BIOE - Biology-Ecological

BIOE 103CS Environmental Science and Society: 3 Credits (3 Lec)

(F, Sp, Su) We will investigate key topics in Environmental Science, including population ecology, human population growth, climate science, biodiversity, landscape management of forests, oceans, and fresh water resources, and agriculture. We will examine environmental hazards and pollution - and associated policies. We will explore energy sources for human societies, and we will review basic ideas of chemistry, evolution and natural selection. Finally, we will discuss concepts of ecology and biological conservation relevant to understanding and studying our changing world. Offered fall and spring.

View Course Outcomes:

Describe the kinds of questions asked by scientists and the methods used to answer those questions.
Describe how populations, ecological communities, and ecosystems function and are studied by scientists.
Describe how Earth’s physical environments function and are studied by scientists.
Be able to describe the major ways humans have altered the Earth’s Environments, including modern agriculture, forestry, energy acquisition, pollution, climate change, habitat loss or modification, and loss of native species.\\n
Describe how science contributes to solving environmental problems in contemporary society.
Access scientific studies and relevant policy.

BIOE 290R Undergraduate Research: 1-3 Credits (1-3 Other)

PREREQUISITE: Consent of instructor and approval of department head. (F, Sp, Su) Directed research and study on an individual basis. Offered on demand
Repeatable up to 6 credits.

View Course Outcomes:

Undergraduate Research: Student learning outcomes vary.

BIOE 291 Special Topics: 1-4 Credits (1-4 Lec)

PREREQUISITE: Course prerequisites as determined for each offering. Courses not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand
Repeatable up to 12 credits.

BIOE 292 Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Consent of instructor and approval of department head. (F, Sp, Su) Directed research and study on an individual basis. -
Repeatable up to 6 credits.

BIOE 298 Internship: 1-4 Credits (1-4 Other)

PREREQUISITE: Approval of internship program by consent of instructor and approval of department head. (F, Sp, Su) An individualized assignment arranged with an agency, business, or other organization to provide guided experience. May be repeated. Offered on demand
Repeatable up to 8 credits.

View Course Outcomes:

Have a foundational understanding of a line of work that they may wish to pursue in the future
Have built new professional relationships and gained experience with practical business communications after working under supervision of an organization
Have developed individual responsibility in their internship work and in their responsibility to check in bi-weekly with their Ecology faculty member supervisor
Have demonstrated their ability to work independently or as a team
Have gained business or field skills specific to the internship (skills will vary)

BIOE 370 General Ecology: 3 Credits (3 Lec)

PREREQUISITE: C- or above in M 121Q or placement in a Math Level 400, and BIOB 170IN; Recommended: STAT 216Q or BIOB 318. (F, Sp, Su) Relation of organisms to their environment. The composition, structure, function and distribution of populations, communities, and ecosystems. Emphasis on population ecology, including demography, population dynamics and evolutionary ecology. Offered fall and spring

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Demonstrate understanding of the major areas of population ecology, including demography, single-species population dynamics, and density-dependent regulation of populations.
Demonstrate understanding of ecological interactions, including interactions between species and interactions of species with the physical environment
Demonstrate understanding of ecological patterns and processes at levels of organization above the population, including community ecology (for example, diversity and stability, island biogeography, succession) and ecosystem ecology (for example, carbon, energy and nutrient cycles).
Demonstrate an understanding of the processes by which scientific knowledge is generated and evaluated.
Demonstrate the ability to apply quantitative reasoning and appropriate mathematics to describe or explain phenomena in the natural world. This includes an ability to understand and explain processes verbally, graphically, and algebraically, and to relate these three methods of description to one another.
Demonstrate a basic ability to interpret study designs and data sets, and to evaluate the inferences drawn from data sets. This includes a basic understanding of the use of linear models with ecological data.

BIOE 375 Ecological Responses to Climate Change: 3 Credits (3 Lec)

PREREQUISITE: BIOB 160, and BIOB 170IN, and BIOE 370 or NRSM 240. (F, Sp) Junior standing. Students explore how ecosystems are responding to climate changes at a range of spatial and temporal scales. Case studies include changes in vegetation and soils, plant and animal phenology, and disease outbreaks. Offered in fall and spring

View Course Outcomes:

Describe the earth’s climate system, particularly the primary climate forcing factors.
Develop an understanding of climate change at various time scales.
Explain how ecosystems are responding to current changes in climate.
Appreciate the importance of cutting-edge climate change research through reading and analysis of primary scientific literature.
Develop skills to communicate climate change issues to the general public.

BIOE 405 Behavioral and Evolutionary Ecology: 3 Credits (3 Lec)

PREREQUISITE: BIOE 370. (Sp) Junior standing. Abundance and distribution of organisms in relation to their evolution, behavior, population biology and interactions with other organisms. Offered in spring

View Course Outcomes:

Describe the adaptive values of animal and plant behavior in the dual contexts of evolutionary time and ecological time.
Explain organisms’ behavior in the context of their ecology.
Further develop students’ skills in reading and understanding literature that addresses behavior, selection, evolution and ecology.

