Week 1 … 08.10-08.14 … Welcome to Conservation Biology in Practice – A Culture of Flexibility & Grace … In Person

08.10 & 08.12 – In Person, Split Class … Welcome to Conservation Biology in Practice


Assigned

  • Read about Potential Learning Topics and start thinking about the kind of topic you’d like to work on with a small team for the semester (do by M 08.17)
  • Complete Intro to Con Bio Reading Guide (in your assignment folder with document name “08.17.IntroCB” do by start of class M 08.17)
  • Read the syllabus carefully (seriously, read it, it is different) and bring any questions to the next class (do by start of class M 08.17)

Week 2 … 08.17-08.21 … Establishing Direction … Influential Conservationists … All OnLine

Goals for the Week …

  • have a look at the kinds of work conservationists do
  • help you figure out the kind of role(s) you’re interested in with respect to conservation
  • begin establishing direction and evaluation criteria for our learning topics
  • start to create work teams for learning topics

08.17 M – Where do I fit in? … Establishing Direction

  • It’s best to log in to Google on a web browser with your NCState credentials before starting Zoom – then you can just click “Log in with Google” if it asks; this will also help with opening files on our Google site during class
  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
    • Or call by phone 470.250.9358 and enter meeting ID 994 1949 6606
    • To avoid distracting background noise, please mute your microphone unless you wish to speak
    • It’s great if you can keep you camera on so we can see one another, but if you have bandwidth limitations or other reasons for wanting your camera off, that’s OK
    • The main room will be recorded
  • 09:35 – 09:40 Housekeeping
    • Please look at the Assigned section at the beginning of each week
  • 09:40  Quick, anonymous google survey – advocate/scientist; hope/despair; neocortical/limbic continuums
  • 09:45 – 10:05 Breakout groups (approx. 5 people per each of 8 groups) – discussion based on readings
    • Share where you are on the despair/hope and neocortical/limbic scales – spend time explaining why you feel as you do and what that means in terms of the role(s) (the advocacy / science scale) you’d like to play in conservation – how does where you are on the scales affect the role(s) you’d like to play?
    • Prepare to report major points to the full class – two minutes with one or two slides per breakout room in this Google Slides presentation – pick a person to represent your group – the person whose home (the place they call home) is furthest from our physical classroom (3214 Jordan Addition)
  • 10:05 – 10:25 Key points from discussion – each group 2-minute report, then any discussion
  • 10:25 – 10:30 Stretch break
  • 10:30 – 11:00 Product evaluation criteria brainstorm – you’ll be in separate breakout rooms but working on the same document – instructions are in the document
  • 11:00 – 11:20  Let’s have a look!
  • 11:20 – 11:25  Wrap up – need a task force of 4-5 people to consolidate evaluation criteria and report back to class on M 08.24. This could be a continuing duty as we refine criteria throughout semester [directions forthcoming]

08.19 W – Influential Conservationists … Establishing Direction

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • Here’s my cut at initial learning topics / teams – comment by 7AM today if you have any thoughts about wanting to join a particular team that you’re not in
  • 09:35 – 09:40  Housekeeping
  • 09:40 – 09:45  You will each be assigned to a small group to report on one of 8 influential and emerging conservationists (use the number of your breakout room to figure out which one to study):
    1 Rachel Carson … 2 Chico Mendes … 3 EO Wilson … 4 Wangari Maathai … 5 Sylvia Earle …  6 Charles ‘Charlie’ Nilon … 7 Marja Diaz … 8 Nilanga Jayasinghe
  • 09:45 – 10:10  Research and develop a 3-minute report, 2-3 slides, for the person you are assigned to in this google presentation to provide an overview of the background and key work of your assigned conservation biologist – be sure to hit on their key contributions and connect with our advocacy / science and neocortical / limbic scales.  Does the person do the kind of work you’d like to do?  One person per team should prepare to present to class – pick the person who got up earliest this morning.
  • 10:10 – 10:35  Lightning presentations – Each team has 3 minutes to talk about their person, including questions – will be done in order shown in this google presentation.
  • 10-35 – 10:40  Stretch Break
  • 10:40 – 11:10  Create breakout rooms based on topic ideas; begin refining the topic ideas
  • 11:10 – Very quick share, questions, concerns, comments
  • 11:20 – Wrap

