zool 562 wildlife management · 2013-07-09 · 3 exams there will be 1 mid-term exam, 1 lab final...

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ZOOL 562 WILDLIFE MANAGEMENT Course Syllabus – Spring 2013

Western Illinois University

Instructor: Dr. Christopher N. Jacques Phone: (309) 298-2155

338 Waggoner Hall email: [email protected]

Lecture: MW – 9:00-9:50 am; Rm 336, Waggoner Hall

Lab: T – 10:00-11:50 am; Rm 336, Waggoner Hall

Office Hours: M, T – 2:00-3:00 pm; W – 3:00-4:00 pm; Th – 10:00-12:00 pm, by appointment,

or if my door is open.

Attendance Policy

Since a significant percentage of your grade will include weekly discussions of assigned

readings, you are required to attend lecture (M, W 9–9:50 am). Further, labs also will frequently

be used to permit more lengthy discussion of lecture materials and assigned readings, thus attendance

is required….no exceptions!

Course Overview

The course will focus on the application of ecological principles of the management and conservation

of wildlife resources using a problem-based format. We will cover the history and development of

wildlife management as a science; characteristics of, and factors affecting wildlife populations;

techniques and theories of management; and wildlife conservation. This course will use a wide array

of scientific literature within a discussion format to expose students to theoretical principles of the

ecology and management of wildlife resources. Additionally, we will delve into different

techniques, perspectives, and approaches to both identify and achieve wildlife management

goals.

Teaching Objectives

1. Students will develop a general understanding of the basic assumptions, effectiveness, and

limitations of theories and strategies used to manage wildlife populations and their habitats.

2. Students will develop analytical problem-solving skills and will gain experience in data

interpretation and graphical and mathematical models.

3. Students will develop a general appreciation for the challenges and opportunities inherent in

wildlife conservation.

4. Students should be able to discuss theory and applications of population and habitat

management techniques for key wildlife groups.

5. Students will improve communication skills, computer skills, teamwork skills, critical

thinking/problem solving skills, and statistical skills.

6. Provide each student with a knowledge base from which to operate as an effective

wildlife professional.

mailto:[email protected]

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7. Demonstrate how primary scientific literature can be applied to achieve management

goals.

8. Provide an opportunity for students to discuss current management issues and participate

in wildlife data collection and analysis.

Course Prerequisites

ZOOL 200 (Introduction to Animal Biology)

Students are expected to utilize knowledge obtained from classes in Ecology, Biology, English

Composition, Statistics, Mammalogy, Botany, Zoology, and Animal Biology.

Texts

Silvy, N. J. 2012. The Wildlife Techniques Manual. The John Hopkins University Press, Baltimore,

Maryland, USA. 1136 pp.

Sinclair, A. R. E., J. M. Fryxell, and G. Caughley. 2006. Wildlife Ecology, Conservation and

Management, Wiley-Blackwell, Oxford, UK. 469 pp.

Course Format

The course will consist of 1 one-hour lecture, 1 one-hour discussion session, and 1 two-hour lab each

week. Lectures will cover material in Wildlife Ecology, Conservation, Management, and

Techniques, and discussion sessions will be based on weekly reading assignments (assigned

readings). Discussion readings are to be completed prior to weekly discussion sessions (students will

be quizzed on readings).

We will use labs for hands-on field trips, laboratory assignments, and problem sets. In addition, labs

also will be used to permit more lengthy discussion of lecture materials, readings, and subject matter

relevant to field trips.

A research project, which includes a formal research proposal and final report, is required.

We will utilize Western Online for posting/accessing reading assignments, Power Point from

lectures, written assignments, and grades.

Assignments

1. Weekly reading assignments will be given throughout the semester (see handout). Students

must be able to discuss readings on the assigned day (part of your grade will be based on

participation as well as in-class quizzes covering the assigned readings).

2. There will be frequent quizzes (~ weekly) based on the reading assignments for each week.

3. Occasional laboratory assignments will be required. The assignments will be used to

augment specific lecture topics or hands-on data.

4. A comprehensive field research project will be required (see supplement below). This

research project includes a formal proposal and final report.

5. The instructor reserves the right to give unannounced in-class quizzes during lecture.

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Exams

There will be 1 mid-term exam, 1 lab final exam, and 1 lecture final exam. Exams will consist of

short answer (including mathematical manipulations) and short essay questions. Make-up exams are

discouraged and will be given only in special circumstances. These exams will be oral and must be

arranged before the day the exam is scheduled to take place.

Grading

Mid-term Exam

100

Reading Quizzes

100

(10 quizzes @ 10 points each)

Lab/In Class Assignments

50

Lab Final Exam

150

Project Proposal

50

Project Report

150

Final Exam

150

Class Participation

100

850

Grades will be based on straight percentages and assigned according to the standard scoring

system. Only by attaining the following percentages can you be assured of receiving a desired

grade.