BIOE 408 Rocky Mountain Vegetation: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: BIOE 370 and in Biological Sciences major, or consent of instructor, recommended senior class standing. (F) Rocky Mountain Vegetation is an integrative, place-based course in vegetation ecology. Topics include: Geographic distribution and geological characteristics of the component ranges of the Rockies, interaction of geology and soils with climate to produce the extreme environmental gradients typical of the Rockies, the basic autecology of dominant and widespread species that characterize the vegetation of the Rockies, the principles of disturbance and succession and how the vegetation of the Rockies exhibits those principles, the distribution and dynamics of the common plant communities of the Rockies in response to the variable environment. Offered in fall

View Course Outcomes:

Characterize the range of variability among the principal mountain ranges of the Rockies, including geology, relief, and regional climate.
Identify the dominant species in the Rockies and the role each plays in the dynamics of the vegetation.
Characterize the distribution of the common vegetation types across the breadth of the Rockies.
Use the elements of the Habitat Type system and the US National Vegetation Classification to correctly identify vegetation types in the field or from recorded data.

BIOE 416 Alpine Ecology: 3 Credits (1 Lec, 2 Lab)

PREREQUISITE: BIOB 170IN. (Su) Junior standing recommended. The ecology characteristics of alpine areas. A three-day field trip will confirm and reinforce material presented in class and is a course requirement. Offered in summer

View Course Outcomes:

Discuss biotic and abiotic factors that define alpine areas.
Recognize several different alpine habitats and be able to discuss major ecological features.
Design, complete, and present results of a comparative field study of several alpine areas.
Apply several field techniques for measuring variations in alpine habitats, and how to analyze the measurement data.

BIOE 420 Field Ornithology: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: BIOB 100IN or BIOB 170IN. (Su) Junior standing. Field identification, habitat affinities and life histories of birds of the northern Rockies. Includes early morning field trips. Offered in summer

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Distinguish which birds are common to southwest Montana during spring migration and the early breeding season and understand their natural history and conservation status.\\n
Examine the types of natural and human-made habitats in the Bozeman and Greater Yellowstone Ecosystem.\\n
Identify each habitat by its bird community and be able to predict which bird species resides in a particular habitat.
Identify the species of bird by learning to observe field markings, habitat, behavior and song as well as efficiently use a bird field guide and binoculars for observation.
Construct a field notebook with date of field trip, location, habitat description, weather and list of bird species observed. Use the online resource of E-bird to submit bird observations.\\n

BIOE 421 Yellowstone Wildlife Ecology: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: BIOB 100IN or BIOB 170IN, and BIOE 370. (Su) Junior standing. Basic ecology of the major animal species of the Yellowstone area and the ecological controversies surrounding their management. Offered in summer

View Course Outcomes:

Describe basic ecological theory underpinning Yellowstone management issues and policies. Specifically: exponential and density dependent population growth, predator-prey interactions, island biogeography, trophic interactions, and basic disease ecology.
Examine management conflicts in light of the above ecological theory, differing goals of management agencies, and public opinion.
Assess a management conflict with an informed position paper, offering realistic management options.
Evaluate and compare outcomes of potential and current management decisions. Specifically, wolf and grizzly bear delisting, bison management, and addressing invasive lake trout.

BIOE 422 Insect Ecology: 3 Credits (3 Lec)

PREREQUISITE: BIOO 262IN. Physiological ecology of insects. Influence of biotic and abiotic factors on insect population and community dynamics. Emphasis on seasonal adaptations, dispersion, life table analysis, r and k-selection, ecological methods, and insect-plant interactions. Co-convened with ENTO 510

View Course Outcomes:

Students will be able to:

Understand the differences between the ecology of vertebrates and invertebrates.

Understand how abiotic environmental factors affect the physiological ecology of insects.

Identify the major conceptual and practical approaches to characterizing the population ecology of insects.

Identify the major conceptual and practical approaches to characterizing the community and ecosystem ecology of insects.

Evaluate objectively and critically the scientific weight of evidence for ecological issues related to insects.

BIOE 424 Ecology of Fungi: 4 Credits (2 Lec, 2 Lab)

PREREQUISITE: BIOB 170IN, BIOB 256, a comparable course in introductory biology, or consent of instructor
COREQUISITE: None, but an upper division biology course is recommended. This course emphasizes the important and varied roles of the higher fleshy fungi in natural and managed systems, focusing on forest habitats. Fungi are the ecological backbone of many terrestrial systems, yet their ecological roles as saprophytes, symbionts, and mycorrhizal mutualists are often minimized . Both traditional techniques and more recent molecular methods will be presented at the individual, population, community, landscape, and biome levels, along with topics on fungal conservation and global change. This course consists of twice weekly sessions of two hours each for lecture, discussions, and demonstrations. One or two afternoon or morning field trips to nearby forests are required to initiate a final project
.

BIOE 427RN Research in Freshwater Ecology: 3 Credits (1 Lec, 2 Lab)

PREREQUISITE: Junior standing; BIOE 370
COREQUISITE: Prior or concurrent registration in BIOE 428. (F) This course is designed to expose students to the full process of designing and conducting research in freshwater ecosystems. Students will develop a research question, propose a study design, conduct field and laboratory research, and present their research in oral and written form. This course will also include a stream invertebrate collection and identification assignment. Offered in fall
.