Assigned


Week 3 … 08.24-08.28 … Work Team Meetings to Finalize Learning Topics

Goals for the Week …

  • complete development of solid learning topics so that work can begin in earnest
  • adjust product evaluation criteria as needed (task force to coordinate)

08.24 M – Team Meetings & Peer Reviews of Learning Topics

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35 – 09:40  Housekeeping & announcements
    • Marja Diaz said Yes!!  I reached out and she said she’d be willing to meet with us.  Any preference for when?  Anyone want to be on a task force to organize this (communicate with her, let her know what we’d like to hear about, develop a set of questions from the class, etc)?
    • Please work directly in the folders and documents I create for our work (e.g., the initial learning topics folders and documents).  This allows me and Austin to pop in for comments and keeps everything visible to everyone.  Happy to hear other perspectives.
    • Today 12:40-13:40, Robert Bardon (NCSU Extension) provides Tips & Tricks for Planning & Presenting a Good Webinar.
  • 09:40 – 10:00 Product Evaluation Criteria
  • 10:00 – 10:15 Breakout rooms with individual teams to prepare
    • How will you explain your topic to the other team?
  • 10:15 – 11:00  Breakout rooms with pairs of team for critiques
    • Will use same pairs as show on W 08.26
    • Each team presents their initial topic document to the other for critique
    • Keep Product Evaluation Criteria in mind as you do this.  Note any concerns about the evaluation criteria directly in that document
    • 10:15 – 10:35 First team critique
    • Quick break
    • 10:40 – 11:00 Second team critique
  • 11:00 – 11:15  Breakout rooms of individual teams
    • Time enough for some quick planning on when to meet again, who’ll do what, etc
    • Want to be prepared for Wednesday … we will have read your document … we should spend out time talking about areas for improvement, your concerns, and where you need guidance – know what those things are
  • 11:15 – Wrap-up and direction

08.26 W – Team meetings with Hess & Thomas

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • We have scheduled 15-minute meetings with each team
  • If you want to work together on your teams during the class time, other than during your meeting, you can create your own Zoom or Google session and meet there.
  • Please show up on time – you’ll be in the main room until we’re done with the previous team (we’ll be in breakout rooms)
  • 09:35 – 09:50  George meets with EducationAdvocacy; Austin meets with Invasives
  • 09:55 – 10:05 George meets with ConservationJustice; Austin meets with RedWolf
  • 10:10 – 10:25 George meets with FlagshipEtc; Austin meets with SingleVEcosystem
  • Break
  • 10:40 – 10:55 George meets with PandemicDisease; Austin meets with Human-Wildlife
  • 11:00 – 11:15 George meets with FreshwaterMarine; Austin meets with Zoos&CaptiveBreeding

Assigned

  • Prepare for team meetings on W 08.26
    • We will have read your topic proposal and made some comments
    • We should spend out time talking about areas for improvement, your concerns, and where you need guidance – know what those things are
  • Complete ESA & RedList Reading Guide (in Assignment folder with document name 09.02.ESARedList, do by start of class W 09.02M 08.31)
  • Please find one video (no more than 10min), article (news or journal), podcast, website, etc representative of your learning topic that can be shared with the whole class. To clarify, this is one per team – work together to find a really good one.  Please place the item into this document (do by W 09.02 M 08.31)
  • Complete Product Evaluation Criteria input survey (due by W 09.02)
  • Keep working on your learning topics

Week 4 … 08.31-09.04 … ESA & RedList

Goals for the Week …

  • learn about the Endangered Species Act and IUCN Red List
  • re-evaluate our position and timing given campus move-outs and other chaos

 

