BIOL 297 Tropical Biology
Syllabus, May Term 2018
Instructor
ErikD.Lindquist,AssociateProfessorofBiology&EnvironmentalScience
BiologicalSciences,MessiahCollege,Grantham,[email protected]
RequiredTexts
• KricherJ.2011.TropicalEcology.PrincetonUniversityPress.PrincetonandOxford.
ISBN:978-0-691-11513-9
• ForsytheA,MiyataK.1984.TropicalNature:LifeandDeathintheRainForestsof
CentralandSouthAmerica.TouchstoneBooks,SimonandSchuster.NewYork.
• OneoftheFollowing
ü AngherGR,DeanR.2010.TheBirdsofPanama:AFieldGuide.AZonaTropical
Publication.ISBN:978-0-8014-7674-7.
ü GarriguesR,DeanR.2007.TheBirdsofCostaRica:AFieldGuide.AZonaTropical
Publication.ISBN:978-0-8014-7373-9.
ü ChacónFM,JohnstonRD.2013.AmphibiansandReptilesofCostaRica:APocketGuide.AZona
TropicalPublication.ISBN:978-0-801-47869-7.
ü ReidF.1997.AFieldGuidetotheMammalsofCentralAmericaandSoutheastMexico.
OxfordUniversityPress.ISBN:0-19-506401-1.
ü WainwrightM,AriasO.2007.TheMammalsofCostaRica.AZonaTropical
Publication.ISBN:0-80-147375-6
RequiredEquipment(Asktheprofessorifyouareindoubtofthequality.)
• GoodQualityBinoculars.RentalsareavailablefromtheBiologicalSciencesDepartmentfor$25.
• GoodQualitySnorkelingGear.
CourseDescription
Thiscoursewillsurveyandinvestigatebiologicalprocessesatthethelevelsoforganism,population,community,
andbiosphere,emphasizingtherelationshipoftheseprocessestothetropicallatitudes.Thiscoursewillguide
studentsthroughacomparativestudyofmajortropicalplants,animalsandbiomes,andexaminetheessential
principlesoftropicalecologyandconservationbiology.
CourseObjectives
TheprimaryobjectiveofthiscourseistointroduceyoutosomekeyNeotropicalecoregionsandtowalkwithyou
asyoudiscovertheaweandwonderoftropicalnature.Todothiswewillengageinavarietyofactivitieswhich
willintroduceyoutothebasicprinciplesofrainforestecology.Emphasiswillbeonthestructure,functionand
conservationoftherainforestecosystemsandthespeciesthatcomprisethosesystems.
Toaccomplishthistask,wewill:
1. Spendmostofourtimetogetherinthefield.
2. Examinethecomponentpartsmakingupanecolosystem.
3. Considertheenergyflowandbiogeochemicalcyclesthatdrivetheecosystem.
4. Lookattheinteractionofspeciesincludingthetopicsofpredation,competition,pollination,fruit
distribution,andantipredationstrategiesinbothplantsandanimals.
5. Evaluaterainforestplantsasbiochemicalresourceforhumansociety.
6. Examinethesustainabilityofvarioussocietieswithinthetropicalrainforests.
7. Experiencefirsthandthespecies(ournonhumanneighbors)thatsurroundus.Aswelearntheirnames
wewillconsidertheirplacewithintheecologicalsystem.
8. Involveyouinindividualfieldexerciseswhereyouwillseekanswerstoanumberofsignificantecological
questions.
Likewiseasacross-culturalcoursethisacademicexperiencewillmeetthefollowingobjectives:
1. appreciateculturaltraditionssignificantlydifferentfromtheirown.
2. articulatehowpeoplefromdifferentculturesperceivetheworld,interpretreality,andmake
meaning.
3. understandtheparadoxes,tensions,andcontradictionsaswellastheconsistenciesand
valuesinasocietysignificantlydifferentfromtheirown.
4. developanappropriatesenseofculturalrelativismandreduceethnocentrism.
5. reflectontheirowncultureandsocietyfromtheperspectiveofanotherculture.
6. gainskillandexperiencelivingandworkinginaculturedifferentfromtheirown.
COURSEDELIVERY
• LecturesandCourseModules
Lectureswillseektoimpartinformationfromvariousangles:thetropicsasawhole,thehabitatsthat
comprisethetropics,andthedenizensthatdefinethetropicalcommunities.Sometimes,dayswillconsistof
lecturemodulesthatengagethestudentindiscussions,lectures,lecturewalks,investigation,andjournaling.
