NRE 539: Landscape Ecology

Instructor: Bill Currie. Email: [email protected]

Fall 2017 A, 2 credit hours
Class meets Tuesday and Thursday 4:00 – 5:30 pm, Sept 5th – Oct 19th (Dana 1046)

Images, clockwise from top left: Wetland plant functional types around Poyang Lake, China, Dronova et al. 2012; Mixed use U.S.
landscape, Cadenasso et al. 2003; Yellowstone fire of 1988, AnneMullen.com; Google Earth image of a rural village in the Himalaya

Description
Landscape ecology is a question-driven discipline in which the central question is ‘how does landscape
structure affect ecological processes?’ This includes ecological processes at the population, community,
and ecosystem levels. At the population level, we might ask whether landscape structure affects
reproduction or dispersal. At the community level we might ask whether landscape structure affects
predator-prey interactions or the success of invasive species. At the ecosystem level we might ask
whether landscape structure affects NPP (net primary productivity), evapotranspiration, or carbon
sequestration.

This course takes an approach that is inquiry-based, evidence- and applied research-oriented, as
opposed to theory-driven. We consider the questions that landscape ecology addresses and we analyze
studies in the primary literature that have addressed these questions. We examine papers that focus on
a variety of ecological systems and habitats including wetlands, grasslands, forests, and human-
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dominated, multiple-use landscapes. Assigned readings emphasize current literature while lectures and
class discussion will cover topics from some additional foundational papers and texts. Although theory
is not the focus of the course, we will introduce and discuss some theoretical concepts as needed in
order to convey the fundamental principles in the field.

This course has these main areas of focus:

1. Does landscape structure, including variability in both space and time, affect ecological
processes? We consider ecological processes at the population, community, and ecosystem
levels.
2. What are the characteristics of landscape structure that are used to address question #1? These
include patch sizes and distances, the nature of edge-influenced area and patch-interior area,
the nature of the landscape matrix as it affects different species, and other topics.
3. What are the causes of landscape structure and heterogeneity, both natural and human-
caused? Natural causes include physiographic variability and disturbance regimes. Human
causes include resource extraction, land use / land cover change, habitat fragmentation, and
others.

Learning goals, approaches and outcomes

By the end of this course you will have learned to recognize and to formulate the types of questions that
are asked in landscape ecology and describe some of the methods used to address them effectively.
You will have learned to understand many of the key concepts in landscape ecology and how to apply
them correctly to current questions and issues in the field. You will improve your ability to read and
critically evaluate papers in the primary ecological literature. You will come away with a new
understanding of scale, environmental heterogeneity, and how these interact with ecological processes
at levels of organization from population, to community, to ecosystem processes.

You will improve your ability to communicate questions and articulate concepts in class discussion. You
will improve your skill to communicate effectively through presentations by conducting critical peer
evaluations of other students, by giving your own presentation, and by receiving peer feedback.

Two primary approaches are used: question-driven learning, and the use of case studies from the
primary literature. We will see how the questions of landscape ecology are addressed through the
range of methods used by practitioners, including empirical studies and modeling studies. In some
weeks there is an assigned reading and assigned critical review that presents a case study of an
investigation into a question in landscape ecology. You will write a brief critical analysis of the paper
before class, then the instructor will present the key points from the assigned paper as well as
illustrations from other case studies that addressed similar questions. In your presentations and peer
evaluation of other students’ presentations, you will further engage with question-driven case studies of
research in landscape ecology.

You are encouraged to ask questions and make comparisons in class. As we discuss research case
studies, various theories will be presented and discussed as they arise. Students will see the role of
theory as an effort to generalize from empirical and modeling studies and synthesize understanding so it
can be used in applied problems. You will be assessed in your ability to draw on fundamental principles,
key concepts, and to understand landscape ecology questions and approaches in your critical analyses,
class presentations, and on the exam.

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Assignment: 4 review summaries of assigned readings

Students will complete brief review summaries of 4 assigned readings that present case studies of
current research in landscape ecology. Where these are assigned, give yourself enough time to read,
fully understand, and reflect on the reading. Write a 300 to 450 word review summary of the assigned
reading and upload this as an assignment in Canvas at least two hours before the class it was assigned
for. The purpose of this assignment is to develop a brief but thoughtful summary of the paper and to
suggest questions or criticisms that could be discussed in class. In your summary, address these points:
What question in landscape ecology does the paper address? What methods did the authors use? How
does the authors’ design of the research or interpretation of results draw on key concepts in the field?
In your summary, explicitly and correctly use at least three key terms or concepts from our key-concepts
handout. Write these reviews using your highest level of insight. State some questions or criticisms that
you have, after reading this paper, that could be used as inroads for class discussion (thus the need to
submit the analyses at least 2 hours prior to class.) These will be graded in Canvas each week to provide
immediate feedback.

