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2012-13 Undergraduate Index A-Z
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Marine Science [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Dylan Fischer, Abir Biswas, Lin Nelson, Erik Thuesen, Alison Styring and Gerardo Chin-Leo
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior - Senior | V | V | Day | F 12 Fall | W 13Winter | S 13Spring | Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market. studies in nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. studies marine phytoplankton and bacteria. His research interests include understanding the factors that control seasonal changes in the biomass and species composition of Puget Sound phytoplankton. In addition, he is investigating the role of marine bacteria in the geochemistry of estuaries and hypoxic fjords. studies plant ecology and physiology in the Intermountain West and southwest Washington. This work includes image analysis of tree roots, genes to ecosystems approaches, plant physiology, carbon balance, species interactions, community analysis and restoration ecology. He also manages the EEON project (academic.evergreen.edu/projects/EEON). See more about his lab's work at: academic.evergreen.edu/f/fischerd/E3.htm. studies and is involved with advocacy efforts on the linkages between environment, health, community and social justice. Students can become involved in researching environmental health in Northwest communities and Washington policy on phasing out persistent, bio-accumulative toxins. One major project students can work on is the impact of the Asarco smelter in Tacoma, examining public policy and regional health. studies birds. Current activity in her lab includes avian bioacoustics, natural history collections and bird research in the EEON. Bioacoustic research includes editing and identifying avian songs and calls from an extensive collection of sounds from Bornean rainforests. Work with the natural history collections includes bird specimen preparation and specimen-based research, including specimens from Evergreen's Natural History Collections and other collections in the region. Work with EEON includes observational and acoustic surveys of permanent ecological monitoring plots in The Evergreen State College campus forest. conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology and biochemistry. Please go to the catalog view for specific information about each option. | botany, ecology, education, entomology, environmental studies, environmental health, geology, land use planning, marine science, urban agriculture, taxonomy and zoology. | Dylan Fischer Abir Biswas Lin Nelson Erik Thuesen Alison Styring Gerardo Chin-Leo | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Erik Thuesen
Signature Required:
Fall Winter Spring
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Research | JR–SRJunior - Senior | V | V | Day | F 12 Fall | W 13Winter | S 13Spring | Erik Thuesen | Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Gerardo Chin-Leo
Signature Required:
Fall Winter Spring
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Research | JR–SRJunior - Senior | V | V | Day | F 12 Fall | W 13Winter | S 13Spring | Gerardo Chin-Leo | Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Erik Thuesen
Signature Required:
Fall
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | In the 19th century, well-known European scientists such as Darwin, d'Orbigny and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert and alpine environments of the Southern Cone harbor flora and fauna very different from similar environments in North America. In this two-quarter program, we carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia.After an introductory week in Olympia at the start of fall quarter, the study abroad portion of the program will commence with a 4-week intensive study of Spanish language in Buenos Aires to prepare us for our travels and studies in Argentina during fall and winter quarters. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures and class work in Buenos Aires. We will take a short trip to the sub-tropical province of Misiones during October, then move to the coastal and mountain regions of Patagonia in November. We will study the natural history of Patagonia, beginning with field studies on the Atlantic coast and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring.Students will conduct formal field exercises and keep field notebooks detailing their work and observations. We will read primary literature articles related to the biodiversity of Argentina and augment our field studies with seminars.During winter quarter (summer in the southern hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane and steppe habitats, then work in small groups on focused projects examining biodiversity topics. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those in more southern parts of Patagonia, at this time of the year. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to insure successful projects in winter quarter. Examples of individual/small-group projects include: comparisons of plant/animal biodiversity between coastal, desert and alpine zones; comparative studies of the impacts of ecotourism activities on biodiversity; or examining community composition of intertidal habitats along a gradient from north to south, among others. | Erik Thuesen | Junior JR Senior SR | Fall | Fall | ||||
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Amy Cook and Gerardo Chin-Leo