Grading Scale (Graduate) Grading Scale (Undergraduate)

92% - 100% A 91.0% - 100% A

90% - 90.99% A-

84% - 91.99% B 89% - 89.99% B+

81% - 88.99% B

80% - 80.99% B-

76% - 83.99% C 79% - 79.99% C+

71% - 78.99% C

70% - 70.99% C-

68% - 75.99% D 69% - 69.99% D+

61% - 68.99% D

60% - 60.99% D-

≤67.99% F <60% F

Assignments turned in late (after 5:00pm on due date) will lose 50% of the grade.

There may be extra credit opportunities in the class. If so, I will inform you of those

opportunities. Otherwise, DON’T ASK!

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Cell Phone & Electronic Devices Policy/Course Disruption Policy. Cell phone usage, text

messaging, voice recording, and digital imaging are prohibited in this course during lecture and

lab. Cell phones must be turned off (including silent mode) and cell phones must be kept out of

sight while in lecture and lab. Cell phones are a distraction during lecture and pose a safety

threat during lab exercises. Only EMTs, WIU First Responders, or other designated emergency

personnel are allowed to have an electronic devise on or activated during course hours. Laptop

computers are allowed only for note-taking but should not pose a distraction. Failure to follow

the electronic devices policy will result in loss of course points (10 pts/violation), confiscation of

the electronic device for the remainder of the class period, and/or eviction from the class meeting

or course as determined appropriate by the instructor.

In addition to electronic devices, any behavior determined to be a distraction or disruption to the

course will result in loss of course points (10 pts/violation) and/or eviction from the class

meeting or course as determined appropriate by the instructor.

Final Exam Policy. I follow the university policy on final exams found at http://www.wiu.edu/

policies/finexam.php. The policy states “Any student having more than three scheduled exams

on one day is entitled to rescheduling. The student should contact the instructor of the course

having the smallest enrollment and that instructor must allow a rescheduling of the examination.”

To reschedule the final exam, the student must provide evidence of four finals on the same day

and that Introductory Animal Biology has the smallest enrollment of the four. Final exam dates

will not be rescheduled for any other reason as it is a component of the course schedule.

Miscellaneous Details

1. Email is the best way to get in touch with me, and I check my regular WIU email frequently

and Western Online email occasionally. If you can’t email, you can call me or leave a

message with the Biology office (309-298-2408).

2. Food and drinks – Please make it something with a lid. If you can be clean, I don’t mind you

bringing it to class or lab. If not, you will not get second chances.

Important Dates

Activity Due Date

Research Proposal Due Date 4 February 2013

Midterm Exam 6 March 2013

Lab Final Exam 30 April 2013

Research Project Report Due Date 1 May 2013

Final Exam TBA (Week of 6 May 2013)

Academic Misconduct. If you cheat on an assignment or exam, you will receive an F for the

entire course. You are to do your own work on course assignments. The rights and

responsibilities of all students are detailed online at http://www.wiu.edu/policies/acintegrity.

php#rnone. The Official University Policy Manual webpage covers University policies related to

http://www.wiu.edu/policies/acintegrity.%20php#rnone

http://www.wiu.edu/policies/acintegrity.%20php#rnone

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student academic integrity, the course syllabus, grade appeals, oral English proficiency, student

absences, and students participating in university-sanctioned activities.

The following definitions and examples are not meant to be exhaustive. The University reserves

the right to determine, in a given instance, what action constitutes a violation of academic

integrity.

A. Plagiarism. Plagiarism is presenting the work of another as one's own. Plagiarism occurs

whenever:

1. One quotes another person's actual words or replicates all or part of another's product

without acknowledgment. This includes all information gleaned from any source,

including the Internet.

2. One uses another person's ideas, opinions, work, data, or theories, even if they are

completely paraphrased in one's own words without acknowledgment.

3. One uses facts, statistics, or other illustrative materials without acknowledgment.

4. One fails to acknowledge with a citation any close and/or extended paraphrasing of

another.

5. One fails to use quotation marks when quoting directly from another, whether it is a few

words, a sentence, or a paragraph.

Typical examples: Submitting, as one's own, the work of another writer or commercial writing

service; knowingly buying or otherwise acquiring and submitting as one's own work any

research paper or other writing assignment; submitting as one's own work in which portions were

produced by someone acting as tutor or editor; collaborating with others on papers or projects

without authorization of the instructor.

In addition to oral or written work, plagiarism may also involve using, without permission and/or

acknowledgment, computer programs or files, research designs, ideas and images, charts and

graphs, photographs, creative works, and other types of information that belong to another.

Because expectations about academic assignments vary among disciplines and instructors,

students should consult with their instructors about any special requirements related to citation.