08.31 M – NO CLASS – the University has cancelled class so that people can prepare to move out of the dorms


09.02 W – ESA & Red List

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35 – 09:45 Housekeeping & announcements
    • Please do all project work in our Work Folder, not in separate student folders.  Right now, each team has a folder within the InitialLearningTopicDevelopment folder (that will likely be renamed as LearningTopics soon) within the Work Folder.  The learning topics are reachable directly from the Google Box in the left sidebar.  It’s super helpful if every team consolidates their work within their team folder; you can create your own organization within that.
    • How’s everyone doing?  Looking at work for next week – can we proceed with an assignment about metapopulations for Monday 09.07?  And get back to project work on Wednesday 09.09?  Or do we need to flip that?  Quick survey
  • 09:45 – 10:10 Questions and class-built Venn diagram for ESA & RedList
    • Explore similarities and differences between the ESA and the Red List
    • Quick poll – leveraging your voice
  • 10:10 – 10:40 Small groups, each assigned one of the Red List / ESA “success” species, by breakout room number … take short breaks as needed
    • 1 Australian grayling … 2 Robbins’ cinquefoil … 3 Humpback whale … 4 Blue iguana … 5 Mauritius kestrel … 6 Black-footed ferret … 7 Bald eagle … 8 Green sea turtle
    • Prepare a separate Google slide presentation (3-4 slides) for each species in this RedlistESA folder
    • Describe the species, threats, historic and current range, classification on ESA and RedList, conservation actions, and why it’s considered a “success.”  How did Red List and ESA help this cause?
  • 10:40 – 11:20 Each group presents and fields questions for 5 minutes total

Assigned

  • Complete Product Evaluation Criteria input survey (do by W 09.02)
  • Complete IBT Metapopulation Reading Guide (do by start of class W 09.09)
  • Something coming that involves looking at the sharing items and responding to them (do by start of class W 09.09). Will be in place by F 09.04

Week 5 … 09.07-09.11 … Project Work … Island Biogeography & Metapopulations

Goals for the Week …

  • Establish schedule for student-led-lessons
  • Continue project work
  • Learn about island biogeography and metapopulations

09.07 M – Project Work

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35 – 09:40 Housekeeping & announcements
  • 09:40 – 10:00 Remaining ESA/RedList presentations (1,2,5)
  • 10:00 – 10:15 Updates on evaluation criteria, Marja Diaz visit
  • 10:15 – 10:20 Scheduling student-led lessons, staring W 10.21
    • Two teams (Conservation Justice and Surrogate Species) are going to lead public Conservation Challenges forums that use an entire class period.
    • Eight teams are developing other products and will present lessons about their topic in 40-minute sessions, two per class period.  Finished products are due last week of classes, but we need to spread out the lessons.
    • We need to get teams on the calendar so you know what dates you’re working toward.  Then I will establish some milestone dates to keep things moving and provide opportunity for feedback.
  • 10:20 – 10:25 Break
  • 10:25 – 11:25 Breakout Rooms by team – Hess & Austin will visit as we can
    • Talk some about when you’d like to present your lesson, remembering that not everyone can do that on the last possible date 🙂  Do not fill in dates yet, but here are the possibilities.
    • Have a representative ready to come to the main room by 10:45 to negotiate the schedule
    • Revisit your learning topic evaluation – most teams didn’t complete one correctly
    • Move forward with planning and carrying out work
  • 10:45 – One rep from each team come to main room to negotiate schedule; then you’ll be able to return to your breakout room (approx 11:00)

09.09 W – Island Biogeography & Metapopulations

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35 – 09:40 Housekeeping & announcements
  • 09:40 – 10:10 Compare and contrast island biogeography & metapopulation theory
    • Student discussion
    • Review of metapopulation model 1, as needed [ Hess ]
  • 10:10 – 11:00 – Examining the different metapopulation models
    • You’ll go into breakout rooms based in the metapopulation model you examined for the assignment (i.e., Model 2, 3, or 4) – there will be two breakout rooms for each model – I might bring them together for the last 10 minutes of prep.
    • Take 25 minutes to prepare, during which time you should sketch your metapopulation rate curves, and write down your equilibrium value(s) – you can use Zoom’s whiteboard for this or start with one of the team member’s drawings and annotate it – just remember you’ll want to save what you do so that you can share it out with the class.   Prepare to describe verbally how extinction and colonization occur and how why they are changing the way they do as p (proportion of patches occupied) increases.
    • Be ready to review each model with class by 10:35
  • 11:00-11:20 Implications of the models for conservation action – what do they mean? – Full class discussion
    • Think about a population [what is a population??] of organisms living in contiguous habitat
    • What happens as the habitat is changed?
    • How do island biogeography and metapopulation theory suggest landscape change should be managed?
    • Based on the models, what would you ideally want to know about a species before making changes to the landscape?
    • Can you associate the results of these models with any conservation practices on the ground that you know about?
  • 11:20 – Wrap

Assigned


Week 6 … 09.14-09.18 … Patches & Fragmentation … Learning Topics

Goals for the Week …

  • Examine patches and fragmentation on the landscape
  • Continue work on learning topics and receive guidance from instructors

09.14 M 

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35-09:40 Housekeeping & announcements
  • 09:35 – 10:30 Bird’s Eye View
    • There will be 5 breakout rooms, one for each of 5 bird species (the number of the breakout room is the species you will do)
    • Complete Exercise 1 (sort of) for your species.  Open the Google Sheet for your bird, put X’s in the suitable habitat squares your bird can use according to the rules on the first page, and count the number of habitat squares your bird can use.  Be sure to do all 6 landscapes in the spreadsheet.
    • Post the number of suitable habitat squares (not the rank) for your bird in this shared spreadsheet (20 minutes to do these steps, then we’ll be back in to the main room)
    • Report back – For each bird – describe bird & habitat needs (we can have image on screen), report results (20 minutes)
    • Discussion (5-10 minutes)
      • Which is habitat loss without fragmentation? With fragmentation?
      • Relate what we’ve seen to the readings – for which species is fragmentation positive? negative?
      • Personal experience with habitat loss or fragmentation
  • 10:30 – 11:15 Conserving species habitat – a pictorial approach
    • 8 breakout groups
    • Consider the world to be either habitat (dark color) or non-habitat (background color) (let’s not worry about the particular habitat type or species that can use it)
    • In the “Left Better Than Right” Google Slide in this folder matching the number of your breakout room, sketch out as many pairs of images of habitat patches, corridors, etc, of various sizes and shapes in which the left-hand image is a better landscape configuration for the species requiring habitat than the right-hand image. Be prepared to articulate the logic behind each pair (you can write in the notes section of each slide). (20 min)
    • Take breaks as needed
    • Round robin: Each team shows one image and explains it until we run out of new images (20 min)
  • 11:15 Summarize (10min)

09.16 W

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35-09:40 Housekeeping & announcements
    • Marja Diaz visits next week, W 09.23 at 10:30 – I added a short assignment to prepare. (Thanks Allison S, Bella, Justine!)
  • Lots to discuss
  • Breakout rooms by team

Assigned

  • Complete Conservation Corridors Reading Guide (do by start of class M 09.21)
  • Complete interim Reflection & Grading form (do by start of class W 09.23)
    • We’d like you to do this now so that we can provide feedback on the quality of your reflection
    • Make a copy of the form in your Assignments folder and rename it 09.23.Reflection
    • Complete the form based on your experience in the course to date
    • We’ll provide feedback
  • Peruse the information below and come up with two questions you might ask Marja Diaz during her visit on 09.23.  Write them down in your Assignments folder in 09.23.MarjaDiazQuestions (do by start of class W 09.23).

Week 7 … 09.21-09.25 … Conservation Corridors … Marja Diaz

Goals for the Week …

  • Examine real-life conservation corridors, consider challenges and opportunities, relate to theoretical constructs
  • Guest appearance – Marja Diaz – Conservation & Photography
  • Learning topic work

09.21 M 

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35-09:40 Housekeeping & announcements
  • 09:40 – 10:25 Real-life corridors – preparation
    • 6 teams today
    • Start with the websites below and also search around for other information about your corridor or topic
    • Team 1: Wildlife crossings (also see this article and this document) [ Talk about the challenge overall and illustrate with a couple examples of solutions; you can look for some NC examples if you’d like. ]
    • Team 2: Christmas Island Crab Migration – there are a variety of mitigation activities that involve corridors of various types
    • Team 3: Florida Wildlife Corridor (statewide; here’s a technical document)
    • Team 4: Terai Arc Landscape Corridors (also see this article and this document)
    • Team 5: Pacific Ocean marine life corridors (also see this article)
    • Team 6: North-West Wildlink (also see this document)
    • Prepare a 5-min presentation in this folder that includes: + what the corridor is called + what the corridor is intended to connect and do (provide context) + basic information about the corridor design (if applicable) + maps of the corridor + relate to readings, particularly in terms of how the corridor is being designed/selected (pattern, process, critiques) + any information about whether its function has been evaluated (and what was found) + challenges encountered and expected
    • Pick two people from your team to give the full presentation.  You can pick using any criteria you wish (best presenters, those who most want to practice, etc).  But these people will have to learn the full story, and the rest of the team will have to help them do that.  Be prepared to share your screen and run your own slide show.
    • Remember, keep your presentation visual.  Slide heading should provide key point for slide.
  • 10:25 – 10:30 Break
  • 10:30 – 11:10 Real-life corridors – reports
  • 11:10 Summarize & Wrap

