Geography 246 Advanced Topics: Paleoclimatology Spring 2014 Professor Shelly A. Rayback, Ph.D. Office: 213 Old Mill Building Phone: 802-656-3019 Email: srayback@uvm.edu Office Hours: M/W 11:30-1:00 or by appt. Course Description The need to place current environmental changes within a long-term context and distinguish between natural and anthropogenic variability has brought the paleo-perspective into the forefront of global climate change research. The focus of the course will be the Quaternary Period, with special attention paid to the last 10,000 years (Holocene Epoch). In this course, we will explore paleoclimate theory, techniques, databases and case studies through lectures, readings, in-class exercises, videos and discussions. Visits to UVM labs and guest lectures by UVM faculty will highlight examples of current research in the field of paleoclimatology. We will also explore the role that paleoclimate scientists have played in recent discussion and debates over climate change policy and science, and how paleoenvironmental data is being used to understand and predict future climate change. Prerequisites: Geography 040, 140, and/ or instructor permission. Course Goals Students who have successively completed this course should be able to demonstrate an understanding of the following: - Climate and Earth-system dynamics - Major climate forcings/feedbacks - Major research areas within the field of paleoclimatology, their practice and the underlying theories and concepts upon which these subfields are based - Spatial and temporal resolution in paleoclimatology - Limitations of paleoclimatic theory (variability, uncertainty, noise, dating control) - Application of paleoclimatic techniques and theory to address and assess real-world questions and problems related to global climate change (paleo-perspectives) 1
Course Objectives Students who have successively completed this course should be able to demonstrate a proficiency in the following: - Define and articulate the terminology and principles underlying the science of paleoclimatology. - Critically assess the strengths, limitations, and assumptions of paleoclimatic research methods. - Analyze, synthesize, and critique the application of paleoclimatology in a range of sub-fields through the review and discussion of peer-reviewed scientific papers. - Analyze and interpret paleoclimatological datasets and statistics - Identify and articulate how the paleo-perspective may inform and guide our understanding of current global climate change. - Develop, execute and present a research project. - Lead an oral discussion on a selected research topic. Student Skills We will emphasize the following skills in this course: critical thinking, quantitative analysis, written and oral communication. Course Resources Text, readings, and Blackboard Bradley, R.S. 1999. Paleoclimatology: Reconstructing Climates of the Quaternary. 2 nd edition. San Diego, CA: Elsevier Academic Press. Supplemental Readings Blackboard Email Peer-reviewed scientific journal articles and supplementary chapters in other texts will be made available as pdf documents on Blackboard. Several texts will be on reserve at the Reserve Desk in the Bailey-Howe Library. Paleoclimatology will have its own course page on Blackboard (https://bb.uvm.edu/webapps/portal/frameset.jsp ). I will regularly post course announcements, lecture slides, lab information, and supplemental readings to the site. I will occasionally send you email messages with reminders or announcements via your UVM email address. If you use another email account (gmail, yahoo, etc.), please use the tool at https://webmail.uvm.edu to forward your UVM mail to that account. You can do this at webmail by using the tool on the left-hand frame titled Forward Your Email 2
Office Hours to Another Account. As this is my only line of communication with you outside of class time, I ask that you check your email at least once per week to stay current on any updates or changes. Please take advantage of office hours if you have questions or concerns about the lectures, readings or the final project. You do not need an appointment during regular office hours. Graded Work Class Participation and In-Class Exercises (10%): Your participation and contributions in class are welcomed and encouraged in this course. Participation will be assessed through attendance, short writing assignments, data exercises and class discussions. Article Review (25%): Throughout the semester, we will discuss in-depth examples of recent research in the field of paleoclimatology. To participate in these discussions effectively, you are expected to have read the assigned scientific journal articles prior to our class meeting. Each student will be responsible for handing in a one page synopsis of the assigned scientific journal article (6 total). Please consult your syllabus for due dates and assigned journal articles. In the synopsis, you will be asked to: 1) articulate the main points of the paper, 2) outline the questions you have that were raised by reading the paper, and 3) provide a critical analysis of the reading. Exams (30%) There will be two exams during the semester that will assess your understanding of course material. Exam format will consist of short answer and essays and will be cumulative. Final Research Project (35%): You will carry out a final