[ECOLOG-L] FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY

[Peter Lahanas]

2019 SUMMER COURSE ANNOUNCEMENT (June 15 ­ July 10)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE B-19)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See
http://www.itec-edu.org for details.
 
INSTRUCTORS:
Dr. Peter N. Lahanas, Institute for Tropical Ecology and Conservation
(ITEC), Northeastern University,  tel: 352-367-9128, email:
laha...@itec-edu.org, web: http://itec-edu.org/itec-field-courses-2/,
Specialty: Neotropical herpetology, forest ecology, animal behavior,
biogeography, molecular genetics of sea turtles.

Prof. Bill Maher, Tree Climbing U.S.A. , 251 Oak Grove Rd., Dawsonville, GA,
30534 phone: 229-732-5973, email: billmaher...@windstream.net,  Specialty:
Tree canopy access techniques.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below). It is during this time period that students will learn to access the
canopy using various rope techniques (Climbing Certification is available,
please contact Joe Maher for details).  Midway through the course the entire
station community takes a field trip to the cloud forests of Boquete (see
details below).  On returning to the field station, students work on their
individual research projects and continue to receive lectures in the
evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures may
take place both during the day and evening.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Dispersal ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John (2017).  Tropical Ecology. Princeton University
Press, Princeton, New Jersey.  ISBN 978-0691115252
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.


GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students.
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  A few
days before the end of the course students will analyze their data, 

[ECOLOG-L] Winter Field Courses Announcement - Deadline Approaching

[Peter Lahanas]

2018 WINTER FIELD COURSES IN TROPICAL ECOLOGY
 
JANUARY 4 ­ 24, 2019


 
CORAL REEF ECOLOGY INSTRUCTOR: Dr. Alfred Beulig, Institute for Tropical
Ecology and Conservation, and New College of Florida, 5800 Bay Shore Rd.,
Sarasota, FL 34243, email: beu...@ncf.edu  See:
http://itec-edu.org/itec-field-courses-2/coral-reef-ecology/
 
TROPICAL RAINFOREST AND CANOPY ECOLOGY INSTRUCTOR: Peter N. Lahanas, Ph.D.,
ITEC, NEU, laha...@itec-edu.org, See:
http://itec-edu.org/itec-field-courses-2/tropical-rainforest-and-canopy-ecol
ogy/ 
 
CANOPY ACCESS TECHNIQUES FOR RESEARCH INSTRUCTOR: Bill Maher, Tree Climber
Coalition, 251 Oak Grove Rd., Dawsonville, GA, 30534. Telephone
229-732-5973, email: billmaher...@windstream.net, See:
http://itec-edu.org/itec-field-courses-2/forest-canopy-access-techniques/
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
from these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing. Towards the end of the course students will analyze their data,
write a technical report and present their findings during a station-wide
symposium.  Please contact the instructor or ITEC for detailed information.
TUITION: $1500 USD.  Tuition fee includes all lodging, meals, airport
transfers in Bocas del Toro and use of all field station facilities and
equipment. 
REGISTRATION DEADLINE: December 10, 2018
 
ITEC courses are limited to 10 students and applications will be evaluated
as they arrive.  Applications can be found at
http://www.itec-edu.org/application/  If you believe that your application
may arrive late, notify ITEC.
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged through the student¹s
institution.  Contact ITEC for details.
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, phone: 352-367-9128, email: i...@itec-edu.org, web:
http://www.itec-edu.org.  ITEC is a non-profit 501(c)(3) organization
founded in 1996.

[ECOLOG-L] Canopy Access Techniques for Research field course

[Peter Lahanas]

WINTER COURSE ANNOUNCEMENT (Jan. 4-24, 2019)
 
TROPICAL RAINFOREST CANOPY ACCESS TECHNIQUES (CAT W-19)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Bill Maher, Tree Climber Coalition, 251 Oak Grove Rd.,
Dawsonville, GA, 30534. Telephone 229-732-5973, email:
billmaher...@windstream.net, Specialty: Tropical canopy access for research.
 
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the length of the session. Certification confirming
participation in the course will be awarded to those completing the course
satisfactorily. For more information, contact Bill Maher or go to:
http://www.itec-edu.org/forest-canopy-access-techniques/.
 
INDIVIDUAL RESEARCH PROJECTS:  Working closely with faculty and students in
other courses, climbers will be responsible for designing and completing an
original in-canopy research project of their choosing. These projects will
be carried out during the second half of the course and students will have
about 10 days for data collection.  A few days before the end of the course
students will analyze their data, write a technical report, prepare a
presentation of their work and orally present their findings at a
station-wide symposium on the last day of the course.
 
COURSE LENGTH: ITEC Winter field courses are three weeks in length. The CAT
W-19 will run from January 4 through January 24, 2019.
 
TUITION: $1500 USD.  Tuition fee includes all lodging, meals, use of all
facilities, local transportation and airport transfers in Bocas del Toro.
 
REGISTRATION DEADLINE: December 10, 2018.  The course is limited to 10
students and applications will be evaluated as they arrive.  If you believe
that your application may arrive late, notify ITEC.
 
APPLICATIONS can be found at:
http://itec-edu.org/education-programs/application/.
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, tel: 352-367-9128, email:i...@itec-edu.org, web:
http://www.itec-edu.org/  ITEC is a 501(c)(3) non-profit organization
founded in 1996.
 
 

Peter N. Lahanas, Ph.D.
Executive Director
Institute for Tropical Ecology
and Conservation
2911 NW 40th Place
Gainesville, FL 32605
(352) 367-9128
www.itec-edu.org
Phone in Panama: (507) 6853-2134

[ECOLOG-L] Coral Reef Ecology Winter Field Course

[Peter Lahanas]

WINTER COURSE ANNOUNCEMENT (Jan. 4-24, 2019)
 
FIELD COURSE IN CORAL REEF ECOLOGY (CRE W-19)


COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, sea grass and mangrove ecosystems are
in front of the station and lowland tropical forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/ for details.


INSTRUCTOR: Dr. Alfred Beulig, Institute for Tropical Ecology and
Conservation, and New College of Florida, 5800 Bay Shore Rd., Sarasota, FL
34243, email: beu...@ncf.edu   Specialties: Behavior
of fish, reef morphology, hydrodynamics, reef symbioses, reef trophic
dynamics, behavioral ecology of reef organisms.
 
COURSE DESCRIPTION: This course is designed to provide the student with a
sound foundation in ecological concepts, techniques and experimental design
in field research as applied to coral reef ecosystems. The material covered
is equivalent to a university upper level course in coral reef field
ecology.
 
The course will begin with a global ecosystem perspective and then will
progressively narrow to assess the way in which local reefs are influenced
by both global and local phenomena. We will focus in depth on Caribbean
reefs using the reef at Bocas del Toro as an example. We will provide a
brief introduction to plate tectonics as a basis for understanding the
production of substrate for reefs and their distribution in the biosphere.
In this context we will discuss several theories of the origins of reefs and
characterize a general reef community. The major reef biota that inform the
character of reefs will be discussed in terms of their anatomy, physiology,
ecological requirements, roles on the reef and overall impact. We will
examine and discuss some controversial formulations of community structure
such as the role of competition, stochastic vs deterministic models in reef
organization, diversity/stability relationships and trophic dynamics.
Sampling methodology will be discussed with regard to the peculiar demands
of the reef setting and we will examine several experimental designs and
sampling schemes with regard to their strengths and weaknesses as well as
their theoretical bases.
 
NOTE: Diving certification is not necessary to enroll in this course, but is
recommended. For SCUBA-certified (PADI, NAUI, or SSI certified) students who
will be diving, there is a $100 Lab Fee with this course covers dive tank
air fill costs.  Students with SCUBA certification are expected to bring
their own BC, regulators, mask/fins/snorkel and proof of certification.
 
FORMAL LECTURES:  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
permit students to develop an awareness of the objectives of research on
coral reefs as well as an appreciation of current theoretical and practical
issues in ecology.
 
FIELD WORK BRIEFINGS:  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed.
Assignments will be made to the dive teams and coordinated.
 
READINGS:  Assignments relating to lecture topics will be made from the
texts and supplementary research articles provided in the library as well as
journal articles.
 
REQUIRED TEXTS
Garrison, Tom. Oceanography Latest Ed., Wadsworth, New York.
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Fishes Identification, New World, Jacksonville, FL
(Note: Instructor will provide list of other important books on coral reef
ecology on request.)
 
GROUP EXERCISES:  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to do reconnaissance observations that may lead to hypotheses that could be
tested in individual projects.  Students will be organized into dive team
groups and will carry out field observations or data collection by which
they will gain experience in the local area to help decide upon a likely
study site. These experiences will prepare students to carry out individual
research projects. In the evenings, students will participate in "debriefing
sessions" during which they will try to identify the reef organisms they saw
during the dives of the day and record the common name and scientific name
of the species in a debriefing log.
 
INDIVIDUAL RESEARCH PROJECTS:  Each student will be expected to prepare a
grant proposal for an original project in consultation with faculty.
Projects may be suggested by observations made during group exercises or
from the research literature, and will be evaluated on the basis of
feasibility in the available time, soundness 

[ECOLOG-L] Winter Field Course in Tropical Forest Ecology

[Peter Lahanas]

WINTER COURSE ANNOUNCEMENT (Jan. 4-24, 2019)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE W-19)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See
http://www.itec-edu.org/ for details.
 
INSTRUCTORS: 
Dr. Peter N. Lahanas, Institute for Tropical Ecology and Conservation and
Northeastern University, phone: 352-361-9128, email: laha...@itec-edu.org.
Specialty: Neotropical forest ecology, animal behavior and herpetology.

Prof. Bill Maher, Tree Climbing U.S.A., phone: 706-974-1630, email:
billmaher...@windstream.net  Specialty:  Tropical forest canopy access.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Bill Maher for details).  During the second half
of the course students work on their individual research projects and
continue to receive lectures in the evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures may
take place both during the day and evening.  Lecture topics will include:
 
-  Neotropical Life Zones and Forest Types
-  Tropical Forest Structure
-  Tropical Forest Productivity
-  Epiphytes, Lianas and Creepers
-  Tropical Forest Dynamics
-  Tropical Soils and Nutrient Cycling
-  Neotropical Amphibians and Reptiles
-  Neotropical Birds and Mammals
-  Neotropical Invertebrates
-  Biodiversity Hypotheses
-  Plant-Animal Interactions
-  Animal Defensive Strategies and Mimicry
-  Plant Defensive Strategies
-  Pollination and Seed Dispersal Ecology
-  Consequences of Human Use
-  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John C., (2017).  The New Neotropical Companion.
Princeton University Press, Princeton, New Jersey. ISBN 978-0-691-11525-2.
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or water-proof ink used to record data.
 
GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students.
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in terrestrial tropical
ecology or conservation.  These projects will be carried out during the
second half of the course and students will have about 10 days for data
collection.  A few days before the end of the course students will analyze
their data, write a technical report, prepare a PowerPoint presentation of
their work and orally present their findings during a station-wide symposium
on the last day of the course.
  
COURSE 

[ECOLOG-L] Summer Field Courses in the Tropics

[Peter Lahanas]

2018 SUMMER FIELD COURSES IN TROPICAL ECOLOGY
 
Summer C (July 15-August 9; Application Deadline, June 15, 2018)
 
 
CORAL REEF ECOLOGY Lonnie Kaczmarsky, Ph.D., St.Johns River State Col,
longinkaczmar...@sjrsc.edu. See:
http://itec-edu.org/coral-reef-ecology-kaczmarsky/
 
TROPICAL ANIMAL BEHAVIOR Peter N. Lahanas, Ph.D., ITEC, NEU,
laha...@itec-edu.org, See: http://itec-edu.org/tropical-animal-behavior/.
 
TROPICAL AVIAN ECOLOGY Julio Gallardo, Ph.D. cand. Mississippi State Univ.
jcgallardodelan...@gmail.com, jcg...@msstate.edu  See:
http://itec-edu.org/itec-field-courses-2/tropical-avian-ecology-gallardo/
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
from these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing.  At mid-course the entire field station community will embark on a
three-day field trip to the Boquete highlands where students will have the
opportunity to experience high elevation montane (cloud) forest and low
elevation seasonal (dry) forest on the same day.  This trip also provides a
cultural experience as we travel widely across western Panama, stopping at
various locations in route.  On return to the field station students will
have five to seven days to carry out their independent research project.
Towards the end of the course students will analyze their data, write a
technical report and present their findings during a station-wide symposium.
Please contact the instructor or ITEC for detailed information.
TUITION: $2250 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the three-day cloud forest field trip on the mainland.
REGISTRATION DEADLINE: Summer C Deadline, June 15, 2017).
 
ITEC courses are limited to 10 students and applications will be evaluated
as they arrive.  Applications can be found at
http://www.itec-edu.org/application/  If you believe that your application
may arrive late, notify ITEC.
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged through the student¹s
institution.  Contact ITEC for details.
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, phone: 352-367-9128, email: i...@itec-edu.org, web:
http://www.itec-edu.org.  ITEC is a non-profit 501(c)(3) organization
founded in 1996.

[ECOLOG-L] Tropical Avian Ecology - Summer course in the tropics

[Peter Lahanas]

2018 SUMMER FIELD COURSE ANNOUNCEMENT
 
TROPICAL AVIAN ECOLOGY (TAE C-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama. The biological station is located on a hill
facing Almirante Bay and Volcan Baru on the mainland.  Coral reef and
lowland tropical rainforest ecosystems are immediately accessible from the
field station. This juxtaposition of the two most biologically diverse
ecosystems along with Panama's rich cultural diversity provides tremendous
opportunities for education and research.  See http://www.itec-edu.org for
details. 
 
INSTRUCTOR: Julio Gallardo, Ph.D. cand., Department of Wildlife, Fisheries
and Aquaculture, Mississippi State University, USGS Mississippi Cooperative
Fish and Wildlife Research Unit, Phone: 662-341-6617. Email:
fcg...@msstate.edu, jcgallardodelan...@gmail.com
 
COURSE DESCRIPTION: This course will start with a gentle introduction to the
ecology of tropical birds and their habitats. We will then analyze
fundamental concepts of evolution and ecology and discuss bird conservation
issues. The main purpose of the course is to provide students with a
relevant background in ecology, biogeography, and evolution to build an
understanding of natural history as it links to social issues and bird
conservation in the tropical Americas. We will be discussing ecological
constraints that shape bird diversity in terms of behavioral adaptations,
habitats, sexual selection and the evolution of tropical birds. The course
will be composed of lectures and critiques of research articles aiming to
foster class discussions in which students will help each other breakdown
arguments into their various components to question and evaluate them. We
will also spend a good amount of time outdoors watching birds, linking class
with field observations. Through the length of the course, we will nurse the
value of educated observations in ecology to identify patterns, ask
questions, and find creative answers to practical problems. Students will
learn the principles of bird study design and the basic use of analytical
tools to address a research question and conservation needs. The course
includes a practical component, where students will design and implement
field projects individually and in small groups.
 
COURSE TOPICS:
 
·   Introduction to the tropics
Tropical origins
Tropical environments
·   Introduction to Neotropical birds
Introduction to bird identification
Neotropical bird families
Biogeography of Neotropical avifauna
Birds of Central America and Panama
·   Behavioral Ecology of tropical birds
Life history traits and breeding seasons
Principals of sexual selection and mating systems
Territoriality and communication
·   Niche concept and tropical birds
Evolution of the concept
Abundance, distribution, and niche
Niche on a macroscale
·   Introduction to bird migration
The migratory process
Migration patterns
Population constraints and migration
Bird migration in the Americas
·   Introduction to tropical island ecology
Introduction to island theory
Island biotas and island adaptations
Island Conservation
·   Animal abundance estimation
Reasons behind commonness and rarity: the big picture
Speciation in the tropics
Introduction to habitat selection in birds
·   From populations to communities
Introduction to population
Introduction to community ecology
Measures of diversity
·   Project design
How to design a research project
Behavioral studies
Monitoring projects
·   Data management and analysis
Introduction to statistical inference
Introduction to program R
Basic statistical tools in R
Introduction to abundance and occupancy modeling in R
 
READINGS: Readings corresponding to lecture-topics will be assigned from the
course text and from relevant articles in the primary literature. In
addition, each student will read, critique, and provide oral reports on
published papers from the primary literature.
 
REQUIRED TEXTS: Hilty, S. 2005. Birds of the tropical Americas: a watcher¹s
introduction to behavior, breeding and diversity.  Texas University Press,
Austin, TX.  Kricher, J. 2017.  The new Neotropical companion.  Princeton
University Press, Princeton.  Angehr, G.R. and R. Dean, 2010. The Birds of
Panama, Zona Tropical Publications, Ithaca, New York.
 
FIELD BOOK: A field book will be required in the course. The field book will
contain all data related to group projects and the independent research
project.  The field book should also contain all other incidental
observations such as species lists, bird behavioral notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or waterproof ink used to record data.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests firsthand.  We
travel in ITEC boats to the 

[ECOLOG-L] Field course in Tropical

[Peter Lahanas]

2018 SUMMER FIELD COURSE ANNOUNCEMENT
 
TROPICAL RESOURCE MANAGEMENT AND CONSERVATION (TRM B-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama. The biological station is located on a hill
facing Almirante Bay and Volcan Baru on the mainland.  Coral reef and
lowland tropical rainforest ecosystems are immediately accessible from the
field station. This juxtaposition of the two most biologically diverse
ecosystems along with Panama's rich cultural diversity provides tremendous
opportunities for education and research.  See http://www.itec-edu.org for
details. 
 
INSTRUCTOR: Leonor Ceballos, Ph.D. cand., Faculty of Science, The University
of Melbourne, Parkville Victoria 3010, Australia. Phone: 507-6489-5570,
Email: leono...@hotmail.com.
 
COURSE DESCRIPTION: This course is designed to provide students with various
principles and tools required to understand and manage tropical resources.
The field station is located in a tropical system in the Bocas del Toro
archipelago where natural resources, including rainforests and coral reefs,
have historically been over-utilized and mismanaged. Through lectures,
discussions, field exercises and an independent research project, students
will gain an in-depth understanding of tropical ecology and conservation.
Students will also learn through hands-on field research experience, the
importance of balancing biodiversity and natural resource conservation with
human development needs. By the end of the course, students will have
familiarized themselves with the methods and skills necessary to manage the
sustainable utilization of the innumerable and valuable natural resources of
Bocas. The course material is equivalent to a university upper-level field
course.
 
COURSE SCHEDULE: During the first few days students will receive an
orientation lecture and gain an appreciation for the history, ecology,
resource management, and socio-economics of the Bocas region. The next phase
of the course integrates traditional lectures, readings, discussions and
field exercises to provide students with a working knowledge of the
principles of biodiversity protection and familiarity with a broad range of
approaches to conservation in tropical ecosystems. Students will then draw
upon this knowledge as they design independent research projects and write
individual research proposals. Halfway through the course, the entire field
station will take a three-day trip to the Boquete highlands where students
will be able to appreciate and compare different ecosystems, such as cloud
forest and seasonal dry forest, along with their human impacts and the types
of crop production that these particular ecosystems enable. While traveling
through Panama, students will also gain a broader perspective of the
complexities of resource management and habitat conservation in the region.
Upon returning to the station, students will implement their independent
research projects and collect data for approximately one week. During the
last few days, students will analyze their data, write a research report,
and present their findings during a student research symposium. The course
schedule will be determined on site as a function of student needs and
preferences, and may be weather-dependent.

GENERAL COURSE TOPICS:

·   Natural Resource Management
·   Conservation Biology
·   Land Management Practices
·   Habitat Fragmentation and Land Degradation
·   Protected Areas
·   Ecotourism
·   Ecosystem Services
·   Climate Change and Environment
 
 
READINGS: Most readings are peer reviewed articles and will be assigned and
provided as PDFs. Some examples of readings include:

·   Costanza, R., de Groot, R., Sutton, P., van der Ploeg, S., Anderson,
S. J., Kubiszewski, I., Š & Turner, R. K. (2014). Changes in the global
value of ecosystem services. Global environmental change, 26, 152-158.
·   Moritz, C., & Agudo, R. (2013). The future of species under climate
change: resilience or decline?Science, 341, 504-508.
·   Porter-Bolland, L., Ellis, E. A., Guariguata, M. R., Ruiz-Mallén,
I., Negrete-Yankelevich, S., & Reyes-García, V. (2012). Community managed
forests and forest protected areas: An assessment of their conservation
effectiveness across the tropics. Forest Ecology and Management, 268, 6-17.
·   Foley, J. A., Ramankutty, N., Brauman, K. A., Cassidy, E. S.,
Gerber, J. S., Johnston, M., Š & Zaks, D. P. (2011). Solutions for a
cultivated planet.Nature, 478, 337-342. Etc.
 
SUGGESTED READINGS: Forsyth, A., & Miyata, K. (1984). Tropical nature: Life
and Death in the Rain Forest of Central and South America. New York: Charles
Scribner¹s Sons. This small book is written in an enjoyable and easy-to-read
format and covers a wide array of important tropical ecology topics.
 
FIELD BOOK: A field book will be required in the course. The field book will
contain all data related to group projects and the independent research

[ECOLOG-L] Rainforest Canopy Access for Research Course

[Peter Lahanas]

2018 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
TROPICAL RAINFOREST CANOPY ACCESS TECHNIQUES (CAT B-18),
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Bill Maher, Tree Climber Coalition, 251 Oak Grove Rd.,
Dawsonville, GA, 30534. Telephone 229-732-5973, email:
billmaher...@windstream.net, Specialty: Tropical canopy access for research.
 
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the length of the session. Certification confirming
participation in the course will be awarded to those completing the course
satisfactorily.  For more information, contact Joe Maher or go to:
http://www.itec-edu.org/forest-canopy-access-techniques/.
 
Individual Research Projects.  Working closely with faculty and students in
other courses, climbers will be responsible for designing and completing an
original in-canopy research project of their choosing.  These projects will
be carried out during the second half of the course (after Boquete) and
students will have about 10 days for data collection.  A few days before the
end of the course students will analyze their data, write a technical
report, prepare a presentation of their work and orally present their
findings at a station-wide symposium on the last day of the course.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This three-day field trip will take place
midway through the course and will allow students the opportunity to
experience tropical cloud and seasonal forests.  We travel in ITEC boats to
the mainland and then by private bus to the town of Boquete which lies at
the base of 11,000 ft Volcan Baru.  The bus trip will take us up and over
the central mountain range and through remote Palo Seco National Park.
Several stops will be made in route.
 
COURSE LENGTH: ITEC Summer field courses are about four weeks in length. The
CAT B-18 will run from June 15 through July 10, 2018.
 
TUITION: $2250 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip to Boquete.
 
REGISTRATION DEADLINE: May 15, 2018.  The course is limited to 10 students
and applications will be evaluated as they arrive.  If you believe that your
application may arrive late, notify ITEC.
 
APPLICATIONS can be found at:
http://itec-edu.org/education-programs/application/.
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, tel:352-367-9128, email:i...@itec-edu.org, web:
http://www.itec-edu.org/  ITEC is a 501(c)(3) non-profit organization
founded in 1996.
 
 

Peter N. Lahanas, Ph.D
Executive Director
Institute for Tropical Ecology
and Conservation
2911 NW 40th Place
Gainesville, FL 32605
(352) 367-9128
www.itec-edu.org
Phone in Panama: (507)6853-2134

[ECOLOG-L] Summer Field Course in Rainforest Ecology

[Peter Lahanas]

2018 SUMMER COURSE ANNOUNCEMENT (June 15 ­ July 10)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE B-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See
http://www.itec-edu.org for details.
 
INSTRUCTORS: 
Dr. Barry Sullender, Ph.D., Institute for Tropical Ecology and Conservation
and the Cuixmala School, Jalisco, Mexico.  Phone: 713-226-5561, email:
barry.w.sullen...@gmail.com.  Specialty: Neotropical forest ecology,
plant-animal interactions, insect behavior.
 
Prof. Bill Maher, Tree Climbing U.S.A. , 251 Oak Grove Rd., Dawsonville, GA,
30534 phone: 229-732-5973, email: billmaher...@windstream.net,  Specialty:
Tree canopy access techniques.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a field trip to the cloud forests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures may
take place both during the day and evening.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Dispersal ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John (2011).  Tropical Ecology. Princeton University
Press, Princeton, New Jersey.  ISBN 978-0-691-11513-9.
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students.
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  A few
days before the end of the course students will analyze their data, write a
technical report, prepare a PowerPoint 

[ECOLOG-L] SUMMER FIELD COURSE IN NEOTROPICAL HERPETOLOGY

[Peter Lahanas]

2018 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN NEOTROPICAL HERPETOLOGY (NEH B-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests surround us. This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Dr. Peter N. Lahanas, Institute for Tropical Ecology and
Conservation (ITEC), Northeastern University,  tel: 352-367-9128, email:
laha...@itec-edu.org, web:
http://itec-edu.org/itec-field-courses-2/tropical-herpetology/,  Specialty:
Neotropical herpetology, forest ecology, animal behavior, biogeography,
molecular genetics of sea turtles.
 
COURSE DESCRIPTION: This course will emphasize the ecology, behavior,
biogeography and systematics of the amazingly diverse Neotropical
herpetofauna. The material covered is equivalent to a university upper-level
course in herpetology.  The course is divided into three parts.  During the
first few days students will become familiar with the many ecosystems found
in our area and with the trail systems during "orientation" walks.  The bulk
of the first 10 days will be spent learning field techniques, working with
collections and carrying out various group projects or exercises (see
below).  Midway through the course the entire station community will take a
field trip to the cloud forests of Boquete (see details below).  On
returning to the field station, students work on their individual research
projects and continue to receive lectures or other activities in the
evening.
 
Formal lectures:  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
-History of Neotropical herpetology
-Evolution of amphibians and reptiles
-Overview and classification of amphibians
-Overview and classification of reptiles
-Historical biogeographic relationships
-Reproduction strategies and mating systems
-Ecology, reproduction and genetics in marine turtles
-Life history strategies
-Evolution of polymorphism in poison dart frogs
-Herp-human interactions
-Conservation issues
 
Informal Lectures:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
READINGS:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.
 
REQUIRED TEXTS:
Vitt, Laurie J. and Janalee P. Caldwell. 2014.  Herpetology.  4rd ed.
Elsevier and
Academic Press.
Köhler, Gunther. 2008. Reptiles of Central America, 2nd edition. Herpeton,
verlag
Elke Köhler.
Köhler, Gunther. 2011. Amphibians of Central America, 2nd edition. Herpeton,
verlag Elke Köhler.
 
NOTE: These books are expensive but will enhance your herping experience
during the course.  Copies are maintained in the field station library.
 
FIELD BOOK:  A water-proof field notebook will be required in the course.
The field book will contain all data related to group projects and
independent research project.  The field book should also contain all other
incidental observations such as species lists, behavioral notes, etc., and
contain detailed location information.
 
GROUP FIELD PROJECTS:  These projects, exercises, demonstrations and
excursions are designed by the faculty and worked on in groups of four or
six students.  The purpose of these projects is to familiarize students with
an array of field sampling techniques and equipment commonly used in field
studies.  With help from a faculty member, students set up projects, collect
data, and generally (depends on the project), analyze data, present the
results to the class, and write a report.
 
GROUP ACTIVITY AND PROJECT TOPICS:
-Forest night hikes
-Population biology in poison-dart frogs
-Tail flicking behavior in geckos
-Comparative leaf litter herpetofuana
-Soropta Beach, nesting leatherbacks
-Canopy herpetofauna (canopy access techniques)
-Cave ecology, bats, rats & snakes
-Soropta canal, iguanas, caimans and crocodiles
-Herpetofuanal biodiversity analysis
-Mainland herp excursion
-Resource partitioning in frog breeding colonies
 
Individual Research Projects:  Working closely with faculty, students will
be responsible for designing and completing an original herpetological
research project of 

[ECOLOG-L] Field Course in Tropical Ethnobiology

[Peter Lahanas]

2018 SUMMER FIELD COURSE ANNOUNCEMENT
 
TROPICAL ETHNOBIOLOGY (TEB C-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing Almirante Bay and Volcan Baru on the mainland.  Coral reef and
lowland tropical rainforest ecosystems are immediately accessible from the
field station. This juxtaposition of the two most biologically diverse
ecosystems along with Panama's rich cultural diversity provides tremendous
opportunities for education and research.  See http://www.itec-edu.org
  for details.
 
INSTRUCTOR: Armando Medinaceli, Ph.D. cand., Department of Anthropology,
Washington State University, armando.medinac...@wsu.edu
 ; mandu...@gmail.com, phon:
610.203.8495. Specialty: ethnobotany, ethnozoology and ethnoecology with
research in Mexico, Guatemala and Bolivia.
 
COURSE DESCRIPTION: This 4 week course will emphasize tropical ethnobiology
in the context of tropical rainforest and island ecosystems. The material
covered is equivalent to an upper level university course in ethnobiology or
ethnobotany.  The course explores the biocultural diversity of the Bocas del
Toro Archipelago and mainland Panama. There are four indigenous groups
residing in our area including the Bokata, Naso, Guna and Ngöbe.
Non-indigenous cultures include Mestizo and Afro-Antillilean. Readings and
lectures will focus on the plant and animal use by traditional cultures of
Central and South America, as well as innovative methods, current theory in
ethnobiology and ethical frameworks that surround traditional knowledge and
biological conservation.  The course will include demonstrations by local
healers, artisans and other specialists who utilize plants and animals. Much
of the course will be spent learning field techniques with classmates where
students have the opportunity to gain research experience through fieldwork
in the surrounding rainforest.  Independent research projects based upon
individual interests will be conducted with local indigenous or
non-indigenous communities, under the direction of an experienced field
ethnobiologist.
 
COURSE TOPICS:
·   Definition and Evolution of the Discipline of Ethnobiology
·   Ethnobiology and Culture of Bocas del Toro and Panama
·   Tropical Plant and Forest Ecology
·   Useful Plants Classification- NeoTropical Plant Families
·   Ethnobiological Research Project Development
·   Ethics, Intellectual Property Rights and Ethnobotanical Protocols
·   Role of Humans in Diversification of Plants and Gendered Knowledge
·   Qualitative Techniques and Quantitative Methods
·   Interviewing and Ethnographic Methods
·   Plant Collection, Pressing, Drying and Mounting Herbarium Specimen
·   Audio, Photo, and Video Documentation
·   Local Markets and the Commodification of Plant Resources
·   Wild Foods and Traditional Diets
·   Tropical Agriculture and Agroforestry
·   Entheogens-Psychoactive Tropical Plants
·   The Botany of Cacao and the Production of Chocolate
·   Traditional Medical Systems and Ethnomedicine
·   Medicinal Plants and Bioprospecting
·   Non-Timber Forest Products
·   Biocultural Conservation
·   Sharing Research Results and Development of Community Projects
 
READINGS: Readings corresponding to lecture-topics will be assigned from the
course text and from relevant articles in the primary literature. In
addition, each student will read, critique, and provide oral reports on
published papers from the primary literature.
 
REQUIRED TEXT: Anderson, E., D. Pearsall, E. Hunn, and N. Turner.
2011. Ethnobiology. Wiley-Blackwell. John Wiley & Sons, Inc. New Jersey, NJ.
Required journal articles will be provided to students before the field
semester.
 
FIELD BOOK: A field book will be required in the course. The field book will
contain all data related to group projects and the independent research
project.  The field book should also contain all other incidental
observations such as species lists, ethnographic notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or water-proof ink used to record data.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft. Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco Protected Area.
Several stops will be made in route.
 
COURSE LENGTH: ITEC Summer field courses are about four weeks in length.
The TEB C-18 course will run from July 15, through August 9, 2018.
 
TUITION: $2250 USD.  Tuition fee includes all lodging, meals and airport
transfers 

[ECOLOG-L] Summer Field Course in Tropical Avian Ecology

[Peter Lahanas]

2018 SUMMER FIELD COURSE ANNOUNCEMENT
 
TROPICAL AVIAN ECOLOGY (TAE C-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama. The biological station is located on a hill
facing Almirante Bay and Volcan Baru on the mainland.  Coral reef and
lowland tropical rainforest ecosystems are immediately accessible from the
field station.  This juxtaposition of the two most biologically diverse
ecosystems along with Panama's rich cultural diversity provides tremendous
opportunities for education and research.  See http://www.itec-edu.org for
details. 
 