B. Fabrication and Falsification. Fabrication or falsification is intentionally and knowingly

making unauthorized alterations to information, or inventing any information or citation in an

academic exercise.

Fabrication--inventing or counterfeiting data, research results, information, or procedures;

inventing data or fabricating research procedures to make it appear that the results of one process

are actually the results of several processes; counterfeiting a record of internship or practicum

experiences.

Falsification--altering the record of data or experimental procedures or results; false citation of

the source of information (e.g., reproducing a quotation from a book review while indicating that

the quotation was obtained from the book itself); altering the record of or reporting false

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information about practicum or clinical experiences; altering grade reports or other academic

records; submitting a false excuse for absence or tardiness in a scheduled academic exercise;

altering a returned examination paper and seeking re-grading.

Fabrication and/or falsification occur whenever:

1. One alters or falsifies a graded work after it has been evaluated by the instructor and

resubmits it for re-grading.

2. One invents data in a piece of work or provides a false account of the method by which

data were generated or collected.

3. One misrepresents by fabricating an otherwise justifiable excuse such as illness, injury,

accident, etc., in order to avoid timely submission of academic work or to avoid or delay

the taking of a test or examination.

C. Cheating. Cheating is intentionally using or attempting to use unauthorized materials,

information, notes, study aids, solution manuals, or other devices in any academic exercise,

test, or quiz. This includes unauthorized communication of information during an exercise.

Cheating includes:

1. Possessing unauthorized notes, crib sheets, additional sources of information, or other

materials during an examination.

2. Preparing a written answer to an exam question outside of class and submitting that

answer as part of an in-class exam.

3. Possessing term papers, examinations, lab reports, or other assignments which were

supposed to be returned to the instructor.

4. Altering test answers and then claiming the instructor improperly graded the test or

examination.

5. Giving or receiving answers by use of any signals or technology during a test.

Typical examples include (but are not limited to) copying from another student's paper or

receiving unauthorized assistance during a quiz, test or examination; using books, notes, or other

devices (e.g., calculators) when these are not authorized; procuring without authorization tests or

examinations before the scheduled exercise (including discussion of the substance of

examinations and tests when it is expected these will not be discussed); copying reports,

laboratory work, computer programs or files and the like from other students; collaborating on

laboratory or computer programs or files and the like with other students; collaborating on

laboratory or computer work without authorization and without indication of the nature and

extent of the collaboration; sending a substitute to take an examination.

D. Complicity in Academic Dishonesty. Complicity in academic dishonesty is intentionally or

knowingly helping, or attempting to help, another commit an act of academic dishonesty.

Complicity includes:

1. Permitting another student to copy one's work during an examination or allowing another

student to copy one's paper, lab report, computer program, or other assignments.

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2. Taking an examination or any portion of a course for another student; writing a paper, lab

report, computer program, or other assignments for another student.

Typical examples include (but are not limited to) knowingly allowing another to copy from one's

paper during an examination or test; knowingly and without authorization distributing test

questions or substantive information about the material to be tested before the scheduled

exercise; collaborating on academic work knowing that the collaboration will not be reported; or

taking an examination or test for another student, or signing a false name on an academic

exercise. (Note: Collaboration and sharing information are characteristics of academic

communities. These become a violation when they involve dishonesty. Instructors should make

expectations about collaborations clear to students. Students should seek clarification when in

doubt).

E. Abuse of Academic Materials. Abuse of academic materials is intentionally or knowingly

destroying, stealing, or making inaccessible library or other resource material.

Typical examples include (but are not limited to) stealing or destroying library or reference

materials needed for common academic exercises; hiding resource materials so others may not

use them; destroying computer programs or files needed in academic work; stealing or

intentionally destroying another student's notes or laboratory experiments; receiving assistance in

locating or using sources of information in an assignment where such assistance has been

forbidden by the instructor. (Note: The offense of abuse of academic materials shall be dealt with

under this policy only when the abuse violates standards of integrity in academic matters, usually

in a course or experience for which academic credit is awarded).

F. Multiple Submissions. Multiple submissions occurs when one intentionally or knowingly

submits substantial portions of the same academic work (including oral reports) for credit

more than once without the explicit authorization of both instructors. Typical examples

include (but are not limited to) submitting the same or substantially the same work for credit

in more than one course without prior permission of both instructors. Building upon or

reworking prior work is acceptable with permission of both instructors.”

BOTTOM LINE: The penalty for cheating on any assignment will include an automatic F

for the entire course followed by the student(s) being referred to the WIU Student Judicial

Program. This includes any student who knowingly offers their work to be copied by others. I

am not flexible on this policy nor will I show sympathy for those caught cheating. In short, do

your own work!

