A streamlined one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables. No trigonometry/does not have the same depth as MATH 1271-1272. Formulas and their interpretation and use in applications. prereq: Satisfactory score on placement test or grade of at least C- in [1031 or 1051]

Differential calculus of functions of a single variable, including polynomial, rational, exponential, and trig functions. Applications, including optimization and related rates problems. Single variable integral calculus, using anti-derivatives and simple substitution. Applications may include area, volume, work problems. prereq: 4 yrs high school math including trig or satisfactory score on placement test or grade of at least C- in [1151 or 1155]

This course covers the basic foundations of statistical methods. In contrast to traditional methods of teaching statistics based on analytical formulas and hand-calculations, we will initially emphasize simulation-based methods (randomization tests, bootstrapping) for analyzing data. Students will learn how to implement common statistical methods (e.g., one and two sample tests, interval estimation techniques, linear regression) in the R programming language, and gain experience analyzing real data from a variety of fields, with particular emphasis on biological examples and applications.

Introduction to statistical principles, foundations, and methods for examining data and drawing conclusions. Confidence intervals, hypothesis testing, analysis of variance, and regression modeling of relationships in environmental and natural resource science and management problems. prereq: Two yrs of high school math

Atomic theory, periodic properties of elements. Thermochemistry, reaction stoichiometry. Behavior of gases, liquids, and solids. Molecular/ionic structure/bonding. Organic chemistry and polymers. energy sources, environmental issues related to energy use. Prereq-Grade of at least C- in [1011 or 1015] or [passing placement exam, concurrent registration is required (or allowed) in 1065]; intended for science or engineering majors; concurrent registration is required (or allowed) in 1065; registration for 1065 must precede registration for 1061

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1061

A comprehensive introduction to biology - includes molecular structure of living things, cell processes, energy utilization, genetic information and inheritance, mechanisms of evolution, biological diversity, and ecology. Includes lab. This comprehensive course serves as a prerequisite and requirement in many majors.

This course is a survey of animal diversity, with an emphasis on understanding the major animal groups, how they are related to one another, how they differ in structure, and how each group achieves survival and reproduction in the diverse environments of the Earth. We will place particular emphasis on major evolutionary transitions that animals have made through their history, including the origins of multicellularity, the achievement of motion, invasion of terrestrial habitats, and the achievement of flight. We will also emphasize the science behind our contemporary understanding of animals, from multiple perspectives ? behavioral, evolutionary, physiological, and ecological. Lab requires dissection, including mammals. prereq: BIOL 1001/1001H, or BIOL 1009/1009H, or BIOL 1951/1951H

Introduction to the biology of plants, algae, and fungi. Structure, growth, development, reproduction, diversity, and aspects of their ecology. Includes laboratory that focuses on structures in photosynthetic organisms and fungi as well as an introduction to physiology. prereq: One semester of college biology

This course introduces students to fundamental principles of population genetics and molecular phylogenetics and explores their applications to problems in the conservation, management, and restoration of biodiversity.

Mechanisms of heredity, implications for biological populations. Applications to practical problems. prereq: Introductory biology course such as Biol 1009

Principles of ecology from populations to ecosystems. Applications to human populations, disease, exotic organisms, habitat fragmentation, biodiversity and global dynamics of the earth.

Principles of population growth/interactions, communities and ecosystem function applied to ecological issues. Regulation of populations, dynamics/impacts of disease, invasions by exotic organisms, biodiversity, global change. Lab. Scientific writing. Quantitative skill development (mathematical models, data analysis, statistics and some coding in R). prereq: [One semester college biology or instr consent], [MATH 1142 or MATH 1271 or Math 1272 or Math 1241 or Math 1242 or MATH 1281 or Math 1282 or equiv]

Survey of technical requirements and education needed for careers in fisheries, wildlife, and conservation biology. Introduction to fields of work, problems, career opportunities. Prerequisite: FWCB major or instructor permission.

