BIOLOGY 1094	          FRESHMAN SEMINAR	            FALL 2003

INSTRUCTOR:

Randall E. Hicks
225 Life Science
726-7263
rhicks@d.umn.edu (Note: this is the easiest way to reach me)

OFFICE HOURS:

Tuesday               2:30 - 3:30 pm
Thursday             2:30 - 3:30 pm

or By appointment

CLASS PERIODS:

Tuesday & Thursday 3:30 pm - 4:45 pm (Life Science 170)

CLASS WEB PAGE:

http://www.d.umn.edu/~rhicks1/angler/index.html

REQUIRED TEXTBOOK:

Grover, J. Z.  1999.  Northern Waters.  Graywolf Press.  St. Paul, MN.

OPTIONAL TEXTBOOKS (Study Aids):

Perich, S.  1995.  Fly-Fishing the North Country.  Pfeifer-Hamilton Publishers.  
          Duluth, MN.

Waters, T. S.  2000.  Wildstream, A Natural History of the Free Flowing River.  Riparian 
          Press, St. Paul, MN. [OUT OF PRINT]

Wulff, J.  1997.  Joan Wulff's Fly-Casting Accuracy.  The Lyons Press.  New York, NY.

COURSE DESCRIPTION:

The UMD Bulletin describes this course as:

Fundamental concepts of nature and history of stream ecosystems, their inhabitants, and ecological concepts of stream organization in addition to appreciation of stream conservation and angling. Acquisition of skills and techniques for participation in the sport of fly fishing.

COURSE OBJECTIVES:

This seminar will explore the nature and value of streams from different perspectives, introduce the natural history of streams, and study ecological concepts of stream organization in addition to increasing student appreciation of angling as a leisure pursuit. Ecological concepts like the river continuum concept, ecotones, and riparian zones will be used as organizational tools to examine classic examples of streams. In addition to these concepts, students will be introduced to the organisms found in streams, the rich scientific and popular literature about the nature, value, and essence of streams, historical uses of northern streams, stream modifications, and modern restoration methods. A portion of this seminar is modeled after an angling course which has been extremely successful for over 50 years at Pennsylvania State University. To be a successful stream angler, however, requires intimate knowledge of stream processes, stream inhabitants, and animal behavior in addition to mastering different aspects of angling. Thus, this course provides biological and ecological background in addition to introducing basic technical aspects of fly fishing. Classic examples of streams are locally abundant including the spring-fed, world-renown, Brule River in northern Wisconsin and freestone streams along the north shore of Lake Superior. Each class meeting will use a combination of activities and lecture/discussions to introduce scientific, conservation, and angling concepts but the class will also include meetings with regional stream experts in government and academia, and culminate in field trips to streams in northern Minnesota and Wisconsin.

SUPPLEMENTAL MATERIALS (+ = required reading; others available from your instructor 
            or in the library*):