Americans with Disabilities Act. “In accordance with University policy and the Americans

with Disabilities Act (ADA), academic accommodations may be made for any student who

notifies the instructor of the need for an accommodation. For the instructor to provide the proper

accommodation(s) you must obtain documentation of the need for an accommodation through

Disability Resource Center (DRC) and provide it to the instructor. It is imperative that you take

the initiative to bring such needs to the instructor's attention, as he/she is not legally permitted to

inquire about such particular needs of students. Students who may require special assistance in

emergency evacuations (e.g., fire, tornado, etc.) should contact the instructor as to the most

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appropriate procedures to follow in such an emergency. Contact Disability Resource Center

(DRC) at 298-2512 for additional services.” WIU Policy.

University Policies

Final Exam Policy. http://www.wiu.edu/policies/finexam.php

Grade Appeals Policy. http://www.wiu.edu/policies/gradeapp.php

Student’s Rights and Responsibilities. http://www.wiu.edu/provost/students/

Student Academic Integrity Policy. http://www.wiu.edu/policies/acintegrity.php

Biology Assistance Center

The Department of Biological Sciences maintains an assistance center to help students enrolled

in introductory courses including BIO 100, 101, BOT 200, MICR 200, and ZOOL 200. The

center is located in WG 104. Hours are posted outside the assistance center and in lab room.

Final Course Statement. By taking this course you the student agree to abide by any and all

policies designated for the specific course of Introductory Animal Biology, the Department of

Biological Sciences, and Western Illinois University. Detailed descriptions of departmental and

university policies can be found at the listed URL addresses. I encourage each student visit each

URL address and become familiar with the policies.

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TENTATIVE LECTURE SCHEDULE

Lecture Date Day

14-Jan Monday

1 16-Jan Wednesday

21-Jan Monday

2 23-Jan Wednesday

3 28-Jan Monday

30-Jan Wednesday

4 4-Feb Monday

6-Feb Wednesday

5 11-Feb Monday

13-Feb Wednesday

18-Feb Monday

6 20-Feb Wednesday

7 25-Feb Monday

27-Feb Wednesday

8 4-Mar Monday

6-Mar Wednesday

9 11-Mar Monday

13-Mar Wednesday

18-Mar Monday

20-Mar Wednesday

10 25-Mar Monday

27-Mar Wednesday

11 1-Apr Monday

3-Apr Wednesday

12 8-Apr Monday

10-Apr Wednesday

13 15-Apr Monday

17-Apr Wednesday

14 22-Apr Monday

24-Apr Wednesday

15 29-Apr Monday

1-May Wednesday

6-May

Adaptive Management - Read Chapter 15 in Sinclair, Chapter 25 in Silvy

Catch Up

Habitat Management (Farmlands) Read Chapter 30 in Silvy

Topic, Reading, Assignment, Due Dates

Syllabus

Introduction / History of Wildlife Management

NO CLASS - MARTIN LUTIN KING DAY

Habitat Management (Forests) - Read Chapter 26 in Silvy

Quiz 1 - Readings Discussion

Population Growth - Read Chapter 6 in Sinclair

Quiz 2 - Readings Dicusssion


Population Regulation - Read Chapter 8 in Sinclair

Class Reports on Research Project

Dispersal, Dispersion, and Distribution - Read Chapter 7 in Sinclair

Competition - Read Chapter 9 in Sinclair

MIDTERM EXAM

Predation - Read Chapter10 in Sinclair

Wildlife Estimation - Read Chapter 13 in Sinclair


NO CLASS- SPRING BREAK


Nutrition - Read Chapter 4 in Sinclair

Disease - Read Chapter 11 in Sinclair


Wildlife Harvest - Read Chapter 19 in Sinclair, Chapter 33 in Silvy


Big Game Harvest


Behavior - Read Chapter 5 in Sinclair, Chapter 19 in Silvy


FINAL EXAM (TBA)


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TENTATIVE LAB SCHEDULE

Lab Week

1 14-18 Jan

2 21-25 Jan

3 28 Jan-1 Feb

4 4-8 Feb

11-15 Feb

5 18-22 Feb

6 25 Feb-1 Mar

7 4-8 Mar

11-15 Mar

8 18-22 Mar

9 25-29 Mar

10 1-5 Apr

11 8-12 Apr

15-19 Apr

22-26 Apr

12 29-Apr

Optional Lab Review

Waterfowl/Upland Game ID (Sex and Age)

Habitat Sampling I - Lecture on methods

NO LAB - LINCOLN'S BIRTHDAY

Big Game Reproduction - Lecture

Radio Telemetry I - Lecture

Lab Final

Computer Lab - Survival calculations (life tables), population model simulations

NO LAB - SPRING BREAK

NO LAB - WORK ON RESEARCH PROJECT

Field Necropsy / Spatial Analysis Lab (???)

