Mountain Ecology
SFS 3060
Syllabus, Fall 2016
Peter A. Hosner, Ph.D.
Resident Lecturer in Mountain Ecology
The School for Field Studies (SFS)
Himalayan Environment and Society in Transition
Bhutan
www.fieldstudies.org
© 2016 The School for Field Studies
Course Overview
Bhutan is synonymous with “mountains”. Flat spots are dedicated to airports, of which there
are only three in Bhutan, and to football fields. The elevation of Bhutan ranges from 100 m in
the south border to over 7000 m in the high peaks in the north. In this compact country of 350
km by 100 km we find an extraordinary diversity and richness of environments, habitats, and
species.
In this course, we focus on mountains. What are mountains made of? How do they shape the
life that inhabits them? We will begin by studying the physical environment of mountains, the
geology and hydrology, climate and weather. Why are mountain habitats and biodiversity
distinct from lowland environments? We will investigate the effect of elevation on vegetation,
and highlight special features of mountain animals and how they interact with each other.
Finally, we look at the threats mountains pose, and the vulnerabilities mountains have to
climate change and other human-generated environmental changes. We will consider the
cross-cutting themes of the program, including climate change and conservation.
Learning Objectives
The objective of this course is to provide students with a learning experience in which they can
get a sense of the mountain environment of Bhutan and learn its fauna. Through classroom
lectures and discussions, field lectures, and field exercises, we will examine what makes the
Himalayas unique, and what general trends apply to other montane systems worldwide.
Classroom and field lectures will provide core concepts and tools for inquiry, whereas field
exercises will reinforce key concepts and opportunities for students to apply their knowledge
and tools to real problems.
In this course students will develop a conceptual and practical understanding of the ecological
complexity the Eastern Himalaya region. Specific learning objectives are the following:
1. Understand the geological history and biogeography of the Eastern Himalaya region and
how it can explain species distributions
2. Learn the taxonomy, biology, and ecology of organisms in Bhutan
3. Describe the structure and composition of the major habitats in Bhutan
4. Discover the structure, compositions and functions of Eastern Himalayan forests
5. Employ field research methods and analytical tools, including qualitative and
quantitative methods that used to study biodiversity
6. Employ an array of ecological and conservation science research methods.
Assessment
Our goal is to conduct ongoing assessment of student learning throughout the course, and
provide timely and constructive feedback. Some assignments encourage students to work
together, to share ideas and knowledge. This allows students to take advantage of the range of
backgrounds within the group. Assessment will be conducted on an individual basis, unless
otherwise stated. The final course grade will be based on the following assessment items.
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Assessment Item
Participation
Field notebook
Mid-term exam
FEX/FL:
Final exam
TOTAL
Date due
Continuous
1 October/12 November
8 October
Two days after each FEX/FL
11 November
Value (%)
10
10
20
30
30
100
Active participation
During this program we will travel through many eco-regions and rural communities. We
expect that you will be an active observer, constantly observing the landscape, livelihoods, and
culture and participating in discussions regarding these observations. Active participation
includes constructive engagement with the full range of course activities, respectful awareness
of our cultural context, and responsible behavior as a group member who is involved in others’
learning. There will be opportunities throughout the semester for constructive feedback.
Because we offer a program that is likely more intensive than you might be used to at your
home institution, missing even one lecture can have a proportionally greater effect on your
final grade simply because there is little room to make up for lost time. Participation in all
components of the program is mandatory because your actions can significantly affect the
experience you and your classmates have while at SFS. Therefore, it is important that you are
prompt for all activities, bring the necessary equipment for the field, and simply get involved.
Field notebook
You will develop a comprehensive program field notebook that documents and captures your
on-the-ground learning experiences and serves as your primary record of content and
reflections during the course. This notebook should accompany you at all times: in the
classroom, guest lectures, and the field. All class notes, field notes, data from field exercises,
reflective comments and questions on course material, notes from discussions, and short
written assignments should be contained in this notebook, and you will be graded on the
thoroughness of this work. You must develop a Table of Contents with numbered pages so you
can easily locate material for the exam and to reference in your research. You may want to
develop sections for observations during travel, translations or words in local languages, notes
to remember for your directed research, cultural notes, and reflective writing on how this
experience is reshaping your understanding of people and the environment. Keep this separate
from personal journaling you may do. Additional course handouts should be kept in the folder
provided.
