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Teaching (Tropical) Biodiversity with International Field Schools: A Flexible Success Model in a Time of “Wireless” Globalization

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Central American Biodiversity

Abstract

Well, in life, motivation can hardly be beat when it comes to achieving things. The same applies to teaching and learning. But being a teacher, the leader of a pack, always has its issues, no matter the setting: You should be better than the rest and “lead” them, 24 h a day, 7 days a week, in and outside of the classroom, before and after class. Practically speaking, a teacher is the mother, the mentor, of the entire class.

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Author information

Authors and Affiliations

  1. EWHALE lab—University of Alaska Fairbanks (UAF), 99775, Fairbanks, AK, USA

    Falk Huettmann

Authors
  1. Falk Huettmann
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Corresponding author

Correspondence to Falk Huettmann .

Editor information

Editors and Affiliations

  1. Dept. Biology & Wildlife, University of Alaska-Fairbanks, Fairbanks, Alaska, USA

    Falk Huettmann

Appendices

Appendix 1: Web References for Field School Teachers and Students (Selection)

Global Biodiversity Information Facility (GBIF) http://www.gbif.org/

IAS sheets http://www.washington.edu/oea/services/course_eval/forms/

Inquiry-based Learning http://en.wikipedia.org/wiki/Inquiry-based_learning

Millennium Ecosystem Assessment http://millenniumassessment.org/en/index.aspx

Organization for Tropical Studies (OTS) http://www.ots.ac.cr/

Appendix 2: Sample Syllabus for a Typical Field School Class

9.2.1 Rainforest Ecology and GIS Mapping, Ometepe (Nicaragua) and La Suerte (Costa Rica): 27th December 2010–17th January 2011

The Tropics are known for their high biodiversity and complex ecology. However, the actual biodiversity has not received a full inventory, is widely not mapped and the ecology is not well understood. Surveying and mapping the abundance of tropical wildlife and plant species accurately for distribution and population questions can be very demanding. This course will be centered around selected wildlife and plant species as examples how components of tropical biodiversity and ecology could be described, surveyed, mapped, and analyzed efficiently. The course content is driven by the participants and mostly dealing with mammals, birds, insects, reptiles, and plants. This course tries to map relevant infrastructure and uses global position systems (GPS) and geographic information systems (GIS) software (ArcGIS 9.3, Google Earth and open-source mapping software). Tropical ecology subjects will be presented and investigated addressing also habitat aspects and ecological niche questions. This course is designed for undergraduate and graduate students as an introduction into detailed wildlife distribution and habitat studies. A background in basic biogeography, GIS, remote sensing, databases and software is of advantage but not required. The course will allow for a first overview about wildlife ecology, distribution, existing survey, spatial statistics and monitoring methods and wildlifehabitat links. Hands-on fieldwork, surveys, mapping, and selected identification applications are a crucial component of this field course.

9.2.2 Objectives

Investigating the spatial aspects of tropical ecology of the Ometepe and La Suerte Rainforest by assessing biodiversity components and analyzing them in the context of the surrounding habitat and biological features.

Field Survey Methods

A general overview and specific research methods are presented to survey wildlife distributions and populations efficiently and to present such data with a thorough research analysis.

Characterization of Habitat

We will describe and inventorize habitat, as it relates to tropical wildlife. An emphasis is given on quantitative and mapping approaches taking habitat preferences into account.

Wildlife Habitat Studies for Management and Conservation

We will show methods to investigate wildlife distribution, and present how they can be implemented in the context of management and conservation.

9.2.3 Lecture Topics

  • Introduction to tropical forest ecology

  • Selected biogeography topics

  • Survey methods and mapping of wildlife distributions

  • Geographic information systems (GIS) and databases

  • Global positioning systems (GPS)

  • Quantifying wildlife distributions, habitats and landscapes

  • Selected statistical issues for wildlife surveys and distribution

  • Introduction into spatial statistics

  • General wildlife habitat links

  • Specific wildlife issues for the tropics

  • Case study: neotropical migrants

  • Being a graduate student in an ecology research project abroad

  • Tropical ecology research experience elsewhere (Papua New Guinea, Africa)

9.2.4 Independent Projects

The focus of this course component is to design and to carry out an innovative and original research project in tropical ecology. A project proposal will be discussed during the first week. The project outline and final results will be presented to the class; a final report will be written as well. The project presents a major component of the class.

Potential project topics could be, but are not limited to:

  • Local and general wildlife distribution assessment

  • Mapping plants and wildlife, e.g., birds, monkeys, tree frogs, and blue morpho butterflies

  • Habitat use and selection

  • Abundance and population estimations

  • Sampling design, effort, and sensitivity

  • Distribution of ecological niches

  • Invasive and endemic species

  • Scale effects on any of the above

  • Community analysis

  • ‘Soundscape’ distributions

9.2.5 Exam

Based on the lecture topics, an exam will be carried out that consists of 20 multiple choice and 5 written questions. The focus of this exam is less on memorizing facts but more on testing for the overall ecological understanding the students were able to achieve during the course and fieldwork. This exam will be held at the last quarter of the course.

