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Conservation Biology
BY-303 (001) | BIOLOGICAL CONSERVATION | FALL 2024
LECTURE :
:Tue, Thu: 2:30 pm – 4:30 pm | Location – Martin Hall 250 (In-person)
INSTRUCTOR: Dr. Tenzing Ingty. | 128C Martin Hall | tingty@jsu.edu | 256-782-5801
COURSE DESCRIPTION:
Conservation biology is an interdisciplinary applied science field focused on understanding, preserving, and restoring the diversity of life on Earth. This branch of science combines principles from ecology, genetics, environmental science, and policy to address the pressing challenges posed by habitat destruction, climate change, pollution, and overexploitation of resources among other numerous threats to biodiversity. At its core, it aims to protect and restore ecosystems, species, and genetic diversity that are crucial for maintaining the health and balance of our societies, our economies, and indeed our planet. The field emerged in response to growing concerns about the rapid loss of biodiversity and the recognition that human activities fundamentally alter the natural world. Conservation biologists work to identify endangered species, restore degraded habitats, and develop strategies for sustainable resource management. They also develop policies and practices that promote environmental stewardship and engage communities in conservation efforts. In an era where the impacts of global change are increasingly evident, conservation biology provides critical insights and solutions to ensure that future generations inherit a planet rich in biodiversity and ecological resilience.
The course will provide you with a background in the fundamental principles of conservation biology, including concepts of ecosystem dynamics, species conservation, habitat management, economic valuation of natural systems, and the role of policy in conservation efforts. This will include a semester-long group project where you will study the impacts of climate change on the phenology of native species using historical records and one outreach project.
Cell Phone Use Policy: Cell phone use in class is not tolerated. If you need to make a call, please step outside of the class. All phones will be placed in bookbags or under the desk and turned to silent.
COURSE BULLETIN BOARD: Canvas- I use this interface for class announcements, assignments, lecture power points, exam review sheets, and practically everything. CHECK CANVAS ANNOUNCEMENTS AND/OR JSU EMAIL EVERY DAY!
COURSE OBJECTIVES:
Develop a strong understanding of the common arguments used to justify conservation so that you can effectively use them in discussions with stakeholders who have differing perspectives on natural resource management.
Gain a thorough understanding of the biological and social factors influencing biodiversity, so that you can identify and utilize reliable and evidence-based information in decision-making.
Understand the interdisciplinary and normative nature of conservation biology and be able to communicate the connections between the biological and social sciences and humanities as they affect conservation programs and activities.
To develop oral communication skills that enable the student to communicate scientific information clearly to a lay audience, using appropriate format, succinctness, objectivity, and accuracy through oral and/or poster presentations.
STUDENT LEARNING OUTCOMES:
Students who complete the course will be
Able to identify and describe basic terms and concepts in conservation biology.
Aware of and able to appreciate global threats to biodiversity and some of the efforts towards the conservation of species and ecosystems.
Able to apply and discuss the concepts and principles of the drivers of species diversity and species loss.
Know the various arguments for conserving biological systems. (Students will be left to make up their own minds whether these arguments have merit.)
Be able to make an argument about the “costs and benefits” of protecting biological systems relative to other human enterprises.
Able to state examples relating to each major concept, so that you can relate theory to practical, real-world situations
Be able to read and critically evaluate peer‐reviewed literature so that one can keep abreast of emerging problems, new techniques, and modern controversies that will form the foundation for extended learning throughout one’s career.
Developing presentation skills on group projects.
SUGGESTIONS FOR SUCCESS:
Attend the lectures in person and ask questions. There are no wrong questions!!
Participate in the class discussions.
Study the lecture slides carefully
Read material posted on canvas
Do the homework on time and participate in class discussions including paper discussions.
Come and see me if you are struggling with concepts.
All JSU students can schedule FREE in-person or virtual tutoring. In-person appointments will take place in the Student Success Center located at the Houston Cole Library, 2ndfloor, (256-782-8223). Virtual tutoring is available at tutor.com. To access tutor.com, log into Canvas and click the tutor.com link in the navigation pane.
PREREQUISITES: BY 101, 102, 103, 104.
SUGGESTED TEXTS: Sher, A. (2023). An introduction to conservation biology. Oxford University Press.
POINTS BREAKDOWN
Grading Scale > 90% = A; 89-80% = B; 79-70% = C; 69-60% = D
Homework: Homework will be posted on canvas on Friday at 6 pm and is due at 9 am on the following Tuesday. Homework must be submitted on canvas. Late submissions will not be accepted unless previous accommodations are made with me before the time of submission.
Some homework assignments have an assigned reading primary literature (usually articles from a scientific journal). Readings must be completed before the class. For each primary literature reading, you must write up a short report as follows:
Give the title, author(s), date, and source of each reading.
State the senior author’s affiliation (e.g., Department of Zoology, University of Michigan; or Environmental Defense Fund).
In 1–3 sentences, summarize the main point(s) of the reading.
In 1–2 sentences each, describe the major strength of the reading, and the major weakness, and give your overall opinion/evaluation of the reading.
In 1–2 sentences, state why you think that this reading was assigned as a complement to the class discussion.
Paper discussions: In some classes, we will be discussing papers. Papers will be given a week in advance. One group of students will be given 5 minutes to present the paper to the class. The other student groups will have to critique the paper or discuss similar examples. This exercise aims to critically evaluate peer-reviewed literature.
