BIOL 5445, Spring 2007
Time/Location:
Tuesday and Thursday, 4:00-5:15pm,
Instructor: Greg Cronin, North Classroom 3016B, 556-6036, gregory.cronin@cudenver.edu
To email me, include ‘BIOL 5445’ in the subject heading so the message is not accidentally deleted (I get a lot of spam).
Office hours: 10:00-12:00 Tuesday and Thursday, or by appointment. This is my preferred means of communication with students.
Text: I know of no good environmental biology text
book. I will scan papers and make them
available for students in the class.
These papers are often copyrighted, so use them for classroom purposes
only. They cannot be reproduced for
profit or distribution. Some topics will
have useful web resources available.
These will also be utilized for the class.
Course web page: http://carbon.cudenver.edu/~gcronin/5445index.htm (check this web page for announcements/updated class schedule)
Prerequisites:
1 year of general biology and 1 year of chemistry; strongly recommend ecology
Overview: Applied Environmental Biology is a graduate core course for the M.S. in Environmental Sciences program, but may be taken by graduate students in other departments. The course emphasizes biological aspects of environmental sciences, such as how ecosystems function, how human alterations of the environment affect non-human organisms, how organisms can be used to remediate environmental damage, and how ecosystems can be rehabilitated or managed to maintain or restore normal ecosystem functions. My goal is that every student leaves this class with a solid understanding of living systems and how human activities affect natural systems. I also hope that we have fun during the process.
Tentative class schedule (topics may change during course of the semester/ check web page for updated syllabus). Click on the target date for lecture notes or the reading for the scanned reading. Not all dates will have posted notes.
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Target date |
Topic |
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Jan. 16 |
Syllabus and view South Platte Watershed video. |
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Jan. 18 |
Human Domination of Earth’s Ecosystems |
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Jan. 23 |
Biodiversity Crisis |
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Jan. 25 |
Exotic species: Biological invasions: Lessons for ecology. web resource |
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Jan. 30 |
When humans alter food webs: Killer whale predation on sea otters (click here for opposing opinion) |
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Feb. 1 |
Ecosystem manipulation: Alternate stable states of shallow lakes |
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Feb. 6 |
Use of aquatic insects in biomonitoring |
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Feb. 8 |
Point/Counterpoint: Price tag be placed on natural goods and services; presentation topic and outline due |
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Feb. 13 |
Exam I |
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Feb. 15 |
Global Water Balance and Irrigation |
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Feb. 20 |
Cadillac Dessert Video (part 2 and part 4) |
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Feb. 22 |
Damming our streams |
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Feb. 27 |
Environmental impacts of mining |
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March 1 |
Environmental Health of the Oceans |
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March 6 |
Effects of oil spills on marine ecosystems (no reading) |
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March 8 |
Persistent Organic Pollutants |
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March 13 |
Your own ecological risk assessment Point/Counterpoint: Are hormone mimics harmful to humans or wildlife? |
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March 15 |
Exam II |
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March 19-23 |
Spring Break |
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March 27 |
Air pollution effects on ecosystem processes |
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March 29 |
Carbon dioxide: A non-toxic pollutant? Do we need to aggressively address global warming? |
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April 3 |
Ecotoxicology: assessing impacts of pollutants on biota |
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April 5 |
Ecological risk assessment and environmental toxicology |
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April 10 |
Nitrogen cycle: Treatment of Solid and Liquid Waste, |
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April 12 |
Bioremediation |
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April 17 |
Phytoremediation (term paper due) |
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April 19 |
Building a sustainable society |
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April 24 |
Exam III |
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April 26 |
Student Presentations |
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May 1 |
Student Presentations |
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May 3 |
Review |
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Week of May 7 |
Cumulative Final Exam |
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Grading: Grades are based on a written or oral term paper (20%), 3 pop quizzes (10%), 3 midterm exams (45%), and a final (25%). I do not curve because I want to set the standard for the course. As a result, it is possible for 100% of the students to get A's. Extra credit assignment will not be given to improve your grade. I do not grade early drafts of reports, but I do encourage students to complete their reports early in order to get it review by peers (i.e., classmates). The course grade is multiplied by a factor of zero (i.e., you will receive an F for the course) for any violation of the University code of ethics (see the university handbook for specific codes).
