NRES 285/ 499

Biodiversity Conservation of Tropical Deciduous Forests in Sonora, Mexico
Fall Semester 2009
NRES 285, NRES 499
Academic Credit: 2 semester hours

Course description & objectives:

This course combines pre-trip classroom instruction with field study in the Sierra de Álamos in Southeastern Sonora, Mexico. Its purpose is to introduce both undergraduate and graduate students to biodiversity and conservation of a diverse and significantly threatened ecosystem.

Sonora’s Sierra de Álamos is home to the northernmost Tropical Deciduous Forest (TDF) in the western hemisphere. The higher elevations support oak-pine woodland ecosystems, and lower elevations support thornscrub and desert scrub ecosystems. The Sierra’s TDF supports an estimated 5,000 plant species and a rich array of fauna. With more than 450 resident and migratory bird species, Birdlife International recognized the Sierra de Álamos TDF as an Important Bird Area. Many of these avian species are migratory, and >100 of them are threatened, including the peregrine falcon, Mexican spotted owl, lilac-crowned parrots, military macaw, solitary eagle, and elegant trogon. The TDF also provides essential habitat and corridors for some charismatic fauna such as the jaguar, ocelot, river otter, margay, beaded lizards, and Gila monsters. Other species of interest include the Mexican moccasin snake, Nelson’s box turtle, several Mexican mud turtle species, and endemic fish.

Students in this course will:

1. Read and discuss the relevant literature pertaining to:
a. The ecology and biodiversity of tropical dry forests (TDF), with an emphasis on the TDF in the Sierra de Alamos,
b. Natural resource management and sustainable use of TDF, and
c. The biocultural landscape of the region.

2. Visit representative habitats and interact with professionals and community members.

3. Assist in the rapid assessment of threatened palm species in the region, including data collection, analysis, and interpretation.

This on-line course will meet on alternate Tuesday evenings beginning August 25, 2009. A microphone is required. Class activities will include instructors’ lectures, student presentations, student-led discussions of assigned readings, and student writing. Topics will be covered from an interdisciplinary perspective and students should have keen interests in natural science and the relationship between people and their local natural resources. A written examination may also be administered.

The field portion of the course will be from January 4-15, 2010. The emphases of the field portion are to:
a. Participate in active applied conservation research,
b. Engage interactively with researchers, land managers, and stakeholders, and
c. Visit representative habitats and restoration sites.
The major product from the field activities is the generation of a report that evaluates the population health of the vulnerable palm, Brahea acuelata, and provides recommendations for sustainable palm management and restoration.

Class Mix: The goal is a class with a healthy variety of undergraduate and graduate students who are eager to contribute and learn. Because we will be spending a lot of time together, it is important that everyone be sensitive to each other and the individuals with whom we will interact in Mexico.

Course instructors:
A. G. Endress, NRES, University of Illinois
36 EASB, MC-637
217-244-1679
aendress@illinois.edu

Bryan Endress, Zoological Society of San Diego, bendress@sandiegozoo.org

Christa Horn, Zoological Society of San Diego, chorn@sandiegozoo.org

Field portion: Stephanie Meyer, Nature & Culture International, Sonora, MX, sameyer92@hotmail.com

On-line assistant: Jennifer Nelson, jenmnelson@gmail.com

Course organization & requirements:

• This course meets on alternate Tuesdays from 6:30-8:00 p.m. (CT) beginning August 25, 2009. This is an on-line course. Students are required to have a headset with microphone. During class, students will lead discussions of the assigned readings and/or give an oral presentation on one of the selected topics. A written examination may also be administered.

• A valid U.S. passport is REQUIRED.

• Spanish is not required for this study trip, but students are encouraged to use this opportunity to learn some Spanish vocabulary and phrases.

Pre-trip assignments:

A written report (8-10 pages typewritten, double spaced, 10 or 11 point font, stapled) plus a 15-minute oral presentation on a relevant conservation, restoration, or management topic of your choice are required. You are expected to research a topic of interest and share what you learn with the class during the oral presentation. Please have your topic approved by me in advance. The written report is due December 1, 2009.

Your outline of issues and leading questions to guide our study trip discussions and interactions with people we meet will also be due December 1, 2009.

