Notes: Invasive Species Course PCB 2441 (UF) — Lecture Summary

Course Overview

  • Course code and focus: PCB 2441PCB\ 2441 Biological Major course on invasive species and invasions, taught by Luke Flory.
  • Instructor background:
    • Luke Flory, start of his 15th year at UF; 14th year teaching this class.
    • Lab: Flory Lab, invasive plant ecology; located in UF Agronomy (the department studies more than just row crops).
    • Research emphasis: invasive species ecology, interactions with global-change factors (climate change, emerging pests/pathogens, fire, urbanization).
    • Director of the Invasion Science Institute at UF; new travel schedule for fall due to this role.
  • Teaching assistants and collaborators:
    • Alston (TA): they/them pronouns, PhD candidate in Bill Hammond's lab; focuses on community ecology of longleaf systems; coordinates assistance and availability.
    • Postdoc 1 (unnamed in transcript): second-year postdoc; coordinates UF IFAS assessment for risk assessments of non-native plants; works on fire invasion paper.
    • Postdoc 2: Jason; studies disease ecology; works on project about how an invasive grass bridges gap from natural to agricultural systems; travel plans to New Zealand for ecology conference and to Kentucky for a big experiment; attendance at other meetings (Tahoe, Entomological Society of America).
  • Course aim and atmosphere:
    • Designed to be engaging about a global environmental problem (invasive species).
    • Not a prerequisite for anything; welcoming to a very diverse student body (first-year to senior; business, criminal justice, biology majors, etc.).
    • Purposefully broad so students with different backgrounds can participate without excessive workload.
  • Class logistics:
    • Printed documents available, but most information is on Canvas.
    • The course is taught with some fluidity week-to-week; sometimes the instructor goes on tangents due to recent learning or conferences.
    • The first week covers two weeks of material; next week begins with readings and discussion.

Course Structure & Philosophy

  • Overall approach:
    • Introductory but substantial content on invasive species, including how invasions occur, management strategies, and the interaction with other global-change factors.
    • Emphasis on understanding how scientific knowledge is generated and communicated, including critical evaluation of sources and understanding the science-policy-media interface.
  • Course format:
    • Weekly modules broken out week-by-week (not day-by-day) due to fluid discussions and tangents.
    • Aims to be accessible to students from many majors and levels of prior science exposure.
    • Readings and activities are designed to be manageable for busy students; not overly reading-intensive.
  • Schedule overview:
    • Class meetings: Thursdays 10:40–11:30; Tuesdays 10:40–12:35.
    • Some weeks may require light preparation; students will know in advance what is required.
    • Next week involves finishing coverage of the first two weeks’ material.
  • Examinations and assessments:
    • Two examinations (not a final exam): a midpoint exam and a second exam at the end of the semester.
    • Examinations format: 25 multiple-choice, 20 true/false, 10 short-answer25\text{ multiple-choice},\ 20\text{ true/false},\ 10\text{ short-answer} questions; 30-minute exam with no strict time limit (some students may take longer).
    • There is no final exam; the second exam occurs on the last day of class (the week after Thanksgiving period).
    • Weekly grading and feedback: exams are paper-based to ensure consistency and fairness; a formal review session will occur before each exam.
  • Grading transparency and goals:
    • Grading scheme is straightforward: essays, group presentations, current events, and two exams.
    • Emphasis on clear expectations and a consistent rubric.

Weekly Schedule & Key Assignments

  • Essays: three one-page essays due over the semester (details provided in assignment).
  • Group presentation: invasive species of interest (random groups of four).
    • Topic selection guidance:
    • Preferably not one of the major species already widely discussed in class.
    • Can be invasive in Florida or the US, or invasive elsewhere if student background supports it.
    • Example ideas discussed: python (common in Florida’s news), screw worms (historic but resurging), etc.
    • Process for choosing a species:
    • Look up several species, assess available information, and discuss feasibility with the instructor.
    • Content requirements (presented in detail in rubric):
    • Include species name and scientific name; native vs. invasive status; native vs. introduced range; why it is invasive; impacts; management efforts; and current knowledge.
    • Include a graph/figure from at least one peer-reviewed article and explain it during the presentation.
    • Reference at least two peer-reviewed articles; include a figure from one of those articles.
    • Include a five-question Kahoot quiz at the end.
    • Use standard sources beyond peer-reviewed articles (organizations, researchers, communications with researchers is optional but encouraged).
    • Logistics:
    • Random grouping will be assigned by the instructor by next Thursday (after drop/add).
    • First batch of group presentations will occur after the first exam (October).
    • There is a 15-minute presentation limit per group due to the larger class size.
    • Delivery specifics such as Google Slides loading issues, permissions, or embedding videos will be discussed; students should practice logging in and loading slides early to avoid delays.
    • Additional tips:
    • Creativity is encouraged (though not graded as creativity); some students have dressed as organisms or used props, but content depth is what counts.
  • Invasive Species Presentation Workshop (for group accountability):
    • All four group members must independently complete the workshop to ensure equal participation.
    • The workshop form is available online; students should fill it out digitally (Word document) and upload to Canvas.
  • Current Event Presentation:
    • Brief in-class presentations (2–3 minutes) at the start of class on Thursdays.
    • Each student presents a current invasive-species-related event from the last 2–3 months.
    • Deliverables: a printed sheet summarizing the source, including title, source type (news article, video, TikTok, etc.), and why it’s relevant.
    • Delivery requirement: upload the link or document to Canvas so it’s trackable; sign-ups are informal (no formal sign-up required).
    • Examples and expectations: focus on what the story discusses and the main conclusion; why it was published; what it means for invasive species management.
  • Readings and discussion prompts (upcoming):
    • Next week’s reading: two-page article by Mark Davis and colleagues in Nature (Nature article is titled as a 'Comment' and discusses evaluating nonnative species and their origins).
    • Follow-up material includes a set of responses (Correspondence) to that article; a notable response is titled "Non-native 141 scientists object" with arguments and context.
    • The instructor will provide context about authors, their backgrounds, and how information is processed and debated within the scientific community; aims to teach critical thinking about science communication and misinformation.
  • Philosophical and practical context:
    • The course emphasizes understanding how scientific knowledge is generated and how to critically evaluate media reporting, policy implications, and the role of scientists in public discourse.
    • Students will learn to ask: Who is saying this? Where did information come from? Is the information credible? What are the debates or objections?
    • Goal: students leave with not only knowledge about invasive species but also literacy in evaluating scientific claims and understanding the process of scientific debate.
  • Reading and course resources:
    • All course materials and modules are available on Canvas; printed documents exist but most information is online.
    • An example invasive species presentation is available on Canvas (module one) as a reference for students.

