GHY 3140 ‐ Andean Mountain Geography – Summer 2017 Faculty: Dr. Baker Perry and Courtney Cooper Office: 375 Rankin Science West Phone: (828) 434‐5701 Email: [email protected], [email protected] Course Description: The course will begin with discussion of the significance of mountains in geographical inquiry, continue with an overview of the important physical processes (i.e. mountain forming processes, mountain meteorology, vegetation) and also include study of the human dimensions of mountain environments (i.e. mountain peoples and cultures, sustainable development), paying particular attention to the Andes Mountains and the country of Peru. Objectives: Upon completion of this course, students should have a better understanding of Andean mountain environments and peoples and be able to think critically about contemporary mountain issues. Students will demonstrate an understanding of the role of global climate change in changing the physical and human geography of mountain regions. Grading: Field Journal 40% Discussion 10% Participation 10% Response Paper 20% Exam 20% Field Journal: A detailed field journal comprises 40 percent of your overall grade for this course. You are expected to keep daily entries that 1) summarize your activities and experiences, 2) process and reflect upon discussions, conversations, and/or observations, and 3) draw connections between your experiences/observations and the readings and discussions. Journal prompts will provide an organizational framework for the daily entries. The journal is due on July 24. Please note: This is not a personal journal. Discussion: Facilitating a discussion on one of the readings is 20 percent of your final grade in this course. Outside research to provide additional information on the topic is expected. The student discussant should provide a general overview of the topic, introduce the authors of the article, briefly summarize the major findings and conclusions, and come up with several questions to guide group discussion. Participation: Participating in all aspects of the study abroad program, including pre‐trip meetings, discussions, and field activities is 10% of your final grade in this course. Response Paper: A response paper will account for 20 percent of your final grade. Papers should be between three and five pages in length and respond to one of the issues discussed in the readings, seminars, or field visits. Possible topics will be assigned by the instructor. The response paper is due on July 24. Exam: The exam will be administered at the conclusion of the trip and is worth 20 percent of your grade. Reading List for Andean Mountain Geography – GHY 3140 Background Readings (In Chronological Order) Schroeder, K., C. Wood, S. Galiardi, and J. Koehn. 2009. First, do no harm: Ideas for mitigating negative community impacts of short‐term study abroad. Journal of Geography 108: 141‐147. Starn, O., C.I. Degregori, and R. Kirk. 2005 (2nd Edition). Selections from The Peru Reader: History, Culture, Politics. Durham, NC: Duke University Press. 1. Atahuallpa and Pizarro (Hemming) 2. The Rebellions of Tupac Amaru and Tupac Katari (Galindo & Areche) 3. Liberation Theology (Gutierrez) 4. Shining Path Guerilla War (Gorriti and Pancho) 5. Women and Terror (Mejía) Muccione, Veruska, Nadine Salzmann, and Christian Huggel. 2016 Scientific Knowledge and Knowledge Needs in Climate Adaptation Policy: A Case Study of Diverse Mountain Regions. Mountain Research and Development 36: 364‐375. Burger, R.L., and L.C. Salazar. 2004. Machu Picchu: Unveiling the Mystery of the Incas. New Haven, CT: Yale University Press. 1. Machu Picchu: Mysterious Royal Estate in the Cloud Forest (Salazar, Ch. 3) 2. Scientific Insights into Daily Life at Machu Picchu (Burger, Ch. 6) Discussion Articles (In Chronological Order) Stadel, C.H. 2008. Vulnerability, resilience and adaptation: Rural development in the tropical Andes. Pirineos 163:
15-36.
Chepstow-Lusty, A.J., M.R. Frogley, B.S. Bauer, M.J. Leng, K.P. Boessenkool, C. Carcaillet, A.A. Ali, and A.
Gioda. 2009. Putting the rise of the Inca Empire within a climatic and land management context. Climates of the
Past 5: 375-388.
Harden, C. 2006. Human impacts on headwater fluvial systems in the northern and central Andes. Geomorphology
79: 249–263.
Wright, K.R., G.D. Witt, A.V. Zegarra. 1997. Hydrogeology and paleohydrology of ancient Machu Picchu. Ground
Water 35: 660-666.
Roa-García, María Cecilia. 2014. Equity, efficiency and sustainability in water allocation in the Andes: Trade-offs in
a full world. Water Alternatives 7.2.
Finnegan, W. 2015. Tears of the Sun. New Yorker http://www.newyorker.com/magazine/2015/04/20/tears-of-thesun
Larson, L.R., N.C. Poudyat. 2012. Developing sustainable tourism through adaptive resource management: a case
study of Machu Picchu, Peru. Journal of Sustainable Tourism 20: 917-938.
Maldonado, M.S. 2015. An introduction to the bofedales of the Peruvian High Andes. Mires and Peat 15: 1-13.
Seimon, T.A., A. Seimon, K. Yager, K. Reider, A. Delgado, P. Sowell, A. Tupayachi, B. Konecky, D. McAloose, S.
Halloy. 2017. Long-term monitoring of tropical alpine habitat change, Andean anurans, and chytrid fungus in
the Cordillera Vilcanota, Peru: Results from a decade of study. Ecology and Evolution DOI: 10.1002/ece3.2779.
Hole, D.G., K.R. Young, A. Seimon, C. Gomez, D. Hoffmann, K. Schutze, S. Sanchez, D. Muchoney, H.R. Grau, E.
Ramirez. 2010. Adaptive management for biodiversity conservation under climate change – a tropical Andean
perspective. In, Herzog, S.K., R. Martínez, P.M. Jørgensen & H. Tiessen (Eds.). Climate change effects on the
biodiversity of the tropical Andes: an assessment of the status of scientific knowledge. Inter-American Institute
of Global Change Research (IAI) and Scientific Committee on Problems of the Environment (SCOPE), São
José dos Campos and Paris.
Hardy, D., M.W. Williams, and C. Escobar. 2001. Near-surface faceted crystals, avalanches, and climate in highelevation, tropical mountains of Bolivia. Cold Regions Science and Technology 33: 291-302.
Statement of Student Engagement with Courses In its mission statement, Appalachian State University aims at “providing undergraduate students a rigorous liberal education that emphasizes transferable skills and preparation for professional careers” as well as “maintaining a faculty whose members serve as excellent teachers and scholarly mentors for their students.” Such rigor means that the foremost activity of Appalachian students is an intense engagement with their courses. In practical terms, students should expect to spend two to three hours of studying for every hour of class time. For this study abroad course, students should expect to spend the bulk of that time, or approximately 50 to 75 hours, completing the readings and other assignments prior to departure. Approximately 25‐38 hours of journaling, reading, and study will be expected during the time abroad, and an additional 25‐38 hours of research and writing will be expected in order to complete the final paper for the course upon return. 2