Siobhan Fennessy is the Philip and Sheila Jordan professor of Environmental Science and Biology at Kenyon College where she studies freshwater ecosystems, their plant communities and restoration, how ecosystems respond to human impacts, and the role of temperate wetlands in the global carbon cycle. She previously served on the faculty of the geography department of University College London and held a joint appointment at the Station Biologique du la Tour du Valat (located in southern France) where she conducted research on human impacts to Mediterranean wetlands. She co-authored book on the ecology of wetland plants.
Dr. Fennessy is a 2013 recipient of a Fulbright Fellowship to study coastal ecosystems in Spain.
Aquatic ecology, wetland plant community dynamics, landscape ecology.
1991 — Doctor of Philosophy from The Ohio State University
1986 — Bachelor of Science from The Ohio State University
Energy flow is a unifying principle across a range of living systems, from cells to ecosystems. With energy flow as a major theme, this course covers macromolecules, cells, respiration and photosynthesis, physiology and homeostasis, population and community interactions, and ecosystems. Throughout the course, the diversity of life is explored. The course also introduces students to the process of scientific thinking through discussion of research methodology and approaches. Majors and nonmajors may enroll. Biology majors should take this class prior to the junior year. No prerequisite. This course will be offered every year.
This course will examine the ecological theory and practice of restoration ecology through lectures, class discussion, field trips and a class project on restoration design. The science of ecosystem restoration has grown dramatically over the past decades, emerging as an active subdiscipline of biology. The challenges of restoration are many, and include our incomplete understanding of the complexity of ecosystems and the limits this places on our ability to predict ecosystem response to restoration efforts. Restoration ecology spans a range of activities and scales, ranging from the systematic, long-term restoration of major ecosystems such as the Everglades or the Colorado River watershed, to small-scale restoration projects such as the prairie and wetland restoration projects at Kenyon's Brown Family Environmental Center. This class we will focus on the causes of ecosystem degradation, methods to quantify ecosystem response, the application of concepts such as ecological integrity, ecosystem resilience and alternative stable states. Prerequisite: BIOL 115 and a 200-level Biology course or permission of instructor.
This course is designed to introduce students to the study of freshwater ecosystems, including lakes, streams and wetlands. Human activities have had profound impacts on freshwater life and an understanding of the dynamics of freshwater systems is instrumental in determining how to protect and restore these habitats. We will examine the physical, chemical and biological factors influencing biological diversity and productivity and will emphasize the application of ecological principles to study these systems. Possible topics include the effects of agricultural run-off and eutrophication; erosion resulting from human development; the introduction of non-native species; toxic contaminants; and restoration techniques. Standard texts as well as primary literature will be used. Prerequisite: BIOL 115 or equivalent and at least one 200- or 300-level biology lecture course. May be offered in alternating years.
In this laboratory course, students will employ methods used in the study of freshwater ecosystems. It is designed to complement either BIOL 251 or BIOL 352. Students will learn to identify freshwater organisms, quantify biological, chemical and physical parameters that affect these organisms, and design ecological experiments. Throughout the course, laboratories will emphasize hypothesis testing, quantitative methods and experimental design. Field trips will be taken to local natural habitats and many lab periods will be spent doing fieldwork. Prerequisite: BIOL 109Y-110Y. Prerequisite or corequisite: BIOL 251 or 352 or permission of instructor. May be offered in alternating years.
See course description for BIOL 385.
This course provides the student with the opportunity to pursue an independent investigation of a topic of special interest not covered, or not covered in depth, in the current curriculum. The investigation, designed in consultation with the chosen faculty mentor, may be designed to earn .25 or .5 unit of credit in a semester. BIOL 393 is ordinarily is a library-oriented investigation. (For laboratory-oriented independent research, see BIOL 385 and 386.) Normally, students receive credit for no more than two semesters of independent study. Independent study does not count toward diversification requirements for the biology major. Prerequisite: permission of instructor and department chair.
Individual study in biology, is pursued by juniors or seniors, provides an opportunity to investigate a topic of special interest not covered, or not covered in depth, in the current curriculum. The investigation, designed in consultation with the chosen faculty mentor, may be designed to earn .25 or .5 unit of credit in a semester and may be continued in the second semester. Individual study ordinarily involves literature-oriented investigations. Laboratory-oriented independent research is conducted under BIOL 385 and 386. Students may receive credit for no more than two semesters of individual study. Individual study does not fulfill the natural science diversification requirement, nor does it count towards the requirements for the major. To enroll in individual study, a student must identify a member of the Biology department willing to mentor the project and in consultation with him or her, draft a syllabus, including readings, a schedule, and assignments, which must be approved by the department chair. The chair’s approval is required prior to enrollment. The student will meet regularly with the instructor for at least one hour per week. The amount of graded work should approximate that required, on average, in 300-level biology courses, at a minimum. In the case of group individual studies, a single course syllabus may be submitted, assuming that all group members will follow the same syllabus. Because students must enroll for individual studies by the end of the seventh day of classes, they should begin discussion of the proposed individual study well in advance, preferably the semester before, so that there is time to devise a syllabus and seek departmental approval before the registrar's deadline.