Grading:

Discussions (4 @ 5 points each) 20
(The following three items will be graded as √+ = 10,√ = 8, √- = 6)
350 Word Summary 10
Three-slide Presentation 10
Conservation Summary 10
Presentation (30) & Written Summary (30) 60
Field Issues & Questions 30
Field Participation 50
Field Report 50
TOTAL 240

Lecture Schedule:

DATE TOPIC ASSIGNMENT

August 25, 2009 Elluminate tutorial
Course Introduction: instructors, objectives, participants, operation

Using scientific journal articles, reports, and other information available to you, please consider the following questions pertaining to the context of our study trip:
1. What are the cultural, ecologic, economic, and natural resources of the region?
2. Are there indigenous peoples or distinctive cultural groups or legacies?
3. What is the political ecology of the region?
4. In what way and at what scale is/are the region species-rich?
5. Emphasizing the TDF, what are the primary livelihood activities (sources of income) in the region?

Please email AGE a short summary (no more than 350 words) of the information you uncovered and its importance before the next class. You will be expected to share your work during class on Sept. 8.

September 8, 2009 Lecture: Tropical Deciduous Forest
Discussion: Site Context 1st payment ($100) is due.

Again using all the resources available to you, consider how and to what extent governmental agencies, NGOs, and their partners are facilitating resource sustainability, biodiversity conservation, or cultural preservation in the TDF. Identify three government agencies and NGOs and briefly summarize their roles conserving the biodiversity and/or cultural preservation of Northern Mexico in PowerPoint presentation totaling three slides in length, one for each agency. Please email AGE your PowerPoint presentation no later than September 21. You will be expected to talk about your work during class on Sept. 22.

September 22, 2009 Guest Lecture: The NCI Approach to Conservation and the Importance of TDF, Michael McColm, Nature and Culture International

Discussion: Resource sustainability, biodiversity conservation, and culture preservation 2nd payment ($500) due next week.
If you are unfamiliar with the carbon economy, carbon offsets, cap-and-trade, and similar initiatives, please review them before the next class.
Reflect on Mr. McColm’s comments and those of your peers concerning the conservation approaches used by various agencies. Do they share a common approach? Common difficulties? What efforts seem to be the most effective? Is scale important in these considerations? Please summarize your thoughts in a single page or less, and email AGE prior to the Oct. 6 class.

October 6, 2009 Guest Lecture: Funding Biodiversity Conservation Via Carbon Offsets, Emily Welbourn, Nature and Culture International

Discussion: The complexities of biodiversity conservation at multiple scales

For the Oct. 20 class, please read/review the following research articles (available from the compass site):
1. Joyal 1996a,b
2. Endress et al. 2004a,b
3. Ticktin 2004
4. To be determined

October 20, 2009 Lecture: Measuring and Monitoring Plant Populations

Discussion: Conservation of Palms

November 3, 2009 Lecture: Monitoring Biodiversity & Plant Sampling Schemes
Student Presentations
3rd payment ($500) is due.

November 17, 2009 Student Presentations

December 1, 2009 Student Presentations 4th payment ($400) is due.
Two written items are due: your presentation report and outline of issues and leading questions for the field visit.

January 4, 2010 Depart for Mexico

DISCUSSION EXPECTATIONS

Many of the class sessions in this course have a discussion component. Your participation in, and contribution to, each discussion will be evaluated using the following scale:

5 = outstanding 4 = very good 3 = good 2 = fair 1 = poor

Outstanding: Participates in a manner indicating a strong level of critical thinking. Demonstrates an in-depth understanding of the reading material; adds new insights and provides convincing and persuasive evidence. Shows a high level of prior preparation; seeks additional resource material. Initiates discussion; asks stimulating and thought-provoking questions. Demonstrates a clear understanding of class materials and spontaneous discussion topics. Initiates discussion, provides thoughtful input and actively listens to others. Does not talk for the sake of talking and (or) does not dominate the conversation; is respectful of others. Demonstrates a high level of interest and involvement in the subject matter.

