12–17 May 2025

Dr. Paul M. McKenzie, U.S. Fish & Wildlife Service (Retired)

The purpose of this class is for participants to know the differences between grasses, sedges and rushes; obtain a thorough knowledge of the grass flower and variations among different grass Tribes in the SE Appalachians; have extensive practice using dichotomous keys in lab; and examine and identify grasses observed in the field using principles and concepts learned in class.

Syllabus

26–31 May 2025

Dr. Bill Peterman, Ohio State University

2–7 June 2025

Dr. Joey Shaw, UT-Chattanooga

Description: Sedges are notoriously difficult to identify because there are many species, several different species often grow in proximity in the same microhabitats, they have reduced and unique floral structures and terminology, important differences used to separate taxa may be small scale measurements, and mature material is often necessary for successfully keying species. For these reasons, students of botany often struggle to learn these plants. The two primary foci of this course are to: (1) learn terminology and how to successfully apply and interpret it in keys and (2) learn characteristics of separating the numerous taxonomic sections of the largest genus, Carex, as well as separating Carex from other spring-flowering sedges. We will look at herbarium material, specimens we collect, and plant material I bring to class to build an in-class collection spread throughout the room of specimens segregated by genus and section of Carex. This workshop is intended to sharpen skills and student confidence in this large, complicated group of plants. For most students, our focus will be mostly at the level of “Carex Section X” rather than in species delimitation (unless that is what you wish to pursue!).

Objectives: By the end of the course and at a minimum you will have developed the skills to successfully apply terminology to plant material in the field so that you are more likely to be successful in correct fern species identification.  Students will likely see 50-100 species of sedges and relatives.  If you already have some knowledge and skills, we will continue to develop your ability by focusing on more difficult taxa.

Prerequisites: This course is designed for professional biologists, naturalists, and undergraduate/graduate students that who have an interest in sedges, plant taxonomy, or field botany and who have some experience with dichotomous keys. However, no previous experience with sedges is required and we will often split the class into a few informal groups based on ability and knowledge level.  If you have experience, I can probably take you further in your knowledge. Depending on the different field trips, participants should be prepared to put in at least a couple of 12-hour days.

Lecture and Lab times: We will meet in the lab each morning at 8:30AM (unless otherwise stated).  The first day will be lecture heavy, but after that we will focus more on lab and field trip time, see below. Most days we will be in class (lecture or lab) until about 4PM and then I will offer an opportunity for additional study after dinner at about 6PM for those who want more time with plant material.

Tentative Timeline: Day 1 is usually a large lecture day on terminology, but we will have a short, local field trip to start to apply terminology. Day 2 will have a short(er) field trip to collect local material to bring back to the lab and we will begin using the keys.  Day 3 same as Day 2. Day 4 will be a large, all-day field trip to begin to see our study organisms in a variety of different habitats and begin to assemble habitat information onto some species and groups. Day 5 will be like days 2 and 3 or it will be used to work through collected material not studied yet.

Evaluation: Students taking the course for credit will be asked to make a herbarium collection, will take pre-class or field quizzes, and will be given a take home test at the end of the course.

Tools and Required Text: A copy of the Second Edition of the Guide to the Vascular Plant of Tennessee is required.  This book is coming out fall 2025, so during summer 2025 we will need advanced/printed copies of the manuscript and I will organize this. I believe copied are ~$40 each.  You will also benefit by having a 10x or 14x hand lens and an app for recording location (or at the very least the ability to get metadata from pictures on your phone – I can show you how to do this).

Equipment Provided by HBS: Dissecting scopes, hand lenses (if you do not have your own), teasing needles, fine point forceps, plant presses, and a drying cabinet.

7–12 July 2025

Dr. Joey Shaw, UT-Chattanooga

Description: The vascular plant flora of eastern North America includes species from 3 lycophyte families and 27 fern families and in our broader region there are a couple hundred species. While some species are easily diagnosed others are challenging. During this course we will work to develop a comprehensive understanding of the seedless vascular plants (or cryptogams or pteridophytes), including ferns and fern allies. We will use dichotomous keys and live and pressed plant material to direct our study of the important characteristics used to diagnose families, genera, and species of ferns and their allies.Within the framework of classification, taxonomy, and evolution, we will dive deeply into studies of life cycles, morphology, basic anatomy, ecology, taxonomy, and nomenclature. We will take daily field trips within the Southern Appalachians and within a couple hours drive to collect specimens, bring them back to the laboratory, and identify them to species. Students will be encouraged to assemble reference collections and the last hours of the course will be spent assembling these collections. We will use various sources for species identification, but the Second Edition of the Guide to Tennessee Vascular Plants of Tennessee, will be the main key for species identification.

Objectives: By the end of the course and at a minimum you will have developed the skills to successfully apply terminology to plant material in the field so that you are more likely to be successful in correct fern species identification.  Students will likely see 50-100 species of ferns and relatives.  If you already have some knowledge and skills, we will continue to develop your ability by focusing on more difficult taxa.

