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Viewing: AEC 450 : Conservation Genetics

Last approved: Sat, 04 Jun 2016 08:15:06 GMT

Last edit: Sat, 04 Jun 2016 08:15:06 GMT

Catalog Pages referencing this course
Change Type
Major
AEC (Applied Ecology)
450
032295
Dual-Level Course
Yes
550
Cross-listed Course
No
Conservation Genetics
Conservation Genetics
College of Agriculture and Life Sciences
Applied Ecology (11AE)
Term Offering
Spring Only
Offered Every Year
Fall 2016
Previously taught as Special Topics?
Yes
2
 
Course Prefix/NumberSemester/Term OfferedEnrollment
AEC 495 001 / AEC 592 003Spring 201510
AEC 495 001 / AEC 592 003Spring 201614
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Martha Burford Reiskind
Research Assistant Professor
Assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1515NoN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: GN 311
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
17BIOSCBS-17BIOSCEECBiological Sciences (BS): Ecology, Evolution & Conservation BiologyElective
17GNBSGenetics (BS)Elective
The main objective of this course is to expose upper division undergraduate students and graduate students to conservation genetic tools and applications. Students will learn the genetic and genomic theory and methods commonly used in conservation and management of species. In addition, the course will provide hands-on experience working on current conservation projects here at North Carolina State University. Working in groups, the students will collect, run, and analyze those data for a scientific paper. The final project for all students will be a conservation genetic grant proposal.

The justification for this course is there is not a similar course taught for undergraduates or graduates that applies population genetics to conservation or management questions. 


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of SciencesDr. Gerald LeBlancThank you for vetting your AEC 450/550 Course Action through relevant faculty members in Biological Sciences. We recognize that the prerequisite for GN311 may increase enrollment in this class and will be prepared for such an increase.
No instructional resources required

The main objective of this course is to expose upper division undergraduate students and graduate students to conservation genetic tools and applications


Student Learning Outcomes

  • Recognize & Describe the evolutionary mechanisms that impact the genetics of populations

  • Describe & Discuss the genetic and genomic characteristics of impacted populations of plants & animals

  • Practice measurements related to the genetics of populations

  • Apply genetic and genomic tools to conservation questions

  • Analyze case study populations for potential genetic impacts

  • Propose genetics tools to evaluate the case study populations & Devise a plan to implement these tools

  • Demonstrate acquired skills in data analysis, writing & oral presentations

  • Learn how to be an active group member in collaborative group work 

  • Learning outcome from Graduate Students: Propose & Devise grant proposal to fund a conservation genetic project as part of or related to their dissertation. Demonstrate acquired skills in writing & oral presentations.


Evaluation MethodWeighting/Points for EachDetails
Homework14%Population genetic problem sets. Four problem sets each worth 20 points (Total of 80 points)
Discussion7%Students turn in questions prior to the discussion and participation during discussion is also graded (i.e., asking questions during the discussion). Four discussion days each worth 10 points (Total of 40 points)
Short Paper6%Minute papers are short papers written at the end of the class period addressing three questions: (1) What was the topic of the day? (2) What was confusing? (3) What would you like to hear more about? There will be six minute papers, each worth 6 points (Total of 36 points)
Midterm17%One take home midterm exam covers the first half of the lecture course. Total of 100 points.
Lab Report4%Group work on genetic analysis of a species. Each group will work together on one of several analyses and give a final presentation. Points break down to 10 points for the analysis, 5 points for the presentation, and 5 points for group participation based on your review by group members. Total of 20 points.
Written Assignment43%The undergraduate independent proposal project is worth a total of 250 points. This includes several steps outlined in the syllabus. Students turn in references, outline, draft, and a final write-up and give an oral presentation.