Fish, wildlife, and other forms of biodiversity. Single species, populations, ecosystem, and landscape approaches. Experiential/interactive course. Decision-case studies. prereq: BIOL 1001 or BIOL 1009

Common vegetation sampling methods used for habitat assessments. Identify approximately 75 vascular plant species typical of Minnesota terrestrial and aquatic ecosystems using taxonomic keys and readily observable traits. Importance of plants for providing food, cover, and nesting habitat. prereq: [soph, jr, sr], FW major, must be taken concurrently with FW 3108

The goal of this course is to help students develop skills and confidence in planning and implementing effective field research. The topics we will cover include species identification, basic statistical analysis, aquatic ecological assessments, and wildlife research. 1. Students in the course will gain experience in planning and conducting field-based research projects and will be introduced to a variety of techniques used in assessing and/or monitoring terrestrial and aquatic wildlife populations. 2. Students will learn to (1) identify common terrestrial and aquatic vertebrate species in Minnesota, (2) design, plan, and conduct field-based research, (3) collect, analyze, and interpret field data including telemetry, bird point counts, amphibian surveys, and trap-grid and remote-camera data, (4) put data findings into a context of management implications and decisions, and (5) communicate findings in written formats 3. Multiple full-day field trips or a 5-day field session is required for this course. prereq: [soph, jr, sr], FW major, must be taken concurrently with FW 3106

Spatial data development/analysis in science/management of natural resources. Data structures/sources/collection/quality. Geodesy, map projections, spatial/tabular data analysis. Digital terrain analysis, cartographic modeling, modeling perspectives, limits of technology. Lab exercises. Both onsite and fully online options for course enrollment. prereq: Soph or jr or sr or UHP fr

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. This course also is a Diversity Enriched course. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The professional/internship experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development and career readiness will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, instr consent

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The prerequisite experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, completion of summer module, instr consent

Speaking/writing about scientific/technical issues. Student-centered, relies on interaction/participation. Public communication.  Lectures for this course will be online, while discussion sections will be held in-person.

Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.

Human dimensions of fish and wildlife concerns. Theory and methods from social sciences to address challenges and issues of managing fish and wildlife resources. Integrating social science information into fish and wildlife decision-making. Guest lecturers.

Normative/professional ethics, and leadership considerations, applicable to managing natural resources and the environment. Readings, discussion.

This course is designed to develop and refine your understanding of tribal and Indigenous natural resource management, tribal and Indigenous perspectives, and responsibilities natural resource managers have for tribal and Indigenous communities. This course includes one eight-hour weekend field session.

Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.

Political processes in management of the environment. How disagreements are addressed by different stakeholders, private-sector interests, government agencies, institutions, communities, and nonprofit organizations.

Policies affecting land use planning at local, state, and federal levels. Ecosystem and landscape scale planning. Collaborative and community-based approaches to planning for ecological, social, and economic sustainability. Class project applies interdisciplinary perspectives on planning and policy, including information gathering techniques, conservation planning tools, and evaluation of planning options.

Microeconomic principles and their application to natural resource management problems. Economic and policy tools to address market failures. Discussion of regulatory and market-based instruments. Discounting and compounding concepts. Methods for conducting financial and economic analyses of natural resource management projects. Decision criteria when conducting benefit/cost analysis of natural resource projects. Methods for valuing non-market natural resource goods and services. Economics of managing renewable natural resources such as forests and fisheries. Land economics. Payments for environmental services. Planning and management problems. Case studies. prereq: MATH 1031 or equivalent.

What is necessary to achieve sustainable societies. What influences societal deliberation/decisions about environmental issues. How our behaviors affect natural systems. Key theoretical concepts of environmental social psychology and political science. How people respond to policies, using theoretical concepts from social psychology about attitudes, values, and social norms; applying these ideas to specific environmental problems and ethical debates.

