Course Description
The response of populations to environmental change can include change in distribution, physiological and behavioral acclimation, or evolutionary change. This class will focus on climate change and marine populations for examples of these responses. Evaluation is primarily through written assignments. Instruction on technical writing and comprehension included.
Additional Requirements for Graduate Students:
In addition to the writing requirements for all students,
graduate students must write a funding proposal related to
course material and their own research interests. They are also
expected to lead at least one discussion section during the
semester.
Athena Title
Biotic Responses to Climate
Non-Traditional Format
This version of the course will be taught as writing intensive, which means that the course will include substantial and ongoing writing assignments that a) relate clearly to course learning; b) teach the communication values of a discipline—for example, its practices of argument, evidence, credibility, and format; and c) prepare students for further writing in their academic work, in graduate school, and in professional life. The written assignments will result in a significant and diverse body of written work (the equivalent of 6000 words or 25 pages) and the instructor (and/or the teaching assistant assigned to the course) will be closely involved in student writing, providing opportunities for feedback and substantive revision.
Prerequisite
GENE 3000-3000D or GENE 3000H or GENE 3200-3200D or GENE 3200H or ECOL 3500-3500L or ECOL 3505H-3505L
Semester Course Offered
Not offered on a regular basis.
Grading System
A - F (Traditional)
Course Objectives
Course designed to deepen student understanding of evolutionary and ecological responses to environmental change, with exploration of essential concepts related to genetic diversity, heritability of traits, phenotypic plasticity, gene flow, and demography.
Topical Outline
The course will be presented as a 3-credit hour interaction. Lecture, discussion of reading, practical exercises, and writing will be the key mechanisms of dissemination and evaluation. Instructional materials will include, but not be limited to, the primary scientific literature. I. Population size, structure, and gene flow (4 weeks): a. Genetic diversity b. Effective population size and drift c. Population structure d. Gene flow and migration II. Natural selection and population differentiation (4 weeks): a. Hypothesis testing b. Experimental results c. Genomic analysis d. Fitness and competition III. Phenotypic plasticity (4 weeks): a. Reaction norms b. Acclimation potential c. Interaction with adaptation IV. Demography and Survival (4 weeks): a. Source and Sink populations b. Range shifts and response c. Spatial patterns across communities d. Species interactions V. Written Evaluation Course material will be evaluated and synthesized through written assignments, developed to both strengthen the scientific understanding of topic as well as the communication skills of the students. Students will gain a better understanding of how to explore the primary literature and evaluate data, analyses, and arguments. Three papers are assigned that are matched to ongoing topical coverage; each will involve initial drafts submitted to instructor for feedback on topic, audience, and necessary resources, a round of peer review and further editing, and a final paper that is graded for both content as well as stated communication goals. This topical outline is the general plan for the course; the exact order and specific content will be announced to the class in advance by the instructors.