Comparative Tropical Ecology ENVI-3005 (3 Credits / 45 class hours)

Transcription

1 Comparative Tropical Ecology ENVI-3005 (3 Credits / 45 class hours) SIT Study Abroad Program Panama: Tropical Ecology, Marine Ecosystems, and Biodiversity Conservation PLEASE NOTE: This syllabus is representative of a typical term. Because courses develop and change over time to take advantage of unique learning opportunities, actual course content varies from semester to semester. Course Description This course focuses on understanding the principle marine and terrestrial ecosystems of Panama. Through a comparative approach, students learn about the dynamics and attributes of distinct yet interdependent tropical ecosystems. The course visits and conducts field exercises in cloud forests, montane forest, lowland wet forest, coral reefs, seagrass beds, and coastal mangroves. Course curriculum is imparted through lectures, readings, and extensive field study. Learning Outcomes By the end of the course, students will have had the opportunity to develop: The ability to discuss in-depth the similarities and differences among the principle tropical ecosystems, including major flora, fauna, and biophysical processes. The capacity to think critically about ecosystem processes and their dependence on other natural phenomena. An acute understanding of ecological concepts and drivers that shape marine and terrestrial ecosystems in the tropics. Course Schedule *Please be aware that topics and excursions may vary to take advantage of any emerging events, to accommodate changes in our lecturers availability, and to respect any changes that would affect student safety. Students will be notified if this occurs. Module 1: Introduction to Tropical Ecology Module 1 explores the principles of tropical ecology. - Taught by Dr. Eric Manzané, Smithsonian Tropical Research Institute - Site: Universidad Santa Maria La Antigua, Camino de Cruces Nacional Park, Chagres National Park Copyright SIT, a program of World Learning 1

2 Module I objectives The principle objectives of this module include teaching students to: a. Recognize the role biophysical factors play in driving biodiversity, abundance, and structure in tropical ecosystems. b. Understand how tropical ecosystems function from an ecological and evolutionary perspective. c. Critically evaluate the theory and principals of tropical ecology. Module I readings Please read the following articles prior to attending the module: a. Givnish T.J On the causes of gradients in tropical tree diversity. Journal of Ecology 87: b. Catford et al The intermediate disturbance hypothesis and plant invasions: Implications for species richness and management. Perspectives in Plant Ecology, Evolution and Systematics, 14: p. c. Kellman M. and R. Tackaberry 1997 Tropical Environments: the Functioning and Management of Tropical Ecosystems. Routledge, New York, USA p. d. Selected chapters from Kricher J 2011 Tropical Ecology. Princeton University Press, New Jersey, USA. Module I assignments and grade breakdown a. Oral presentations 50% b. Quiz 30% c. Field work and participation 20% Module II: Introduction to Tropical Forest Structure and Dynamics Module II takes place in the cloud forest of La Amistad International Park UNESCO Biosphere Reserve. Students learn about forest structure and dynamics, and the unique features of endangered tropical cloud forest ecosystems. - Taught by Dr. Eric Manzané, Smithsonian Tropical Research Institute - Site: La Amistad International Park UNESCO Biosphere Module II learning objectives Learning objectives for Module II include introducing students to: a. General concepts of tree biology and forest structure b. Tropical forest dynamics, including disturbance, succession and other processes c. Cloud forest ecosystems and their unique features Module II assignments and grade breakdown a. Oral presentations 50% b. Quiz 30% c. Field work and participation 20% Module III: Introduction to Coral Reef Ecology Module III takes place in the Guna Yala Comarca, an autonomous indigenous reserve on the Caribbean coast. Students spend six days on a small island called Porvenir learning about tropical marine ecology. Copyright SIT, a program of World Learning 2

3 - Taught by Dr. Juan Maté, Smithsonian Tropical Research Institute - Site: Porvenir Island, Guna Yala Module III learning objectives Learning objectives for Module III include introducing students to: a. Caribbean coral reef biology and ecology b. Identification of marine organisms and their classification Module III readings Please read the following articles prior to attending the module: - Clifton et al A field guide to the reefs of Caribbean Panama with an emphasis on Western San Blas. Proc. 8 th Int. Coral Reef Sym 1: Guzman H and S Andrefouet 2005 Coral reef distribution, status, and geomorphologybiodiversity relationship in Kuna Yala (San Blas) archipelago, Caribbean Panama. Coral Reefs 24: Lopez Calderon et al Decadal increase in seagrass biomass and temperature at the CARICOMP site in Bocas del Toro, Panama. International Journal of Tropical Biology 61(4): Module III Assignments: a. Analysis and presentation of data during daily reports 40% b. Two quizzes 50% c. Active class and field participation 10% Module IV: Seagrass and Mangrove Ecology In the seagrass and mangrove ecology module, students will examine mangrove reproduction, phenology, and structure in the Caribbean. Module IV also takes place in the Guna Yala Comarca. - Taught by Professor Gabriel Jacome, SIT Panama - Site: Porvenir Island, Guna Yala Module IV Objectives The learning objectives for this module include introducing students to: a. Mangrove ecosystems with an emphasis on the functional diversity of different species b. Mangrove species diversity in relation to factors that regulate species abundance (niche partitioning) c. Mangrove reproduction d. Role of mangroves as nurseries of the seas e. Key role of seagrass beds in marine ecosystem interdependency f. Seagrass productivity g. Biodiversity in seagrass beds Module IV Readings Please read the following articles prior to attending the module: Copyright SIT, a program of World Learning 3