View Course Outcomes:

Students will gain improved understanding of the scientific process by completing literature review assignments, performing collaborative brainstorming exercises, and oral and written presentation of research progress and results.
Students will learn to think critically by (a) designing a research question that helps to fill an important knowledge gap in the scientific literature, (b) conducting field and laboratory research methods with inclusion of trial and error approaches, and (c) evaluating results in the context of targeted hypotheses and statistical output.
Students will gain basic proficiency in Microsoft Excel and R through formal homework exercises, as well as informal group work and collaboration.
Students will gain basic proficiency in statistics through homework assignments and statistical exercises using data collected throughout the semester.

BIOE 428 Freshwater Ecology: 3 Credits (3 Lec)

PREREQUISITE: BIOE 370. (F, Sp) Junior standing. This course examines relationships between freshwater organisms and their environment. Students learn about the ecology of rivers, lakes, reservoirs, and wetlands, with exposure to a wide diversity of organisms and processes. Emphasis is placed on linking basic concepts and real-world applications. Offered fall and spring

View Course Outcomes:

Students can explain the fundamental physical and chemical characteristics of freshwater ecosystems locally, regionally, and globally.
Students can list the important organisms that comprise the diversity of freshwater environments.
Students can explain the various types of ecological interactions among organisms in freshwater environments (i.e., food webs, predation, behavioral, indirect).
Students can explain the key element cycles in freshwater ecosystems, as well as the organisms that are important in these cycles or elemental transformations.
Students can describe the major types of freshwater environments and discuss spatial and temporal dynamics of each type.
Students can articulate the ecological and environmental importance of freshwater ecosystems.

BIOE 440R Conservation Biology: 3 Credits (3 Lec)

PREREQUISITE: BIOE 370 and STAT 216Q and STAT 337, and Junior standing. (F, Sp) RECOMMENDED: STAT 411. Examines issues relevant to conservation of wild populations, focusing primarily on animals. Emphasis is on approaches that use demography, population biology and genetics to address conservation questions. Approaches include empirical field studies, mathematical models, and the use of R programming for modeling and empirical analysis. Readings are from the primary literature and a textbook, including case studies. Co-convened with BIOE 521. Offered in fall

View Course Outcomes:

Identify current patterns of biodiversity and extinction, and why these patterns are of concern.
Identify the ways that natural and human-related factors alter population dynamics and extinction risk, community dynamics, ecosystem function and evolutionary processes.
Differentiate the methods by which conservation problems are identified and addressed.
Identify the processes by which scientific knowledge is generated and evaluated.
Demonstrate the ability to apply quantitative reasoning and appropriate mathematics to describe or explain phenomena in the natural world. This includes an ability to understand and explain processes verbally, graphically, and algebraically, and to relate these three methods of description to one another.
Demonstrate a basic ability to interpret study designs and data sets, and to evaluate the inferences drawn from data sets. This includes a basic understanding of the use of linear models with ecological data.
Demonstrate effective written communication.

BIOE 445 Macrosystems Ecology: Linking Plants, Animals, and Ecosystems Across Scales: 3 Credits (3 Lec)

PREREQUISITE: BIOE 370. (Sp) Junior standing. Advanced ecology designed to help students “put the pieces together” and understand how plants, animals, and ecosystems interact. These interactions are examined across biomes of the world to better understand general principles and to derive effective local management strategies. Offered in spring

View Course Outcomes:

Students will be able to synthesize among sub-disciples such as animal behavior, population ecology, community ecology, and ecosystem ecology to understand integrated ecological systems.
Students will better understand fundamental principles of ecology by examining how these principles are manifest in the different terrestrial biomes of the world.
Students will be able to draw on these general principles and knowledge of terrestrial biomes to better tailor conservation and management strategies to local ecosystems.
Students will transition from ways of thinking and ecological knowledge typical of advanced undergraduate students to those expected for beginning graduate students.

BIOE 455 Plant Ecology: 3 Credits (3 Lec)

PREREQUISITE: BIOB 170IN, and BIOE 370 or NRSM 240, and Junior standing. (F, Sp) Principles of plant ecology, covering plant-environment relations, plant life histories, plant species interactions, plant community concepts, succession, and the role of plants in ecosystem processes. Offered in spring

View Course Outcomes:

To explore the central questions, concepts, and approaches of plant ecology
To gain knowledge of the techniques fundamental to research in this field
To better understand the interplay between natural history, theory and experiments
To increase proficiency in critically evaluating scientific literature and media and communication in written and oral forms.

BIOE 490R Undergraduate Research: 1-6 Credits (1-6 Other)

PREREQUISITE: Junior standing, consent of instructor and approval of department head. (F, Sp, Su) Directed undergraduate research which may culminate in a research paper, journal article, or undergraduate thesis. Course will address responsible conduct of research. Maximum of 6 credits as electives in Organismal Biology Option. Offered on demand
Repeatable up to 12 credits.

View Course Outcomes:

Undergraduate Research: Student learning outcomes vary.

BIOE 491 Special Topics: 1-4 Credits (1-4 Lec)

PREREQUISITE: Course prerequisites as determined for each offering. Offering dependent upon topic. Courses not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand
Repeatable up to 12 credits.