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 12 Fall | Boundaries between habitats (ecotones) and extreme environments (temperature, pressure and salinity) often contain diverse and productive ecosystems. This program will explore the physics and chemistry of these environments and examine the organism adaptations and ecological interactions that determine their unique biodiversity and productivity. In addition, we will examine the ecotones and extreme environments created by the expansion of human development into natural ecosystems. An understanding of the structure and function of ecotones and extreme environments can contribute to conservation biology efforts such as the design of parks and reserves and allow us to better understand how human-dominated landscapes influence natural landscapes.Through lectures, workshops and field activities, students will learn how to identify local plants and animals and will learn about the composition and ecology of several common habitats in the Pacific Northwest including coniferous forest, freshwater stream and nearshore marine. Students will examine the ecotones between these communities by identifying the resident organisms, and describing the physical characteristics of the ecotones and the dynamics of biogeochemical cycles that cross community boundaries. Taking advantage of the Evergreen campus and nearby areas as natural laboratories, we will focus on the following ecotones: intertidal zones, the boundary between freshwater aquatic systems and terrestrial systems, the transition zone between marine and freshwater (estuaries) and the ecotones associated with human-dominated landscapes. In addition, we will examine the ecology of extreme environments such as hydrothermal vents and hypersaline lagoons and the physiological adaptations that organisms have made to live in these environments.The program will provide students with the opportunity to broaden their understanding of biology and ecology, develop skills in several of the major techniques used in field ecology and improve their writing, quantitative and communication skills. | Amy Cook Gerardo Chin-Leo | Freshmen FR Sophomore SO | Fall | Fall | |||||
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Gerardo Chin-Leo and Lucia Harrison
Signature Required:
Spring
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | W 13Winter | S 13Spring | This program will examine marine environments and life (The Sea) from the perspectives of science and visual arts. This program is designed for beginning students in either discipline. The Sea accounts for a major portion of the biomass and diversity of life and plays a major role in global cycles. The Sea also is a source of inspiration for artists, and artwork provides insights into the relationships of humans to this environment. Currently, The Sea faces major crises caused by human activities such as habitat degradation and natural resource over-exploitation. Science and art can contribute to effective solutions to these major environmental problems by providing an understanding of natural phenomena and insights into how nature is perceived and valued by humans. We will examine how both visual artists and marine scientists use close observation to study The Sea and produce images to communicate the results of their work. We will also study how scientific findings can provide a foundation for expressive art and how art can effectively convey the implications of scientific findings to how humans relate with nature.Activities will develop concepts and skills of marine science and visual art and examine how each discipline informs the other. Lectures will teach concepts in marine science and aesthetics and develop a basic scientific and visual arts vocabulary. Labs and field trips to local Puget Sound beaches, the San Juan Islands and Olympic Peninsula will provide opportunities to experience The Sea and to apply the concepts/skills learned in class. Weekly workshops on drawing and watercolor painting will provide technical skills for keeping illustrated field journals and strategies for developing observations into polished expressive thematic drawings. Seminars will explore how scientific and artistic activities contribute to solving environmental issues. For example, we will study how the understanding of human relationships with The Sea can be combined with knowledge of the science underlying marine phenomena to promote effective political change (artists and scientists as activists). Other themes that explore the interaction of science and art will include the Sea as: a source of food, a metaphor for human experience, a place of work or medium of transportation, and a subject of inquiry. Most assignments will integrate science and art.In winter quarter, we will focus on marine habitats including estuaries such as the Nisqually River estuary, the inter-tidal zone and the deep sea. Spring quarter will focus on the diversity and adaptations of marine life. Both quarters will include week-long overnight field trips. This program will include an outreach component where students will contribute to environmental education by developing and presenting science and art curriculum to local schoolchildren. | visual arts, education, marine science, biology and ecology. | Gerardo Chin-Leo Lucia Harrison | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter Spring | |||
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Martha Henderson
