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2012-13 Undergraduate Index A-Z
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Zoology [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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Bret Weinstein
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | Bret Weinstein | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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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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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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Dylan Fischer and Alison Styring
Signature Required:
Spring
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Program | JR–SRJunior - Senior | 16 | 16 | Day | S 13Spring | This program will focus on intensive group and individual field research on current topics in ecological science. These topics will include forest structure, ecosystem ecology, effects of forest management, ecological restoration, riparian ecology, fire history, bird abundance and monitoring, insect-plant interactions, and disturbance ecology. Students will be expected to intensively use the primary literature and student-driven field research to address observations about ecological composition, structure and function. Multiple independent and group research projects will form the core of our work in local forests of the south Puget lowlands, national forests, national parks, state forests and other relevant natural settings. Students are expected to "hit the ground running" and should develop research projects for the entire quarter within the first several weeks of the program.Through a series of short, intensive field exercises, students will hone their skills in observation, developing testable hypotheses, and designing ways to test those hypotheses. We will also explore field techniques and approaches in ecology, and especially approaches related to measuring plant and avian biodiversity. Students will have the option to participate in field trips to sites in the Pacific Northwest and the Southwest (U.S.). Research projects will be formally presented by groups and individuals at the end of the quarter. Finally, student research manuscripts will be created throughout the quarter utilizing a series of intensive multi-day paper-writing workshops. We will emphasize identification of original field research problems in forest habitats, experimentation, data analyses, oral presentation of findings, and writing in scientific journal format. | Dylan Fischer Alison Styring | Junior JR Senior SR | Spring | Spring | |||||
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Jennifer Calkins
Signature Required:
Spring
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Contract | JR–SRJunior - Senior | 16 | 16 | Day, Evening and Weekend | S 13Spring | This individual study opportunity will facilitate independent student molecular genomic lab and evolutionary ecological field work with animal species. Students may also have the opportunity to integrate creative writing and multimedia work into their studies. With faculty guidance, students will engage in integrative projects investigating the evolution of focal taxa by incorporating methods such as sequencing, bioinformatic analysis, niche analysis and vertebrate field ecology. All participants will also work as a cohesive lab group, meeting regularly to share and trouble-shoot projects and read and discuss research papers. They will also have the opportunity to interact with faculty, students and postdocs from other colleges such as the UW and Occidental College in Los Angeles. | Jennifer Calkins | Junior JR Senior SR | Spring | Spring | |||||
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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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Jennifer Calkins
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Program | JR–SRJunior - Senior | 16 | 16 | Day | W 13Winter | Ecology, evolutionary biology | Jennifer Calkins | Mon Tue Thu | Junior JR Senior SR | Winter | Winter | ||||
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Peter Impara
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | At what scale should we manage or study an ecosystem or landscape? What is a natural landscape, and how do (or can) we manage it? Geographers and ecologists have pondered the question of scale in ecosystems, and how to apply scale issues to conservation and research. Many ecosystem and related studies have been conducted at fine spatial scales, yet many of the problems and issues of resource management and conservation are best approached at broader, landscape-level spatial scales. This program will investigate broader scale approaches to on-going conservation and management activities in important ecosystems and approaches of scientists regarding the issues of scale and the ecological patterns and processes used to define "natural systems."Scale, landscape analysis and pattern-process interactions will be addressed using computer labs in GIS and spatial analysis. Students will learn about landscape ecology concepts through lectures, field trips to nearby natural areas to observe pattern-process interactions, and through the design and implementation of a landscape ecology research project. Through class and field work students will learn about important ecological principles such as disturbance regimes, biotic diversity and species flow, nutrient and energy flows, and landscape change over time. Seminar readings will tie landscape ecology principles to on-going ecosystem management activities.Students will develop skills in ecological pattern and spatial analysis, natural history and field interpretation, and the generation of multiple research hypotheses and methods to address those hypotheses. | Peter Impara | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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Alison Styring and Dina Roberts
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | Birds are the most diverse vertebrates found on the earth. We will explore the causes of this incredible diversity through a well-rounded investigation of general bird biology, the evolution of flight (and its implications), and the complex ecological interactions of birds with their environments. This program has considerable field and lab components and students will be expected to develop strong bird identification skills, including Latin names, and extensive knowledge of avian anatomy and physiology. We will learn a variety of field and analytical techniques currently used in bird monitoring and research. We will take several day trips to field sites in the Puget Sound region throughout the quarter to hone our bird-watching skills and practice field-monitoring techniques. Students will keep field journals documenting their skill development in species identification and proficiency in a variety of field methodologies. Learning will also be assessed through exams, quizzes, field assignments, group work and participation. | Alison Styring Dina Roberts | Tue Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Steven G. Herman
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day, Evening and Weekend | Su 13Summer Session II | Summer Ornithology is a three week bird-banding course taught entirely in the field. We leave campus on the first day, travel through some of the best birding country in Oregon, then over the next few days find and set up camp in a place where we can net, process, and band a sufficient number of birds to provide all students with appropriate experience. We spend the next two weeks netting, processing, banding, and releasing several hundred birds of about 25 species. We focus on aspects of banding protocol, including net placement, removing birds from nets, identification, sexing, ageing, and record-keeping. We balance the in-hand work with field identification and behavioral observations, and during the last week we tour Steens Mountain and the Malheur area. This course has been taught for over 30 years, and more than 24,000 birds have been banded during that time. Lower or upper-division credit is awarded depending of the level of academic achievement demonstrated. A photo essay on this program is available through and a slide show is available through . | Steven G. Herman | Mon Tue Wed Thu Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Heather Heying and Jennifer Calkins
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | S 13Spring | Evolution provides an explanation for the extraordinary biological diversity on this planet. In this program, we will focus on macroevolutionary processes, specifically speciation and the evidence it leaves behind. In doing so, we will address several philosophical questions, including: How do we make claims of knowledge in an historical science such as evolution? We will investigate questions that may seem simple at first--What is a species?--but turn out to have myriad, conflicting answers. This complexity, and our attempts to discern the pattern in that complexity, will be our focus.We will use the vertebrates as our model with which to study evolution, reviewing the morphological and genomic history and diversity of this clade. Innovations have marked the history of vertebrates, including the origins of cartilage, bone, brains, endothermy, and the amniotic egg, which allowed for the invasion of terrestrial habitats. The transformation of existing structures to take on new functions has been another notable feature of vertebrate evolution: from swim bladder into lungs, hands into wings, and scales into both feathers and hair. This vertebrate diversification involved genomic innovation, particularly that involving the variation in the regulation of gene expression and regular bouts of gene duplication and diversification.Classroom work will include workshops and lectures in which active participation by all students will facilitate an enriching learning community. The labs will involve studying the focal traits of the primary two approaches to studying vertebrate evolution: morphological and molecular.In the wet lab, we will study the comparative anatomy of vertebrate skulls and skeletons, and dissect cats and sharks. We will also sequence genes and portions of the genome of various vertebrates. In the computer lab, we will use analyze our genomic data. We will combine our morphological and molecular investigations using software designed for systematic character analysis and for testing the pattern of selection across traits. Using this software, students will generate and analyze molecular and morphological datasets. There will be two multi-day field trips. Students will present short lectures on topics in genomics, molecular evolution, anatomy or physiology (e.g. circulatory system, musclephysiology). Students will also conduct extensive research on a current unresolved topic in vertebrate evolution, and will present that research in both a paper and a talk. | Heather Heying Jennifer Calkins | Junior JR Senior SR | Fall | Fall |