Wildlife Capture Techniques II, Habitat Sampling II, Radio Telemetry II (Field Trip to Kibbe???)

TOPIC

Research & Experimental Design, Research Project, Research Resources - Lecture

Wildlife Capture Techniques I- Lecture / Videos

Mortality Investigations / Necropsy I - Lecture

Chemical Immobilization - Lecture

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Readings List

ZOOL 562 –Wildlife Management

Spring 2013

There will be weekly quizzes (10 points) on assigned readings. Discussion sessions will be

based on weekly reading assignments. It is the responsibility of the student to have read

assigned readings prior to discussion sessions.

DATE PAPER TOPIC-AUTHOR-TITLE

28 Jan TOPIC: THE DIRECTION OF WILDLIFE MANAGEMENT

1 Wilm, H. G. 1952. A pattern of scientific inquiry for applied

research. Journal of Forestry 50:120–125.

2 Scalet, C. G. 2007. Dinosaur ramblings. Journal of Wildlife

Management 71:1749–1752.

3 Gavin, T. A. 1989. What's wrong with the questions we ask in

wildlife research? Wildlife Society Bulletin 17:345–350.

4 Feb TOPIC: BASIC HABITAT PRINCIPLES

4 Guthery, F. S., and R. L. Bingham. 1992. On Leopold's

principle of edge. Wildlife Society Bulletin 20:340–344.

5 Gates, J. E. 1991. Powerline corridors, edge effects, and wildlife

in forested landscapes of the central Appalachians. Pages 13–34

in Rodiek and Bolen, editors. Wildlife and habitats in managed

landscapes.

6 Rosenberry, J. L., and A. Woolf. 1998. Habitat-population

density relationships for white-tailed deer in Illinois. Wildlife

Society Bulletin 26:252–258.

11 Feb TOPIC: POPULATION LIMITATION & CARRYING CAPACITY

7 Kay, C. E. 1998. Are ecosystems structured from the top-down

or bottom-up: a new look at an old debate. Wildlife Society

Bulletin 26:484–498.

8 Singer, F. J, D. M. Swift, M. B. Coughenour, and J. D. Varley.

1998. Thunder on the Yellowstone revisited: an assessment of

management of native ungulates by natural regulation, 1968-

1993. Wildlife Society Bulletin 26:375–390.

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9 McNab, J. 1985. Carrying capacity and related slippery

shibboleths. Wildlife Society Bulletin 13:403–410.

18 Feb CLASS REPORTS ON RESEARCH PROJECTS

25 Feb TOPIC: WILDLIFE STOCKING

10 Leif, A. P. 1994. Survival and reproduction of wild and pen-

reared ring-necked pheasant hens. Journal of Wildlife


11 DeVoes, T., Jr., and D. W. Speake. 1995. Effects of releasing

pen-raised northern bobwhites on survival rates of wild

populations of northern bobwhites. Wildlife Society Bulletin

23:267–273.

4 Mar TOPIC: WILDLIFE POPULATION BIOLOGY

12 Thomas, V. G. 1984. Winter diet and intestinal proportions of

rock and willow ptarmigan and sharp-tailed grouse in Ontario.

Canadian Journal of Zoology 62:2258–2263.

13 E. L. Cheatum and C. W. Severinghaus. 1950. Variations in

fertility of white-tailed deer related to range conditions.

Transactions of the North American Wildlife Conference.

15:170–189.

14 Jenks, J. A., D. M. Leslie, Jr., R. L. Lochmiller, and M. A.

Melchiors. 1994. Variation in gastrointestinal characteristics of

male and female white-tailed deer: implications for resource

partitioning. Journal of Mammalogy 75:1045–1053.

11 Mar SPRING BREAK – NO CLASS

18 Mar TOPIC: BEHAVIOR

15 Ralls, K., K. L. Pilgrim, P. J. White, E. E. Paxinos, M. K.

Schwartz, and R .C. Fleischer. 2001. Kinship, social

relationships, and den sharing in kit foxes. Journal of

Mammalogy 82:858–866.

16 Sovada, M. A., A. B. Sargeant, and J. W. Grier. 1995.

Differential effects of coyotes and red foxes on duck nest

success. Journal of Wildlife Management 59:1–9.

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17 Martin, K. 1998. The role of animal behavior studies in wildlife

science and management. Wildlife Society Bulletin 26:911–920.

18 Grovenburg, T. W., K. L. Monteith, R. W. Klaver, and J. A.

Jenks. 2012. Predator evasion by white-tailed deer fawns.

Animal Behaviour 84:59–65.

19 Jacques, C. N., and J. A. Jenks. 2010. Anitpredatory defense of

neonatal pronghorn (Antilocapra americana) by yearling male

pronghorn in southwestern South Dakota. Western North

American Naturalist 70:570–572.