Very Good: Willing to participate in class discussion and makes meaningful contributions. Demonstrates an understanding of the subject matter and is adequately prepared for class discussion. Understands the reading assignment to the degree of offering comments and (or) asking questions that indicate an acceptable level of critical thought; is reasonably convincing and persuasive. Willing to explain, defend and (or) debate positions presented in discussion; draws upon previous knowledge/ experience to enhance discussion. Shows evidence of prior preparation. Ask thoughtful questions. Actively participates in discussion initiated by others; feels comfortable in providing feedback.

Good: Occasionally participates in the discussion topic. Contributes in an effort to clarify the material being discussed and (or) to summarize thoughts presented; questions for clarification. Has a general understanding of the reading material and demonstrates evidence that the material was reviewed prior to attending class. Shows little or no attempt to seek additional resource material. Will thoughtfully answer questions when called upon to do so. Occasionally feels comfortable making a direct contribution to the discussion. Only marginally successful in being able to convince or persuade others. Engages in active listening; demonstrates an interest in the discussion topic.

Fair: Demonstrates minimal prior preparation; will participate when prompted. Shows no attempt to seek additional resource material. Tends not to introduce new information into the discussion; may repeat what has been discussed previously. Engages in active listening; shows interest in the topic. Reluctant to initiate spontaneous discussion topics and is comfortable allowing others to lead and (or) dominate the discussion. Asks questions for clarification and (or) in an attempt to gain understanding. Is interested in the topic, but is reluctant to actively participate. May demonstrate some reluctance to contribute thoughts and ideas.

Poor: Demonstrates little or no prior preparation and is reluctant to participate in class discussion. Does not contribute in a meaningful way to the discussion; has only limited knowledge of the discussion topic. Contributes no new information; does not draw upon prior knowledge/experience. Willing to allow others to dictate the conversation; is not engaged in active listening; shows little interest in the topic and (or) class discussion. Asks questions and (or) makes comments that detract from the momentum of the conversation and (or) limit the generation of new thoughts and ideas.

Course fee:

The course fee covers transportation, lodging, and other course-related expenses (currently estimated at $1,500). Students will be responsible for their own food and personal expenses, unless indicated otherwise. You will be expected to provide your own transportation to and from Midway/O’Hare, unless your permanent residence is outside Illinois.

Each student is required to pay a non-refundable $100 deposit no later than September 8, 2009 to secure a place in the course. Course enrollment is limited to 12 students. The payment schedule for the semester is:

September 8 $100
October 1 $500
November 2 $500
December 1 $400


Budget:

RT Air Fare Chicago to Ciudad Obregon $850
TDF Purchase $75
Day Itinerary
Overnight
Jan. 4 (M) Fly from Chicago to Cd. Obregon (12 hrs.); drive to Álamos (2 hrs.). [The flight is VERY expensive:  $850]
OR
Fly from Chicago to Phoenix or Tucson; premier bus to Álamos
Transfer to rented NCI vehicles
Álamos, Mexico
OR
Phoenix, Tucson, or
Álamos

Jan. 5 Tour Alamos (culture & natural history). Overview of palm project.
Álamos, Mexico

Jan. 6 Establish base camp at Palo Injerto. Forest walk to introduce TDF biodiversity & conservation threats
COOK MEALS & SITE PREP NEEDED
Palo Injerto (tents)

Jan. 7 Morning: Learning the palm sampling approaches & techniques. Afternoon: Palm sampling begins!
Palo Injerto (tents)

Jan. 8 Palm sampling Palo Injerto (tents)

Jan. 9 Palm sampling Palo Injerto (tents)

Jan. 10 Palm sampling Palo Injerto (tents)

Jan. 11 (M) Visit Sabanito, weaving demonstration. Return to Alamos. Begin data analysis/synthesis.
Álamos

Jan. 12 Currently open - perhaps a visit to the coast or higher in the Sierra’s
TBD

Jan. 13 Currently open – perhaps a visit to the estuary at Navopatia (Estero de Agiabampo at Navopatia) and/or mangrove & coastal ecosystems (Sea of Cortez)
TBD

Jan. 14 Currently open – journey to Cd. Obregon
RENT VEHICLES, TRAVEL BY BUS?
Cd Obregon?

Jan. 15 Depart from Cd. Obregon to Chicago via Mexico City