INSTRUCTOR: Julio Gallardo, Ph.D. cand., Department of Wildlife, Fisheries
and Aquaculture, Mississippi State University, USGS Mississippi Cooperative
Fish and Wildlife Research Unit,
Phone: 662-341-6617. Email: fcg...@msstate.edu, jcgallardodelan...@gmail.com
 
COURSE DESCRIPTION: This course will start with a gentle introduction to the
ecology of tropical birds and their habitats. We will then analyze
fundamental concepts of evolution and ecology and discuss bird conservation
issues. The main purpose of the course is to provide students with a
relevant background in ecology, biogeography, and evolution to build an
understanding of natural history as it links to social issues and bird
conservation in the tropical Americas. We will be discussing ecological
constraints that shape bird diversity in terms of behavioral adaptations,
habitats, sexual selection and the evolution of tropical birds. The course
will be composed of lectures and critiques of research articles aiming to
foster class discussions in which students will help each other breakdown
arguments into their various components to question and evaluate them. We
will also spend a good amount of time outdoors watching birds, linking class
with field observations. Through the length of the course, we will nurse the
value of educated observations in ecology to identify patterns, ask
questions, and find creative answers to practical problems. Students will
learn the principles of bird study design and the basic use of analytical
tools to address a research question and conservation needs. The course
includes a practical component, where students will design and implement
field projects individually and in small groups.
 
COURSE TOPICS:
 
·   Introduction to the tropics
Tropical origins
Tropical environments
·   Introduction to Neotropical birds
Introduction to bird identification
Neotropical bird families
Biogeography of Neotropical avifauna
Birds of Central America and Panama
·   Behavioral Ecology of tropical birds
Life history traits and breeding seasons
Principals of sexual selection and mating systems
Territoriality and communication
·   Niche concept and tropical birds
Evolution of the concept
Abundance, distribution, and niche
Niche on a macroscale
·   Introduction to bird migration
The migratory process
Migration patterns
Population constraints and migration
Bird migration in the Americas
·   Introduction to tropical island ecology
Introduction to island theory
Island biotas and island adaptations
Island Conservation
·   Animal abundance estimation
Reasons behind commonness and rarity: the big picture
Speciation in the tropics
Introduction to habitat selection in birds
·   From populations to communities
Introduction to population
Introduction to community ecology
Measures of diversity
·   Project design
How to design a research project
Behavioral studies
Monitoring projects
·   Data management and analysis
Introduction to statistical inference
Introduction to program R
Basic statistical tools in R
Introduction to abundance and occupancy modeling in R
 
READINGS: Readings corresponding to lecture-topics will be assigned from the
course text and from relevant articles in the primary literature. In
addition, each student will read, critique, and provide oral reports on
published papers from the primary literature.
 
REQUIRED TEXTS: Hilty, S. 2005. Birds of the tropical Americas: a watcher¹s
introduction to behavior, breeding and diversity.  Texas University Press,
Austin, TX.  Kricher, J. 2017.  The new Neotropical companion.  Princeton
University Press, Princeton.  Angehr, G.R. and R. Dean, 2010. The Birds of
Panama, Zona Tropical Publications, Ithaca, New York.
 
FIELD BOOK: A field book will be required in the course. The field book will
contain all data related to group projects and the independent research
project.  The field book should also contain all other incidental
observations such as species lists, bird behavioral notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or waterproof ink used to record data.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests firsthand.  We
travel in ITEC boats to the 

[ECOLOG-L] Summer Field Course in Tropical Resource Management

[Peter Lahanas]

2018 SUMMER FIELD COURSE ANNOUNCEMENT
 
TROPICAL RESOURCE MANAGEMENT AND CONSERVATION (TRM B-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama. The biological station is located on a hill
facing Almirante Bay and Volcan Baru on the mainland.  Coral reef and
lowland tropical rainforest ecosystems are immediately accessible from the
field station.  This juxtaposition of the two most biologically diverse
ecosystems along with Panama's rich cultural diversity provides tremendous
opportunities for education and research.  See http://www.itec-edu.org for
details. 
 
INSTRUCTOR: Leonor Ceballos, Ph.D. cand., Faculty of Science, The University
of Melbourne, Parkville Victoria 3010, Australia.  Phone: 507-6489-5570,
Email: leono...@hotmail.com.
 
COURSE DESCRIPTION: This course is designed to provide students with various
principles and tools required to understand and manage tropical resources.
The field station is located in a tropical system in the Bocas del Toro
archipelago where natural resources, including rainforests and coral reefs,
have historically been over-utilized and mismanaged. Through lectures,
discussions, field exercises and an independent research project, students
will gain an in-depth understanding of tropical ecology and conservation.
Students will also learn through hands-on field research experience, the
importance of balancing biodiversity and natural resource conservation with
human development needs. By the end of the course, students will have
familiarized themselves with the methods and skills necessary to manage the
sustainable utilization of the innumerable and valuable natural resources of
Bocas. The course material is equivalent to a university upper-level field
course.
 
COURSE SCHEDULE: During the first few days students will receive an
orientation lecture and gain an appreciation for the history, ecology,
resource management, and socio-economics of the Bocas region. The next phase
of the course integrates traditional lectures, readings, discussions and
field exercises to provide students with a working knowledge of the
principles of biodiversity protection and familiarity with a broad range of
approaches to conservation in tropical ecosystems. Students will then draw
upon this knowledge as they design independent research projects and write
individual research proposals. Halfway through the course, the entire field
station will take a three-day trip to the Boquete highlands where students
will be able to appreciate and compare different ecosystems, such as cloud
forest and seasonal dry forest, along with their human impacts and the types
of crop production that these particular ecosystems enable. While traveling
through Panama, students will also gain a broader perspective of the
complexities of resource management and habitat conservation in the region.
Upon returning to the station, students will implement their independent
research projects and collect data for approximately one week. During the
last few days, students will analyze their data, write a research report,
and present their findings during a student research symposium. The course
schedule will be determined on site as a function of student needs and
preferences, and may be weather-dependent.

GENERAL COURSE TOPICS:

·   Natural Resource Management
·   Conservation Biology
·   Land Management Practices
·   Habitat Fragmentation and Land Degradation
·   Protected Areas
·   Ecotourism
·   Ecosystem Services
·   Climate Change and Environment
 
 
READINGS: Most readings are peer reviewed articles and will be assigned and
provided as PDFs. Some examples of readings include:

·   Costanza, R., de Groot, R., Sutton, P., van der Ploeg, S., Anderson,
S. J., Kubiszewski, I., Š & Turner, R. K. (2014). Changes in the global
value of ecosystem services. Global environmental change, 26, 152-158.
·   Moritz, C., & Agudo, R. (2013). The future of species under climate
change: resilience or decline?Science, 341, 504-508.
·   Porter-Bolland, L., Ellis, E. A., Guariguata, M. R., Ruiz-Mallén,
I., Negrete-Yankelevich, S., & Reyes-García, V. (2012). Community managed
forests and forest protected areas: An assessment of their conservation
effectiveness across the tropics. Forest Ecology and Management, 268, 6-17.
·   Foley, J. A., Ramankutty, N., Brauman, K. A., Cassidy, E. S.,
Gerber, J. S., Johnston, M., Š & Zaks, D. P. (2011). Solutions for a
cultivated planet.Nature, 478, 337-342. Etc.
 
SUGGESTED READINGS: Forsyth, A., & Miyata, K. (1984). Tropical nature: Life
and Death in the Rain Forest of Central and South America. New York: Charles
Scribner¹s Sons. This small book is written in an enjoyable and easy-to-read
format and covers a wide array of important tropical ecology topics.
 
FIELD BOOK: A field book will be required in the course. The field book will
contain all data related to group projects and the independent research

[ECOLOG-L] Tropical Ethnobiology - Summer Class

[Peter Lahanas]

2018 SUMMER FIELD COURSE ANNOUNCEMENT
 
TROPICAL ETHNOBIOLOGY (TEB C-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing Almirante Bay and Volcan Baru on the mainland.  Coral reef and
lowland tropical rainforest ecosystems are immediately accessible from the
field station. This juxtaposition of the two most biologically diverse
ecosystems along with Panama's rich cultural diversity provides tremendous
opportunities for education and research.  See http://www.itec-edu.org
  for details.
 
INSTRUCTOR: Armando Medinaceli, Ph.D. cand., Department of Anthropology,
Washington State University, armando.medinac...@wsu.edu
 ; mandu...@gmail.com, phon:
610.203.8495. Specialty: ethnobotany, ethnozoology and ethnoecology with
research in Mexico, Guatemala and Bolivia.
 
COURSE DESCRIPTION: This 4 week course will emphasize tropical ethnobiology
in the context of tropical rainforest and island ecosystems. The material
covered is equivalent to an upper level university course in ethnobiology or
ethnobotany.  The course explores the biocultural diversity of the Bocas del
Toro Archipelago and mainland Panama. There are four indigenous groups
residing in our area including the Bokata, Naso, Guna and Ngöbe.
Non-indigenous cultures include Mestizo and Afro-Antillilean. Readings and
lectures will focus on the plant and animal use by traditional cultures of
Central and South America, as well as innovative methods, current theory in
ethnobiology and ethical frameworks that surround traditional knowledge and
biological conservation.  The course will include demonstrations by local
healers, artisans and other specialists who utilize plants and animals. Much
of the course will be spent learning field techniques with classmates where
students have the opportunity to gain research experience through fieldwork
in the surrounding rainforest.  Independent research projects based upon
individual interests will be conducted with local indigenous or
non-indigenous communities, under the direction of an experienced field
ethnobiologist.
 
COURSE TOPICS:
·   Definition and Evolution of the Discipline of Ethnobiology
·   Ethnobiology and Culture of Bocas del Toro and Panama
·   Tropical Plant and Forest Ecology
·   Useful Plants Classification- NeoTropical Plant Families
·   Ethnobiological Research Project Development
·   Ethics, Intellectual Property Rights and Ethnobotanical Protocols
·   Role of Humans in Diversification of Plants and Gendered Knowledge
·   Qualitative Techniques and Quantitative Methods
·   Interviewing and Ethnographic Methods
·   Plant Collection, Pressing, Drying and Mounting Herbarium Specimen
·   Audio, Photo, and Video Documentation
·   Local Markets and the Commodification of Plant Resources
·   Wild Foods and Traditional Diets
·   Tropical Agriculture and Agroforestry
·   Entheogens- Psychoactive Tropical Plants
·   The Botany of Cacao and the Production of Chocolate
·   Traditional Medical Systems and Ethnomedicine
·   Medicinal Plants and Bioprospecting
·   Non-Timber Forest Products
·   Biocultural Conservation
·   Sharing Research Results and Development of Community Projects
 
READINGS: Readings corresponding to lecture-topics will be assigned from the
course text and from relevant articles in the primary literature. In
addition, each student will read, critique, and provide oral reports on
published papers from the primary literature.
 
REQUIRED TEXT: Anderson, E., D. Pearsall, E. Hunn, and N. Turner.
2011. Ethnobiology. Wiley-Blackwell. John Wiley & Sons, Inc. New Jersey, NJ.
Required journal articles will be provided to students before the field
semester.
 
FIELD BOOK: A field book will be required in the course. The field book will
contain all data related to group projects and the independent research
project.  The field book should also contain all other incidental
observations such as species lists, ethnographic notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or water-proof ink used to record data.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft. Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco Protected Area.
Several stops will be made in route.
 
COURSE LENGTH: ITEC Summer field courses are about four weeks in length.
The TEB C-18 course will run from July 15, through August 9, 2018.
 
TUITION: $2250 USD.  Tuition fee includes all lodging, meals and airport
transfers 

[ECOLOG-L] Tropical Avian Ecology - Summer Field course

[Peter Lahanas]

2018 SUMMER FIELD COURSE ANNOUNCEMENT
 
TROPICAL AVIAN ECOLOGY (TAE C-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama. The biological station is located on a hill
facing Almirante Bay and Volcan Baru on the mainland.  Coral reef and
lowland tropical rainforest ecosystems are immediately accessible from the
field station.  This juxtaposition of the two most biologically diverse
ecosystems along with Panama's rich cultural diversity provides tremendous
opportunities for education and research.  See http://www.itec-edu.org for
details. 
 
INSTRUCTOR: Julio Gallardo, Ph.D. cand., Department of Wildlife, Fisheries
and Aquaculture, Mississippi State University, USGS Mississippi Cooperative
Fish and Wildlife Research Unit, Phone: 662-341-6617. Email:
fcg...@msstate.edu, jcgallardodelan...@gmail.com
 
COURSE DESCRIPTION: This course will start with a gentle introduction to the
ecology of tropical birds and their habitats. We will then analyze
fundamental concepts of evolution and ecology and discuss bird conservation
issues. The main purpose of the course is to provide students with a
relevant background in ecology, biogeography, and evolution to build an
understanding of natural history as it links to social issues and bird
conservation in the tropical Americas. We will be discussing ecological
constraints that shape bird diversity in terms of behavioral adaptations,
habitats, sexual selection and the evolution of tropical birds. The course
will be composed of lectures and critiques of research articles aiming to
foster class discussions in which students will help each other breakdown
arguments into their various components to question and evaluate them. We
will also spend a good amount of time outdoors watching birds, linking class
with field observations. Through the length of the course, we will nurse the
value of educated observations in ecology to identify patterns, ask
questions, and find creative answers to practical problems. Students will
learn the principles of bird study design and the basic use of analytical
tools to address a research question and conservation needs. The course
includes a practical component, where students will design and implement
field projects individually and in small groups.
 
COURSE TOPICS:
 
·   Introduction to the tropics
Tropical origins
Tropical environments
·   Introduction to Neotropical birds
Introduction to bird identification
Neotropical bird families
Biogeography of Neotropical avifauna
Birds of Central America and Panama
·   Behavioral Ecology of tropical birds
Life history traits and breeding seasons
Principals of sexual selection and mating systems
Territoriality and communication
·   Niche concept and tropical birds
Evolution of the concept
Abundance, distribution, and niche
Niche on a macroscale
·   Introduction to bird migration
The migratory process
Migration patterns
Population constraints and migration
Bird migration in the Americas
·   Introduction to tropical island ecology
Introduction to island theory
Island biotas and island adaptations
Island Conservation
·   Animal abundance estimation
Reasons behind commonness and rarity: the big picture
Speciation in the tropics
Introduction to habitat selection in birds
·   From populations to communities
Introduction to population
Introduction to community ecology
Measures of diversity
·   Project design
How to design a research project
Behavioral studies
Monitoring projects
·   Data management and analysis
Introduction to statistical inference
Introduction to program R
Basic statistical tools in R
Introduction to abundance and occupancy modeling in R
 
READINGS: Readings corresponding to lecture-topics will be assigned from the
course text and from relevant articles in the primary literature. In
addition, each student will read, critique, and provide oral reports on
published papers from the primary literature.
 
REQUIRED TEXTS: Hilty, S. 2005. Birds of the tropical Americas: a watcher¹s
introduction to behavior, breeding and diversity.  Texas University Press,
Austin, TX.  Kricher, J. 2017.  The new Neotropical companion.  Princeton
University Press, Princeton.  Angehr, G.R. and R. Dean, 2010. The Birds of
Panama, Zona Tropical Publications, Ithaca, New York.
 
FIELD BOOK: A field book will be required in the course. The field book will
contain all data related to group projects and the independent research
project.  The field book should also contain all other incidental
observations such as species lists, bird behavioral notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or waterproof ink used to record data.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests firsthand.  We
travel in ITEC boats to the 

[ECOLOG-L] Correction and Apology Regarding the Use of "REU"

[Peter Lahanas]

To all on ECOLOG I wish to make a correction to the title of the course
announcements for Coral Reef Ecology, Tropical Rainforest and Canopy
Ecology, Neotropical Herpetology and Tropical Canopy Access Techniques
recently posted.  I mistakenly called these courses REU¹s which they are
not.  This error was made in ignorance and I take responsibility for the
error.I am sorry for the mistake and any inconvenience or
misunderstanding that may result.

Cathy Fields
ITEC volunteer

[ECOLOG-L] Summer REU - Tropical Rainforest Canopy Access Techniques

[Peter Lahanas]

2018 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
TROPICAL RAINFOREST CANOPY ACCESS TECHNIQUES (CAT B-18),
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Bill Maher, Tree Climber Coalition, 251 Oak Grove Rd.,
Dawsonville, GA, 30534. Telephone 229-732-5973, email:
billmaher...@windstream.net, Specialty: Tropical canopy access for research.
 
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the length of the session. Certification confirming
participation in the course will be awarded to those completing the course
satisfactorily.  For more information, contact Joe Maher or go to:
http://www.itec-edu.org/forest-canopy-access-techniques/.
 
Individual Research Projects.  Working closely with faculty and students in
other courses, climbers will be responsible for designing and completing an
original in-canopy research project of their choosing.  These projects will
be carried out during the second half of the course (after Boquete) and
students will have about 10 days for data collection.  A few days before the
end of the course students will analyze their data, write a technical
report, prepare a presentation of their work and orally present their
findings at a station-wide symposium on the last day of the course.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This three-day field trip will take place
midway through the course and will allow students the opportunity to
experience tropical cloud and seasonal forests.  We travel in ITEC boats to
the mainland and then by private bus to the town of Boquete which lies at
the base of 11,000 ft Volcan Baru.  The bus trip will take us up and over
the central mountain range and through remote Palo Seco National Park.
Several stops will be made in route.
 
COURSE LENGTH: ITEC Summer field courses are about four weeks in length. The
CAT B-18 will run from June 15 through July 10, 2018.
 
TUITION: $2250 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip to Boquete.
 
REGISTRATION DEADLINE: May 15, 2018.  The course is limited to 10 students
and applications will be evaluated as they arrive.  If you believe that your
application may arrive late, notify ITEC.
 
APPLICATIONS can be found at:
http://itec-edu.org/education-programs/application/.
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, tel:352-367-9128, email:i...@itec-edu.org, web:
http://www.itec-edu.org/  ITEC is a 501(c)(3) non-profit organization
founded in 1996.
 
 

[ECOLOG-L] Summer REU - Neotropical Herpetology

[Peter Lahanas]

2018 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN NEOTROPICAL HERPETOLOGY (NEH B-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
 
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie in front
of the station and lowland tropical rain forests surround us. This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Dr. Peter N. Lahanas, Institute for Tropical Ecology and
Conservation (ITEC),  tel: 352-367-9128, email: laha...@itec-edu.org, web:
http://itec-edu.org/tropical-herpetology/, Specialty: Neotropical
herpetology, forest ecology, animal behavior, biogeography, molecular
genetics of sea turtles.
 
COURSE DESCRIPTION: This course will emphasize the ecology, behavior,
biogeography and systematics of the amazingly diverse Neotropical
herpetofauna. The material covered is equivalent to a university upper-level
course in herpetology.  The course is divided into three parts.  During the
first few days students will become familiar with the many ecosystems found
in our area and with the trail systems during "orientation" walks.  The bulk
of the first 10 days will be spent learning field techniques, working with
collections and carrying out various group projects or exercises (see
below).  Midway through the course the entire station community will take a
field trip to the cloud forests of Boquete (see details below).  On
returning to the field station, students work on their individual research
projects and continue to receive lectures or other activities in the
evening.
 
Formal lectures:  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
oHistory of Neotropical herpetology
oEvolution of amphibians and reptiles
oOverview and classification of amphibians
oOverview and classification of reptiles
oHistorical biogeographic relationships
oReproduction strategies and mating systems
oEcology, reproduction and genetics in marine turtles
oLife history strategies
oEvolution of polymorphism in poison dart frogs
oHerp-human interactions
oConservation issues
 
Informal Lectures:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
READINGS:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.
 
REQUIRED TEXTS:
Vitt, Laurie J. and Janalee P. Caldwell. 2014.  Herpetology.  4rd ed.
Elsevier and
Academic Press.
Köhler, Gunther. 2008. Reptiles of Central America, 2nd edition. Herpeton,
verlag
Elke Köhler.
Köhler, Gunther. 2011. Amphibians of Central America, 2nd edition. Herpeton,
verlag Elke Köhler.
 
NOTE: These books are expensive but will enhance your herping experience
during the course.  Copies are maintained in the field station library.
 
FIELD BOOK:  A water-proof field notebook will be required in the course.
The field book will contain all data related to group projects and
independent research project.  The field book should also contain all other
incidental observations such as species lists, behavioral notes, etc., and
contain detailed location information.
 
GROUP FIELD PROJECTS:  These projects, exercises, demonstrations and
excursions are designed by the faculty and worked on in groups of four or
six students.  The purpose of these projects is to familiarize students with
an array of field sampling techniques and equipment commonly used in field
studies.  With help from a faculty member, students set up projects, collect
data, and generally (depends on the project), analyze data, present the
results to the class, and write a report.
 
GROUP PROJECT TOPICS:
oForest night hikes
oPopulation biology in poison-dart frogs
oTail flicking behavior in geckos
oComparative leaf litter herpetofuana
oSoropta Beach, nesting leatherbacks
oCanopy herpetofauna (canopy access techniques)
oCave ecology, bats, rats & snakes
oSoropta canal, iguanas, caimans and crocodiles
oHerpetofuanal biodiversity analysis
oMainland herp excursion
oResource partitioning in frog breeding colonies
 
Individual Research Projects:  Working closely with faculty, students will
be responsible for designing and completing an original herpetological
research project of their choosing.  These projects will be carried out
during 

[ECOLOG-L] Summer REU - Coral Reef Ecology

[Peter Lahanas]

2018 SUMMER COURSE ANNOUNCEMENT (June 15 ­ July 10)
 
FIELD COURSE IN CORAL REEF ECOLOGY (CRE B-18)
COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama. The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, seagrass and mangrove ecosystems are
in front of the station and lowland tropical forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/   for details.


INSTRUCTOR:  Dr. Lonnie Kaczmarsky, St. Johns River State College, email:
longinkaczmar...@sjrstate.edu  .
Specialty: coral reef ecology, coral diseases and anthropogenic impacts on
coral reefs, sea grass beds, mangroves and fish populations.


COURSE DESCRIPTION: NOTE: Diving certification is not necessary to enroll in
this course, but is recommended. For SCUBA-certified (PADI, NAUI, or SSI
certified) students who will be diving, there is a $100 Lab Fee with this
course which covers tank-recharging fees.  Students with SCUBA certification
are expected to bring their own BC, regulators, mask/fin/snorkel and proof
of certification.  For those not diving certified, students are expected to
bring mask/fin/snorkel.  Students using only mask and snorkel are exempt
from the lab fee.
This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is equivalent to a
university upper level course in coral reef field ecology. The course will
begin with a global ecosystem perspective and then will progressively narrow
to assess the way in which local reefs are influenced by both global and
local phenomena. We will briefly survey reef systems in various parts of the
world and focus in depth on Caribbean reefs. Using the reef at Bocas del
Toro as an example, we will carry on an inventory of representative reef
biota to characterize a general reef community. We will examine several
theories of the origins of reefs and discuss some controversial arguments on
the ecological processes ruling the dominant state and health of coral
reefs.  Students will learn to characterize a general reef community and its
place among surrounding marine habitats.  The major reef biota will be
discussed in terms of their phylogeny, biology, physiology, ecological
requirements and roles in species interactions on reefs.  We will discuss
the impacts of anthropogenic stressors to coral reefs and the role of marine
reserves in reef restoration and conservation.  In the inventory we will
examine several experimental designs and sampling schemes with regard to
their usefulness in a reef setting.


Formal Lectures.  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
teach students about the biology and ecology of the reef organisms they will
encounter and permit students to develop an awareness of the objectives of
research on coral reefs as well as an appreciation of current theoretical
and practical issues in ecology.
Lecture Topics 
* Fundamentals of oceanography, global ecology
* Plate tectonics, formation of ocean basins, continents and ocean currents
* Reef morphology, distribution of reef systems
* Seagrasses and mangroves: interactions with reef systems
* Coral reef community study - sampling methods for distribution and
abundance of organisms
* Coral reef community study - components and interactions, trophic dynamics
* Biology of coral reef organisms: Cnidarians
* Biology of coral reef organisms: Poriferans
* Biology of coral reef organisms: Echinoderms, Arthropods and Annelids
* Biology of coral reef organisms: Fishes
* Biology of coral reef organisms: Macroalgae
* Ecosystem stability, resilience and fragility
* Anthropogenic effects on reefs: climate change, over-fishing, diseases
* Marine protected areas and reserves


Readings. Assignments relating to lecture topics will be made from the texts
and supplementary research articles provided in the library.
Required Texts 
Sheppard, CRC, Davy, S.K. and G.M. Pilling The Biology of Coral Reefs,
Oxford Press, USA. 
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.


Field Work Briefings.  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed.
Assignments will be made to the dive teams and coordinated.


Group Exercises.  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to make observations that may lead to hypotheses that could be tested in
individual projects.  Students will be organized into dive teams 

[ECOLOG-L] Summer REU - Tropical Rainforest and Canopy Ecology

[Peter Lahanas]

2018 SUMMER COURSE ANNOUNCEMENT (June 15 ­ July 10)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE B-18)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See
http://www.itec-edu.org for details.
 
INSTRUCTORS: 
Dr. Barry Sullunder, Ph.D., Institute for Tropical Ecology and Conservation
and the Cuixmala School, Jalisco, Mexico.  Phone: 713-226-5561, email:
barry.w.sullen...@gmail.com.  Specialty: Neotropical forest ecology,
plant-animal interactions, insect behavior.
 
Prof. Bill Maher, Tree Climbing U.S.A. , 251 Oak Grove Rd., Dawsonville, GA,
30534 phone: 229-732-5973, email: billmaher...@windstream.net,  Specialty:
Tree canopy access techniques.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a field trip to the cloud forests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures may
take place both during the day and evening.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Dispersal ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John (2011).  Tropical Ecology. Princeton University
Press, Princeton, New Jersey.  ISBN 978-0-691-11513-9.
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students.
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  A few
days before the end of the course students will analyze their data, write a
technical report, prepare a PowerPoint 

[ECOLOG-L] Canopy Access Field Course in Panama

[Peter Lahanas]

2017 WINTER COURSE ANNOUNCEMENT (Dec. 20-Jan. 9)
 
TROPICAL RAINFOREST CANOPY ACCESS TECHNIQUES (CAT W-17)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Bill Maher, Tree Climber Coalition, 251 Oak Grove Road,
Dawsonville, GA 30534. Telephone (Home) 706-216-2402, (Cell) 706-974-1630,
email: billmaher...@windstream.net, Specialty: Tropical forest canopy access
for research.
 
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the length of the session. Certification confirming
participation in the course will be awarded to those completing the course
satisfactorily.  For more information, contact Bill Maher or go to:
http://www.itec-edu.org/forest-canopy-access-techniques/.
 
Individual Research Projects.  Working closely with faculty and students in
other courses, climbers will be responsible for designing and completing an
original in-canopy research project of their choosing.  These projects will
be carried out during the second half of the course (after Boquete) and
students will have about 10 days for data collection. A few days before the
end of the course students will analyze their data, write a technical
report, prepare a presentation of their work and orally present their
findings at a station-wide symposium on the last day of the course.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This three-day field trip will take place
midway through the course and will allow students the opportunity to
experience tropical cloud and seasonal forests.  We travel in ITEC boats to
the mainland and then by private bus to the town of Boquete which lies at
the base of 11,000 ft Volcan Baru.  The bus trip will take us up and over
the central mountain range and through remote Palo Seco National Park.
Several stops will be made in route.
 
COURSE LENGTH: ITEC Winter field courses are about three weeks in length.
The CAT W-17 will run from Dec. 20, 2017 through Jan. 10, 2018.
 
TUITION: $2150 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip to Boquete.
 
REGISTRATION DEADLINE: Nov. 20, 2017.  The course is limited to 10 students
and applications will be evaluated as they arrive.  If you believe that your
application may arrive late, notify ITEC.
 
APPLICATIONS can be found at:
http://itec-edu.org/education-programs/application/.
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, tel:352-367-9128, email:i...@itec-edu.org, web:
http://www.itec-edu.org/  ITEC is a 501(c)(3) non-profit organization
founded in 1996.
 
 

Peter N. Lahanas, Ph.D
Executive Director
Institute for Tropical Ecology
and Conservation
2911 NW 40th Place
Gainesville, FL 32605
(352) 367-9128
www.itec-edu.org
Phone in Panama: (507)6853-2134

[ECOLOG-L] Primate Ecology and Behavior Field Course in Panama

[Peter Lahanas]

2017 WINTER COURSE ANNOUNCEMENT (Dec. 20-Jan. 9)

 

FIELD COURSE IN PRIMATE ECOLOGY AND BEHAVIOR (PRE W-17)

 

COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See for
http://www.itec-edu.org/   details.  There are
three species of non-human primates available for study on Isla Colon.



INSTRUCTOR:  Alain Houle, Ph.D., Associate Researcher, Department of Human
Evolutionary Biology, Harvard University, ho...@fas.harvard.edu
 , or alain.ho...@gmail.com
 .   Specialty: Primate ecology and behavior,
canopy access techniques.

 

COURSE DESCRIPTION:  The purpose of this course is to give the student a
foundation in primate ecology, primate behavior, field techniques and
analytical tools in a tropical setting.  The material covered is equivalent
to a university upper level field course in primate ecology.  The course is
divided into five distinct components: classroom lectures, classroom
presentations by students (based on assigned readings), discussions and
exercises in the field, one written exam, and one individual project based
on data collection techniques learned in the field and in the classroom.
During the first few days students will become familiar with the many
ecosystems found in our area and with the trail systems during “orientation”
walks.  The bulk of the first 10 days will be spent learning field
techniques and carrying out various group projects or exercises.  Midway
through the course the entire station community will take a 3-day field trip
to cloud forests of Boquete (see details below).  On returning to the field
station, students work on their individual research projects.  Towards the
end of the course students will analyze their data, write a technical report
and present their findings orally during a station-wide symposium.



Lectures/Readings.  There will be lectures on ecological concepts, primate
ecology, primate behavior, field techniques, behavioral sampling techniques,
and analytical tools.  Readings corresponding to lecture topics will be
assigned from selected papers.



Required Textbooks.  Karen B. Strier (2010). Primate Behavioral Ecology, 4th
edition.  Prentice Hall.  A set of papers derived from articles or book
chapters will also be provided during the course.



Group Field Exercises.  Students will learn the following field techniques,
which will assist them in setting up their own independent field project:



-Constructing habitat profiles

-Plant phenology profiles

-GPS exercise (Garmin 12XL)

-Behavioral observations (behavioral sampling techniques)

-Statistics (SPSS)



Individual Research Projects.  With the assistance of the instructor, each
student will develop and carry out their own field research project on a
topic of their choice.  Each topic must be approved by the instructor prior
to beginning data collection.  Each student will be required to write a
research proposal, collect and analyze their data, write up their findings,
and present their results to the class.  A text about the art of publishing
will be provided.



Grading. Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field portion. A letter grade will be assigned based on exams,
reports, proposals, attendance at lectures, as well as by less tangible such
as personal attitude, motivation, and contribution to the course. A letter
reporting a grade will be made available to the student’s institution. The
student will be responsible for providing direct evidence of participation
(e.g., lecture notes, reports, exams, etc.).



Course Schedule.  The course schedule will be determined on site as a
function of student needs and preferences.  It might be also
weather-dependent.  Contact Dr. Houle for course details.



BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco National Park.
Several stops will be made in route.

 

COURSE LENGTH: ITEC Winter field courses are about three weeks in length.
The PRE W-17 will run from December 20, 2017 through January 9, 2018.



TUITION: $2150 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud 

[ECOLOG-L] Coral Reef Ecology Field Course in Panama

[Peter Lahanas]

2017 WINTER COURSE ANNOUNCEMENT (Dec. 20-Jan. 9)
 
FIELD COURSE IN CORAL REEF ECOLOGY (CRE W-17)


COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, sea grass and mangrove ecosystems are
in front of the station and lowland tropical forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/ for details.


INSTRUCTOR: Dr. Alfred Beulig, Institute for Tropical Ecology and
Conservation, and New College of Florida, 5800 Bay Shore Rd., Sarasota, FL
34243, email: beu...@ncf.edu   Specialties: Behavior
of fish, reef morphology, hydrodynamics, reef symbioses, reef trophic
dynamics, behavioral ecology of reef organisms.
 
COURSE DESCRIPTION: This course is designed to provide the student with a
sound foundation in ecological concepts, techniques and experimental design
in field research as applied to coral reef ecosystems. The material covered
is equivalent to a university upper level course in coral reef field
ecology.
 
The course will begin with a global ecosystem perspective and then will
progressively narrow to assess the way in which local reefs are influenced
by both global and local phenomena. We will focus in depth on Caribbean
reefs using the reef at Bocas del Toro as an example. We will provide a
brief introduction to plate tectonics as a basis for understanding the
production of substrate for reefs and their distribution in the biosphere.
In this context we will discuss several theories of the origins of reefs and
characterize a general reef community. The major reef biota that inform the
character of reefs will be discussed in terms of their anatomy, physiology,
ecological requirements, roles on the reef and overall impact. We will
examine and discuss some controversial formulations of community structure
such as the role of competition, stochastic vs deterministic models in reef
organization, diversity/stability relationships and trophic dynamics.
Sampling methodology will be discussed with regard to the peculiar demands
of the reef setting and we will examine several experimental designs and
sampling schemes with regard to their strengths and weaknesses as well as
their theoretical bases.


NOTE: Diving certification is not necessary to enroll in this course, but is
recommended. For SCUBA-certified (PADI, NAUI, or SSI certified) students who
will be diving, there is a $100 Lab Fee with this course which covers dive
tank air fill costs.  Students with SCUBA certification are expected to
bring their own BC, regulators, mask/fins/snorkel and proof of
certification.
 
