Resource Case Study (total 65%): Students will work in groups of four to develop a case study and policy brief on a chosen resource. These content-based case studies will integrate concepts discussed in class. Your knowledge of ecology and policy as they relate to the resource and your ability to effectively communicate that knowledge must be clearly demonstrated. The case study will be divided into different parts, all of which are crucial in the policy process.
- The policy paper (20%) of no more than 20 pages (excluding references and appendices) is a group paper that will also be published on the case study website.
- The case study website (20%) will be evaluated twice, in the middle of the semester and upon submission of the final group policy paper.
- Media and data visualization is also an important part of policy rhetoric, and so each individual in the group will construct an infographic (15%) that will be featured in both the website and the policy paper. See the course moodle for more information and handouts.
- Finally, each group will present (10%) their case study to the rest of the class at the end of the semester, using your infographics built into a powerpoint presentation.
Stakeholder Meetings (10%): During the course of the semester, we will have several stakeholder meetings (one for each of the course case studies). During these meetings, individuals will assume the role of a stakeholder of a resource and the stakeholders will debate the science and policy of management of the resource. For instance, you might be assigned the role of a fisherman, consumer or fisheries expert in discussing policy and science of a particular fishery. Each student will play a stakeholder at least once during the course of the semester.
Policy Summary (10%): In most weeks, individual students will post a brief policy or ecology summary or analysis on the course website or their own group’s website, overviewing the issues covered in the seminar or relationship of that content to the case study resource. The posts will be due prior to the Tuesday meeting of week’s when they are assigned; it will be evaluated on the effectiveness relative to ecological or policy issues.
Class Participation and Attendance (15%): We will frequently have small group and class discussions on the case studies and papers related to class material. We will call on volunteers or select non-volunteers to summarize the material, relate it to the material we are currently covering, relate it to the themes of the course, or answer any number of other questions. Your preparation for class on these days will count for class participation. In addition, we will often have short discussions regarding the reading; this will encourage you to read ahead. Be prepared for class, whether the format for that day will be lecture, discussion, or presentation. Material covered in lecture will supplement the text, and understanding the lecture will depend upon your reading before class. Unavoidable absences may occur, and in such cases, will require a legitimate excuse.
Tardiness is not acceptable. We start on time, and we expect you to be in class or at a meeting place when we begin; we will not wait for anyone for field trips. It’s distracting and disrespectful to come in late. If you are going to be absent or late and think you have a valid excuse, see or e-mail us. This applies to assignments; any assignment not turned in on time will receive an automatic 10% deduction, with another 10% for each additional day it is late. Consistent absences, tardiness, non-participation, and unpreparedness will affect your participation/attendance grade.
Evaluation: Grades will be assigned using the following scale. If you are unsure about your standing, please contact us: A: 93.0-100% A-: 90.0-92.9%
B+: 87-89.9% B: 83.0-86.9% B-: 80.0-82.9%
C+: 77-79.9% C: 73.0-76.9% C-: 70.0-72.9%
D+: 65-69.9% D: 60.0-64.9% F: < 60%