09.23 W – Corridors … Learning Topics? … Marja Diaz

  • Special Zoom Link for this class session – you will start in a waiting room and be admitted to class
  • 09:35-09:40 Housekeeping & announcements
    • Charlie Nilon (U. Missouri) will talk about “Urban Biodiveristy, Nearby Nature, & Environmental Justice” on M 09.28 from 12:50-13:40 [ link to meeting room forthcoming ]
  • 09:45 – 09:55 Final real-life corridors report
  • 09:55 Learning topic breakout rooms OR corridor discussions – your call!
  • 10:20 – 10:30 Break
  • 10:30 – 11:25 Marja Diaz

Assigned


Week 8 … 09.28-10.02 … Learning Topics … Kelly Cox (Miami Waterkeeper) & Daniel Parobok

Goals for the Week …

  • Review Reflection & Grading
  • Learning topic work
  • Protecting marine habitat patches and species of conservation concern – guest lesson from Kelly Cox (General Counsel, Miami Waterkeeper) & Daniel Parobok (Environmental Coordinator, Biologist, Planning Dept, Islamorada, FL)

09.28 M 

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35-09:40 Housekeeping & announcements
  • 09:40 Reflection & Grading thoughts
  • 10:00-11:25 Learning Topic Work Session
    • Check your Milestones
    • Austin will visit (about 15 min each) … Invasive Species … Pandemic Disease … Red Wolves … Single Species Vs Ecosystem … Zoos and Captive Breeding
    • Hess will visit (about 15 min each) … Education & Advocacy … Conservation Justice … Surrogate Approaches … Blue Crabs … Human-Wildlife Interactions

09.30 W … Kelly Cox & Daniel Parobok

  • Special Zoom Link for this class session – you will start in a waiting room and be admitted to class
  • 09:35-09:40 Housekeeping & announcements
    • Charlie Nilon’s presentation was recorded (NCSU login required)
    • Take-away points from our conversation with Marja Diaz – awesome!!
  • 09:40 Introductions & journeys – NC State graduates Kelly Cox (General Counsel, Miami Waterkeeper) & Daniel Parobok (Environmental Coordinator, Biologist, Planning Dept, Islamorada, FL)
  • 09:55 Presentations – Protecting Habitat and Species in Biscayne Bay and Islamorada
  • 10:25 Break
  • 10:35 Open conversation and discussion
  • 11:20 Wrap

Assigned


Week 9 … 10.05-10.09 … Local Land Conservation (Guests) … Learning Topics

10.05 M – Local Land Conservation – Triangle Land Conservancy, Wake County Open Space, & Raleigh Parks

  • Special Zoom Link for this class session – you will start in a waiting room and be admitted to class
  • 09:35-09:40 Housekeeping & announcements
  • 09:40 Deborah Fowler (Wake County), Leigh Ann Hammerbacher (Triangle Land Conservancy), & Sean Gough (Raleigh Parks)
    • Each of you can take about 5 minutes to talk about your journey to the position you now occupy – training, experience, important decision points, etc
    • Each of you can talk about your organization – what it does, its mission, how it relates to conservation, etc
    • A round of what your day-to-day work life is like within that organization
    • Some open discussion and questions
    • 10-minute break
    • A bit about how your organization decides what lands to conserve – priorities, selection process, etc
    • Tools for acquiring land – fee simple, easements, eminent domain
    • Management challenges once you have conservation land
    • Some open discussion and questions
    • Final round … any advice for the students, knowing what you now know?