BIOE 492 Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Junior standing, consent of instructor and approval of department head. (F, Sp, Su) Maximum of 6 as electives in Organismal Biology Option. Directed research and study on an individual basis
Repeatable up to 3 credits.

BIOE 494 Seminar/Workshop: 1 Credits (1 Other)

(F) Junior standing. Topics offered at the upper division level which are not covered in regular courses. Students attend and discuss seminar presentations by professional biologists. Offered in fall.
Repeatable up to 4 credits.

View Course Outcomes:

Evaluate and discuss presentations on scientific research in ecology.

BIOE 498 Internship: 1-4 Credits (1-4 Other)

PREREQUISITE: Junior standing, approval of intern program by consent of instructor and approval of department head. (F, Sp, Su) An individualized assignment arranged with an agency, business, or other organization to provide guided experience. May be repeated, offered on demand
Repeatable up to 8 credits.

View Course Outcomes:

To give course credit toward individual, guided experience with an agency, business, or other organization, as approved of and monitored by an instructor in our department.

BIOE 499 Senior Thesis/Capstone: 2 Credits (2 Other)

PREREQUISITE: Senior standing in Ecology Department. (F, Sp) Senior capstone course. Discussion of topics that integrate evolutionary theory with ecology, genetics, medicine, behavior, or other subjects that are part of the biology curriculum. Offered in fall and spring

View Course Outcomes:

Demonstrate the ability to research primary literature addressing their chosen topic.
Synthesize and summarize that literature and write a comprehensive review paper of the subject.

BIOE 513 Terrestrial Ecology of Plains and Prairies: 1 Credits (1 Other)

(Su) Students will develop plant keys for classroom use, quantitatively analyze two grassland communities, and develop classroom activities on ecology of grasslands. Distance learning, class offered by internet connection. This course is designed for secondary school teachers enrolled in MSSE program and cannot be used in graduate programs in Biological Sciences. Offered Summer.

View Course Outcomes:

Locate and describe one or two study sites to conduct course-specific investigations.
Examine the main structures making up grass plants and describe grass biomes and the factors impacting them.
Identify 8 to 10 major plants in the study site and construct a dichotomous key to the plants or generate an identification guide.
Identify 5 indigenous plants in the study site(s) and discuss the early uses.
Design and carry out a field investigation by comparing ecological features in their study site(s).

BIOE 514 Ecological Modeling: 3 Credits (3 Lec)

PREREQUISITE: BIOE 370. Interactions and feedbacks between vegetation, disturbance, and climate will be explored using biogeography and biogeochemical models. Theory and computational techniques in ecological modeling

BIOE 515 Landscape Ecol & Mgmt: 4 Credits (2 Lec, 2 Lab)

PREREQUISITE: Graduate standing or consent of instructor. () Offered Fall, odd years. Principles on landscape pattern, change, and function. Application of theory to conservation including population viability, reserve design, multiple-use landscapes. Lab introduces GIS, GPS, and simulation models. For graduate students and motivated undergraduates. Offered fall of odd years

View Course Outcomes:

Explore the principles of landscape ecology and the application of these principles to the conservation and management of ecological systems.
Apply the principles of landscape ecology in the real world considering the important implications of spatial and temporal patterning in ecology, and evaluate attempts by groups such as the Wildlife Conservation Society.
Recognize the spatial analysis tools used in landscape ecology

BIOE 517 Advances in Ecological Modeling: 3 Credits (3 Lec)

PREREQUISITE: BIOE 370. Advances in numerical modelling of disturbance, demography, and ecophysiology will be introduced with lectures and applied computational examples

BIOE 519 Riparian Zones/Wetlands: 2 Credits (2 Other)

(Su) Students will develop plant keys for classroom use, quantitatively analyze two riparian and two wetland areas, and develop classroom activities about ecology of those areas. Distance learning class offered by internet connection. This course is designed for secondary school teachers enrolled in the MSSE program and cannot be used in graduate programs in Biological Sciences. Offered Summer.

View Course Outcomes:

Locate and describe one or two riparian/wetland study sites to conduct course-specific investigations.
Identify 8 to 10 major plants in the study site and construct a dichotomous key to the plants or generate an identification guide.
Identify 5 indigenous plants in the study site(s) and discuss the early uses.
Design and carry out a field investigation by comparing ecological features in the study site(s).
Observe and generate a list of birds in the riparian/wetland study site.

BIOE 520 Animal Biodiversity in GYE: 2 Credits (1 Lec, 1 Lab)

(Su) The Greater Yellowstone Ecosystem is a dramatic setting composed of lands that vary widely in terms of their elevation, soils, habitat features, animal diversity, as well as in terms of land ownership, land use, and wildlife management. This course is designed to explore how animal diversity is distributed across the Greater Yellowstone Ecosystem (GYE), why such a distribution exists, the consequences of those distributions to animal conservation. To gain a better understanding of the causes consequences of spatial patterns of biodiversity, we will explore a variety of locations in Yellowstone National Park and its surrounding National Forests, Wildlife Refuges, and private lands. Offered Summer.