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Course | JR–GRJunior - Graduate | 2, 4 | 02 04 | Day, Evening and Weekend | Su 13Summer | As the largest island in the Caribbean, with the highest percentage of environmental scientists and engineers and a long-standing commitment to policies that promote environmental protection and sustainable development, Cuba is uniquely positioned to provide leadership in enlightened environmental policy and practice in our shared ecosystem. The rationale and potential for mutual collaboration between US and Cuban environmentalists in this vital and shared ecosystem is considerable.This course will be joining for its biannual research program on environmental protection and sustainable development in Cuba, which includes an opportunity for interchange with participants in the IX International Conference on Environment and Development hosted by the . Trip dates are 7/5/13-7/14/13. Course requires separate registration in April through Eco Cuba Network; please contact Gail Wootan at wootang@evergreen.edu if interested in this course.For more information about the research program, please see . For more information on the conference in Cuba and conference schedule: Students may choose to take this course for two credits or four credits. Two credit students will be required to complete reading assignments and virtual meetings in June prior to leaving for Cuba. Two credit students are required to submit their field notebooks with a reflective essay by July 29. Four credit students are required to complete reading assignments, short paper assignment and all virtual class meeting times prior to leaving for Cuba. Upon returning from Cuba, four credit students are required to submit a 15 page paper based on field and archival work by July 29. All students are required to write a short autobiography and short essay on their trip expectations. They must also submit a resume. Students will ‘meet’ in the virtual classroom. A Moodle site will be set up for virtual class meetings.The cost of the Eco Cuba Network program, including flight from Cancun, Mexico is $2600. Students are responsible for purchasing airfare to Cancun. Students may also choose to arrive early or stay late for personal travel. If enough students are interested, a service project after 7/14/13 may be organized.NOTE: Students interested in this course must register through Eco Cuba Network separately sometime in April. Please contact Gail Wootan, Assistant Director of the Graduate Program on the Environment, at wootang@evergreen.edu if interested in this course. | Martha Henderson | Summer | Summer | ||||||
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Erik Thuesen
Signature Required:
Spring
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This is an opportunity for advanced students to create their own course of study and research in environmental studies. Prior to the beginning of spring quarter, interested individual students or small groups of students must consult with the faculty sponsor about their proposed projects. The faculty sponsor will support students to carry out studies in environmental fieldwork, ecology, zoology and marine science. Students wishing to conduct laboratory-based projects or carry out extensive fieldwork should have the appropriate skills needed to complete the project. | Erik Thuesen | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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Gerardo Chin-Leo
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 13Summer Session I | This program introduces principles of marine biology focusing on the marine life and marine habitats of the Pacific Northwest coast. We will study the environment, taxonomy, adaptations, and ecology of marine organisms as well as the major oceanographic features of the northwest coast. There will be various field trips including a camping trip to the Olympic Peninsula and possibly a sailboat trip. | Gerardo Chin-Leo | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Trisha Towanda
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Program | JR–SRJunior - Senior | 16 | 16 | Day | S 13Spring | Studying climate change processes in the ocean frequently requires approaches that are unique to the marine environment. In this program, we will study the instruments and methods that allow us to conduct science beneath the sea. Lectures will cover marine topics in climate change and regional ecosystems of the Pacific Northwest.We will explore various marine ecosystems of the Pacific Northwest through a series of formal field exercises, including a multi-day field trip on the Olympic Coast. Students will maintain detailed field notebooks with observations, questions and hypotheses that will be the foundation of subsequent literature research. Working in groups, students will write formal scientific reports on each site to address effects of climate change. Students will also conduct a poster session on oceanographic instruments used to study various physical, geological, chemical and biological phenomena in the ocean. Weekly seminar sessions will allow each student opportunities to facilitate seminars on primary scientific literature. In addition, students will interpret scientific literature regarding effects of rapid global climate change on marine systems for non-scientist audiences though various media forms. Through final group presentations, students will convey the scientific research behind efforts to address the impacts of global climate change on marine environments. | Trisha Towanda | Junior JR Senior SR | Spring | Spring |
