BIOL 5030 – Ecosystem Services and Ecology Fall 2007

Dr. Pamela Roe

N H 277

(209) 667-3484

Tentative office hours: Fri. 2:30-5:30

Biol. Dept. info at http://arnica.csustan.edu/biology/

INTRODUCTORY COURSE INFORMATION

INTRODUCTION:

Ecosystems are defined as communities of living organisms interacting with each other and with the abiotic environmental factors in a particular area. Ecology is the scientific study of the interactions that determine the distribution and abundance of organisms. Interactions have myriad consequences and are extremely important to the health, or lack thereof, of ecosystems. Healthy natural ecosystems provide services of enormous value to humans, and indeed, are critical to human existence. However, most people are ignorant of these services. This ignorance is just one facet of a whole complex of interacting factors that have, and are, resulting in human disruptions and degradation of ecosystems, to the detriment of all. This course will cover ecosystem services and the values of such services; and will relate these to the health of ecosystems by studying the myriad ecological complexities and parameters one needs to consider with respect to degraded ecosystems and ways to enhance or restore such ecosystems.

MY PHILOSOPHY AND GOALS FOR THIS COURSE:

My philosophy about teaching is that I want to share as much knowledge and understanding of the subject with students as possible. I also believe it is my job as instructor to challenge people. I want you to take responsibility of your learning because I care about you. I firmly believe that the more people know, the happier and more effective they can be, and the more they can appreciate, enjoy and enhance the world around them. I want students to be thoroughly involved in my courses and in their education in general. The more people put into something the more they get out of it; therefore, I expect this class to be high on your priority list, and I expect you to put in plenty of quality time and effort on it. Likewise, I will spend much effort in trying to make the course a valuable experience for you. Additionally, this is a graduate-level course, and in graduate courses students typically already have some knowledge about, and certainly have interest in, course material. The result is that flow of information, thought processes, creativity and learning flow both directions, and the teacher learns as much from the students as visa-versa. Learning is a shared experience, for the benefit of all.

My goal for this course is that all participants: learn about ecosystem services so critical to all living beings, including humans; learn about some of the disasters, and consequences of those disasters, humans have caused regarding various ecosystems; learn about the myriad ecological factors one must consider when trying to rectify specific disasters; and develop a mind-set that can result in positive outcomes with respect to the biosphere of planet earth.

COURSE DESCRIPTION:

Ecosystem Services and Ecology is a 3-unit core course in the Master’s in Ecology and Sustainability program. Prerequisites: Graduate standing in the Ecology and Sustainability Master’s program or consent of instructor.

STUDENT LEARNING OBJECTIVES:

A student who successfully completes this course will have the knowledge and skill required to:

1. understand what ecosystem services are and the values of such services;

2. incorporate a myriad of ecological interactions and consider the ramifications and consequences of same for planning purposes with respect to restoration of ecosystem services;

3. consider the whole picture when problem-solving; and

4. synthesize information from the scientific literature and effectively present such information orally and in writing.

Additionally, a student who successfully completes this course will have knowledge and skill required to fulfill the following CSU Stanislaus Graduate School objectives:

5. demonstrate advanced knowledge, skills, and values appropriate to the discipline.

6. demonstrate the ability to be creative, analytical and critical thinkers.

7. demonstrate the ability to work as individual researchers/scholars as well as in collaboration with others in contributing to the scholarship of the disciplines, as appropriate.

8. demonstrate relevant knowledge of the global perspectives appropriate to the discipline.

9. demonstrate the ability to access and analyze information from a myriad of primary, print, and technological sources.

ASSESSMENT METHODS, GRADES and GRADING:

1. Exams: expected, 1 in-class exam over lecture material, 1 take-home final – 200 points

2. Student-led case study from chapter(s) in texts (written) – 50 or 100 points

3. Oral report of case study and leading class discussion of same – 50 points

4. Student research paper (written) – 100 points

5. Oral report of research paper and leading class discussion of same – 50 points

6. Participation in all class discussion topics, including other students’ oral presentations, with evidence of having read and thought about literature pertaining to the discussion topic – only negative points, up to minus 50 pts at the discretion of the instructor for lack of participation.