Moreoftenthannot,lectureswillbefollowedwithfieldtimethroughsmallinvestigations.Fieldtimewill
involveboththeoreticallecture/discussions,groupopportunityforfirsthandexaminationoftheseprinciples,
andtimeforindividualinvestigativestudy.Thiswillhelpyoudevelopyouranalyticandcriticalthinkingskills.
• ResearchProjectsandPresentations
Studentswillconductamini-investigationsrelatedtocourselectures,aswellasaresearchproject
representingtheExperientialLearningInitiativeassignment.Thesewillbedoneinpre-assignedgroups.Each
studentgroupwillreportbacktotheclassontheresultsoftheirgroup’sresearchprojectusingPowerPoint
andanalyticalapplications(i.e.Excel)forourtravelsymposiums.Eachstudentisexpectedtorecordthe
detailsoftheseinvestigationsintheirFieldNotebook.
• CourseContribution
Discussion-Studentswillbegiventimeatthebeginningofeachmoduletoshareinterestingtropicalforest
experienceswiththeclass.Whatcreaturesamazedyou?Whatsurprisedyou?Howdoestheexperiencein
thefieldmeetordifferfromyourexpectations?Thisisthetimeforeachstudenttoreportbacktothe
groupontheresultsofyourindividualandgroupinvestigationssandwillrecordthedetailsofthese
investigationsinyourFieldNotebook.Participationisexpected.
Collaboration-Certainattitudesarecriticallyimportanttosuccessfulscholarlycollaboration,aswellas
Christianunity.Isthepersoncourteousinallintellectualexchange?Isthepersonwillingtobecorrected,or
iss/healwaysright?Iss/hewillingtofirmlycorrecterror,ordoess/hetimidlydefertomerepersonality
ratherthanlogicorfact?Isthepersonwillingtoconfrontandexpressgrievancesinperson,ordoess/he
letitgenerateillfeelingorcriticismbehindthebackofanother.Dothepersoncarryhis/herweighton
researchprojects?
• TextbookExams
Therewillbetwoexamsoverthematerialcoveredinthecourse(lectures,text,andfieldwork).Thefirstis
overyourreadingofTropicalNature(Forsyth&Miyata)priortodeparturetoCentralAmerica.Thesecond
examwillemphasizeterms,concepts,principlesandintegrativerelationshipscoveredinlecturesand
readingsfromTropicalEcology(Kricher).Theywillbeprimarilyshort-answerandessayquestionsinwritten
format.
• Birding,LizardingandNightWalks
Eachstudentwillbeassignedthreemorningstobereadyat5:45amtodosmallgroupbirdingandlizarding.
Eachstudentwillbeassignedthreenightstowalkasasmallgrouptolookfornocturnalcreatures:bats,
snakes,frogsandmammals.SpecieslistsforeachexperiencewillbemadeintheFieldNotebook.
•
•
Devotions
Studentswillbeassignedadateandgrouptodeliverbreakfastdevotionstotheclass.Devotionsshouldseek
tofocusonhow/whatGodspeakstousthroughCreation.
PreparatoryReading
StudentsshouldreadForsythandMiyata’sTropicalNaturepriortothearrivaltocampus.Thismaterialwill
providethebackgroundforourlectures,discussion,andfieldwork.
GRADING
Yourworkintheaboveareaswillbeevaluatedbyyourmasterycomprehensionoffundamentalconceptsand
underlyingprinciples.Lettergradesareasfollows.FinalgradeswillNOTberoundedup,andmaynotberaisedby
doingadditionalassignmentsorrevisingpreviousassignmentsafterthecoursehasended.*
*anaveragebelow60isnotapassinggrade
Composition
Yourgradewillbedeterminedbyyourperformanceineachofthefollowingareas.
20% •Exam1-TextbookExam
20% •Exam2–LectureExam
30% •FieldNotebook/Journal
15% •Mini-investigations
15% •Research/Presentations
•Contributions/Participation**
100 Total
**Thisisexpected,soiftherearefailurestobepresentandactivefor
lecturediscussions,nightwalks,birding/lizarding,andresearchprojects,
thenpointdeductionsupto10%willbemadefromthefinalgrade.
EvaluationRequirement
Studentsmustcompleteanonlinecourseevaluationfollowingtheirreturnfromthecoursetrip.Failuretosubmitthe
evaluationwillresultinacoursegradeofincomplete.