View Course Outcomes:

Provide an overview of key ecological features of the Greater Yellowstone Ecosystem
Describe key aspects of life histories of species of great interest in the Greater Yellowstone Ecosystem
Describe major changes in key ecological features of the Greater Yellowstone \\nEcosystem that have occurred in the past 150 years
Describe possible implications of changes in the Greater Yellowstone Ecosystem\\n \\n
Summarize major conservation challenges successes in the past and present
Generalize ideas learned in the Greater Yellowstone to other areas

BIOE 521 Conservation Biology: 3 Credits (3 Lec)

PREREQUISITE: BIOE 370, BIOB 420, STAT 216Q and STAT 337. (F) RECOMMENDED: STAT 411 A broad survey of conservation biology, emphasizing approaches related to demography/population dynamics and evolution. Less extensively considers approaches related to community/ecosystem/landscape ecology. Approaches include empirical field studies, mathematical models, using R for modeling and empirical analysis, reading primary literature, writing a research paper and presenting a research talk. Co-convened with BIOE 440. Offered in fall

View Course Outcomes:

Identify current patterns of biodiversity and extinction, and why these patterns are of concern.
Identify the ways that natural and human-related factors alter population dynamics and extinction risk, community dynamics, ecosystem function and evolutionary processes.
Differentiate the methods by which conservation problems are identified and addressed.
Identify the processes by which scientific knowledge is generated and evaluated.
Demonstrate the ability to apply quantitative reasoning and appropriate mathematics to describe or explain phenomena in the natural world. This includes an ability to understand and explain processes verbally, graphically, and algebraically, and to relate these three methods of description to one another.
Demonstrate a basic ability to interpret study designs and data sets, and to evaluate the inferences drawn from data sets. This includes a basic understanding of the use of linear models with ecological data.
Demonstrate effective written communication.

BIOE 522 Birds of Prey: 2 Credits (1 Lec, 1 Lab)

(Summer (odd years)) Offered Summer, odd years. This course presents a broad overview of the basic biology, ecology, and management of raptorial bird species that inhabit the varied habitats within the northern region of the Greater Yellowstone Area (GYA). Students will explore via lecture and discussions, and daily field trips, the prominent raptor species that inhabit diverse ecological communities in the Northern Rocky Mountains around Bozeman, Montana. Students will gain experience in raptor identification, basic ecology and management issues for raptors in the GYA.

View Course Outcomes:

Identify by sight the raptor species of the GYA using diagnostic characteristics.
Describe the anatomy and physiology of raptorial birds.
Describe the key conservation and management issues for raptors within the GYA.
Identify and articulate the components that generate high quality habitat for raptors.
Develop and understanding of population vital rates that affect raptor Abundance.

BIOE 523 Wildlife Ecology: 2 Credits (2 Lec)

(Su) This course presents a broad overview of the basic biology, ecology, and management of important Wildlife species that inhabit the varied habitats within the northern and central portions of Yellowstone National Park (YNP). Students will explore via lectures, seminar discussions, and daily field trips, the prominent wildlife that inhabit diverse ecological communities of YNP.

View Course Outcomes:

Categorize the prominent wildlife species of YNP using diagnostic characteristics.
Compare and contrast the primary ecological communities in YNP using key characteristics that define each wildlife habitat.
Analyze the key conservation and management issues for wildlife within YNP.
Apply data on population vital rates to predict their effects on wildlife abundance in YNP.
Justify how factors related to the reintroduction of Gray Wolves in YNP could create a Trophic Cascade.
Synthesize the course content and create learning activities to be used in the students’ classroom.

BIOE 524 Frontiers in Landscape Ecology: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: BIOE 370 or the equivalent. (F) Offered Fall of even years. Students and instructor will write a scientific paper for publication that synthesizes an important question in landscape ecology. Students will select the topic, review and synthesize current knowledge on the topic, and write a scientific manuscript

View Course Outcomes:

Practice student’s science writing skills.
Synthesize current knowledge on an important topic in landscape ecology.
Gain experience in collaborative research and scientific writing by organizing the synthesis into a publishable manuscript.
Publish an important paper in ecology that can be listed on student's resumes.

BIOE 526 Symbiosis for Teachers: Eat, Prey, Love: 3 Credits (3 Lec)

(Offered Spring, even years.) This course is intended for pre-service (BIOE 436) and in-service (BIOE 526) teachers. “Symbiosis for Teachers: Eat, Prey, and Love” is a thought-provoking course designed for elementary, middle school, high school, and pre-service teachers. Students will participate in the process of science and develop creative and critical reasoning skills. The course provides an effective way to integrate instructional scientific strategies for teachers. Students will share cross-level instruction and constructive ideas. The goal of this course is to promote the study of symbiosis and applications of symbiotic relationships.

View Course Outcomes:

define the Next Generation Science Standards and explain its importance in creating science lessons.
define the different types of symbiotic relationships: Mutualism, Parasitism, and Commensalism
identify symbiotic relationships in their local regions and in national parks. (Place-Based Instruction)
define the evolutionary importance of endosymbiosis and ectosymbiosis.
generate a symbiotic presentation and lesson plan that can be used in their classroom instruction that incorporates\\nClaim, Evidence Reasoning (CER).