FORMAL LECTURES: Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
permit students to develop an awareness of the objectives of research on
coral reefs as well as an appreciation of current theoretical and practical
issues in ecology.
 
FIELD WORK BRIEFINGS: Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed.
Assignments will be made to the dive teams and coordinated.
 
READINGS: Assignments relating to lecture topics will be made from the texts
and supplementary research articles provided in the library as well as
journal articles.
 
REQUIRED TEXTS
Garrison, Tom. Oceanography Latest Ed., Wadsworth, New York.
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Fishes Identification, New World, Jacksonville, FL
(Note: Instructor will provide list of other important books on coral reef
ecology on request.)
 
GROUP EXERCISES: During the first week, students will visit several sites in
the vicinity of the station to familiarize themselves with the area and to
do reconnaissance observations that may lead to hypotheses that could be
tested in individual projects.  Students will be organized into dive team
groups and will carry out field observations or data collection by which
they will gain experience in the local area to help decide upon a likely
study site. These experiences will prepare students to carry out individual
research projects. In the evenings, students will participate in "debriefing
sessions" during which they will try to identify the reef organisms they saw
during the dives of the day and record the common name and scientific name
of the species in a debriefing log.
 
INDIVIDUAL RESEARCH PROJECTS: Each student will be expected to prepare a
grant proposal for an original project in consultation with faculty.
Projects may be suggested by observations made during group exercises or
from the research literature, and will be evaluated on the basis of
feasibility in the available time, 

[ECOLOG-L] Tropical rainforest & canopy ecology field course in Panama

[Peter Lahanas]

2017 WINTER COURSE ANNOUNCEMENT (Dec. 20–Jan. 9)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE W-17)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See
http://www.itec-edu.org/ for details.
 
INSTRUCTORS: 
Dr. Peter N. Lahanas,  Institute for Tropical Ecology and Conservation,
phone: 352-361-9128, email: laha...@itec-edu.org.   Specialty: Neotropical
forest ecology, animal behavior and herpetology.

Prof. Bill Maher, Tree Climbing U.S.A., phone: 706-974-1630, email:
billmaher...@windstream.net.  Specialty:  Tropical forest canopy access.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
“orientation” walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Bill Maher for details).  Midway through the
course the entire station community takes a field trip to the cloud forests
of Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures may
take place both during the day and evening.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Dispersal ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time. In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John (1997).  A Neotropical Companion. Princeton
University Press, Princeton, New Jersey. ISBN 0-691-04433-3.
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or water-proof ink used to record data.
 
GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students.
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  A few
days before the end of the course students will analyze their data, write a
technical report, prepare a PowerPoint presentation of their work and orally
present their findings during a station-wide symposium on the last day of
the 

[ECOLOG-L] Summer Field Courses in Panama - upcoming deadline

[Peter Lahanas]

2017 SUMMER FIELD COURSES IN TROPICAL ECOLOGY
 
Summer A, FILLED
 
 
Summer B (June 15-July 10; Application Deadline, May 15, 2017)
 
CORAL REEF ECOLOGY, Alfred Beulig, Ph.D., New College of Florida,
beu...@ncf.edu. See:
http://itec-edu.org/itec-field-courses-2/coral-reef-ecology/.
 
NEOTROPICAL HERPETOLOGY, Peter N. Lahanas, Ph.D., ITEC, NEU,
laha...@itec-edu.org,  See: http://itec-edu.org/tropical-herpetology/.
 
TROPICAL RAINFOREST AND CANOPY ECOLOGY, Barry Sullender, Ph.D., ITEC and
Cuixmala School, Jalisco, Mexico, barry.w.sullen...@gmail.com, See:
http://itec-edu.org/itec-field-courses-2/tropical-rainforest-and-canopy-ecol
ogy/. 
 
CANOPY ACCESS TECHNIQUES, Joe Maher, Treeclimbing U.S.A., ITEC,
jma...@treeclimbercoalition.org, See:
http://itec-edu.org/forest-canopy-access-techniques/.
 
 
Summer C (July 15-August 9; Application Deadline, June 15, 2017)
 
CORAL REEF ECOLOGY Lonnie Kaczmarsky, Ph.D., St.Johns River State Col,
longinkaczmar...@sjrsc.edu. See:
http://itec-edu.org/coral-reef-ecology-kaczmarsky/
 
TROPICAL ANIMAL BEHAVIOR Peter N. Lahanas, Ph.D., ITEC, NEU,
laha...@itec-edu.org, See: http://itec-edu.org/tropical-animal-behavior/.
 
TROPICAL AVIAN ECOLOGY Scott T. Walter Ph.D., Tulane Univ.
scott.t.wal...@gmail.com, See: http://itec-edu.org/tropical-avian-ecology/.
 
PRIMATE ECOLOGY James Askew Ph.D. Candidate, Univ. of So. Calif.
james...@usc.edu  , See:
http://itec-edu.org/itec-field-courses-2/1536-2/.
 
TROPICAL FIELD PHOTOGRAPHY Joe Maher, Treeclimbing U.S.A., ITEC,
jma...@treeclimbercoalition.org, See:
http://itec-edu.org/tropical-field-photography/.
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea. Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/.  for details.
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
from these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing.  At mid-course the entire field station community will embark on a
three-day field trip to the Boquete highlands where students will have the
opportunity to experience high elevation montane (cloud) forest and low
elevation seasonal (dry) forest on the same day.  This trip also provides a
cultural experience as we travel widely across western Panama, stopping at
various locations in route.  On return to the field station students will
have five to seven days to carry out their independent research project.
Towards the end of the course students will analyze their data, write a
technical report and present their findings during a station-wide symposium.
Please contact the instructor or ITEC for detailed information.
TUITION: $2250 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the three-day cloud forest field trip on the mainland.
REGISTRATION DEADLINE: Summer B Deadline, May 15, 2017),  Summer C Deadline,
June 15, 2017).
 
ITEC courses are limited to 10 students and applications will be evaluated
as they arrive.  Applications can be found at
http://www.itec-edu.org/application/  If you believe that your application
may arrive late, notify ITEC.
 
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged through the student’s
institution.  Contact ITEC for details.
 
CONTACT:  Institute for Tropical Ecology 

[ECOLOG-L] Summer Tropical Field Courses

[Peter Lahanas]

2017 SUMMER FIELD COURSES IN TROPICAL ECOLOGY
 
Summer A, FILLED
 
Summer B (June 15-July 10; Application Deadline, May 15, 2017)
 
CORAL REEF ECOLOGY, Alfred Beulig, Ph.D., New College of Florida,
beu...@ncf.edu. See:
http://itec-edu.org/itec-field-courses-2/coral-reef-ecology/.
 
NEOTROPICAL HERPETOLOGY, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org,  See: http://itec-edu.org/tropical-herpetology/.
 
TROPICAL RAINFOREST AND CANOPY ECOLOGY, Barry Sullender, Ph.D., ITEC and
Cuixmala School, Jalisco, Mexico, barry.w.sullen...@gmail.com, See:
http://itec-edu.org/itec-field-courses-2/tropical-rainforest-and-canopy-ecol
ogy/. 
 
CANOPY ACCESS TECHNIQUES, Joe Maher, Treeclimbing U.S.A., ITEC,
jma...@treeclimbercoalition.org, See:
http://itec-edu.org/forest-canopy-access-techniques/.
Summer C (July 15-August 9; Application Deadline, June 15, 2017)
 
TROPICAL ANIMAL BEHAVIOR, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org, See: http://itec-edu.org/tropical-animal-behavior/.
 
TROPICAL FIELD PHOTOGRAPHY, Joe Maher, Treeclimbing U.S.A., ITEC,
jma...@treeclimbercoalition.org, See:
http://itec-edu.org/tropical-field-photography/.
 
TROPICAL AVIAN ECOLOGY, Scott T. Walter, Ph.D., Tulane Univ.
scott.t.wal...@gmail.com, See : http://itec-edu.org/tropical-avian-ecology/.
 
PRIMATE ECOLOGY, James Askew, Ph.D. Candidate, Univ. of So. Calif.
james...@usc.edu  , See :
http://itec-edu.org/itec-field-courses-2/1536-2/.
 
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama. The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/.  for details.
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
from these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing.  At mid-course the entire field station community will embark on a
three-day field trip to the Boquete highlands where students will have the
opportunity to experience high elevation montane (cloud) forest and low
elevation seasonal (dry) forest on the same day.  This trip also provides a
cultural experience as we travel widely across western Panama, stopping at
various locations in route.  On return to the field station students will
have five to seven days to carry out their independent research project.
Towards the end of the course students will analyze their data, write a
technical report and present their findings during a station-wide symposium.
Please contact the instructor or ITEC for detailed information.
TUITION: $2250 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the three-day cloud forest field trip on the mainland.
REGISTRATION DEADLINE: Summer B Deadline, May 15, 2017),  Summer C Deadline,
June 15, 2017).
 
ITEC courses are limited to 10 students and applications will be evaluated
as they arrive.  Applications can be found at
http://www.itec-edu.org/application/  If you believe that your application
may arrive late, notify ITEC.
 
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged through the student’s
institution.  Contact ITEC for details.
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, phone: 352-367-9128, email: i...@itec-edu.org, web:
http://www.itec-edu.org.  ITEC is a non-profit 

[ECOLOG-L] Neotropical Herpetology Class in Panama

[Peter Lahanas]

2017 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN NEOTROPICAL HERPETOLOGY (NEH B-17)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
 
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie in front
of the station and lowland tropical rain forests surround us. This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Dr. Peter N. Lahanas, Institute for Tropical Ecology and
Conservation (ITEC),  tel: 352-367-9128, email: laha...@itec-edu.org, web:
http://itec-edu.org/tropical-herpetology/,  Specialty: Neotropical
herpetology, forest ecology, animal behavior, biogeography, molecular
genetics of sea turtles.
 
COURSE DESCRIPTION: This course will emphasize the ecology, behavior,
biogeography and systematics of the amazingly diverse Neotropical
herpetofauna. The material covered is equivalent to a university upper-level
course in herpetology.  The course is divided into three parts.  During the
first few days students will become familiar with the many ecosystems found
in our area and with the trail systems during "orientation" walks.  The bulk
of the first 10 days will be spent learning field techniques, working with
collections and carrying out various group projects or exercises (see
below).  Midway through the course the entire station community will take a
field trip to the cloud forests of Boquete (see details below).  On
returning to the field station, students work on their individual research
projects and continue to receive lectures or other activities in the
evening.
 
Formal lectures:  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
oHistory of Neotropical herpetology
oEvolution of amphibians and reptiles
oOverview and classification of amphibians
oOverview and classification of reptiles
oHistorical biogeographic relationships
oReproduction strategies and mating systems
oEcology, reproduction and genetics in marine turtles
oLife history strategies
oEvolution of polymorphism in poison dart frogs
oHerp-human interactions
oConservation issues
 
Informal Lectures:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
READINGS:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.
 
REQUIRED TEXTS:
Vitt, Laurie J. and Janalee P. Caldwell. 2014.  Herpetology.  4rd ed.
Elsevier and
Academic Press.
Köhler, Gunther. 2008. Reptiles of Central America, 2nd edition. Herpeton,
verlag
Elke Köhler.
Köhler, Gunther. 2011. Amphibians of Central America, 2nd edition. Herpeton,
verlag Elke Köhler.
 
NOTE: These books are expensive but will enhance your herping experience
during the course.  Copies are maintained in the field station library.
 
FIELD BOOK:  A water-proof field notebook will be required in the course.
The field book will contain all data related to group projects and
independent research project.  The field book should also contain all other
incidental observations such as species lists, behavioral notes, etc., and
contain detailed location information.
 
GROUP FIELD PROJECTS:  These projects, exercises, demonstrations and
excursions are designed by the faculty and worked on in groups of four or
six students.  The purpose of these projects is to familiarize students with
an array of field sampling techniques and equipment commonly used in field
studies.  With help from a faculty member, students set up projects, collect
data, and generally (depends on the project), analyze data, present the
results to the class, and write a report.
 
GROUP PROJECT TOPICS:
oForest night hikes
oPopulation biology in poison-dart frogs
oTail flicking behavior in geckos
oComparative leaf litter herpetofuana
oSoropta Beach, nesting leatherbacks
oCanopy herpetofauna (canopy access techniques)
oCave ecology, bats, rats & snakes
oSoropta canal, iguanas, caimans and crocodiles
oHerpetofuanal biodiversity analysis
oMainland herp excursion
oResource partitioning in frog breeding colonies
 
Individual Research Projects:  Working closely with faculty, students will
be responsible for designing and completing an original herpetological
research project of their choosing.  These projects will be carried out
during 

[ECOLOG-L] Coral Reef Ecology Class in Panama

[Peter Lahanas]

2017 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN CORAL REEF ECOLOGY (CRE B-17)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, sea grass and mangrove ecosystems lie
out in front of the station and lowland tropical rain forests lie directly
behind.  This juxtaposition of the two most biologically diverse ecosystems
provides tremendous opportunities for education and research.  See:
http://www.itec-edu.org/  for details.
 
INSTRUCTOR: Dr. Alfred Beulig, Institute for Tropical Ecology and
Conservation, and New College of Florida, 5800 Bay Shore Rd., Sarasota, FL
34243, email: beu...@ncf.edu    Specialties: Behavior
of fish, reef morphology, hydrodynamics, reef symbioses, reef trophic
dynamics, behavioral ecology of reef organisms.
 
COURSE DESCRIPTION
NOTE: Diving certification is not necessary to enroll in this course, but is
recommended. For SCUBA-certified (PADI, NAUI, or SSI certified) students who
will be diving, there is a $100 Lab Fee with this course which covers dive
tank air fill costs.  Students with SCUBA certification are expected to
bring their own BC, regulators, mask/fins/snorkel and proof of
certification.
 
This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is equivalent to a
university upper level course in coral reef field ecology.
The course will begin with a global ecosystem perspective and then will
progressively narrow to assess the way in which local reefs are influenced
by both global and local phenomena. We will focus in depth on Caribbean
reefs using the reef at Bocas del Toro as an example. We will provide a
brief introduction to plate tectonics as a basis for understanding the
production of substrate for reefs and their distribution in the biosphere.
In this context we will discuss several theories of the origins of reefs and
characterize a general reef community. The major reef biota that inform the
character of reefs will be discussed in terms of their anatomy, physiology,
ecological requirements, roles on the reef and overall impact. We will
examine and discuss some controversial formulations of community structure
such as the role of competition, stochastic vs deterministic models in reef
organization, diversity/stability relationships and trophic dynamics.
Sampling methodology will be discussed with regard to the peculiar demands
of the reef setting and we will examine several experimental designs and
sampling schemes with regard to their strengths and weaknesses as well as
their theoretical bases.
 
FORMAL LECTURES:  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
permit students to develop an awareness of the objectives of research on
coral reefs as well as an appreciation of current theoretical and practical
issues in ecology.
 
FIELD WORK BRIEFINGS:  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed.
Assignments will be made to the dive teams and coordinated.
 
READINGS:  Assignments relating to lecture topics will be made from the
texts and supplementary research articles provided in the library as well as
journal articles.
 
REQUIRED TEXTS
Garrison, Tom. Oceanography Latest Ed., Wadsworth, New York.
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Fishes Identification, New World, Jacksonville, FL
(Note: Instructor will provide list of other important books on coral reef
ecology on request.)
 
GROUP EXERCISES:  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to do reconnaissance observations that may lead to hypotheses that could be
tested in individual projects.  Students will be organized into dive team
groups and will carry out field observations or data collection by which
they will gain experience in the local area to help decide upon a likely
study site. These experiences will prepare students to carry out individual
research projects. In the evenings, students will participate in "debriefing
sessions" during which they will try to identify the reef organisms they saw
during the dives of the day and record the common name and scientific name
of the species in a debriefing log.
 
INDIVIDUAL RESEARCH PROJECTS:  Each student will be expected to prepare a
grant proposal for an original project in consultation with faculty.
Projects may be suggested by observations made during group exercises or
from the research literature, and will be evaluated on the basis of
feasibility in the 

[ECOLOG-L] Neotropical Herpetology Class in Panama

[Peter Lahanas]

2017 SUMMER COURSE ANNOUNCEMENT (June 15 ­ July 10)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE B-17)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See
http://www.itec-edu.org for details.
 
INSTRUCTORS: 
Dr. Barry Sullunder, Ph.D., Institute for Tropical Ecology and Conservation
and the Cuixmala School, Jalisco, Mexico.  Phone: 713-226-5561, email:
barry.w.sullen...@gmail.com.  Specialty: Neotropical forest ecology,
plant-animal interactions, insect behavior.
 
Prof. Joe Maher, Director, Tree Climbing U.S.A. , 413 College Street,
Dawsonville, GA, phone: 229-732-5973, email: jma...@treeclimbercoalition.org
 , Specialty:  Tree canopy access,
photography.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a field trip to the cloud forests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures may
take place both during the day and evening.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Dispersal ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John (2011).  Tropical Ecology. Princeton University
Press, Princeton, New Jersey.  ISBN 978-0-691-11513-9.
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students.
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  A few
days before the end of the course students will analyze their data, 

[ECOLOG-L] Tropical Rainforest Ecology Class in Panama

[Peter Lahanas]

2017 SUMMER COURSE ANNOUNCEMENT (June 15 – July 10)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE B-17)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See
http://www.itec-edu.org for details.
 
INSTRUCTORS: 
Dr. Barry Sullunder, Ph.D., Institute for Tropical Ecology and Conservation
and the Cuixmala School, Jalisco, Mexico.  Phone: 713-226-5561, email:
barry.w.sullen...@gmail.com.  Specialty: Neotropical forest ecology,
plant-animal interactions, insect behavior.
 
Prof. Joe Maher, Director, Tree Climbing U.S.A. , 413 College Street,
Dawsonville, GA, phone: 229-732-5973, email: jma...@treeclimbercoalition.org
 , Specialty:  Tree canopy access,
photography.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
“orientation” walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a field trip to the cloud forests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures may
take place both during the day and evening.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Dispersal ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John (2011).  Tropical Ecology. Princeton University
Press, Princeton, New Jersey.  ISBN 978-0-691-11513-9.
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students.
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  A few
days before the end of the course students will analyze their data, 

[ECOLOG-L] Winter Field Classes in Tropical Studies

[Peter Lahanas]

WINTER FIELD COURSES IN TROPICAL ECOLOGY
 
COURSES OFFERED OVER WINTER BREAK (December 20, 2016-January 9, 2017)
 
 
CORAL REEF ECOLOGY, Lonnie Kaczmarsky, Ph.D., St. Johns State College,
longinkaczmar...@sjrstate.edu
 
PRIMATE ECOLOGY AND BEHAVIOR, Alain Houle, Ph.D., Harvard University,
alain.ho...@gmail.com 
 
TROPICAL RAINFOREST AND CANOPY ECOLOGY, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org
 
CANOPY ACCESS TECHNIQUES FOR RESEARCH, Joe Maher, Treeclimbing U.S.A.,
jma...@treeclimbercoalition.org
 
TROPICAL AVIAN ECOLOGY, Scott Walter, Ph.D., Tulane University,
scott.t.wal...@gmail.com. 
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org for details.
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
with these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing.  At mid-course the entire field station community will embark on a
three-day field trip to the Boquete highlands where students will have the
opportunity to experience high elevation montane (cloud) forest and low
elevation seasonal (dry) forest on the same day.  This trip also provides a
cultural experience as we travel widely across western Panama, stopping at
various locations in route.  On return to the field station students will
have five to seven days to carry out their independent research project.
Towards the end of the course students will analyze their data, write a
technical report and present their findings during a station-wide
symposium.  Please contact the instructor or ITEC for detailed information.
BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft. Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco National Park. 
Several stops will be made in route.
COURSE LENGTH: ITEC Winter field courses are about three weeks in length. 
The Courses will run from December 20, 2016 through January 9, 2017.
TUITION: $2,050 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro. (There is a $100 lab fee for Coral Reef
Ecology.) The tuition also covers transportation and lodging during the
3-day cloud forest field trip on the mainland.
 
REGISTRATION DEADLINE: November 20, 2016.  The course is limited to 10
students and applications will be evaluated as they arrive.  Applications
can be found at http://itec-edu.org/education-programs/application/.   If
you believe that your application may arrive late, notify ITEC.
 
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged through the student¹s
institution.  Contact ITEC for details. 
 
CONTACT:  Institute for Tropical Ecology and Conservation,  2911 NW 40th PL,
Gainesville, FL 32605, phone: 352-367-9128, email: i...@itec-edu.org, web:
http://www.itec-edu.org.  ITEC is a non-profit 501(c)(3) organization
founded in 1996.
 
 

[ECOLOG-L] Field Class in Canopy Access Techniques for Research

[Peter Lahanas]

2016 WINTER COURSE ANNOUNCEMENT (Dec. 20, 2016 ­ Jan. 10, 2017)
 
TROPICAL RAINFOREST CANOPY ACCESS TECHNIQUES (CAT W-16),
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Joe Maher, Tree Climber Coalition, PMB 43, 6625 Highway 53 East,
Suite 410, Dawsonville, GA 30534. Telephone (Home) 706-216-2402, (Cell)
706-531-4516, email: jma...@treeclimbercoalition.org, Specialty: Tropical
canopy access for research.
 
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the length of the session. Certification confirming
participation in the course will be awarded to those completing the course
satisfactorily.  For more information, contact Joe Maher or go to:
http://www.itec-edu.org/forest-canopy-access-techniques/.
 
Individual Research Projects.  Working closely with faculty and students in
other courses, climbers will be responsible for designing and completing an
original in-canopy research project of their choosing.  These projects will
be carried out during the second half of the course (after Boquete) and
students will have about 10 days for data collection.  A few days before the
end of the course students will analyze their data, write a technical
report, prepare a presentation of their work and orally present their
findings at a station-wide symposium on the last day of the course. 
 
BOQUETE CLOUD FOREST FIELD TRIP:  This three-day field trip will take place
midway through the course and will allow students the opportunity to
experience tropical cloud and seasonal forests.  We travel in ITEC boats to
the mainland and then by private bus to the town of Boquete which lies at
the base of 11,000 ft Volcan Baru.  The bus trip will take us up and over
the central mountain range and through remote Palo Seco National Park.
Several stops will be made in route.
 
COURSE LENGTH: ITEC Winter field courses are about three weeks in length.
The CAT W-16 will run from Dec. 20, 2016 through Jan. 10, 2017.
 
TUITION: $2050 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip to Boquete.
 
REGISTRATION DEADLINE: Nov. 20, 2016.  The course is limited to 10 students
and applications will be evaluated as they arrive.  If you believe that your
application may arrive late, notify ITEC.
 
APPLICATIONS can be found at:
http://itec-edu.org/education-programs/application/.
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, tel:352-367-9128, email:i...@itec-edu.org, web:
http://www.itec-edu.org/  ITEC is a 501(c)(3) non-profit organization
founded in 1996.
 
 

[ECOLOG-L] Coral Reef Ecology Field Course in Panama

[Peter Lahanas]

2016 WINTER COURSE ANNOUNCEMENT (Dec. 20-Jan. 9)
 
FIELD COURSE IN CORAL REEF ECOLOGY (CRE W-16)

COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, seagrass and mangrove ecosystems are
in front of the station and lowland tropical forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/  for details.

INSTRUCTOR:  Dr. Lonnie Kaczmarsky, St. Johns River State College, email:
longinkaczmar...@sjrstate.edu  .
  Specialty: coral reef ecology, coral diseases and anthropogenic impacts on
coral reefs, sea grass beds, mangroves and fish populations.

COURSE DESCRIPTION:  NOTE: Diving certification is not necessary to enroll
in this course, but is recommended. For SCUBA-certified (PADI, NAUI, or SSI
certified) students who will be diving, there is a $100 Lab Fee with this
course which covers tank-recharging fees.  Students with SCUBA certification
are expected to bring their own BC, regulators, mask/fin/snorkel and proof
of certification.  For those not diving certified, students are expected to
bring mask/fin/snorkel.  Students using only mask and snorkel are exempt
from the lab fee.

This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is equivalent to a
university upper level course in coral reef field ecology. The course will
begin with a global ecosystem perspective and then will progressively narrow
to assess the way in which local reefs are influenced by both global and
local phenomena. We will briefly survey reef systems in various parts of the
world and focus in depth on Caribbean reefs. Using the reef at Bocas del
Toro as an example, we will carry on an inventory of representative reef
biota to characterize a general reef community. We will examine several
theories of the origins of reefs and discuss some controversial arguments on
the ecological processes ruling the dominant state and health of coral
reefs.  Students will learn to characterize a general reef community and its
place among surrounding marine habitats.  The major reef biota will be
discussed in terms of their phylogeny, biology, physiology, ecological
requirements and roles in species interactions on reefs.  We will discuss
the impacts of anthropogenic stressors to coral reefs and the role of marine
reserves in reef restoration and conservation.  In the inventory we will
examine several experimental designs and sampling schemes with regard to
their usefulness in a reef setting.
Formal Lectures.  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
teach students about the biology and ecology of the reef organisms they will
encounter and permit students to develop an awareness of the objectives of
research on coral reefs as well as an appreciation of current theoretical
and practical issues in ecology.

Lecture Topics 
* Fundamentals of oceanography, global ecology
* Plate tectonics, formation of ocean basins, continents and ocean currents
* Reef morphology, distribution of reef systems
* Seagrasses and mangroves: interactions with reef systems
* Coral reef community study - sampling methods for distribution and
abundance of organisms
* Coral reef community study - components and interactions, trophic dynamics
* Biology of coral reef organisms: Cnidarians
* Biology of coral reef organisms: Poriferans
* Biology of coral reef organisms: Echinoderms, Arthropods and Annelids
* Biology of coral reef organisms: Fishes
* Biology of coral reef organisms: Macroalgae
* Ecosystem stability, resilience and fragility
* Anthropogenic effects on reefs: climate change, over-fishing, diseases
* Marine protected areas and reserves
* 
Readings.  Assignments relating to lecture topics will be made from the
texts and supplementary research articles provided in the library.

Required Texts 
Sheppard, CRC, Davy, S.K. and G.M. Pilling The Biology of Coral Reefs,
Oxford Press, USA. 
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.

Field Work Briefings.  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed. 
Assignments will be made to the dive teams and coordinated.

Group Exercises.  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to make observations that may lead to hypotheses that could be tested in
individual projects.  Students will be organized into dive 

[ECOLOG-L] Ethnobotany field course instructor needed

[Peter Lahanas]

 
Ethnobotany/Ethnobiology Instructor Needed

Institute for Tropical Ecology and Conservation (ITEC)

Employment Type: Short term, full-time contract.

Job Description: An instructor is needed to teach a four-week Summer Session
field course in ethnobotany or ethnobiology.  The instructor will be
responsible for designing and executing a college-level field course that
emphasizes field research techniques as applied to a various ethnicities
living in lowland tropical forest environments.  The course will take place
at the Bocas del Toro Biological Station, Boca del Drago, Bocas del Toro,
Republic of Panama, during Session C, 15 July-9 Aug., 2017.  The course is
limited to 10 students and a teaching assistant will be provided with
sufficient enrollment.  The instructor will be responsible for developing a
syllabus and executing their field course within ITEC¹s general framework of
lectures, group projects and student independent research.  The course
should include but is not limited to formal lectures, group projects or
exercises, exams, student independent research projects, reports and oral
presentations at the end of the session.  
 
Field Site Description:  The Bocas del Toro Biological Station on Isla Colon
represents an ideal site for ethnographic study and education.  The field
station is located on a hill overlooking Almirante Bay and surrounded by
tropical lowland wet forest.  There are four distinct cultures residing in
the Bocas del Toro Archipelago, including non-indigenous (AfroAntillean,
Mestizo) and indigenous (Ngöbe, Guna).  The Ngöbe are most abundant locally
and are eager to share information.  Field trips and other travel related to
the execution of the course will be supported.

Remunerations:  ITEC will cover all travel, meals and lodging related to
travel to and from the field station, meals and lodging while at the field
station, and travel and lodging during the three-day cloud forest
fieldtrip.  Instructors receive a stipend and accrue additional wages
determined by level of enrollment.  Contact ITEC for details.

Requirements:  Applicants for this position should have the Ph.D. in hand
(or are doctoral candidates) and have a background in ethnobotany,
ethnobiology, ethnography, ethnomedicine or related field.  Candidates with
previous experience teaching field courses will be most competitive,
particularly those who have completed field work in the Neotropics.  Spanish
speakers are preferred but interpreters can be provided.
 
To apply for this position, please submit the following:
 
1. Letter of Intent describing your interest in applying for the position.
2. Curriculum Vitae
3. Two academic or employment-related references including names, addresses,
phone numbers and email addresses.
 
Send application to: Dr. Peter N. Lahanas, Executive Director, Institute for
Tropical Ecology and Conservation, 2911 NW 40th Place Gainesville, Florida,
32605, USA Ph: 352-367-9128, E-mail: laha...@itec-edu.org
 .  Applications may be submitted
electronically.
The Institute for Tropical Ecology and Conservation, Inc., (ITEC) is a
non-profit (501c3), education, research and conservation organization
founded in 1996. ITEC owns and operates the Bocas del Toro Biological
Station on Isla Colon, Bocas del Toro, Panama.  Visit us at:
http://www.itec-edu.org/.
 
 ITEC does not discriminate on the basis of race, sex or religion with
regard to staff employment, acceptance of students, research assistants or
volunteers, or in any aspect of its operation.
 
 


*
Peter N. Lahanas, Ph.D.
Executive Director

Institute for Tropical Ecology
and Conservation (ITEC)
2911 NW 40th Place
Gainesville, FL 32605, USA

phn: 352-367-9128
web: http://www.itec-edu.org

In Panama: 011-507-6853-2134
peterlaha...@gmail.com

Bocas del Toro Biological Station
Boca del Drago, Isla Colon, Panama
Field Station Manager, Enrique Dixon
011-507-6624-9246

[ECOLOG-L] Primate Ecology Field Course in Panama - Date corrections

[Peter Lahanas]

2016 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN PRIMATE ECOLOGY AND BEHAVIOR (PRE C-16)
 
COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/   for details.  There are
three species of non-human primates available for study on Isla Colon.
 
INSTRUCTOR: Sharon Kessler, Ph.D., Department of Anthropology, McGill
University, email: sharon.kess...@gmail.mcgill.ca  Specialty: Primate
sociality, communication, ecology, evolutionary biology, behavior, and how
disease affects these components.
 
COURSE DESCRIPTION: The purpose of this course is to give the student a
foundation in primate ecology, primate behavior, field techniques and
analytical tools in a tropical setting. Students will live alongside wild
primates, will learn ecological and behavioral data collection techniques,
and will complete an independent study on one of three primate species
native to the area (howler monkeys, white-faced capuchins and owl monkeys).
The ultimate goal is for students to develop an integrated and comprehensive
perspective on primate behavior, research, and conservation in a tropical
setting.
 
The material covered is equivalent to a university upper level field course
in primate ecology. The first 10 days of the course will be spent learning
field techniques and carrying out various group projects or exercises. 
Midway through the course the entire station community will take a three-day
field trip to cloudforests of Boquete (see details below).  Upon returning
to the field station, students will work on their individual research
projects.  Towards the end of the course students will analyze their data,
write a technical report and present their findings orally during a
station-wide symposium.
 
LECTURES:  There will be lectures on ecological concepts, primate ecology,
primate behavior, field techniques, behavioral sampling techniques, and
analytical tools.  
 
The following topics will be covered and discussed as a part of this course
in combination with in-class and field activities:
 
€Who are the Primates?
Primate evolution, taxonomy, and morphology
€How do you study primates?
Research design: Methodology and data collection techniques
€How do primates interact with each other?
Primate communication, social organization, and behavior
€Why are primates endangered?
Conservation and distribution
€How do primates cope with disease?
Disease ecology: Human and wildlife health implications
€What do primates have to cope with in their environments?
Predators, seasonality, habitat destruction
€What do primates eat?
Feeding ecology dietary adaptations
€What are the ethics of primate research?
Ethical considerations in primatology
 
Readings corresponding to lecture topics will be assigned from the required
texts and research articles.
 
REQUIRED TEXTBOOKS:
Joanna M. Setchell and Deborah J. Curtis (2011). Field and Laboratory
Methods in Primatology: A Practical Guide, 2nd edition. Cambridge University
Press
 
Karen B. Strier (2010). Primate Behavioral Ecology, 4th edition.  Prentice
Hall.  A set of papers derived from articles or book chapters will also be
provided during the course.
 
FIELD EXERCISES: Students will learn the following field techniques, which
will assist them in establishing their independent field projects:
 
* Behavioral observations (ethogram composition and sampling techniques)
* Primate censusing techniques (nocturnal and diurnal)
* Habitat profiling (describing different habitats)
* Botanical sampling (collecting, and identifying plant samples)
* GPS techniques 
* Primate feeding ecology (measuring and monitoring plant food abundance)
* Statistics (SPSS)
 
INDIVIDUAL RESEARCH PROJECTS:  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in primate ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  During
this 10 day period, students will have the opportunity to provide feedback
to one another about research questions and data collection techniques. A
few days before the end of the course students will analyze their data,
write a technical report, prepare a PowerPoint presentation of their work
and orally present their findings at a station-wide symposium on the last
day of the course.
 
