Descriptions of Courses offered by J.R. Holsinger
at Old Dominion University

CAVE BIOLOGY --- BIOLOGY 433/533

Principal references: Subterranean Ecosystems (2000), Cave Life (1982) by D. C. Culver, The Life of the Cave (1966), and Cave Biology Class Field Trip To Selected Karst Areas in Virginia and West Virginia (supplement).

Professor: Dr. John R. Holsinger.
E-mail: jholsing@odu.edu

Pertinent Websites:
http://sci.odu.edu/biology/directory/john.shtml
http://www.tamug.edu/cavebiology
http://www.fi.cnr.it/sibios/main.htm
http://www.caves.org/

Basic structure. Lecture 3 hours; one 4-day field trip; 4 credits. Prerequisite: permission of the instructor; basic knowledge of ecology, invertebrates and geology preferable. Cave Biology is offered during the fall semester, usually in alternate years.

Definition, purpose, and objectives. This course examines the biodiversity, geographic distribution, ecology and evolutionary biology of subterranean organisms, primarily those which live in caves, as well as the structure of subterranean communities and ecosystems. An overview of the geology of caves and karst is also given. The extended field trip to caves and karst areas in the Appalachians is a major component of the course (see the supplementary field guide).

Methods. This course is a combination of illustrated lectures and a 4-day field trip to selected cave and karst areas in western Virginia and eastern West Virginia. A short research paper is also required (see below). The class field trip is mandatory for all students and has contributed significantly to the success of this course over the years. It has proven to be an invaluable learning experience. Details pertinent to preparation for and participation in the field trip will be given to students several weeks in advance of the trip. An "assumption of the risk" form must be signed by each student prior to participation in the field trip.

Topics Covered.

• Introduction. General information on caves and cave biology
• Physical features of limestone caves and karst areas; review of basic cave geology
• Discussion of lava caves and vulcanospeleology; film and videos on caves and cave life
• Discussion of and final plans for the field trip
• Field trip to selected caves and karst areas in the Appalachians
• Review of cave organisms
• Subterranean habitats and ecology
• Ecology of cave organisms
• Evolutionary biology of cave animals
• Student seminars

Course requirements. The student's final grade is based on the results of two major tests and a research paper of approximately 10 pages. The paper is also presented to the class as a seminar, and the grade on this work is based on both the oral presentation and written version. Grading will be more rigorous for research papers (both oral and written) prepared by students taking the course at the 500-level Each of the two tests and the research paper constitutes 1/3 of the final grade in the course. However, participation in class discussion is strongly encouraged and may be considered in raising a border-line grade to the next level. Participation in discussions is strongly encouraged and will certainly enhance learning and add more meaning to the course. Although a text book per se is not required for this course, extensive reading assignments in library reserve materials are given and are essential to a thorough understanding and appreciation of the material presented in lectures. However, each student must purchase a copy of the supplement Cave Biology Class Field Trip To Selected Karst Areas in Virginia and West Virginia from Copytron for a nominal fee. In addition, a limited number of personal copies of The Life of the Cave, Cave Life, and Underground Worlds are available and will be checked out to students for supplementary reading.

Attendance: Strongly recommended for all lectures. Participation in the field trip is required.

Grading system: 91-100 = A, 90 = A-; 81-88 = B, 80 = B-, 89 = B+; 71-78 = C, 70 = C-, 79 = C+; 61-68 = D, 60 = D-, 69 = D+; below 60 = F. The final course grade is based on results of 2 tests and a student seminar/paper (see "course requirements" below for details).

Supplementary teaching aids. More than 600 color slides, a power point presentation, videos on cave biology made at the subterranean laboratory in Moulis, France and in the Canary Islands and Austria, along with other videos from special TV documentaries on caves, and numerous overhead transparencies are utilized extensively throughout the course. The color slides illustrate the many geological features of karst terranes and basaltic areas underlain by lava tubes, the interior of caves, subterranean habitats both inside and outside caves per se, and a huge diversity of organisms associated with caves and related subterranean habitats, ranging from sponges and flatworms to bats.

Improvement of teaching effectiveness. The material offered in this course is continually updated to keep abreast of newly published literature. Slides and transparencies are periodically reviewed and many are replaced with improved versions. New slides have also been added over the years to give students a better overview of subterranean biodiversity, subterranean habitats, and karst topography.