research project for this course that will consist of an annotated bibliography (5%), an oral presentation (5%) and guided discussion (5%) and a final paper (20%). You may select from a list of defined topics or you may propose your own. The underlying theme for all final research projects will be paleo-perspectives on current global climate change issues. Grading Scale A+ (97-100) B+ (87-89) C+ (77-79) D+ (67-69) F (below 60) A (94-96) B (84-86) C (74-76) D (64-66) A- (90-93) B- (80-83) C- (70-73) D- (60-63) Other Information Learning and Physical Disabilities Students with learning and physical disabilities must let me know and provide a letter from ACCESS if you need special exam situations or other appropriate accommodations. For your privacy and my clarity, I ask that you talk with me during office hours about any accommodations requested. If you know or suspect you may have a learning disability you should contact ACCESS for screening and advice. 3
Contact ACCESS at 802-656-7753. They are located at A170 Living/Learning Center on the University of Vermont Campus. Learning Skills UVM is fortunate to have the Learning Co-Op (www.uvm.edu/~learnco) on campus; a center devoted to helping UVM students learn effective study and writing skills. Please take advantage of the programs and services the Learning Co-Op has to offer. The Learning Co-Op and Writing Center is located at 244 Commons Living/Learning Center. Religious Holidays and Observances If you plan to observe a religious holiday during the fall semester and it conflicts with class lectures, field work, labs or the final project, please speak to me within the first two weeks of the semester so that we can make alternative arrangements to complete your work. Positive Learning Environment: Our Responsibilities - Together 1. Class attendance and participation are critical to your success in the course. You are expected to attend all class sessions, take notes, and ask questions. If you are absent, it is your responsibility to take whatever steps are necessary to acquire the material that you have missed from a classmate. I recommend that you identify another student in class from whom you can borrow lecture notes and visit me during office hours if you have questions about missed material. 2. If you are a student who will miss class due to athletics or another university-sponsored activity, please let me know in writing by the second week of classes. Because material missed during absences will affect your participation/attendance score and your ability to complete the lab exercises, I encourage you to visit with me during office hours to discuss it. 3. Please be prompt to class and plan to stay in the classroom for the entire session. I ask that you not leave the classroom for visits to the restroom, water fountain, etc., as it is distracting to me and other students. 4. Please refrain from personal conversations during lecture. If you have a question, please ask. 5. Please turn off all cell phones, ipods, iphones, tablets, etc. Put away newspapers, magazines, work from other classes, etc. You may use a laptop to take lecture notes, but refrain from using your computer for other purposes. I reserve the right to ask you to close your laptop if I find that what you are doing on it is distracting to me or other students. 6. Due dates for homework exercises, final papers, etc. will be strictly adhered to. A deduction of 10% will be assessed for each week day that an assignment is handed in late unless you have made arrangements with me for an absence for a university-sponsored event or a documented illness or emergency (this must be documented through your Dean s office). 7. I encourage you to take advantage of office hours if you have questions or concerns about the lectures, readings, exercises or exams. 8. I will do my best to provide you with the best, most comprehensive and up-to-date information and developments in paleoclimatology. I will be on-time for class, hand back assignments within a week, provide you with grading rubrics, and offer ample opportunities for questions and discussion. I will also challenge you intellectually in the classroom and help you to develop your own intellectual independence. 4
Academic Integrity Statement by the University of Vermont: The principal objective of The University of Vermont policy on academic honesty is to promote an intellectual climate in which the procedures and sanctions that follow will be superfluous. Academic dishonesty or an offense against academic honesty includes acts which may subvert or compromise the integrity of the educational process at The University of Vermont. Such acts are serious offenses, which insult the integrity of the entire academic community of the University. Offenses against academic honesty are any acts which would have the effect of unfairly promoting or enhancing one's academic standing within the entire community of learners which includes, but is not limited to, the faculty and students of The University of Vermont. The following is a list of some, but not all, offenses of academic dishonesty: plagiarism, cheating, copying another s work, and fabricating information or citations. Suspected dishonesty will be handled by the Center for Student Ethics and Standards. If you have any questions about what constitutes academic dishonesty, please ask. 5
6
7