Assignment: Student presentation of an applied paper in landscape ecology

Each student will present to the class an applied paper in landscape ecology and lead a subsequent
discussion. Students may select any paper from the course reading list with an asterisk (*) or use a
different paper with prior instructor approval. The presentation must run 13 to 15 minutes (to be
followed by questions, depending on the time available). Then answer audience questions about your
paper for 2-4 minutes. In your presentation, use PowerPoint slides and provide an introduction, a
methods section, results, and your interpretation and analysis. What landscape-ecology questions does
the paper address? What level of organization does it focus on? In your presentation, link to theories
and concepts we have covered in the course; explicitly and correctly use at least three concepts from
our key-concepts handout. This may seem like a lot to squeeze in, but it is important to BE BRIEF and
very economical with your words. These are not “informal” presentations. Use your best professional
presentation skills and keep to the time period allotted. (See the rubric that will be used by the
instructor and your peers to assess these presentations.)

Note: bring your presentation on a flash drive before the start of class so they can all be loaded onto
the instructor’s computer in advance. Please include your last name in the filename.

Assignment: Peer evaluation of presentations

The ability to make a clear and effective presentation is an important communication skill for both
academics and professionals. We will spend some class time learning and discussing effective
presentation skills. Students will anonymously peer-evaluate one another’s presentations using a
rubric provided by the instructor. Evaluate the evidence you saw concerning how well the presenter
understood the paper, evaluate the quality of the analysis presented and the clarity and effectiveness of
the presentation skills. Peer evaluations will be turned into the instructor. Put your name at the bottom
of the evaluation rubric; the instructor will remove these names and pass all of the evaluations to the
presenter, together with the instructor’s comments and evaluation. Your evaluations will be graded
based on your level of engagement and usefulness of the observations and feedback you provide to the
other students in your comments.

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Exam
There will be one exam, given in class on the last day of class. Its purpose is to assess the learning of
fundamental concepts and principles from lectures and readings; the understanding of how concepts
and theory are applied to study problems and issues in landscape ecology, as covered in readings,
lectures, class discussion, and student presentations; and the ability to correctly articulate questions and
apply key concepts in the critical analysis of ecological issues and questions in landscapes. It will include
multiple choice, short answer questions, and a short essay.

Grading
Grade will be based on 4 critical reviews of assigned readings (100 points), presentation of an applied
paper and answering questions (125 points), one exam (125 points) and class participation (50 points).
This totals 400 points.

Class participation: Learning requires a willingness to examine one’s own pre-conceived notions or
assumptions and to expand one’s foundation or framework to build the conceptual structure for new
knowledge. This is demanding. It requires energy, effort, and focus. It requires an interest in engaging
with a topic, grappling with new ideas, questioning and challenging others, and striving to think in new
ways. Students are expected to show a high level of engagement and participation in the learning
process. Ask questions during lecture and discussions. Respond to questions posed by the instructor.
Follow up or respond to questions posed by other students. Instead of being passive onlookers, actively
challenge one another.

Each week, listed on the syllabus is a discussion question. We will discuss these questions as a class on
the second class meeting of the week; depending on the timing of other class activities these discussions
may range from 15 minutes to 45 minutes. Prepare thoughtfully in advance for these discussions.

Currie office hours

2017 Fall A: Tues & Weds 10:00 to 11:30 am.

Syllabus and Schedule

Note that “week 1” is a Wednesday-Monday because class starts on a Wednesday; then “week 2” is a
Wednesday – Wednesday because of the break for Martin Luther King day; beginning in “week 3” each
week follows a Monday-Wednesday pattern.

Week 1. Landscape structure and the questions of landscape ecology

Tues Sept 5
Thurs Sept 7

This week focuses on introductory material including landscape structure, metrics, and scale.

Assigned reading: Skim, and begin to use the handout Currie 2014, Key concepts in Landscape
Ecology. (Continue to refer to this throughout the course and eventually aim to read most of it.)

Week 2. Does landscape structure affect population processes?

