This year, we focused on the mechanics of how to do IUCN Species Status Assessments.
| Week | Who | Topic | Reading | Notes |
|---|---|---|---|---|
| 18 Jan | Chris E. | Organizational | Look over these IUCN web sites:Red List of Threatened Species | |
| 25 Jan | NO MEETING | 1. Read Mace et al. 20082. Sign up for the IUCN training models by making an account here.
3. Work through modules 1 and 2 here. 4. Review the information here. |
Chris gone, but feel free to meet in the classroom and do the modules together. | |
| 1 Feb | Chris E. | Red List basics | 1. Pick one plant, one invertebrate, and one vertebrate of your choice, and look at the assessment information for those species here.2. Pick two taxonomic groups from this list and read the associated paper for each:
– Dragonflies & damselflies: Clausnitzer et al. 2009 – Cone snails Peters et al. 2013 – Sharks and rays: Dulvy et al. 2014 – Cactuses: Goettsch et al. 2015 – Freshwater shrimps: De Grave et al. 2015 – Vertebrate pollinators: Regan et al. 2015 – Green plants: Bummitt et al . 2015 – Reptiles: Cox et al. 2022 – Amphibians: Luedtke et al. 2023 (if you pick this, for you 2nd paper compare to Stuart et al. 2004) |
Notes: Katie |
| 8 Feb | Dave Waldien (visitor; Prof at William & Mary) | Starting Status Assessments | 1. Read Böhm, Waldien et al. 20222. Review assessment template | Notes: Claire |
| 15 Feb | IUCN Categories, Data, and Criteria overview | 1. Work through module 3, lessons 1-4 here.2. Review relevant data for your species. | ||
| 22 Feb | IUCN Criteria A-E | 1. Work through module 3, lessons 5-10 here.2. Review relevant data for your species. | ||
| 29 Feb | Case study and Supplemental info | 1. Work through module 3, lesson 11 and modules 4-5 here.2. Draft taxonomy section in SSA template. | ||
| 7 Mar | Everyone | Mapping ranges | 1. Start to collate occurrence data (if you can, start to create a map)2. Start to draft the Distribution section (no need to calculate EOO/AOO yet)
3. Look ahead to what is required for the Habitats & Ecology section |
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| 14 Mar | SPRING BREAK | |||
| 21 Mar | Map attribute tables | 1. Bring draft attribute table, and any questions you have, to discuss and work on2. Send Chris draft of Taxonomy, Occurrence, Use & Trade sections | ||
| 28 Mar | Work on assessments | 1. Send Chris draft of Habitat & Ecology section | ||
| 4 Apr | Work on AOO/EOO calculations | 1. Bring completed attribute table and/or map, and any questions you have about AOO/EOO2. Send Chris draft of Population, Threats, Conservation sections | ||
| 11 Apr | Uses of the Red List(may change if people need more time for assessments) | 1. Look over these papers:
2. Think about other ways in which the Red List might be used |
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| 18 Apr | Green Status of Species: Theory | 1. Read this short news piece: Ogden 20192. Read Akçakaya et al. 2018
3. Review the IUCN Green Status web site |
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| 25 Apr | Each person to present final assessment for their species (5-6 mins each) | 1. Bring your thoughts on the process of doing an assessment, and on integrating it into a class2. Send Chris completed draft by Friday 26 Apr |
Expectations
Here are some general comments about my expectations for the class. Exact details will vary depending