Grade distribution. Fall 2001: A(8), B(1). Fall 2003: A(4), B(2), C(2).

Photographs of class on field trip in fall 2001

Click here to see the Cave Biology Course featured in Chronicle of Higher Education

BIOGEOGRAPHY -- BIOlOGY 749/849

Text: Biogeography (2nd Ed) by Brown and Lomolino. Supplementary texts on library reserve: Biogeography by E. C. Pielou and Analytical Biogeography by Myers and Giller (eds)

Professor: Dr. John R. Holsinger. E-mail: jholsing@odu.edu

Website: http://sci.odu.edu/biology/directory/john.shtml

Basic Structure. Lecture 3 hours; 3 credits. The course is offered during the fall semester in alternate years.

Definition, purpose and objectives. This course emphasizes historical biogeography and examines various explanations for the geographic distribution of organisms, such as dispersal and vicariance. Modern techniques utilized in biogeographic analysis and interpretation, such as comparison of area cladograms and track synthesis, are discussed at length. Biogeography serves many students in the masters program and is one of several graduate courses that is recommended to Ecological Science PhD students for broadening their knowledge of the specialty area of Systematics and Evolutionary Biology. This course is essential for students in the ecology track whose research involves evolution, biodiversity, or any other endeavor that involves or utilizes biogeography. The course should also be interesting to other ecology students who have the need to expand their knowledge of vicariance, dispersal, evolution of distribution patterns, and other aspects of evolutionary biology and biodiversity.

Methods. This course combines (a) illustrated lectures, (b) class discussions, and (c) student seminars that emphasize current research topics in biogeography.

Topics Covered.

• Introductory remarks; reading list and assignments
• Principles of systematics and speciation
• Some aspects of historical geology (See Map)
• Approaches to and rationale for biogeographic studies
• Analyses of biogeographic data (See Cladogram and Map )
• Biogeographic analyses (con't); related topics, time permitting
• Island biogeography
• Research topic: "Biogeography of North American freshwater invertebrates"
• Research topic: "Biogeography of subterranean groundwater crustaceans, with emphasis on West Indian and Mediterranean regional relict faunas"
• Lecture on biogeography of subterranean groundwater crustaceans concluded;
  miscellaneous topics, time permitting
• Student seminars
  

Course requirements. The student's final grade is based on the results of two major tests and a relatively lengthy class seminar of approximately 20-30 minutes duration (see below). Each test and the seminar constitutes 1/3 of the final grade in the course. However, participation in class discussion is strongly encouraged and may be considered in raising a border-line grade to the next level.

Student seminars are 20-30 minutes in length, followed by questions and discussion. Seminar topics must emphasize either (a) the effects of geological or climatological changes on the geographic distribution of a fauna or flora, or (b) an interpretation of the distribution pattern of a given group of organisms based on current biogeographic theory. The seminar should utilize visual aids and be accompanied by an outline, abstract, and list of references. In any case, there should be some emphasis on the analysis of data, preferably both taxonomic and distributional, accompanied by the application these data to an interpretation or explanation of the present distribution(s).

Attendance: Attendance at all lectures is not mandatory but strongly recommended.

Grading system: 91-100 = A, 90 = A-; 81-88 = B, 80 = B-, 89 = B+; 71-78 = C, 70 = C-, 79 = C+; 60-69 = D, 60 = D-, 69 = D+; below 60 = F. Final course grade is based on results of two tests and student seminar (see "course requirements" for details).

Supplementary teaching aids. Numerous high quality transparencies, many of which consist of maps showing paleogeographic features or distributions of selected taxonomic groups are used to illustrate pertinent points in lectures. A series of color slides are also used, especially to illustrate lectures during the second half of the semester. Visual aids are strongly recommended for use by students in their seminars. a Power Point presentation will be used when the course is offered again in fall 2004.

Grade distribution.
Fall 1999: A(9), B(7), C(1)
Fall 2001: A(8), B(3), C(1 )

Improvement of teaching effectiveness. The material offered in this course is continually updated to keep abreast of newly published literature. Because my research program and interests deal with systematics and biogeography, keeping up-to-date on new developments in this field is very easy. Transparencies are periodically reviewed and many are replaced with improved versions. A number of new, more effective ones have been added in recent years. Color slides are also reviewed and evaluated periodically, and many older ones have been replaced by newer versions in recent years. Some lecture material will be presented in Power Point in fall 2004 and beyond.