Tues Sept 12. Assigned reading: Mueller et al. 2014. (Review summary #1 due 2 hours before
class.)
Thurs Sept 14

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Discussion question: In assessing the effects of landscape structure on population-level

processes, do we need to study each species individually? Or is it possible to use “model”
species?

Week 3. Does landscape structure affect community processes?

(Tues Sept 19: No class)
Thurs Sept 21. Assigned reading: Schippers et al. 2014. (Review summary #2 due 2 hours before
class.)
Discussion question: How does one identify the “right” scale to study an ecological
question?

Week 4. Does landscape structure affect ecosystem processes?

Tues Sept 26. Assigned reading: Scheller et al. 2012. (Review summary #3 due 2 hours before
class.)
Thurs Sept 28
Discussion question: What does it mean to say that ecosystem-level processes are, or are
not, affected by landscape structure?

Week 5. What drives spatial heterogeneity? The role of disturbance

Tues Oct 3. Assigned reading: Foster et al. 1998 (b), Ecosystems 1: 497-510. (Review summary #4
due 2 hours before class.)
Thurs Oct 5. Student presentations
Discussion question: If land use history and disturbance history are critically important,
how does one design ecological studies to confront these factors?

Week 6. Human activities driving landscape ecological patterns and processes

Tues Oct 10. Assigned reading: DeFries et al. 2010 (b), Biological Conservation. (No review
summary due this week.)
Thurs Oct 12. Student presentations
Discussion question: Does landscape structure affect human benefits or ecosystem
services that drive human decision-making that then feed back to affect landscape
structure?

Week 7. Exam
(October 16-17: Fall break)
Thurs Sept 19: Final exam given in class

Assigned and optional readings

These readings will be placed on the course Canvas site. Readings with an asterisk (*) may be used for
student presentations of applied papers. Other papers may be used with instructor approval.

Brady, M., Sahrbacher, C., Kellermann, K., and Happe, K., 2012, An agent-based approach to modeling
impacts of agricultural policy on land use, biodiversity and ecosystem services: Landscape Ecology,
v. 27, p. 1363-1381.
*Buenau, K.E., Rassweiler, A., and Nisbet, R.M., 2007, The effects of landscape structure on space
competition and alternative stable states: Ecology, v. 88, p. 3022-3031.

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Cadenasso, M.L., Pickett, S.T.A., Weathers, K.C., and Jones, C.G., 2003, A Framework for a Theory of
Ecological Boundaries: BioScience, v. 53, p. 750-758.
Currie, W. S. 2014. Key concepts in landscape ecology. Unpublished document.
Currie, W.S., Kiger, S., Nassauer, J.I., Hutchins, M., Marshall, L.L., Brown, D.G., Riolo, R., and Robinson,
D.T. 2016. Multi-scale heterogeneity in vegetation and soil carbon in exurban residential land of
southeastern Michigan, USA. Ecological Applications 26(5):1421-1436.
Chen, J.Q., Brosofske, K.D., Noormets, A., Crow, T.R., Bresee, M.K., Le Moine, J.M., Euskirchen, E.S.,
Mather, S.V., and Zheng, D., 2004, A working framework for quantifying carbon sequestration in
disturbed land mosaics: Environmental Management, v. 33, p. S210-S221.
Chen, J., and Saunders, S., 2006, Ecology of multiple ecosystems in time and space, in Chen, J., Saunders,
S., Brosofske, K.D., and Crow, T.R., eds., Ecology of Hierarchical Landscapes: From Theory to
Applications: New York, New York, USA, Nova Science Publishers, Inc., p. 1-36
*Cheruvelil, K.S., Soranno, P.A., Webster, K.E., and Bremigan, M.T., 2013, Multi-scaled drivers of
ecosystem state: quantifying the importance of the regional spatial scale: Ecological Applications, v.
23, p. 1603-1618.
DeFries, R., Rovero, F., Wright, P., Ahumada, J., Andelman, S., Brandon, K., Dempewolf, J., Hansen, A.,
Hewson, J., and Liu, J., 2010 (a), From plot to landscape scale: linking tropical biodiversity
measurements across spatial scales: Frontiers in Ecology and the Environment, v. 8, p. 153-160.
DeFries, R., Karanth, K.K., and Pareeth, S., 2010 (b), Interactions between protected areas and their
surroundings in human-dominated tropical landscapes: Biological Conservation, v. 143, p. 2870-
2880.
*Dronova, I., Bergen, K., and Ellsworth, D., 2011, Forest Canopy Properties and Variation in
Aboveground Net Primary Production over Upper Great Lakes Landscapes: Ecosystems, v. 14, p.
865-879.
*Foster, D.R., Motzkin, G., and Slater, B., 1998 (a), Land-use history as long-term broad-scale
disturbance: Regional forest dynamics in central New England: Ecosystems, v. 1, p. 96-119.
Foster, D.R., Knight, D.H., and Franklin, J.F., 1998 (b), Landscape patterns and legacies resulting from
large, infrequent forest disturbances: Ecosystems, v. 1, p. 497-510.
Harper, K.A., Macdonald, S.E., Burton, P.J., Chen, J., Brosofske, K.D., Saunders, S.C., Euskirchen, E.S.,
Roberts, D.A.R., Jaiteh, M.S., and Esseen, P.-A., 2005, Edge Influence on Forest Structure and
Composition in Fragmented Landscapes. Conservation Biology, v. 19, p. 768-782.
*He, H.S., and Mladenoff, D.J., 1999, Spatially explicit and stochastic simulation of forest-landscape fire
disturbance and succession: Ecology, v. 80, p. 81-99.
*Ibáñez, I., Silander, J.A., Wilson, A.M., LaFleur, N., Tanaka, N., and Tsuyama, I., 2009, Multivariate
forecasts of potential distributions of invasive plant species: Ecological Applications, v. 19, p. 359-
375.
*Iwamura T, Possingham HP, Chadès I, Minton C, Murray NJ, Rogers DI, et al. 2013. Migratory
connectivity magnifies the consequences of habitat loss from sea-level rise for shorebird
populations. Proceedings of the Royal Society B: Biological Sciences 280:20130325.
*Johnstone, J.F., Hollingsworth, T.N., Chapin, F.S.I., and Mack, M., C. , 2010, Changes in fire regime break
the legacy lock on successional trajectories in Alaskan boreal forest: Global Change Biology, v. 16, p.
1281-1295.
*Krishna, P.H., Reddy, C.S., Singh, R., and Jha, C.S., 2014, Landscape level analysis of disturbance regimes
in protected areas of Rajasthan, India: Journal of Earth System Science, v. 123, p. 467-478.
MacArthur, R.H., and Pianka, E.R., 1966, On optimal use of a patchy environment: The American
Naturalist, v. 100, p. 603-609.

