Email: firstname.lastname@example.org (Note I have a 24-hour email policy)
Office: Olin 216
Office phone: 207-859-5746
Students are often curious about how to address their professors. I am comfortable with Dr. Moore, Professor Moore, or Chris. What’s most important to me is that we create a culture of mutual respect in the classroom. As a sign of respect to you I will, by default, address you as Ms. and Mr. followed by your last name. Should you have preferred way of being addressed (first name, nickname, etc.), please communicate that to me.
MWF, 9—9:50 AM, in Lovejoy 215
Ecology, 3rd ed., 2013, by Michael L. Cain, William D. Bowman, and Sally D. Hacker, published by Sinauer Associates, Inc.
(Note that the 4th ed. published by Oxford University Press in 2017 will suffice)
A. Learn the vocabulary and conceptual framework for the science of ecology.
B. Mature in ability to assess scientific literature, with a special emphasis on data interpretation.
C. Apply concepts and principles to topical ecological issues having implications for policy or management.
D. Gain direct experience with generating hypotheses, developing experimental designs and applying statistical analyses to ecological data.
E. Gain first-hand familiarity with local ecological communities.
|Introduction||Definitions, scientific method, graphing, data interpretation|
|Biogeography||Climate, biomes, island-biogeography, species-area relationships|
|Evolutionary ecology||Evolution, adaptation, life history|
|Population ecology||Population growth and regulation, demography, metapopulations, stochasticity|
|Species interactions||Mutualism, competition, predator-prey, host-parasite|
|Community ecology||Community structure, food webs, community metrics, succession, metacommunities|
|Ecosystem ecology||Energy flow, decomposition, primary and secondary production|
|Nutrient cycles||Global nitrogen, phosphorus, and carbon cycles, human influences, land-atmosphere-ocean interactions|
|Item||Proportion of course||Proportion of lecture (rounded)|
|Problem sets (3)||0.09 (0.03 each)||0.13 (0.04 each)|
|Paper critiques (3)||0.09 (0.03 each)||0.13 (0.04 each)|
updated 31 October 2017
|Assignment||Proportion of course||Proportion of laboratory|
|Leaf litter assignment|
|Edge effects lab report|
|Research project presentation||0.075||0.25|
Role will not be taken, but regular attendance is necessary for you to succeed in this course.
Colby College is supportive of the religious practices of its students, faculty, and staff and is committed to ensuring that all students are able to observe their religious beliefs without academic penalty. If you observe a religious holiday that will impact your work in this course, please see me at the beginning of the term. We will then work to find a reasonable accommodation that will allow you to complete the academic work.
*(1) CBH means we are reading from the textbook, Cain, Bowman, and Hacker (2) “Weekly reading” should be read before the Monday where it’s listed. I will have the readings posted one week before we begin covering the material, at the latest.
|Meeting||Date||Day||Unit||Lecture||Weekly reading*||Assignments||Lecture material|
|1||9/6||W||Course introduction||Course introduction||Syllabus, CBH: pp. 8–16|
|2||9/8||F||Autecology||The domain of ecology|
|3||9/11||M||Evolution||CBH: pp. 136–148, paper||Mut&Sel.R, Drift.R|
|4||9/13||W||Evolutionary ecology||Paper critique I assigned, paper|
|5||9/15||F||The ecological niche|
|6||9/18||M||Physiological ecology: temperature||CBH: chs. 4,5|
|7||9/20||W||Physiological ecology: water|
|8||9/22||F||Paper critique I due|
|9||9/25||M||Behavior: individual (e.g., foraging, communiation) and group (e.g., mating, sociality)||CBH: 186–199, ch. 7||Problem set I assigned|
|12||10/2||M||Examination I review||No reading||Problem set I due, Answers|
|13||10/4||W||Examination I||Results, Key|
|14||10/6||F||Population ecology||Population growth||pdf, Use R to plot growth|
|15||10/9||M||Population limitation||CBH: 236–245, CBH: 227–236, CBH: 263–266||pdf, chaos video, delay logistic video|
|16||10/11||W||Stage and age structured populations|
|17||10/13||F||Metapopulations||Paper critique II assigned and the paper; Problem set II, 1/2 assigned|
|10/16||M||Fall recess (no class)||No reading|