20 Grovenburg, T. W., J. A. Jenks, C. N. Jacques, R. W. Klaver,

and C. C. Swanson. 2009. Aggressive defensive behavior by

free-ranging white-tailed deer. Journal of Mammalogy 90:1218–

1223.

25 Mar TOPIC: POPULATION MANAGEMENT

21 Strickland, B. K., S. Demarais, L. E. Castle, J. W. Lipe, W. H.

Lunceford, H. A. Jacobson, D. Frels, and K. V. Miller. 2001.

Effects of selective-harvest strategies on white-tailed deer antler

size. Wildlife Society Bulletin 29:509–520.

22 Strickland, M. A. 1994. Harvest management for fishers and

American martens. Pages 149–164 in S. W. Buskirk, A. S.

Harestad, M. G. Raphael, and R. A. Powell, editors. Martens,

sables, and fishers. Cornell University Press, London.

23 Woolf, A., and G. F. Hubert, Jr. 1998. Status and management

of bobcats in the United States over three decades: 1970s–1990s.

Wildlife Society Bulletin 26:287–293.

24 Monteith, K. L., L. E. Schmitz, J. A. Jenks, J. A. Delger, and R.

T. Bowyer. 2009. Growth of male white-tailed deer:

consequences of maternal effects. Journal of Mammalogy

90:651–660.

1 Apr TOPIC: WILDLIFE DISEASE

25 Tamguney, G., M. W. Miller, L. L. Wolfe, T. M. Sirochman, D.

V. Glidden, C. Palmer, A. Lemus, S. J. DeArmond, and S. B.

Prusiner. 2009. Asymptomatic deer excrete infectious prions in

faeces. Nature 461:529–532.

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26 Wehausen, J. D., S. T. Kelley, and R. R. Ramey II. 2011.

Domestic sheep, bighorn sheep, and respiratory disease: a review

of the experimental evidence. California Fish and Game 97:7–

24.

27 Wobeser, G. A. 2010. Disease and epizootiology-basic . Pages

3–16 in Disease in Wild Animals: Investigation and

Management, 2nd

Edition. Springer-Verlag, Berlin, Germany.

28 Jacques, C. N., and J. A. Jenks. 2004. Distribution of meningeal

worm (Parelaphostrongylus tenuis) in South Dakota. Journal of

Wildlife Diseases 40:133–136.

8 Apr TOPIC: WILDLIFE NUTRITION

29 Dobson, A., and M. J. Dobson. 1986. Aspects of digestive

physiology in ruminants. Proceedings of a satellite symposium

of the 30th

International Congress of the International Union of

Physiological Sciences. Cornell University Press, London, UK.

30 Bellovsky, G. E., and O. J. Schmitz. 1994. Plant defenses and

optimal foraging by mammalian herbivores. Journal of

Mammalogy 75:816–832.

31 Bergman, C. M., J. M. Fryxell, C. C. Gates, and D. Fortin. 2001.

Ungulate foraging strategies: energy maximizing or time

minimizing? Journal of Animal Ecology 70:289–300.

15 Apr TOPIC: CURRENT ISSUES IN WILDLIFE MANAGEMENT

32 Grovenburg, T. W., R. W. Klaver, and J. A. Jenks. 2012. Spatial

ecology of white-tailed deer fawns in the northern Great Plains:

implications of loss of Conservation Reserve Program

Grasslands. Journal of Wildlife Management 76:632–644.

33 Lang, K. R., and J. A. Blanchong. 2012. Population genetic

structure of white-tailed deer: understanding risk of Chronic

Wasting Disease spread. Journal of Wildlife Management

76:832–840.

34 Fargione, J. E., T. R. Cooper, D. J. Flaspohler, J. Hill, C.

Lehman, T. McCoy, S. McLeod, E. J. Nelson, K. S. Oberhauser,

and D. Tilman. 2009. Bioenergy and wildlife: threats and

opportunities for grassland conservation. Bioscience 59:767–

777.

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35 Smallwood, K. S., and C. Thelander. 2007. Bird mortality in the

Altamont Pass Wind Resource Area, California. Journal of

Wildlife Management 72:215–223.

36 Jacques, C. N., T. R. Van Deelen, W. H. Hall, Jr., K. J. Martin,

and K. C. VerCauteren. Evaluating how hunters see and react to

telemetry collars on white-tailed deer. Journal of Wildlife


37 Jacques, C. N., J. A. Jenks, C. S. DePerno, J. D. Sievers, T. W.

Grovenburg, T. J. Brinkman, C. C. Swanson, and B. A. Stillings.