Today more than ever we must deal with multiple sources of conflicting information on topics that affect our lives in big ways. We use this information to make important decisions, from major policy decisions to personal lifestyle choices. Understanding complex, high-stakes societal issues such as the global COVID-19 pandemic requires that we rapidly process and synthesize new science that is changing fast, and that we do so in an environment of partisan bias and media spin that make it extremely difficult for citizens to stay informed and make good decisions. The debate surrounding the response to COVID-19, climate change, water policy, and other planetary and human health issues, invoke moral or ethical principles in addition to scientific arguments. As a result, problem solving and decision making requires simultaneously evaluating complex scientific and ethical arguments. Several aspects of human psychology mean that we do not reliably make logical choices when presented with complex information. Furthermore, data and science are frequently used to mislead, from the naïve misuse of statistics to deliberate misinformation campaigns. As a result, weighing evidence and rational decision-making for complex issues requires skepticism, critical thinking, and lots of practice. In this course, students will develop critical thinking tools and cultivate scientific skepticism for evaluating claims encountered in peer-reviewed scientific papers, popular press articles, or on social media. Examples and case studies will draw heavily on current events surrounding the COVID-19 pandemic and associated societal and environmental responses, but will also include other environmental, health, and public policy issues to demonstrate the range of ways in which data and science can be used or misused to support a position. To create the necessary habits of mind for skepticism and critical thinking, this course will cover background material from ethics, neurology, behavioral economics, statistics, and logic. We will employ a number of active learning strategies, and class meetings will frequently consist of students actively engaged in processing and understanding course content. Upon leaving this course students will be able to confidently evaluate the veracity of information as they encounter it in multiple contexts throughout their lives. Students will understand how views of the role of ethics in scientific inquiry have evolved, and the roles of science, uncertainty, and ethics in determining public opinion and policy decisions on environmental topics. Students will learn to identify and recognize misinformation in its various forms and to articulate why a particular piece of information is misleading. We will explore the various ways that our intuition and memory make interpreting data and statistics challenging, and develop tools and habits of mind to overcome these challenges.

Nature of oceans, their role sustaining life on planet. Diversity/ecology of organisms that live in coastal, deep, open seas. Effects of humans on marine life. Resilience of marine life, its importance to human society. Cultures of oceanic peoples. Selected topics. prereq: BIOL 1001 or BIOL 1009 or BIOL 2002 or ESCI 1006 or ESCI 1106 or instr consent

Reptiles/amphibians, their systematics, behavior, ecology, physiology, development, and morphology. Diversity of reptiles/amphibians. Focuses on Minnesota fauna. Lab. prereq: BIOL 1001 or BIOL 2012

Identification nomenclature, classification, and distribution of common/important forest trees/shrubs. Use of keys. Field/lab methods of identification.

Fish biology, adaptations to different environments and modes of living, and environmental relationships. Lab emphasizes anatomy and identification of Minnesota fishes. prereq: Biol 1001 or Biol 2012

Insects are the most diverse group of organisms on Earth with almost 1 million described species. Millions more remain to be described, especially in tropical regions of the world. Insects come in a remarkable array of sizes, colors, and shapes. Taxonomists use this morphological complexity as the primary means of identifying insects, but also for inferring evolutionary relationships. In this course, we will learn how to identify insects, explore methods of collection and curation of insects, discuss their evolutionary relationships, see how insects fit in the natural world, and discuss exciting new efforts to inventory, describe, and conserve the remarkable diversity of insects.

Practical skills for identifying plant species/surveying Minnesota vegetation to students of biology, environmental sciences, resource management, horticulture. Integrates botany, ecology, evolution, earth history, climate, global change in context of local plant communities. Labs/Saturday field trips explore Minnesota plants/plant communities. prereq: One semester college biology

Systematics of flowering plants of the world. Ecology, geography, origins, and evolution. Family characteristics. Floral structure, function, evolution. Pollination biology. Methods of phylogenetic reconstruction. Molecular evolution. Taxonomic terms. Methods of collection/identification. Lab. prereq: BIOL 1001 or 1009 or 1009H or 2002

Evolutionary and biogeographic history of mammalia. Recognize, identify, and study natural history of mammals at the ordinal level, North American mammals at familial level, and mammals north of Mexico at generic level. Minnesota mammals at specific level. Includes lab. prereq: Biol 1001 or Biol 2012

Techniques for studying small mammals. Lectures/field projects emphasize identification, distributions, community interactions, ecophysiology, population ecology. prereq: College-level biology course that includes study of animals or instr consent

Structure, evolution, classification, distribution, migration, ecology, habitats, identification of birds. Lecture, lab, weekly field walks. One weekend field trip. prereq: Biol 1001 or Biol 2012

Biology of breeding birds through use of field techniques at Itasca Biological Station/Laboratories. Daily fieldwork emphasizes identification, behavioral observations, netting/censusing. prereq: One semester college biology or instr consent

Regulation of energy and elements cycling through ecosystems. Dependence of cycles on kinds/numbers of species within ecosystems. Effects of human-induced global changes on functioning of ecosystems.