|18||10/18||W||Deterministic and stochastic dynamics||pdf, time series video, state space video|
|19||10/20||F||Mutualism||Problem set II, 1/2 due, answers|
|20||10/23||M||Competition||Bronstein 2009; CBH: 272–285; CBH: 292–296, 307–312||pdf, Mutualism vid.,Competition vid. 1,Competition vid. 2|
|21||10/25||W||Predator-prey||pdf, Predation vid.|
|22||10/27||F||Paper critique II due; Problem set II, 2/2 assigned|
|23||10/30||M||Diesease ecology||CBH: 326–333|
|25||11/3||F||Examination II review||Problem set II,2/2 due, answers: 1 and 2|
|26||11/6||M||Examination II||Key, Results|
|27||11/8||W||Communities and ecosystems||Biodiversity (evolution, measurements, concepts, biogeography)|
|28||11/10||F||Community statics (e.g., measurement, definitions)||CBH: 359–366|
|29||11/13||M||Community dynamics: assembly (e.g., niche, neutral)||CBH: ch.17||Problem set III, 1/2 assigned|
|30||11/15||W||Community dynamics: metacommunities|
|31||11/17||F||Macroecology||Ch. 1 in Pattern and Process in Macroecology|
|32||11/20||M||Trophic ecology (including food webs, top-down and bottom-up regulation)||CBH: 485–491|
|11/22||W||Thanksgiving recess (no class)|
|11/24||F||Thanksgiving recess (no class)|
|34||11/29||W||Carbon cycling||Problem set III, 2/2 assigned|
|36||12/4||M||Biodiversity and ecosystem functioning|
|37||12/6||W||Eamination III review ||Problem set III, 2/2 due|
|38||12/8||F||Examination III |
|39||12/17 @ 6 PM||Su||Exit interviews from 12/8–17 |
Honesty, integrity, and personal responsibility are cornerstones of a Colby education and provide the foundation for scholarly inquiry, intellectual discourse, and an open and welcoming campus community. These values are articulated in the Colby Affirmation and are central to this course. You are expected to demonstrate academic honesty in all aspects of this course. If you are clear about course expectations, give credit to those whose work you rely on, and submit your best work, you are highly unlikely to commit an act of academic dishonesty.
Academic dishonesty includes, but is not limited to: violating clearly stated rules for taking an exam or completing homework; plagiarism (including material from sources without a citation and quotation marks around any borrowed words); claiming another’s work or a modification of another’s work as one’s own; buying or attempting to buy papers or projects for a course; fabricating information or citations; knowingly assisting others in acts of academic dishonesty; misrepresentations to faculty within the context of a course; and submitting the same work, including an essay that you wrote, in more than one course without the permission of the instructors.
Academic dishonesty is a serious offense against the college. Sanctions for academic dishonesty are assigned by an academic review board and may include failure on the assignment, failure in the course, or suspension or expulsion from the College.
While Colby College is supportive of athletic participation by its students, academics takes priority over athletics. Both NCAA and Colby rules prohibit missing class for practices. In the case of overlapping commitments between class and athletic competitions, the student must meet with the professor as soon as possible to discuss these overlaps. The student may request permission to miss class and make up the missed work; the instructor has final authority either to grant or to withhold permission
Colby College prohibits and will not tolerate sexual misconduct or gender-based discrimination of any kind. Colby is legally obligated to investigate sexual misconduct (including, but not limited to sexual assault and sexual harassment).
If you wish to speak confidentially about an incident of sexual misconduct, please contact Colby Counseling Services (207-859-4490) or the Director of the Gender and Sexual Diversity Program, Emily Schusterbauer (207-859-4093).
Students should be aware that faculty members are considered responsible employees; as such, if you disclose an incident of sexual misconduct to a faculty member, they have an obligation to report it to Colby’s Title IX Coordinator. “Disclosure” may include communication in-person, via email/phone/text, or through class assignments.
To learn more about sexual misconduct or report an incident, visit http://www.colby.edu/sexualviolence/.