Course Catalog

8:00am - 5:00pm 

In this course, students will study the ecological principles of aquatic ecosystems at the population, community, and ecosystem levels. The course is divided into two, 2-week sections which can also be taken independently as stand-alone sections. The first half focuses on the ecology of wetlands and streams with an emphasis on faunal and floral diversity. The second half will focus on limnology: an overview of the biology, chemistry, and physics of lake ecosystems. Students will investigate how physical and chemical environments of aquatic ecosystems affect the distribution and composition of aquatic biota, and vice versa. Lectures will cover such topics as the origins of lakes and their global distribution, biogeochemical nutrient cycling, phytoplankton and zooplankton ecology, and management of aquatic ecosystems, including wetland delineation and regulation.

This course will have a strong field and laboratory component, in which students will learn field techniques and laboratory analyses commonly used by aquatic ecologists. For example, students will learn to sample and identify common plants and animals of streams and wetlands including use as indicators of environmental conditions, the relationship of hydrologic and soil conditions to flora & fauna, methods to measure underwater light climate and mixing regimes of lakes; nitrogen and phosphorus analytical techniques; phytoplankton, zooplankton, and macroinvertebrate identification and enumeration techniques; and measures of community metabolism in aquatic ecosystems. Students will also learn statistical analyses, interpretation of ecological data, and writing of scientific manuscripts through independent group research projects.

8:00am - 5:00pm 

Environmental geology. 

Essentials of earth science, including astronomy, meteorology, geology, and paleontology; includes laboratory and fieldwork.

8:00am - 5:00pm 

Introduction to the principles of ecology at the population, community, ecosystem levels; field studies of local lakes, wetlands, and prairies used to examine factors that control distributions, interactions, and roles of plants and animals in native ecosystems.

An introduction to the principles of ecology at the organismal, population, community, and ecosystem levels. The course integrates lectures and field studies to examine factors controlling the distribution and abundance of plants and animals in native ecosystems. General topics include climate, microclimates, soil, aquatic environments, responses of organisms to environment, life history, population growth and regulation, demography, species interactions, community composition and structure, landscape ecology, trophic structure and productivity, and biogeochemical cycles. There is a strong emphasis on field ecology (what do ecologists do?), meaning that students will conduct many field research projects. These require collection, analysis, and the interpretation of data in short reports.

Pre-requisites: Two semesters of introductory biology or consent of the instructor

8:00am - 5:00pm 

Ecology, morphological structure, phylogeny, and taxonomy of freshwater algae based on field material collected; emphasis on genus-level identifications, biodiversity, ecology; habitat visits to lakes, fens, streams, rivers; algal ecology. 

8:00am - 5:00pm 

This course is an intensive, field-oriented class appropriate for advanced undergraduate students, graduate students, and post graduate workers in ecology, geology, environmental sciences, and diatom taxonomy. We will immerse ourselves in the diverse aquatic habitats and fossil deposits of the Upper Midwest to observe freshwater diatoms. Students will learn techniques in diatom collection, preparation, and identification. Lectures will cover taxonomy, systematics and biogeography of most freshwater genera. Students will complete individual voucher collections using modern database techniques and produce a written species treatment using guidelines for electronic publication. Students are encouraged to bring research materials. The use of diatoms in ecological and paleoecological research will be discussed.

Instructors: Mark Edlund, St. Croix Watershed Research Station, Science Museum of Minnesota. Sylvia Lee, United States Environmental Protection Agency. 

Scholarships: Available through Iowa Lakeside Lab including The Charlie Reimer Scholarship, which is awarded to one student annually based on scholastic merit. For more information see the scholarship section of the Lakeside Lab web site (www.iowalakesidelab.org). 

The Hannah T. Croasdale Fellowship is available through the Phycological Society of America (deadline March 1): http://www.psaalgae.org/hannah-t-croasdale-fellowship 

The John C. Kingston Diatom Fellowship was established in 2004 by colleagues, friends and family to honor John's memory and to recognize the contributions he made to the study of diatoms at Iowa Lakeside Laboratory. Each summer, an award is made to one advanced student or researcher to serve as teaching assistant for the Ecology and Systematics of Diatoms course and to engage in a research project. The fellowship includes a stipend and room and board at Lakeside and is available to domestic and international students, at the graduate level or advanced undergraduate level. See the Iowa Lakeside Lab webpage (www.iowalakesidelab.org) to apply.  The JC Kingston Fellowship is administered by the Friends of Lakeside Lab.

Pre-requisites: none

8:00am - 5:00pm 

Learn the ways scientists can better communicate discoveries and ideas.  Learn the importance of identifying your audience and how you can adapt your writing based upon your understanding of those varying audiences.  

8:00am - 5:00pm

Nature of cultural and environmental evidence in archaeology, how such evidence is used to model past human behavior and land use; emphasis on Iowa prehistory; basic reconnaissance surveying, excavation techniques.

