pp 42-45
Ch 2 – 45-50 and Box 2.2
Wk 6 (Sep 22)
Chapter 3
Lesson 1 - Worlds Biological Diversity
Lesson 2 - Patterns of Diversity
Lesson 3 - How many species are there?
Ch 3 – pp 53-56
Ch 3 – pp 56-60
Ch 3 – pp 60-70, Box 3.1 and 3.2
On-line Quiz 2: Sep 18 – Sep 20
Over Ch 2 (Lessons 1-7)
ON-CAMPUS* MIDTERM EXAM 1 (Over Modules 1 and 2) Sept 29 – Oct 3
Wk 7 (Sep 29)
MODULE 3 – THREATS TO BIODIVERSITY
Chapter 7
Lesson 1 – Extinction
Lesson 2 – Extinction Rates
Wk 8 (Oct 6)
Wk 9 (Oct 13)
Chapter 8
Lesson 1 - Vulnerability to Extinction
Lesson 2 - Conservation Categories
Ch 7 - pp 136-142
Ch 7 - pp 143-154, Box 7.1
Ch 8 - pp 157-166, Box 8.1
Ch 8 - pp 166-174
Chapter 9
Lesson 1 - Human Population Growth
Lesson 2 - Habitat Destruction - General
FALL BREAK
Ch 9 - pp 175-179
Ch 9 - pp 179-180
Assign 3 - Population Growth
Due Oct 20
Wk 10 (Oct 20)
Lesson 3 - Habitat Loss
Lesson 4 - Habitat Fragmentation
Lesson 5 - Degradation of Aquatic Habitats
Ch 9 - pp 181-189
Ch 9 - pp 189-197
None
On-line Quiz 3: Oct 23 – Oct 25
Over Chapters 7, 8, 9 (1-4)
Wk 11 (Oct 27)
Lesson 6 - Pollution
Lesson 7 - Global Climate Change
Ch 9 - pp 197-205, Box 9.1
Ch 9 - pp 205-215
Global Warming Discussion
Oct 27 – Nov 5
Wk 12 (Nov 3)
Chapter 10
Lesson 2 - Invasive Species and GMOs
Lesson 1 - Overexploitation
Ch 10 – pp 227-244, Box 10.2
Ch 10 – pp 218-227, Box 10.1
Discuss 2 - Overfishing the Oceans
Nov 5 – 15
MODULE 4 - CONSERVATION OF SPECIES
Wk 13 (Nov 10)
Chapter 11
Lesson 1 - Concepts for Small Populations
Lesson 2 - Loss of Genetic Variability
Ch 11 – pp 249-251
On-line Quiz 4: Nov 13 – Nov 15
Ch 11 – pp 252-259, Box 11.1 Over Chapters 9 (5-7), 10
Wk 14 (Nov 17)
Ch 11 – pp 259-266
Lesson 3 - Effective Population Size
Lesson 4 - Other Factors of Small Popl.
Chapter 12
Lesson 1 – Methods of Studying Populations
Wk 15 (Nov 24)
Chapter 13
Lesson 1 - Establishing New Populations
Ch 11 – pp 266-272
Ch 12 - pp 275-285 Box 12.1and 12.2
Ch 13 – pp 297-311, Box 13.1
Chapter 14
Discussion
Lesson 1 - Ex Situ Conservation Strategies
Wolf Reintroduction
Ch 14 – pp 315-339, Box 14.2
Nov 24 – Dec 4
Wk 16 (Dec 1)
Dec 4
Chapters 4-6
Lesson 1 – Economic Value of Biodiversity
Lesson 2 – Intrinsic Value of Biodiversity
None
None
Assign 4 – The Lorax Due:
Museum EC Due Dec 4
Field Trip EC Due Dec 4
Wk 17 (Dec 8)
ON CAMPUS Dec 8-11 - COMPREHENSIVE FINAL EXAM (All Material)
*To schedule your on-campus exams or to make proctor arrangements please go to:
http://www.slcc.edu/online/getstarted/proctor.aspx