Graduate Curriculum Committee
Course Proposal Form for
Courses Numbered 5000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
1.
BIOL 7920
Course Prefix and Number: BIOL 7920
3.
Requested Action (check only one box):
11/7/2006
2. Date: 11/7/2006
New Course
XX
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
#6920
to
#7920
4.
Justification (assessment or accreditation based) for new course or course
revision or course renumbering:
Revision of this course from 6000- to 7000-level and from 2 to 3 s.h. would affect an elective
course in the general field of M.S. in Biology students competency and also as an elective,
the general competency needs of doctoral students in the Coastal Resources Management
Program (CRM). Students need to be scientifically competent in their subject, including having
the verbal skills to demonstrate that competency. The emphasis of the course on student
participation and presentation further contributes to our assessment of student learning in the
academic program. To meet specific unit assessment outcomes, at the graduate level, we
have students fill out evaluative forms during the thesis proposal, thesis defense and the
competency exam, all of which are evaluated and/or graded by more than one person). This
again helps enhance student learning and their competency in their field.
5.
Course description exactly as it should appear in the next catalog:
7920. Conservation Biology (3) Formerly BIOL 6920 3-hour lecture and discussion per week. P:
Consent of instructor; RP: an ecology course. Applies principles of ecology, biogeography, population
genetics, economics, sociology, anthropology, and philosophy to maintenance and restoration of
biological diversity and management.
6.
If this is a course revision, briefly describe the requested change:
Revised from a 6000-level to 7000-level and increase credit hours from 2 to 3 s.h.
7. Graduate Catalog Page Number from current Graduate catalog:
p. 67
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Graduate Curriculum Committee
BIOL 7920 Course Proposal Form (Jolls)
Course Credit:
Lecture Hours
3
Weekly OR
Per Term Credit Hours
s.h.
Lab
Weekly OR
Per Term Credit Hours
s.h.
Studio
Weekly OR
Per Term Credit Hours
s.h.
Practicum
Weekly OR
Per Term Credit Hours
s.h.
Internship
Weekly OR
Per Term Credit Hours
s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours
9.
Anticipated annual student enrollment:
10
10.
Affected Degrees or Academic Programs:
Degree(s)/Course(s)
M.S. in Biology
Coastal Resources Mgmt.
11.
Current
Catalog Page
63
56
Changes in Degree Hours
none
Overlapping or Duplication with Affected Units or Programs:
X
Not Applicable
Notification & response from affected units is attached
12.
Approval by the Council for Teacher Education (required for courses affecting
teacher education programs):
X
Not Applicable
Applicable and CTE has given their approval.
13.
Statements of Support:
a. Staff
X
Current staff is adequate
Additional Staff is needed (describe needs in the box below):
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3
s.h.
Graduate Curriculum Committee
BIOL 7920 Course Proposal Form (Jolls)
b. Facilities
X
Current facilities are adequate
Additional Facilities are needed (describe needs in the box below):
c. Library
X
Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation
and an estimate for the cost of acquisition of required initial resources):
d. Computer resources
X
Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a
brief explanation and an estimate for the cost of acquisition):
ITCS Resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Approval from the Director of ITCS attached
14.
Course information: see Instructions for Completing the Graduate Curriculum
Committee Course Proposal Form for more detail
a. TEXTBOOK(S):
author(s),
city/state/country
name,
publication
date,
publisher,
and
Groom, M. J., G. K. Meffe, and C. Ronald Carroll. (2005). Principles of Conservation Biology,
3rd edition. Sunderland, Massachusetts: Sinauer Associates, Inc. 779 pp.
b. Course objectives student –centered behavioral objectives for the course –
The student will be able to:
1)
Demonstrate knowledge of the field of conservation biology including fundamental
principles in biology, ecology, evolution, genetics, biogeography, geology, chemistry (natural
sciences) as well as philosophy, economics, politics, law, anthropology (social sciences and
humanities).
2)
Describe and summarize basic principles and associated jargon/technical vocabulary in the
natural and social sciences as they apply to conservation of biodiversity using examples from
the literature and case studies.
3)
Apply this knowledge base in the natural sciences (biology, ecology, evolution, genetics,
biogeography, geology, chemistry) and the social sciences/humanities (sociology,
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BIOL 7920 Course Proposal Form (Jolls)
anthropology, economics, policy, law, philosophy) to the recovery, protection and
management of imperiled species and their landscapes.
4)
Outline, summarize, analyze, evaluate and discuss current research within the field of
conservation biology as demonstrated through class discussion and presentation including
review of the primary literature, summary illustrations and organization for scientific
professionals.