Freshwater wetland classification, wetland biota, current/historic status of wetlands, value of wetlands. National, regional, Minnesota wetlands conservation strategies, ecological principles used in wetland management.

Form and function of forests as ecological systems. Characteristics and dynamics of species, populations, communities, landscapes, and ecosystem processes. Examples applying ecology to forest management. Weekly discussions focus on research topics in forest ecology, exercises applying course concepts, and current issues in forest resource management. Required weekend field trip. Prereq: Biol 1001, 1009 or equivalent introductory biology course; 1 semester college chemistry recommended.

Ecology, history, management, control of fire, wind, insect infestation, deer browsing, other disturbances in forests, including disturbance regimes of boreal, northern hardwood, savannas of North America. Influence of disturbance on wildlife habitat, urban/wildland interfaces, forest management, stand/landscape dynamics. Tree mortality in fires, successional patterns created by fires, interactions of life history traits of plants with disturbances.

Introduction to landscape ecology at different scales in time/space. Development/implications of broad-scale patterns of ecological phenomena, role of disturbance in ecosystems, characteristic spatial/temporal scales of ecological events. Principles of landscape ecology as framework for landscape research, analysis, conservation, and management. prereq: Ecology course

Ecology of ecosystems that are primarily composed of managed plant communities, such as managed forests, field-crop agroecosystems, rangelands and nature reserves, parks, and urban open-spaces. Concepts of ecology and ecosystem management. prereq: BIOL 1001 or BIOL 1009 or HORT 1001 or instr consent

Each ecosystem restoration is the product of a myriad of decisions made in response to existing site conditions (biotic and abiotic), anticipated effects from the surrounding landscape, predictions about future events, logistical realities, and, of course, desired conditions. During this course, you will learn about the ecological and social factors that affect ecosystem recovery and how people intervene to reverse ecosystem degradation. The course includes examples from ecosystems around the world, with emphasis on those found in the Midwestern US. Field trips. PREREQUISITES: This course presumes previous courses in basic ecology and plant science.

Fundamentals of aquatic ecology. Case study approach to water problems faced by society (e.g., eutrophication, climate change, invasive species, acid rain, wetland protection, biodiversity preservation). Science used to diagnose/remediate or remove problems. prereq: One semester college biology

Advanced introduction to description/analysis of interaction of physical, chemical, and biological factors that control functioning of life in lakes and other freshwater aquatic environments. prereq: Grad student or instr consent

Introduction to themes/concepts of diverse, dynamic, and interdisciplinary field. Biological/social underpinnings of conservation problems/solutions. prereq: introductory biology course

This course covers the ecological basis for management of wildlife, including biological and sociological factors that influence management. Goals include: understanding the ecological mechanisms influencing the distribution and abundance of wildlife, learning the ecological and historical foundations of wildlife management and the ecological and social ramifications of management actions, thinking critically and logically about current wildlife issues, honing writing skills, and developing technical skills in key areas. prereq: Intro biology course, [jr or sr]

Principles of Fisheries Management is an engaging and dynamic exploration to the principles and practices of fisheries management. The course is designed as a major requirement for Fisheries subplan majors in Fisheries, Wildlife, and Conservation Biology. It is also appropriate as an elective course for other majors and minors in FWCB, ESPM, or related biological disciplines. We cover the basics of fisheries science (habitats, ecology, and population dynamics) and management (e.g., goals, tools, implementation, and assessment) with an emphasis on human intervention and regulation. We first cover management approaches and planning, the development of an information base, and the identification of problems. We then provide a brief overview of applied limnology, fish ecology, and population dynamics, followed by approaches to manage fishery populations and habitats in freshwater and marine systems along with methods to assess management outcomes. Throughout, we demonstrate applications to specific fisheries and habitats. This is primarily a lecture-based course that also integrates field trips, group discussions, and activities. We use exams to measure comprehension, and case studies and assignments to encourage practical application. Prerequisite: Intro biology course, [jr or sr]

