BES 485 Conservation Biology TTh 845-1050
UW1-020
Martha Groom UW1-130; groom@u.washington.edu (msg phone: 425-352-5410)
Office hours Th 11-12, and by appointment
Course Description: This course focuses on conservation problems and challenges we face
as a society. This course introduces and explores many biological principles needed to
guide conservation planning effectively. In addition, we will explore social and political
contexts of conservation issues, and consider how solutions to conservation problems may
emerge from application of combinations of social and biological approaches. This course
will introduce you to some of the literature, controversies, and promising methodologies
used in Conservation Biology. As in all fields of science, objective standards and sound
research design are essential for progress, thus a major emphasis will be on developing
"standards of evidence" in evaluating each issue.
Course Text: Principles of Conservation Biology, M.J. Groom, G.K. Meffe, and C.R. Carroll and
contributors. 2006. Sinauer Associates, Sunderland, MA.
Schedule
T 6 Jan
Th 8 Jan
T 13 Jan
Th 15 Jan
T 20 Jan
Th 22 Jan
T 27 Jan
Th 29 Jan
T 3 Feb
Th 5 Feb
T 10 Feb
Th 11 Feb
T 16 Feb
Th 18 Feb
T 23 Feb
Th 25 Feb
T 3 Mar
Th 5 Mar
T 10 Mar
Th 12 Mar
Topic
Intro to the course & Conservation Biology
Biodiversity: what we wish to conserve
Threats to Biodiversity: why we need to conserve
Ethics: underlying frameworks / Intro to projects
Habitat Degradation & Loss
Habitat Fragmentation and Genetic Threats
Overexploitation
Invasive Species
Presentations of Conservation Cases
Climate Change
Population & Landscape Approaches to Conservation
Ecosystem Approaches to Conservation
Protected Areas: Design
Protected Areas: Management
Restoration for Ecosystems and Species
Conservation Economics
Sustainable Development
Conservation Video Screening and Discussion
Integration of Conservation and Policy
Future directions in Conservation/ Discussion
Text Reading
1
2
3
4
6
7 & 11:375-394
8
9
10
12 & 11:394-415
13
14: 509-10; 517-34
14: 510-17; 534-51
15
5
16
17
18
What to expect in class sessions: Our classes will include some mixture of lecture,
discussion (whole class and small group), small group exercises, and debriefing of short
research and problem solving assignments to try to help you master the key concepts of
this course. You should come to class each day having completed any assignment and the
reading from the text for the day.
Conservation Exercises: Throughout the class sessions we will interact with the course
concepts through some pre-prepared and solely in-class exercises. The majority of these
will be “low stakes” assignments that you must complete to get credit, but which will not be
graded per se. A few will have a graded portion, and I will explain my expectations for
these assignments as they arise. These exercises will collectively be worth 50 pts.
Online Conservation Discussions: We will be discussing topics in class, but it will help to
have an active discussion online. Each week, we will have a new discussion board to
facilitate participation, and keep things from getting too messy. I expect everyone to
contribute. You may seek clarification about the principles we are working with that week,
or you may have specific issues you want to pursue further; related topics to raise or
insights from your case study work to contribute. This online discussion should help us
better connect to the text and our in class experiences. Your participation on online, as
well as in-class discussions, will be worth 50 pts collectively.
Conservation Case Study Projects: We will have two big projects, each of which will serve
a greater good by being shared via the web as written and video pieces. My goal for your
learning is to allow you an opportunity to dig more deeply into two topics, one more
problem oriented and one more solution oriented and to master some simple forms for
effective communication of your research results. Conservation is such a crisis-oriented
field, it seems a shame not to have our work in the class contribute to collective learning
about these issues. The projects can be pursued individually or in small groups.
The first project is due to be posted online on 3 February, with a presentation to the class
and discussion in class that day. The second presentation will have a preliminary video
screening on 5 March, with a final posting on 10 March. Each project is worth 100 points. I
will distribute detailed instructions on how to produce these projects, as well as schedule
extra help sessions to go over the technological and conceptual aspects of these projects.
Grading: Your grade will be calculated as a percentage of the total number of points
possible, 300 (50 for exercises, 50 for discussions, 100 ea for the 2 exams), using the scale
below:
4.0 => 95%
3.9 = 94%
3.8 = 93%
3.7 = 92%
3.6 = 91%
3.5 = 90%
3.4 = 89%
3.3 = 88%
3.2 = 87%
3.1 = 86%
3.0 = 85%
2.9 = 84%
2.8 = 83%
2.7 = 82%
2.6 = 81%
2.5 = 80%
2.4 = 79%
2.3 = 78%
2.2 = 77%
2.1 = 76%
2.0 = 75%
1.9 = 74%
1.8 = 73%
1.7 = 72%
1.6 = 71%
1.5 = 70%
1.4 = 69%
1.3 = 68%
1.2 = 67%
1.1 = 66%
1.0 = 65%
0.9 = 64%
0.8 = 62%
0.7 = 60%
0.0 < 60%
Academic Integrity: I expect you to practice the highest standards of academic and
professional honesty and integrity. Please refer to the UW Student Conduct Code for
elaboration of this expectation (found under “Academic Conduct” in the Policies and
Procedures Section of the website: http://www.uwb.edu/students/policies/ ). If you have
any questions about this policy, please ask. I am required by UWB policies to report any
violation of academic conduct codes by letter to the Vice Chancellor of Academic Affairs to
be included in your file.
Students with Disabilities: I am committed to providing academic accommodations to
those of you who have a disability. If you believe that you have a disability and would like
academic accommodations, please contact Disability Support Services at 425.352.5307,
TDD 425.352.5303, FAX 425.352.5455, or at rlundborg@uwb.edu or dss@uwb.edu.