This course continues the honors research project and gives attention to scientific writing and the mechanics of producing a thesis. A thesis is required and is defended orally to an outside examiner. The letter grade is determined by the instructor and project advisor in consultation with the department. Prerequisite: BIOL 385 or 386, and 497.
This course examines contemporary environmental problems, introducing the major concepts pertaining to human interactions with the biosphere. We will explore this interaction at both local and global scales. Course topics include basic principles of ecology (flows of energy, cycling of matter and the role of feedback), the impacts of human technology, the roots of our perceptions about and reactions to nature, the social and legal framework for responding to problems, and economic issues surrounding environmental issues. We will discuss methods for answering questions regarding the consequences of our actions and, using a systems approach, focus on methods for organizing information to evaluate complex issues. The format of the course will be three-quarters discussion and lecture and one-quarter workshop. The workshops will include field trips, experience with collecting data, and application of systems thinking. This course counts as a biology course for diversification. No prerequisite. Offered every spring.
In this course, students will examine special topics in environmental science, gaining subject knowledge so that they can lead educational experiences for elementary school classes visiting the Brown Family Environmental Center. Students will participate in two workshops at the beginning of the semester and then participate in at least four programs for visitors. Participants will keep a journal and submit a final report on their experiences along with evaluations of the effectiveness of the programs. Prerequisite: ENVS 112 or BIOL 112 or equivalent or permission of instructor. Offered each semester.
The purpose of the course is to introduce students to the principles of sustainable agriculture through hands-on experience on local farms and through readings of current literature. The course thus combines fieldwork and seminar-style discussion. Work on the farm will be varied, determined by the seasons and farm projects under way. In addition, students may be taken to the local Producers Livestock Auction and other off-farm sites as the time and season allow. Students can expect to handle and feed animals, clean barns, harvest and plant crops, prepare farm products for market, build and repair fences, bale hay, and work with, repair or clean equipment and buildings. Readings will be drawn from relevant books, current environmental literature and the news media. Discussions will be student-led and combine readings and their experiences in the field. Completion of ENVS 112 is strongly encouraged. Also, students must have available in their academic schedule four continuous hours one day per week to spend working at a local organic farm (travel time will be in addition to these four hours). In addition, students will participate in a weekly seminar discussion of assigned readings, lasting from an hour and a half to two hours. Participation is limited to eight to 10 students and permission of instructor is required. Preference will be given to juniors and seniors. No prerequisite. Offered every fall.
The intention of this capstone seminar is to draw together and apply the concepts learned in earlier courses in the Environmental Studies Concentration. The focus of the course will be on case studies of natural-resource management, with specific topic areas to be determined. In this strongly interdisciplinary effort, we will explore ecological, economic, social and legal issues that influence how people exploit natural resources, and whether that exploitation is sustainable. Students will be expected to develop and communicate their understanding of the complex and inseparable relationships of human well-being, ecosystem services and environmental management. Prerequisite: junior standing and must be pursuing the Environmental Studies Concentration. Offered every year.
Because Environmental Studies is a broad interdisciplinary field, the nature of an individual study will necessarily vary depending on the home discipline of the faculty member guiding the course. Details regarding the expected number of contact hours per week, workload, and assessment will be left to the discretion of the faculty member guiding the individual study. There are no formal restrictions on who can pursue an individual study in environmental studies. Individual studies may, upon consultation with an Environmental Studies co-chair, serve as an elective course in fulfilling the requirements for Environmental Studies, up to 0.5 units. To enroll in an individual study, a student must identify a member of the ENVS faculty willing to mentor the project and, in consultation with him or her, the student must draft a syllabus, including readings, schedule, and assignments, which must be approved by a co-chair of the program. At a minimum, it is expected that the student meet regularly with his or her instructor, at least once per week or the equivalent, at the discretion of the instructor. At a minimum, the amount of work submitted for a grade in an IS should approximate that required, on average, for a courses of equivalent units in the home department of the faulty mentor. In the case of a group individual study, a single course syllabus may be submitted, assuming that all group members will follow the same syllabus. Because students must enroll for individual studies by the end of the seventh class day of each semester, they should begin discussion of the proposed individual study preferably the semester before, so that there is time to devise the proposal and seek departmental approval before the registrar’s deadline.