When using citable material from your field notebook in written reports, use the following
format to acknowledge the source: (Sonam Phuntsho, Field notes, Pillcopata, 12 October 2014).
Whenever possible, use the name of the person providing the information; if not possible, cite
descriptively, for example: “Firewood gatherer in Manu forest.”
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Field Exercises (FEX):
Field exercises are designed for students learn and practice a series of different field techniques
to collect data on biodiversity, in several biotic kingdoms and abiotic elements. You will learn
how to use these techniques, collect data, and produce graphs and perform statistical tests.
Handouts will follow each FEX, which will ask students to interpret their findings and reflect on
study design and improvement. Brief discussions will often follow during the next scheduled
lecture.
Exam
One mid-term exam will be administered, followed by a comprehensive exam at the end of the
course. You will be examined on what you have been exposed to in class (lectures, discussions,
etc.) and in the field, and what you have been asked to read. The exams allow students to draw
on multiple concepts and experiences, and to synthesize information.
Grading Scheme
A
95.00 – 100.00%
B+
86.00 – 89.99%
C+
76.00 – 79.99%
D
60.00 – 69.99%
A-
90.00 – 94.99%
B
83.00 – 85.99%
C
73.00 – 75.99%
F
0.00 – 59.99%
B-
80.00 – 82.99%
C-
70.00 – 72.99%
General Reminders
Readings: You are expected to have read all the assigned articles prior to each class. All
readings are available as PDFs on the Student Drive. Readings might be updated or changed
during the course of the semester. Readings from textbook chapters are for
reference/supplemental learning. Not all material will be explicitly taught during lectures,
material from textbook chapters not covered in lecture will NOT be on exams. Additional
readings could be assigned.
Plagiarism: Using the ideas and material of others without giving due credit is cheating and will
not be tolerated. A grade of zero will be assigned if anyone is caught cheating or aiding another
person to cheat actively or passively (e.g., allowing someone to look at your exam). All
assignments unless specifically stated should be individual pieces of work.
Deadlines: Deadlines for FEX assignments will be at midnight two days after the actual FEX.
They are a part of working life to which students need to become accustomed and promote
equity among students. Deadlines allow faculty ample time to review and return assignments
before others are due. Late assignments will incur a 10% penalty for each day that they are late.
No assignment will be accepted after three days. Assignments will be handed back to students
after a one-week grading period.
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Course Content, Lectures
Type- L: lecture and discussion, GL: guest lecture, FL: field lecture, FEX: field exercise
Readings in BOLD are required for discussion. Books and book chapters are for reference, to
supplement material covered in lectures.
Date/
Time
Aug 31
3–4pm
Aug 31
5–6:30pm
Sept 6
9:45–11am
Sept 8
10:45am–
12:00pm
Sept 8
1:00pm–
5:00pm
Sept
9,10,12,13
5:30–7:30am
Sept 13
11:15am–
12:30pm
Sept 17
11:15–12:30
Sept 19
9:15–10:30am
Class Title, Objectives
Mountain ecology: an introduction
How are mountains biotas unique?
What role do the Himalayas play in
South Asia?
Climate change impacts in the
Kingdom of Bhutan
Mountain geology
How are mountains built? What is the
geological history of the Himalayan
region?
Field survey methods in ecology
How many are there? How are
different survey approaches
appropriate for different organisms?
Field Methods I
Mist netting birds at UWICE
Mountain climates
How do mountains influence the
world’s climate patterns? How do
weather patterns affect montane
organisms?
Montane life zones and habitats
How do topography, elevation, and
climate determine community
composition across elevational
gradients? What are the major life
zones of the Himalayas?
Macroecology
How does montane diversity and
endemism differ from lowlands on a
worldwide scale? How are
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Type
Reading
L
(Price et al. 2013)
GL
Ritodhi
Chakraborty
L
(Price et al. 2013)
L
L
(Price et al. 2013)
L
(Price et al. 2013)
L
(Price et al. 2013,
Ohsawa 1987)
L
(Jenkins et. al
2013)
Date/
Time
Sept 20
9:15–10:30am
Sept 22
1–5pm
Sept 24
11:15am–
12:30pm
Sept 26
9:15–10:30am
Sept 27
9:15–10:30am
Sept 27
1–5pm
Oct 1
11:15–
12:30pm
Oct 10
9:15–10:30am
Oct 11
9:15–10:30am
Oct 11
Class Title, Objectives
communities of the Himalayas unique?
Ecology of elevational gradients
How do organisms adapt to various
montane habitats? What factors limit
elevational distributions?
