Biology 3068.03B AGROECOSYSTEMS
MW 12:30-13:30 in LSC 206; F 12:30-14:30 in Killam B400
Instructor: Prof. David Patriquin (dp)

The major objectives of this class are:

1. To become familiar with the basic structures and processes of agriculture, e.g. the spread of weeds, domestication of crops, feeding of livestock, tillage of soil, viewed from an ecological perspective.

   Agroecosystems are major components of regional landscapes. They are also are important in our daily lives, and have significant impacts on adjacent ecosystems and on global ecological processes, yet they are overlooked in most university ecology classes. This class is intended to fill that void.

   "Agronomists have far too long ignored ecology and the benefits to be derived from integrated research approaches. Ecologists have far too long consdiered agronomic systems uninteresting. It's time to close the gap" (E.A. Paul & G.P. Robertson, 1989 Ecology and the agricultural sciences: a false dichotomy?. Ecology 70: 1594-1597)

   Changing modes of coffee production illustrate
   the need for integration of ecology and agronomy:

   Coffee was domesticated from shrubs growing in the understory of rain forests. In the background of the photo, a traditional variety of coffee is growing under leguminous trees which provide the necessary shade; they also add nitrogen, recycle nutrients from deep in the soil, and protect the soil during storms. In the foreground, a new varietiy, adapted to high light intensity, is growing in the open. The new systems produce more coffee per unit area than traditonal systems, but require more inputs, support fewer species of plants and insects, and are less protective of the land. These factors were not considered a priori, in part because ecology and agronomy have traditionally been separate disciplines.

2. To critique the ecosystem concept from a scientific perspective, and consider how it can be applied to agricultural systems

   Vernacular and scientific use of the terms ecology and ecosystem can be quite different. Even the use of these terms within science is not consistent, and is a matter of some controversy. For example, there is debate over whether the term "ecosystem health" can be scientifically defined. We want to explore both vernacular and scientific usages, and to be rigorous in our of use of the term "ecosystem" in a scientific context.

3. To hone skills in solving quantitative problems related to the practice of agriculture in an ecosystem context

   For example,we might want to estimate how much carbon is stored in a hectare of wheat and its turnover time. We will develop sound methodologies for making 'back of the envelop' calculations, and for converting units to different scales of space and time. We also want to gain some sense of where to find and how to evaluate, different databases. These sorts of calculations have practical use in agriculture and are increasingly important in every day life, as we consider the environmental consequences of almost everything we do.

4. To pursue some of your own special interests related to agroecosystems

   The Special Topics assignments will provide an opportunity to do so.

5. To experience working in groups to conceptualize, solve problems, peer review group members work and to share knowledge, insights and perspectives

   In today's complex global community, no individual can 'know it all'. Employers cite ability to work in groups as a critical skill, and one that is often poorly developed amongst science graduates. There is a lot to gain by contributing our skills and experience to a group of individuals who have a common goal, and from interacting synergistically with other members of the group so that its output is more than the sum of the parts.

6. To become familiar with use of the World Wide Web as a learning, research and communication tool.

   We are just beginning to tap the immense potential of the World Wide Web, and the technology has progressed to the point that one doesn't have to be a computer whiz to do that - so lets use it!

7. Others (yours) _________

   Please forward these to me (dp@is.dal.ca)

8. Others (the Instructorºs): to test a Collaborative, Problem Based, Web Linked learning approach in a Science class.

   I have used components of this approach in other classes but this is the first one which I will conduct almost entirely using non-lecture methodologies. My hope is that it will be more stimulating than the traditional lecture-only format, and help us all (your instructor included) to become more conversant in new modes of communication. You will be the judge of whether it achieves these objectives; I invite you to critique the approach, and welcome suggestions for improving it along the way, and afterwards.