ACADEMICINTEGRITY
Thisclassoperatesonthehonorsystem.ThatmeansyouaretrustedtobemorecommittedtoGod'svaluesthanthe
desire(yoursoryourfriends')toearnhigh(er)grades.Academicdishonestywillresultinfailingthecourse,such
dishonestyincludes:
1. Cheatingonexams
2. Plagiarism:submittingtheworkofanotherasyourown.
3. Falsification:givingfalseinformationinregardtoanyacademicundertaking(e.g.doctoredresearchresults,false
oralteredquotes,phonyexcusesorforgedsignatures,etc.)
FIELDBEHAVIOR
1.Treatallwildlifeinthefieldwithrespect.
2.Responsiblycareforandusescientificinstrumentation.
3.Fullyparticipateinallfieldactivities:Thisincludesbringingappropriatematerials(fieldbooks,binoculars,andfield
notebook);keepingnecessarywrittenrecords;stayingwiththegroup;payingattentiontoandheedingfield
instructions,oftengivenorally,justonce.Itonlytakesonenegligentworkertoruinanentireday'sdataforawhole
group,oreventhewholeclass!
4.Supportgroupcollaboration:Fieldworkisoftenagroupprocess.Weneedtoworktogether.
INVESTIGATIVEPROTOCOL
Thisisabiologicalfieldcourse,whichmeansagooddealmorethanwearelikelytospendlotsoftimeoutside.We
wantnotonlytoillustrate,butactuallytoderive,andenableyoutoderive,manyoftheprincipleswediscussinlecture
fromobservationsofnature.Thegoalistoequipyoutoseethingsinthenaturalworldyou'veneverseenbefore,by
enablingyounotonlytoidentifycomponentsbut,evenmoreimportantly,torecognizeprocessesandperceive
questionsyouhavenotconceivedbefore.That'sabiggoal.Ourjobwillbetoprovideyouwiththeappropriate
informationandselectiveexposuretoandinterpretationofhabitats.Yourjobwillbetogiveityourbest,submittingto
avarietyoffieldprotocols.Specificdetailswillbeexplainedinclass,buttwogeneralcategorieswillbedescribedup
front.
FIELDNOTEBOOKS
GeneralOverview
Youshouldcommittospendingatleast30minutesperclassdayonyourFieldNotebook,whichoughttoresultin1-3
pagesperentry,butlengthisnotyoursolegoal.Someentriesmaybefairlyshort,withnomorethanafew
paragraphs.Atothertimesyoumayfindyourselveswritingmanymorepages.Itmustbereadable!Pleaseusepen.
Bringyourjournals/fieldnotebookstoeveryclasssessionandfieldtrip.
Fifteenpercentofyourgradewillcomefromafieldnotebook/journal,whichshouldhavethreedistinctandclearly
markedsections.ONE,notesfromlecturediscussionsessions;TWO,fieldobservationalrecordsonthespeciesand
communitiesweobserveandstudy;THREE,amorepersonalonewhichmightbecalledanaturalist’s/culturelearner’s
notebookorintellectualjournal.Thethirdsectionisdescribedinbelow.
LectureNotes
YoushouldincludenotestakeninthefieldandclassroomlecturestostudyfromforExam#2.
FieldNotes
1. Givethedateandlocationandtimeofdayatthetopofeachpage.
2. Brieflydescribethehabitatandlocationwheretheobservationsweremade.Thelocationshouldbegivenin
sufficientdetailshouldyoureturntothesamelocationforsubsequentstudy.
3. Recordyourobservations.Includedataifyouaredoingresearch.Makesketches.
4. Includeacomprehensivespecieslistofalltheplantsandanimalswespecificallydiscussorobserve,plusnotes
onthenaturalhistoryofparticularspeciesorcommunities.
TravelJournal
Scientists,students,explorers,missionaries,politicalleaders,andnaturalistskeeptraveljournals.Ajournalismore
thananhistoricalorevenapersonalintrospectivediary(althoughitshouldincludeelementsofthat).Itisarecordof
yourintellectualdevelopmentduringthevoyageyoutakeinthediscoveryofideasandperceptionsoftheworld.It
shouldbeachronicleofyourthoughts,observations,feelings,insights,connections,analyses,andconclusionsrelated
tocertainideas;butitshouldalsocontainyourunansweredquestions,sourcesofconfusionandpossibleplansfor
resolvingthem.Asanaturalistandculturelearner,itshouldalsoberifewithdescriptions,perceptions,and
observationsabouttheworldaroundyou.Itisnotjustadiary,ifbythattermismeantthemererecordofdailylifeor
onesemotionalresponsetoit.Goodintellectualworkneverdisregardsemotionorpersonalexperience.