INVERTEBRATE ZOOLOGY - BIOLOGY 307

Lecture: 9:00 - 9:50 AM, Mon. and Wed. (Rm. 353).

Laboratory: 8:30 - 12:30 AM, Thurs. (Rm. 353). .

Text: Invertebrate Zoology (2nd ed.) by Brusca and Brusca

Lab. Manual: Invertebrate Zoology (6th ed.) by Wallace and Taylor

Professor: Dr. John R. Holsinger. E-mail: jholsing@odu.edu

Website: http://sci.odu.edu/biology/directory/john.shtml

Grading System: 91-100=A, 90=A-; 81-88=B, 80=B-, 89=B+; 71-78=C, 70=C-, 79=C+;
61-68=D, 60=D-, 69=D+; below 60=F.

Final Grade: Based on results of 4 tests (2 lecture and 2 lab) and 2 lab quizzes (see Course Requirements)

Attendance at all lectures not mandatory but strongly recommended; attendance at all laboratory meetings is required.

Basic Structure. Lecture 2 hours; laboratory 4 hours; 4 credits. Prerequisites: General Biology. Previous courses in Evolution, Ecology and Genetics will also be helpful. A section of this course is offered in both fall and spring semesters each year. It is taught by Dr. Dauer in the fall and by Dr. Holsinger in the spring. Approximately 40 undergraduate students take this course yearly. Graduate students occasionally take this course as a Topics to make up a deficiency in the subject.

Definition, purpose, and objectives. This course examines the invertebrate phyla in phylogenetic sequence, beginning with the protozoans and ending with the prochordates. It emphasizes biodiversity, phylogeny, evolutionary relationships, natural history, comparative anatomy, morphology and physiology. It is one of several important zoology electives available to biology majors in the department. A detailed study of invertebrate animals is essential for zoology students who desire to further their knowledge of the animal kingdom. The course should be especially interesting to those students planning to pursue advanced work in systematics, evolutionary biology, ecology, marine biology, and other areas of natural history biology.

Methods. This is a traditional lecture/laboratory course, in which concepts, theory and fundamental topics are first introduced in lectures, then followed in the laboratory by observations, hands-on dissections, and demonstrations. Thus, whereas the same material is covered in both lecture and laboratory, the approach is somewhat different. Details of materials covered in laboratory periods, as well as in lectures, are found on the accompanying class/laboratory schedule.

Topics Covered.

• Flagellate and Sarcodine Protozoans
• Ciliate Protozoans
• Porifera (Sponges) and Coelenterates
• Coelenterates (con't)
• Flatworms and Nemerteans
• Aschelminthes and related groups
• Annelids and Lophophorates
• Mollusks
• Mollusks (con't) and Arthropods
• Arthropods (con't) and related groups
• Echinoderms and other Deuterostomes

Course requirements. The student's final grade is based on the results of four major tests (two in lecture and two in lab). Additionally, two 10-point quizzes are given in laboratory and count as bonus (up to 20 points) in calculating the final grade. The final course grade is a numerical average determined by dividing the total number of points by 4. Additional details are found on the accompanying class/laboratory schedule. I am available for student conferences by appointment during the office hours posted on my door. Laboratory periods also provide time for students to discuss in some detail various topics and/or problems.

Supplementary teaching aids. Approximately 100 color slides and several instructive videos on invertebrates and meiofauna are utilized in laboratory. Overheads are used in some lectures.

Improvement of teaching effectiveness. Revision and up-grading of lecture notes, utilization of the latest editions of the text book and laboratory manual, and inclusion of new material in lab demonstrations (e.g., fossils, color plates, information leaflets, etc.) have enhanced this course.

SYSTEMATICS AND SPECIATION - BIOLOGY (731/831)

Principal references are found on the reading assignments handout for the course. A text book per se will not be used.