The 2020 Lakeside Laboratory archaeological field school will continue on-going research efforts in the Iowa Great Lakes region including excavations at a Woodland era sites (13DK143) at Mini Wakan State Park adjacent to Big Spirit Lake.  Previous Lakeside Laboratory summer archaeological field schools have investigated late prehistoric/protohistoric Oneota tradition sites since 1995 and Woodland adaptations since 2014, recovering large assemblages of diverse materials including arrow and spear points and other stone tools, decorated ceramic sherds, copper fragments, bison bones and other faunal remains, and worked catlinite and glass trade beads. Features related to semi-subterranean houses including hearths, storage, and refuse pits will be investigated as opportunity permits.

As this is primarily a field course, excavation and mapping notes as well as recording of general observations while digging will be required. Lab processing forms will also be completed by field school participants. No formal tests or writing assignments are required beyond the field notebooks (which will include building an annotated bibliography from pertinent source materials provided by the instructor).

Participants will be introduced to the essential methods of field archaeology including artifact identification, site mapping, excavation techniques, artifact processing, and beginning analytical methods. The field school will include lectures on Iowa archaeology and the culture history sequence of western Iowa as well as day trips to the Sanford Museum in Cherokee, Iowa and the Dixon Oneota site, and possibly the Blood Run National Historic Landmark, Jeffers Petroglyphs, and Pipestone National Monument.

8:00am - 5:00pm 

This course takes advantage of the unique location of Iowa Lakeside Lab to provide a field-based introduction to glacial environments and processes, including the origin of sediments, landforms and landscapes produced in glacial and associated environments.  Aeolian (wind) processes, river and lacustrine systems, and mechanisms and chronologies of climate change will also be covered.

Beginning/intermediate technique and composition in color photography of natural areas, their plants and animals.

This course is an introduction to acoustic ecology. Field studies, lectures and assignments will work to build a strong understanding of the role sound plays in the environment.

Acoustic Ecology studies the relationship between living things and their surrounding soundscape. Throughout this course, students will explore a variety of tactics for exploring, documenting and analyzing the soundscape at various locations surrounding Lakeside Lab at Lake Okoboji and beyond.

Studying the soundscape crosses into a variety of disciplines and topics. There are issues relating to biology, audio engineering, acoustics, community development, social engagement, design, art, health and many, many more. While some portion of this course will discuss art and design as it relates to the study of acoustic ecology, no previous art or design knowledge is required to successfully complete this course.

Before each assignment, there will be a discussion of what is expected, examples will be shared and any technology you are expected to use will be demonstrated. You are not expected to know what these formats are or have any experience using them in the past.

Course assignments will include:
Development of listening maps.
Creation of a location-specific audio postcard.
Keeping a field journal to document field activity.
Exercises and assignments to reinforce topics discussed and demonstrations given.
Reading responses in both written and sonic form.

Course objectives:

Help students develop an appreciation for sound and listening.

Introduce students to recording equipment used to collect sound and data and allow the equipment to be used in the field.

Introduce students to the basics of analyzing and editing digital sound.

Explore sound as a means for communication and expression when engaging an audience.

Expose students to a variety of topics and tactics related to experiencing and understanding the role of sound in the natural environment.

8:00am - 5:00pm 

Scientific introduction at intermediate level to ecology and evolution of important groups of organisms: algae to vertebrates, different ecological phenomena (e.g., fire and climate change), varying landforms, different ecosystems (e.g., prairies and aquatic systems); emphasis on sustainability with introduction to concepts, issues, and practices; ability to communicate environmental information through a variety of means.

This introductory course provides the history, purpose, functionality and basic uses of geographical information systems (GIS) as a tool for demonstrating information in relation to locations on the earth and moments in time. While map data may often serve as the basis for using or understanding geographical information, more complex data and systems may be analyzed using GIS tools to grow understanding of geographical phenomena. For the sake of consistency, ArcGIS tools will be used to familiarize students with the basic application and function of GIS technology in relation to data.

The major goals of the course are to: Understand the basic functionality of GIS software using ESRI tools; and apply this knowledge to real-world problems. By the end of the two-week course, students should be able to:

• Successfully navigate ArcGIS software to perform basic map building and data management.
• Apply GIS techniques to questions related to human and environmental challenges.

Arranged Time World Wide Web:
This course format indicates that there will be deadlines for course work, yet accessing the course is arranged at a time that is convenient for you. Please pay close attention to the course syllabus and any communication from the instructor. Deadlines and course work sometimes change throughout the course of the session.

Course Summary: Scientific introduction at intermediate level to ecology and evolution of important groups of organisms: algae to vertebrates, different ecological phenomena (e.g., fire and climate change), varying landforms, different ecosystems (e.g., prairies and aquatic systems); emphasis on sustainability with introduction to concepts, issues, and practices; ability to communicate environmental information through a variety of means.

This introductory course provides the history, purpose, functionality and basic uses of geographical information systems (GIS) as a tool for demonstrating information in relation to locations on the earth and moments in time. While map data may often serve as the basis for using or understanding geographical information, more complex data and systems may be analyzed using GIS tools to grow understanding of geographical phenomena. For the sake of consistency, ArcGIS tools will be used to familiarize students with the basic application and function of GIS technology in relation to data.