BIOE 527 Teaching Evolution: 3 Credits (3 Lec)

(F) The primary goal of this course is to change how evolution is taught. This course is designed to provide students with the knowledge, skills, and resources they need to teach evolution effectively. Students will learn why evolution is the fundamental concept that under-lies all life sciences. Students will acquire tools for making evolution relevant to the science classroom and students' lives and the background knowledge for addressing student misconceptions. Offered Fall.

View Course Outcomes:

Students will evaluate the nature of science, scientific knowledge, and evolutionary biology.
Students will create a product or plan for their classroom that incorporates new resources and the Next Generation Science Standards that relate to the big idea of evolution.
Students will justify why evolution is important and relevant to their lives and to their classrooms
Students will critique research and literature addressing pedagogical approaches to teaching evolution.
Students will analyze and critique how scientists conduct research in evolutionary biology.
Students will categorize and evaluate the relative importance of different mechanisms of evolution
Students will comprehend the history of evolutionary thinking and analyze how evolutionary history is reconstructed.

BIOE 532 Physiological Plant Ecol: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: BIOE 370. () Offered Fall, even years. The goal of this course is to expose students to the fundamental theories of plant physiological ecology, ranging from biochemistry at the leaf scale to energy balance at the ecosystem scale. The lab is designed to expose students to the key instruments in this discipline. Offered fall of even years

View Course Outcomes:

Apply the principles of plant physiological ecology to understand the physiological mechanisms underlying ecological observations.
Evaluate and analyze different plant responses across various temporal and spatial scales.
Synthesize how stable isotopes are used in ecological research and how to scale gas exchange measurement and energy balance from the leaf to the canopy level.
Develop skills to operate key scientific instruments used in the field of plant physiological ecology.

BIOE 534 Vegetation Ecology: 3 Credits (3 Lec)

PREREQUISITE: BIOE 370. Considers the composition, structure, function, distribution in time and space, ecology and classification of communities. Emphasizes universal methods, current studies and Rocky Mountain systems. Complementary field experience is available in BIOE 408

BIOE 535 Topics in Biodiversity & Nature's Services: 1 Credits (1 Other)

PREREQUISITE: Graduate Status or Consent of Instructor. () Offered Spring, even years. The diversity of plants and animals that is a unique feature of our planet plays an important role in regulating ecosystem functions and services. In this course, we explore the various ways that the diversity of living organisms influences community structure, productivity, geomorphological and hydrological regimes, and nutrient cycling. Using a variety of research approaches, from primary literature to podcasts, we investigate the foundations of the biodiversity ecosystem function and services field as well as the current state of knowledge across terrestrial, marine, and freshwater ecosystems. Offered spring of even years
Repeatable up to 2 credits.

View Course Outcomes:

Disentangle and integrate ecological research topics of positive interactions, facilitation, foundation species, and biodiversity and ecosystem services
Define and describe the history of the study of the role of animals and plants in ecosystems.
Summarize the current state of ecological knowledge of positive interactions across terrestrial, marine, and freshwater;ecosystems with an emphasis on identifying knowledge gaps across particular study topics or ecosystems.
Practice techniques for reviewing a body of literature via a variety of scientific methods including manuscript writing, formal presentation, meta-analysis, conceptual figure and model creation, and guiding group discussion.

BIOE 536 A Study of Local Ecosystems for Teachers: 2 Credits (1 Lec, 1 Lab)

(F) A Study of Local Ecosystems for Teachers investigates ecological principles as students perform field studies of their local ecosystem. Students will also create lessons based on their findings for the respective K-12 teaching assignments or future assignments if not currently in the classroom.

View Course Outcomes:

Perform a field study of their local ecosystem to investigate concepts \\nsuch as biotic, abiotic factors, symbiotic relationships and predator-prey relationships.
Investigate and interpret how humans have impacted their local ecosystems including influences on biotic and abiotic factors as well as identify possible remediation strategies.
Apply ecological principles and theories to various case studies.
Create age-appropriate lessons for their respective K-12 teaching contexts that demonstrate a solid understanding science pedagogy including inquiry-based practices.
Perform field techniques including a leaf collection, mark-recapture \\npopulation estimates and bioassays

BIOE 540 Analysis of Ecological Communities: 3 Credits (1 Lec, 2 Lab)

() Multivariate statistical analysis of data from terrestrial or aquatic, plant or animal communities. Classification, ordination, and predictive modeling of species and communities, emphasizing a hands-on approach and practical problem solving in community ecology. Offered spring of even years.

View Course Outcomes:

Characterize the properties of multivariate ecological data.
Explain the effects of variable standardization and transformation on the results of ecological analysis.
Explain the differences in objective and methodology between ordination and classification.
Explain how to choose the appropriate multivariate analysis based on properties of the data and the desired outputs.
Analyze a broad range of data using the R software system

BIOE 542 Community Ecology: 3 Credits (3 Lec)

PREREQUISITE: At least one upper division or graduate course in each of the following: ecology and statistics, or consent of instructor. () Offered Spring, odd years. Focuses on the origin, maintenance, and consequences of biological diversity within local communities by examining studies of natural patterns, explorations of mathematical models and direct experimentation. The complexities of species interactions are explored in multi species assemblages. Offered spring of odd years

View Course Outcomes:

Practice critical thinking by reading and critiquing papers from the primary, peer-reviewed literature.
Demonstrate the ability to communicate science to peers and others through giving presentations on topics in community ecology.
Assess the scientific concepts of community ecology through reading and discussing peer-reviewed articles and articles and book chapters that are synthetic.
Compare perspectives on ecology through readings and discussion.