Logistics: Attendance, Photos, and Participation

  • Photo roster and attendance:
    • Canvas “Instructor Tools” provides a photo roster for easier identification; some students have missing or unclear photos.
    • Photos help with name-pronoun usage and attendance, but providing a photo is not mandatory.
    • Attendance is not strictly enforced as a punitive measure, but attendance is a significant part of the participation grade.
  • Participation grading approach:
    • Instead of counting every instance, the course emphasizes presence and willingness to engage rather than a fixed number of participations.
    • Students with life events (illness, trips, etc.) are accommodated; the policy allows for absences with minimal penalty, but consistent presence is encouraged.
    • The instructor intends to learn students’ preferred names and pronouns (e.g., Madison/Maddie) and will track attendance accordingly through Canvas.
  • General messaging:
    • The instructor emphasizes flexibility, a lower-stress approach to course workload, and a focus on learning outcomes rather than punitive measures for minor absences.

Practical Tips for Success in This Course

  • Prepare ahead: know the weekly module expectations; be ready to discuss readings and bring questions.
  • Group work: start forming groups early; ensure equal contribution by all four members (complete the workshop together).
  • Technical readiness: arrive early to ensure access to the classroom computer, login, and proper loading of slides/Videos; be prepared for embedded videos and the potential technical hiccups.
  • Engage with readings and debates: read the Nature article and responses; think about the role of scientists in public discourse, and be prepared to discuss who is influencing public understanding of invasive species.
  • Current events: pick timely stories; prepare concise summaries; bring printed handouts or have digital links ready on Canvas for reference.
  • Ethics and AI: AI usage is acknowledged but not banned; students should ensure they understand the expectations for independent contribution and proper sourcing for assignments and presentations.

Miscellaneous References and Useful Context

  • Example organization and terminology:
    • Invasion Science Institute at UF; broader context of invasive species research and its societal relevance.
    • Concepts covered include: how invasions occur, ecological impacts, management strategies, and the integration of climate change and urbanization into invasion dynamics.
  • Notable practical examples mentioned in class:
    • Black-and-white tegus (invasive lizards) discussed as a case study to illustrate public engagement and media representation of invasions.
    • Pythons in Florida cited as a familiar invasive species example; screw worms used as a contrast for interesting, less well-known invasives.
  • Upcoming content you can expect:
    • The course will cover foundational principles and then gradually include more complex topics and data interpretation as the semester progresses.

Quick Reference Summary

  • Course: PCB 2441PCB\ 2441 – Invasive Species and Invasions (UF, Luke Flory)
  • Schedule: Thursdays 10:40–11:30; Tuesdays 10:40–12:35
  • Assessments: 3 one-page essays; group invasive species presentation; current events presentation; 2 exams (midpoint and end of term); no final
  • Exam format: 25 MCQ25\text{ MCQ}, 20 True/False20\text{ True/False}, 10 Short Answer10\text{ Short Answer}; 30-minute standard duration; no strict time-limit enforcement
  • Major assignments details: group of 4; choose invasive species; cite at least two peer-reviewed articles; include a figure; Kahoot quiz; two-week staggered schedule around first exam
  • Readings and debates: Nature article by Mark Davis et al. (Comment) and responses; emphasis on source evaluation and understanding scientific discourse
  • Attendance: tracked via Canvas; photo roster usage suggested but optional
  • Culture and ethics: AI usage allowed but with emphasis on individual accountability and proper sourcing
  • Tools and logistics: Canvas for modules and materials; in-class activities and logistics discussions for slide loading and video embedding; early-logging in recommended