Guest Speakers A series of guest speakers may visit the course.

Course Title: Mediterranean Ecosystems: An Introduction to Terrestrial and Marine Environments Course Code: MCAS ESEC 250 Subject: Environmental Science/Policy, Ecology, Marine Science Credits: 4 Semester/Term: Semester J- Term Summer Course Description: Course Requirements: This course provides the students with a survey of the main features of the Mediterranean- type ecosystems (terrestrial andmarine). Particular emphasis is given to the Mediterranean plants and vegetation, as indicators ofdifferent habitat types and environmental pressures. Through lectures, class discussions, fieldtrips, readings, films, and research projects, students will have the unique opportunity to directly observe ecosystems and biotopes relevant to the Mediterranean and to understand landscape history, structure and dynamics. Required Text (Available at Arcadia Sicily Center s Library) Students are required to purchase ALL texts listed: 1. Blondel J & Aronson J., 1999: Biology and wildlife of the MediterraneanRegion. Oxford University Press, New York. ISBN 019850035; Cost: To Be Determined. 2. Dallman P. R., 1998: Plant Life in the World s Mediterranean Climates.CNPS & University of California Press. ISBN: 0520208099; Cost: To Be Determined. Tests and Papers Mid- term Exam, Final Exam, Papers and in- class presentation Course Film BBC The First Eden The making of the Garden, documentary BBC Planet Earth Seasonal forests, documentary Guest Speakers A series of guest speakers may visit the course. Arcadia University The College of Global Studies 1

Assignments Course Requirements Percentages 1. Mid- term Examination 25% 2. Papers and in- class presentation 30% 3. Final exam 35% 4. Participation 10% Total 100% Assessment Components Students are required to demonstrate a general knowledgeof ecology key topics, with a specific focus on Mediterranean ecosystems. The various requirements are devised in such a way that knowledge gained in class and during field studies is consolidated and enhanced through personalresearch. The goal of course assessments is to evaluate the ability of students to understand structure and functionality of Mediterranean biotopes and landscape and make relevant observations regarding environmental phenomena involving the Mediterranean area. a) Mid- term and Final Exam will test students ability to analyze material and theories presented during the course through multiple choiche quizzes and factual questions. b) Students are required to produce a report paper (1000 words minimum) for each field study, to demonstrate their ability to elaborate on the observations made. c) Students are required to produce a final paper (due week 14, 7500 words minimum): the subject, related to topics discussed in class and/or to field study activities, will be defined together with each student or group of students. Research and use of sources will be assisted and supervised through regular meetings and discussions. The paper will demonstrate students ability to consider the wider framework of the themes discussed through the course, choosing material in arelevant way and presenting it clearly and logically. d) The in- class presentation, usually individual, will test students ability to interpret what they have learned about Mediterranean ecosystems dynamics and landscapestructureand present clearly the work done for their paper. Moreover, the presentation gives students a chance to improve their public speaking skills e) Students participation will be assessed based on the analytical quality of the comments and questions they contribute to the class, their engagement with reading assignments and lecture information Arcadia University The College of Global Studies 2

and their willingness to share these with the group. Learning Outcomes and/or Expected Student Competencies: On completion of the course, students should be able to: Learning Outcomes 1. Demonstrate a basic knowledge of the geologic, climatic and biological history and evolution of the Mediterranean basin 2. Recognize the main Mediterranean biotopes and landscape units 3. Make relevant observations of distinguish landscape units 4. Discuss the main historical events that drove the transition from the primeval landscape to the cultural one 5. Compare the diverse characteristics of some representative landscape units of Sicily 6. Develop an understanding of the key issues regarding biodiversity and conservation Course requirements that will be used to assess the student s achievement of this outcome Exams Exams, Participation and Report Papers Participation, Report Papers Participation, Presentation, Report Papers Report Papers, Participation Exams, Report Papers Course Outline: Session Topic Session 1 Introduction to the course. What does Mediterranean mean? Climate, the Mediterranean climate and the distribution of themediterranean- type ecosystems in the world. Reading: Blondel J & Aronson J., 1999 - Chapter 1 Session 2 Origin and evolution of the Mediterranean basin. Tectonic plates. Thethys and Paratethys, Vulcanism and earthquakes, the Messinian age and its consequences on the livingorganisms, the glaciations and their consequences on the living organisms. Reading: Blondel J & Aronson J., 1999 - Chapter 2 Arcadia University The College of Global Studies 3

Session 3 Session 4 Session 5 Session 6 Session 7 Session8 Session9 The biological diversity of the Mediterranean region. The Mediterranean life forms: trends in evolution and adaptive radiations. Environmental factors and habitat diversity. Causes, concequences and value of biodiversity. Ethical issues in biodiversity science. Endemism. Key topics in conservation biology. Natura 2000 network. Readings: Blondel J & Aronson J., 1999 - Chapter 3-4 Plant and animal migrations. Insularity and associated evolutionary trends. Distribution ranges and vicariances. Biological forms and morphologic adaptations. Dispersal strategies.physiologic strategies. Adaptive strategies. Mutualism and symbioses. Readings:Dallman P. R., 1998 - Chapters 2-3- 9 Flora and vegetation in the Mediterranean. Altitudinal series and main vegetation types. Plants as indicators of different climatic belts. Vegetation dynamic. Synopsis of the relationship between structure and function of the biocoenoses. Readings: Blondel J & Aronson J., 1999 - Chapters 6-7- 8 Marine habitats and associated flora/fauna. Lagunes. Littoral system. Bathyal system. Special microenvironments (rivers, salt marshes, cliffs, sand dunes, ephemeral wetlands). Readings: Blondel J & Aronson J., 1999 - Chapter 9 Review session for Midterm examination. Midterm examination SEMESTER BREAK What is a landscape? Perceptions of landscape. The ecological point of view. Landscape and the physical environment. The European Landscape Convention. Conservation issues at landscape scale. Landscape ecology. The patch/corridors/matrix model: meaning and applications. Land management, environmental planning and conservation: theory and case studies. Session 10 Typical landscape configurations. Mediterranean landscapes and biodiversity. Interaction between landscape elements. Animal and plant movement across landscape units. Session 11 Landscape change. Landscape degradation and habitat fragmentation. Extinctions and invasions. Ecological Arcadia University The College of Global Studies 4