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Mueller, T., Lenz, J., Caprano, T., Fiedler, W., and Bohning-Gaese, K., 2014, Large frugivorous birds
facilitate functional connectivity of fragmented landscapes: Journal of Applied Ecology, v. 51, p.
684-692.
National Academy of Sciences, 2010, Landscapes on the Edge. New Horizons for Research on Earth's
Surface: Washington, DC, Committee on Challenges and Opportunities in Earth Surface Processes.
National Research Council of the National Academies. Available online:
http://www.nap.edu/openbook.php?record_id=12700
Nowacki, G.J., and Abrams, M.D., 2008, The Demise of Fire and “Mesophication” of Forests in the
Eastern United States: Bioscience, v. 58, p. 123-138.
Parrott, L., and Meyer, W.S., 2012, Future landscapes: managing within complexity: Frontiers in Ecology
and the Environment, v. 10, p. 382-389.
Pickett, S.T.A., and Cadenasso, M.L., 1995, Landscape ecology: Spatial heterogeneity in ecological
systems: Science, v. 269, p. 331-334.
*Planty-Tabacchi, A.-M., Tabacchi, E., Naiman, R.J., Deferrari, C., and Décamps, H., 1996, Invasibility of
Species-Rich Communities in Riparian Zones: Conservation Biology, v. 10, p. 598-607.
Ravenscroft, C., Scheller, R.M., Mladenoff, D.J., and White, M.A., 2010, Forest restoration in a mixed-
ownership landscape under climate change: Ecological Applications, v. 20, p. 327-346.
Ricketts T. H. 2001. The matrix matters: Effective isolation in fragmented landscapes. The American
Naturalist 158(1):87-99
*Robinson, D.T., Brown, D.G., and Currie, W.S., 2009, Modelling carbon storage in highly fragmented
and human-dominated landscapes: Linking land-cover patterns and ecosystem models: Ecological
Modelling, v. 220, p. 1325-1338.
*Rodrigues, A., Koeppl, H., Ohtsuki, H., and Satake, A., 2009, A game theoretical model of deforestation
in human-environment relationships: Journal of Theoretical Biology, v. 258, p. 127-134.
Romme, W.H., Everham, E.H., Frelich, L.E., Moritz, M.A., and Sparks, R.E., 1998, Are Large, Infrequent
Disturbances Qualitatively Different from Small, Frequent Disturbances?: Ecosystems, v. 1, p. 524-
534.
Scheller, R.M., Kretchen, A.M., Van Tuyl, S., Clark, K.L., Lucash, M.S., and Hom, J., 2012, Divergent carbon
dynamics under climate change in forests with diverse soils, tree species, and land use histories:
Ecosphere, v. 3, p. Article 110:1-16.
Schippers, P., van Teeffelen, A.J.A., Verboom, J., Vos, C.C., Kramer, K., and WallisDeVries, M.F., 2014, The
impact of large herbivores on woodland–grassland dynamics in fragmented landscapes: The role of
spatial configuration and disturbance: Ecological Complexity, v. 17, p. 20-31.
Strayer, D.L., Power, M.E., Fagan, W.F., Pickett, S.T.A., and Belnap, J., 2003, A Classification of Ecological
Boundaries: BioScience, v. 53, p. 723-729.
Theobald, D.M., Crooks, K.R., and Norman, J.B., 2011, Assessing effects of land use on landscape
connectivity: loss and fragmentation of western U.S. forests: Ecological Applications, v. 21, p. 2445-
2458.
Theobald, D.M., and Romme, W.H., 2007, Expansion of the US wildland-urban interface: Landscape and
Urban Planning, v. 83, p. 340-354.
*Thompson, J.R., Foster, D.R., Scheller, R., and Kittredge, D., 2011, The influence of land use and climate
change on forest biomass and composition in Massachusetts, USA: Ecological Applications, v. 21, p.
2425-2444.
Wirsing, A.J., and Ripple, W.J., 2010, A comparison of shark and wolf research reveals similar behavioral
responses by prey: Frontiers in Ecology and the Environment, v. 9, p. 335-341.
Wu, J., 2013, Landscape sustainability science: ecosystem services and human well-being in changing
landscapes: Landscape Ecology, v. 28, p. 999-1023.