GRADING: Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field portion. A letter grade will be 

[ECOLOG-L] Primate Ecology Field course in Panama - spaces available

[Peter Lahanas]

2016 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN PRIMATE ECOLOGY AND BEHAVIOR (PRE C-16)
 
COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/   for details.  There are
three species of non-human primates available for study on Isla Colon.
 
INSTRUCTOR: Sharon Kessler, Ph.D., Department of Anthropology, McGill
University, email: sharon.kess...@mail.mcgill.ca
 .  Specialty: Primate sociality,
communication, ecology, evolutionary biology, behavior, and how disease
affects these components.
 
COURSE DESCRIPTION: The purpose of this course is to give the student a
foundation in primate ecology, primate behavior, field techniques and
analytical tools in a tropical setting. Students will live alongside wild
primates, will learn ecological and behavioral data collection techniques,
and will complete an independent study on one of three primate species
native to the area (howler monkeys, white-faced capuchins and owl monkeys).
The ultimate goal is for students to develop an integrated and comprehensive
perspective on primate behavior, research, and conservation in a tropical
setting.
 
The material covered is equivalent to a university upper level field course
in primate ecology. The first 10 days of the course will be spent learning
field techniques and carrying out various group projects or exercises. 
Midway through the course the entire station community will take a three-day
field trip to cloudforests of Boquete (see details below).  Upon returning
to the field station, students will work on their individual research
projects.  Towards the end of the course students will analyze their data,
write a technical report and present their findings orally during a
station-wide symposium.
 
LECTURES:  There will be lectures on ecological concepts, primate ecology,
primate behavior, field techniques, behavioral sampling techniques, and
analytical tools.  
 
The following topics will be covered and discussed as a part of this course
in combination with in-class and field activities:
 
€Who are the Primates?
Primate evolution, taxonomy, and morphology
€How do you study primates?
Research design: Methodology and data collection techniques
€How do primates interact with each other?
Primate communication, social organization, and behavior
€Why are primates endangered?
Conservation and distribution
€How do primates cope with disease?
Disease ecology: Human and wildlife health implications
€What do primates have to cope with in their environments?
Predators, seasonality, habitat destruction
€What do primates eat?
Feeding ecology dietary adaptations
€What are the ethics of primate research?
Ethical considerations in primatology
 
Readings corresponding to lecture topics will be assigned from the required
texts and research articles.
 
REQUIRED TEXTBOOKS:
Joanna M. Setchell and Deborah J. Curtis (2011). Field and Laboratory
Methods in Primatology: A Practical Guide, 2nd edition. Cambridge University
Press
 
Karen B. Strier (2010). Primate Behavioral Ecology, 4th edition.  Prentice
Hall.  A set of papers derived from articles or book chapters will also be
provided during the course.
 
FIELD EXERCISES: Students will learn the following field techniques, which
will assist them in establishing their independent field projects:
 
* Behavioral observations (ethogram composition and sampling techniques)
* Primate censusing techniques (nocturnal and diurnal)
* Habitat profiling (describing different habitats)
* Botanical sampling (collecting, and identifying plant samples)
* GPS techniques 
* Primate feeding ecology (measuring and monitoring plant food abundance)
* Statistics (SPSS)
 
INDIVIDUAL RESEARCH PROJECTS:  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in primate ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  During
this 10 day period, students will have the opportunity to provide feedback
to one another about research questions and data collection techniques. A
few days before the end of the course students will analyze their data,
write a technical report, prepare a PowerPoint presentation of their work
and orally present their findings at a station-wide symposium on the last
day of the course.
 
GRADING: Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field 

[ECOLOG-L] Tropical Ecology Summer Field Courses

[Peter Lahanas]

2016 SUMMER FIELD COURSES IN TROPICAL ECOLOGY
 
Summer A, FILLED
 
Summer B (June 15-July 10; Application Deadline, May 15, 2016)
 
CORAL REEF ECOLOGY, Alfred Beulig, Ph.D., New College of Florida,
beu...@ncf.edu. See:
http://itec-edu.org/itec-field-courses-2/coral-reef-ecology/.
 
NEOTROPICAL HERPETOLOGY, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org,  See: http://itec-edu.org/tropical-herpetology/.
 
TROPICAL RAINFOREST AND CANOPY ECOLOGY, Barry Sullender, Ph.D., ITEC and
Cuixmala School, Jalisco, Mexico, barry.w.sullen...@gmail.com, See:
http://itec-edu.org/itec-field-courses-2/tropical-rainforest-and-canopy-ecol
ogy/. 
 
CANOPY ACCESS TECHNIQUES, Joe Maher, Treeclimbing U.S.A., ITEC,
jma...@treeclimbercoalition.org, See:
http://itec-edu.org/forest-canopy-access-techniques/.
 
Summer C (July 15-August 9; Application Deadline, June 15, 2016)
 
PRIMATE ECOLOGY AND BEHAVIOR, Sharon Kessler, Ph.D., McGill University,
sharon.kess...@mail.mcgill.ca.   See: http://itec-edu.org/1536-2/.
 
TROPICAL ANIMAL BEHAVIOR, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org, See: http://itec-edu.org/tropical-animal-behavior/.
 
TROPICAL FIELD PHOTOGRAPHY, Joe Maher, Treeclimbing U.S.A., ITEC,
jma...@treeclimbercoalition.org, See:
http://itec-edu.org/tropical-field-photography/.
 
TROPICAL AVIAN ECOLOGY, Scott T. Walter, Ph.D., Tulane University. 
scott.t.wal...@gmail.com, See : http://itec-edu.org/tropical-avian-ecology/.
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/.  for details.
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
from these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing.  At mid-course the entire field station community will embark on a
three-day field trip to the Boquete highlands where students will have the
opportunity to experience high elevation montane (cloud) forest and low
elevation seasonal (dry) forest on the same day.  This trip also provides a
cultural experience as we travel widely across western Panama, stopping at
various locations in route.  On return to the field station students will
have five to seven days to carry out their independent research project.
Towards the end of the course students will analyze their data, write a
technical report and present their findings during a station-wide
symposium.  Please contact the instructor or ITEC for detailed information.
TUITION: $2250 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the three-day cloud forest field trip on the mainland.
REGISTRATION DEADLINE: Summer B Deadline, May 15, 2016),  Summer C Deadline,
June 15, 2016).
 
ITEC courses are limited to 10 students and applications will be evaluated
as they arrive.  Applications can be found at
http://www.itec-edu.org/application/  If you believe that your application
may arrive late, notify ITEC.
 
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged through the student¹s
institution.  Contact ITEC for details. 
 
CONTACT:  Institute for Tropical Ecology and Conservation,  2911 NW 40th PL,
Gainesville, FL 32605, phone: 352-367-9128, email: i...@itec-edu.org, web:
http://www.itec-edu.org.  ITEC is a non-profit 501(c)(3) organization
founded 

[ECOLOG-L] Primate Ecology Field Course in Panama

[Peter Lahanas]

2016 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN PRIMATE ECOLOGY AND BEHAVIOR (PRE C-16)
 
COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/  for details.  There are three species of non-human
primates available for study on Isla Colon.
 
INSTRUCTOR: Sharon Kessler, Ph.D., Department of Anthropology, McGill
University, email: sharon.kess...@mail.mcgill.ca.  Specialty: Primate
sociality, communication, ecology, evolutionary biology, behavior, and how
disease affects these components.
 
COURSE DESCRIPTION: The purpose of this course is to give the student a
foundation in primate ecology, primate behavior, field techniques and
analytical tools in a tropical setting. Students will live alongside wild
primates, will learn ecological and behavioral data collection techniques,
and will complete an independent study on one of three primate species
native to the area (howler monkeys, white-faced capuchins and owl monkeys).
The ultimate goal is for students to develop an integrated and comprehensive
perspective on primate behavior, research, and conservation in a tropical
setting.
 
The material covered is equivalent to a university upper level field course
in primate ecology. The first 10 days of the course will be spent learning
field techniques and carrying out various group projects or exercises. 
Midway through the course the entire station community will take a three-day
field trip to cloudforests of Boquete (see details below).  Upon returning
to the field station, students will work on their individual research
projects.  Towards the end of the course students will analyze their data,
write a technical report and present their findings orally during a
station-wide symposium.
 
LECTURES:  There will be lectures on ecological concepts, primate ecology,
primate behavior, field techniques, behavioral sampling techniques, and
analytical tools.  
 
The following topics will be covered and discussed as a part of this course
in combination with in-class and field activities:
 
€Who are the Primates?
Primate evolution, taxonomy, and morphology
€How do you study primates?
Research design: Methodology and data collection techniques
€How do primates interact with each other?
Primate communication, social organization, and behavior
€Why are primates endangered?
Conservation and distribution
€How do primates cope with disease?
Disease ecology: Human and wildlife health implications
€What do primates have to cope with in their environments?
Predators, seasonality, habitat destruction
€What do primates eat?
Feeding ecology dietary adaptations
€What are the ethics of primate research?
Ethical considerations in primatology
 
Readings corresponding to lecture topics will be assigned from the required
texts and research articles.
 
REQUIRED TEXTBOOKS:
Joanna M. Setchell and Deborah J. Curtis (2011). Field and Laboratory
Methods in Primatology: A Practical Guide, 2nd edition. Cambridge University
Press
 
Karen B. Strier (2010). Primate Behavioral Ecology, 4th edition.  Prentice
Hall.  A set of papers derived from articles or book chapters will also be
provided during the course.
 
FIELD EXERCISES: Students will learn the following field techniques, which
will assist them in establishing their independent field projects:
 
* Behavioral observations (ethogram composition and sampling techniques)
* Primate censusing techniques (nocturnal and diurnal)
* Habitat profiling (describing different habitats)
* Botanical sampling (collecting, and identifying plant samples)
* GPS techniques 
* Primate feeding ecology (measuring and monitoring plant food abundance)
* Statistics (SPSS)
 
INDIVIDUAL RESEARCH PROJECTS:  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in primate ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  During
this 10 day period, students will have the opportunity to provide feedback
to one another about research questions and data collection techniques. A
few days before the end of the course students will analyze their data,
write a technical report, prepare a PowerPoint presentation of their work
and orally present their findings at a station-wide symposium on the last
day of the course.
 
GRADING: Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field portion. A letter grade will be assigned based on
student 

[ECOLOG-L] Tropical Animal Behavior Summer Field Course

[Peter Lahanas]

2016 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN TROPICAL ANIMAL BEHAVIOR (TAB C-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea and surrounded by lowland tropical wet forests. 
Coral reef, sea grass and mangrove ecosystems lie adjacent to the station
and limestone caves, rocky intertidal shores and beaches are accessible from
the station.  The juxtaposition of the two most biologically diverse
ecosystems provides tremendous opportunities for education and research in
animal behavior.  See: http://itec-edu.org/tropical-animal-behavior/, for
details. 
 
INSTRUCTOR: Dr. Peter N. Lahanas, Institute for Tropical Ecology and
Conservation, 2911 NW 40th PL, Gainesville, FL 32605, 352-367-9128
 , laha...@itec-edu.org
   Specialty: Neotropical herpetology, forest
ecology, animal behavior, biogeography, molecular genetics of sea turtles.
 
COURSE DESCRIPTION: This course will emphasize animal behavior in the
context of tropical rain forest and marine ecosystems.  The material covered
is equivalent to a university upper level course in animal behavior.  The
course is divided into three parts.  During the first few days students will
become familiar with the many ecosystems found in our area and with the
trail systems during ³orientation².  The bulk of the first 10 days will be
spent learning field techniques in animal behavior and carrying out various
group projects or exercises (see below).  Midway through the course the
entire station community embarks on a three-day field trip to the cloud
forests of Boquete (see details below).  On returning to the field station,
students work on their individual research projects and continue to receive
lectures or other activities in the evening.  Students are encouraged to
work with either terrestrial or marine organisms.
 
FORMAL LECTURES:  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
oStation policies, forest etiquette
oAnimal behavior, an overview
oBehavioral research design
oNeotropical ecosystems and structure
oBehavioral sampling methods
oNeotropical amphibians and reptiles
oNeotropical birds
oNeotropical mammals
oMating systems
oPlant-animal interactions, symbioses
oEvolution of polymorphism in poison dart frogs
oConservation issues
 
INFORMAL LECTURES:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
READINGS:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT BOOKS:
Martin, P. & P. Bateson (1993). Measuring Behaviour, Cambridge
University Press, 222, pg, ISBN: 0 521 44615 7.
OR
Lehner, Philip N. (1998). Handbook of Ethological Methods, 2nd ed.,
Cambridge University Press, 672 pp, ISBN: 0 521 63750 3.
AND
Kricher, J.C. (1999).  A Neotropical Companion.  2nd. ed., Princeton
University Press, Princeton., ISBN: 0 691 00974 0.
 
FIELD BOOK:  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or waterproof ink used to record data.
 
GROUP FIELD PROJECTS:  Group projects, exercises, demonstrations and
excursions designed by the faculty and worked on in groups of four or six
students.  The purpose of these projects is to familiarize students with an
array of field sampling techniques and equipment commonly used in field
studies.  With help from a faculty member, students set up projects, collect
data, and generally (depends on the project), analyze data, present the
results to the class, and write a report.
 
Group Project, Demonstration and Excursion Topics
oBehavioral sampling methods
oEthogram exercise
oEcological sampling methods
oForest night hikes
oHoming behavior in poison-dart frog
oTail flicking behavior in geckos
oSoropta Beach, nesting leatherback sea turtles
oLekking in golden-collared manakins
oCave ecology, bats behavior
oSoropta canal, iguanas, caimans and crocodiles
oResource 

[ECOLOG-L] Summer Rainforest Ecology Field Course

[Peter Lahanas]

2016 SUMMER COURSE ANNOUNCEMENT (June 15 ­ July 10)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE B-16)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See
http://www.itec-edu.org for details.
 
INSTRUCTORS: 
Dr. Barry Sullunder, Ph.D., Institute for Tropical Ecology and Conservation
and the Cuixmala School, Jalisco, Mexico.  Phone: 713-226-5561, email:
barry.w.sullen...@gmail.com.  Specialty: Neotropical forest ecology,
plant-animal interactions, insect behavior.
 
Prof. Joe Maher, Director, Tree Climbing U.S.A. , 413 College Street,
Dawsonville, GA, phone: 229-732-5973, email: jma...@treeclimbercoalition.org
 , Specialty:  Tree canopy access,
photography.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a field trip to the cloud forests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard.  Lectures may
take place both during the day and evening.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Seed Dispersal Ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John (2011).  Tropical Ecology. Princeton University
Press, Princeton, New Jersey.  ISBN 978-0-691-11513-9.
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students.
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing. The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  A few
days before the end of the course students will analyze their 

[ECOLOG-L] Field Course in Canopy Access Techniques for Research

[Peter Lahanas]

2016 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
TROPICAL RAINFOREST CANOPY ACCESS TECHNIQUES (CAT B-16),
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Joe Maher, Tree Climber Coalition, PMB 43, 6625 Highway 53 East,
Suite 410, Dawsonville, GA 30534. Telephone (Home) 706-216-2402, (Cell)
706-531-4516, email: jma...@treeclimbercoalition.org, Specialty: Tropical
canopy access for research.
 
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the length of the session. Certification confirming
participation in the course will be awarded to those completing the course
satisfactorily.  For more information, contact Joe Maher or go to:
http://www.itec-edu.org/forest-canopy-access-techniques/.
 
Individual Research Projects.  Working closely with faculty and students in
other courses, climbers will be responsible for designing and completing an
original in-canopy research project of their choosing.  These projects will
be carried out during the second half of the course (after Boquete) and
students will have about 10 days for data collection.  A few days before the
end of the course students will analyze their data, write a technical
report, prepare a presentation of their work and orally present their
findings at a station-wide symposium on the last day of the course. 
 
BOQUETE CLOUD FOREST FIELD TRIP:  This three-day field trip will take place
midway through the course and will allow students the opportunity to
experience tropical cloud and seasonal forests.  We travel in ITEC boats to
the mainland and then by private bus to the town of Boquete which lies at
the base of 11,000 ft Volcan Baru.  The bus trip will take us up and over
the central mountain range and through remote Palo Seco National Park.
Several stops will be made in route.
 
COURSE LENGTH: ITEC Summer field courses are about four weeks in length. The
CAT B-16 will run from June 15 through July 10, 2016.
 
TUITION: $2250 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip to Boquete.
 
REGISTRATION DEADLINE: May 15, 2016.  The course is limited to 10 students
and applications will be evaluated as they arrive.  If you believe that your
application may arrive late, notify ITEC.
 
APPLICATIONS can be found at:
http://itec-edu.org/education-programs/application/.
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, tel:352-367-9128, email:i...@itec-edu.org, web:
http://www.itec-edu.org/  ITEC is a 501(c)(3) non-profit organization
founded in 1996.
 
 


*
Peter N. Lahanas, Ph.D.
Executive Director

Institute for Tropical Ecology
and Conservation (ITEC)
2911 NW 40th Place
Gainesville, FL 32605, USA

phn: 352-367-9128
web: http://www.itec-edu.org

In Panama: 011-507-6853-2134
peterlaha...@gmail.com

Bocas del Toro Biological Station
Boca del Drago, Isla Colon, Panama
Field Station Manager, Enrique Dixon
011-507-6624-9246

[ECOLOG-L] Coral Reef Ecology Field Summer Course in Panama

[Peter Lahanas]

2016 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN CORAL REEF ECOLOGY (CRE B-16)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, sea grass and mangrove ecosystems lie
out in front of the station and lowland tropical rain forests lie directly
behind.  This juxtaposition of the two most biologically diverse ecosystems
provides tremendous opportunities for education and research.  See:
http://www.itec-edu.org/  for details.
 
INSTRUCTOR: Dr. Alfred Beulig, Institute for Tropical Ecology and
Conservation, and New College of Florida, 5800 Bay Shore Rd., Sarasota, FL
34243, email: beu...@ncf.edu   Specialties: Behavior
of fish, reef morphology, hydrodynamics, reef symbioses, reef trophic
dynamics, behavioral ecology of reef organisms.
 
COURSE DESCRIPTION
NOTE: Diving certification is not necessary to enroll in this course, but is
recommended. For SCUBA-certified (PADI, NAUI, or SSI certified) students who
will be diving, there is a $100 Lab Fee with this course which covers dive
tank air fill costs.  Students with SCUBA certification are expected to
bring their own BC, regulators, mask/fins/snorkel and proof of
certification.
 
This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is equivalent to a
university upper level course in coral reef field ecology.
The course will begin with a global ecosystem perspective and then will
progressively narrow to assess the way in which local reefs are influenced
by both global and local phenomena. We will focus in depth on Caribbean
reefs using the reef at Bocas del Toro as an example. We will provide a
brief introduction to plate tectonics as a basis for understanding the
production of substrate for reefs and their distribution in the biosphere.
In this context we will discuss several theories of the origins of reefs and
characterize a general reef community. The major reef biota that inform the
character of reefs will be discussed in terms of their anatomy, physiology,
ecological requirements, roles on the reef and overall impact. We will
examine and discuss some controversial formulations of community structure
such as the role of competition, stochastic vs deterministic models in reef
organization, diversity/stability relationships and trophic dynamics.
Sampling methodology will be discussed with regard to the peculiar demands
of the reef setting and we will examine several experimental designs and
sampling schemes with regard to their strengths and weaknesses as well as
their theoretical bases.
 
FORMAL LECTURES:  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
permit students to develop an awareness of the objectives of research on
coral reefs as well as an appreciation of current theoretical and practical
issues in ecology.
 
FIELD WORK BRIEFINGS:  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed.
Assignments will be made to the dive teams and coordinated.
 
READINGS:  Assignments relating to lecture topics will be made from the
texts and supplementary research articles provided in the library as well as
journal articles.
 
REQUIRED TEXTS
Garrison, Tom. Oceanography Latest Ed., Wadsworth, New York.
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Fishes Identification, New World, Jacksonville, FL
(Note: Instructor will provide list of other important books on coral reef
ecology on request.)
 
GROUP EXERCISES:  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to do reconnaissance observations that may lead to hypotheses that could be
tested in individual projects.  Students will be organized into dive team
groups and will carry out field observations or data collection by which
they will gain experience in the local area to help decide upon a likely
study site. These experiences will prepare students to carry out individual
research projects. In the evenings, students will participate in "debriefing
sessions" during which they will try to identify the reef organisms they saw
during the dives of the day and record the common name and scientific name
of the species in a debriefing log.
 
INDIVIDUAL RESEARCH PROJECTS:  Each student will be expected to prepare a
grant proposal for an original project in consultation with faculty.
Projects may be suggested by observations made during group exercises or
from the research literature, and will be evaluated on the basis of
feasibility in the 

[ECOLOG-L] Neotropical Herpetology Field Course in Panama

[Peter Lahanas]

2016 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN NEOTROPICAL HERPETOLOGY (NEH B-16)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the 
Caribbean Sea.  Coral reef and seagrass ecosystems lie in front of the
station and 
lowland tropical rain forests surround us. This juxtaposition of the two
most 
biologically diverse ecosystems provides tremendous opportunities for
education 
and research. See: http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Dr. Peter N. Lahanas, Institute for Tropical Ecology and
Conservation (ITEC),  tel: 352-367-9128, email: laha...@itec-edu.org,
web: http://itec-edu.org/tropical-herpetology/,  Specialty: Neotropical
herpetology, 
forest ecology, animal behavior, biogeography, molecular genetics of sea
turtles.
 
COURSE DESCRIPTION: This course will emphasize the ecology, behavior,
biogeography and systematics of the amazingly diverse Neotropical
herpetofauna. The material covered is equivalent to a university upper-level
course in herpetology.  The course is divided into three parts.  During the
first few days students will become familiar with the many ecosystems found
in our area and with the trail systems during "orientation" walks.  The bulk
of the first 10 days will be spent learning field techniques, working with
collections 
and carrying out various group projects or exercises (see below).  Midway
through 
the course the entire station community will take a field trip to the cloud
forests of 
Boquete (see details below).  On returning to the field station, students
work on 
their individual research projects and continue to receive lectures or other
activities 
in the evening. 
 
Formal lectures:  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
oHistory of Neotropical herpetology
oEvolution of amphibians and reptiles
oOverview and classification of amphibians
oOverview and classification of reptiles
oHistorical biogeographic relationships
oReproduction strategies and mating systems
oEcology, reproduction and genetics in marine turtles
oLife history strategies
oEvolution of polymorphism in poison dart frogs
oHerp-human interactions
oConservation issues
 
Informal Lectures:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
READINGS:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.
 
REQUIRED TEXTS:
Vitt, Laurie J. and Janalee P. Caldwell. 2014.  Herpetology.  4rd ed.
Elsevier and
Academic Press.
Köhler, Gunther. 2008. Reptiles of Central America, 2nd edition. Herpeton,
verlag
Elke Köhler.
Köhler, Gunther. 2011. Amphibians of Central America, 2nd edition. Herpeton,
verlag Elke Köhler.
 
NOTE: These books are expensive but will enhance your herping experience
during the course.  Copies are maintained in the field station library.
 
FIELD BOOK:  A water-proof field notebook will be required in the course.
 The field book will contain all data related to group projects and
independent research project.  The field book should also contain all other
incidental observations such as species lists, behavioral notes, etc., and
contain detailed location information.
 
GROUP FIELD PROJECTS:  These projects, exercises, demonstrations and
excursions are designed by the faculty and worked on in groups of four or
six 
students.  The purpose of these projects is to familiarize students with an
array 
of field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, 
and write a report.
 
GROUP PROJECT TOPICS:
oForest night hikes
oPopulation biology in poison-dart frogs
oTail flicking behavior in geckos
oComparative leaf litter herpetofuana
oSoropta Beach, nesting leatherbacks
oCanopy herpetofauna (canopy access techniques)
oCave ecology, bats, rats & snakes
oSoropta canal, iguanas, caimans and crocodiles
oHerpetofuanal biodiversity analysis
oMainland herp excursion
oResource partitioning in frog breeding colonies
 
Individual Research Projects:  Working closely with faculty, students will
be responsible for designing and completing an original herpetological
research project of their choosing.  These projects will be carried 

[ECOLOG-L] Primate Ecology Winter Field Course in Panama

[Peter Lahanas]

2015 WINTER COURSE ANNOUNCEMENT (December 20-January 9)
 
FIELD COURSE IN PRIMATE ECOLOGY AND BEHAVIOR (PRE W-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/ for details.  There are three species of non-human
primates available for study on Isla Colon.
 
INSTRUCTOR:  Alain Houle, Ph.D., Associate Researcher, Department of Human
Evolutionary Biology, Harvard University, ho...@fas.harvard.edu, or
alain.ho...@gmail.com.   Specialty: Primate ecology and behaviour, canopy
access techniques.
 
COURSE DESCRIPTION:  The purpose of this course is to give the student a
foundation in primate ecology, primate behaviour, field techniques and
analytical tools in a tropical setting.  The material covered is equivalent
to a university upper level field course in primate ecology.  The course is
divided into five distinct components: classroom lectures, classroom
presentations by students (based on assigned readings), discussions and
exercises in the field, one written exam, and one individual project based
on data collection techniques learned in the field and in the classroom. 
During the first few days students will become familiar with the many
ecosystems found in our area and with the trail systems during ³orientation²
walks.  The bulk of the first 10 days will be spent learning field
techniques and carrying out various group projects or exercises.  Midway
through the course the entire station community will take a field trip to
the cloud forests of Boquete (see details below).  On returning to the field
station, students work on their individual research projects.  Towards the
end of the course students will analyze their data, write a technical report
and present their findings orally during a station-wide symposium.
 
Lectures/Readings.  There will be lectures on ecological concepts, primate
ecology, primate behaviour, field techniques, behavioural sampling
techniques, and analytical tools.  Readings corresponding to lecture topics
will be assigned from selected papers.
 
Required Textbooks.  Karen B. Strier (2010). Primate Behavioral Ecology, 4th
edition.  Prentice Hall.  A set of papers derived from articles or book
chapters will also be provided during the course.
 
Group Field Exercises.  Students will learn the following field techniques,
which will assist them in setting up their own independent field project:
 
-Constructing habitat profiles
-Plant phenology profiles
-GPS exercise (Garmin 12XL)
-Behavioural observations (behavioural sampling techniques)
-Statistics (SPSS)
 
INDIVIDUAL RESEARCH PROJECT:  With the assistance of the instructor, each
student will develop and carry out their own field research project on a
topic of their choice.  Each topic must be approved by the instructor prior
to beginning data collection.  Each student will be required to write a
research proposal, collect and analyze their data, write up their findings,
and present their results to the class.  A text about the art of publishing
will be provided.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft. Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco National Park.
Several stops will be made in route.
 
COURSE LENGTH: ITEC Winter field courses are about three weeks in length.
The PRE W-15 will run from December 20, 2015 through July 9, 2016.
 
TUITION: $1950 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the three-day cloud forest field trip on the mainland.
 
REGISTRATION DEADLINE: November 20, 2015.  The course is limited to 10
students and applications will be evaluated as they arrive.  If you believe
that your application may arrive late, notify ITEC.
 
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged at the student¹s institution.
Contact ITEC for details.
 
APPLICATIONS can be found at:
http://itec-edu.org/education-programs/application/.

CONTACT:  Institute for Tropical Ecology and Conservation,  2911 NW 40th 

[ECOLOG-L] Coral Reef Ecology Winter Field Course in Panama

[Peter Lahanas]

2015 WINTER COURSE ANNOUNCEMENT (Dec. 20-Jan. 9)
 
FIELD COURSE IN CORAL REEF ECOLOGY (CRE W-15)
COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, seagrass and mangrove ecosystems are
in front of the station and lowland tropical forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/  details.

INSTRUCTOR:  Dr. Elizabeth Lacey, Richard Stockton College of New Jersey,
email: elizabeth.la...@stockton.edu.  Specialty: coral reef ecology and
dynamics, community structure, symbiotic relationships.

COURSE DESCRIPTION:  NOTE: Diving certification is not necessary to enroll
in this course, but is recommended. For SCUBA-certified (PADI, NAUI, or SSI
certified) students who will be diving, there is a $100 Lab Fee with this
course which covers tank-recharging fees.  Students with SCUBA certification
are expected to bring their own BC, regulators, mask/fin/snorkel and proof
of certification.  For those not diving certified, students are expected to
bring mask/fin/snorkel.  Students using only mask and snorkel are exempt
from the lab fee.

This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is equivalent to a
university upper level course in coral reef field ecology. The course will
begin with a global ecosystem perspective and then will progressively narrow
to assess the way in which local reefs are influenced by both global and
local phenomena. We will briefly survey reef systems in various parts of the
world and focus in depth on Caribbean reefs. Using the reef at Bocas del
Toro as an example, we will carry on an inventory of representative reef
biota to characterize a general reef community. We will examine several
theories of the origins of reefs and discuss some controversial arguments on
the ecological processes ruling the dominant state and health of coral
reefs.  Students will learn to characterize a general reef community and its
place among surrounding marine habitats.  The major reef biota will be
discussed in terms of their phylogeny, biology, physiology, ecological
requirements and roles in species interactions on reefs.  We will discuss
the impacts of anthropogenic stressors to coral reefs and the role of marine
reserves in reef restoration and conservation.  In the inventory we will
examine several experimental designs and sampling schemes with regard to
their usefulness in a reef setting.

FORMAL LECTURES:  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
teach students about the biology and ecology of the reef organisms they will
encounter and permit students to develop an awareness of the objectives of
research on coral reefs as well as an appreciation of current theoretical
and practical issues in ecology.

Lecture Topics 
* Fundamentals of oceanography, global ecology
* Plate tectonics, formation of ocean basins, continents and ocean currents
* Reef morphology, distribution of reef systems
* Seagrasses and mangroves: interactions with reef systems
* Coral reef community study - sampling methods for distribution and
abundance of organisms
* Coral reef community study - components and interactions, trophic dynamics
* Biology of coral reef organisms: Cnidarians
* Biology of coral reef organisms: Poriferans
* Biology of coral reef organisms: Echinoderms, Arthropods and Annelids
* Biology of coral reef organisms: Fishes
* Biology of coral reef organisms: Macroalgae
* Ecosystem stability, resilience and fragility
* Anthropogenic effects on reefs: climate change, over-fishing, diseases
* Marine protected areas and reserves
* 
Readings.  Assignments relating to lecture topics will be made from the
texts and supplementary research articles provided in the library.

Required Texts 
Sheppard, CRC, Davy, S.K. and G.M. Pilling The Biology of Coral Reefs,
Oxford Press, USA. 
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.

FIELD WORK BRIEFINGS.  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed. 
Assignments will be made to the dive teams and coordinated.

GROUP EXERCISES.  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to make observations that may lead to hypotheses that could be tested in
individual projects.  Students will be organized into dive teams and will
carry out field exercises in which they will gain experience in the use of
sampling equipment and 

[ECOLOG-L] Winter Field Course in Rain Forest Ecology

[Peter Lahanas]

2015 WINTER COURSE ANNOUNCEMENT (Dec. 20­Jan. 9)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE W-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See
http://www.itec-edu.org/ for details.
 
INSTRUCTORS: 
Dr. Peter N. Lahanas,  Institute for Tropical Ecology and Conservation,
phone: 352-361-9128, email: laha...@itec-edu.org.   Specialty: Neotropical
forest ecology, animal behavior and herpetology.

Prof. Joe Maher, Director, Tree Climbing U.S.A. , 413 College Street,
Dawsonville, GA, phone: 229-732-5973, email:
jma...@treeclimbercoalition.org.  Specialty:  Tree canopy access,
photography.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a field trip to the cloud forests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures may
take place both during the day and evening.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Dispersal ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John (1997).  A Neotropical Companion. Princeton
University Press, Princeton, New Jersey. ISBN 0-691-04433-3.
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students.
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  A few
days before the end of the course students will analyze their data, write a
technical report, prepare a PowerPoint presentation of their work and orally
present their findings 

[ECOLOG-L] Winter Field Course in Avian Ecology

[Peter Lahanas]

2015 WINTER COURSE ANNOUNCEMENT (Dec. 20-Jan. 9)
 
FIELD COURSE IN TROPICAL AVIAN ECOLOGY (TAE W-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie in front
of the station and lowland tropical rain forests surround us. This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Scott T. Walter, Ph.D., Tulane University,  tel: 337-591-1188,
email: scott.t.wal...@gmail.com, Specialty: bird ecology, reproduction,
behavior, systematics and conservation.
 