Cummins, K. W., and M. J. Klug.  1979.  Feeding ecology of stream invertebrates.  
          Ann. Rev. Ecol. Syst. 10:147-172. * 
Ericsson, K. A., and D. J. Schimpf.  1986.  Woody riparian vegetation of a Lake 
          Superior tributary.  Can. J. Bot. 64:769-773. *
Gregory, S. V., F. J. Swanson, W. A. McKee, and K. W. Cummins.  1991.  An ecosystem
          perspective of riparian zones.  BioScience 41: 540-551.  +, *
Hunt, R. L.  1993.  Trout Stream Therapy.  University of Wisconsin Press, Madison, WI.  
McCafferty, W. P.  1998.  Aquatic Entomology, The Fishermen's and Ecologists' 
          Illustrated Guide to Insects and Their Relatives.  Jones and Bartlett Publishers.  
          Sudbury, MA.  
Merrit, R. W., and K. W. Cummins (eds.).  1984.  An introduction to aquatic insects of 
          North America.  Kendal/Hunt Publ. Co., Dubuque, IA. *
Meyer, J. L.  1997.  Stream health:  incorporating the human dimension to advance stream 
          ecology.  J. N. Am. Benthol. Soc. 16:439-447.  +, *
Minshall, G. W.  1978.  Autotrophy in stream ecosystems.  BioScience 28:767-771 +, *
Minshall, G. W., K. W. Cummins, R. C. Petersen, C. E. Cushing, D. A. Bruns, J. R. 
          Sedell, and R. L. Vannote.  1985.  Developments in stream ecosystem theory.  
         Can. J. Fish. Aquat. Sci.  42:1045-1055. *
O'Donnell, D. J.  1944.  A history of fishing in the Brule River.  Trans. Wis. Acad. Sci., 
          Arts, and Letters 36:19-31.  
Power, M. E.  1990.  Effects of fish in river food webs.  Science 250:811-814.  +, *
Rosenbauer, T.  1988.  Reading Trout Streams.  Lyons & Buford Publishers, New 
          York, NY.
Schuldt, J. A., and A. E. Hershey.  1995.  Impact of salmon carcass decomposition on 
          Lake Superior tributary streams.  J. North Amer. Benth. Soc. 14:259-268. *
Smith, L. L, and J. B. Moyle.  1944.  A Biological Survey and Fishery Management Plan 
           for the Streams of the Lake Superior North Shore Watershed.  Minnesota Fisheries 
           Research Laboratory.  Technical Bulletin No. 1, Minnesota Department of 
           Conservation. *
Vannote, R. L., G. W. Minshall, K. W. Cummins, J. R. Sedell, and C. E. Cushing.  1980.  
          The river continuum concept.  Can. J. Fish. Aquat. Sci. 37:130-137. +, *
Waters, T. F.  1987.  The Superior North Shore.  University of Minnesota Press, 
          Minneapolis, MN. *

COURSE FORMAT:

• Grading will be based on the following criteria:

                                                                                                                      Points

Stream Journal or Group Project (50%)                                                         100	
Skill Checks (25%) [e.g., stream research techniques, angling skills, etc.]       50
Participation and class discussion (25%)                                                          50

TOTAL POINTS                                                                                            200

• Stream Journal - You are required to maintain a stream journal that describes changes you identify from September through the end of November in a stream you choose to study. Your journal should be a factual record of measurements and your observations when you visit your stream each week. During the course, we will explore different ways to examine, measure, and view streams. In the middle of the semester, I will examine stream journals for organization, completeness of observations, inventive measurements, interpretations of data and observations. If your journal is incomplete or unsatisfactory during the middle of the term, then I will note this initial condition and return it with suggestions for improvement. At the end of the semester, my grade will be based upon your maintenance of an up-to-date stream journal using the criteria listed above. This journal will serve as the take home final examination.
• Group Project - Instead of keeping a stream journal each week, you can elect to participate in a group research project during the semester with other members of the class. Your group may select a project suggested by the instructor. At the end of the semester, your group will be required to present a summary of your project and submit a written report for a grade. This option will be discussed on the first day of class.
• Skill checks will test the development of your scientific skills necessary to analyze streams and angling skills required to be a successful fly fisherperson. These skill checks will be announced and occur regularly throughout the semester. There will be no opportunity to make up skill checks you missed. You should make every effort to attend all classes. Practice the assigned skills outside class.
• Participation and class discussion points will be given based on your attendance and discussion in regular class meetings as well as scheduled class outings.
• Students are required to discuss arrangements for taking a make-up exam prior to the scheduled exam date. The policy is that a makeup exam is only available to students who have a legitimate excuse for missing an exam. If you miss the exam unexpectedly due to last-minute illness or an accident, then contact Dr. Hicks when you return to campus and bring documentation of your situation.
• Letter grades will be assigned at the end of the quarter based on the total points you accumulated during the term (200 points possible). Usually, 180-200 = A, 160-179 = B, 140-159 = C, 120-139 = D, 119 or less = F.
• I will be glad to show you the points you have accumulated and discuss your potential grade anytime during the course.
• I will be happy to reply to any concern or answer your questions about lectures, activities, or outings. Usually, I can be reached more easily by e-mail than telephone. Go to the Information Services Help Desk to find out how to obtain and use the World Wide Web and e-mail (available free to all students).