Amajorportionofyourjournalshouldbedevotedtotheconsideringtheconcepts,ideas,propositions,
observations.fromreadings,lectures,discussions,orfieldexercisesthatstrikeyouasinterestingorsignificantinthis
course.Youmayoccasionallygobeyondthecoursetoreflectonsuchthingsasfaith/learning,fieldorChristian
education,camplife,orotheraspectsofyourcurrentexperience.Someofwhatyouwriteinyourjournalwillbe
determinedbyclassassignment.Butotherentrieswillbeuptoyou.Possibilitiesinclude:
1. Reflectionsonthebeautyormechanicsofthenaturalworld.
2. Briefessaysontopicssuggestedbyreadings,lecturesordiscussions.
3. Reflectionsonthiscourse’sstructure&methodology;oreducationingeneralataChristiancollegeor
fieldstation.Thoughtsonthegroupdynamicsofthisclassorthestation.
4. Shortnotesormemostoyourselfaboutinsights,questions,ideasforfurtherreading,thoughtorprayer.
5. Dialogueswithyourownconscience:promises,goals,dreams,questions,resolutions,convictions.Think
ofwhatwouldbeilluminatingtorediscoverorrecall10yearsfromnowaboutyourselfduringthisperiod
oflife.
6.
Observationsandreflectionsonthedailyappearanceofandchangesintheforest,weather,insectfauna,
orotheraspectsofthelocalenvironmentwhosepulseyoucanbecomesensitivetobypersistent
description.Educationshouldenableyoutocultivatetheabilitytoobservesubtlety,toseesomething
previouslyunseen.
Youshouldhaveonesignificantjournalentryperday.Imayaskatanytimetocheckyourjournaltocheckprogress.
EXPERIENTIALLEARNINGINITIATIVE(ELI)REFLECTIONANDDELIVERABLE
StudentswilldesignlearningobjectivesatthebeginningoftheELIexperiencethataredrivenbytheoverarching
ELIobjectivesofmeaningfulcareerdevelopmentandcommunityengagement.Studentswillanswerthecommon
ELIreflectionquestions.Facultymaybuildthissegmentintothereflectioncomponentofthecoursethrough
journals,ePortfolioorothermethods.
ToensurethattheELIleadstothestatedoutcomesofcareerdevelopmentandcommunityengagement,students
willberequiredtotranslatethelearningfromtheirreflectionintoa“deliverable”thatiscontextualizedforan
externalaudiencerelevanttothestudents’futuregoals(employer,graduateschool,etc.).Facultywilldetermine
theformatofthedeliverable(i.e.ePortfolio,blog,digitalstorytelling,cumulativereflectiveessay,etc.).
Note:FacultywillscorestudentresponsestoreflectionquestionsanddeliverableaccordingtotheELIassessment
rubricandsubmittheresultstotheOff-CampusProgramsAdvisoryCommitteeforELI.
CommonObjectivesandOutcomeReflectionQuestions
• Objectives:Attheoutsetofthecourse,studentswillpersonalizespecificobjectivesinallofthefollowing
categories,inlightoftheiruniquesituationandgoals:
PERSONAL
Howdoyouexpecttogrowpersonally(e.g.inyourself-awareness,yourspirituality,andhowyourelatetoothers)
throughthisexperience?
PROFESSIONAL
RegardlessofwhetherornotyourELIrelatesexplicitlytoyourcareergoals,whatspecificskillsdoyouplanto
develop/enhancethatwouldbetransferabletoyourprofessionalgoals?
ACADEMIC
Inwhatspecificwaysdoyouhopetogrowasastudent?HowdoyouhopeyourELIwillconnecttoyourmajorand
classroomexperiences?
COMMUNITYENGAGEMENT
Whatdoyouhopetolearnaboutthe"biggerpicture"ofcommunity(localorglobal)fromyourELI?
Educator-advisorswillprovidefeedbackonstudentlearningobjectives,andthentouchbasewithstudents
minimallyatthebeginning,mid-pointandendtomonitortheirprogress.Attheendoftheexperience,students
willreflectontheirlearningoutcomes:
• OutcomeReflectionQuestions:Neartheendofthecourse,studentswillbeasked:Pleasereflectonthe
experiencesyou’vehad,lessonsyou’velearned,andwaysinwhichyou’vegrown.Thereisalottoponder,so
we’veprovidedafewquestionswe’dlikeyoutoanswertohelpyoureflect.Asoftenaspossible,trytothinkof
specificexamples,stories,situations,orproblemsyoufacedduringyourELIexperiencetohelpanswerthe
questions.”