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90-100% |
A |
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73-76.9% |
C |
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70-72.9% |
C- |
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87-89.9% |
B+ |
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67-69.9% |
D+ |
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83-86.9% |
B |
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63-66.9% |
D |
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80-82.9% |
B- |
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60-62.9% |
D- |
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77-79.9% |
C+ |
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<60% |
F |
I do not ‘give’ grades. I simply record the grade that you ‘earned’
on material. These recorded grades and
the corresponding percentages are provided in the table above.
Late homework: Homework grades will be lowered 5% per calendar day it is late.
Pregrading policy: I do not pregrade material for edits. However, you are encouraged to complete your assignments early enough that you can trade reports with classmates for editing. This is great practice for the peer review process.
Regrading policy: Return work or exams for regarding within 1 week of it being returned to you. After this 1 week period, regrades will not be considered. Return the graded material plus a written explanation for why you are requesting a regrade. Short answer and essay questions must be written in ink to be considered for a re-grade. In an attempt to provide as accurate a grade as possible, I reserve the right to re-grade any and all questions returned for re-grading. Therefore, regrading can result in a lower, higher, or unchanged score.
Exams: Exams will consist of terms/definitions, short
answer, and essay questions. Exams will
be given during normal class period. If
you miss an exam for an excusable reason (illness, death in family, official
travel), an oral make-up exam will be given, based on about 10 essay-style
questions. Missing an exam for an
inexcusable reason (overslept, missed the bus, forgot, poor scheduling) results
in a zero for that exam, with no opportunity to make up the points.
Pop Quizzes: 3 pop
quizzes will be given throughout the semester on material that should be known
for that day. Missed pop quizzes cannot
be made up, and will receive a grade of zero.
How to do well on exams:
1.
Attend lecture: approx. 80% of
exam material is covered in class (the rest is from readings and assignments).
Some of this material is not in the book, so the only place to learn it is from
lecture or borrowed class notes.
2.
Understand the material: It is
difficult to respond to a question correctly unless you know the answer!
3.
Use the PowerPoint handouts as a
study guide. They are your study guides,
as I use them to guide lectures, which represent at least 80% of test
questions.
4.
Ask questions during class. I do not have review sessions; so ask if/when
something is unclear.
5.
Utilize my office hours.
6.
Follow directions: If the
question asks for an essay, respond with an essay. If it says answer with
complete sentences, don't provide a list of sentence fragments.
7.
Answer the question asked.
Believe it or not, students often miss points for answering a question other
than the one asked on the exam. They get off on a tangent, and run with it.
More commonly, students miss points for not addressing every part of a
multi-part question. They may nail the first 2 parts of a question perfectly, then completely ignore the final part, resulting in a score
of 67% for that question.
8.
Budget your time wisely. I try
very hard to only ask enough questions that you will have time to answer. But,
don't waste all your time trying to figure out a 5 point question, leaving you
with no time to finish the final 30 point essay question.
9.
Answer all questions (even if you
have to guess): You get credit for all questions answered correctly, and I
usually give out partial credit for questions answered partially correctly. You
get zero credit for questions left blank. Therefore, it is in your best
interest to at least attempt a response. Even if you're totally wrong, you get
the same zero credit you would for a blank, and there may even be some humor
value to the response.
Written/Oral Term paper guidelines:
1. Topic: Select a topic that is current, relates to environmental biology, is of general interest, and is of a scope that fits with the 15-20 page/20-30 minute limits of the assignment. For example, the topic of "global warming" is far too broad to be covered in 20 pages; volumes upon volumes have been written on the subject. A more appropriate topic would be "can iron fertilization reduce global warming" or "range expansion of temperate species suggest the earth is warming".
2. Arrangement of Material: The true quality of your work will be seen in the way you marshal facts and ideas and control them in your writing/presentation. You should be in command of all you write and should present your audience with a tightly-knit and carefully structured argument that shows you have not just knowledge and understanding, but also possess the ability to analyze and make judgments.
3. Knowledge: Although factual knowledge by itself will not make a good essay, no satisfactory argument can be presented without reference to the facts in question - you must support your ideas with facts and evidence.
4. English: Since proper English will affect the clarity of your report, the way in which you use language will also be considered with your grade. Concern is not with 'style' as 'beauty of language' but with clear and accurate expression, correct sentence structure, accurate grammar, accurate and precise use of words, correct use of paragraphs, and correct spelling and punctuation.
Criteria for Grading Essays (paper and exam questions) Click here for a valuable resource that describes how to write an essay.
