BIO 541 – Wildlife Biology & Management
|Week |Lecture |Lab |Lecture |
|1 |Introduction |Visit Neithercut |Wildlife-Habitat Relations |
| |People & Wildlife |Wildlife-Habitat Relations |(Reading: Block & Brennan 1993) |
| |30 Aug |31 Aug (leave 1:00 PM) |1 Sep |
|2 |Wildlife Science & Critical Thinking |Vegetation Sampling at Neithercut |Wildlife Research & Habitat Management |
| |(Paper: Krebs 2000) |Statistics Review |(Papers: Morrison 2001) |
| |6 Sep |(Paper: James & Shugart 1970) |8 Sep |
| | |7 Sep (leave 1:00 PM) | |
|3 |Research for |Research for |Wildlife-Habitat Relations |
| |Neithercut Management Plan |Neithercut Management Plan |Reading: (Block & Brennan 1993) |
| |*Vertebrate Class Selected for Mgt Plan | | |
| |13 Sep | | |
| | |14 Sep (on campus) |15 Sep |
|4 |Habitat Fragmentation |Kirtland’s Warbler Habitat Management Field Trip |Metapopulations & Source-Sink Populations |
| |(Reading: Hunter CH 8) |Jerry Weinrich (MDNR – retired)* |(Reading: Wiens 1996) |
| | |21 Sep (leave 1:00 PM) |22 Sep |
| |20 Sep | | |
|5 |Off – Exchange for Sat. trip |Off – Exchange for Sat. trip |Off – Exchange for Sat. trip |
| | | |Wildlife Damage Management |
| | | |(Reading: Conover 2002) |
| |27 Sep (TWS) |28 Sep (TWS) |29 Sep (TWS) |
|6 |Wildlife Damage Management |Wildlife Damage Management Field Trip |Non-lethal Management of Wolves |
| |(Reading: Conover 2002) |Pete Butchko (USDA APHIS-WS)* |Sarah Davidson (CMU)* |
| |4 Oct |5 Oct (leave 1:00 PM) |6 Oct |
| | |Saturday Field Trip (X Oct) | |
| | |Non-Lethal Management of Wolves | |
| | |Sarah Davidson (CMU)* | |
| | |X Oct trip (leave 7 AM) | |
|7 |Edge Effects |Forest Management Field Trip |Landscape Ecology |
| |(Reading: Hunter CH 7) |Chris Schumacher & Rex Ennis (USFS)* |(Paper: Lidicker and Koenig 1996) |
| |(Paper: Woodward et al. 2001) | | |
| |11 Oct |12 Oct (on campus) |13 Oct |
|8 |Habitat Fragmentation & Genetics |Communication Towers & Migratory Birds Field Trip |Midterm Exam |
| |Brad Swanson (CMU)* |Joelle Gehring (CMU) | |
| |18 Oct |19 Oct (leave 1:00 PM) |20 Oct |
|9 |Bobcat Ecology in Michigan |Land Trusts & Easements |Endangered Species Research & Management in |
| |Nate Svoboda (CMU)* |John Mitchell (CMU, Chippewa Watershed Conservancy) |Michigan |
| | |Stan Lilley (Chippewa Watershed Conservancy) |Todd Hogrefe (MDNR)* |
| | |26 Oct (start 3 pm) | |
| | | | |
| |25 Oct | |27 Oct |
|10 |Role of Research in Wildlife Management |Wetlands & Waterfowl Management Field Trip |Radar Techniques |
| |Dwayne Etter (MDNR)* |Barbara Lercel (MDNR)* |Joelle Gehring (CMU) |
| |1 Nov |2 Nov (leave 7 AM) | |
| | | |3 Nov |
|11 |Wildlife Habitat Evaluation |Deer Aging |Ecological Impact Assessment |
| |(CH 18 Techniques Manual) |Barry Sova & Don Bonnette (MDNR)* |(CH 19 Techniques Manual) |
| |8 Nov |9 Nov (on campus) |10 Nov |
|12 |ANWR |CMU Grad Student Seminars |Role of MNFI |
| | | |Pat Brown (MNFI)* |
| |15 Nov |16 Nov (on campus) |17 Nov |
|13 |Neithercut Management Plan |Neithercut Management Plan |Thanksgiving |
| | | |No Class |
| |22 Nov |23 Nov (on campus) |24 Nov |
|Week |Lecture |Lab |Lecture |
|14 |Joint Ventures |Neithercut Management Plan Presentations |Wildlife Policy |
| |Brad Potter (CMU, USFWS)* |(PP) |Bill Moritz (MDNR) |
| | |30 Nov (on campus) | |
| |29 Nov | |1 Dec |
|15 |Martens in Michigan |Neithercut Management Plan – Roundtable & Synthesis |Neithercut Management Plan – Roundtable & |
| |Lynnea Shunta (CMU)* |7 Dec (on campus) |Synthesis |
| |6 Dec | |8 Dec |
|16 | | |Final Exam |
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: tom.gehring@cmich.edu
Web Page: (BIO 541 links under Courses Taught tab)
Office Hours: TR 9 to 11 am 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 Bovee University Center. 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. Cambridge University 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. Columbia University 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
Points Score Comments:
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 student’s presentation and each student in the class also will evaluate each presentation, excluding their own or their team. 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. 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 4 species that are or were historically endemic to the 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 2005). At this time, you should also have selected your 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 ( ................
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