Note: Students need to attend all class periods. If you cannot be in class any day, you must contact me before class regarding the reason, and I need to approve the reason.

Grades: A – F; Cr/Nc is not an option in this course. The course is graded +/-.

A = 90% or higher (90-92 = A-, 93 and above = A)

B = 80 – 89% (80-82 = B-, 83-86 = B, 87-89 = B+)

C = 70 – 79% (70-72 = C-, 73-76 = C, 77=79 = C+)

D = 60 – 69% (60-62 = D-, 63-66 = D, 67-69 = D+)

F = below 60%

I do not use a curve.

Assignments must be turned in on the day and time they are due. Ten percent per day (counting weekends and holidays) will normally be subtracted from any work turned in late.

EXPECTATIONS OF STUDENTS (Note: these expectations are standard for all students, undergrads as well as graduates).

1. If you must miss a class meeting, it is your responsibility to make up any work missed and to obtain and learn all information you missed.

2. Be on time to class.

3. Participate fully and in a positive manner in all class activities.

4. Students are expected to take exams on days and times listed in the class schedule. If you have a legitimate excuse to miss an exam, I must to know the reason, prior to the exam time, and other arrangements must be made prior to the exam time.

5. Cheating in any form is unacceptable in science, including in all biology classes. It is the policy of the Department of Biological Sciences that anyone caught cheating will receive a grade of F for the course. The instructor reserves the right to request any student even suspected of cheating to take a second, different, exam from the rest of the class. Cell phones, PDA's, palms, etc. must be turned off, and must be placed out of sight of any student in the class, during all lecture and lab exams. No caps or hats may be worn during exams. Potty breaks are not allowed during exams.

7. Talking, whispering and giggling among students during lectures is disruptive for both classmates and the instructor. It is expected that students will refrain from these activities while anyone is lecturing at any time during lecture or lab time. If this becomes a problem, students will be asked to leave class for the duration of these activities.

8. All participants in the class will behave in a professional manner and are expected to maintain respectful conduct toward others in language and physical behavior.

9. CSU Stanislaus policy does not allow or tolerate sexual harassment. Students wishing to pursue this issue can get information from the section titled "Sexual Harassment Policy and Procedures" in the University Catalog.

10. People learn best when they take responsibility for their own learning. You need to accept that responsibility.

EXPECTATIONS OF THE INSTRUCTOR

1. Numbers 1 – 10 above.

2. Be open to feedback on the course and be flexible in order to make appropriate changes to meet student needs.

3. Be fair in assessment of student learning.

It is my hope and expectation that we will all work together to make this course an outstanding experience for all involved.

MAJOR TEXTS:

1. Dailey, G. C. and K. Ellison. 2002. The New Economy of Nature – The Quest to Make Conservation Profitable. Island Press, Washington, D. C.

2. Daily, G. C. (Editor). 1997. Nature’s Services: Societal Dependence on Natural Ecosystems. Island Press, Washington, D. C.

3. Molles, M. C., Jr. 2002. Ecology – Concepts and Applications, 2^nd edition. (3^rd ed. is fine; 2^nd is probably cheaper). McGraw – Hill, New York. This is a general ecology text, for background reading only. If you have some other general ecology text, it will probably fine for this course.

4. Reid, W. V. and about 27 other authors. 2005. Ecosystems and Human Well-Being: Synthesis, A Report of the Millenium Ecosystem Assessment. Island Press, Washington, D.C.

