BIO 240 – Conservation of Natural Resources
Tentative Syllabus
DAY DATE /TOPIC
MMay 17 / Course IntroductionSustainability
TMay 18
/ History of ConservationWMay 19 /
Conservation Concepts
RMay 20 /Ecological Economics
FMay 21 / EcologyMMay 24 /
Ecology
TMay 25 /Ecology
WMay 26 /Ecology
Critical Thinking 1: Endangered SpeciesRMay 27 /
Discussion & Review
FMay 28 /Exam I
MMay 31 /Memorial Day – No Class
TJune 1 /Soils
WJune 2 /Soils & Landuse
RJune 3 /Water
FJune 4 /Water
MJune 7 /Air Pollution
TJune 8 /Air Pollution
WJune 9 /Solid Waste
RJune 10 /Discussion & Review
FJune 11 /Exam II
MJune 14 / RangelandsTJune 15 / Rangelands
WJune 16 / Forests
RJune 17 /
Wildlife & Fisheries
FJune 18 / Wildlife & FisheriesMJune 21 /
Energy
TJune 22 /Energy
WJune 23 /Discussion & Review
Critical Thinking 2: Energy Policy
RJune 24 /Final Exam
Instructor:Dr. Thomas M. Gehring
Office:Room 181 Brooks Hall
Phone:989-774-2484
Email:
Web Page: (BIO 240 links under Courses Taught tab)
Course Contract
1) Students are expected to attend all lectures. I will not take attendance, however, materials covered in lecture will be
incorporated into exams. It is the responsibility of the student to acquire notes on days missed.
2) A course grade will depend on lecture tests (70% of grade) and critical thinking discussions (30% of grade). Lecture exams (worth 100 points each) will consist of multiple-choice, short answer and essay questions. The critical thinking exercises will be worth 50 points each for the in-class discussion. The critical thinking exercises will be explained in class and in a separate handout. Work turned in late will receive reductions in points as follows: 1-day late = 20% of points lost; 2-days late = 50% of points lost; 3-days late = no credit.
3) Everybody starts with an "A".
Percentage breakdown for grading:
>93 A; 90-92 A-; 87-89 B+; 83-86B; 80-82B-; 77-79C+; 73-76C; 70-72 C-; 67-69D+; 63-66D; 60-62D-; <60E
4) Critical thinking exercises must be presented in class. If the student is absent, they will receive an automatic 50% reduction in the number of total possible points awarded for that topic (i.e., no discussion points will be awarded and only the written document will be evaluated, albeit at a reduced percentage of total possible points and as a late assignment).
5) Make-up exams are only given under special circumstances (e.g., family emergency; serious illness; an off-campus university-related event; etc...). If a conflict arises with a scheduled test, students must make arrangements for “making up” the test prior to the scheduled date. Therefore, if you will miss a test because of a routine or predictable conflict, you must make prior arrangements to make-up the test. If you miss a test due to an unpredictable event or emergency, please provide me with written documentation of the emergency so that we can proceed with a make-up test. If you do not contact me within the week of scheduled exams, I will assume that you will not be taking the exam (i.e., you will receive a zero). Please notify appropriate university offices if an emergency or illness will result in an extended absence. Make-up exams will cover the same material in regular exams albeit different questions and additional essay-type questions will be present.
6) This course is designed to expose the student to the foundations of natural resources management, and it emphasizes the role that every citizen plays in conservation. Students will be expected to use critical thinking skills for understanding and discussing complex conservation issues. It is hoped that this information will be used to make wise decisions, and it is hoped that students will take the land ethic with them into their everyday lives.
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University Program
This course satisfies requirements for Group IIA (Descriptive Natural Science) of the university program. In order to meet CMU’s written competency requirements, this course will include a writing assignment in addition to short answer and essay questions on lecture exams.
Policy on Students with Disabilities
CMU provides students with disabilities reasonable accommodation to participate in educational programs, activities or services. Students with disabilities requiring accommodation to participate in class activities or meet course requirements should first register with the office of Student Disability Services (250 Foust Hall, telephone #517-774-3018, TDD #2568), and then contact me as soon as possible.
Policy on Academic Integrity
In May 2001, the CMU Academic Senate approved the Policy on Academic Integrity which applies to all university students. Copies are available on the CMU website at and in the Academic Senate Office in room 108 of BoveeUniversityCenter. All academic work is expected to be in compliance with this policy.
Classroom Civility
Each CMU student is encouraged to help create an environment during class that promotes learning, dignity, and mutual respect for everyone. Students who speak at inappropriate times, sleep in class, display inattention, take frequent breaks, interrupt the class by coming to class late, engage in loud or distracting behaviors, use cell phones or pagers in class, use inappropriate language, are verbally abusive, display defiance or disrespect to others, or behave aggressively toward others could be asked to leave the class and subjected to disciplinary action under the Code of Student Rights, Responsibilities and Disciplinary Procedures.
Critical Thinking Exercises
Discussion for BIO 240
CentralMichiganUniversity
Objective:These assignments aim to increase the student’s reading, writing, and critical thinking skills
and to develop an awareness for current resource conservation issues. These assignments (together with the letter exercise) meet CMU’s University Program writing competency requirements.
Topics:You will research the following topics and gather information (on both sides of the issue) for a class discussion and short written summary:
- Endangered Species
- Energy Policy
Discussions:You must participate in a debate on each of the topics by providing cogent arguments,
providing important facts, explaining a theory, and/or relating the relevance of the topic to broader societal issues. You can (and should) take a position on each of the topics, but you must provide some tangible evidence (scientific in addition to moral or ethical) to support your position. Also, you must document your sources for information and state their credibility.
References can be Internet articles, however, they must also include at least 2 current (1995 to present) scientific articles from peer-reviewed, scientific journals (e.g., Nature or Science, etc…).
Written Document:
I will assign groups in class, and you will draft a short summary statement on each topic. These statements will be read in class. Also, you will turn them in at the end of the discussion. Research your topic so that you clearly understand both sides of the argument before you begin writing. Clearly state background information on the issue (including important facts, trends, patterns and/or results) and organize the document by highlighting at least 2 arguments each on either side of the issue (i.e., arguments and counter-arguments), and how these arguments might be supported or be flawed. At least 1 of your arguments must be scientifically based. You should take a position on the issue and clearly state your defense of that position in the document. When defending your position, be sure to provide clear evidence that makes your views compelling. Your views must be supported by some scientific evidence, in addition tomoral and ethical arguments.
Grading:If you participate in the class discussions and turn in a group written statement (as explained above), you will receive 50 points.