10.07 W – Learning Topic Teams & Peer Review

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35-09:55 Housekeeping & announcements
  • 09:55-10:35 Learning topic teams
    • Check your Milestones
    • Prepare to deliver materials to partner for peer review
    • Austin will visit (<10 min each) … Red Wolves … Invasive Species … Zoos and Captive Breeding … Single Species Vs Ecosystem … Pandemic Disease
    • Hess will visit (<10 min each) … Human-Wildlife Interactions … Education & Advocacy … Blue Crabs … Surrogate Approaches … Conservation Justice
  • 10:35-10:45 Break
  • 10:45 Deliver draft products for peer reviews in learning topic teams
    • Will combine breakout rooms
    • Education & Advocacy  …  Human-Wildlife Interactions
    • Red Wolf Reintroduction & Management  …  Zoos & Captive Breeding
    • Invasive Species  …  Pandemic Disease & Conservation
    • Single vs Ecosystem Approaches to Conservation  …  Blue Crab Sustainability
    • Surrogate Species  …  Conservation Justice

Assigned


Week 10 … 10.12-10.16 … Development Activity … Learning Topics

10.12 M Development Activity

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35-09:40 Housekeeping & announcements
  • 09:40-10:30 Development Activity
    • 09:40 Instructions
    • 09:45-10:15 Work in breakout rooms – draw in the Google slide in this folder with your breakout room number – approx 30min
    • 10:15-10:35 Report out from teams
  • 10:35-10:40 Break
  • 10:40-11:25 Development Activity Redux
    • 10:40-11:00 Continue in teams (10 min)
    • 11:00-11:10 Discussion (10 min)
    • 11:10-11:20 Continue in teams (10 min)
  • 11:20 Wrap

10.14 W Learning Topics

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35-09:40 Housekeeping & announcements
  • 09:40-10:35 Deliver peer reviews to learning topic partner teams
    • 09:40-09:50 Individual teams – get act together for delivery
    • 09:50 Combine partner teams
      • Education & Advocacy  …  Human-Wildlife Interactions
      • Red Wolf Reintroduction & Management  …  Zoos & Captive Breeding
      • Invasive Species  …  Pandemic Disease & Conservation
      • Single vs Ecosystem Approaches to Conservation  …  Blue Crab Sustainability
      • Surrogate Species  …  Conservation Justice
    • 09:55 First team share review comments and ideas (20min)
    • 10:15 Second team share review comments and ideas (20min)
    • If you get done early, pop back into the main room and I can put you into your separate rooms
  • 10:35-10:45 Break in big room
  • 10:45-11:25 Learning topic teams
    • Check your Milestones carefully.  Several teams have undelivered items (orange highlights).  Also want to confirm teams that haven’t submitted optional reading guides really meant not to have one.
    • Plan for moving forward now that you have review input
    • Austin will visit (<10 min each) … Red Wolves … Invasive Species … Zoos and Captive Breeding … Single Species Vs Ecosystem … Pandemic Disease
    • Hess will visit (<10 min each) … Human-Wildlife Interactions … Education & Advocacy … Blue Crabs … Surrogate Approaches … Conservation Justice
  • 11:25 Class ends – you may leave from topic team rooms as you finish – no further Big Room meeting

Assigned


Week 11 … 10.19-10.23 … Conservation Careers … Student-Led Lessons:  Human-Wildlife Interactions … Red Wolf Reintroduction & Management

10.19 M – Conservation Careers

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35-09:45 Housekeeping & announcements
    • Take-away points from Local Land Conservation panel
    • Please complete team peer evaluation as soon as possible, but before class W 10.21
    • There are reading guides for next week – see Assignments below.  Please treat these with even more respect than you treated mine – your classmates have gone to lengths to create engaging and informative lessons
    • Class lesson critique process
  • 09:45 Conservation Careers Activity
    • 09:50 Part 1 – Teams look at single job listing – take notes in work folder
    • 10:10 Break in main room (while I recreate breakout rooms)
    • 10:15 Part 2 – Teams share different job listing
    • 10:40 Discuss in main room
  • 10:55-End  Learning Topic Breakout Rooms

10.21 W – Student-Led Lessons: Human-Wildlife Interactions … Red Wolf Reintroduction & Management

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35-09:40 Housekeeping & announcements
    • Keep up with your milestones … the 8 non-forum teams all have a product peer review package due to instructors on M 10.26
  • 09:40 – 10:10 Student-Led Lesson // Human-Wildlife Interactions
  • 10:10 – 10:20 Plus/Delta Critiques
  • 10:20 – 10:30 Break
  • 10:30 – 11:00 Student-Led Lesson // Red Wolf Reintroduction & Management
  • 11:00 – 11:10 Plus/Delta Critiques
  • 11:10 – Wrap

