Fisheries and Wildlife Sciences 5114(CRN 96867)
Conservation Genetics
Fall 2009
I. DESCRIPTION
Population genetics of terrestrial and aquatic animals as applied to fisheries, wildlife, and endangered species management. Discussion of genetic screening techniques (protein and mitochondrial and nuclear DNA markers), population genetic processes, and practical applications (genetic stock identification, population viability analysis), and case studies.
II. PREREQUISITES
3-hour undergraduate course in genetics.
III. EDUCATIONAL OBJECTIVES
Upon successful completion of this course, the instructor expects that you will be able to:
- Demonstrate knowledge of the principles of population genetics as applied to wild and captive animal populations.
- Demonstrate an understanding of and ability to analyze scientific literature reports on genetic issues relevant to fisheries, wildlife, and endangered species management,
- Deliver concise and effective presentations on management-related genetic issues, and
- Demonstrate conceptual understanding of population genetics ad mastery of communications skills through execution of a literature review and synthesis paper on a chosen conservation genetics-related topic.
IV. INSTRUCTOR
Eric Hallerman, 100 Cheatham Hall, 231-3257, ehallerm@vt.edu, office hours: by appointment – contact Dr. Hallerman or Dana Keith (231-5573, dkeith@vt.edu)
V. TEXTS AND SPECIAL TEACHING AIDS
Course notes: To be distributed electronically.
Textbook: Hallerman, E.M., ed. 2003. Population genetics: Principles and applications for fisheries scientists. American Fisheries Society, Bethesda, MD. Available at bookstore, call PBD Fulfillment at 678-366-1411, or go to http://www.fisheries.org and visit the electronic bookstore.
Reports from primary literature: To be distributed to each student for each unit. Please return to Dr. Hallerman after use.
VI. SYLLABUS (Subject to change.)
| Date | Lecture Topic |
|---|---|
| 8/25 | Course organization; Genetic variation: Classical, isozymes |
| 27 | Genetic variation: DNA markers, Organization of genetic variation, Sample literature presentation |
| 9/1 | No class – think about your individual project |
| 3 | No class – think about your individual project |
| 8 | Turn in Genetic variation synopses; Cytogenetics |
| 10 | Discussion: Genetic variation, Cytogenetics |
| 15 | Mutation, Migration |
| 17 | Migration |
| 22 | Inbreeding: Principles, Inbreeding in natural populations |
| 24 | Work problems; Inbreeding discussion |
| 29 | Effective population size; Genetic drift |
| 10/1 | Genetic drift discussion |
| 6 | Selection |
| 8 | Selection |
| 13 | Genetic drift discussion, complete selection |
| 15 | Mid-term examination |
| 20 | Coadaptation |
| 22 | Selection and Coadaptation discussion |
| 27 | Quantitative genetic variation; Evolution of quantitative characters |
| 29 | Work problems; Quantitative genetics discussion |
| 11/3 | Mitochondrial DNA |
| 5 | Nuclear DNA |
| 10 | DNA markers discussion |
| 12 | Genetic stock identification |
| 17 | Genetic stock identification, discussion |
| 19 | Population viability analysis |
| 24 | Thanksgiving vacation |
| 26 | Thanksgiving day |
| 12/1 | Presentations of individual projects |
| 3 | Presentations of individual projects |
| 8 | Presentations of individual projects, Class evaluation |
| 15 | Final exam, 10:05 AM - 12:05 PM |
VII. GRADING
| Literature synopses | 20% |
| Midterm examination | 25% |
| Individual project | 30% |
| Final exam | 25% |
VIII. LITERATURE REPORT REVIEWS
As we cover a particular topic in population genetics, the instructor will give an overview in lecture. For most topics, there will also be a reading from the draft textbook. The instructor also will distribute to each student a research paper on the topic, usually focusing on an organism of interest to the student.
For each such research paper, every student will prepare a one-page synopsis, make copies for the instructors and all students in the class, and distribute it at the literature discussion for the unit. The synopsis should give:
- (1) a complete citation for the paper,
- (2) a brief definition of the topic or problem addressed by the paper,
- (3) a brief summary of methods and results (you may want to include a key map, table, or figure
or two), - (4) implications of the findings, and
- (5) your own evaluation, as appropriate, of experimental design, data analysis, implications, etc.
IX. REVIEW SYNTHESIS PAPER
The objectives of this exercise are:
- (1) to personalize the content of this course to your interests,
- (2) to develop and demonstrate depth of knowledge in some aspect of population genetics, and
- (3) to further develop your oral and written presentation skills.
The general flow of this paper should include:
- (1) a statement of the topic or problem addressed,
- (2) a brief (one paragraph each) review of (say, 8-10) papers relevant to the topic (a critique of key studies may be warranted),
- (3) a synthesis section (what are the strengths and weaknesses of this body of knowledge? are there general methodological problems common to most or all studies? What are the management implications of the body of findings? What research projects are needed to complete our understanding of the phenomenon at issue?), and
- (4) the literature cited section.
I make no specific requirement for length – a concise written presentation generally runs about ten pages.
Be prepared to make an oral presentation to the class and to field questions. Use effective visual aids to support your presentation.
X. DISABILITY STATEMENT
Any student who feels that s/he may need an accommodation because of a disability (learning disability, attention deficit disorder, psychological, physical, etc.), please see the instructor.