Fish mechanisms/behavior. Links between fish biology, fisheries ecology, management, aquaculture. Homeostasis, neurobiology, bioenergetics, reproduction, movement. prereq: 4136, BIOL 2012, CHEM 1021(may be taken concurrently)

Regulation, growth, general dynamics of populations. Data needed to describe populations, population growth, population models, regulatory mechanisms. prereq: [4001 or STAT 3011 or ESPM 3012], [EEB 3407 or EEB 3408W or EEB 3807], Senior or grad student

Environmental interactions of wildlife at population/community levels. Environmental threats from human activities. Habitat management practices. Objectives, policies, regulations in population management. prereq: [FW 4102 or FW 4103], [EEB 3407 or EEB 3408 or EEB 3807]

Structure/dynamics of running waters from ecosystem perspective. Historical perspective, basic hydrology/fluvial geomorphology, terrestrial-aquatic interactions, detrital dynamics, metabolism, drift, trophic relations, biotic/abiotic interactions, ecosystem experiments and natural alterations, stability/succession, ecosystem dynamics in a watershed. prereq: Limnology course or instr consent

Overview of invasive plants/animals in North America and around the world. A range of taxa are covered along with their impact and approaches to control. Readings, discussions, and lectures from experts on topics such as invasion theory and real world management.

International perspectives on resource use and sustainable development. Integration of natural resource issues with social, economic, and policy considerations. Agriculture, forestry, agroforestry, non-timber forest products, water resources, certification, development issues. Global case studies. Impact of consumption in developed countries on sustainable development in lesser developed countries.

Water quality decision making. International focus. Ecology of aquatic ecosystems, how they are valuable to society and changed by landscape management. Case studies, impaired waters, TMDL process, student engagement in simulating water quality decision making.

Management of forest ecosystems for sustaining ecological integrity, soil productivity, water quality, wildlife habitat, biological diversity, commodity production in landscape context. Silvics, forest dynamics, disturbances, regeneration, restoration, silvicultural systems. Ramifications of management choices. Weekend field trip. FEMC track students should take FNRM 5413 concurrently

Most of us participate in some form of outdoor recreation: hiking, hunting, riding all-terrain vehicles, or simply enjoying nature. Managing for outdoor recreation on public lands is mandated by federal law and an integral part of natural resource management. In this class, we'll learn why and how agencies manage recreation at the federal level, the management frameworks that guide this work, and apply management principles to an actual federal property in Minnesota. This course is designed to provide students with an understanding of the principles and practices of outdoor recreation management. Specific objectives are to: 1)compare and contrast federal recreation land management policies & organizations, 2)develop and demonstrate an understanding of conceptual frameworks for recreation resource and visitor use management, 3)evaluate visitor caused impacts to resources and to visitor experiences, 4)understand and apply management tools designed to reduce recreation- related impacts and conflicts, and 5)demonstrate an understanding of course material through exams & applied assignments.

Principles of population growth/interactions, communities and ecosystem function applied to ecological issues. Regulation of populations, dynamics/impacts of disease, invasions by exotic organisms, biodiversity, global change. Lab. Scientific writing. Quantitative skill development (mathematical models, data analysis, statistics and some coding in R). prereq: [One semester college biology or instr consent], [MATH 1142 or MATH 1271 or Math 1272 or Math 1241 or Math 1242 or MATH 1281 or Math 1282 or equiv]

Regulation of energy and elements cycling through ecosystems. Dependence of cycles on kinds/numbers of species within ecosystems. Effects of human-induced global changes on functioning of ecosystems.

Normative/professional ethics, and leadership considerations, applicable to managing natural resources and the environment. Readings, discussion.

Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.

Political processes in management of the environment. How disagreements are addressed by different stakeholders, private-sector interests, government agencies, institutions, communities, and nonprofit organizations.

Water quality decision making. International focus. Ecology of aquatic ecosystems, how they are valuable to society and changed by landscape management. Case studies, impaired waters, TMDL process, student engagement in simulating water quality decision making.

Environmental interactions of wildlife at population/community levels. Environmental threats from human activities. Habitat management practices. Objectives, policies, regulations in population management. prereq: [FW 4102 or FW 4103], [EEB 3407 or EEB 3408 or EEB 3807]

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.