Evaluating ungulate mortality associated with helicopter net gun

captures in the northern Great Plains. Journal of Wildlife


22 Apr WORK ON RESEARCH PROJECT REPORTS

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Field Research Project

ZOOL 562 –Wildlife Management

Spring 2013

Accurate information on the size, distribution, and requirements of wildlife populations is

essential for "wise management" of wildlife resources. The primary purpose of this exercise is to

give you practical experience in the techniques used in wildlife research investigations,

application of the techniques to answer a research question, and in the analysis and interpretation

of ecological data. The secondary purpose is to give you practical experience in written

communication following the format of the Journal of Wildlife Management (for current

guidelines, see http://joomla.wildlife.org/index.php?option=com_content&task=view&

id=43&Itemid=70). The following sections outline various considerations to bear in mind while

formulating, conducting, and writing up your research project.

Study Selection

Topic: The selection of an appropriate study topic is the first challenge you will face in your

assignment. Formulate the topic in terms of a question. Examples of appropriate study

questions might include:

1) Does animal density vary between any two land types (e.g., grazed vs. ungrazed

riparian forest, seeded vs. unseeded, burned vs. unburned, hay vs. corn, etc.)?

2) Does animal distribution change during hunting season?

3) Does a species have preference for feeding, perching, or home site selection?

4) Do two similar species show differences in activity or distribution patterns?

5) Are more subjects seen at a particular time of day or night?

6) Is animal distribution related to cover type or land-use?

7) Do animals select for particular environmental characteristics (e.g., tree density,

grass height, etc.)?

The variety of wildlife species and land management practices in the area should give

you a broad range of possibilities. Turn in a complete proposal for your project NO LATER

THAN 5:00 P.M., MONDAY, 4 FEBRUARY 2013. (The sooner you begin working on your

proposals, the better!!).

Location

Choose a study site within about 10 miles of Macomb (the closer the better). Otherwise, you

will waste too much time, gasoline, and money traveling to and from your study area.

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Literature Review

The literature review is the first part of any research project. Once you have identified a research

problem that you would like to explore, it is imperative that you inspect the preceding work that

has been published on the subject. Such an exercise minimizes duplication of effort and ensures

that the most worthwhile product results from your efforts. For your project, you will have to

conduct a literature review as an introduction to the proposal.

How does one go about searching the literature for information on a specific subject?

1) Chain Bibliographic Searches: This involves leafing through recent journals until you

find a paper related to your specific research or management problem. After consulting

the literature citation section, jot down all pertinent citations, look them up, and repeat

the process until you are no longer turning up new citations. Because wildlife research

is often reported in a diverse group of journals, one runs the danger of missing key

publications by following this procedure. This risk may be minimized by

simultaneously consulting several journals that publish wildlife papers. A good starting

point would be Journal of Wildlife Management, Journal of Mammalogy, Canadian

Journal of Zoology, American Midland Naturalist, and The Prairie Naturalist. Also

consulting the abstracting and indexing services that cover your subject area best

minimize probabilities of missing key publications.

2) Abstracting and Indexing Services: Several abstracts or indexes are available through

Malpass Library to aid researchers and managers in keeping abreast of literature in

wildlife ecology and management. WILDLIFE WORLDWIDE would be a good

starting place to generate a list of references to examine and potentially cite in your

proposal.

Proposal

The second stage of any research project is the preparation of a proposal. Proposals generally

contain the following five parts required for this exercise, plus an additional part, a budget:

1. Title Page -- indicating title (< 10 words) and course, semester, members of the group,

date, and instructor.

2. Introduction -- this section should include a review of pertinent information on your

topic (literature review), the purpose of the study (not because it's required! Explain

why your study is needed), and the objectives (be very specific) you hope to accomplish

(1–2 paragraphs).

3. Study area description, including study area locations (e.g., township and range, latitude

and longitude), general physiographic appearance, climate, and vegetation (1–2

paragraphs).

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4. Methodology -- Be precise in describing exactly how you are going to accomplish your

field objectives. If you are going to use some sort of transect, survey routes, or trapping

grid, designate them on a map. Also, show how long each route will be, how many

routes you plan to run, and when you plan to run the routes (or census or trap or

whatever). Make sure all measurements are presented in metric units!

5. Statistical Analyses -- Describe the statistical procedures you intend to use to answer

the questions you posed with your objectives/hypotheses (1–2 paragraphs). I will be

available to help you with this part of your proposal.

6. Literature Cited – Use appropriate in-text citations and list all references cited in the

text of the proposal. In addition, place all other references reviewed alphabetically in a

subsection of the Literature Cited Section. You are required to review a minimum of

20 papers (combination of those cited in text and those reviewed but not cited).

Try to keep your proposals to 2–3 pages of text, excluding title page, maps, and literature cited.