CLASS OUTINGS:

There will be four class outings during the semester. The canoe outing requires a fee to cover expenses. The other outings are free except that students are required to bring their own lunches and a valid fishing license (and required trout stamp) if they intend to fish. Students are encouraged to attend these class outings and put into practice what they have learned.

• Bois Brule River Canoe Trip (early September) - We will canoe a section of the upper Bois Brule River in Wisconsin during the morning and early afternoon to examine stream hydrology, stream invertebrates, and fish holding areas. In the late afternoon, the canoe trip will end at a historic private lodge ("Wildcat") where we will learn about the history of this river and the role of private land owners in its preservation. This outing is one of the most popular ones each year (limit - 14 students). BRING: rain gear, lunch, drinks (no cans or glass bottles), a hat, and a day pack to carry their personal belongings. We will have dinner on the drive home, so remember to bring some money. COST: $15 (for canoe rental; transportation provided)
• French River Outing (mid to late October) - The purpose of this trip is to watch the fall salmon and steelhead migration into a river along the north shore of Lake Superior. An opportunity for fishing the river mouth for steelhead, Kamloops rainbow trout, and salmon will exist (limit - 14 students). BRING: rain gear, money for dinner, and a valid Minnesota fishing license, trout stamp, and fly fishing equipment if you intend to fish. COST: Free (transportation provided)
• Bois Brule River Outing #1 and #2 (early October and early November) - These trips will focus on wading and fly fishing a section of the lower Bois Brule River for migratory steelhead and brown trout. Students may sign up for one of these outings two weeks before the outing (limit - 10 students per outing). BRING: Wisconsin fishing license and trout stamp, fly fishing equipment & waders (if you have your own), warm cloths, gloves and hat, rain gear, lunch and drinks (no cans or glass bottles), and a day pack to carry your personal belongings. COST: Free (transportation & guides provided)

HOW TO SUCCEED IN THIS COURSE:

In order to succeed in this course, you should attend all lectures, take careful notes, and allow ample time to read and study the assigned material in lecture. Reading assignments for the textbook are listed on the syllabus. Don't fall behind. Keep a pad of paper handy and use it to make notes, sketches, and record concepts and terms you don't know. Stop frequently to ask yourself "What did I just read"?

Some of you will find that attending the lecture, reading the textbook, and practicing skills you are introduced to is all the support that you will need. Others may have difficulty with some of the material or skills. I have developed several forms of support to help overcome difficulties that you may have. Examples include:

• Handouts. I will give handouts in class from time to time on important topics. Spend some time with these materials as soon as you can review them -- don't just put them aside until the night before a skill check.
• Individual Consultations. I am available for individual consultation regarding any aspect of the course. If you have unanswered questions, then please see me! Immediately after class is a good time to contact me. You will often have to seek me out first because it is difficult for an instructor to always know when a particular student is having trouble. Please seek me out when you are confused or having troubles. I promise to be helpful and patient in answering your questions and assisting you in resolving your problems or fears.

ACCESS FOR STUDENTS WITH DISABILITIES:

Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform me at the start of the semester. Adaptation of methods, materials, or testing may be made as required to provide for equitable participation.

PROMOTION OF BIAS-FREE INSTRUCTION

The University of Minnesota is committed to the policy that all of its students shall have equal educational opportunities. The University expressly forbids discrimination on the basis of race, color, gender, sexual orientation, disability, veteran's status, ethnicity, religion, creed, national origin, or marital status. If you believe that your Biology instructor has not followed this policy, you are invited to bring this to the attention of the Biology Department Head (211 Life Science, 726-7263) or the Associate Dean of the College of Science and Engineering (140 Engineering, 726-7585). Your conference will be kept confidential.

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