COURSE DESCRIPTION: This course will begin with an introduction to the
ecology and conservation of tropical birds within the context of how a wide
range of species utilize and interact with diverse ecosystems. We will learn
extensive field identification techniques to facilitate identification of a
variety of bird species from families common in the U.S., as well as species
in families unique to the Neotropics. Field observations will also be used
to identify various bird guilds, and to study avian habitat use across
different landscapes around the ITEC field station. A review of avian
conservation topics will then transition the class into field research.
Following training in ecological study design, students will form small
groups to conduct research projects. We will address data management,
statistical analysis, and presentation techniques as students prepare to
orally present their research results. Finally, each student will design and
implement an independent research project that includes data analysis and
formal presentation. Lectures in research manuscript preparation will guide
students in writing short reports on group and individual research projects.
 
FORMAL LECTURES:  Throughout the course there will be classroom lectures
that provide the foundation for the avian ecology and conservation
information that we will further observe and study in the field. As
different birds are active at different times of the day and night, our
schedule will vary to accommodate the study of particular species.  The
majority of our time will be spent observing and studying birds in the
field.  Lecture topics may include:
 
Ø Tropical bird background
Ø Residents and migratory species
Ø Bird field identification
Ø Avian guilds
Ø Niche partitioning: habitat use vs. availability
Ø Bird conservation topics
Ø Bird research in the tropics
Ø Importance of seed dispersal by birds
Ø Bird demographic measures
Ø Research paper critiquing
Ø Experimental design and data collection
Ø Research implementation; planning and logistics
Ø Data management
Ø Statistical analysis
Ø Research presentation pointers
Ø Research manuscript preparation
 
INFORMAL LECTURES:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
READINGS:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.
 
TEXTS, READINGS AND HANDOUTS:
   - The Birds of Panama, George R. Angehr and Robert Dean. Zona Tropical
Publications. 2010. ISBN: 978-0-9798804-5-2.
    - Select readings from Behavioral Ecology of Tropical Birds, Bridget
J.M. Stutchbury and Eugene S. Morton. Academic Press 2001, 165pp. ISBN:
978-0-12-67-8.
    - Select readings from Ornithology, Third Edition, Frank Gill, W.H.
Freeman and Company, New York, 2007. ISBN 978-0-71-674983-7
   - Select research articles.
 
FIELD BOOK:  A water-proof field notebook will be required in the course.
The field book will contain all data related to group projects and
independent research project.  The field book should also contain all other
incidental observations such as species lists, behavioral notes, etc., and
contain detailed location information.
 
FIELD PROJECTS:  Course emphasis will be placed on hands-on experience with
a wide variety of bird observation and sampling techniques. Field outings
may include:
Ø Field observations, sampling and survey techniques
Ø Use of mist nets
Ø Seed dispersal by birds
Ø Use of rocket-, woosh, or cannon nets
Ø Bird morphometric measures
Ø Seabird colony visit to Bird Island
Ø Dawn chorus auditory observation
Ø Nocturnal bird auditory observation
Ø Point count surveys
Ø Habitat use vs. availability surveys
Ø Nesting behavior
Ø Foraging behavior
 
INDIVIDUAL RESEARCH PROJECTS:  Following group project completion and
professor feedback, students will develop an ecological research question of
their own interest, design a study, and implement the project. 

[ECOLOG-L] Tropical Bird Ecology Field Course

[Peter Lahanas]

FINAL ANNOUNCEMENT
 
2015 SUMMER COURSE ANNOUNCEMENT (July 15-Aug 9)
 
FIELD COURSE IN TROPICAL AVIAN ECOLOGY (TAE C-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie in front
of the station and lowland tropical rain forests surround us. This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Scott T. Walter, Ph.D., Tulane University,  tel: 337-591-1188,
email: scott.t.wal...@gmail.com, Specialty: bird ecology, reproduction,
behavior, systematics and conservation.
 
COURSE DESCRIPTION: This course will begin with an introduction to the
ecology and conservation of tropical birds within the context of how a wide
range of species utilize and interact with diverse ecosystems. We will learn
extensive field identification techniques to facilitate identification of a
variety of bird species from families common in the U.S., as well as species
in families unique to the Neotropics. Field observations will also be used
to identify various bird guilds, and to study avian habitat use across
different landscapes around the ITEC field station. A review of avian
conservation topics will then transition the class into field research.
Following training in ecological study design, students will form small
groups to conduct research projects. We will address data management,
statistical analysis, and presentation techniques as students prepare to
orally present their research results. Finally, each student will design and
implement an independent research project that includes data analysis and
formal presentation. Lectures in research manuscript preparation will guide
students in writing short reports on group and individual research projects.
 
FORMAL LECTURES:  Throughout the course there will be classroom lectures
that provide the foundation for the avian ecology and conservation
information that we will further observe and study in the field. As
different birds are active at different times of the day and night, our
schedule will vary to accommodate the study of particular species.  The
majority of our time will be spent observing and studying birds in the
field.  Lecture topics may include:
 
Ø Tropical bird background
Ø Residents and migratory species
Ø Bird field identification
Ø Avian guilds
Ø Niche partitioning: habitat use vs. availability
Ø Bird conservation topics
Ø Bird research in the tropics
Ø Importance of seed dispersal by birds
Ø Bird demographic measures
Ø Research paper critiquing
Ø Experimental design and data collection
Ø Research implementation; planning and logistics
Ø Data management
Ø Statistical analysis
Ø Research presentation pointers
Ø Research manuscript preparation
 
INFORMAL LECTURES:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
READINGS:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.
 
TEXTS, READINGS AND HANDOUTS:
   - The Birds of Panama, George R. Angehr and Robert Dean. Zona Tropical
Publications. 2010. ISBN: 978-0-9798804-5-2.
    - Select readings from Behavioral Ecology of Tropical Birds, Bridget
J.M. Stutchbury and Eugene S. Morton. Academic Press 2001, 165pp. ISBN:
978-0-12-67-8.
    - Select readings from Ornithology, Third Edition, Frank Gill, W.H.
Freeman and Company, New York, 2007. ISBN 978-0-71-674983-7
   - Select research articles.
 
FIELD BOOK:  A water-proof field notebook will be required in the course.
 The field book will contain all data related to group projects and
independent research project.  The field book should also contain all other
incidental observations such as species lists, behavioral notes, etc., and
contain detailed location information.
 
FIELD PROJECTS:  Course emphasis will be placed on hands-on experience with
a wide variety of bird observation and sampling techniques. Field outings
may include:
Ø Field observations, sampling and survey techniques
Ø Use of mist nets
Ø Seed dispersal by birds
Ø Use of rocket-, woosh, or cannon nets
Ø Bird morphometric measures
Ø Seabird colony visit to Bird Island
Ø Dawn chorus auditory observation
Ø Nocturnal bird auditory observation
Ø Point count surveys
Ø Habitat use vs. availability surveys
Ø Nesting behavior
Ø Foraging behavior
 
INDIVIDUAL RESEARCH PROJECTS:  Following group project completion and
professor feedback, students will develop an ecological research question of
their own interest, design a study, and 

[ECOLOG-L] Tropical Rainforest and Canopy Ecology Course

[Peter Lahanas]

FINAL ANNOUNCEMENT

2015 SUMMER COURSE ANNOUNCEMENT (July 15 ­ August 9, 2015)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE C-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See
http://www.itec-edu.org for details.
 
INSTRUCTORS: 
Dr. Barry Sullunder, Ph.D., Institute for Tropical Ecology and Conservation
and the Cuixmala School, Jalisco, Mexico.  Phone: 713-226-5561, email:
barry.w.sullen...@gmail.com.  Specialty: Neotropical forest ecology,
plant-animal interactions, insect behavior.
 
Prof. Joe Maher, Director, Tree Climbing U.S.A. , 413 College Street,
Dawsonville, GA, phone: 229-732-5973, email: jma...@treeclimbercoalition.org
mailto:jma...@treeclimbercoalition.org , Specialty:  Tree canopy access,
photography.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a field trip to the cloud forests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures may
take place both during the day and evening.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Dispersal ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John (2011).  Tropical Ecology. Princeton University
Press, Princeton, New Jersey.  ISBN 978-0-691-11513-9.
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students.
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies.
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  A few
days before the end of the course students 

[ECOLOG-L] Summer Tropical Field Courses in Panama

[Peter Lahanas]

SUMMER FIELD COURSES IN TROPICAL ECOLOGY
 
Summer A, FILLED
 
Summer B (June 15-July 10; Application Deadline, May 15, 2015)
 
CORAL REEF ECOLOGY, Alfred Beulig, Ph.D., New College of Florida,
beu...@ncf.edu. See:
http://itec-edu.org/itec-field-courses-2/coral-reef-ecology/.
 
PRIMATE ECOLOGY AND BEHAVIOR, Sarah Zohdy, Ph.D., Emory University,
sarah.zo...@emory.edu.   See: http://itec-edu.org/1536-2/.
 
NEOTROPICAL HERPETOLOGY, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org,  See: http://itec-edu.org/tropical-herpetology/.
 
TROPICAL RAINFOREST AND CANOPY ECOLOGY, Barry Sullender, Ph.D., ITEC and
Cuixmala School, Jalisco, Mexico, barry.w.sullen...@gmail.com, See:
http://itec-edu.org/itec-field-courses-2/tropical-rainforest-and-canopy-ecol
ogy/. 
 
CANOPY ACCESS TECHNIQUES, Joe Maher, Treeclimbing U.S.A., ITEC,
jma...@treeclimbercoalition.org, See:
http://itec-edu.org/forest-canopy-access-techniques/.
 
Summer C (July 15-August 9; Application Deadline, June 15, 2015)
 
TROPICAL ETHNOBOTANY, TBA, See: http://itec-edu.org/tropical-ethnobotany/.
 
TROPICAL ANIMAL BEHAVIOR, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org, See: http://itec-edu.org/tropical-animal-behavior/.
 
TROPICAL FIELD PHOTOGRAPHY, Joe Maher, Treeclimbing U.S.A., ITEC,
jma...@treeclimbercoalition.org, See:
http://itec-edu.org/tropical-field-photography/.
 
TROPICAL AVIAN ECOLOGY, Scott T. Walter, Ph.D., Tulane University. 
scott.t.wal...@gmail.com, See : http://itec-edu.org/tropical-avian-ecology/.
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/.  for details.
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
from these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing.  At mid-course the entire field station community will embark on a
three-day field trip to the Boquete highlands where students will have the
opportunity to experience high elevation montane (cloud) forest and low
elevation seasonal (dry) forest on the same day.  This trip also provides a
cultural experience as we travel widely across western Panama, stopping at
various locations in route.  On return to the field station students will
have five to seven days to carry out their independent research project.
Towards the end of the course students will analyze their data, write a
technical report and present their findings during a station-wide
symposium.  Please contact the instructor or ITEC for detailed information.
TUITION: $2150 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the three-day cloud forest field trip on the mainland.
REGISTRATION DEADLINE: Summer B Deadline, May 15, 2014),  Summer C Deadline,
June 15, 2015).
 
ITEC courses are limited to 10 students and applications will be evaluated
as they arrive.  Applications can be found at
http://www.itec-edu.org/application/  If you believe that your application
may arrive late, notify ITEC.
 
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged through the student¹s
institution.  Contact ITEC for details. 
 
CONTACT:  Institute for Tropical Ecology and Conservation,  2911 NW 40th PL,
Gainesville, FL 32605, phone: 352-367-9128, email: i...@itec-edu.org, web:

[ECOLOG-L] Tropical Ethnobotany Summer Field Course

[Peter Lahanas]

2015 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN TROPICAL ETHNOBOTANY (TEB C-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea and surrounded by lowland tropical wet forests. The
juxtaposition of the two most biologically diverse ecosystems along with
Panama's rich cultural diversity that include the Ngöbe and Naso indigenous
peoples of the Bocas del Toro region, the indigenous Kuna of the San Blas
Islands, Afro-Caribbeans, Mestizos and many other ethnic and cultural groups
provides tremendous opportunities for education and research.  See
http://www.itec-edu.org/  for details.
 
INSTRUCTOR: Dr. Lisa Aston Philander, Plant Sciences Department University
of Wyoming. Email: lisaphilan...@gmail.com mailto:lisaphilan...@gmail.com
Phone: (01) 612-961-8881.  Specialty: Ethnobotany, Ethnomedicine, and
Agroecology.
 
COURSE DESCRIPTION: Tropical ethnobotany, the study of how humans utilize
plants for ritual practices, medicines, ornamentation, farming, food,
apparel and construction in the tropics will be the focus of this field
course.  Much of the course will be spent learning qualitative and
quantitative field techniques and carrying out various class activities in
the surrounding rainforest and local communities.  Ethnographic and data
collection techniques will be applied to the various cultures in the Bocas
del Toro region that may include Afro-Antillean, Mestizo, Ngöbe Bugle and
Kuna peoples. Travel away from the field station to other islands and to the
mainland will be required to meet with various communities for
demonstrations by local healers, artisans, chocolate farmers and other
specialists who utilize plants. Formal lectures and readings will focus on
the plant use and traditional cultures of Panama and the surrounding regions
of Central and South America, as well as innovative methodologies and
current theory in the discipline.
 
FORMAL LECTURES:  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
· Definition and Evolution of the Discipline of Ethnobiology

· Ethnobotany and Culture of Bocas del Toro and Panama

· Tropical Plant and Forest Ecology

· Useful Plants Classification- Neotropical Plant Families

· Ethnobotanical Research Project Development

· Ethics, Intellectual Property Rights and Ethnobotanical Protocols

· Role of Humans in Diversification of Plants and Gendered Knowledge  

· Qualitative Techniques and Quantitative Methods

· Interviewing and Ethnographic Methods

· Plant Collection, Pressing, Drying and Mounting Herbarium Specimen

· Audio, Photo, and Video Documentation

· Local Markets and the Commodification of Plant Resources

· Wild Foods and Traditional Diets

· Tropical Agriculture and Agroforestry

· Entheogens- Psychoactive Tropical Plants

· The Botany of Cacao and the Production of Chocolate

· Traditional Medical Systems and Ethnomedicine

· Medicinal Plants and Bioprospecting

· Non-Timber Forest Products

· Biocultural Conservation

· Sharing Research Results and Development of Community Projects

READINGS: Readings corresponding to lecture-topics will be assigned from the
course text and from relevant articles in the primary literature. In
addition, each student will read, critique, and provide oral reports on
published papers from the primary literature.

* Required Text: Martin, Gary J. 2004. Ethnobotany: A Methods Manual. Plants
and People Conservation Series. Earthscan Publications: London and Sterling,
VA. 
*  Required journal articles will be provided to students before the field
semester. 
 
FIELD BOOK:  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or waterproof ink used to record data.
 
GROUP EXERCISES: The purpose of group projects is to familiarize students
with an array of field qualitative and quantitative techniques commonly used
in ethnobotanical studies. Students will practice techniques, collect and
analyze data, present the results in class and/or write a report. Students
will learn the following field techniques:
· Market Surveys

· Homegarden Inventories

· Rapid Rural Assessment

· Free Listing

· Pile Sorting

· Forest Walks

· Forest Plot Analysis

· Ranking 

· Consensus analysis

INDEPENDENT RESEARCH PROJECTS: Each student will be responsible for
designing and completing an 

[ECOLOG-L] Tropical Animal Behavior Summer Field Course

[Peter Lahanas]

2015 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN TROPICAL ANIMAL BEHAVIOR (TAB C-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea and surrounded by lowland tropical wet forests. 
Coral reef, sea grass and mangrove ecosystems lie adjacent to the station
and limestone caves, rocky intertidal shores and beaches are accessible from
the station.  The juxtaposition of the two most biologically diverse
ecosystems provides tremendous opportunities for education and research in
animal behavior.  See: http://itec-edu.org/tropical-animal-behavior/, for
details. 
 
INSTRUCTOR: Dr. Peter N. Lahanas, Institute for Tropical Ecology and
Conservation, 2911 NW 40th PL, Gainesville, FL 32605, 352-367-9128
file://localhost/tel/352-367-9128 , laha...@itec-edu.org
mailto:laha...@itec-edu.org   Specialty: Neotropical herpetology, forest
ecology, animal behavior, biogeography, molecular genetics of sea turtles.
 
COURSE DESCRIPTION: This course will emphasize animal behavior in the
context of tropical rain forest and marine ecosystems.  The material covered
is equivalent to a university upper level course in animal behavior.  The
course is divided into three parts.  During the first few days students will
become familiar with the many ecosystems found in our area and with the
trail systems during ³orientation².  The bulk of the first 10 days will be
spent learning field techniques in animal behavior and carrying out various
group projects or exercises (see below).  Midway through the course the
entire station community embarks on a three-day field trip to the cloud
forests of Boquete (see details below).  On returning to the field station,
students work on their individual research projects and continue to receive
lectures or other activities in the evening.  Students are encouraged to
work with either terrestrial or marine organisms.
 
FORMAL LECTURES:  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
oStation policies, forest etiquette
oAnimal behavior, an overview
oBehavioral research design
oNeotropical ecosystems and structure
oBehavioral sampling methods
oNeotropical amphibians and reptiles
oNeotropical birds
oNeotropical mammals
oMating systems
oPlant-animal interactions, symbioses
oEvolution of polymorphism in poison dart frogs
oConservation issues
 
INFORMAL LECTURES:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
READINGS:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT BOOKS:
Martin, P.  P. Bateson (1993). Measuring Behaviour, Cambridge
University Press, 222, pg, ISBN: 0 521 44615 7.
OR
Lehner, Philip N. (1998). Handbook of Ethological Methods, 2nd ed.,
Cambridge University Press, 672 pp, ISBN: 0 521 63750 3.
AND
Kricher, J.C. (1999).  A Neotropical Companion.  2nd. ed., Princeton
University Press, Princeton., ISBN: 0 691 00974 0.
 
FIELD BOOK:  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or waterproof ink used to record data.
 
GROUP FIELD PROJECTS:  Group projects, exercises, demonstrations and
excursions designed by the faculty and worked on in groups of four or six
students.  The purpose of these projects is to familiarize students with an
array of field sampling techniques and equipment commonly used in field
studies.  With help from a faculty member, students set up projects, collect
data, and generally (depends on the project), analyze data, present the
results to the class, and write a report.
 
Group Project, Demonstration and Excursion Topics
oBehavioral sampling methods
oEthogram exercise
oEcological sampling methods
oForest night hikes
oHoming behavior in poison-dart frog
oTail flicking behavior in geckos
oSoropta Beach, nesting leatherback sea turtles
oLekking in golden-collared manakins
oCave ecology, bats behavior
oSoropta canal, iguanas, caimans and 

[ECOLOG-L] Tropical Avian Ecology Field Course

[Peter Lahanas]

2015 SUMMER COURSE ANNOUNCEMENT (July 15-Aug 9)
 
FIELD COURSE IN TROPICAL AVIAN ECOLOGY (TAE C-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie in front
of the station and lowland tropical rain forests surround us. This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Scott T. Walter, Ph.D., Tulane University,  tel: 337-591-1188,
email: scott.t.wal...@gmail.com, Specialty: bird ecology, reproduction,
behavior, systematics and conservation.
 
COURSE DESCRIPTION: This course will begin with an introduction to the
ecology and conservation of tropical birds within the context of how a wide
range of species utilize and interact with diverse ecosystems. We will learn
extensive field identification techniques to facilitate identification of a
variety of bird species from families common in the U.S., as well as species
in families unique to the Neotropics. Field observations will also be used
to identify various bird guilds, and to study avian habitat use across
different landscapes around the ITEC field station. A review of avian
conservation topics will then transition the class into field research.
Following training in ecological study design, students will form small
groups to conduct research projects. We will address data management,
statistical analysis, and presentation techniques as students prepare to
orally present their research results. Finally, each student will design and
implement an independent research project that includes data analysis and
formal presentation. Lectures in research manuscript preparation will guide
students in writing short reports on group and individual research projects.
 
FORMAL LECTURES:  Throughout the course there will be classroom lectures
that provide the foundation for the avian ecology and conservation
information that we will further observe and study in the field. As
different birds are active at different times of the day and night, our
schedule will vary to accommodate the study of particular species.  The
majority of our time will be spent observing and studying birds in the
field.  Lecture topics may include:
 
Ø Tropical bird background
Ø Residents and migratory species
Ø Bird field identification
Ø Avian guilds
Ø Niche partitioning: habitat use vs. availability
Ø Bird conservation topics
Ø Bird research in the tropics
Ø Importance of seed dispersal by birds
Ø Bird demographic measures
Ø Research paper critiquing
Ø Experimental design and data collection
Ø Research implementation; planning and logistics
Ø Data management
Ø Statistical analysis
Ø Research presentation pointers
Ø Research manuscript preparation
 
INFORMAL LECTURES:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
READINGS:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.
 
TEXTS, READINGS AND HANDOUTS:
   - The Birds of Panama, George R. Angehr and Robert Dean. Zona Tropical
Publications. 2010. ISBN: 978-0-9798804-5-2.
     - Select readings from Behavioral Ecology of Tropical Birds, Bridget
J.M. Stutchbury and Eugene S. Morton. Academic Press 2001, 165pp. ISBN:
   978-0-12-67-8.
    - Select readings from Ornithology, Third Edition, Frank Gill, W.H.
Freeman and Company, New York, 2007. ISBN 978-0-71-674983-7
    - Select research articles.
 
FIELD BOOK:  A water-proof field notebook will be required in the course.
The field book will contain all data related to group projects and
independent research project.  The field book should also contain all other
incidental observations such as species lists, behavioral notes, etc., and
contain detailed location information.
 
FIELD PROJECTS:  Course emphasis will be placed on hands-on experience with
a wide variety of bird observation and sampling techniques. Field outings
may include:

Ø Field observations, sampling and survey techniques
Ø Use of mist nets
Ø Seed dispersal by birds
Ø Use of rocket-, woosh, or cannon nets
Ø Bird morphometric measures
Ø Seabird colony visit to Bird Island
Ø Dawn chorus auditory observation
Ø Nocturnal bird auditory observation
Ø Point count surveys
Ø Habitat use vs. availability surveys
Ø Nesting behavior
Ø Foraging behavior
 
INDIVIDUAL RESEARCH PROJECTS:  Following group project completion and
professor feedback, students will develop an ecological research question of
their own interest, design a study, and implement the 

[ECOLOG-L] Primate Ecology Summer Field Course in Panama

[Peter Lahanas]

2015 SUMMER COURSE ANNOUNCEMENT (June 15-July 10, 2015)
 
FIELD COURSE IN PRIMATE ECOLOGY AND BEHAVIOR (PRE W-15)
 
COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/ for details.  There are three species of non-human
primates available for study on Isla Colon.
 
INSTRUCTOR: Sarah Zohdy, Ph.D., Department of Environmental Studies, and
Rollins School of Public Health, Emory University, Atlanta, GA., email:
sarah.zo...@emory.edu mailto:sarah.zo...@emory.edu .  Specialty: Primate
ecology, evolutionary biology, behavior, diet, disease ecology and
parasitology.  
 
COURSE DESCRIPTION: The purpose of this course is to give the student a
foundation in primate ecology, primate behavior, field techniques and
analytical tools in a tropical setting. Students will live alongside wild
primates, will learn ecological and behavioral data collection techniques,
and will complete an independent study on one of three primate species
native to the area (howler monkeys, white-faced capuchins and owl monkeys).
The ultimate goal is for students to develop an integrated and comprehensive
perspective on primate behavior, research, and conservation in a tropical
setting.
 
The material covered is equivalent to a university upper level field course
in primate ecology. The first 10 days of the course will be spent learning
field techniques and carrying out various group projects or exercises. 
Midway through the course the entire station community will take a three-day
field trip to cloudforests of Boquete (see details below).  Upon returning
to the field station, students will work on their individual research
projects.  Towards the end of the course students will analyze their data,
write a technical report and present their findings orally during a
station-wide symposium.
 
LECTURES:  There will be lectures on ecological concepts, primate ecology,
primate behavior, field techniques, behavioral sampling techniques, and
analytical tools.  
 
The following topics will be covered and discussed as a part of this course
in combination with in-class and field activities:
 
€Who are the Primates?
Primate evolution, taxonomy, and morphology
€How do you study primates?
Research design: Methodology and data collection techniques
€How do primates interact with each other?
Primate communication, social organization, and behavior
€Why are primates endangered?
Conservation and distribution
€How do primates cope with disease?
Disease ecology: Human and wildlife health implications
€What do primates have to cope with in their environments?
Predators, seasonality, habitat destruction
€What do primates eat?
Feeding ecology dietary adaptations
€What are the ethics of primate research?
Ethical considerations in primatology
 
Readings corresponding to lecture topics will be assigned from the required
texts and research articles.
 
REQUIRED TEXTBOOKS:
Joanna M. Setchell and Deborah J. Curtis (2011). Field and Laboratory
Methods in Primatology: A Practical Guide, 2nd edition. Cambridge University
Press
 
Karen B. Strier (2010). Primate Behavioral Ecology, 4th edition.  Prentice
Hall.  A set of papers derived from articles or book chapters will also be
provided during the course.
 
FIELD EXERCISES: Students will learn the following field techniques, which
will assist them in establishing their independent field projects:
 
* Behavioral observations (ethogram composition and sampling techniques)
* Primate censusing techniques (nocturnal and diurnal)
* Habitat profiling (describing different habitats)
* Botanical sampling (collecting, and identifying plant samples)
* GPS techniques 
* Primate feeding ecology (measuring and monitoring plant food abundance)
* Statistics (SPSS)
 
INDIVIDUAL RESEARCH PROJECTS:  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in primate ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  During
this 10 day period, students will have the opportunity to provide feedback
to one another about research questions and data collection techniques. A
few days before the end of the course students will analyze their data,
write a technical report, prepare a PowerPoint presentation of their work
and orally present their findings at a station-wide symposium on the last
day of the course.
 
GRADING: Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field 

[ECOLOG-L] Tropical Rain Forest Ecology Summer Field Course

[Peter Lahanas]

2015 SUMMER COURSE ANNOUNCEMENT (June 15 ­ July 10, 2015)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE B-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie in front
of the station and lowland tropical rain forests are directly behind.  This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org for details.
 
INSTRUCTORS: 
Dr. Barry Sullunder, Ph.D., Institute for Tropical Ecology and Conservation
and the Cuixmala School, Jalisco, Mexico.  Phone: 713-226-5561, email:
barry.w.sullen...@gmail.com.  Specialty: Neotropical forest ecology,
plant-animal interactions, insect behavior.
 
Prof. Joe Maher, Director, Tree Climbing U.S.A. , 413 College Street,
Dawsonville, GA, phone: 229-732-5973, email: jma...@treeclimbercoalition.org
mailto:jma...@treeclimbercoalition.org , Specialty:  Tree canopy access,
photography.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a field trip to the cloud forests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
FORMAL LECTURES.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard.  Lectures may
take place both during the day and evening.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Dispersal ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
INFORMAL LECTURES.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
READINGS.  Readings corresponding to lecture subjects will be assigned in
the text.  We may also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
REQUIRED TEXT: Kricher, John (2011).  Tropical Ecology.  Princeton
University Press, Princeton, New Jersey.  ISBN 978-0-691-11513-9.
 
FIELD BOOK.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
GROUP PROJECTS.  These are research, exercises or demonstrational projects
designed by the faculty and worked on in groups of four or six students. 
The purpose of these projects is to familiarize students with an array of
field sampling techniques and equipment commonly used in field studies. 
With help from a faculty member, students set up projects, collect data, and
generally (depends on the project), analyze data, present the results to the
class, and write a report.
 
INDIVIDUAL RESEARCH PROJECTS.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  A few
days before the end of the course students will analyze their 

[ECOLOG-L] Canopy Access for Research Field Course in Panama

[Peter Lahanas]

2015 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
TROPICAL RAINFOREST CANOPY ACCESS TECHNIQUES (CAT B-15),
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Joe Maher, Tree Climber Coalition, PMB 43, 6625 Highway 53 East,
Suite 410, Dawsonville, GA 30534. Telephone (Home) 706-216-2402, (Cell)
706-531-4516, email: jma...@treeclimbercoalition.org, Specialty: Tropical
canopy access for research.
 
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the length of the session. Certification confirming
participation in the course will be awarded to those completing the course
satisfactorily.  For more information, contact Joe Maher or go to:
http://www.itec-edu.org/forest-canopy-access-techniques/.
 
Individual Research Projects.  Working closely with faculty and students in
other courses, climbers will be responsible for designing and completing an
original in-canopy research project of their choosing.  These projects will
be carried out during the second half of the course (after Boquete) and
students will have about 10 days for data collection.  A few days before the
end of the course students will analyze their data, write a technical
report, prepare a presentation of their work and orally present their
findings at a station-wide symposium on the last day of the course. 
 
BOQUETE CLOUD FOREST FIELD TRIP:  This three-day field trip will take place
midway through the course and will allow students the opportunity to
experience tropical cloud and seasonal forests.  We travel in ITEC boats to
the mainland and then by private bus to the town of Boquete which lies at
the base of 11,000 ft Volcan Baru.  The bus trip will take us up and over
the central mountain range and through remote Palo Seco National Park.
Several stops will be made in route.
 
COURSE LENGTH: ITEC Summer field courses are about four weeks in length. The
CAT B-15 will run from June 15 through June 10, 2015.
 
TUITION: $2150 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip to Boquete.
 
REGISTRATION DEADLINE: May 15, 2015.  The course is limited to 10 students
and applications will be evaluated as they arrive.  If you believe that your
application may arrive late, notify ITEC.
 
APPLICATIONS can be found at:
http://itec-edu.org/education-programs/application/.
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, tel:352-367-9128, email:i...@itec-edu.org, web:
http://www.itec-edu.org/  ITEC is a 501(c)(3) non-profit organization
founded in 1996.
 
 


*
Peter N. Lahanas, Ph.D.
Executive Director

Institute for Tropical Ecology
and Conservation (ITEC)
2911 NW 40th Place
Gainesville, FL 32605, USA

phn: 352-367-9128
web: http://www.itec-edu.org

In Panama: 011-507-6853-2134
laha...@gmail.com

Bocas del Toro Biological Station
Boca del Drago, Isla Colon, Panama
Field Station Manager, Enrique Dixon
011-507-6624-9246

[ECOLOG-L] Coral Reef Ecology Field Course in Panama

[Peter Lahanas]

2015 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN CORAL REEF ECOLOGY (CRE B-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, sea grass and mangrove ecosystems lie
out in front of the station and lowland tropical rain forests lie directly
behind.  This juxtaposition of the two most biologically diverse ecosystems
provides tremendous opportunities for education and research.  See:
http://www.itec-edu.org/  for details.
 
INSTRUCTOR: Dr. Alfred Beulig, Institute for Tropical Ecology and
Conservation, and New College of Florida, 5800 Bay Shore Rd., Sarasota, FL
34243, email: beu...@ncf.edu.  Specialties: Behavior of fish, reef
morphology, hydrodynamics, reef symbioses, reef trophic dynamics, behavioral
ecology of reef organisms.
 
COURSE DESCRIPTION
NOTE: Diving certification is not necessary to enroll in this course, but is
recommended. For SCUBA-certified (PADI, NAUI, or SSI certified) students who
will be diving, there is a $100 Lab Fee with this course which covers dive
tank air fill costs.  Students with SCUBA certification are expected to
bring their own BC, regulators, mask/fins/snorkel and proof of
certification.
 
This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is equivalent to a
university upper level course in coral reef field ecology.  The course will
begin with a global ecosystem perspective and then will progressively narrow
to assess the way in which local reefs are influenced by both global and
local phenomena. We will focus in depth on Caribbean reefs using the reef at
Bocas del Toro as an example. We will provide a brief introduction to plate
tectonics as a basis for understanding the production of substrate for reefs
and their distribution in the biosphere.  In this context we will discuss
several theories of the origins of reefs and characterize a general reef
community. The major reef biota that inform the character of reefs will be
discussed in terms of their anatomy, physiology, ecological requirements,
roles on the reef and overall impact. We will examine and discuss some
controversial formulations of community structure such as the role of
competition, stochastic vs deterministic models in reef organization,
diversity/stability relationships and trophic dynamics. Sampling methodology
will be discussed with regard to the peculiar demands of the reef setting
and we will examine several experimental designs and sampling schemes with
regard to their strengths and weaknesses as well as their theoretical bases.
 
FORMAL LECTURES:  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
permit students to develop an awareness of the objectives of research on
coral reefs as well as an appreciation of current theoretical and practical
issues in ecology.
 
FIELD WORK BRIEFINGS:  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed.
Assignments will be made to the dive teams and coordinated.
 
READINGS:  Assignments relating to lecture topics will be made from the
texts and supplementary research articles provided in the library as well as
journal articles.
 
REQUIRED TEXTS
Garrison, Tom. Oceanography Latest Ed., Wadsworth, New York.
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Fishes Identification, New World, Jacksonville, FL
(Note: Instructor will provide list of other important books on coral reef
ecology on request.)
 
GROUP EXERCISES:  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to do reconnaissance observations that may lead to hypotheses that could be
tested in individual projects.  Students will be organized into dive team
groups and will carry out field observations or data collection by which
they will gain experience in the local area to help decide upon a likely
study site. These experiences will prepare students to carry out individual
research projects. In the evenings, students will participate in debriefing
sessions during which they will try to identify the reef organisms they saw
during the dives of the day and record the common name and scientific name
of the species in a debriefing log.
 