The major goals of the course are to: Understand the basic functionality of GIS software using ESRI tools; and apply this knowledge to real-world problems. By the end of the two-week course, students should be able to:

Successfully navigate ArcGIS software to perform basic map building and data management.

Apply GIS techniques to questions related to human and environmental challenges.

How data transforms to information and ultimately knowledge through scientific investigations; examinations and applications include steps formulating the scientific method using 21st-century data, conditions, and related challenges; deliverables include a thoroughly documented scientific experiment beginning with research questions and hypotheses, recommended methods, and concluding with anticipated results.

8:00am - 5:00pm 

Lichens are a diverse, abundant, and readily accessible group of organisms that are routinely overlooked. This course will focus on allowing students to appreciate the beauty and diversity of local lichen species, while learning to identify these organisms.

Course Objectives: By the end of the course, students will be able to: 1) recognize and describe the biology and morphology of lichens; 2) use taxonomic keys to identify lichens; and 3) recognize local lichen species in the field.

A specific aspect of the upper Midwest's natural history, or techniques for studying natural history; amphibians and reptiles, birds and birding, nature photography, mushrooms and other fungi, Iowa's trees and forests, fish biology, prairies, common algae, common insects, aquatic plants, life in rivers, life in lakes, mosses and liverworts, natural history of Iowa Great Lakes region, field archaeology, scuba diving, astronomy, nature sketching; five-day, nontechnical introductions.

*This course is offered in one and two-week sessions (1 semester hour of academic credit/week of coursework and course attendance).
June 21 - June 25, 2021     1-week course
June 21 - July 2, 2021       2-week course

The 2021 Lakeside Laboratory archaeological field school will continue on-going research efforts in the Iowa Great Lakes region including excavations at a Woodland era site within the
Mini-Wakan State Park adjacent to Spirit Lake. Previous Lakeside Laboratory summer archaeological field schools have investigated late prehistoric/protohistoric Oneota tradition sites since 1995 and Woodland adaptations since 2014, recovering large assemblages of diverse materials including arrow and spear points and other stone tools, decorated ceramic sherds, copper fragments, bison bones and other faunal remains, and worked catlinite and glass trade beads. Features related to semi-subterranean houses includinghearths, storage, and refuse pits will be investigated as opportunity permits.

Assignments: As this is primarily a field course, excavation and mapping notes as well as recording of general observations while digging will be required. Lab processing forms will also be completed by field school
participants. No formal tests or writing assignments are required beyond the field notebooks (which will include building an annotated bibliography from pertinent source materials provided by the instructor).

Course Objectives: Participants will be introduced to the essential methods of field archaeology including artifact identification, site mapping, excavation techniques, artifact processing, and beginning analytical
methods. The field school will include lectures on Iowa archaeology and the culture history sequence of western Iowa as well as day trips to the Sanford Museum in Cherokee, Iowa and the Dixon Oneota site, and possibly the
Blood Run National Historic Landmark, Jeffers Petroglyphs, and Pipestone National Monument.

Required Course Materials: AT LAKESIDE LAB: many articles, texts, manuscripts, and reports pertinent to the archaeology of Northwest Iowa will be available for use by the course participants.

Textbook to Purchase: There is one required text for those signing up for the full four-week session (a used copy from Amazon.com is recommended): Hester, Thomas R., Harry J. Shafer, and Kenneth L. Feder. 1997. Field
Methods in Archaeology. 7th Edition. Mayfield Publishing Company, Mountain View California. [ISBN No.: 1- 55934-799-6 paperback]

Equipment: This is a field course so be prepared to be outside all day. Sunscreen, hat, rain gear, and good footwear (no open toe sandals) are required. Excavation and surveying equipment will be provided.

8:00am - 5:00pm 

Biology, ecology, and behavior of birds; emphasis on field studies of local avifauna; group projects with focus on techniques of population analysis and methodology for population studies.

8:00am - 5:00pm 

Basic patterns, underlying physical and biotic causes of regional and local distributions of North American prairie plants and animals; field and laboratory analysis and projects.

Prairie Ecology is divided into two separate courses:  Prairie Ecology 1 (2 credits) runs from June 21^st through July 2^nd.  Prairie Ecology 2 (2 credits) runs from July 26^th through August 6^th.  Taken together they cover the material traditionally covered in Prairie Ecology (4 credit hours).

8:00am - 5:00pm 

Ecological principles for restoration of native ecosystems; establishment (site preparation, selection of seed mixes, planting techniques) and management (fire, mowing, weed control) of native vegetation; evaluation of restorations; emphasis on prairie restoration and wetland vegetation.

Participants in this class will:

Investigate aspects of the food system, particularly focused on Northwest Iowa

Evaluate various production systems for sustainability

Identify perspectives and values involved in these systems 

Practice communication strategies with diverse audiences

Collaborate to create a meal and presentation about their discoveries to the Lakeside lab and community