9.2.6 General Daily Schedule

Sunrise– 11:00 field work (breakfast 6:30)

11:00–13:00 lunch and free time

13:00–13:30 short lecture

14:00–17:30 field work, or lab

18:00 dinner

19:00–20:30 lecture and group discussion

20:30–22:00 field book updates, and free time

There will also be the option to participate in night excursions to investigate nocturnal birds and amphibians, and map their distributions. This has been a very exciting feature in previous classes.

Note: This schedule can be affected by weather and others factors, and could change.

9.2.7 Course Schedule

Dec 27th, Day 1: Arrival and orientation

Dec 28th, Day 2: Introduction to field school and study site Ometepe, Nicaraga

Dec 29th, Day 3: ‘Wildlife walk’ and project planning, design fieldsheets

Dec 30th, Day 4: Project design and project research (Pilot)

Dec 31st, Day 5: Project research

Jan 1st, Day 6: Project research

Jan 2nd, Day 7: Off (work on journals, research proposal, presentations, etc.)

Jan 3rd, Day 8: Plant identification day + lab

Jan 4th, Day 9: Research project

Jan 5th, Day 10: Tranfer to other field site

Jan 6th, Day 11: Introduction to field school and study Site La Suerte, Costa Rica

Jan 7th, Day 12: Research project

Jan 8th, Day 13: Excursion (optional)

Jan 9th, Day 14: Research project

Jan 10th, Day 15: Bird identification day + lab

Jan 11th, Day 16: Research project, submit draft of research report

Jan 12th, Day 17: Insect identification day + lab

Jan 13th, Day 18: Research project

Jan 14th, Day 19: Research project

Jan 15th, Day 20: Research project

Jan 16th, Day 21:Final project presentations

Jan 17th, Day 22: Submit written research paper, end-of-course party

Jan 18th, Day 23: Departure

Note: This schedule can be affected by weather and others factors, and could change.

9.2.8 Grades

25 % Attendance, attention, attitude, enthusiasm, and cooperation (1)

10 % Lecture exam (2)

25 % Journal (3)

25 % Research project (final presentation and report) (4)

5 % Presentation contrasting two research articles (5)

10 % labs (6)

  1. 1.

    For successful expeditions and field work such traits are crucial.

  2. 2.

    One lecture exam will cover the formal lecture material.

  3. 3.

    A journal and fieldnotes (e.g., digital raw data and metadata) are very important features to document findings and research results. It consists of a narrative, as well as specific research results and descriptions and drawings of the environment. Ideas and questions can also be noted. Daily records should consist of date, time, weather, and research activities and data. Identified and counted wildlife and animal species should be listed as well, including all other noteworthy findings. This information can form the basis for digital project databases, e.g., in Excel and with FGDC NBII Metadata.

  4. 4.

    This course will allow to implement an original research project of own design. A research proposal (required but not marked) will be discussed, which will be critiqued by the instructor and course members on the subjects of research design, analysis, and feasibility. Based on a final project presentation to the class, a final presentation will be handed in.

  5. 5.

    Every student is asked to compare and contrast two selected research articles on his/her own choice. A research library dealing with subjects of the course is available, too.

  6. 6.

    During the course, some small field labs will be carried out.

9.2.9 Course Goals

After the completion of the course, participants should be able to design their own GIS-based quantitative wildlife survey and research study, and describe the general ecology, distributions, habitat, wildlife-habitat links and overall populations in qualitative and quantitative terms. They should be able to identify common wildlife and plant species features of the tropical rainforest in Central America.

Optional Field Trip

Participants will have the opportunity to participate in a field excursion to see other forests and nesting turtles; details depend on weather and locations. The excursion is optional and will cost an extra fee.

Conduct

It is expected that participants follow the policies and procedures outlined by the Ometepe and La Suerte Field Stations. Details are outlined in the registration package and online.

Research Data

It is expected that all collected field data are worked up and analyzed, and according to best professional research standards such as the National Science Foundation (NSF). As outlined there, this includes data sharing online and with metadata. Examples of such projects and data can be found at the station’s website, with the National Biological Information Infrastructure (NBII website), with GBIF (Global Biodiversity Information Infrastructure) and with the instructure.

Credits

Students can receive and transfer various types of credits for this class. Details depend on the college and university involved. Please contact the field school and instructor for details and arrangements.

Other Opportunities

The course will provide a great opportunity for dynamic and hard working but fun people, who are interested in modern tropical research and conservation with a focus on transparent and quantitative, spatial and GIS methods. Some of the projects resulted into scientific publications, coauthored conference presentations, and online research and biodiversity data publications. Please inquire with the instructor for specific details.

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Huettmann, F. (2015). Teaching (Tropical) Biodiversity with International Field Schools: A Flexible Success Model in a Time of “Wireless” Globalization. In: Huettmann, F. (eds) Central American Biodiversity. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-2208-6_9

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