For Graduate Students: Graduate students will prepare a 2-page NSF pre-proposal or proposal specific to their conservation genetic project with the goal of the project being a part of or related to their graduate research. The independent proposal project is worth a total of 250 points. This includes several steps outlined in the syllabus. Students turn in references, outline, draft, and a final write-up and give an oral presentation.
Participation9%This part is beyond the class discussion component of the class. This includes regular attendance, paying attention during lecture, participating in group discussions during lecture and at the beginning of lecture follow-up on minute papers. Details of these expectations will be reviewed on the first day of class.
TopicTime Devoted to Each TopicActivity
Introduction & Genetic Variation1 daysee syllabus
Probability, genetic variation, and review of Hardy-Weinburg Expectations1 daysee syllabus
Genetic drift and effective population size1 daysee syllabus
Natural selection1 daysee syllabus
Population subdivision and gene flow review1 daysee syllabus
Multiple loci and quantitative genetics1 daysee syllabus
Highlights of population genetics and case study of conservation genetics1 daysee syllabus
Demography and extinction1 daysee syllabus
Case study of conservation genetics1 day see syllabus
Metapopulations and fragmented populations1 daysee syllabus
Units of conservation1 daysee syllabus
Hybridization1 daysee syllabus
Writing an effective scientific proposal1 daysee syllabus
Exploited species and conservation breeding and restoration1 daysee syllabus
Climate change and case study of conservation genetics1 daysee syllabus
Genetic toolkit1 daysee syllabus
Landscape genetics and case study of conservation genetics1 daysee syllabus
Genomic toolkit1 daysee syllabus
Building genomic libraries1 daysee syllabus
Next generation sequencing bioinformatics1 daysee syllabus
Data analysis workgroups (running and interpreting analyses)2 dayssee syllabus
Data analysis workgroups presentations1 daysee syllabus
How to incorporate proposal reviews, writing consultation group work1 daysee syllabus
How to give an effective presentation1 daysee syllabus
Proposal presentations2 dayssee syllabus
I have consulted with Dr. Nadia Singh who is the instructor for GN 703 Population and Quantitative Genetics, Dr. Nick Haddad who is the instructor for Bio 561 Conservation Biology, and Dr. Scott Mills to make sure those graduate courses do not overlap with this one. I have attached those email exchanges.

Ugrd consultation: Hi Martha,
I asked David Aylor and Ted Emigh to look at the class because they teach the GN 423 Population/Quantitative class. David's comments are as follows:

"The first 3-4 weeks of the syllabus overlap with our class. The rest of the schedule seems more applied. The case studies and real data exercises are outside the scope of our class. I think the two classes would complement one another but do not think that the proposed conservation class could substitute for GN423. I think it would be a good elective because we offer relatively little for students with an evolution focus. "

I agree that this looks like a class that our students would enjoy taking. Even though there is some overlap in the early part of the class, I think that most of the course is quite different from our current offerings.

Sincerely,
Betty

mlnosbis 2/11/2016: See attached documents for graduate-level consultations that address potential overlap. No further consultation needed.

ABGS Reviewer Comments:
-The logistics portion of the syllabus needs to be clarified. The first two sentences describe different requirements for the graduate students.
-It needs to be clear that the expectations of the graduate students are higher than those of the undergraduate students.
-Has the department given the Department of Biological Sciences a heads-up about the GN 311 prerequisite? The consultation notes do not reference the prerequisite.

ghodge 2/25/2015 Ask for a consultation on GN 311. ( Thought this would have been covered by UCCC). From the syllabus the difference in expectation is the written report which is 43% of the grade. This is more than other previously approved courses. We can ask if this is okay at the ABGS meeting. I do not understand what edit they are suggesting to the syllabus.

3/8/2016: Consultation notes from Biological Sciences were added.
renutt (Mon, 07 Dec 2015 14:15:21 GMT): Rollback: Need to include differences between UG and Grad levels in learning outcomes and assignments (also on syllabus), include attendance policy link on syllabus, and more details information about paticipation and point deductions; don't forget to upload revised syllabus. Let me know if you need assistance.
dfrpp (Thu, 28 Jan 2016 17:07:25 GMT): Rollback: Corrections
lamarcus (Mon, 01 Feb 2016 19:40:00 GMT): Contact hours updated with permission of instructor from 2.5 to 3.
Key: 8488