INDIVIDUAL RESEARCH PROJECTS:  Each student will be expected to prepare a
grant proposal for an original project in consultation with faculty.
Projects may be suggested by observations made during group exercises or
from the research literature, and will be evaluated on the basis of
feasibility in the available time, soundness of 

[ECOLOG-L] Tropical Herpetology Field Course in Panama

[Peter Lahanas]

2015 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN NEOTROPICAL HERPETOLOGY (NEH B-15)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests surround us. This
juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org for details.
 
INSTRUCTOR: Dr. Peter N. Lahanas, Institute for Tropical Ecology and
Conservation (ITEC),  tel: 352-367-9128, email: laha...@itec-edu.org, web:
http://itec-edu.org/tropical-herpetology/,  Specialty: Neotropical
herpetology, forest ecology, animal behavior, biogeography, molecular
genetics of sea turtles.
 
COURSE DESCRIPTION: This course will emphasize the ecology, behavior,
biogeography and systematics of the amazingly diverse Neotropical
herpetofauna. The material covered is equivalent to a university upper-level
course in herpetology.  The course is divided into three parts.  During the
first few days students will become familiar with the many ecosystems found
in our area and with the trail systems during orientation walks.  The bulk
of the first 10 days will be spent learning field techniques and carrying
out various group projects or exercises (see below).  Midway through the
course the entire station community will take field trip to the cloud
forests of Boquete (see details below).  On returning to the field station,
students work on their individual research projects and continue to receive
lectures or other activities in the evening.
 
Formal Lectures:  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
oHistory of Neotropical herpetology
oEvolution of amphibians and reptiles
oOverview and classification of amphibians
oOverview and classification of reptiles
oHistorical biogeographic relationships
oReproduction strategies and mating systems
oEcology, reproduction and genetics in marine turtles
oLife history strategies
oEvolution of polymorphism in poison dart frogs
oHerp-human interactions
oConservation issues
 
Informal Lectures:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
Readings:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.
 
Required Texts:
Vitt, Laurie J. and Janalee P. Caldwell. 2014.  Herpetology.  4rd ed.
Elsevier and
Academic Press.
Köhler, Gunther. 2008. Reptiles of Central America, 2nd edition. Herpeton,
verlag
Elke Köhler.
Köhler, Gunther. 2011. Amphibians of Central America, 2nd edition. Herpeton,
verlag Elke Köhler.
 
Note: These books are expensive but will enhance your herping experience
during the course.  Copies are maintained in the field station library.
 
Field Book:  A water-proof field notebook will be required in the course.
The field book will contain all data related to group projects and
independent research project.  The field book should also contain all other
incidental observations such as species lists, behavioral notes, etc., and
contain detailed location information.
 
Group Field Projects, Exercises, Demonstrations and Excursions:  These
projects are designed by the faculty and worked on in groups of four to six
students.  The purpose of these projects is to familiarize students with an
array of field sampling techniques and equipment commonly used in field
studies.  With help from a faculty member, students set up projects, collect
data, and generally (depends on the project), analyze data, present the
results to the class, and write a report.
 
Group Project, Demonstration and Excursion Topics.
oForest night hikes
oPopulation biology in poison-dart frogs
oTail flicking behavior in geckos
oComparative leaflitter herpetofuana
oSoropta Beach, nesting leatherbacks
oCanopy herpetofauna (canopy access techniques)
oCave ecology, bats, rats  snakes
oSoropta canal, iguanas, caimans and crocodiles
oHerpetofuanal biodiversity analysis
oMainland herp excursion
oResource partitioning in frog breeding colonies
 
Individual Research Projects:  Working closely with faculty, students will
be responsible for designing and completing an original herpetological
research project of their choosing.  These projects will be carried out
during the 

[ECOLOG-L] Panama Field Courses link corrections

[Peter Lahanas]

FIELD COURSES IN TROPICAL ECOLOGY
 
COURSES OFFERED OVER WINTER BREAK (December 20, 2014-January 9, 2015)
 
 
CORAL REEF ECOLOGY, Elizabeth Lacey, Ph.D., Stockton College,
elizabeth.la...@stockton.edu
 
PRIMATE ECOLOGY AND BEHAVIOR, Alain Houle, Ph.D., Harvard University,
ho...@fas.harvard.edu
 
TROPICAL RAINFOREST AND CANOPY ECOLOGY, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org
 
CANOPY ACCESS TECHNIQUES FOR RESEARCH, Joe Maher, Treeclimbing U.S.A.,
jma...@treeclimbercoalition.org
 
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org for details.
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
with these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing.  At mid-course the entire field station community will embark on a
three-day field trip to the Boquete highlands where students will have the
opportunity to experience high elevation montane (cloud) forest and low
elevation seasonal (dry) forest on the same day.  This trip also provides a
cultural experience as we travel widely across western Panama, stopping at
various locations in route.  On return to the field station students will
have five to seven days to carry out their independent research project.
Towards the end of the course students will analyze their data, write a
technical report and present their findings during a station-wide
symposium.  Please contact the instructor or ITEC for detailed information.

BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft. Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco National Park. 
Several stops will be made in route.
COURSE LENGTH: ITEC Winter field courses are about three weeks in length. 
The TRE W-14 will run from December 20, 2014 through January 9, 2015.

TUITION: $1950 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip on the mainland.
 
REGISTRATION DEADLINE: November 30, 2014.  The course is limited to 10
students and applications will be evaluated as they arrive.  Applications
can be found at http://itec-edu.org/education-programs/application/.   If
you believe that your application may arrive late, notify ITEC.
 
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged through the student¹s
institution.  Contact ITEC for details. 
 
CONTACT:  Institute for Tropical Ecology and Conservation,  2911 NW 40th PL,
Gainesville, FL 32605, phone: 352-367-9128, email: i...@itec-edu.org, web:
http://www.itec-edu.org.  ITEC is a non-profit 501(c)(3) organization
founded in 1996.
 
 


*
Peter N. Lahanas, Ph.D.
Executive Director

Institute for Tropical Ecology
and Conservation (ITEC)
2911 NW 40th Place
Gainesville, FL 32605, USA

phn: 352-367-9128
web: http://www.itec-edu.org

In Panama: 011-507-6853-2134
laha...@gmail.com

Bocas del Toro Biological Station
Boca del Drago, Isla Colon, 

[ECOLOG-L] Tropical Field Ecology Courses in Panama

[Peter Lahanas]

FIELD COURSES IN TROPICAL ECOLOGY
 
COURSES OFFERED OVER WINTER BREAK (December 20, 2014-January 9, 2015)
 
 
CORAL REEF ECOLOGY, Elizabeth Lacey, Ph.D., Stockton College,
elizabeth.la...@stockton.edu
 
PRIMATE ECOLOGY AND BEHAVIOR, Alain Houle, Ph.D., Harvard University,
ho...@fas.harvard.edu
 
TROPICAL RAINFOREST AND CANOPY ECOLOGY, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org
 
CANOPY ACCESS TECHNIQUES FOR RESEARCH, Joe Maher, Treeclimbing U.S.A.,
jma...@treeclimbercoalition.org
 
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html http://www.itec-edu.org/index.html  for
details.
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
with these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing.  At mid-course the entire field station community will embark on a
three-day field trip to the Boquete highlands where students will have the
opportunity to experience high elevation montane (cloud) forest and low
elevation seasonal (dry) forest on the same day.  This trip also provides a
cultural experience as we travel widely across western Panama, stopping at
various locations in route.  On return to the field station students will
have five to seven days to carry out their independent research project.
Towards the end of the course students will analyze their data, write a
technical report and present their findings during a station-wide
symposium.  Please contact the instructor or ITEC for detailed information.

BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft. Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco National Park. 
Several stops will be made in route.
COURSE LENGTH: ITEC Winter field courses are about three weeks in length. 
The TRE W-14 will run from December 20, 2014 through January 9, 2015.

TUITION: $1950 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip on the mainland.
 
REGISTRATION DEADLINE: November 30, 2014.  The course is limited to 10
students and applications will be evaluated as they arrive.  Applications
can be found at http://www.itec-edu.org/application.pdf.  If you believe
that your application may arrive late, notify ITEC.
 
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged through the student¹s
institution.  Contact ITEC for details. 
 
CONTACT:  Institute for Tropical Ecology and Conservation,  2911 NW 40th PL,
Gainesville, FL 32605, phone: 352-367-9128, email: i...@itec-edu.org, web:
http://www.itec-edu.org.  ITEC is a non-profit 501(c)(3) organization
founded in 1996.
 

*
Peter N. Lahanas, Ph.D.
Executive Director

Institute for Tropical Ecology
and Conservation (ITEC)
2911 NW 40th Place
Gainesville, FL 32605, USA

phn: 352-367-9128
web: http://www.itec-edu.org

In Panama: 011-507-6853-2134
laha...@gmail.com

Bocas del Toro Biological Station

[ECOLOG-L] Primate Ecology Field Course in Panama

[Peter Lahanas]

2014 WINTER COURSE ANNOUNCEMENT (December 20, 2014-January 9, 2015)
 
FIELD COURSE IN PRIMATE ECOLOGY AND BEHAVIOR (PRE W-14)
 
COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html for details.  There are three species of
non-human primates available for study on Isla Colon.
 
INSTRUCTOR:  Alain Houle, Ph.D., Associate Researcher, Department of Human
Evolutionary Biology, Harvard University, ho...@fas.harvard.edu, or
alain.ho...@gmail.com.   Specialty: Primate ecology and behaviour, canopy
access techniques.
 
COURSE DESCRIPTION:  The purpose of this course is to give the student a
foundation in primate ecology, primate behaviour, field techniques and
analytical tools in a tropical setting.  The material covered is equivalent
to a university upper level field course in primate ecology.  The course is
divided into five distinct components: classroom lectures, classroom
presentations by students (based on assigned readings), discussions and
exercises in the field, one written exam, and one individual project based
on data collection techniques learned in the field and in the classroom. 
During the first few days students will become familiar with the many
ecosystems found in our area and with the trail systems during ³orientation²
walks.  The bulk of the first 10 days will be spent learning field
techniques and carrying out various group projects or exercises.  Midway
through the course the entire station community will take a 3-day field trip
to cloudforests of Boquete (see details below).  On returning to the field
station, students work on their individual research projects.  Towards the
end of the course students will analyze their data, write a technical report
and present their findings orally during a station-wide symposium.
 
Lectures/Readings.  There will be lectures on ecological concepts, primate
ecology, primate behaviour, field techniques, behavioural sampling
techniques, and analytical tools.  Readings corresponding to lecture topics
will be assigned from selected papers.
 
Required Textbooks.  Karen B. Strier (2010). Primate Behavioral Ecology, 4th
edition.  Prentice Hall.  A set of papers derived from articles or book
chapters will also be provided during the course.
 
Group Field Exercises.  Students will learn the following field techniques,
which will assist them in setting up their own independent field project:
 
-Constructing habitat profiles
-Plant phenology profiles
-GPS exercise (Garmin 12XL)
-Behavioural observations (behavioural sampling techniques)
-Statistics (SPSS)
 
Individual Research Projects.  With the assistance of the instructor, each
student will develop and carry out their own field research project on a
topic of their choice.  Each topic must be approved by the instructor prior
to beginning data collection.  Each student will be required to write a
research proposal, collect and analyze their data, write up their findings,
and present their results to the class.  A text about the art of publishing
will be provided.
 
Grading.  All assignments must be completed before leaving the field
station, so that a final course grade can be assigned.  Course grades will
be calculated as follows (the proportion of each section is negotiable, but
an agreement must be concluded between the instructor and students before
the beginning of the course):
 
Individual Research Project - 40%
Written Exam - 30%
Classroom Presentation - 20%
Participation - 10%
 
Grading. Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field portion. A letter grade will be assigned based on exams,
reports, proposals, attendance at lectures, as well as by less tangible such
as personal attitude, motivation, and contribution to the course. A letter
reporting a grade will be made available to the student¹s institution. The
student will be responsible for providing direct evidence of participation
(e.g., lecture notes, reports, exams, etc.).
 
Course Schedule.  The course schedule will be determined on site as a
function of student needs and preferences.  It might be also
weather-dependant.  Contact Dr. Houle for course details.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco National Park. 
Several 

[ECOLOG-L] Canopy Access Field Course Announcement

[Peter Lahanas]

2013 WINTER COURSE ANNOUNCEMENT (Dec. 20, 2014-Jan. 9, 2015)
 
FIELD COURSE IN CANOPY ACCESS TECHNIQUES (CAT W-14) 

 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.? The biological station is located on a hilltop
overlooking the Caribbean Sea.? Coral reef and seagrass ecosystems lie out
in front of the station and lowland tropical rain forests lie directly
behind.? This juxtaposition of the two most biologically diverse ecosystems
provides tremendous opportunities for education and research.? See:
http://www.itec-edu.org/index.html http://www.itec-edu.org/index.html for
details. 
 
INSTRUCTOR: Joe Maher, Tree Climber Coalition, PMB 43, 6625 Highway 53 East,
Suite 410, Dawsonville, GA 30534. Telephone (Home) 706-216-2402, (Cell)
706-531-4516, email: jma...@treeclimbercoalition.org, web:
http://www.itec-edu.org http://www.itec-edu.org
Specialty: Tropical canopy access for research and ecotourism, field
photography.
?
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the three week time period. Documents confirming the
completion of training at each of these levels will be awarded to those
completing the course and receiving a passing grade.
 
The course will be divided into three distinct periods of instruction and
practice. Precise scheduling will depend upon student’s progress at each
level: 
The first period will consist of orientation, introductory climbs into the
canopy, and the Basic Canopy Climber Course, during which students will be
introduced to, and practice, basic methods for both single rope technique
(SRT) and double rope technique (DRT) climbing. Techniques for initial
access into the canopy will also be introduced. Students will be climbing
into the canopy almost every day. There will be classroom meetings each
evening to cover lecture topics, debrief the activities of the day, discuss
safety issues, and acquaint students with the activities for the coming day.
By the end of this first period, students should be able to select a tree in
the forest, get a line into that tree, rig for a climb in the tree, and make
the climb, demonstrating familiarity with both basic DRT and SRT technique
and the safety issues involved with such a climb.
The second period will consist of the Canopy Access Technician's Course,
during which students will be introduced to more advanced methods of
climbing into the canopy and will be encouraged in their development of a
personal style of climbing. The course is designed to take students beyond
the basic styles of climbing and encourage the use of a variety of
techniques as demanded by the challenge of the climb at hand. Creative
thinking is encouraged so long as such thinking is contained within the
parameters dictated by safety protocols. Students will continue to climb
into the canopy each day and there will be some climbs done at night.
Classroom meetings will continue each evening for lectures, debriefings, and
discussion of safety issues. By the end of the second period students should
be capable of going into the forest in the absence of the instructor and
safely conducting a climb into a previously unclimbed tree.

At the end of the second period, students will have a three-day break for a
trip to Boquete in the central highlands. An optional cloudforest climb
during this break can be made by students wishing to do so.

The third period will consist of training in the facilitation of climbs,
rescue techniques, and building confidence to the extent that canopy
climbers will be comfortable enough to conduct research while involved with
climbs into the vertical environment. Students will also be introduced to
the concepts of team climbing, incremental climbing, and the issue of risk
management. Students will be asked to facilitate climbs made by others who
have never climbed before in order to demonstrate their ability to teach the
techniques that they themselves have been using.

Individual Research Projects? Working closely with faculty and students in
other courses, climbers will be responsible for designing and completing an
original in-canopy research project of their choosing.? These projects will
be carried out during the second half of the course (after Boquete) and
students will have about 10 days for data collection.? A few days before the
end of the course students will analyze their data, write a technical
report, prepare a presentation of their work 

[ECOLOG-L] New Tropical Field Station Available

[Peter Lahanas]

NEW TROPICAL BIOLOGICAL STATION AVAILABLE TO HOST YOUR FIELD COURSE
 
The Institute for Tropical Ecology and Conservation (ITEC) has built a new
biological field station on Isla Colon, Bocas del Toro Province, Panama, and
the facility is available to host your course in tropical biology.  The ITEC
field station is located within the Bocas del Toro Archipelago which is
situated on the northeast Caribbean coast of Panama.
 
Founded in 1996, ITEC is an independent, non-profit organization in the
United States (501(c)(3)) and Panama (Resulto: 221-PJ-108), and was
established to provide a venue for research and the presentation of field
courses in tropical biology.  ITEC (http://www.itec-edu.org), has presented
a variety of four-week field courses every year since it was founded, and
hosts many university and study abroad organizations annually.  ITEC is a
member of the Ciudad del Saber (http://ciudaddelsaber.org/en)  and the
Organization for Biological Field Stations (http://www.obfs.org/).
 
Why bring your field course to ITEC?  Our location on the north end of Isla
Colon represents an ideal location for virtually any course in tropical
biology (See ³Hosting your Courses² at
http://itec-edu.org/hosting-your-courses/).  The juxtaposition of both
lowland tropical rain forests and marine systems results in tremendous
biodiversity and translates into remarkable opportunities for education and
research.  Ecosystems and habitats available at the field station include
marine (coral reefs, sea grass beds, rocky intertidals, mangroves, etc.),
terrestrial (lowland rainforest, pastures, limestone caves, etc.) and
freshwater systems (streams, ponds, swamps, marshes, etc.).  See Ecosystems
(http://itec-edu.org/bocas-del-toro-ecosystems/)  for details.  The Bocas
del Toro Archipelago also offers a unique opportunity for the study of
island biogeography and the insular biotas they contain.  All of the islands
of the archipelago are easily accessed from the ITEC field station.
 
Why Panama?  The Republic of Panama represents an ideal country to visit for
the tropical biologist.  Panama is politically stable, uses U.S. currency
(along with the equally-valued Balboa), has vast forests in Bocas del Toro
and Darien Provinces, and boasts an extensive array of national parks and
preserves.  Three preserves occur within the Bocas del Toro Archipelago; the
Bastimentos National Marine Park, the San San-Pond Sak National Reserve and
Isla Pajaros, a pelagic seabird nesting colony.  Panama has become an
important destination for ecotourists and supports this with a modern
infrastructure and availability of services.
 
Culture.  Visiting students and instructors will find the diversity of
cultures in Bocas del Toro remarkable.  The primary cultures in the area are
Afro-Antillean and the indigenous Ngöbe, but the indigenous Naso, Bokata and
Guna are also present.   Panamanian mestizo, Chinese and Arab cultures are
also important in Bocas. 
 
Station Infrastructure.  The Bocas del Toro Biological Station is located on
a hill overlooking Almirante Bay in Boca del Drago, Isla Colon (9o 24¹
21.34² N, 92o 18¹ 48.97 W).   The station consists of  three primary
buildings and several smaller ones.  Infrastructure includes a dormitory for
36 students, faculty housing for 8-16, a dinning hall seating 50, and a
lab-library-classrooms complex.  Other structures include a garage and shop,
and a dive storage building.  Current capacity is 45 students, faculty and
research personnel.  Cell phone reception and Wi-Fi are available at the
field station.  See Bocas del Toro Biological Station for details:
http://itec-edu.org/bocas-del-toro-biological-station/.
 
Instructional Facilities:  Lecture facilities are available at three
locations each accommodating an audience of 35+.   Digital projectors as
well as blackboards are available without cost to all visiting groups.
 
Boats and Vehicles:  ITEC maintains a fleet of four boats ranging in size
form 12 feet to 25 feet, capable of transporting up to 20 individuals. 
Vehicles include a 4-wheeled drive pickup and 4-wheeler.  Aluminum and
dug-out canoes are also available.
 
What¹s Included:  Daily rates for visiting groups include meals, lodging,
local airport transfers and local transportation to area locations.  These
include area reefs, beaches, Soropta Canal, Bird Island, Punta Caracol, and
other locations near the field station.  The daily fee also includes the use
of all ITEC vehicles, boats (with or without pilots), laboratory, lab and
field equipment, classrooms, dive tanks and weights.  Contact ITEC for
details.
 
Station Availability:  The Bocas del Toro Biological Station is open and
available continually throughout the year.  Contact ITEC on availability for
specific dates.
 
Appropriate Course Subjects.  The following course subjects list represent
courses that have been presented at the field station previously but is not
exclusive.  Virtually any course involving tropical ecology, biology,

[ECOLOG-L] Winter Break Coral Reef Ecology Field Course in Panama

[Peter Lahanas]

2014 Winter Course Announcement (December 20, 2014-January 9, 2015)
 
FIELD COURSE IN CORAL REEF ECOLOGY (CRE W-14)

COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, seagrass and mangrove ecosystems are
in front of the station and lowland tropical forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/ for details.

INSTRUCTOR:  Dr. Elizabeth Lacey, Richard Stockton College of New Jersey,
email: elizabeth.la...@stockton.edu.  Specialty: coral reef ecology and
dynamics, community structure, symbiotic relationships.

COURSE DESCRIPTION:  NOTE: Diving certification is not necessary to enroll
in this course, but is recommended. For SCUBA-certified (PADI, NAUI, or SSI
certified) students who will be diving, there is a $100 Lab Fee with this
course which covers tank-recharging fees.  Students with SCUBA certification
are expected to bring their own BC, regulators, mask/fin/snorkel and proof
of certification.  For those not diving certified, students are expected to
bring mask/fin/snorkel.  Students using only mask and snorkel are exempt
from the lab fee.

This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is equivalent to a
university upper level course in coral reef field ecology. The course will
begin with a global ecosystem perspective and then will progressively narrow
to assess the way in which local reefs are influenced by both global and
local phenomena. We will briefly survey reef systems in various parts of the
world and focus in depth on Caribbean reefs. Using the reef at Bocas del
Toro as an example, we will carry on an inventory of representative reef
biota to characterize a general reef community. We will examine several
theories of the origins of reefs and discuss some controversial arguments on
the ecological processes ruling the dominant state and health of coral
reefs.  Students will learn to characterize a general reef community and its
place among surrounding marine habitats.  The major reef biota will be
discussed in terms of their phylogeny, biology, physiology, ecological
requirements and roles in species interactions on reefs.  We will discuss
the impacts of anthropogenic stressors to coral reefs and the role of marine
reserves in reef restoration and conservation.  In the inventory we will
examine several experimental designs and sampling schemes with regard to
their usefulness in a reef setting.

Formal Lectures.  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
teach students about the biology and ecology of the reef organisms they will
encounter and permit students to develop an awareness of the objectives of
research on coral reefs as well as an appreciation of current theoretical
and practical issues in ecology.

Lecture Topics 
* Fundamentals of oceanography, global ecology
* Plate tectonics, formation of ocean basins, continents and ocean currents
* Reef morphology, distribution of reef systems
* Seagrasses and mangroves: interactions with reef systems
* Coral reef community study - sampling methods for distribution and
abundance of organisms
* Coral reef community study - components and interactions, trophic dynamics
* Biology of coral reef organisms: Cnidarians
* Biology of coral reef organisms: Poriferans
* Biology of coral reef organisms: Echinoderms, Arthropods and Annelids
* Biology of coral reef organisms: Fishes
* Biology of coral reef organisms: Macroalgae
* Ecosystem stability, resilience and fragility
* Anthropogenic effects on reefs: climate change, over-fishing, diseases
* Marine protected areas and reserves
* 
Readings.  Assignments relating to lecture topics will be made from the
texts and supplementary research articles provided in the library.

Required Texts 
Sheppard, CRC, Davy, S.K. and G.M. Pilling The Biology of Coral Reefs,
Oxford Press, USA. 
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.

Field Work Briefings.  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed. 
Assignments will be made to the dive teams and coordinated.

Group Exercises.  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to make observations that may lead to hypotheses that could be tested in
individual projects.  Students will be organized into dive teams and will
carry out field exercises in which they will gain experience in the use of

[ECOLOG-L] Tropical Forest Ecology Field Course in Panama

[Peter Lahanas]

2014 WINTER COURSE ANNOUNCEMENT (December 20, 2014-January 9, 2015)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE W-14)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html for details.
 
INSTRUCTORS: 
Dr. Peter N. Lahanas,  Institute for Tropical Ecology and Conservation,
phone: 352-361-9128, email: laha...@itec-edu.org.   Specialty: Neotropical
forest ecology, animal behavior and herpetology.
 
Prof. Joe Maher, Director, Tree Climbing U.S.A. , 413 College Street,
Dawsonville, GA, phone: phone: 229-732-5973, email:
jma...@treeclimbercoalition.org, Specialty:  Tree canopy access,
photography.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a 3-day field trip to cloudforests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
Formal lectures.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard.  Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
o  Neotropical Life Zones and Forest Types
o  Tropical Forest Structure
o  Tropical forest Productivity
o  Epiphytes, Lianas and Creepers
o  Tropical Forest Dynamics
o  Nutrient Cycling
o  Neotropical Vertebrate Ecology
o  Neotropical Invertebrate Ecology
o  Biodiversity Hypotheses
o  Plant-Animal Interactions
o  Animal Defensive Strategies and Mimicry
o  Plant Defensive Strategies
o  Pollination and Dispersal ecology
o  Consequences of Human Use
o  Tropical Forest Conservation
 
 
Informal Lectures.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
Readings.  Readings corresponding to lecture subjects will be assigned in
the text.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
Required Texts: Kricher, John (1999).  A Neotropical Companion, 2nd Ed. 
Princeton University Press, Princeton, New Jersey.  ISBN 978-0-691-0097-42.
 
Field Book.  A field book will be required in the course.  A field book will
contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
Group Field Projects, Exercises, Demonstrations and Excursions.  These are
research or demonstrational projects designed by the faculty and worked on
in groups of four or six students.  The purpose of these projects is to
familiarize students with an array of field sampling techniques and
equipment commonly used in field studies.  With help from a faculty member,
students set up projects, collect data, and generally (depends on the
project), analyze data, present the results to the class, and write a
report.
 
Group Project, Demonstration and Excursion Topics
o  Canopy access techniques
o  Population ecology in poison-dart frogs
o  Tail flicking behavior in geckos
o  Forest structure and biodiversity
o  Biodiversity of insular freshwater fishes
o  Leaf-litter decomposer fauna
o  Niche partitioning in forest lizards
o  Cave ecology, bats, rats  invertebrates
o  Soropta canal, caimans and crocodiles
o  Bird Island, a 

Re: [ECOLOG-L] Loss of field courses, continued

[Peter Lahanas]

I have recently learned of the discussion concerning field-based courses and
would like to share my thoughts.  Please forgive this late installment (and
its length), but I have been closstered away at a remote field station in
Panama and was not privy to this discussion on ECOLOG until very recently.

As with many of you, my early experiences with nature is what drew me to
biology in the first place, motivated me towards advanced degrees and is
still the primary focus of my life.  It is indeed a shame that an entire
generation of scientists may never experience what it¹s like to make a
discovery while sitting in the canopy of a tropical rain forest or  gliding
quietly along a coral reef.

I too had been caught up in the push for genomics and reductive forms of
scientific enquiry.  While spending countless hours mixing together minute
quantities of colorless liquids I found myself continually drawn to the
laboratory window and the forest beyond. But I was fortunate to have had
several remarkable mentors in my life who, by virtue of their enthusiasm for
field ecology, and their willingness to share it, ultimately led me back to
field-based research.  While genomic-based study is important and valuable
to be sure, it will not generally allow us to better understand our place in
nature, or how to protect it (with some exceptions).  You have to get out
there and immerse yourself in nature to truly understand and appreciate our
role in it.  We need share this our students of this truth.

There has been much discussion about encouraging faculty to develop their
own field courses. Putting together a field course in another country is
easier than you might think.  Courses can be run as a travel course,
changing sites every few days, or as an on site course at an established
field station.  For those who are new to this, I would suggest doing the
latter.  Located across the globe are organizations and biological field
stations ready and willing to host and support courses in field biology.
The advantage with these field station is that they can provide the
location, logistic support and accommodations so that you, the instructor,
can focus on your course.  The organization for Biological Field Stations
(OBFS, http://www.obfs.org/) is a good place to start.

With regard to the whether field courses are relevant to students just
trying to get by financially;  they are.  I was one of those poor, first
generation students that has been referred to during this discussion, and
there was no way that I could have taken a course in another country as an
undergraduate.  But that did not stop me from taking every field course I
could that my school offered (of course, this is the problem, right?).
Eventually as a graduate student the opportunity arose and I participated in
a tropical field course in Costa Rica.  This course was pivotal in my
academic development.  I would strongly encourage anyone considering doing a
field course in biology to do so outside your country.  I suggest tropical
America.  This will not only provide your students with a fresh and exciting
look at biology, but it will provide them a cultural experience as well.
Even with potential bumps and missteps along the way, their experiences
during your course will stay with them for a lifetime.  And some of them, a
few at least, will earn graduate degrees and pass this love of nature on to
another cohort of scientistsŠ


Peter N. Lahanas

*
Peter N. Lahanas, Ph.D.
Executive Director

Institute for Tropical Ecology
and Conservation (ITEC)
2911 NW 40th Place
Gainesville, FL 32605, USA

phn: 352-367-9128
web: http://www.itec-edu.org

In Panama: 011-507-6853-2134
laha...@gmail.com

Bocas del Toro Biological Station
Boca del Drago, Isla Colon, Panama
Field Station Manager, Enrique Dixon
011-507-6624-9246

[ECOLOG-L] Summer Field Courses in Tropical Ecology and Anthropology

[Peter Lahanas]

SUMMER FIELD COURSES IN TROPICAL ECOLOGY and ANTHROPOLOGY
 
DEADLINES EXTENDED FOR 2014 SUMMER COURSES
 
Summer A, FILLED
 
Summer B (June 15-July 10; Application Deadline, May 15, 2014)
 
Coral Reef Ecology, Alfred Beulig, Ph.D., New College of Florida,
beu...@ncf.edu. See:
http://itec-edu.org/itec-field-courses-2/coral-reef-ecology/.
 
Primate Ecology and Behavior, Sarah Zohdy, Ph.D., Emory University,
sarah.zo...@emory.edu.   See: http://itec-edu.org/1536-2/.
 
Neotropical Herpetology, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org,  See: http://itec-edu.org/tropical-herpetology/.
 
Tropical Rainforest and Canopy Ecology, Barry Sullender, Ph.D., University
of Houston, Downtown, barry.w.sullen...@gmail.com, See:
http://itec-edu.org/itec-field-courses-2/tropical-rainforest-and-canopy-ecol
ogy/. 
 
Tropical Conservation Ecology, Julia Helson, Ph.D., ITEC,
juliehel...@gmail.com, See:
http://itec-edu.org/tropical-conservation-ecology/.
 
Canopy Access Techniques, Joe Maher, Treeclimbing U.S.A., ITEC,
jma...@treeclimbercoalition.org, See:
http://itec-edu.org/forest-canopy-access-techniques/.
 
Summer C (July 15-August 9; Application Deadline, June 15, 2014)
 
Tropical Ethnobotany, Lisa Aston Philander, Ph.D., University of Wyoming,
lisaphilan...@gmail.com, See: http://itec-edu.org/tropical-ethnobotany/.
 
Tropical Animal Behavior, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org, See: http://itec-edu.org/tropical-animal-behavior/.
 
Tropical Field Photography, Joe Maher, Treeclimbing U.S.A., ITEC,
jma...@treeclimbercoalition.org, See:
http://itec-edu.org/tropical-field-photography/.
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html http://www.itec-edu.org/index.html for
details.
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
with these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing.  At mid-course the entire field station community will embark on a
three-day field trip to the Boquete highlands where students will have the
opportunity to experience high elevation montane (cloud) forest and low
elevation seasonal (dry) forest on the same day.  This trip also provides a
cultural experience as we travel widely across western Panama, stopping at
various locations in route.  On return to the field station students will
have five to seven days to carry out their independent research project.
Towards the end of the course students will analyze their data, write a
technical report and present their findings during a station-wide
symposium.  Please contact the instructor or ITEC for detailed information.

BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft. Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco National Park. 
Several stops will be made in route.

COURSE LENGTH: ITEC Winter field courses are about three weeks in length. 
The TRE W-12 will run from December 20, 2013 through January 9, 2014.
 
TUITION: $2150 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip on the mainland.
 
REGISTRATION DEADLINE: Summer B (June 15-July 10; Application Deadline, May
15, 2014),  Summer C (July 15-August 9; 

[ECOLOG-L] Tropical Entomology Summer Field Course in Panama

[Peter Lahanas]

2014 Summer Course Announcement (July 15-Aug. 9, 2014)
 
FIELD COURSE IN TROPICAL ENTOMOLOGY (TEN B-14)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
 http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Leonor Ceballos, Ph.D. Cand. Department of Zoology. University
of Melbourne, Victoria 3010, Australia; email: lcebal...@ciencias.unam.mx. 
Research focus: topical entomology, arachnology, animal behavior and
evolution, socio-ecological systems and conservation.
 
