ࡱ> GIF (.bjbj 4@(&,$%@VVVV111+%-%-%-%-%-%-%$&Z)zQ%11111Q%VVf%1VVM#1+%V@&{ =" 9#|%0%#x))&x111Q%Q%111%1111)111111111* :   Seminar guidelines BIOL 510, 2017 By the end of the course the student should be able to: Demonstrate a comprehensive understanding of the soil environment in terms of it wondrous biology as well as its ecological and societal significance Describe and critically assess the concept of deep ecology and its relevance to societys responses to global change issues, especially as applied to the management and conservation of soils Search, analyse, and synthesize primary and secondary literaturein the natural and social sciences Seminar assignment For this component of the course, please prepare and deliver a seminar on some aspect that particularly interests you of the central course theme question What is the deep ecology concept, how can it be meaningfully applied to the soil environment, and how can it be most effectively used to promote sustainable ecological behaviour? The most critical part of the whole exercise, and the key to a successful seminar, is to identify a clear and specific question that you would like to address. Ask yourself, what is the most interesting question you can ask in relation to the content of your chosen chapter or paper that fits at least partly within the context of the broad course theme. That question will be the core focus of your seminar. The question should be constructed so that it will likely lead to focussed, intelligent discussion that will move the seminar group toward some potential answer, or toward a more refined perspective on the issue/theme, or toward an even more refined question. The more interesting the question is to you, the more successful the seminar is likely to be for you, and for your audience. Your ultimate goal as a seminar convenor is to excite interest in your topic so that your audience will be fully engaged and keen to discuss the ideas you raise, and therefore that they will leave the seminar afterwards with a much better understanding of the specific seminar question you have focused on, and how it relates to overall course thematic question. You will need to be creative and think carefully about your chosen question, and expect several iterations as you read about the topic. In many ways, it is the most difficult part of the exercise, but once achieved will make for a very effective seminar. I am available to assist and can meet one-on-one with you, and you will also find it very useful to look at previous iterations of this course to see examples of great seminar focus questions ( HYPERLINK "http://post.queensu.ca/~biol510/" http://post.queensu.ca/~biol510/). Some of you have already chosen chapters or papers. Other possible readings will be posted very shortly on the website in the Reference list. You will need to read those that interest you and others around its subject area to develop a broad interesting seminar question. Other students may choose to develop a question first (i.e. for the later Deep Ecology seminar section of the course), and then locate a suitable reading. Please consult with me before making your final choice of reading. As you will soon discover, there is a vast amount of readily accessible information currently available related to the course theme. This exercise is aimed at familiarizing you with how to access, synthesize and present both general and primary scientific information on an issue of particular interest to you. As convenor, use the chapter or paper associated with your seminar as aspring-boardto stimulate your ideas and generate an interesting and challenging seminar question. The latter, and your various sub-themes/questions in the seminar, should be primarily based on what really interests you. Yes, they should broadly fit within the course theme, but only broadly. If you wish to focus entirely on the hard science/biology of soils etc, and expand in detail and breadth on various topics Wolfe touches on, then that is totally fine. If you want more a Deep Ecology philosophy/human perspective focus that is totally fine too. You can choose to attempt integration of the two if you wish, but you do not have to. In summary, just make sure you are focusing on concepts and questions in either realm that really interest you, and make sure that you are taking us to new understanding of those concepts. Seminar Exercise: Read your chosen chapter or paper very carefully, as you read, highlight in your mind what you find most interesting, especially within the context of the overall course theme. Develop a clear, focussed and intellectually stimulating question that you can use the content in your chosen chapter or paper to address. Note that the question should have a broader focus than the individual chapter. In other words, the chapter will not provide a comprehensive answer to your question, but will contribute toward answering it. Consult the general and primary scientific literature on your topic of interest and synthesize the current status of information on that issue so that you can expand your audiences learning beyond the chapter/paper. In addressing your seminar question, you are expected to use evidence from other readings to supplement the chosen chapter or paper content Make an oral presentation (totaling ~20 minutes, but interspersed with multiple question and answer and discussion sections), aimed at stimulating ideas and debate for discussion focused on the theme of your seminar question. I am anticipating that the whole seminar including the interspersed discussion will take 40-60 minutes. Having ~3 clear, focused, intellectually probing, sub-questions within your chosen theme is a very good mechanism to achieve this. You are encouraged to present in whatever way you think will most inspire your audience to engage with your seminar question. Powerpoint, debate, role play etcetera are just some of the possibilities. Remember that the seminars should be highly interactive so that your audience are fully engaged. The presentation should be suitable for an interested public audience, and may include the following headings: a) Introduction. Introduce the topic, its relationship to soil ecology, deep ecology and sustainability, and its historical context. Present your seminar question (Make sure to write it up very clearly in your title page (and on the whiteboard), and possibly again later. Explain why you chose it. b) What are the most interesting arguments in the chapter or paper? Write them out in your presentation and set them in the context of your broader central seminar question. c) What evidence is used to address those arguments? Describe and explain the main pieces of evidence that are relevant to your central seminar question. Critically evaluate that evidence both positive and negative aspects. d) How does the perspective and background of the author influence the structure of the arguments and the conclusions? e) In what ways can the authors arguments be improved or refined? Review the topic and what others have written on it since. Also review the authors more recent writings if appropriate to provide and up to date perspective on the value of the chapter/paper. f) Are there any ideas in your seminar that link to material presented or discussed earlier in the course? Be sure to articulate those linkages and explain the connections. g) What can we conclude in relation to the seminar question? Providing a set of take home summary messages is a very important part of the exercise because you want your audience to go away with an improved understanding of the linkages between soil ecology, deep ecology, and our civilisations future sustainability. In your summary, be sure to include a synopsis of what you have learned from your seminar audience as well. Seminar convenor: Seminars will be graded according to the following criteria: a) identification of a clear seminar question b) development of that question during the seminar using evidence from the chosen reading, and other sources c) evidence of independent critical thinking d) presentation clarity, enthusiasm and originality e) discussion leadership f) synopsis at the end of the seminar Note the above very carefully. - They tell you what I am looking for! Seminar participants: The success of this course as a learning instrument will largely depend on the quality of the discussions in each seminar. The main objective is to encourage your independent thinking processes related to the relationships between soil ecology, deep ecology, sustainability, and the future of our current civilisation. Initiation and participation in the discussions following each seminar is a very important part of the learning process in this course. Please read the chapter or paper circulated prior to each seminar, and come prepared with a typed list of two relevant discussion ideas or questions relating to the reading in the context of the broader seminar question developed by the seminar leader. Your two questions will be collected at the end of the seminar and graded by the seminar leader on the basis of their quality (i.e. their perceptiveness and relevance). Your initial idea for a seminar question should be sent to me in time (at least 7 days prior to the seminar) so that I can assess it and provide feedback. The earlier you send it to me, the more feedback I will be able to provide. As a general practice, please plan on meeting with me immediately after class 7 days before your scheduled seminar. If you are having difficulties with any of the assignments, please contact me. Finally, note that I am very keen to support individual approaches in this course, so if you have other suggestions as to how you would like to do your seminar, please contact me. 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