Metapopulation
Biology
Register for BIOL 6301, Section 046 (McIntyre)
Spring 2008
Wednesdays 10:00 a.m.-12:50 p.m., Biology Room 405
(see Dr. McIntyre for access code)
Dr.
Nancy E. McIntyre
Office: 420 Biology Bldg.
Tel.:
(806) 742-4113 ext. 280
Email: nancy.mcintyre@ttu.edu
Office hours: Wednesdays 9:00-10:00 or by appointment
Landscapes experience both natural and (increasingly) anthropogenic fragmentation, which has important ramifications on the structure and persistence of populations of organisms. Ever since Richard Levins modeled the demographic properties of a spatially disjunct population, the metapopulation concept has interested ecologists, conservation biologists, and population geneticists. The metapopulation concept has changed how ecologists view spatial heterogeneity and judge the impacts of fragmentation, effecting a paradigm shift from the patch-matrix island biogeography perspective to a more dynamic view of the abundance and distribution of organisms in landscapes. From a highly theoretical beginning, the metapopulation concept has become increasingly used in conservation, epidemiological, and genetic applications. Knowledge about the properties of metapopulations may assist in predicting and preventing extinction events, designing reserves, measuring the spread of disease, and characterizing other topics of interest.
This course is designed to combine a seminar format with lectures, software demos, and working through exercises with canned (and hopefully some real) datasets. We will read and discuss the primary literature on the metapopulation concept, and we will examine and use various software packages (e.g. RAMAS, SPOMSIM) to do certain activities, such as predict time to extinction, evaluate various reserve design options for metapopulation conservation , etc. Students are encouraged to bring along their own data (and/or laptops) during these exercises! Contingent upon enrollment, students will lead at least one discussion on the primary literature.
Expected Learning Outcomes: Upon completing this course, students will have gained a thorough exposure to the primary literature on the metapopulation concept and will be able to explain what a metapopulation is (and is not), how the metapopulation concept has been applied in various fields, and how the metapopulation concept has changed how biologists view the world. Methods for Assessing Learning Outcomes: (1) participation in discussions, (2) student presentations, (3) written summaries of topics, (4) student performance on computer exercises, (5) student performance on a final exam.
Topics to be covered (click on blue, underlined areas for notes):
Date Topic Leader
Jan. 16 Organizational meeting, and what is a metapopulation? McIntyre
Jan. 23 Setting the stage: species-area relationship, island biogeography, McIntyre
patch-matrix theory, mosaics, & IFMs; SPOMSIM;
WORKSHEET
Jan. 30 The metapopulation concept: the early years, and how/why Miryam
has the metapopulation concept changed?
Feb. 6 Special cases: source-sink dynamics, propagule McIntyre
rain, rescue effect; Excel; 2 WORKSHEETS (see worksheets
for lecture notes)
Feb. 13 Metacommunity dynamics, too!; RAMAS Metapop habitat McIntyre
suitability index modeling tutorial
Feb. 20 A mainland-island metapopulation ≠ core-satellite McIntyre
community structure
Feb. 27 Epidemiology Courtney
Mar. 5 Metapopulation genetics Anthony
Mar. 12 Graph theory & extinction thresholds McIntyre
Mar. 19 SPRING BREAK HOLIDAY -
Mar. 26 Criticisms of the metapopulation concept Lacrecia
Apr. 2 Implications for conservation biology: PVA & reserve design Tiffany & Michael
Apr. 9 NO CLASSES (McIntyre at US-IALE meeting) -
Apr. 16 Software (bring data!) McIntyre
Apr. 23 Software (bring data!) McIntyre
Click here for a list of references for each topic.
Final exam - Tuesday, May 6, 1:30-4:00 p.m. (click here for a study sheet)
Discussion structure:
Each student will be responsible for leading at least one class discussion. The leader will be responsible for:
· selecting the papers that will be read and discussed that week according to the week’s
topic (this must be done one week in advance; a copy of papers to class the week before--Dr. Mc. will make copies available for everyone in a folder in the Biology Office rm. 108);
· giving an overhead- or computer-based (e.g. Powerpoint) presentation on these papers;
· leading discussion;
· writing up a 1-3 page single-spaced summary sheet to the turned in the following week that includes:
- a title (the topic of the week);
- any important terms (with their definitions) or equations used;
- the research questions the papers addressed;
- a brief summary of the methods used;
- a brief summary of the findings;
- a literature cited section;
- any other points raised during the discussion (e.g. errors in the papers, questions about the methods, etc.).
At the beginning of the class period, the discussion leader will give a presentation on the topic. Other students are encouraged to interrupt the leader with questions, clarifications, criticisms, etc. at any time. Discussion will continue in open-forum fashion.
The summary sheets will be copied by Dr. McIntyre and distributed to the rest of the class by the end of the term.
All students will be responsible for:
· reading the assigned papers each week;
· preparing for discussion by coming up with a series of questions, remarks, and/or
criticisms about the papers;
· participating in discussion.
Grading:
40% - discussion leadership/facilitation and presentation
10% - written summary
20% - participation in discussion
10% - worksheets
20% - final exam
Absences & missed assignments: Make-up assignments will be given only in the event of a satisfactory, written excuse (e.g. doctor’s note or TTU-sanctioned absence).
Academic honesty: Any attempt by a student to present as their own work any work not honestly performed is regarded as a serious offense and renders offenders liable to consequences, including possible suspension from the university. Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give an unfair academic advantage to a student. A detailed list may be found in the Student Handbook.
Religious observances: A student who is absent for the observation of a religious holy day shall be allow to take an exam or complete an in‑class assignment scheduled for that day within a reasonable time after the absence if, not later than the 15th day after the 1st day of the semester, the student has notified Dr. McIntyre of each scheduled class during a holy day that the student would be absent.
Students with disabilities: Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor’s office hours. Please note that instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, contact the Student Disability Services office at 335 West Hall or at 806-742-2405.
· list of metapopulation references and some links (compiled in 1997 by Dag Hjermann, then a grad student at the University of Helsinki, Finland)
· metapopulation biology at the University of Helsinki, Finland
Last updated: 15 April 2008