BIOE 548 Conservation Genetics: 3 Credits (3 Lec)

PREREQUISITE: BIOB 375 or BIOH 320 and BIOB 420, and STAT 216Q. (F) Introduction to the application of genetics for the conservation of plant and animal populations. Emphasis will be placed on case studies from the primary literature and analyzing genetic data using mathematical models developed in class. Co-convened with BIOB 480. Offered in fall

View Course Outcomes:

Learn basic concepts of population genetics and how they can be applied to conservation.
Practice critical thinking, especially analysis and evaluation, and apply it to mathematical models and scientific papers.
Improve quantitative reasoning skills, including: calculating binomial and multinomial probabilities, and maximum likelihood estimation.
Practice independent learning, including identifying related work in broader areas of scientific and fish and wildlife management.
Improve your ability to read complex scientific papers and connect these to your own scholarship
Gain a practical understanding of how real scientific research is conducted and apply this to your own scholarship.

BIOE 554 Foundations of Ecology & Mgmt: 1 Credits (1 Other)

(F) This course explores the origin, maturation, and application of core principles in ecology. Students gain an appreciation for the scope of ecology, how theory and application are linked, and how big ideas in ecology have matured (or not) over time. Offered in fall.

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Define and describe some of the foundational writings, concepts, and theories in basic and applied ecology.
Develop skills for successful participation in a scientific-based group discussion.
Synthesize broad ecological and management-related concepts.
Evaluate how historic literature, concepts, and theories relate to the research that the student will be conducting as part of their thesis or dissertation; construct and deliver a formal presentation that synthesizes these ideas.
Provide an atmosphere that promotes collegiality among graduate students and faculty within the Department of Ecology and allied departments.

BIOE 555 Communication in Ecol Sciences: 1 Credits (1 Other)

PREREQUISITE: Graduate standing or consent of instructor. (Sp) This course will require students to gain experience presenting scientific information in a variety of communication methods. Offered in spring

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Develop an understanding of the variety of communication methods used by scientists.
Gain experience in presenting scientific information in a variety of formats for both non-professional and professional audiences.
Provide an atmosphere that promotes collegiality among all sub-disciplines in the Department of Ecology.

BIOE 585 Exploring Biology for Teachers: 3 Credits (2 Lec, 1 Lab)

(Sp) This course is designed to introduce teachers interested in life science to major concepts in biology. The course focuses on key concepts and related content specific to biomolecules, biochemical processes, genetics, and evolution. The course emphasizes a constructivist philosophy in an applied educational setting. Participants will actively engage in the construction of new knowledge about the biology topics covered and discover how to incorporate that learning in the K-12 classroom. Throughout the course, participants will design and implement an investigation using Wisconsin Fast Plants and discover the connections that can be made to many concepts in Biology. Participants will be provided with seeds and fertilizer and will need to gather other supplies to grow two generations of Wisconsin Fast Plants.

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comprehend core ideas about biomolecules, biochemical processes, genetics, and evolution
evaluate learning activities in biology and determine how they can be useful in students’ classroom setting
communicate clearly and persuasively through discussion posts about scientific phenomena covered in the course
plan and carry out an investigation on Wisconsin Fast plants
engage in argument from evidence from the Fast Plant investigation.

BIOE 590 Master's Thesis: 1-10 Credits (1-10 Other)

PREREQUISITE: Master's standing. (F, Sp, Su)
Repeatable up to 99 credits.

BIOE 591 Special Topics: 1-4 Credits (1-4 Lec)

PREREQUISITE: Upper division courses and others as determined for each offering. Offering dependent upon topic. Courses not required in any curriculum for which there is a particular one time need, or given on a trial basis to determine acceptability and demand before requesting a regular course number
Repeatable up to 12 credits.

BIOE 592 Independent Study: 1-3 Credits (1 Other)

PREREQUISITE: Graduate standing, consent of instructor, approval of department head and Dean of Graduate Studies. (F, Sp, Su) Directed research and study on an individual basis
Repeatable up to 6 credits.

BIOE 593 Alpine Ecology for Teachers: 2 Credits (1 Lec, 1 Lab)

(Summer, odd years.) The primary goals in this course will be to understand how altitude affects the structure, function and evolution of alpine and sub-alpine plants and animals, and to create ways to bring this understanding into the grade 6-12 classroom. We will explore and gather data describing the biotic (living) and abiotic (non-living) constraints of sub-alpine and alpine environments to infer how these factors affect the form, abundance and niches of a variety of plants and animals.