Exams: All exams will be a combination of (but not limited to): multiple choice and short answer type questions. There will be two in-semester exams worth 50 points each. The final exam is worth 100 points. Please bring stationary appropriate for scantrons for the exams.
Final Group Project: The final group project will start in October and will focus on the response of native flora to climate change. You will work in a group of no more than 5 students. You will explore large databases for historical records- primarily herbaria records to document different phenophases of plants and how they have changed over time. The group project is worth 150 points. This includes 50 points for the poster, 50 points for the final writeup, and 50 points for group peer review.
DETAILED CLASS SCHEDULE**
** Disclaimer: Syllabus and schedule are subject to change with notification to students.
UNIVERSITY POLICIES/ STATEMENTS
The following university policies must be accessible for students via the course syllabus. Please make sure students are aware of and understand each policy. You can also find these university policies in your LMS, Canvas.
Academic Honesty Policy: In a university community, true knowledge can be gained only through honest means. A Scholar’s Code can be found in both the Undergraduate and Graduate Catalogs and the Student Handbook. Students who violate the Scholar’s Code will be subject to disciplinary actions which could range from a zero on an assignment to failure of the course; repeated offenses can result in dismissal from the university. Records of academic dishonesty are kept in the Office of Community Standards and Student Ethics. To learn more visit Scholar's Code webpage.Links to an external site.
Student Success Center:The Student Success Center provides an integrated network of support and meets students where they are while empowering and supporting lifelong learning. The Student Success Center is located on the Ground (Basement) Floor, 1st Floor, and 2nd floor of the Houston Cole Library and serves as your one-stop shop for student supports and services. Services include tutoring, supplemental instruction, academic and career support, success coaching, reasonable accommodations, leadership development, and peer mentoring through our Academic Support and Success, Academic and Career Advising, Learning Services and Analytics, First and Second Year Experiences, Disability Resources, and Student Athlete Development offices. To learn more about these services and supports and how to access them, visit the Student Success Center websiteLinks to an external site..
Campus Resources for Writing: The Writing Center offers several free in-person and online services including writing and digital writing consultations, virtual presentation audiences, ESL conversation partners, and special-topics workshops for all JSU faculty, staff, and students. A team of undergraduate and graduate consultants are trained to assist with academic, personal, and professional writing. Appointments can be scheduled through the Navigate app. For more information,visit Links to an external site.the Writing Center websiteLinks to an external site..
Disabilities Resources:Jacksonville State University is committed to creating an inclusive learning environment that meets the needs of its diverse student body. If you are currently experiencing or anticipate that you will have any barriers to learning in this course, please feel welcome to discuss your concerns with me. It is my goal to create a learning experience that is as accessible as possible. If you have a disability, or think you may have a disability, that may have some impact on your work in this course and for which you may require academic adjustments or accommodations, please work with a staff member in Disability Resources so that accommodations can be considered. Students that receive accommodation letters, or Individualized Post-Secondary Plans (IPPs) should meet with me to discuss the provisions of your accommodations as early in the semester as possible. You can find more information about the Office of Disability Resources on the web or by visiting the Student Success Center on the 2nd Floor of the Houston Cole Library. You may also call (256) 782-8380 or email at disabilityresources@jsu.edu . All discussions will remain confidential.
Military Connected Student Statement:The Office of Military & Post-Traditional Student Services serves all active duty, guard, reserve, veteran, and dependent students at JSU. If you have any questions, please contact (256) 782-8838, veterans@jsu.edu, or at the physical location in the basement of Daugette Hall. If you are a student currently serving in the military (Active Duty, Guard, or Reserves) with the potential of being called to military service or training during the course of the semester, you are encouraged to contact your course instructor no later than the first week of class to discuss the class attendance policy. The instructor may make accommodations for this absence or suggest that you take the course at another time.
Title IX Statement:Jacksonville State University does not discriminate on the basis of sex in the educational programs or activities that it operates. JSU is required, by Title IX of the Education Amendments of 1972 and the Department of Education regulations to implement Title IX, not to discriminate in such a manner. This requirement to not discriminate in educational programs and activities extends to employment by the university and to admission thereto. This may include sexual harassment, sexual misconduct, domestic violence, dating violence, stalking and other conduct that is addressed in our "Sex-Based Harassment and Misconduct Policy." Anyone with knowledge of this type of conduct is asked to immediately report such incidents to the University Police Department at (256) 782-5050 or the Title IX Coordinator at 256.782.5769 or titleix@jsu.edu. If an individual wishes to keep the information confidential, they should speak with a counselor at the Counseling Services office at (256) 782-5475 or a medical provider at JSU's Health Center (256) 782-5310. For more information about Title IX or to report a concern, please visit the JSU Title IX webpageLinks to an external site..
Reproductive Health Statement: JSU teaching laboratories are made safe for students through planning, training, and supervision. However, some chemicals used in laboratories are known teratogens, which means they are hazardous to the developing embryo or fetus. Also, the dangers to the fetus for all chemicals are not known and some may pose a danger to infants and can be transferred via nursing. Students that are pregnant or think they may become pregnant during the semester should contact the professor for the course and/or the Title IX Coordinator at 256.782.5769 or titleix@jsu.edu. A copy of JSU’s Fetal Risk Management PlanLinks to an external site.is available online. It is strongly recommended that those who are or will become pregnant review the policy and make an informed decision about the risks of lab participation after consultation with their physician. A list of all chemicals used in this lab will be provided upon request. In all instances, a plan for successful completion of laboratory coursework will be created.
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