5. Gore, A. L. 2006/1992. Earth in the Balance. You need to read parts of this book every week, so that you have finished it by the end of the term. The last chapter is especially pertinent to this master's program, because in it, Gore presents a solution to get earth back in balance, and then he considers different topics (think ecological interactions) that need to be addressed for the solution to work (and not backfire because all the different topics were not considered or integrated into the solution). This is an example, on a global scale, of ecological interactions, and success (or not) being based on consideration of consequences of these interactions. It is an excellent example of thinking ecologically, which you need to do when thinking about your thesis topic or anything else with respect to sustainability (although you probably do not need to think at the global scale for your thesis!).

6. Karban, R. and M. Huntzinger. 2006. How To Do Ecology. Cal—Princeton This book is required for all students in the MS Ecology and Sustainability program. It is not particularly pertinent for this particular course, except as you consider topics in class as potential thesis topics. It is an excellent guide for developing your thesis.

Detailed Outline of Material to be Covered:

During the early part of the semester, through lectures, assigned reading and discussions, class members will gain information regarding ecosystem services and values of these services, and will review and consider effects on ecosystem functioning of various ecological interactions. During this time students will select specific ecosystems for case studies (primarily from the course textbooks) and for the semester research paper. For both case studies and individual research, students will research services and values of such services specific to the ecosystem, as well as ecological interactions that have maintained high levels of those services or that have caused degradation of the ecosystem, and the multidimensionality of maintaining or restoring the system, including benefits and costs to do so. During the middle part of the semester, students will present to the class, and lead discussion, on their case study research. During the latter part of the semester, students will present to the class, and lead discussion of, their research topic.

General Outline:

I. Lectures, discussion – the basics of ecosystem services and ecology

What are ecosystem services? (Chapter 1, 20 Daily)

Economic issues of valuation (Chapters 3, 4, Daily)

+/- Overarching services (Chapters 5-9, Daily) (or with student research/reports)

+/- Services supplied by major biomes (Chapters 10-13, Daily) (or with student reports)

Pertinent ecological factors affecting ecosystem maintenance (various references)

Ecology, from individuals through ecosystems and large-scale ecology (Sections I – VI, Molles)

2. Student presentations and discussions of case studies

Case studies (Chapters 5-13 (if not covered earlier); Chapters14-19, Daily; Daily and Ellison, all chapters; information from Reid, et. al, and additional references

3. Student presentations and discussions of research topics, mostly from information from peer-reviewed journal articles. You need to share pertinent articles with the class prior to your oral research presentation.

TENTATIVE SCHEDULE

Note: After Sept. 5, you should read the pertinent chapters in your textbooks BEFORE class so that you can participate in discussions, ask questions, etc. during class time. This course is meant to have much discussion, every class period.

The schedule may change, depending on number of students in the course, time it takes for introductory material to be covered, etc.

Date	Topic Information
Sept. 5	Introductory information. Note: This and next week’s introductory material comes mainly from chapters 1 and 20 Daily ; Chapter 1 Daily and Ellison; chapters 1, 2, 3, 4 Millenium book with 28 authors, and for general background if you need or want it, sections 1 – 6 in Molles. You need to have read these before next Wed. Also, look through all the books for this class besides Molles before next Wed., in order to have a general idea about the information in each.
Sept. 12	Introductory information continued; start thinking about topics for case studies
Sept. 19	Economic valuation of ecosystem services by Dr. Eric Houk, Dept. Economics. Chapters 2, 3 Daily. Note: Not set yet. Possibly more introductory information.
Sept. 26	Library instruction how to write literature papers; select topics for case studies
October 3	Exam over introductory materials (Sept. 5 – Sept. 26), work on case studies
October 17	Case studies presentations and discussion
October 24	Case studies presentations and discussion
October 31	Case studies presentations and discussion
Nov. 7	Research papers presentations (oral and written) and discussions
Nov. 14	Research papers presentations (oral and written) and discussions
Nov. 21	Research papers presentations (oral and written) and discussions
Nov. 28	Research papers presentations (oral and written) and discussions; hand out take-home final (or second exam – it is not going to be during finals week, so call it what you wish).
Dec. 5	Take-home exam due. Last day of class.