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How abiotic factors such as elevation, slope, aspect, and soil affect plant and animal distribution and abundance.
How abiotic and biotic factors affect plant and animal form and function, in both evolutionary and ecological time
Basic techniques of scientific inquiry, including structured, informed observation leading to hypothesis creation.
Design of field survey and data gathering protocols.
Basic analyses and presentation of data using regression, chi-squared, t-tests and associated plots.
Integration of the above content and concepts into lesson plans and labs appropriate to each student's needs.

BIOE 594 Seminar: 1 Credits (1 Other)

PREREQUISITE: Graduate standing or seniors by petition; and course prerequisites as determined for each offering. () Offering dependent on topic. Topics offered at the graduate level which are not covered in regular courses. Students participate in preparing & presenting discussion material
Repeatable up to 4 credits.

BIOE 595 Ecology and Conservation of the World's Marine Ecosystems for Teachers: 3 Credits (1 Lec, 1 Lab, 1 Other)

PREREQUISITE: Graduate students only. (F) This course is designed for students to gain a broad understanding of structure and function of the world's marine ecosystems and a broad knowledge of the major conservation issues in the oceans including climate change, overfishing, coral reef loss, and ocean acidification. The course will integrate in-depth study of each of the major marine ecosystems with reading and discussion of major conservation issues. Offered Fall

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explain how the major physical processes in the ocean influence large marine ecosystems including upwelling, ocean circulation, carbon and oxygen cycling, and tidal cycles
identify the unique physical and biological characteristics of each of the ocean’s major life zones including polar, temperate, tropical, and open and deep ocean waters
identify and explain the causes, consequences, and potential solutions to conservation issues surrounding creation of ocean dead zones, overfishing, ocean acidification, coral reef loss, ocean plastic pollution, and climate change.
identify the unique physical and ecological attributes and the conservation issues in each of the world’s unique large marine ecosystems including the Pacific, Atlantic, Indian, Arctic, and Southern Oceans.
develop learning modules to help students in their own classrooms understand physical and biological processes in the ocean and the causes and potential solutions to major conservation issues in marine ecosystems.

BIOE 596 Land Use Issues in GYE for Teachers: 2 Credits (1 Lec, 1 Other)

(Su) This course will lay the groundwork for an understanding the legal and political basis for scientific management of natural resources. Readings, field visits and skill-building exercises will equip science educators with the social context of complex ecological issues. Offered Summer.

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Analyze topics including the niche migration of ungulate species, bear-human conflicts, and the overlap of roads and migration routes using abiotic factors such as climate and elevation and human endeavors on the landscape.
Compare and contrast challenges and opportunities for conservation and sustainable land management in the region by examining the ways in which human endeavors intersect with wildlife migration patterns.
Evaluate the dynamic interplay between human activities and natural processes to develop a deeper appreciation for the complexities of ecosystem management.
Compare/contrast the roles of romance in land use and management in the Greater Yellowstone Ecosystem.
Evaluate learning activities and determine how they can be useful in students’ classroom setting.

BIOE 597 Ecology of Trout Steams for Teachers: 2 Credits (1 Lec, 1 Lab)

(Summer, even years.) Montana is home to world-renowned trout streams, and this course is designed to delve into how trout and trout streams function and some of the current issues surrounding their management. The course content will include principles and techniques for studying trout and trout streams in the laboratory and the field. This course will combine laboratory lectures and exercises with day-long field visits to area streams to collect aquatic insects, conduct habitat analyses, and view various types of stream management practices. On one field trip, students will don wet suits and directly observe trout behavior.

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identify the main types of trout and stream insects found in Montana streams and describe their life history, habitat use, and adaptations for living in flowing water.\\n
identify and measure the key environmental components of a trout stream (e.g., water temperature, physical habitat features) and to explain how these factors affect population dynamics of both trout and their main insect prey.\\n
describe the contemporary issues of trout stream management within the Northern Rockies related to hatchery vs. wild trout management, stream restoration, and water management.\\n
give examples of how to use aquatic insects and trout to achieve educational objectives in the middle-to-high school science classrooms.

BIOE 598 Internship: 2-12 Credits (2-12 Other)

PREREQUISITE: Graduate standing, consent of instructor and approval of department head. (F, Sp, Su) An individualized assignment arranged with an agency, business or other organization to provide guided experience in the field
Repeatable up to 12 credits.

BIOE 599 Advanced Ecology for Teachers: 2 Credits (1 Lec, 1 Lab)

(F) Our primary goals in this course will be to understand the theoretical underpinnings of ecological interactions and link these theories to the real world study of ecology. Through a mix of class and field work, students will move rapidly from foundational theory, to hands-on field work and data collection, to the basics of analyses. The course capitalizes on the ecology of Yellowstone in winter. Offered Fall.

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define foundational ecological theories: population growth, predator-prey and other trophic interactions, and competition.
demonstrate observational skills and processes required for the practice of inquiry-based science in the field.
design testable hypotheses based upon observations.
design and carry out basic data gathering protocols and in turn analyze those data.
create lesson plans that address the scientific method from asking questions through to analysis and\\npresentation of data, to drawing and defending conclusions.

BIOE 690 Doctoral Thesis: 1-10 Credits (1-10 Other)

PREREQUISITE: Doctoral standing. (F, Sp, Su)
Repeatable up to 99 credits.