TEACHING ASSISTANT: Mike C. Rotter.  Dept. of Zoology, University of
Northern Michigan; email: mrot...@nmu.edu.  Research focus: tropical
entomology, invertebrates, botany, ornithology, plant-insect interactions.
 
COURSE DESCRIPTION:  This course is designed to provide the student with a
sound foundation of the wide variety of functions that insects, and other
terrestrial arthropods, can manifest during their life, such as feeding,
communication, orientation in their natural environment, reproduction, and
interactions.  The course is also designed to provide students with the
field techniques (as applied to entomology) to explore and conduct research
in tropical entomology which includes natural history observation and
experimental approaches to insect population analysis. Students will be
introduced to the diversity of tropical insects through hands- on experience
and activities in the field. The material covered is equivalent to an
undergrad university course in theoretical and practical entomology.   The
course is divided into five distinct categories: formal classroom lectures,
informal field lectures, readings, group projects and individual research
projects. 
 
Also, this course will consider, in a general way, the different
methodologies used in both  
qualitative and quantitative entomology studies.  General objectives of this
course are: 1) to provide students with a general view of insects and other
terrestrial arthropods, as well as approaches employed in their study.  We
will also examine insect¹s importance and relationship to plants and other
animals and their environment; 2) to enable students with basic field
methodological tools required in entomological studies; and 3) to acquaint
students with the terminology used in entomology through selected readings.
 See course syllabus at: http://itec-edu.org/tropical-entomology/.
 
Formal lectures.  Formal lectures will take place in the classroom and will
include the use of chalk boards, and digital projector (PowerPoint). Topics
that will be covered are provided in the ³Course Schedule².  Unless
otherwise noted, these will begin at 8:00 am each morning.  Note: in some
particular days, evening lectures (beginning at 7:00 pm), will take place in
order to take up daylight hours that could be better used for fieldwork.
Topics include:
 
· Insect emergency and diversification
· Insect diversity
· Insect structure
· Insect taxonomy and systematics
· Sampling methods
· Aquatic, edaphic, cave, carrion and ectoparasitic insects
· Insect behavior, social, communication, feeding, territoriality,
defense, etc.
· Insect-plant interactions
· Insects and humans: pollinators, pets, food, ethnoentomology, etc.
· Medical and veterinary entomology
 
Informal Lectures.  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions. 
 
Readings.  Readings corresponding to lecture subjects will be assigned in
the course. We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time. In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
   
 Recommended texts:
Chapman, R. F. 1998. The insects. Structure and function. Cambridge
University Press. 
Gullan, P.J. and Cranston, P.S. 1994. The Insects: An outline of Entomology.
Nelson Thornes Ltd.
Hoque, C. H. 1993. Latin American Insects and Entomology. University of
California Press. 
 
Field Book.  A field book will be required in the course and will contain
all data related to group projects and independent research project.  The
field book should also contain other incidental observations such as species
lists, behavioral notes, etc., and contain detailed location, time, and
weather information. The field book must be water-proof and either pencil or
water-proof ink used to record 

[ECOLOG-L] Summer Field Course in Tropical Conservation Ecology

[Peter Lahanas]

2014 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN TROPICAL CONSERVATION ECOLOGY (TCE B-14)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea and surrounded by lowland tropical wet forests. 
Coral reef, sea grass and mangrove ecosystems lie adjacent to the station
and limestone caves, rocky intertidal shores and beaches are accessible from
the station.  The juxtaposition of the two most biologically diverse
ecosystems provides tremendous opportunities for education and research in
animal behavior.  See: http://itec-edu.org/tropical-animal-behavior/, for
details.
 
INSTRUCTOR: Julie E. Helson, Ph.D., Institute for Tropical Ecology and
Conservation., email: juliehel...@gmail.com,  Specialty: conservation
ecology, ecological theory applied to current environmental problems,
community ecology, plant-insect interactions.

COURSE DESCRIPTION:  This course is designed to provide the student with a
sound foundation in ecological concepts and field techniques as applied to
conservation ecology in a tropical setting.  The material covered is
equivalent to a university upper level course in conservation ecology.  The
course will include a discussion of general conservation biology topics and
principals, as well as taking a more focused look at conservation issues
affecting developing countries in the tropics and especially the Neotropics
(e.g., uncontrolled development, burgeoning tourism, population growth,
deforestation, pollution, and the over-utilization of marine resources). 
Students in this course will also work closely with the local communities
(e.g., local schools to develop conservation education programs; and the
local indigenous Ngöbe community to analyze the effects of tourism) .  The
course is divided into five distinct categories: formal classroom lectures
(written exam); informal field lectures; readings, discussions and critiques
presented by students; group field projects; and individual research
projects.
 
Formal lectures.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard.  Lectures will
also provide information to orientate students for both group and individual
projects.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects and
in discussion groups.  Lecture topics will include:
 
· What is Conservation Biology?
· Defining Biodiversity
· The Conservation Biologist's Toolbox
· Valuing Biodiversity
· Threats to Biodiversity (Habitat destruction, Habitat fragmentation,
Overexploitation, Invasive species, Climate change, Fire)
· Documenting and Predicting Extinctions
· Conserving Species and Populations / Consequences of Small Populations
· Conservation Planning, Priorities, and Management (Protected Areas)
· Conservation Outside Protected Areas
· Sustainable Development
· From Conservation Theory to Practice
 
Readings.  Readings corresponding to lecture subjects will be assigned from
the text and from relevant articles in the primary literature.  In addition,
each student will read, critique, and provide oral reports on published
papers brought to Bocas.

Required Text
Sodhi N.S., and Ehrlich P.R. (eds.) (2010).  Conservation Biology for All. 
Oxford University Press Inc., New York, U.S.A.  (Available online)

Required journal articles will be provided to students before the field
semester.
 
Other Important Books on Conservation Biology
Primack R.B. (2012).  A Primer of Conservation Biology (5th ed.).  Sinauer
Associates Inc., Sunderland, MA, U.S.A.
 
Primack R.B. (2010).  Essentials of Conservation Biology (5th ed.).  Sinauer
Associates Inc., Sunderland, MA, U.S.A.
 
Van Dyke F. (2008).  Conservation Biology - Foundations, Concepts,
Applications (2nd ed.).  Springer, Dordrecht, Netherlands.
 
Group Field Projects and Exercises.  These are research or instructional
projects designed by the faculty and will be worked on by students in small
groups (3-4 individuals).  When appropriate, all data will be pooled at the
end of an assignment creating a class dataset.  The purpose of these
projects is for students to gain experience with sampling techniques and
equipment commonly used in conservation ecology fieldwork.  For each
project, students will be expected to collect data, analyze data (when
appropriate), and write a report.  Each small group of students will be
expected to present the results of one project orally to the class.  There
will be 3-6 group projects.
 
Individual Research Projects.  Each student will be responsible for
designing and completing an original research project, which may deal with
any topic in conservation.  In consultation with the instructor, students
will chose their research topic, drawing from experiences during groups
projects, lectures, and 

[ECOLOG-L] Canopy Access Techniques Summer Field Course in Panama

[Peter Lahanas]

2014 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
TROPICAL RAINFOREST CANOPY ACCESS TECHNIQUES (CAT B-14)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research. See:
http://www.itec-edu.org/ for details.
 
INSTRUCTOR: Joe Maher, Tree Climber Coalition, PMB 43, 6625 Highway 53 East,
Suite 410, Dawsonville, GA 30534. Telephone (Home) 706-216-2402, (Cell)
706-531-4516, email: jma...@treeclimbercoalition.org, Specialty: Tropical
canopy access for research and ecotourism, field photography.
 
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the length of the session. Certification confirming
participation in the course will be awarded to those completing the course
satisfactorily.  For more information, contact Joe Maher or go to:
http://itec-edu.org/forest-canopy-access-techniques/
http://www.itec-edu.org/canopy.html
 
Individual Research Projects.  Working closely with faculty and students in
other courses, climbers will be responsible for designing and completing an
original in-canopy research project of their choosing.  These projects will
be carried out during the second half of the course (after Boquete) and
students will have about 10 days for data collection.  A few days before the
end of the course students will analyze their data, write a technical
report, prepare a presentation of their work and orally present their
findings at a station-wide symposium on the last day of the course.
 
 
BOQUETE CLOUD FOREST FIELD TRIP:  This three-day field trip will take place
midway through the course and will allow students the opportunity to
experience tropical cloud and seasonal forests.  We travel in ITEC boats to
the mainland and then by private bus to the town of Boquete which lies at
the base of 11,000 ft Volcan Baru.  The bus trip will take us up and over
the central mountain range and through remote Palo Seco National Park.
Several stops will be made in route.
 
COURSE LENGTH: ITEC Summer field courses are about four weeks in length. The
CAT B-14 will run from June 15 through June 10, 2014.
 
TUITION: $2150 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip on the mainland.
 
REGISTRATION DEADLINE: May 10, 2014.  The course is limited to 10 students
and applications will be evaluated as they arrive.  If you believe that your
application may arrive late, notify ITEC.
 
APPLICATIONS can be found at:
http://itec-edu.org/education-programs/application/
 
CONTACT:  Institute for Tropical Ecology and Conservation, 2911 NW 40th PL,
Gainesville, FL 32605, tel:352-367-9128, email:i...@itec-edu.org, web:
http://www.itec-edu.org/  ITEC is a 501(c)(3) non-profit organization
founded in 1996.
 
 


*
Peter N. Lahanas, Ph.D.
Executive Director

Institute for Tropical Ecology
and Conservation (ITEC)
2911 NW 40th Place
Gainesville, FL 32605, USA

phn: 352-367-9128
web: http://www.itec-edu.org

In Panama: 011-507-6853-2134
laha...@gmail.com

Bocas del Toro Biological Station
Boca del Drago, Isla Colon, Panama
Field Station Manager, Enrique Dixon
011-507-6624-9246

[ECOLOG-L] Primate Ecology Field Course in Panama

[Peter Lahanas]

2014 SUMMER COURSE ANNOUNCEMENT (June 14-July 10, 2014)
 
FIELD COURSE IN PRIMATE ECOLOGY AND BEHAVIOR (PRE B-14)
 
COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html http://www.itec-edu.org/index.html  for
details. There are three species of non-human primates available for study
on Isla Colon. 
 
INSTRUCTOR: Sarah Zohdy, Ph.D., Department of Environmental Studies, and
Rollins School of Public Health, Emory University, Atlanta, GA., email:
sarah.zo...@emory.edu mailto:sarah.zo...@emory.edu .  Specialty: Primate
ecology, evolutionary biology, behavior, diet, disease ecology and
parasitology.  
 
COURSE DESCRIPTION: The purpose of this course is to give the student a
foundation in primate ecology, primate behavior, field techniques and
analytical tools in a tropical setting. Students will live alongside wild
primates, will learn ecological and behavioral data collection techniques,
and will complete an independent study on one of three primate species
native to the area (howler monkeys, white-faced capuchins and owl monkeys).
The ultimate goal is for students to develop an integrated and comprehensive
perspective on primate behavior, research, and conservation in a tropical
setting.
 
The material covered is equivalent to a university upper level field course
in primate ecology. The first 10 days of the course will be spent learning
field techniques and carrying out various group projects or exercises.
Midway through the course the entire station community will take a 3-day
field trip to cloudforests of Boquete (see details below).  Upon returning
to the field station, students will work on their individual research
projects.  Towards the end of the course students will analyze their data,
write a technical report and present their findings orally during a
station-wide symposium.
 
LECTURES:  There will be lectures on ecological concepts, primate ecology,
primate behavior, field techniques, behavioral sampling techniques, and
analytical tools.  
 
The following topics will be covered and discussed as a part of this course
in combination with in-class and field activities:
 
€   Who are the Primates?
Primate evolution, taxonomy, and morphology
€   How do you study primates?
Research design: Methodology and data collection techniques
€   How do primates interact with each other?
Primate communication, social organization, and behavior
€   Why are primates endangered?
Conservation and distribution
€   How do primates cope with disease?
Disease ecology: Human and wildlife health implications
€   What do primates have to cope with in their environments?
Predators, seasonality, habitat destruction
€   What do primates eat?
Feeding ecology dietary adaptations
€   What are the ethics of primate research?
Ethical considerations in primatology
 
Readings corresponding to lecture topics will be assigned from the required
texts and research articles.
 
REQUIRED TEXTBOOKS:
Joanna M. Setchell and Deborah J. Curtis (2011). Field and Laboratory
Methods in Primatology: A Practical Guide, 2nd edition. Cambridge University
Press
 
Karen B. Strier (2010). Primate Behavioral Ecology, 4th edition.  Prentice
Hall.  A set of papers derived from articles or book chapters will also be
provided during the course.
 
FIELD EXERCISES: Students will learn the following field techniques, which
will assist them in establishing their independent field projects:
 
· Behavioral observations (ethogram composition and sampling techniques)
· Primate censusing techniques (nocturnal and diurnal)
· Habitat profiling (describing different habitats)
· Botanical sampling (collecting, and identifying plant samples)
· GPS techniques
· Primate feeding ecology (measuring and monitoring plant food
abundance)
· Statistics (SPSS)
 
 
INDIVIDUAL RESEARCH PROJECTS:  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in primate ecology or
conservation.  These projects will be carried out during the second half of
the course and students will have about 10 days for data collection.  During
this 10 day period, students will have the opportunity to provide feedback
to one another about research questions and data collection techniques. A
few days before the end of the course students will analyze their data,
write a technical report, prepare a PowerPoint presentation of their work
and orally present their findings 

[ECOLOG-L] Summer Field Course in Tropical Animal Behavior

[Peter Lahanas]

2014 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN TROPICAL ANIMAL BEHAVIOR (TAB C-14)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea and surrounded by lowland tropical wet forests. 
Coral reef, sea grass and mangrove ecosystems lie adjacent to the station
and limestone caves, rocky intertidal shores and beaches are accessible from
the station.  The juxtaposition of the two most biologically diverse
ecosystems provides tremendous opportunities for education and research in
animal behavior.  See: http://itec-edu.org/tropical-animal-behavior/, for
details. 
 
INSTRUCTOR: Dr. Peter N. Lahanas, Institute for Tropical Ecology and
Conservation, 2911 NW 40th PL, Gainesville, FL 32605, 352-367-9128
file://localhost/tel/352-367-9128 , laha...@itec-edu.org
mailto:laha...@itec-edu.org .  Specialty: Neotropical herpetology, forest
ecology, animal behavior, biogeography, molecular genetics of sea turtles.
 
COURSE DESCRIPTION: This course will emphasize animal behavior in the
context of tropical rain forest and marine ecosystems.  The material covered
is equivalent to a university upper level course in animal behavior.  The
course is divided into three parts.  During the first few days students will
become familiar with the many ecosystems found in our area and with the
trail systems during ³orientation².  The bulk of the first 10 days will be
spent learning field techniques in animal behavior and carrying out various
group projects or exercises (see below).  Midway through the course the
entire station community embarks on a 3-day field trip to the cloud forests
of Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
or other activities in the evening.  Students are encouraged to work with
either terrestrial or marine organisms.
 
Formal lectures.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
oStation policies, forest etiquette
oAnimal behavior, an overview
oBehavioral research design
oNeotropical ecosystems and structure
oBehavioral sampling methods
oNeotropical amphibians and reptiles
oNeotropical birds
oNeotropical mammals
oMating systems
oPlant-animal interactions, symbioses
oEvolution of polymorphism in poison dart frogs
oConservation issues
 
Informal Lectures.  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
Readings.  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
Required Text Books:
Martin, P.  P. Bateson (1993). Measuring Behaviour, Cambridge
University Press, 222, pg, ISBN: 0 521 44614 7.
OR
Lehner, Philip N. (1998). Handbook of Ethological Methods, 2nd ed.,
Cambridge University Press, 672 pp, ISBN: 0 521 63750 3.
AND
Kricher, J.C. (1999).  A Neotropical Companion.  2nd. ed., Princeton
University Press, Princeton., ISBN: 0 691 00974 0.
 
Field Book.  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or waterproof ink used to record data.
 
Group Field Projects, Exercises, Demonstrations  Excursions.
Group projects designed by the faculty and worked on in groups of four or
six students.  The purpose of these projects is to familiarize students with
an array of field sampling techniques and equipment commonly used in field
studies.  With help from a faculty member, students set up projects, collect
data, and generally (depends on the project), analyze data, present the
results to the class, and write a report.
 
Group Project, Demonstration and Excursion Topics
oBehavioral sampling methods
oEthogram exercise
oEcological sampling methods
oForest night hikes
oHoming behavior in poison-dart frog
oTail flicking behavior in geckos
oSoropta Beach, nesting leatherback sea turtles
oLekking in golden-collared manakins
oCave ecology, bats behavior
oSoropta canal, iguanas, caimans and 

[ECOLOG-L] Summer Field Course in Neotropical Herpetology

[Peter Lahanas]

2014 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN NEOTROPICAL HERPETOLOGY (NEH B-14)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a beach
facing 
the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in front of
the 
station and lowland tropical rain forests lie directly behind. This
juxtaposition of 
the two most biologically diverse ecosystems provides tremendous
opportunities 
for education and research. See: http://www.itec-edu.org/index.html for
details.
 
INSTRUCTOR: Dr. Peter N. Lahanas, Institute for Tropical Ecology and
Conservation (ITEC),  tel:352-367-9128, email: laha...@itec-edu.org,
web: http://www.itec-edu.org/herpetology2.html,  Specialty: Neotropical
herpetology, forest ecology, animal behavior, biogeography, molecular
genetics 
of sea turtles.
 
COURSE DESCRIPTION: This course will emphasize the ecology, behavior,
biogeography and systematics of the amazingly diverse Neotropical
herpetofauna. The material covered is equivalent to a university upper-level
course in herpetology.  The course is divided into three parts.  During the
first few days students will become familiar with the many ecosystems found
in our area and with the trail systems during orientation walks.  The bulk
of the first 10 days will be spent learning field techniques and carrying
out various group projects or exercises (see below).  Midway through the
course the entire station community will take a 3-day field trip to the
cloud
forests of Boquete (see details below).  On returning to the field station,
students work on their individual research projects and continue to receive
lectures or other activities in the evening.
 
Formal Lectures:  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
oHistory of Neotropical herpetology
oEvolution of amphibians and reptiles
oOverview and classification of amphibians
oOverview and classification of reptiles
oHistorical biogeographic relationships
oReproduction strategies and mating systems
oEcology, reproduction and genetics in marine turtles
oLife history strategies
oEvolution of polymorphism in poison dart frogs
oHerp-human interactions
oConservation issues

Informal Lectures:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
Readings:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.
 
Required Texts:
Pough, F. H., et al. 2004.  Herpetology.  3rd ed. Prentice-Hall, Inc., New
  Jersey.
Köhler, Gunther. 2008. Reptiles of Central America, 2nd edition. Herpeton,
verlag
  Elke Köhler.
Köhler, Gunther. 2011. Amphibians of Central America, 2nd edition. Herpeton,
  verlag Elke Köhler.
 
Note: These books are expensive but will enhance your herping experience
during the course.  Copies are maintained in the field station library.
 
Field Book:  A water-proof field notebook will be required in the course.
 The field book will contain all data related to group projects and
independent research project.  The field book should also contain all other
incidental observations such as species lists, behavioral notes, etc., and
contain detailed location information.
 
Group Field Projects, Exercises, Demonstrations and Excursions:  These
projects are designed by the faculty and worked on in groups of four or six
students.  The purpose of these projects is to familiarize students with an
array of field sampling techniques and equipment commonly used in field
studies.  With help from a faculty member, students set up projects, collect
data, and generally (depends on the project), analyze data, present the
results to the class, and write a report.
 
Group Project, Demonstration and Excursion Topics.
oForest night hikes
oPopulation biology in poison-dart frogs
oTail flicking behavior in geckos
oComparative leaflitter herpetofuana
oSoropta Beach, nesting leatherbacks
oCanopy herpetofauna (canopy access techniques)
oCave ecology, bats, rats  snakes
oSoropta canal, iguanas, caimans and crocodiles
oHerpetofuanal biodiversity analysis
oMainland herp excursion
oResource partitioning in frog breeding colonies
 
Individual Research Projects:  Working closely with faculty, students will
be responsible for designing and completing an original herpetological
research project of their choosing.  These projects will be 

[ECOLOG-L] Summer field Course in Tropical Forest and Canopy Ecology

[Peter Lahanas]

2014 SUMMER COURSE ANNOUNCEMENT (June 15 ­ July 10, 2014)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE B-14)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and sea grass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind.
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html http://www.itec-edu.org/index.html  for
details.
 
INSTRUCTORS: 
Dr. Barry Sullunder, Dept. of Natural Sciences, University of
Houston-Downtown. Phone: 713-226-5561, email: sullend...@uhd.edu
mailto:sullend...@uhd.edu .  Specialty: Neotropical forest ecology,
plant-animal interactions, insect behavior
 
Prof. Joe Maher, Director, Tree Climbing U.S.A. , 413 College Street,
Dawsonville, GA, phone: 229-732-5973, email: jma...@treeclimbercoalition.org
mailto:jma...@treeclimbercoalition.org , Specialty:  Tree canopy access,
photography.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks. The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a 3-day field trip to cloud forests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
Formal lectures.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field. Lecture topics will include:
 
o Neotropical Life Zones and Forest Types
o Tropical Forest Structure
o Tropical forest Productivity
o Epiphytes, Lianas and Creepers
o Tropical Forest Dynamics
o Nutrient Cycling
o Neotropical Vertebrate Ecology
o Neotropical Invertebrate Ecology
o Biodiversity Hypotheses
o Plant-Animal Interactions
o Animal Defensive Strategies and Mimicry
o Plant Defensive Strategies
o Pollination and Dispersal ecology
o Consequences of Human Use
o Tropical Forest Conservation
 
Informal Lectures.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
Readings. Readings corresponding to lecture subjects will be assigned in the
text.  We will also read and critique papers brought by students and faculty
and additional readings may be assigned from time to time.  In addition,
each student will read, critique, and provide oral reports on published
papers brought to Bocas.
 
Required Texts: Kricher, John (2011).  Tropical Ecology.  Princeton
University Press, Princeton, New Jersey.  ISBN 978-0-691-11513-9.
 
Field Book.  A field book will be required in the course.  A field book will
contain all data related to group projects and independent research project.
The field book should also contain all other incidental observations such as
species lists, behavioral notes, etc., and contain detailed location
information. The field book must be water-proof and either pencil or
water-proof ink used to record data.
 
Group Field Projects, Exercises, Demonstrations  Excursions.  These are
research or demonstrational projects designed by the faculty and worked on
in groups of four or six students.  The purpose of these projects is to
familiarize students with an array of field sampling techniques and
equipment commonly used in field studies. With help from a faculty member,
students set up projects, collect data, and generally (depends on the
project), analyze data, present the results to the class, and write a
report.
 
Individual Research Projects.  Working closely with faculty, students will
be responsible for designing and completing an original research project of
their choosing.  The project may deal with any topic in tropical ecology or
conservation.  These projects will be carried out during the 

[ECOLOG-L] CORAL REEF ECOLOGY FIELD COURSE IN PANAMA

[Peter Lahanas]

2014 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD COURSE IN CORAL REEF ECOLOGY (CRE B-14)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, sea grass and mangrove ecosystems lie
out in front of the station and lowland tropical rain forests lie directly
behind.  This juxtaposition of the two most biologically diverse ecosystems
provides tremendous opportunities for education and research.  See:
http://www.itec-edu.org/  for details.
 
INSTRUCTOR: Dr. Alfred Beulig, Institute for Tropical Ecology and
Conservation, and New College of Florida, 5800 Bay Shore Rd., Sarasota, FL
34243, email: beu...@ncf.edu mailto:beu...@ncf.edu  Specialties: Behavior
of fish, reef morphology, hydrodynamics, reef symbioses, reef trophic
dynamics, behavioral ecology of reef organisms.
 
COURSE DESCRIPTION
NOTE: Diving certification is not necessary to enroll in this course, but is
recommended. For SCUBA-certified (PADI, NAUI, or SSI certified) students who
will be diving, there is a $100 Lab Fee with this course which covers dive
tank air fill costs.  Students with SCUBA certification are expected to
bring their own BC, regulators, mask/fins/snorkel and proof of
certification.
 
This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is equivalent to a
university upper level course in coral reef field ecology.
The course will begin with a global ecosystem perspective and then will
progressively narrow to assess the way in which local reefs are influenced
by both global and local phenomena. We will focus in depth on Caribbean
reefs using the reef at Bocas del Toro as an example. We will provide a
brief introduction to plate tectonics as a basis for understanding the
production of substrate for reefs and their distribution in the biosphere.
In this context we will discuss several theories of the origins of reefs and
characterize a general reef community. The major reef biota that inform the
character of reefs will be discussed in terms of their anatomy, physiology,
ecological requirements, roles on the reef and overall impact. We will
examine and discuss some controversial formulations of community structure
such as the role of competition, stochastic vs deterministic models in reef
organization, diversity/stability relationships and trophic dynamics.
Sampling methodology will be discussed with regard to the peculiar demands
of the reef setting and we will examine several experimental designs and
sampling schemes with regard to their strengths and weaknesses as well as
their theoretical bases.
 
FORMAL LECTURES:  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
permit students to develop an awareness of the objectives of research on
coral reefs as well as an appreciation of current theoretical and practical
issues in ecology.
 
FIELD WORK BRIEFINGS:  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed.
Assignments will be made to the dive teams and coordinated.
 
READINGS:  Assignments relating to lecture topics will be made from the
texts and supplementary research articles provided in the library as well as
journal articles.
 
REQUIRED TEXTS
Garrison, Tom. Oceanography Latest Ed., Wadsworth, New York.
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Fishes Identification, New World, Jacksonville, FL
(Note: Instructor will provide list of other important books on coral reef
ecology on request.)
 
GROUP EXERCISES:  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to do reconnaissance observations that may lead to hypotheses that could be
tested in individual projects.  Students will be organized into dive team
groups and will carry out field observations or data collection by which
they will gain experience in the local area to help decide upon a likely
study site. These experiences will prepare students to carry out individual
research projects. In the evenings, students will participate in debriefing
sessions during which they will try to identify the reef organisms they saw
during the dives of the day and record the common name and scientific name
of the species in a debriefing log.
 
INDIVIDUAL RESEARCH PROJECTS:  Each student will be expected to prepare a
grant proposal for an original project in consultation with faculty.
Projects may be suggested by observations made during group exercises or
from the research literature, and will be evaluated on the basis of
feasibility in the available 

[ECOLOG-L] December Field Courses in Tropical Ecology and Anthropology

[Peter Lahanas]

FIELD COURSES IN TROPICAL ECOLOGY and ANTHROPOLOGY
 
COURSES OFFERED OVER WINTER BREAK (December 20, 2013-January 9, 2014)
 
 
Coral Reef Ecology, Elizabeth Lacey, Ph.D., Stockton College,
elizabeth.la...@stockton.edu
 
Primate Ecology and Behavior, Alain Houle, Ph.D., Harvard
University,ho...@fas.harvard.edu

Tropical Rainforest and Canopy Ecology, Peter N. Lahanas, Ph.D., ITEC,
laha...@itec-edu.org
 
Tropical Ethnobotany, Montserrate Rios, Pontificia Univ. Catolica del
Ecuador, mrios1...@yahoo.es
 
Tropical Conservation Ecology, Julia Helson, Ph.D., University Toronto,
juliehel...@gmail.com
 
Canopy Access Techniques, Joe Maher, Treeclimbing U.S.A.,
jma...@treeclimbercoalition.org
 
Tropical Entomology, Leonor Ceballos, Ph.D. can., Univ. Melbourne, Aus.,
lcebal...@ciencias.unam.mx
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html http://www.itec-edu.org/index.html  for
details.
 
COURSE DESCRIPTION.  The ITEC course model is built around experiential
learning in three basic areas, field data collection methods and analysis,
independent research, and cultural experience.  The availability of tropical
marine, terrestrial and freshwater ecosystems adjacent to the field station
provides unparalleled opportunities for education and research.  Each course
begins with an orientation period designed to familiarize the student with
forest trails systems, coral reef locations and ecosystems available for
study at the field station.  This is followed by a week of intensive
instruction concerning the field methods and techniques employed for data
collection specific to the course subject.  Up to six hours of field
instruction will be provided each day and will be in the form informal
lectures, group projects, demonstrations and exercises.  Formal lectures
will take place in the classroom during the day or at night along with
various assigned readings, discussions or critiques.  With knowledge gained
with these experiences and under the guidance of faculty, students will
design and write an independent research proposal on a topic of their
choosing.  At mid-course the entire field station community will embark on a
three-day field trip to the Boquete highlands where students will have the
opportunity to experience high elevation montane (cloud) forest and low
elevation seasonal (dry) forest on the same day.  This trip also provides a
cultural experience as we travel widely across western Panama, stopping at
various locations in route.  On return to the field station students will
have five to seven days to carry out their independent research project.
Towards the end of the course students will analyze their data, write a
technical report and present their findings during a station-wide
symposium.  Please contact the instructor or ITEC for detailed information.

BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft. Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco National Park. 
Several stops will be made in route.
COURSE LENGTH: ITEC Winter field courses are about three weeks in length. 
The TRE W-12 will run from December 20, 2013 through January 9, 2014.
 
TUITION: $1850 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip on the mainland.
 
REGISTRATION DEADLINE: November 30, 2013.  The course is limited to 10
students and applications will be evaluated as they arrive.  Applications
can be found at http://www.itec-edu.org/application.pdf.  If you believe
that your application may arrive late, notify ITEC.
 
GRADING and COURSE CREDIT:  Up to 6 units of credit will be given, 3 for the
lecture portion and 3 for the field portion.  A letter grade will be
assigned based on exams, reports, proposals, attendance at lectures, as well
as by less tangibles such as personal attitude, motivation, and contribution
to the course.  Course credit must be arranged through the student¹s
institution.  Contact ITEC for details. 
 
CONTACT:  Institute for Tropical Ecology and Conservation,  2911 NW 40th PL,
Gainesville, FL 32605, phone: 352-367-9128, email: i...@itec-edu.org, web:
http://www.itec-edu.org.  ITEC is a non-profit 501(c)(3) organization
founded in 1996.
 
 

[ECOLOG-L] Tropical Entomology Field Course in Panama

[Peter Lahanas]

2013 Winter Course Announcement (December 20, 2013-January 9, 2014)
 
FIELD COURSE IN TROPICAL ENTOMOLOGY (TEN W-13)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/entomology2.html  for details.
 
INSTRUCTORS:
Leonor Ceballos, Ph.D. Can. Department of Zoology. University of Melbourne,
Victoria 3010, Australia; email: lcebal...@ciencias.unam.mx.  Research
focus: topical entomology, arachnology, animal behavior and evolution,
socio-ecological systems and conservation.
 
Roberto Rojo, M.S. in Biology.  Project of The Research Field Station
Sak-kay. Carretera Federal Libre, Chetumal-Pto. Juarez, km. 283.5 Col. Ejido
Sur, CP. 77712, Playa del Carmen, Quintana Roo, Mexico; email:
rr...@riosecreto.com.   Research focus: Biospeleology, arachnology,
scientific divulgation.
 
COURSE DESCRIPTION:  This course is designed to provide the student with a
sound foundation of the wide variety of functions that insects, and other
terrestrial arthropods, can manifest during their life, such as feeding,
communication, orientation in their natural environment, reproduction, and
interactions.  The course is also designed to provide students with the
field techniques (as applied to entomology) to explore and conduct research
in tropical entomology which includes natural history observation and
experimental approaches to insect population analysis. Students will be
introduced to the diversity of tropical insects through hands- on experience
and activities in the field. The material covered is equivalent to an
undergrad university course in theoretical and practical entomology.   The
course is divided into five distinct categories: formal classroom lectures,
informal field lectures, readings, group projects and individual research
projects.
 
Also, this course will consider, in a general way, the different
methodologies used in both  
qualitative and quantitative entomology studies.  General objectives of this
course are: 1) to provide students with a general view of insects and other
terrestrial arthropods, as well as approaches employed in their study.  We
will also examine insect¹s importance and relationship to plants and other
animals and their environment; 2) to enable students with basic field
methodological tools required in entomological studies; and 3) to acquaint
students with the terminology used in entomology through selected readings.
 
Grading:  Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field portion. A letter grade will be assigned based on exams,
reports, proposals, attendance at lectures, as well as by less tangible such
as personal attitude, motivation, and contribution to the course. A letter
reporting a grade will be made available to the student¹s institution. The
student will be responsible for providing direct evidence of participation
(e.g., lecture notes, reports, exams, etc.).
 
COURSE STRUCTURE
 
Formal lectures.  Formal lectures will take place in the classroom and will
include the use of chalk boards, and digital projector (PowerPoint). Topics
that will be covered are provided in the ³Course Schedule².  Unless
otherwise noted, these will begin at 8:00 am each morning.  Note: in some
particular days, evening lectures (beginning at 7:00 pm), will take place in
order to take up daylight hours that could be better used for fieldwork.
 
Informal Lectures.  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions. 
 