Professor: Dr. John R. Holsinger. E-mail: jholsing@odu.edu

Website: http://sci.odu.edu/biology/directory/john.shtml

Basic Structure. Lecture 3 hours; 3 credits. This course is offered during the fall semester in alternate years. Beginning in 2003 the course became a combination of the former courses
Systematic Biology (Biol. 701/801) and Speciation (Biol. 721/821). This new "hybrid" course is designed to avoid duplications that occurred between the two in the past. The name
Systematics and Speciation will become the official name when it appears in the 2005 university catalog with a new course description (see below) reflecting the merger.

Definition, purpose and objectives. This course covers the principles of systematic biology and provides a discussion of speciation theory, with emphasis on generation, analysis, and interpretation of taxonomic data and applications of these data to a better understanding of classification and speciation processes. It covers cladistic theory, technique and analysis, as well as interpretation and presentation of taxonomic data. Modern theories of evolutionary biology and phylogenetics are stressed. Systematics and Speciation serves many students in the masters program and is one of several graduate courses that is recommended to Ecological Science PhD students for broadening their knowledge of the specialty area of Systematics and Evolutionary Biology. The course is essential for those students doing research in systematics and evolutionary biology and is also very useful for other students interested in expanding their knowledge of systematic biology, biodiversity, and evolution on the species level.

Methods. This course utilizes a combination of (a) lectures and discussions, and (b) student projects (explained below).

Topics Covered.

• Organization; introductory remarks; reading list; assignments; basic concepts of
  systematics and speciation
• Species concepts and speciation theory
• Sibling species; geographic variation
• Reproductive isolation; hybridization; genetic variation
• Taxonomic characters; analysis of variation
• Multiplication of species; higher categories; taxonomic procedure and publication
• Nomenclature; classification theory
• Phylogenetic systematics (cladistics)
• Cladistics (con't); recent concepts and theories re: evolutionary rates, punctuated equilibrium, and extinction
• Student seminars
  

Course requirements. The student's final grade is based on the results of two major tests (50%), a class seminar (20%), and three written projects each worth 10% and consisting of (a) species description, (b) taxonomic key and (c) cladogram. The species description, key, cladogram, and seminar must meet acceptable professional standards as outlined below. A text book is not required for this course but extensive reading assignments are given and are essential to a thorough understanding of the material presented in lectures. Students should also come prepared to participate in discussions on various topics presented in the lectures. Although participation will not be graded per se, it is strongly encouraged and will certainly enhance learning and add more meaning to the proceedings. It may also be used to raise the final course grade in the case of a "border-line" finish.

1. Construction of a taxonomic key that treats members of the class as taxa (species), e.g., "key to the students in Systematic Biology."
   
2. Preparation of a species description according to acceptable standards for publication. This description must be based on a real organism and include proper nomenclature, differential diagnosis, description in telegraphic style, designation of type(s) and type-locality, at least one line-drawing illustration, natural history notes and any other data deemed pertinent to the new taxon.
   
3. Construction of a cladogram based on a data matrix furnished by the instructor (attached below). May be hand plotted or run on a computer. It includes enough taxa, characters and homoplasies to be instructive.
   
4. Presentation of a 20 minute seminar on a topic pertinent to systematics and/or speciation.. The seminar must utilize visual aids (Power Point is highly recommended) and be accompanied by a title, an abstract and list of references, which will be passed out at the beginning of the evening session.

Attendance: Strongly recommended for all class meetings.

Final grade: Based on results of 2 tests, seminar and projects (key, species description and cladogram)

Grading system: 91-100=A,90=A-;81-88=B,80=B-,89=B+;71-78=C,70=C-,79=C+;61-68=D,
60=D-,69=D+;below 60=F

Supplementary teaching aids. Numerous overheads are used to illustrate pertinent points; a short video on phylogenetic systematics by Maurakis and Woolcott is used to introduce cladistics principles and concepts.

Grade distribution. Fall 2003: A(5), B(6), C(1)

Improvement of teaching effectiveness. The material offered in this course is updated to keep abreast of newly published literature. Because my primary research program deals with systematics, keeping up-to-date on new developments in this field is very easy. Transparencies are periodically reviewed and many are replaced with improved versions. A number of new, more effective ones were added in 2003. The merger of Systematic Biology and Speciation in the fall semester 2003 proved to be an excellent move. It was very well received by students taking the new course as evidenced by comments on the merger.