A rigid, point-by-point marking scheme is clearly inappropriate for a diverse and flexible assignment such as this, as qualities will vary depending on the type of topic you choose (e.g., an opinion paper that draws upon science but has not been addressed directly versus a less controversial topic that is soundly based in fact and research) and would leave unrewarded many of the qualities outlined above. I will be judging term papers as a whole, looking at your knowledge, as well as your judgment in selection and presentation of material.
The following is offered as a guideline:
A/A- An excellent grasp of the facts and evidence of considerable organizing intelligence and powers of argument
B+/B- Sound factual knowledge and evidence of sound expository power, i.e. a clear line of argument throughout the essay
C+/C- Knowledge of the basic facts and ability to draw some conclusions, although of a somewhat superficial and generally conventional kind. Main lines of argument visible but with some problems
D+/D- Knowledge of the basic facts but weak in argument or relevance OR Reasonably relevant but displaying factual weakness
F Failing even to meet the "D" standards
Criteria for Grading Reports
A. Organization: ___________ 30% of total
Should include an introduction, ordered discussion of specific topics, and a summary.
o Title/Introduction (what I did, why it's important) ___________ (10)
o Guidelines adhered to (title, page limits, page numbers, spacing, font) ___________(10)
o Summary (take home message of what was just shared) _________(10)
B. Content: ____________ 40% of total
It should be informative, complete, accurate, and thoroughly discussed. You should include information about the field trip and how it relates to environmental biology.
o Well-researched (complete coverage)? ___________ (20)
o Is the information relevant to environmental biology? ___________ (10)
o Is the information accurate? ___________ (10)
C. Presentation: _________ 30% of total
Material should be presented in a clear manner that properly stresses important points about the topic. A clear voice, outline, and visual aids enhance the presentation of materials.
o Well-written paragraph structure ___________ (10)
o Proper spelling and follows a clear outline ________ (10)
o Visual Aids (figures, tables, pictures, captions) ___________ (10)
Snow days,
instructor illness, exams, and coursework: If class is cancelled because the campus is closed
or because the instructor is ill and there is an exam or coursework due that
day, the exam or coursework will automatically be rescheduled for the next
regular class meeting.
Students with special needs: If you have special needs with any component
of the course, please notify me in writing during the first 2 weeks of class so
arrangements can be made to accommodate you. I can't help you if I am not made
aware.
All
students: I am always interested in meeting with students about
coursework, career counseling, or to discuss problems associated with class or
otherwise. It is usually better seek advice early to allow time to plan for the
future, or to nip a problem in the bud. Feel free to contact me during office
hours, by making an appointment, or by stopping by my office (if I'm not
extremely busy with something else).
Academic Honor Code and Discipline Policies:
These policies state that you should behave as honest, responsible adults. In
return, you will be treated as honest, responsible adults. You only need to
concern yourself with the specific
policies
(found in the University catalog) if you lie, cheat, steal, or disrupt;
behaviors that will not be tolerated. Academic dishonesty will be punished
severely.
Classroom rules: I encourage students to discuss topics and ask questions during lectures. If this causes lectures to run over, we can simply continue where we leave off during the following class meeting. However, discussion not related to class topics (e.g., scheduling conflicts, re-grades, career counseling) should be reserved for office-hours. If you arrive late, pick up any handouts and quietly take a seat, but do not make a habit of arriving late. Synchronize watches now. If you skip or miss class, get notes from a fellow classmate. Don’t complain to me when YOU miss material because YOU missed class. I will not repeat a lecture for students that miss class. There simply are not enough hours in the day. Turn off any electronic device that might make a noise (e.g., cell phones, watch alarms, pagers). Don’t pass notes or carry out extraneous conversations during class. I do not mind if you have food or drink as long as you recycle or discard the packaging.
During exams, you can only use a pen, pencil, and the paper I give you to answer the questions (and your brain and body, of course). I have had issues with cheaters in the past, and because of this, the following policies were created.
1. DO NOT sit next to a person that is a study partner. Being a study partner is not an acceptable excuse for sharing similar wrong answers with the person sitting next to you.
2. Place all your books, notes, and electronic devices in your backpack and out of sight during the exam.
3. Spread out. If room allows, make sure there is at least one empty seat between you and your neighbor.
4. No not alter exams that are being returned for a re-grade.
5. Don’t start the exam with a full bladder. Use the bathroom BEFORE the exam. If you must use the restroom during an exam, it will cost you 25 points.
6. Don’t plagiarize.
7. Don’t use cheat sheets, note cards, calculators, cell phones, or head phones during exams.
8. Ball caps and other hats are not allowed during exams.
9. Any academic misconduct will result in your semester grade being multiplied by a factor of 0 (zero). In other words, the minimum penalty is that you will fail the entire course. More severe forms of cheating and/or unethical behavior could result in more serious sanctions.