Session 12 Session 13 Session 14 Session 15 restoration: theory and case studies. Work on project: Research for the written essay. Biological consequences of the sprawl of non- native species. Economy of invasive species. The Suez Canal (Lessep s migration). Land degradation and desertification. Impact of tourism. Water resources. Eutrophication. Chemical pollution. Oil hazard. Fishery and fish- farming. Environmental policies and conservation issues. Sustainable development: scientific, economic and ethical implications. Work on project: preparation of the written essay and Powerpoint presentation. In- class presentations. Study sessions for the final exam. Final examination Paper submission Field Study Other Policies: Expectations Professional behavior is expected of all students. This includes preparation for classes, on- time attendance at classes, attendance at all group sessions and appropriate participation in the form of attentiveness and contributions to the course. Respect for the academic process is the major guiding principle for professional behavior and extends to all communications, including e- mail. Attendance/Participation Prompt attendance, full preparation, and active participation in class discussions are expected from every student in every class session. Course Policies For e- mail communications, students must use their Arcadia University e- mail account. Students are responsible for any information provided by e- mail or through Intranet postings. Plagiarism Representation of another s work or ideas as one s own in academic submissions is plagiarism, and is cause for disciplinary action. Cheating is actual or attempted use of resources not authorized by the instructor(s) for academic submissions. Students caught cheating in this course will receive a failing grade. Fabrication is the falsification or creation of data, research or resources to Arcadia University The College of Global Studies 5

support academic submissions, and cause for disciplinary action. Late or Missed Assignments Will not be accepted for grading. Prerequisites: Country and Program Connection: Students with Disabilities Persons with documented disabilities requiring accommodations to meet the expectations of this course should disclose this information while enrolling into the program, and before leaving the United States so that appropriate arrangements can be made. None Sicily is one of the most well known and habitat- rich Mediterranean areas. The combination of classes and practical activities in the field gives students the unique opportunity to directly observe ecosystems and biotopes relevant to the Mediterranean and to understand landscape history, structure and dynamics. Students will be engaged in the country through experiential learning in three field studies, to be carried out in differentlandscape units of Sicily: coastal, inland and high- mountain. During each field trip, students will be trained to make theirown observations on plant adaptations, in order to recognize different plant communities and to distinguish through themdifferent biotopes and landscape units. At the same time, they will also be invited to discuss among themselves (and,eventually, to interview local people) in order to make pertinent observations on the Mediterranean ecosystem. 1) Field study: Vendicari Natural Reserveis one of the most interesting wetland areas in Europe. During the year, many species of birds are present and can be observed through observation posts.saltmarshes and extensive Mediterranean maquis areas are some of the remarkable naturalistic highlights of the area.within the Reserve it is possible to see greek, roman, byzantine, arab, and medieval remains: a trace of the persistent human influence on Mediterranean landscapes. A 18th century Tonnara is visitable. Rationale: The field study uses the Vendicari Natural Preserve as a living lab. Supervised observations will focus on real world biodiversity, using bird fauna, wetland habitats and the Mediterranean maquis as examples. Coastal and marine ecosystems and their exploitation will be discussed in field, using the Reserve as a living interactive blackboard. The Tonnara will be visited and used to introduce relevant conservation issues regarding the fishing industry and the consequences of policy making on the environment. 2) Field Study: Mt. Etna Regional Park: The volcanic area of Mt.Etna extends from sea level to 3300 m. The presence of layers of different age, related to different eruptions, creates a peculiar landscape which houses variegated habitats. In particular, different stages of vegetal colonization can be Arcadia University The College of Global Studies 6

observed, which range from pioneer to climacic communities. Many species of biogeographic interest are present. Rationale: The field study uses one of the most relevant natural areas in the Mediterranean as a living lab. Interactive observations on fauna, flora, vegetation and landscape will complete the work made in class, with a specific focus on the biodiversity of mountain ecosystems. The area allows to observe several relevant mediterranean biocenoses, such as: oak woodlands, Celtis aetnensis shrubland, genistoid vegetation, beech woodlands,betula aetnensis woodlands, Astragalus aetnensis and pioneer communities. Several endemic species will be observed and relevant topics will be discussed (endemism, biological diversity, ecological succession, landscape transformation, etc.), broadening the discussion started in class. 3) Field Study: Capo Gallo Natural Reserve is located N- W of Palermo, beetween Mondello and Sferracavallo.Several different environments are present in the area and display an impressive variability of ecological factors. It is possible to observe very different habitats which range from coastal vegetation to mediterranean maquis, from cliffs to holm oak woodlands. Rationale: The field studyis structured as a training path that showcases different stages of ecological succession and land mosaic tranformation. Interactive observations on fauna, vegetation and landscape will complete the work made in class, with a specific focus on coastal and low- mountain habitats.students will be able to observe the consequences of human impact, the interaction between natural and human factors and the resulting landscape alteration.marine ecosystems and their exploitation will also be discussed in field.the discussion regarding ecological succession, habitat loss and fragmentation and landscape change, started in class, will be broadened and enhanced by live examples. Arcadia University The College of Global Studies 7