BIO 541 – Wildlife Biology & Management Fall 2007

Week

/

Lecture

/

Lab

/

Lecture

1 /

Introduction

People & Wildlife
28 Aug /

Visit Neithercut

Wildlife-Habitat Relations
29 Aug (leave 1:00 PM) / Wildlife-Habitat Relations
30Aug
2 /
Wildlife Science & Critical Thinking
(Paper: Krebs 2000)
4 Sep / Vegetation Sampling at Neithercut
Statistics Review
(Paper: James & Shugart 1970)
5 Sep (leave 1:00PM) /
Wildlife Research & Habitat Management
(Papers: Morrison 2001)
6 Sep
3 / Research for
Neithercut Management Plan
11 Sep (NAFWS) / Research for
Neithercut Management Plan
12 Sep(NAFWS) / Wildlife-Habitat Relations
*Vertebrate Class Selected for Mgt Plan
13 Sep
4 / Habitat Fragmentation
18 Sep / Kirtland’s Warbler Habitat Management Field Trip
Jerry Weinrich (MDNR – retired)
19 Sep (leave 1:00PM) / Metapopulations & Source-Sink Populations
(Reading: Wiens 1996)
20 Sep
5 / Research for
Neithercut Management Plan
25 Sep (TWS) / Research for
Neithercut Management Plan
26 Sep (TWS) / Research for
Neithercut Management Plan
(Reading: Conover 2002)
27 Sep (TWS)
6 / Wildlife Damage Management
(Reading: Conover 2002)
2 Oct / Wildlife Damage Management Field Trip
Pete Butchko (USDA APHIS-WS)
3 Oct (leave 1:00 PM) / Use of Livestock Guarding Dogs
Megan Provost (CMU)
4 Oct
7 /

Edge Effects

(Paper: Woodward et al. 2001)

9 Oct /

Forest Management Field Trip

Chris Schumacher (USFS)*
10 Oct (leave 1:00 PM) / Landscape Ecology
11 Oct
8 / Habitat Fragmentation & Genetics
Brad Swanson (CMU)
16 Oct / Wildlife Biology & Management Tools*
17 Oct (leave 1:00 PM) / Midterm Exam
18 Oct
9 / Loon Ecology in Michigan
Max Field (CMU)
23 Oct / Land Trusts & EasementsStan Lilley (Chippewa Watershed Conservancy)*
24 Oct (on campus) / Avian Influenza
Todd Lickfett (CMU)
25 Oct
10 / Role of Research in Wildlife Management
Dwayne Etter (MDNR)*
30Oct / Wetlands & Waterfowl Management Field Trip
Barbara Avers (MDNR)*
31 Oct (leave 1:00 PM) / Martens in Michigan
Clay Buchanan (CMU)
1 Nov
11 / Wildlife Habitat Evaluation
(CH 18 Techniques Manual)
6 Nov / Deer AgingAdam Bump & Barry Sova (MDNR)
7 Nov (on campus) / Ecological Impact Assessment
(CH 19 Techniques Manual)
8 Nov
12 / Tribal Perspectives on Wildlife Management
Doug Craven (LTBBOI)
13 Nov / CMU Grad Student Seminars
14 Nov (on campus) / Wolf Recovery in Michigan
Heather Stricker (CMU)
15 Nov
13 / Neithercut Management Plan
20 Nov / Neithercut Management Plan
21 Nov (on campus) / Thanksgiving
No Class
22 Nov

Week

/

Lecture

/

Lab

/

Lecture

14 / Joint Ventures
Brad Potter (CMU, USFWS)*
27 Nov / Neithercut Management Plan Presentations
(PP)
28 Nov (on campus) / Wildlife Policy
Doug Reeves (MDNR)*
29Nov
15 / Neithercut Management Plan – Roundtable & Synthesis
4 Dec / Neithercut Management Plan – Roundtable & Synthesis
5 Dec (on campus) / Neithercut Management Plan – Roundtable & Synthesis
6 Dec
16 / Final Exam
13 Dec 2007, 12:00-1:50 pm
Room 148

Note: This course outline is tentative and subject to change.

Instructor:Dr. Thomas M. Gehring

Office:Room 181 Brooks Hall

Phone:989-774-2484

Email:

Web Page: (BIO 541 links under Courses Taught tab)

Office Hours:TR 1 to 3pm or by appointment

______

Course Contract

1) Students are expected to attend all lectures, labs, discussions, and course activities. I will not take attendance, however, materials covered in lecture and lab 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 (50% of grade); a group, written management plan for Neithercut Woodland (20% of grade); a group PowerPoint presentation of the Neithercut Management Plan (20% of grade); and participation/involvement in a Roundtable Discussion & Synthesis of all Neithercut Management Plans (10% of grade). Lecture exams (midterm and final exams worth 100 points each) may consist of a mixture of multiple choice, fill-in-the-blank, short answer, and essay questions. The final exam is comprehensive. One week prior notice will be given for lecture exams. 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.

