Current Topics in Insect Ecology: Insects in a Changing Climate Instructor: Dylan Parry

EFB 797, Fall 2012 Mondays 1:00-1:50

1 Credit (Seminar)
Office Hours: Monday 9:30-12:00

Contact Information: 109 Illick; 470-6753; dparry@esf.edu

Course Website: http://www.esf.edu/efb/parry/Insect-Ecology_12.htm

Goals of course/overview:

In this seminar, we will read and discuss empirical and conceptual papers that are shaping our understanding of how insects will respond to climate change.

DATE	TOPIC	DISCUSSION LEADER	PAPER PDF’s
Aug. 27, 2012	Introductions / Climate Change: Known and Unknowns	Dylan Parry	N/A
Sept. 10. 2012	Climate Change and Insects – an Overview	Dylan Parry	N/A
Sept. 17, 2012	Changes in Range and Abundance	Georgia Keene	Breed_etal_2012
Sept. 24, 2012	Physiological responses (Development, Diapause, Voltinism, etc.)	Dylan Parry	Altermatt 2009
Oct. 1, 2012	Decoupling – Plant-Herbivore	Cheryl Bondi	van Asch et al. 2007
Oct. 8, 2012	Decoupling – Predator-Prey or Parasitoid/Host	Jessica Carlson	Both et al. 2009
Oct. 15, 2012	Climate Change and Pollinators	Laura Hansen	Rafferty_Ives_2011
Oct. 22. 2012	Insect Outbreaks	Chris Foelker	de la Giroday et al. 2012
Oct. 29, 2012	Carbon Dioxide and Insects I	Nick Helms	Goverde et al. 2002
Nov. 5. 2012	Carbon Dioxide and Insects II	John Hartigan	Zavala et al. 2009
Nov. 26, 2012	Climate and Insect Invasions	Mike Parisio	Paradis etal. 2007
Dec. 3, 2012	Insect conservation in a changing climate	Joelle Chille	Arribas etal. 2012

Weekly Participation

Your responsibilities in this class are:

• READ: For the class to be successful, you need to do the readings ahead of time.
• Participate in asking and answering questions in class.
• Provide formal, written answers to the discussion leaders questions.
• LEAD DISCUSSION during one week (see below)
• The purpose of this class is to become familiar with the core concepts in our understanding of the interaction between anthropogenically driven climate change and insect ecology.

Discussion Leader

Decide how you want to run the class; a combination of review of the main features or idea from your paper and either a formal discussion or another planned activity.  Don’t spend all your time reviewing (presumably we have all read the papers and a quick encapsulation should be sufficient). Certainly, no more than 10 minutes for your introductory material. Use your imagination – make it interesting!

• The week before you lead discussion, provide me with your paper(s). It is critical that you have read your papers and selected carefully. Nothing kills discussion like a poor paper choice
• By 4:00 pm Friday in the week prior to the discussion, submit a set of 1-3 questions relevant to your paper that you would like to see answered in discussion.
• I will forward these to the class to facilitate discussion.
• As discussion leader, you need to not only be familiar with your chosen paper, but will likely need to read additional references that relate to the topic to provide depth and balance.
• You may want to hand out some questions for the class to think about while they read the papers you have selected.

Your grade will come from your participation (in class and answered questions - 50%) and your discussion leadership (50%)