4 a. van Tussoenbroek et al Caribbean-wide long-term study of seagrass beds reveals local variations, shifts in community structure and occasional collapse. PLoS ONE 9(3): e b. Orth RH et al A global crisis for seagrass ecosystems. BioScience 56(12): c. Feller IC and M Sitnik (eds.) Mangrove Ecology: A Manual for a Field Course. A Field Manual Focused on the Biocomplexity of Mangrove Ecosystems. Smithsonian Institute. Module IV Assignment a. Participation and oral presentation in projects 30% b. Mangroves quiz 35% c. Seagrasses quiz 35% Module V: Mammals and Amphibians of the Neotropics In the forest of the Cordillera Central in in the Nusagandi Mountain range of the Mesoamerican Biological Corridor, students mammals and amphibians of the Neotropics. - Taught by Professor Melva Olmos, Panthera (NGO) - Site: Burbayar, Nusagandi Mountain Range, Mesoamerican Biological Corridor Module V Objectives The learning objectives for module V include introducing students to: a. Common families and species of the mammals and amphibians of the Neotropics b. Ecology of local fauna in Panama and Central America Module V Readings Please read the following articles prior to the beginning of the module: a. Whiles et al The effects of amphibian population declines on the structure and function of Neotropical stream ecosystems. Front. Ecol. Environ. 4(1): b. Foster R. J. and B. J. Harmsen 2011 A critique of density estimation from camera-trap data. The Journal of Wildlife Management 9999:1-13. c. Isasi-Catalá E and G R Barreto 2008 Identificación de individuos de jaguares (Panthera onca) y pumas (Puma concolor) a partir de morfometría de sus huellas (Carnivora: Felidae). Rev. Biol. Trop. Vol. 56(4): Module V Assignment a. Oral presentations of projects 50% b. Quiz 40% c. Participationin class and in the field 10% Module VI: Birds of the Neotropics In Module VI, students engage in field study of the birds of the Pipeline Trail in Soberania National Park. This site is rated as one of the top 10 birding sites in the world by BirdLife International. - Taught by Professor Chelina Batista, Universidad de Barcelona - Site: Pipeline Trail, Soberania National Park Module VI Objectives The learning objectives for module IV include introducing students to: Copyright SIT, a program of World Learning 4

5 a. Avian diversity of Panama b. Bird ecology in the Neotropics Module VI Readings Please read the following articles prior to the beginning of the module: Robinson WD et al Forest bird community structure in central Panama: Influence of spatial scale and biogeography: Ecological Monographs 70(2): Robinson WD 2001Changes in abundance of birds in a Neotropical forest fragment over 25 years: a review. Animal Biodiversity and Conservation 24(2): Bael, SA et al Bird communities in forested and human-modified landscapes of Central Panama: a baseline survey for a native species reforestation treatment. International Journal of Biodiversity Science, Ecosystem Services & Management, 9(4), Module VI assignments a. Oral presentation 25% b. Participation in the field 50% c. Quiz 25% Evaluation and Grading Criteria Final assessment: Tropical Ecology Module I 16.7% Tropical Forests Module II 16.7% Coral Reef Ecology Module III 16.7% Mangroves and Seagrass Ecology Module IV 16.7% Mammals and Amphibians Module V 16.7% Birds of the Neotropics Module VI 16.7% Grading Scale % A 90-93% A % B % B 80-83% B % C % C 70-73% C % D % D < 64 F Expectations and Policies - Come prepared. Be on time, have your readings completed and points in mind for discussion or clarification. - Complete assignments on schedule. This will help you keep up with your classwork and ensure you don t fall behind. Copyright SIT, a program of World Learning 5

6 - Ask questions in class. Engage the lecturer. The speakers and professors you will meet are leaders in their fields in Panama. Take advantage of the opportunity. - Comply with academic integrity policies (no plagiarism or cheating, nothing unethical). - Respect differences of opinion (classmates, lecturers, local constituents engaged with on the visits). You are not expected to agree with everything you hear, but you are expected to listen across difference and consider other perspectives with respect. - Consider your place and position in all dimensions. Demonstrate culturally appropriate behavior and expression always. Please refer to the SIT Study Abroad Student Handbook for policies on academic integrity, ethics, warning and probation, diversity and disability, sexual harassment and the academic appeals process. Copyright SIT, a program of World Learning 6