90 – 100 = A; 80 – 89 = B; 70 – 79 = C; 60 – 69 = D; < 60 = F

4 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 an additional essay-type question will be present.

5) This course is rigorous and is designed for upper-level undergraduate and graduate students in wildlife biology and closely related fields. It is expected that students have completed BIO 440 (Wildlife Ecology) or a closely related course, natural history course work, and have experience with GIS. This course will provide a conceptual and practical foundation of wildlife biology and management, emphasizing habitat management. The course also will provide students with an opportunity to become acquainted with “real-world” applications of wildlife management, the tools that are used, and the limitations of wildlife science.

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.

References:

Anderson, D. R., Burnham, K. P., Thompson, W. L., 2000. Null hypothesis testing: problems, prevalence, and an alternative. Journal of Wildlife Management 64, 912--923.

Block, W.M., and L.A. Brennan. 1993. The habitat concept in ornithology: theory and applications. Current Ornithology 11:35-91.

Breslin, P., N. Frunzi, E. Napoleon, T. Ormsby. 1996. Getting to know ArcView GIS: the geographic information system (GIS) for everyone. ESRI Press, Redlands, California.

Brown, A. L., Litvaitis, J. A., 1995. Habitat features associated with predation of New England cottontails: what scale is appropriate? Canadian Journal of Zoology 73, 1005--1011.

Burnham, K. P. and Anderson, D. R. 1998. Model selection and inference: a practical information-theoretic approach. Springer-Verlag, New York, New York, USA.

Fahrig, L. 1997. Relative effects of habitat loss and fragmentation on population extinction. - Journal of Wildlife Management 61: 603-610.

Forman, R. T. T., 1995. Land mosaics: the ecology of landscapes and regions. CambridgeUniversity Press, Cambridge. Massachusetts.

Hunter, Jr., M. L. 1990. Wildlife, forests, and forestry: principles of managing forests for biological diversity. Prentice Hall, Englewood Cliffs, New Jersey.

James, F.C., and H.H. Shugart, Jr. 1970. A quantitative method of habitat description. Audubon Field Notes 24:727-736.

Krebs, C. J. 2000. Hypothesis testing in ecology. Pages 1-14 in Research techniques in animal ecology: controversies and consequences. L. Boitani and T. K. Fuller, editors. ColumbiaUniversity Press, New York.

Manly, B. F. J., McDonald, L. L., Thomas, D. L., 1993. Resource selection by animals: statistical design and analysis for field studies. Chapman and Hall, London.

McCullough, D. R., editor. 1996. Metapopulations and wildlife conservation. Island Press, Washington, D. C.

Murphy, D.D., and B. D. Noon. 1991. Coping with uncertainty in wildlife biology. Journal of Wildlife Management 55:773-782.

Romesburg, H. C. 1981. Wildlife science: gaining reliable knowledge. Journal of Wildlife Management 45:293-313.

Sinclair, A. R. E. 1991. Science and the practice of wildlife management. Journal of Wildlife Management 55:767-773.

Wiens, J. A. 1996. Wildlife in patchy environments: metapopulations, mosaics, and management. Pages 53-84 in Metapopulations and wildlife conservation. D. R. McCullough, editor. Island Press, Washington, D.C.

Woodward, A. A., A. D. Fink, and F. R. Thompson, III. 2001. Edge effects and ecological traps: effects on shrubland birds in Missouri. Journal of Wildlife Management 65:668-675.

Presentation of Neithercut Management Plan

Evaluation Form

Presenters: ______Date: ______

Title:______

Possible

PointsScoreComments:

Organization…………………. 25

Logical order

Clarity of objectives

Content………………………. 25

Amount of information

Value of information

Accuracy

Presentation………………… 25

Preparedness

Voice & speech quality

Use of correct English

Successful communication

of ideas

Appearance…………………. 10

Suitable attire

Neat/orderly

Distracting mannerisms

Knowledge of Subject……… 15

Familiarity with subject

Ability to answer questions

______

Totals 100 pts

Additional Comments:

* I will evaluate each group’s presentation and each student in the class also will evaluate each group presentation, excluding their own. A final score will be calculated by taking the average of the product of my score and the average score of all other student evaluators.

Wildlife Habitat Management Plans for Neithercut Woodland

General Guidelines

I will organize the class into groups of 3 to 4 members. Once your group is formed, select 1 vertebrate class from the following: Birds-1, Birds-2, Mammals-1, Mammals-2, Herps-1, Herps-2. Within these groups, your team should select 3 to 4 species (1 species selected for each group member) that are or were historically endemic tothe Neithercut Woodland area. The groups will need to maintain open communication in order to avoid overlapping (e.g., the bird teams need to talk and partition coverage of the avian community, etc…). Your team must write their choice on the sign-up sheet outside my office door (selected by 13 Sep 2007). At this time, you should also have selected your 3 to 4 representative species. I would recommend you sign up early because this will work on a “first-come-first-serve” basis.

