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Ken N. Paige, Professor
- Room 481, Morrill Hall - 505 S. Goodwin, Teaching Assistants Molly McNicoll 155 Morrill Hal, 333-1298, mcnicoll@life.uiuc.edu ObjectivesThe Discussion/Lab section consists of three major components. 1. a. Will provide broader exposure to concepts, case studies, and conservation policy b. Gain experience in group debate and discussion which are essential to conservation biology in practice.
2. Current Issues In Conservation (136 Burrill Hall) of student selected news articles on a particular current conservation topic. a. Will provide you with a broader exposure to current conservation issues
3. Population Viability Analysis (PVA) using VORTEX simulation. Computer labs in 164E Burrill Hall from February 28-March 14. a. Hands-on experience in conservation decision making b. Further details will be given by Dr. Paige and in your syllabus Participation - DiscussionsParticipation is essential to the discussion section. We will expect everyone to contribute and will "encourage" people who do not regularly contribute. More importantly, participation in discussion is essential to your own education both in terms of concepts related to conservation biology and in general analytical and verbal skills. Discussion sections will follow the format outlined below: 1. A randomly chosen student will present a 1-2 minute summary of the reading (i.e. what are the basic topics of the papers). 2. The student or students leading the discussion will then take over the discussion. Leading DiscussionsEach of you will be expected to lead one discussion section. We do expect some effort for these so please don't just prepare the night before. The following is a set of guidelines to help you, but we are open to many other formats. Please speak to your TA briefly if you would like to do something else. Discussion leaders should expect to talk for about 30 minutes. You may introduce all the papers at once or introduce them separately with separate discussions as you decide is appropriate. If you are at all uncertain or overwhelmed, see your TA, and she will help you prepare. 1. Introduce the topic for each paper (10 minutes total) a. What are the basic questions and findings of the authors?
2. Provide any background information on the papers (this will likely require additional literature sources - please see you TA for any help) - (15 minutes total) a. What is the historical setting of this paper (if relevant) b. What other theories and research should we be aware of when reading this paper? c. Who are the lead authors and what is their area of expertise? d. What is the relevant legislation that pertains to this topic (for instance The Endangered Species Act) ? e. etc. (see your TA if you are unsure)
3. Prepare questions to lead a class discussion. Some potential areas of discussion: a. Why is this topic important or under contention? b. Are there two sides to this topic and what support is there for each side? c. How do the authors reach their conclusions and are they valid? d. What is unclear about the paper? e. etc.
4. Be familiar with terminology, methodologies, and disciplines presented in the paper. You are the expert for the day. Other possible formats:
Leading News Article DiscussionsAt the beginning of each discussion session throughout the semester approximately 20 minutes of class time will be dedicated to the presentation and discussion of a news-worthy article on a current conservation topic selected by the students (a group of 2-3) designated to present that week. Discussion/Lab Participation 10% of Total grade This 10% will be apportioned into the following:
PVA Projects 15% of Total grade This 15% will be apportioned into the following:
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