AsaresultofyourexperienceintheELI…
1. Discussasignificantmomentduringthisexperiencethatleftalastingimpactonyou.Whywasthis
experiencesignificantforyou?
2. Whatdidyoulearnaboutyourstrengthsorweaknesses?Whatdidyoudiscoveraboutyourselfasa
person…
a. Professionally?______________________
b. Intellectually?_______________________
c. Personally?__________________________
3. Howhasthisexperienceimpactedorshapedyourideasaboutwhoyouarecalledtobeinamorelongtermway?
4. Howdidthisexperienceinfluenceyourspecificcareergoals?
5. Pleaseprovidespecificexamplesoftwotransferableskills(i.e.skillsthatyouwillbeabletousebeyond
yourELI)thatyougainedorenhancedduringyourELI.
a. TransferableSkill1:______________________
b. TransferableSkill2:______________________
6. PleaseprovideoneexampleofsomethingthatyouhadlearnedinacourseatMessiah(e.g.atheory,
concept,strategy,etc.)thatyouwereabletoapplyduringyourELI.
7. HowdidyourELIexperiencedeepenyourunderstandingofyourmajorandyourbroadereducational
experience(insideoroutsideoftheclassroom)atMessiah?HowdoesyourELIexperienceapplytoyour
majorand/orfuturecourses?
8. AsaresultofyourexperienceintheELI,whatisonespecificwayyouforeseeyourfutureself…
a. Contributingtoyourcommunityoverthelong-term?
b. Havingpurposefulinfluenceinchurchandsociety?
c. PursuingtheworkofreconcilingindividualswithGod,eachother,and/orcreation?
d. DemonstratingtheloveofGodinservicetoothers?
ELI Assessment Rubric
OUTCOME
Meaningful
Careers
CWEO
5.d-interests,
abilities,and
limitations
DIMENSION
(Mappedtofinal
reflectionquestion
numbers)
IdentifyingPersonal
Strengths/Abilities
(Questions1,2,and5)
5.c.-senseof
vocation/career
thattranscend
careerchoice
Academic
integration
SenseofVocation
(Questions3and4)
AcademicIntegration
(Questions6and7)
4–major
1-3,5-7–QuEST
Community
Calling
5.e.-rolein
community
RoleinCommunity
(Question8a)
Leadership
7.b.Leadership-
civic
(Question8b)
responsibility
DEFINITION
(ProficientLevel)
Studentclearlyandaccurately
connectstheirintellectual,
professionalandpersonal
strengthsandabilitiestotheir
ELIexperience
Studentclearlyarticulateshow
theirexperienceenhancesor
informstheirvocation(senseof
purposefortheirinterestsand
abilities)
Studentidentifiesspecificways
inwhichacademiclearning
informsELIexperienceand/or
ELIexperienceinforms
classroomlearning
Studentdevelopsand
specificallydemonstrates
awarenessofhis/herrole,both
personallyandprofessionally,in
society
“Studentidentifiesspecificways
inwhich(s)hedoesorcould
havepurposefulinfluenceinthe
broaderchurchandsociety”
(definitionofleadershipfrom
NO
ATTEMPT
0
NEEDS
IMPROVEMENT
.5
PROFICIENT
1
EXEMPLARY
1.25
Community
Engagement
MCLeadershipModel)
7.c.–
Reconciliation-
acting
responsiblyand
redemptively
Reconciliation
(Question8c)
Studentidentifiesspecificways
inwhich(s)hedoesorcould
seektopursuetheworkof
reconcilingindividualswithGod,
witheachother,andwithallof
creationinthebroaderchurch
andsociety”(definitionof
reconciliationfromMC
foundationalvaluesdocument)
Studenthascompleted
deliverableprojectintheformat
appropriatetobucketareaand
inawaythatclearlysummarizes
ELIoutcomesandreflectionsto
anexternalaudience
Completionof
Deliverable
7.f.-Service-
decisionsbased
onethicof
service
Service
(Question8d)
“Studentidentifiesspecificways
inwhich(s)hedoesorcould
seektodemonstratetheloveof
Godinservicetoothers”
(servicephrasingfromMC
foundationalvaluesdocument)
*InorderforstudentstosuccessfullyfulfilltheELIRequirement,theymustobtainatleasteight(8)pointsonthisrubric