Prerequisites: This course is designed for professional biologists, naturalists, and undergraduate/graduate students that who have an interest in ferns, plant taxonomy, or field botany and who have some experience with dichotomous keys. However, no previous experience with ferns is required and we will often split the class into a few informal groups based on ability and knowledge level.  If you have experience, I can probably take you further in your knowledge. I have often taught this class and others to a diverse crowd of student’s wide spectrum of knowledge bases. Depending on the different field trips, participants should be prepared to put in at least a couple of 12-hour days.

Lecture and Lab times: We will meet in the lab each morning at 8:30AM (unless otherwise stated).  The first day will be lecture heavy, but after that we will focus more on lab and field trip time, see below. Most days we will be in class (lecture or lab) until about 4PM and then I will offer an opportunity for additional study after dinner at about 6PM for those who want more time with plant material.

Tentative Timeline: Day 1 is usually a large lecture day on terminology, but we will have a short, local field trip to start to apply terminology. Day 2 will have a short(er) field trip to collect local material to bring back to the lab and we will begin using the keys.  Day 3 same as Day 2. Day 4 will be a large, all-day field trip to begin to see our study organisms in a variety of different habitats and begin to assemble habitat information onto some species and groups. Day 5 will be like days 2 and 3 or it will be used to work through collected material not studied yet.

Evaluation: Students taking the course for credit will be asked to make a herbarium collection, will take pre-class or field quizzes, and will be given a take home test at the end of the course.

Tools and Required Text: A copy of the Second Edition of the Guide to the Vascular Plant of Tennessee is required.  This book is coming out fall 2025, so during summer 2025 we will need advanced/printed copies of the manuscript and I will organize this. I believe copied are ~$40 each.  You will also benefit by having a 10x or 14x hand lens and an app for recording location (or at the very least the ability to get metadata from pictures on your phone – I can show you how to do this).

Equipment Provided by HBS: Dissecting scopes, hand lenses (if you do not have your own), teasing needles, fine point forceps, plant presses, and a drying cabinet.

28 July-1 August 2025

Dr. Robert Youker, Western Carolina University

Brightfield and Fluorescence microscopies have revolutionized the field of biology, from the original observations of cells by Robert Hooke published in Micrographia in 1665 to modern observations of cell organelles using electron microscopes. Microscopes were instrumental in the development of the cell theory of life. The purpose of this course is to teach students how to use brightfield and fluorescence microscopes to obtain high quality images of specimens. Participants will learn about the basic components of microscopes and an overview of the theories behind microscope image formation. Specimen preparation, including dying and mounting, will also be covered. Finally, image analysis and image artefacts will be discussed. Participants will collect aquatic macroinvertebrate specimens from around Highlands Biological Science Station for use in the course. This course will be a combination of lecture and hands on activities with brightfield and fluorescence microscopes. No prior experience with brightfield and fluorescence microscopes is needed.

Syllabus

16–28 June 2025

Dr. Howie Neufeld, Appalachian State University and Dr. Nicole Hughes, Highpoint University

A short course on basic plant ecophysiology instrumentation and techniques, designed for beginners and advanced students alike. Students will learn the operating principles behind plant gas exchange (photosynthesis and transpiration), pigment extraction, and plant-water relations. This will include measuring plant water stress and hydraulics, which is how plants move liquid water in their stems. Students will become proficient in the use of portable gas exchange systems, pressure chambers for measuring water stress, hydraulic conductance systems, and fluorescence systems for measuring leaf stress. Much of the course will be field-based and measurements will be done on native plants in the lab and field; weather permitting, students will take field trips to different plant habitats in the Southern Appalachians and learn about the environmental factors governing growth and survival in these unique areas. After mastering the instrumentation and theory during the first week, students will work in groups to plan and conduct a field experiment during the second week, the results of which will be presented at a mini symposium at the conclusion of the course.

Syllabus

7-18 July 2025

Dr. Stephanie Jeffries, North Carolina State University, Dr. Alan Weakley, UNC Chapel Hill, and Dr. Julie Tuttle, Ecologist & Biogeographer

21 July-2 August 2025

Dr. Chris Mowry, Berry College

The multidisciplinary science of conservation biology is about understanding and protecting Earth’s biodiversity, and it can be both an exhilarating yet sobering journey. The fascinating array of species we share this planet with is awe-inspiring, but the alarming rate at which we are losing many of them can be discouraging.  There is no better place to see this play out than in the southern Blue Ridge Mountains, recognized as a global biodiversity hotspot.  Students will experience the high species richness of this area while getting a first-hand look at the complexities and competing interests that often occur in conservation biology.  Lessons learned in the classroom will be applied in the nearby forests, coves, bogs, and bottomlands.  Topics covered will include the distribution and measurement of biodiversity, population modeling, vulnerability to extinction, climate change, habitat loss and fragmentation, overexploitation and invasive species, endangered species management, as well as in situ and ex situ conservation efforts.  Students will also be introduced to a number of local, national, and international conservation organizations and will gain valuable experience towards a career in conservation.

Syllabus