Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - BSC6865
Tracking Number - 5442
Current Status:
-
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2016-04-13
- Department: Biology
- College: AP
- Budget Account Number: 511209
- Contact Person: Deby Cassill
- Phone: 7274241424
- Email: cassill@mail.usf.edu
- Prefix: BSC
- Number: 6865
- Full Title: Conservation Biology Theory
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?: N
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Conservation Biology Theory
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
-
- Prerequisites: None
- Corequisites: None
- Course Description: Surveying major concepts and current issues in the field of conservation biology. Value of biodiversity, conservation, and protection of species and ecosystems at risk, genetic diversity, systematics, endangered species, invasive species, extinction.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is a core requirement for the proposed MS in Conservation Biology
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) PhD in Biology or related field.
- Objectives: 1. describe the key factors that contribute to the risk of species extinction, and discuss why these factors are important
2. Describe population parameters that are assessed in attempts to preserve species
3. Differentiate between the different levels of diversity that are examined by conservation biologists
4. Discuss common problems encountered in attempts to lessen threats to extinction
5. Describe how species persistence relates to community and ecosystem-level parameters
6. Discuss examples – both successful and unsuccessful – where the principles of conservation biology have been applied
7. Evaluate species management plans, assess risk and make recommendations to protect species’ populations
- Learning Outcomes: 1. describe the key factors that contribute to the risk of species extinction, and discuss why these factors are important
2. Describe population parameters that are assessed in attempts to preserve species
3. Differentiate between the different levels of diversity that are examined by conservation biologists
4. Discuss common problems encountered in attempts to lessen threats to extinction
5. Describe how species persistence relates to community and ecosystem-level parameters
6. Discuss examples – both successful and unsuccessful – where the principles of conservation biology have been applied
7. Evaluate species management plans, assess risk and make recommendations to protect species’ populations
- Major Topics: History of Conservation Biology
Biodiversity, Ecosystem functions
Factors contributing to species loss
Preventing extinction
Conservation planning
Setting priorities
Endangered Species management
Management plans in Florida
From Theory to practice
Restoration Ecology
Design, analysis of conservation studies
Case studies, species
Case studies, habitats
Where to now? Future directions
- Textbooks: Sodhi, N.S. and P. R. Erlich. 2010. Conservation Biology for all. Oxford University Press, 358 pp. Peer-reviewed readings, and species and habitat management plans will be discussed throughout the course and posted on Canvas
- Course Readings, Online Resources, and Other Purchases: Week 1 Course introduction, History of
Conservation Biology 1
Week 2 Biodiversity, Ecosystem functions 2, 3
Week 3 Factors contributing to species loss 4 - 8
Week 4 Preventing extinction 9, 10
Exam 1
Week 5 Conservation planning 11, 13,
Week 6 Setting priorities 14
Week 7 Endangered Species management 12,
Week 8 Management plans in Florida TBA
Week 9 From Theory to practice 15
Week 10 continued, population models TBA
Exam 2
Week 11 Restoration Ecology TBA
Week 12 Design, analysis of conservation studies 16
Week 13 Case studies, species TBA
Week 14 Case studies, habitats TBA
Week 15 Where to now? Future directions TBA
Exam 3
- Student Expectations/Requirements and Grading Policy: 25% Exam 1
25% Exam 2
25% Exam 3
25% Seminar
A+ = 97.6-100%
A = 93.6-97.5%
A- = 89.6-93.5%
B+ = 87.6-89.5%
B = 83.6-87.5%
B-= 79.6-83.5%
C+= 77.6-79.5%
C = 73.6-77.5%
C- = 69.6-73.5%
D = 60-69.5%
F = < 60%
- Assignments, Exams and Tests: 1) Take-home exams
Three (125 point) essay exams will be given throughout the semester. Each exam will be centered on key concepts introduced during the lecture/discussion and the application of these concepts to peer-reviewed literature readings. Students will have a minimum of 5 days to complete each exam. Exams should be typed, and submitted through Canvas. Total = 375 pts.
2) Review paper
Each student will be required to write a review paper that examines a relevant topic in conservation biology. The paper must relate to some issue pertinent to the protection of threatened or endangered Florida species. The text should be approximately 15 pages in length, excluding cover page, references, figures and tables. Total = 150 pts. Tentative topics are due Week 3, and draft review papers are due Week 11. The final review paper is due Week 14.
3) Participation
There will be weekly discussions on the topics and readings presented in class. All students will be expected to actively participate in these discussions, and to co-lead one discussion during the semester. Total = 50 points.
4) Seminar
Graduate students will present a seminar on a pre-approved topic related to conservation biology during the semester. Seminars should last at least 30 minutes. Each student will be expected to prepare a well-organized and detailed powerpoint
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: Make-up work will be allowed on a case-by-case basis. The instructor expects students to be honest in all of their academic work. Cheating is defined as the improper taking or tendering of any information or material which shall be used to determine academic credit. Taking of information includes, but is not limited to, copying graded homework assignments from another student; working together with another individual(s) on a take-home test or homework when not specifically permitted by the instructor; looking or attempting to look at another student’s paper during an examination and; looking or attempting to look at text or notes during an examination when not permitted. Tendering of information includes, but is not limited to, giving your work to another student to be used or copied; giving someone answers to exam questions either when the exam is being given or after having taken an exam; giving or selling a term paper or other written materials to another student; sharing information on a graded assignment. The instructor may assign a grade of F or zero to an assignment, test, exam or other course work or the entire course for admitted or alleged academic dishonesty.
- Program This Course Supports: MS in Conservation Biology
- Course Concurrence Information: None
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.