Your proposal, properly formatted following guidelines of the Journal of Wildlife Management,

should contain the following sections: Title Page, Introduction, Study Area, Methods (contains

methodology and analyses), and Literature Cited. Again, your completed proposals are due NO

LATER THAN 5:00, MONDAY, 4 FEBRUARY 2013.

You lose 50% of your grade if your proposal is turned in late!!

THE FINAL RESEARCH REPORT

The final report should follow the format of manuscripts sent to the Journal of Wildlife

Management. Check the most recent issue (Volume 76, 2012) of the Journal for correct format

and Instructions to Authors (at the back of any issue) as well as author guidelines found at

http://joomla.wildlife.org/index.php?option=com_content&task=view& id=43&Itemid=70. You

will be held responsible for following them. Each student will submit his or her individual report

based on his/her own analysis of the data. Deadline for turning in final reports is 5:00 p.m.,

Monday, 1 May 2013.

The report will consist of 9 sections, including:

Title

Same as the proposal.

Abstract

Abstract should be no longer than 3% of the total length of your report (including literature cited)

and only 1 paragraph. Give only the pertinent pieces of information including what you did,

method used, pertinent findings and concluding statement. A good rule of thumb is 250–300

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words. You should have seen numerous abstract examples from the literature you reviewed for

this project.

Introduction

Same as the proposal in modified or edited form.

Study Area


Methods


Results

In this section you will present what was found. Data are presented in tabular and graphical form

and trends or significant findings apparent in the data are exposed to the reader. Tables and

figures are presented after the Literature Cited section but are referenced in the text (see Journal

formatting guidelines). Why particular objectives were or were not fulfilled may be presented,

but a discussion of how the facts relate to your objectives or to other published findings is not

presented here; such "discussion" is reserved for the next section. Clarity and economy of words

is essential in this section. Do not use qualitative adjectives or adverbs as their interpretation

varies from reader to reader. Avoid such statements as very diverse, extremely high, highly

significant, seemed to be related. Use statistics to express the magnitude of differences

between two samples or the strength of a correlation between variables. If necessary, I will

be available to help you on your statistical calculations.

Discussion

Here you are allowed to offer your opinion provided that you back it up with information from

published articles on similar investigations. Follow your results point by point; however, do not

repeat your results (e.g., keep statistics and numbers out of the Discussion as much as possible).

How do the results compare and/or differ from other similar studies? Why? Suggest a reason

for your results, but clearly label any speculation as such and suggest pertinent hypotheses for

future research.

Management Implications

This section should be short (generally ~ 1 paragraph), direct, and explain important

management and conservation issues that are derived directly from your results. Authors should

avoid restating information from the Results or Discussion sections, making recommendations

beyond the scope of their study, and citing previously published literature in this section.

Specific management recommendations should be addressed in this section.

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Literature Cited

All references cited in the body of the paper must be reported correctly and completely in this

section. Check each citation, letter for letter, and comma for comma with the original source.

Follow the format of citations in the Journal of Wildlife Management. Pay special attention to

obtaining correct Journal abbreviations. Pay close attention to details!!! For your final

research report, present ONLY citations used in the report.

Grade Breakdowns and Expectations

Proposal: 50 points total

Title Page -- 5 points, based on clarity of title and neatness

Introduction -- 10 points, based on your choice of pertinent literature development of

justification, and statement of objectives

Study Area -- 5 points

Methods -- 15 points, show me how good of planner you are, and present to me such a

clear plan so that anyone could do your study

Literature Cited -- 10 points, based on use of appropriate number of citations, use of in-

text citations, proper formatting of citations

Overall Impression -- 5 points, based on neatness, grammar, spelling, and appearances

Final Report: 150 points total

Section Point Value Suggested Length

Title 0 NA

Abstract 10 <3% of total report length

Introduction 5 1–2 Pages

Study Area 5 1–2 Pages

Methods 5 No limit

Results 35 1–2 Pages

Discussion 40 2–4 Pages

Management Implications 10 <1 Page

Literature Cited 20 No limit

Overall 20 NA

Total 150

For many of you, this may be the first time you have written a paper in scientific form. It is quite

different than writing a term paper for most classes. For instance, do not use footnotes at the bottom

of the page, except sparingly at the bottom of some tables. Scientific names of all plants and animal

species are included parenthetically following the first mention of each species' common name; use

common names thereafter. As you read references that you will use in your report, examine the style

of writing used by the authors. Your report should be just as concise-strive to make it so. Many

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other suggestions are contained in the instructions for contributors to the Journal of Wildlife

Management. Remember, the proposal and final report is 23.5% of your grade! Make sure you

get them in on time. You will lose 50% of each grade if they are late (no matter how late!).

Don't hesitate to contact me for additional help!

zool 562 wildlife management · 2013-07-09 · 3 exams there will be 1 mid-term exam, 1 lab final...

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