Assigned

  • Please complete team peer evaluation (do by start of class W 10.21)
  • Please complete the Invasive Species Reading Guide (do by start of class M 10.26)
  • Please complete the Sea Turtle Conservation Reading Guide (do by start of class M 10.26)

Week 12 … 10.26-10.30 … Student-Led Lessons: Invasive Species of NC … Sea Turtle Conservation … Conservation Challenges: Surrogate Species Approaches

10.26 M – Student-Led Lessons: Invasive Species of NC … Sea Turtle Conservation

  • Zoom Link for class session – you must log in with your Unity credentials to join the Zoom session
  • 09:35-09:40 Housekeeping & announcements
  • 09:40 – 10:10 Student-Led Lesson // Invasive Species of NC
  • 10:10 – 10:20 Plus/Delta Critiques
  • 10:20 – 10:30 Break
  • 10:30 – 11:00 Student-Led Lesson // Sea Turtle Conservation
  • 11:00 – 11:10 Plus/Delta Critiques
  • 11:10 – Wrap

10.28 W – Conservation Challenges: Surrogate Species Approaches

  • SPECIAL ZOOM LINK for today – you will enter a waiting room
  • 09:40 Prep time for team
  • 09:50 Forum starts
  • 11:05 Forum ends
  • Forum feedback form – for all class and audience
  • 11:10 – 11:15 Plus/Delta Critiques
  • 11:15 Housekeeping & announcements

Assigned

  • Please complete the SingleVsEcosystem Reading Guide (do by start of class M 11.02)
  • Please complete the CaptiveZoos Reading Guide (do by start of class M 11.02)
  • Please complete the BlueCrabs Reading Guide (do by start of class W 11.04)
  • Please complete the Pandemics Reading Guide (do by start of class W11.04)

Week 13 … 11.02-11.06 … Student-Led Lessons: Single Species Vs Ecosystem Approaches … Zoos & Captive Breeding … Pandemic Disease & Conservation … Blue Crab Sustainability

11.02 M – Student-Led Lessons: Single Species Vs Ecosystem Approaches … Zoos & Captive Breeding

  • 09:35-09:40 Housekeeping & announcements
  • 09:40 – 10:10 Student-Led Lesson // Single Species Vs Ecosystem Approaches
  • 10:10 – 10:20 Plus/Delta Critiques
  • 10:20 – 10:30 Break
  • 10:30 – 11:00 Student-Led Lesson // Zoos & Captive Breeding
  • 11:00 – 11:10 Plus/Delta Critiques
  • 11:10 – Wrap

11.04 W – Student-Led Lessons: Pandemic Disease & Conservation … Blue Crab Sustainability

  • 09:35-09:40 Housekeeping & announcements
  • 09:40 – 10:10 Student-Led Lesson // Pandemic Disease & Conservation
  • 10:10 – 10:20 Plus/Delta Critiques
  • 10:20 – 10:30 Break
  • 10:30 – 11:00 Student-Led Lesson // Blue Crab Sustainability
  • 11:00 – 11:10 Plus/Delta Critiques
  • 11:10 – Wrap

Assigned

  • Potential Reading Guides for Student-led lessons
  • Review (or complete) your responses to the Climate Change Reading Guide (do by start of class W 11.11)
  • Please complete your final team peer evaluation (do by END OF DAY M 11.09) – will be returned by end of day W 11.11
  • Complete final Reflection & Grading form (do by END OF DAY W 11.18)

Week 14 … 11.09-11.13 … Conservation Challenges: Conservation Justice … Climate Change & Conservation

11.09 M – Conservation Challenges: Conservation Justice

  • 09:35-09:40 Housekeeping & announcements
  • 09:40 Prep time
  • 09:50 Forum starts
  • 11:05 Forum ends
  • Forum feedback form – for all class and audience
  • 11:05 – 11:25 Plus/Delta Critiques

11.11 W – Climate Change & Conservation (Austin Thomas) … Wrap

  • 09:35-09:40 Housekeeping & announcement

Assigned


Week 15 … 11.16-11.20 … FINALS WEEK – NO EXAM – BE SURE TO COMPLETE FINAL REFLECTION & GRADING FORM