EE BIOL 154
California Ecosystems
Description: Lecture, three hours; laboratory or field trip, four hours. Requisite: Life Sciences 1 or 7B. Recommended: course 100. Introduction to structure, biodiversity, and dynamics of California ecosystems, with focus on Southern California, and impact of human activities on these systems. P/NP or letter grading.
Units: 5.0
Units: 5.0
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Most Helpful Review
I actually had EEB 155. His class was set up for familiarizing you with peer reviewed papers and was centered in a final research paper. Overall, I would say he was not out to trick anyone and showing up to class was a must for his quizzes which were simple if you attended lecture. Other than that your TA really matters because they grade the material. I had Doug and he was pretty good as long as you tried to participate. If you are interested in tropical ecology take his class.
I actually had EEB 155. His class was set up for familiarizing you with peer reviewed papers and was centered in a final research paper. Overall, I would say he was not out to trick anyone and showing up to class was a must for his quizzes which were simple if you attended lecture. Other than that your TA really matters because they grade the material. I had Doug and he was pretty good as long as you tried to participate. If you are interested in tropical ecology take his class.
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Most Helpful Review
Spring 2024 - Dr. Sork was a good teacher on the field trips we went on, and I like her overall ideas for the class and its goals. She does not have sufficient knowledge of plants to lead the field visits though, and I wish she was more proficient so we could actually learn plant identification. Additionally, the lectures were poorly planned, felt scattered, and not always relevant to field trips. The transect data collection was disorganized throughout the whole quarter. We should've gone over how to do transects in class before starting. We should've been given the Excel table to input our transects after the first field trip, so we had a template as we collected data over the rest of the quarter. It made the end of the quarter more difficult because we never knew what the final format of our data needed to be. She waited for Diego to figure things out for her instead of leading the class. The final exam about ecosystems is extremely long and tedious, at least we had it early in the quarter. The final data transect report should've been a group paper. If our data within our group was always the same, we should've been able to collaborate on the paper. I overall thought the idea of this class was amazing. It has the potential to teach practical field skills, allow students to gain a deeper understanding of plants and their ecosystems, and create an enjoyable field class. I think tweaks to instruction could make this the best class students take at UCLA.
Spring 2024 - Dr. Sork was a good teacher on the field trips we went on, and I like her overall ideas for the class and its goals. She does not have sufficient knowledge of plants to lead the field visits though, and I wish she was more proficient so we could actually learn plant identification. Additionally, the lectures were poorly planned, felt scattered, and not always relevant to field trips. The transect data collection was disorganized throughout the whole quarter. We should've gone over how to do transects in class before starting. We should've been given the Excel table to input our transects after the first field trip, so we had a template as we collected data over the rest of the quarter. It made the end of the quarter more difficult because we never knew what the final format of our data needed to be. She waited for Diego to figure things out for her instead of leading the class. The final exam about ecosystems is extremely long and tedious, at least we had it early in the quarter. The final data transect report should've been a group paper. If our data within our group was always the same, we should've been able to collaborate on the paper. I overall thought the idea of this class was amazing. It has the potential to teach practical field skills, allow students to gain a deeper understanding of plants and their ecosystems, and create an enjoyable field class. I think tweaks to instruction could make this the best class students take at UCLA.
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