Each group will write a collective management plan and present this plan to the class. Grades will be assigned to the group (i.e., every member in the group will receive the same grade). Each member of the group also will provide me a letter grade for peers in their group after the report is compiled and presented. As such, every member of the group must contribute. If a group member is not contributing, then the remaining members may impeach that person. However, impeachment requires a unanimous vote and a lengthy discussion with me. The impeached member must then develop a new management plan on their own. Impeached members also may rejoin their group if a unanimous vote is cast in that favor. Exam grades are individual-based.

I wish to receive your final management plan via email only.

The following outline should be used for guidelines when preparing a management plan for your selected vertebrates and the list of species. Throughout, be certain to consider the cost of your plan (i.e., make it realistic in terms of time and cost).

I. Cover Page – including a title, authors, date, and affiliation

II.Table of Contents – includes page numbers of all major and minor sections

III.List of Tables and/or List of Figures – includes titles and page numbers for any tables or figures

IV. Abstract – briefly (<1 page) describe what you plan to do, how it will be accomplished, evaluation and

monitoring techniques, and the estimated cost

V.Introduction and Species Background Information – Describe the life history characteristics of the
species in the class you selected. Also, discuss the current distribution patterns for these species relative to Neithercut Woodland and the occurrence, status and distribution of other wildlife species in the Neithercut Woodland community. Be certain to cite reference material and literature.

VI.Management Goals & Objectives – Goals can be stated generally (e.g, to provide nesting habitat for

species X), however objectives should be specific and quantifiable (e.g., clearcut X ha of aspen trees to provide nesting and brood habitat for species X). This section should also highlight the rationale for managing for the species you have chosen.

VII.Description of Area – include information relevant to the plan

  1. General – include a map showing the property boundaries and location of Neithercut relative

to other known landmarks

  1. Topography, soils, hydrology, etc… – you may use a topo map as your general map (e.g.,

topozone.com); a soils map is required and you should interpret soil type as to the type of plant communities that match soil type. Check links for BIO 541 on my web page for available GIS data. If GIS data layers are not available (e.g., ClareCounty soil SSURGO maps are not available yet), you will need to use on-screen digitizing techniques using a copy from a soil survey book.

C. Vegetation – describe and provide a vegetation (cover type) map of the major habitat types

that are present. Include in the appendix a list of the major plant species that comprise each of the habitat types. You may use landuse/landcover classification given on the Michigan Spatial Data Library site (see BIO 541 web page links).

D. Floods, fires, or other major environmental factors that may affect the area.

VIII.Current Conditions

  1. Describe present and past land use of the site and adjacent land (at least to county level).
  2. Present habitat quality relative to management goals (including information on habitat types, successional stages, interspersion, edge habitat).
  3. Potential limiting factors of the habitat (for the managed species)

IX.Management Recommendations – this is the key section of the plan which relates back to your goals

and objectives. Extra effort should be exerted here, including maps illustrating the location and size of proposed management actions.

  1. Habitat Management

1. Describe, very specifically, the manipulations (or techniques for maintaining) the

proposed habitat conditions. This is a major section of the plan. Be realistic about monetary and energy costs of implementing a proposed habitat management prescription.

  1. Other management – specify other management prescriptions (besides habitat

management) for reaching your management goals and objectives. Other management prescriptions might include: reintroductions, harvest, formation of preserves, etc… This section should compliment your habitat management section but not be the major focus.

X.Evaluation Techniques & Monitoring Plans – this section also is closely linked to your goals and

objectives. This section is crucial! How do you propose to evaluate and monitor the success (or failure) of your management prescriptions? You might use an adaptive management approach here.

  1. Describe your methods for evaluation and monitoring plan.
  2. Describe your criteria for identifying success

XI.Timeline – outline your schedule for implementing management prescriptions and your schedule for

monitoring and evaluating

XII.Budget

  1. Estimated annual costs to implement the plan including a line-item budget as follows:
  2. Equipment (rental, purchase, and maintenance costs)
  3. Supplies
  4. Labor (including costs for monitoring activities)
  5. Other line items
  6. Total costs – per year and for anticipated duration of project
  7. Estimated benefits to CMU
  8. List potential funding sources for the project

XIII.Literature Cited – cite literature in the plan according to guidelines of the Journal of Wildlife

Management (see BIO 541 links on my web page).

XIV. Tables and Figures – use format suggested in guidelines for Journal of Wildlife Management

XV.Appendices – includes species lists, data forms, related information

Additional References:

You might consider the following references for additional information on management plans:

Bookhout, T. A. editor. 1994. Research and management techniques for wildlife and habitats. The Wildlife Society, Washington, D.C.

Burger, G.V. 1973. First things first: planning and getting help. Pages 35-52 in Practical management. Winchester Press, New York.

Jones, K.B. 1986. The inventory and monitoring process. Pages 1-10 in A.Y. Cooperrider, R.J. Body, and H.R. Stuart, editors. Inventory and monitoring of wildlife habitat. U.S. Department of Interior, Bureau of LandManagementServiceCenter. Denver, Colorado.

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