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c. A course content outline
Date
Topic
11 January
Read Groom et al. 2005
Introduction
What is Conservation Biology?
Ch. 1
15 January
STATE HOLIDAY
16 January
Biodiversity: Pattern & Process_____________
Threats to Biodiversty___________
Ch. 2
Ch. 3
23 January
Conservation Values & Ethics____
Ecological Economics and Nature Conservation
Ch. 4
Ch. 5
30 January
Habitat Degradation and Loss_______________
Habitat Fragmentation_____________________
Ch. 6
Ch. 7
6 February
Overexploitation______
Species Invasions_______________
Ch. 8
Ch. 9
13 February
Biological Impacts of Climate Change_______
Conservation Genetics_____________________
Ch. 10
Ch. 11
20 February
Species & Landscape Approaches to Conservation
Community Approaches to Conservation
Ch. 12
Ch. 13
27 February
Protected Areas:_____________________
Restoration of Damaged Ecosystems & Pops.__
Ch. 14
Ch. 15
6 March
SPRING BREAK
13 March
Sustainable Development:___________
Integration of Conservation Science & Policy__
Ch. 16
Ch. 17
20 March
Challenges______________________________
Ch. 18
in-depth
27 March
in-depth
in-depth
28 March
in-depth
in-depth
3 April
in-depth
in-depth
10 April
in-depth
in-depth
(last day for grads to drop without grades is 12 April; last day to submit thesis is 13 April)
17 April
in-depth
in-depth
24 April
READING DAY
26 April
Final Exam, 7:30-10:00 p.m.
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(c. A course content outline continued)
Possible Topics to Consider in More Depth:
 any chapter topic
 The Value of Biodiversity
 Conservation Ethics
 Conservation Law: Endangered Species Act, Council on International Trade in Endangered
Species, etc.
 Patterns of Global Biodiversity
 Losses in Global Biodiversity
 Population Biology and Conservation of Genetics within Species
 Contributions of Molecular Biology to Conservation
 Detail a Regional Conservation Issue
 Community-Level Conservation:
 Species Interactions
 The Role of Disturbance
 Species Invasions
 Habitat Fragmentation
 The Design of Conservation Reserves
 Restoration Ecology
 Sustainable Development
 Outlying Landing Field in Washington and Beaufort Counties, NC
 Exploratory Oil Drilling in the Alaskan National Wildlife Refuge
 Beach Nourishment
For an In-Depth Presentation/Handout:
 If you will assign additional reading for the class, provide photocopies at least one week in
advance
 Present a logical, organized overview of a defined, specific question.
 Develop the argument that this question needs further consideration.
 Present an historical overview.
 Demonstrate a command of the pertinent, recent literature.
 Demonstrate familiarity with the material, issues and alternative considerations.
 Present both theoretical and empirical material.
 Emphasize the science and biology yet include the philosophy, sociology, economics, law,
where appropriate.
 Demonstrate solid technical writing, including spelling and grammar, using proper literature
citation format (either your text, or the journals Conservation Biology or Ecology as a model).
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d. A list of course assignments and weighting of each assignment and the
grading/evaluation system for determining a grade.
Course Structure:
one-three hour session per week, including instructor lecture, class discussion, student
presentations
Evaluation:
1-2 in-class presentations including discussion leadership
50 pts.
one in-depth presentation or paper including discussion
50 pts.
in-class contributions to discussions, other participation, attendance,
25 pts.
Grading Scale:
straight scale
> 112 pts. =
A
100-<112 pts. =
B
87-<100 pts. =
C
< 87pts. =
F
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BIOL 6920
Conservation Biology
Jolls
Spring 200X
DO YOU KNOW THE FOUR HORSEMEN
OF THE ENVIRONMENTAL APOCALYPSE?
WHAT ABOUT THE H.I.P.P.O. DILEMMA?
WHAT IS BIODIVERSITY AND WHY IS IT IMPORTANT?
HOW CAN BIOLOGY, CHEMISTRY, GEOLOGY, ETHICS, PHILOSOPHY,
SOCIOLOGY, ECONOMICS, ANTHROPOLOGY, LAW AND POLICY REVERSE
DIRE PROJECTIONS ABOUT THE FATE OF OUR EARTH?
enroll in CONSERVATION BIOLOGY – BIOL 7920, section 001 (3 s.h.)
The response of the scientific community to the biodiversity crisis
Spring 200X, Tuesdays, 6:00-9:00 p.m., BN-109
Interested undergraduate seniors also may contact instructor.
Dr. Claudia Jolls, 328-6295, jollsc@ecu.edu, BS-107 Howell Science Comple
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