Field methods II
Camera trapping and survey methods
for shy megafauna
Wildlife and population ecology
How do biologists determine if
populations are increasing or
decreasing? How do montane
population dynamics differ from
lowlands?
Parasite and disease ecology
Are montane communities more
disease resistant than lowland
communities, or have montane
organisms escaped lowland disease
vectors?
Big Data and citizen science in
biodiversity studies
How can biologists harness the power
of numbers?
Field methods III
UWICE BioBlitz!!!
Alpine ecology
How do plants and animals adapt
physiologically to high elevation?
Erosion and soils
What processes destroy mountains.
What organisms take advantage of
mountain decay?
Natural disturbance regimes in
mountains
What natural phenomena alter biotic
communities? How does disturbance
influence biodiversity
Field methods IV
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Type
Reading
L
FEX
L
(Wang and
Macdonald 2009)
Mammals of
Bhutan Field
Guide
(Fryxell et al.
2014)
L
(Zamora-Vilchis et
al. 2012)
L
(Hampton et al.
2013)
FEX
L
(Beall 2007)
L
(Price et. al 2013)
L
(Thom and Seidl
2016)
FEX
Mammals of
Date/
Time
1–4pm
Oct 12
5:30–7:30am
Oct 17
9:15–10:30am
Oct 18
1–5pm
Oct 22
11:15am–
12:30pm
Oct 23–30
Time TBA
Oct 31
9:15–10:30am
Nov 1
9:15–10:30am
Nov 1
1–5pm
Nov 4
2:15–3:30pm
57 hrs
Class Title, Objectives
Type
Small mammal trapping
Reading
Bhutan Field
Guide
Mountain community ecology
What effects do organisms have on
one another? What are the roles of
predation, herbivory, competition,
mutualism, and commensalism in
montane communities?
Community interactions at UWICE
How do interactions bind
communities?
Diversity of the subtropics
After two months in the temperate
zone, we explore lower elevations and
new biota
Hydrology and wetlands of Bhutan
How does water shape mountain
systems?
Wetland biodiversity
What organisms are found in different
wetland habitats?
Field methods V
Water quality and aquatic
macroinvertebrates
Wrap up: The vulture crisis
L
(Wheatcroft and
Price 2013)
FEX
FL
L
L
(Sherub et al.
2013)
FEX
Handouts
L
Total Instructional Hours
Readings
Beall, C. M. 2007. Two routes to functional adaptation: Tibetan and Andean high-altitude
natives. Proc. Natl. Acad. Sci. U.S.A. 104:8655–8660.
Fryxell, J.M., Sinclair, A.R.E., and G. Caughley. 2014. Wildlife ecology, conservation, and
management 3rd edition. Wiley-Blackwell, Hoboken, USA.
Hampton, S. E., C. A. Strasser, and J. J. Tewksbury. 2013. Big data and the future of ecology.
Front. Ecol 10.1890/120103.
Jenkins, C. N., S. L. Pimm, and L.N. Joppa. 2013. Global patterns of terrestrial vertebrate
diversity and conservation. Proc. Natl. Acad. Sci. U.S.A. 110:2602–2610
Ohsawa, M. 1987. Life zone ecology of the Bhutan Himalaya. Laboratory of Ecology, Chiba
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University, Chiba, Japan.
Sherub., N. Wangdi, and N. Norbu. 2012. Saving wetland sky high: inventory of high altitude
wetlands in Bhutan. UWICE Publication. Bumthang, Bhutan.
Price, M.F., Byers, A.C., Friend, D.A., Kohler, T., and L.W. Price. 2013. Mountain geography.
University of California Press, Berkeley, USA.
Thom, D., and R. Seidl. 2016. Natural disturbance impacts on ecosystem services and
biodiversity in temperate and boreal forests. Biol. Rev. 91:760–781.
Wang, S. W., and D. W. Macdonald. 2009. The use of camera traps for estimating tiger and
leopard populations in the high altitude mountains of Bhutan. Biol. Conserv. 142:606–
613.
Wheatcroft, D., and T. D. Price. 2013. Learning and signal copying facilitate communication
among bird species. Proc. Roy. Soc. B 280:20123070.
Zamora-Vilchis, I., S. E. Williams, and C. N. Johnson. 2012. Environmental temperature affects
prevalence of blood parasites of birds on an elevation gradient: implications for disease
in a warming climate. PLoS ONE 7:e39208.
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