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Wu, J., 2013, Key concepts and research topics in landscape ecology revisited: 30 years after the Allerton
Park workshop: Landscape Ecology, v. 28, p. 1-11.
*Wu, J.G., and Levin, S.A., 1994, A Spatial Patch Dynamic Modeling Approach to Pattern and Process in
an Annual Grassland: Ecological Monographs, v. 64, p. 447-464.
*Xiao, J., Davis, K.J., Urban, N.M., Keller, K., and Saliendra, N.Z., 2011, Upscaling carbon fluxes from
towers to the regional scale: Influence of parameter variability and land cover representation on
regional flux estimates: Journal of Geophysical Research: Biogeosciences, v. 116, p. G00J06.

Additional Course Expectations

Computers and phones
1. Please do not use computers during class. This class has a lecture-discussion-presentation format.
When you are looking at a laptop screen, the lack of eye contact makes it harder for you and the
speaker to engage in question-driven active learning. Open screens tend to make students feel and act
as though they are passive onlookers. Keyboard clicking is also distracting to others.
2. Phones should be silenced and put away at the start of class.

Attendance and due dates

Attendance in class is expected. Students are responsible for material covered and information given in
class. Missed classes will be counted against class participation and the class exercises from that day.

Critical reviews of readings will not be accepted late. It is important for students to thoughtfully read
these assigned papers and prepare these brief reviews prior to class; the instructor also needs time to
see these reviews before class to prepare discussion points.

The exam can not be missed; a missed exam will be given a zero grade.

If a student misses class on the day he or she is scheduled to make a presentation, no make-up will be
allowed and a zero grade will be given for the presentation.

Academic and professional integrity

Students are expected to understand and follow Rackham guidelines for academic and professional
integrity. Take a few moments to familiarize yourself with these rules, outlined here:
https://www.rackham.umich.edu/current-students/policies/academic-policies/section10

Students should pay particular attention to rules regarding plagiarism and original work. Students may
work together on assignments, may ask for help from students or others outside the class, and may
draw on any information in the library or on the internet. However, the assignment that you present
and turn in must be your own individual work in your own words. You may not borrow from published
work in any assignments without clearly attributing it to the authors. The way to attribute ideas or
results in published work is to cite the source. If you copy a source word for word, cite the source and
also put the text in quotation marks. Similarly, you may clearly cite work that you find on web pages (list
the URL and the date as you would a citation), but you may not borrow text, figures, or other graphics
from a web page without clearly attributing it to the source.