Grievance procedure: If a student has a grievance with any aspect of a course, the first step is to meet with the instructor during office hours or by appointment to discuss the problem. This discussion should not take place by e-mail. Student and instructor should both maintain a professional, respectful demeanor during this discussion, and make an honest effort to listen carefully and to understand the other’s viewpoint. If the grievance cannot be resolved by an honest and sincere dialogue between student and instructor, the student may then make an appointment to discuss the problem with the department chair.
Dropping the course: University
regulations allow students to drop up through the 12th day of the semester (8th
day in summer) without first obtaining the instructor’s signature. No record of the course will appear on their
transcript. After the 12th day and until
the beginning of the 10th week students must obtain the instructor’s
signature. A grade of “W” will appear on
their transcripts. After the 10th week,
in addition to the instructor’s signature, the drop request must be signed by
the Dean’s office. After the 10th week,
drops will be granted only when there are emergencies clearly beyond the
student’s control. Dropping a course
after the 10th week should not be approved to allow the student avoid an
unsatisfactory grade. Be aware that an IW automatically converts to a drop if
the incomplete is not made up, so an IW should not be used as a way of allowing
a student to drop a course “through the back door”.
Approval of a request to drop a course is solely at the instructor’s
discretion. Instructors should provide
the date in the course syllabus after which drops will not be granted
automatically. [Each semester the applicable dates are published in the
Schedule of Courses.]
Retroactive Drops: As is the case for dropping courses after the 10th
week of the semester, retroactive drops are not to be used to avoid a grade
that is unappealing to the student. It
is the policy of the Biology Dept. to approve retroactive drops only in cases
where a student can provide documented evidence of a condition that created a
hardship of such magnitude that the failure of the student to drop in a timely
fashion was justified, in the opinion of the instructor. Initial approval of
retroactive drops is solely at the discretion of the course instructor, and only
the dean’s office can grant final approval. In cases where the instructor
cannot be reached (for example, is no longer employed by the university), the
department chair may make the decision. After discussing the matter with the
faculty member in charge of the course, the Biology Dept. chair is the first
line of appeal.
Note: Students do not need instructors’ signatures if they decide, for good
cause, to withdraw from all of their courses during the semester. This is handled through the Dean’s office
Incomplete grades: CLAS Policy on Incomplete Grades
The following college
policy on the awarding of Incomplete grades (IW/IF) was approved by the
faculty, and was formerly printed in the Schedule
of Courses. The CLAS Course
Completion agreement is available in the CLAS Advising Office.
Incomplete Grades
(IW/IF): Incomplete grades (IW or IF) are
not granted for low academic performance.
To be eligible for an Incomplete grade, students must (1) successfully
complete 75 percent of the course, (2) have special circumstances (verification
may be required) that preclude the student from attending class and completing
graded assignments, and (3) make arrangements to complete missing assignments
with the original instructor. A CLAS
Course Completion agreement is strongly suggested.
NOTE:
Students who must retake the course are not eligible for an incomplete
grade. Students with poor academic
performance are not eligible for an incomplete grade. Student making up an incomplete grade should
not re-register for the course.
When an instructor determines that an incomplete grade is justifiable,
students are encouraged to submit a CLAS Course Completion Agreement, which is
available from the CLAS Advising Office. This contract
documents completed and missing assignments, current course grade, and
conditions necessary to obtain a letter grade for the course. If this
contract has not been fulfilled within one calendar year (12 months), the grade
will be converted automatically either into a "W" (from an
"IW") or "F" (from an "IF"). The "IF"
grade does not mean that the student is necessarily failing at the time it is
issued, but it does mean that the student is required to complete the course.
Upon completion of the missing course work, a Change of Record Form should
be completed by the original instructor to change the "IW" or
"IF" to a letter grade. The original incomplete grade remains on the
student’s transcript even after a letter grade is assigned. Grades of
incomplete cannot be retroactively added after the semester ends.
Do you accept the
terms of the syllabus? If you do
accept the terms of the syllabus, then simply follow the policies. If you do not accept the terms, email me by
the 4th meeting of class with the policies that you do not accept. If I do not
get an objection by this time, then I will assume that you accept the terms
outlined above.
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Spring 2007 CLAS Academic Policies The following policies pertain to all students and are
strictly adhered to by the
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Important Dates
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