This course is based upon a collection of published articles and individual book chapters, which will be given to you.  These materials will also be available in electronic form on Blackboard.

 Recommended Text:

In addition to the required readings, the following textbook has a very lucid overview.  I recommend it as supplementary reading, but it is optional.  I also have two copies of the book if you want to borrow it for a little while to read specific chapters.

Lockwood, J.L., M.F. Hoopes, and M.P. Marchetti. 2007. Invasion Ecology.  Oxford, Blackwell Publishing.

Course Website: This course is on Blackboard.

Use your IC email address as your Blackboard ID (without the @ithaca.edu); your password is your IC email password.  Part of your classwork will be to post discussion comments on Blackboard. 

Course Description:  Invasive species are considered one of the major ecological crises of today, but what makes them so different?  In this course, we will explore the biology of invasive species, and the process and impacts of their invasion.  We will use current literature on this active field of inquiry to learn about current hypotheses on how and why invasive species succeed. 

Learning Objectives:  The Biology Department has identified seven Student Learning Objectives to be mastered by students in our majors.  I expect this course to foster your skills in six of these seven:

1. demonstrate an understanding of the fundamental concepts and principles in biology, specifically ecological and evolutionary processes pertaining to invasion biology such as life history theory, island biogeography, trophic cascades, founder effects, and adaptation. {ESS objective: demonstrate advanced scientific literacy as it relates to the environment}
2. demonstrate an understanding of the application of biological concepts to everyday life, specifically in the context of the impact invasive species have on ourselves.
3. articulate connections among biological concepts at various levels (e.g. molecular, cellular, organismal, ecological) as well as between biology and other natural sciences, specifically the connections between organismal and ecological processes. {ESS objective: demonstrate mastery of integrative and systems thinking approaches to environmental issues}
4. critically analyze biological information, including analysis of the effectiveness of methods, the meaning of observational and experimental data, and the appropriateness of conclusions, specifically evaluating the methods as well as conclusions of primary case studies.
5. effectively communicate scientific works in both oral and written form, through a review paper and presentation on a case study of interest. {ESS objectives: demonstrate competency in written, oral and technical communication, especially to a variety of audiences}
6. carry out work in a way that demonstrates a professional standard of ethics, collaboration, and respect for nature, especially the ability to interact with one another in an engaged and respectful manner. {ESS objective: demonstrate the ability to lead others, as well as the ability to function effectively as part of a team}

Attendance: Students are expected to attend all lectures with the exception of health emergencies, religious holidays, court appearances, or college-authorized extracurricular events. This is a small, interactive class; participation is very important.  If you are not going to be able to attend a class, please have the courtesy to inform me.  Chronic tardiness or absence will affect your grade.    

Evaluation: Your grade will be based on short assignments, participation, and a final paper with presentation.

Short assignments:

Essays:  There will be three short (1-2 page) essays assigned over the term.  

Paper Guide Questions:  Each week, I will provide a set of questions that will help guide you through one of the readings.  You are required to complete four of these (two before, two after midterm) for credit.

Participation:

Preparation: 
We will prepare for each week’s topic by posting comments on the Blackboard discussion board.  Each week I expect everyone to post at least one thoughtful comment or question that will forward our subsequent discussions.

Leading:  
Wednesday discussions will be spearheaded by two students each week.  You will be responsible for leading discussion two weeks.  Leading discussion should include a very brief summary of the main points of the paper, and being prepared with guiding questions or comments to stimulate discussion.   

Grading & Points: