Syllabus

FS 545 Forest Community Ecology

Spring 2008

Lecture: M,W 9:00 - 9:50
Laboratory: Tuesday 13:00 - 17:30
Instructor: David Hibbs, Richardson 301K, 737-6077, david.hibbs@oregonstate.edu
Office hours: By appointment or drop in

Goals:

An understanding of forest community ecology is central to sound decisions in natural resource management. This course will develop an understanding of the theoretical basis of plant community ecology and the research process that develops or tests this theory. In addition, through classroom and field study, the course will develop knowledge and skills in the application of this theory to understanding and interpreting the ecology of real forest settings. The course assumes that the students have an understanding of basic ecological concepts and terminology.

The course has a number of secondary goals that are developed through the processes of the course. These include critical reading and thinking skills, clear writing and expression, improved understanding of group processes, and creative thinking.

Course structure:

The course is a combination of class and field meetings. Class meetings will focus on a weekly topic through lecture, primary literature readings, discussion, student presentations, and written essays. Generally, Monday will be lecture to provide general background on the week’s topic. Student-lead discussion of assigned readings on Wednesday will examine how scientists are studying components of the week’s topic. Some of the readings are of an historic or synthesis nature; most are recent examples of research that tries to clarify an element within the week’s topic area. The last 10 minutes of the discussion will be used for synthesis. Tuesday field trips will apply topics studied in the class room to forest settings. Field observations and collected data will be the subject of alternate-week lab reports.

All students are responsible for reading all assignments. It is expected that students will attend all classes and labs. There is a required Saturday field trip.

Readings and discussions:

The weekly class readings focus on the topic of the week. The readings are a mix of classic papers, synthesis or summary papers, and recent research papers. The recent research papers illustrate, among other things, how scientists are attempting to address an issue within the topic of the week. Some of these papers illustrate how difficult it is to address the question cleanly or successfully. Links to pdf files for all class readings and a related bibliography are found at: http://www.cof.orst.edu/cof/teach/fs545/index.htm

Each student will turn in at the end of each Wednesday discussion period a brief written description of the primary research issue addressed (the conceptual context for the research) in each assigned paper, the research approach used, and how the primary scientific conclusion relates to the primary research issue. Each of these three points to be covered can be a single sentence so you may have only three sentences per paper. These should be prepared ahead of class time and turned in at the end of the period.

During the term, each student (as part of a 2-3 person team) will be responsible for leading a discussion of class readings at least once. In preparation for leading a discussion, the students will prepare a list of issues and questions related to the reading. Additional data, tables, figures or bibliographic references are welcome. These should be distributed at the beginning of the discussion. When leading a discussion, begin with a brief (1-3 minutes) summary of the why, what and import of the paper. Then begin the discussion with a question, prompt as needed when the discussion gets off course, and move on to the next question when you think it is time.

Field labs:

Labs will be in the field, rain or shine. Labs depart at 1:15 pm from the parking lot across the street from the OSU Motor Pool. Bring clothing appropriate for the field, including rain gear. Write-ups of lab exercises are due by Friday of the following week. All students are responsible for all lab reports. Analysis, tables and figures may be group work but the text must be independent. A report is no more than 2 1/2 double-spaced pages plus tables and figures. A lab report should set a context, outline the methods/approach very briefly, present results, and present what ecological generalities are possible.

There will be a required Saturday field trip on May 17, leaving from Motor Pool promptly at 7:00 am and returning by 6:00 pm. Bring food and drink for the day. We will travel up and over the Cascades.

Term papers:

Students will write two essays, one due in week 5 and one due in week 10. In 2-3 pages, the first essay will develop a concept in community ecology. In 4-5 pages, the second essay will explore broader issues in community ecology, perhaps integrating several basic concepts with some aspect of field observations from the field trips. Students may include aspects of their own research. These essays should be a synthesis of ideas of your own with those in the literature. These essays should be creative and thoughtful. They are an opportunity to explore something new or even a little risky. A simple literature review will not fare well; I really want to see an expression of your thought and creativity! Papers are to be typed in a 12-point font and double-spaced with standard margins. Page length does not include tables or figures. One letter grade will be lost for each day late.