Readings.  Readings corresponding to lecture subjects will be assigned in
the course. We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time. In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
   
Recommended texts: 
Chapman, R. F. 1998. The insects. Structure and function. Cambridge
University Press. 
Gullan, P.J. and Cranston, P.S. 1994. The Insects: An outline of Entomology.
Nelson Thornes Ltd.
Hoque, C. H. 1993. Latin American Insects and Entomology. University of
California Press. 
 
Field Book.  A field book will be required in the course and will contain
all data related to group projects and independent research project. The
field book should also contain other incidental observations such as species
lists, behavioral notes, etc., and contain detailed location, time, and
weather 

[ECOLOG-L] Tropical Conservation Ecology Field Course in Panama

[Peter Lahanas]

2013 Winter Course Announcement (December 20, 2013-January 9, 2014)

FIELD COURSE IN TROPICAL CONSERVATION ECOLOGY (TCE W-13)

COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, seagrass and mangrove ecosystems are
in front of the station and lowland tropical forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html for details.

INSTRUCTOR:  Dr. Julie E. Helson, University of Toronto, Canada., email:
juliehel...@gmail.com,  Specialty: conservation ecology, ecological theory
applied to current environmental problems, community ecology, plant-insect
interactions.

COURSE DESCRIPTION:  This course is designed to provide the student with a
sound foundation in ecological concepts and field techniques as applied to
conservation ecology in a tropical setting.  The material covered is
equivalent to a university upper level course in conservation ecology.  The
course will include a discussion of general conservation biology topics and
principals, as well as taking a more focused look at conservation issues
affecting developing countries in the tropics and especially the Neotropics
(e.g., uncontrolled development, burgeoning tourism, population growth,
deforestation, pollution, and the over-utilization of marine resources). 
Students in this course will also work closely with the local communities
(e.g., local schools to develop conservation education programs; and the
local indigenous Ngöbe community to analyze the effects of tourism) .  The
course is divided into five distinct categories: formal classroom lectures
(written exam); informal field lectures; readings, discussions and critiques
presented by students; group field projects; and individual research
projects.
 
Lectures.  Formal lectures will take place in the classroom and will include
the use of PowerPoint presentations and chalk boards.  Main topics that will
be covered are provided in the Formal Lecture Topics.  Lectures will also
provide information to orientate students for both group and individual
projects.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects, and
in discussion groups.

Formal Lecture Topics
 
· What is Conservation Biology?
· Defining Biodiversity
· The Conservation Biologist's Toolbox
· Valuing Biodiversity
· Threats to Biodiversity (Habitat destruction, Habitat fragmentation,
Overexploitation, Invasive species, Climate change, Fire)
· Documenting and Predicting Extinctions
· Conserving Species and Populations / Consequences of Small Populations
· Conservation Planning, Priorities, and Management (Protected Areas)
· Conservation Outside Protected Areas
· Sustainable Development
· From Conservation Theory to Practice
 
Readings. Readings corresponding to lecture-topics will be assigned from the
course text and from relevant articles in the primary literature.  In
addition, each student will read, critique, and provide oral reports on a
published paper from the primary literature.

Required Text

Sodhi N.S., and Ehrlich P.R. (eds.) (2010).  Conservation Biology for All. 
Oxford University Press Inc., New York, U.S.A.  (Available online)

Required journal articles will be provided to students before the field
semester.

Other Important Books on Conservation Biology

 
Primack R.B. (2012).  A Primer of Conservation Biology (5th ed.).  Sinauer
Associates Inc., Sunderland, MA, U.S.A.
 
Primack R.B. (2010).  Essentials of Conservation Biology (5th ed.).  Sinauer
Associates Inc., Sunderland, MA, U.S.A.
 
Van Dyke F. (2008).  Conservation Biology - Foundations, Concepts,
Applications (2nd ed.).  Springer, Dordrecht, Netherlands.
 
Group Field Projects and Exercises.  These are research or instructional
projects designed by the faculty and will be worked on by students in small
groups (3-4 individuals).  When appropriate, all data will be pooled at the
end of an assignment creating a class dataset.  The purpose of these
projects is for students to gain experience with sampling techniques and
equipment commonly used in conservation ecology fieldwork.  For each
project, students will be expected to collect data, analyze data (when
appropriate), and write a report.  Each small group of students will be
expected to present the results of one project orally to the class.  There
will be 3-6 group projects.
 
Individual Research Projects.  Each student will be responsible for
designing and completing an original research project, which may deal with
any topic in conservation.  In consultation with the instructor, students
will chose their research topic, drawing from experiences during groups
projects, lectures, and readings.  By the beginning of the second 

[ECOLOG-L] Primate Ecology and Behavior Field Course in Panama

[Peter Lahanas]

2013 WINTER COURSE ANNOUNCEMENT (December 20, 2013-January 9, 2014)
 
FIELD COURSE IN PRIMATE ECOLOGY AND BEHAVIOR (PRE W-13)
 
COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html for details.  There are three species of
non-human primates available for study on Isla Colon.
 
INSTRUCTOR:  Alain Houle, Ph.D., Associate Researcher, Department of Human
Evolutionary Biology, Harvard University, ho...@fas.harvard.edu, or
alain.ho...@gmail.com.   Specialty: Primate ecology and behaviour, canopy
access techniques.
 
COURSE DESCRIPTION:  The purpose of this course is to give the student a
foundation in primate ecology, primate behaviour, field techniques and
analytical tools in a tropical setting.  The material covered is equivalent
to a university upper level field course in primate ecology.  The course is
divided into five distinct components: classroom lectures, classroom
presentations by students (based on assigned readings), discussions and
exercises in the field, one written exam, and one individual project based
on data collection techniques learned in the field and in the classroom. 
During the first few days students will become familiar with the many
ecosystems found in our area and with the trail systems during ³orientation²
walks.  The bulk of the first 10 days will be spent learning field
techniques and carrying out various group projects or exercises.  Midway
through the course the entire station community will take a 3-day field trip
to cloudforests of Boquete (see details below).  On returning to the field
station, students work on their individual research projects.  Towards the
end of the course students will analyze their data, write a technical report
and present their findings orally during a station-wide symposium.
 
Lectures/Readings.  There will be lectures on ecological concepts, primate
ecology, primate behaviour, field techniques, behavioural sampling
techniques, and analytical tools.  Readings corresponding to lecture topics
will be assigned from selected papers.
 
Required Textbooks.  Karen B. Strier (2010). Primate Behavioral Ecology, 4th
edition.  Prentice Hall.  A set of papers derived from articles or book
chapters will also be provided during the course.
 
Group Field Exercises.  Students will learn the following field techniques,
which will assist them in setting up their own independent field project:
 
-Constructing habitat profiles
-Plant phenology profiles
-GPS exercise (Garmin 12XL)
-Behavioural observations (behavioural sampling techniques)
-Statistics (SPSS)
 
Individual Research Projects.  With the assistance of the instructor, each
student will develop and carry out their own field research project on a
topic of their choice.  Each topic must be approved by the instructor prior
to beginning data collection.  Each student will be required to write a
research proposal, collect and analyze their data, write up their findings,
and present their results to the class.  A text about the art of publishing
will be provided.
 
Grading.  All assignments must be completed before leaving the field
station, so that a final course grade can be assigned.  Course grades will
be calculated as follows (the proportion of each section is negotiable, but
an agreement must be concluded between the instructor and students before
the beginning of the course):
 
Individual Research Project - 40%
Written Exam - 30%
Classroom Presentation - 20%
Participation - 10%
 
Grading. Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field portion. A letter grade will be assigned based on exams,
reports, proposals, attendance at lectures, as well as by less tangible such
as personal attitude, motivation, and contribution to the course. A letter
reporting a grade will be made available to the student¹s institution. The
student will be responsible for providing direct evidence of participation
(e.g., lecture notes, reports, exams, etc.).
 
Course Schedule.  The course schedule will be determined on site as a
function of student needs and preferences.  It might be also
weather-dependant.  Contact Dr. Houle for course details.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco National Park. 
Several 

[ECOLOG-L] Tropical Rainforest Ecology Field Course in Panama

[Peter Lahanas]

2013 WINTER COURSE ANNOUNCEMENT (December 20, 2013-January 9, 2014)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY (TRE W-13)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html for details.
 
INSTRUCTORS: 
Dr. Peter N. Lahanas,  Institute for Tropical Ecology and Conservation,
phone: 352-361-9128, email: laha...@itec-edu.org.   Specialty: Neotropical
forest ecology, animal behavior and herpetology.
 
Prof. Joe Maher, Director, Tree Climbing U.S.A. , 413 College Street,
Dawsonville, GA, phone: phone: 229-732-5973, email:
jma...@treeclimbercoalition.org, Specialty:  Tree canopy access,
photography.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a 3-day field trip to cloudforests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
Formal lectures.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard.  Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
o   Neotropical Life Zones and Forest Types
o   Tropical Forest Structure
o   Tropical forest Productivity
o   Epiphytes, Lianas and Creepers
o   Tropical Forest Dynamics
o   Nutrient Cycling
o   Neotropical Vertebrate Ecology
o   Neotropical Invertebrate Ecology
o   Biodiversity Hypotheses
o   Plant-Animal Interactions
o   Animal Defensive Strategies and Mimicry
o   Plant Defensive Strategies
o   Pollination and Dispersal ecology
o   Consequences of Human Use
o   Tropical Forest Conservation
 
 
Informal Lectures.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
Readings.  Readings corresponding to lecture subjects will be assigned in
the text.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
Required Texts: Kricher, John (1999).  A Neotropical Companion, 2nd Ed. 
Princeton University Press, Princeton, New Jersey.  ISBN 978-0-691-0097-42.
 
Field Book.  A field book will be required in the course.  A field book will
contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
Group Field Projects, Exercises, Demonstrations and Excursions.  These are
research or demonstrational projects designed by the faculty and worked on
in groups of four or six students.  The purpose of these projects is to
familiarize students with an array of field sampling techniques and
equipment commonly used in field studies.  With help from a faculty member,
students set up projects, collect data, and generally (depends on the
project), analyze data, present the results to the class, and write a
report.
 
Group Project, Demonstration and Excursion Topics
o   Canopy access techniques
o   Population ecology in poison-dart frogs
o   Tail flicking behavior in geckos
o   Forest structure and biodiversity
o   Biodiversity of insular freshwater fishes
o   Leaf-litter decomposer fauna
o   Niche partitioning in forest lizards
o   Cave ecology, bats, rats  invertebrates
o   Soropta canal, caimans and 

[ECOLOG-L] Tropical Canopy Access Techniques Field Course

[Peter Lahanas]

2013 WINTER COURSE ANNOUNCEMENT (Dec. 20, 2013-Jan. 9, 2014)
 
FIELD COURSE IN CANOPY ACCESS TECHNIQUES (CAT W-13) 

 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hilltop
overlooking the Caribbean Sea.  Coral reef and seagrass ecosystems lie out
in front of the station and lowland tropical rain forests lie directly
behind.  This juxtaposition of the two most biologically diverse ecosystems
provides tremendous opportunities for education and research.  See:
http://www.itec-edu.org/index.html http://www.itec-edu.org/index.html for
details. 
 
INSTRUCTOR: Joe Maher, Tree Climber Coalition, PMB 43, 6625 Highway 53 East,
Suite 410, Dawsonville, GA 30534. Telephone (Home) 706-216-2402, (Cell)
706-531-4516, email: jma...@treeclimbercoalition.org, web:
http://www.itec-edu.org http://www.itec-edu.org
Specialty: Tropical canopy access for research and ecotourism, field
photography.
 
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the three week time period. Documents confirming the
completion of training at each of these levels will be awarded to those
completing the course and receiving a passing grade.
 
The course will be divided into three distinct periods of instruction and
practice. Precise scheduling will depend upon student’s progress at each
level: 
The first period will consist of orientation, introductory climbs into the
canopy, and the Basic Canopy Climber Course, during which students will be
introduced to, and practice, basic methods for both single rope technique
(SRT) and double rope technique (DRT) climbing. Techniques for initial
access into the canopy will also be introduced. Students will be climbing
into the canopy almost every day. There will be classroom meetings each
evening to cover lecture topics, debrief the activities of the day, discuss
safety issues, and acquaint students with the activities for the coming day.
By the end of this first period, students should be able to select a tree in
the forest, get a line into that tree, rig for a climb in the tree, and make
the climb, demonstrating familiarity with both basic DRT and SRT technique
and the safety issues involved with such a climb.
The second period will consist of the Canopy Access Technician's Course,
during which students will be introduced to more advanced methods of
climbing into the canopy and will be encouraged in their development of a
personal style of climbing. The course is designed to take students beyond
the basic styles of climbing and encourage the use of a variety of
techniques as demanded by the challenge of the climb at hand. Creative
thinking is encouraged so long as such thinking is contained within the
parameters dictated by safety protocols. Students will continue to climb
into the canopy each day and there will be some climbs done at night.
Classroom meetings will continue each evening for lectures, debriefings, and
discussion of safety issues. By the end of the second period students should
be capable of going into the forest in the absence of the instructor and
safely conducting a climb into a previously unclimbed tree.

At the end of the second period, students will have a three-day break for a
trip to Boquete in the central highlands. An optional cloudforest climb
during this break can be made by students wishing to do so.

The third period will consist of training in the facilitation of climbs,
rescue techniques, and building confidence to the extent that canopy
climbers will be comfortable enough to conduct research while involved with
climbs into the vertical environment. Students will also be introduced to
the concepts of team climbing, incremental climbing, and the issue of risk
management. Students will be asked to facilitate climbs made by others who
have never climbed before in order to demonstrate their ability to teach the
techniques that they themselves have been using.
 
Individual Research Projects  Working closely with faculty and students in
other courses, climbers will be responsible for designing and completing an
original in-canopy research project of their choosing.  These projects will
be carried out during the second half of the course (after Boquete) and
students will have about 10 days for data collection.  A few days before the
end of the course students will analyze their data, write a technical
report, prepare a presentation of their work 

[ECOLOG-L] Tropical Ethnobotany Field Course in Panama

[Peter Lahanas]

2013 Winter Course Announcement (December 20, 2013-January 9, 2014)
 
TROPICAL ETHNOBOTANY FIELD COURSE (TEB W-13)
 

COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef sea grass beds and mangrove ecosystems
are in front of the station and lowland tropical rainforests lie directly
behind.  The juxtaposition of the two most biologically diverse ecosystems
along with Panama's rich cultural diversity provides tremendous
opportunities for education and research.  See
http://www.itec-edu/org/index.html http://www.itec-edu/org/index.html  for
details.

INSTRUCTOR: Dr. Montserrat Rios, Tropical Ethnobotany and
Socio-environmental Development, Pontificia Universidad Católica del
Ecuador, Quito, Ecuador. Email: mrios1...@yahoo.es Phone: (593-9)
9822-11-84.  Specialty: Ethnobotany and Socio-environmental Development.

COURSE DESCRIPTION: This 3-week course will emphasize tropical ethnobotany
in the context of rainforest ecosystems. The material covered is equivalent
to an upper level university course in ethnobotany. Readings and lectures
will focus on the plant use and traditional cultures of Central and South
America, as well as innovative methods, current theory in the discipline,
and ethical frameworks that surround traditional knowledge for long-term
conservation. Much of the course will be spent learning field experience and
carrying out various class activities and exercises in the surrounding
rainforest and local communities. The course will include demonstrations by
local healers, artisans and other specialists who utilize plants. Students
will each complete a course research project in local ethnobotany based on
their individual interests, under the direction of an experienced field
ethnobotanist. The fieldwork for these projects will be carried out with a
small group of other students, with each student having their own focus.

COURSE TOPICS:
1. History and Definition of Ethnobotany: Evolution of the Concept
2. Disciplines and Sciences which Contribute to an Ethnobotanical
Study
3. Purpose of Ethnobotany: Old World and New World
4. Ethnobotanical Research Project Development
5. Professional Ethics and Intellectual Property Rights: Protocols
in Ethnobotany
6. Fields of Ethnobotanical Research
7. Ethnobotany of Bocas del Toro 
8. Qualitative Techniques and Quantitative Methods: Challenges and
Considerations 
9. Useful Plants Classification: Categories, Implications, and
Applications
10.   Role of Humans in Diversification of Plants: Wisdom, Gender, and
Crops
11.   Traditional Health Care: Food and Nature as Medicine
12.   Ancient Healers and Local Curing: Medicinal Plants and Drugs
Discovery
13.   Shamanism, Science, and Spiritual Diseases: Healing is a Fact or
Illusion
14.   Psychoactive Plants or Channels to Another World: Beverages and
Snuffs
15.   Food Patterns, Diets, and Wild Edible Plants: Genetic Inheritance
16.   Art Expressions, Plants, and Human Cosmologies: Dyes and Paints
17.   Ethnobotany and Local Markets: Value of Regional Plant Resources
18.   Plant Collection, Pressing, and Drying: Standards for Herbarium
Specimens
19.   Audio, Photo, and Video Documentation: Guidelines and Reflections
20.   Conservation of Useful Plants and Endangered Species
21.   Returning Research Results and Community Projects: Ethnobotany
Today
 

SAMPLE OF COURSE READINGS:
 
Balick, M.J. 1996. Transforming Ethnobotany for the New Millennium. Annals
of the Missouri Botanical Garden 83: 58-66.
Bird, C. 1991. Medicines from the rainforest. New Scientist 17: 34-39.
Bletter, N. 2006. Talking Books: A New Method of Returning Ethnobiological
Research Documentation to the Non-Literate. Economic Botany 60(1):85-90.
Bye, R.A. 1993. Role of humans in diversification of plants in Mexico. En:
T.P. Ramamoorthy; R. Bye; A. Lot and J. Fa (Eds.), Biological Diversity of
Mexico. Origins and Distribution. Oxford University Press. New York. Pp.
707-731.
Calderon, A.I., C.K. Angerhofer, J.M. Pezzuto, N.R. Farnsworth, R. Foster,
R. Condit, M.P. Gupta  D.D. Soejarto. 2000. Forest Plot as a Tool to
Demonstrate the Pharmaceutical Potential of Plants in a Tropical Forest of
Panama. Economic Botany 54(3):278-294.
Colvin, J.G. 1992. A Code of Ethics for Research in the Third World.
Conservation Biology 6(3).
Croom Jr., E.M. 1983. Documenting and Evaluating Herbal Remedies. Economic
Botany 31(1): 13-27.
Dalle, S.P.  C. Potvin. 2004. Conservation of Useful Plants: An Evaluation
of Local Priorities from Two Indigenous Communities in Eastern Panama.
Economic Botany: 58(1):38-57.
Elvin-Lewis, M. 2006. Evolving Concepts Related to Achieving Benefit Sharing
for Custodians of Traditional Knowledge. Ethnobotany Research  Applications
4: 075-096.
Ford, R.I. 1978. Ethnobotany: Historical diversity and 

[ECOLOG-L] Coral Reef Ecology Field Course in Panama

[Peter Lahanas]

2013 Winter Course Announcement (December 20, 2013-January 9, 2014)
 
FIELD COURSE IN CORL REEF ECOLOGY (CRE W-13)

COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, seagrass and mangrove ecosystems are
in front of the station and lowland tropical forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html for details.

INSTRUCTOR:  Dr. Elizabeth Lacey, Richard Stockton College of New Jersey,
email: elizabeth.la...@stockton.edu.  Specialty: coral reef ecology and
dynamics, community structure, symbiotic relationships.

COURSE DESCRIPTION:  NOTE: Diving certification is not necessary to enroll
in this course, but is recommended. For SCUBA-certified (PADI, NAUI, or SSI
certified) students who will be diving, there is a $100 Lab Fee with this
course which covers tank-recharging fees.  Students with SCUBA certification
are expected to bring their own BC, regulators, mask/fin/snorkel and proof
of certification.  For those not diving certified, students are expected to
bring mask/fin/snorkel.  Students using only mask and snorkel are exempt
from the lab fee.
This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is equivalent to a
university upper level course in coral reef field ecology. The course will
begin with a global ecosystem perspective and then will progressively narrow
to assess the way in which local reefs are influenced by both global and
local phenomena. We will briefly survey reef systems in various parts of the
world and focus in depth on Caribbean reefs. Using the reef at Bocas del
Toro as an example, we will carry on an inventory of representative reef
biota to characterize a general reef community. We will examine several
theories of the origins of reefs and discuss some controversial arguments on
the ecological processes ruling the dominant state and health of coral
reefs.  Students will learn to characterize a general reef community and its
place among surrounding marine habitats.  The major reef biota will be
discussed in terms of their phylogeny, biology, physiology, ecological
requirements and roles in species interactions on reefs.  We will discuss
the impacts of anthropogenic stressors to coral reefs and the role of marine
reserves in reef restoration and conservation.  In the inventory we will
examine several experimental designs and sampling schemes with regard to
their usefulness in a reef setting.

Formal Lectures.  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
teach students about the biology and ecology of the reef organisms they will
encounter and permit students to develop an awareness of the objectives of
research on coral reefs as well as an appreciation of current theoretical
and practical issues in ecology.

Lecture Topics 
* Fundamentals of oceanography, global ecology
* Plate tectonics, formation of ocean basins, continents and ocean currents
* Reef morphology, distribution of reef systems
* Seagrasses and mangroves: interactions with reef systems
* Coral reef community study - sampling methods for distribution and
abundance of organisms
* Coral reef community study - components and interactions, trophic dynamics
* Biology of coral reef organisms: Cnidarians
* Biology of coral reef organisms: Poriferans
* Biology of coral reef organisms: Echinoderms, Arthropods and Annelids
* Biology of coral reef organisms: Fishes
* Biology of coral reef organisms: Macroalgae
* Ecosystem stability, resilience and fragility
* Anthropogenic effects on reefs: climate change, over-fishing, diseases
* Marine protected areas and reserves
* 
Readings.  Assignments relating to lecture topics will be made from the
texts and supplementary research articles provided in the library.

Required Texts 
Sheppard, CRC, Davy, S.K. and G.M. Pilling The Biology of Coral Reefs,
Oxford Press, USA. 
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.

Field Work Briefings.  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed. 
Assignments will be made to the dive teams and coordinated.

Group Exercises.  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to make observations that may lead to hypotheses that could be tested in
individual projects.  Students will be organized into dive teams and will
carry out field exercises in which they will gain experience in the 

[ECOLOG-L] Tropical Conservation Ecology Course in Panama, December, 2013

[Peter Lahanas]

2013 Winter Course Announcement (December 20, 2013-January 9, 2014)

FIELD COURSE IN TROPICAL CONSERVATION ECOLOGY (TCE W-13)
 
COURSE DESCRIPTION:  This course is designed to provide the student with a
sound foundation in ecological concepts and field techniques as applied to
conservation ecology in a tropical setting.  The material covered is
equivalent to a university upper level course in conservation ecology.  The
course will include a discussion of general conservation biology topics and
principals, as well as taking a more focused look at conservation issues
affecting developing countries in the tropics and especially the Neotropics
(e.g., uncontrolled development, burgeoning tourism, population growth,
deforestation, pollution, and the over-utilization of marine resources). 
Students in this course will also work closely with the local communities
(e.g., local schools to develop conservation education programs; and the
local indigenous Ngöbe community to analyze the effects of tourism) .  The
course is divided into five distinct categories: formal classroom lectures
(written exam); informal field lectures; readings, discussions and critiques
presented by students; group field projects; and individual research
projects.
 

Lectures.  Formal lectures will take place in the classroom and will include
the use of PowerPoint presentations and chalk boards.  Main topics that will
be covered are provided in the Formal Lecture Topics.  Lectures will also
provide information to orientate students for both group and individual
projects.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects, and
in discussion groups.

 
Formal Lecture Topics
 
·  What is Conservation Biology?

·  Defining Biodiversity

·  The Conservation Biologist's Toolbox

·  Valuing Biodiversity

·  Threats to Biodiversity (Habitat destruction, Habitat fragmentation,
Overexploitation, Invasive species, Climate change, Fire)

·  Documenting and Predicting Extinctions

·  Conserving Species and Populations / Consequences of Small
Populations

·  Conservation Planning, Priorities, and Management (Protected Areas)

·  Conservation Outside Protected Areas

·  Sustainable Development

·  From Conservation Theory to Practice
 

Readings. Readings corresponding to lecture-topics will be assigned from the
course text and from relevant articles in the primary literature.  In
addition, each student will read, critique, and provide oral reports on a
published paper from the primary literature.

 
Required Text

Sodhi N.S., and Ehrlich P.R. (eds.) (2010).  Conservation Biology for All. 
Oxford University Press Inc., New York, U.S.A.  (Available online)
 
Required journal articles will be provided to students before the field
semester.
 
Other Important Books on Conservation Biology


Primack R.B. (2012).  A Primer of Conservation Biology (5th ed.).  Sinauer
Associates Inc., Sunderland, MA, U.S.A.
 
Primack R.B. (2010).  Essentials of Conservation Biology (5th ed.).  Sinauer
Associates Inc., Sunderland, MA, U.S.A.
 
Van Dyke F. (2008).  Conservation Biology - Foundations, Concepts,
Applications (2nd ed.).  Springer, Dordrecht, Netherlands.
 
Group Field Projects and Exercises.  These are research or instructional
projects designed by the faculty and will be worked on by students in small
groups (3-4 individuals).  When appropriate, all data will be pooled at the
end of an assignment creating a class dataset.  The purpose of these
projects is for students to gain experience with sampling techniques and
equipment commonly used in conservation ecology fieldwork.  For each
project, students will be expected to collect data, analyze data (when
appropriate), and write a report.  Each small group of students will be
expected to present the results of one project orally to the class.  There
will be 3-6 group projects.
 
Individual Research Projects.  Each student will be responsible for
designing and completing an original research project, which may deal with
any topic in conservation.  In consultation with the instructor, students
will chose their research topic, drawing from experiences during groups
projects, lectures, and readings.  By the beginning of the second week,
students will be expected to submit a written proposal to the instructor for
evaluation in terms of conceptual validity, experimental design, and
feasibility (available time).  Students will analyze their data and write up
their findings in scientific journal format (using the journal Conservation
Biology as a template), as well as orally present their findings to the
class.  All reports must be completed before leaving Bocas del Toro.
 
Grading. Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field portion. A letter grade will be assigned based on
attendance at lectures, exams, reports, proposals, as well as by more
subjective criteria such as 

[ECOLOG-L] Tropical Rainforest and Canopy Ecology Course in Panama, December, 2013

[Peter Lahanas]

2013 WINTER COURSE ANNOUNCEMENT (December 20, 2013-January 9, 2014)
 
FIELD COURSE IN TROPICAL RAINFOREST AND CANOPY ECOLOGY.
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef and seagrass ecosystems are out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html for details.
 
INSTRUCTORS: 
Dr. Peter N. Lahanas,  Institute for Tropical Ecology and Conservation,
phone: 352-361-9128, email: laha...@itec-edu.org.   Specialty: Neotropical
forest ecology, animal behavior and herpetology.
 
Prof. Joe Maher, Director, Tree Climbing U.S.A. , 413 College Street,
Dawsonville, GA, phone: phone: 229-732-5973, email:
jma...@treeclimbercoalition.org, Specialty:  Tree canopy access,
photography.
 
COURSE DESCRIPTION:  This field course is designed to provide the student
with a foundation in ecological concepts and field techniques as applied to
tropical rainforest ecosystems.  The material covered is equivalent to a
university upper level course in tropical ecology.  The course is divided
into three parts.  During the first few days students will become familiar
with the many ecosystems found in our area and with the trail systems during
³orientation² walks.  The bulk of the first 10 days will be spent learning
field techniques and carrying out various group projects or exercises (see
below).  It is during this time period that students will learn to access
the canopy using various rope techniques (Climbing Certification is
available, please contact Joe Maher for details).  Midway through the course
the entire station community takes a 3-day field trip to cloudforests of
Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
in the evening.
 
Formal lectures.  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard.  Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
o   Neotropical Life Zones and Forest Types
o   Tropical Forest Structure
o   Tropical forest Productivity
o   Epiphytes, Lianas and Creepers
o   Tropical Forest Dynamics
o   Nutrient Cycling
o   Neotropical Vertebrate Ecology
o   Neotropical Invertebrate Ecology
o   Biodiversity Hypotheses
o   Plant-Animal Interactions
o   Animal Defensive Strategies and Mimicry
o   Plant Defensive Strategies
o   Pollination and Dispersal ecology
o   Consequences of Human Use
o   Tropical Forest Conservation
 
 
Informal Lectures.  Informal lectures will be provided periodically during
orientation walks (when you first arrive), during group field projects or in
discussion groups. These will cover a wide variety of topics and will
generally be prompted by what we encounter in the field, or by the direction
taken during group discussions.
 
Readings.  Readings corresponding to lecture subjects will be assigned in
the text.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
Required Texts: Kricher, John (1999).  A Neotropical Companion, 2nd Ed. 
Princeton University Press, Princeton, New Jersey.  ISBN 978-0-691-0097-42.
 
Field Book.  A field book will be required in the course.  A field book will
contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
Group Field Projects, Exercises, Demonstrations and Excursions.  These are
research or demonstrational projects designed by the faculty and worked on
in groups of four or six students.  The purpose of these projects is to
familiarize students with an array of field sampling techniques and
equipment commonly used in field studies.  With help from a faculty member,
students set up projects, collect data, and generally (depends on the
project), analyze data, present the results to the class, and write a
report.
 
Group Project, Demonstration and Excursion Topics
o   Canopy access techniques
o   Population ecology in poison-dart frogs
o   Tail flicking behavior in geckos
o   Forest structure and biodiversity
o   Biodiversity of insular freshwater fishes
o   Leaf-litter decomposer fauna
o   Niche partitioning in forest lizards
o   Cave ecology, bats, rats  invertebrates
o   Soropta canal, caimans and crocodiles
o   

[ECOLOG-L] Primate Ecology Course in Panama, December, 2013

[Peter Lahanas]

2013 WINTER COURSE ANNOUNCEMENT (December 20, 2013-January 9, 2014)
 
FIELD COURSE IN PRIMATE ECOLOGY AND BEHAVIOR (PRE W-13)
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html for details.  There are three species of
non-human primates available for study on Isla Colon.
 
INSTRUCTOR:  Alain Houle, Ph.D., Associate Researcher, Department of Human
Evolutionary Biology, Harvard University, ho...@fas.harvard.edu, or
alain.ho...@gmail.com.   Specialty: Primate ecology and behaviour, canopy
access techniques.
 
COURSE DESCRIPTION:  The purpose of this course is to give the student a
foundation in primate ecology, primate behaviour, field techniques and
analytical tools in a tropical setting.  The material covered is equivalent
to a university upper level field course in primate ecology.  The course is
divided into five distinct components: classroom lectures, classroom
presentations by students (based on assigned readings), discussions and
exercises in the field, one written exam, and one individual project based
on data collection techniques learned in the field and in the classroom. 
During the first few days students will become familiar with the many
ecosystems found in our area and with the trail systems during ³orientation²
walks.  The bulk of the first 10 days will be spent learning field
techniques and carrying out various group projects or exercises.  Midway
through the course the entire station community will take a 3-day field trip
to cloudforests of Boquete (see details below).  On returning to the field
station, students work on their individual research projects.  Towards the
end of the course students will analyze their data, write a technical report
and present their findings orally during a station-wide symposium.
 
Lectures/Readings.  There will be lectures on ecological concepts, primate
ecology, primate behaviour, field techniques, behavioural sampling
techniques, and analytical tools.  Readings corresponding to lecture topics
will be assigned from selected papers.
 
Required Textbooks.  Karen B. Strier (2010). Primate Behavioral Ecology, 4th
edition.  Prentice Hall.  A set of papers derived from articles or book
chapters will also be provided during the course.
 
Group Field Exercises.  Students will learn the following field techniques,
which will assist them in setting up their own independent field project:
 
-Constructing habitat profiles
-Plant phenology profiles
-GPS exercise (Garmin 12XL)
-Behavioural observations (behavioural sampling techniques)
-Statistics (SPSS)
 
Individual Research Projects.  With the assistance of the instructor, each
student will develop and carry out their own field research project on a
topic of their choice.  Each topic must be approved by the instructor prior
to beginning data collection.  Each student will be required to write a
research proposal, collect and analyze their data, write up their findings,
and present their results to the class.  A text about the art of publishing
will be provided.
 
Grading.  All assignments must be completed before leaving the field
station, so that a final course grade can be assigned.  Course grades will
be calculated as follows (the proportion of each section is negotiable, but
an agreement must be concluded between the instructor and students before
the beginning of the course):
 
Individual Research Project - 40%
Written Exam - 30%
Classroom Presentation - 20%
Participation - 10%
 
Grading. Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field portion. A letter grade will be assigned based on exams,
reports, proposals, attendance at lectures, as well as by less tangible such
as personal attitude, motivation, and contribution to the course. A letter
reporting a grade will be made available to the student¹s institution. The
student will be responsible for providing direct evidence of participation
(e.g., lecture notes, reports, exams, etc.).
 
Course Schedule.  The course schedule will be determined on site as a
function of student needs and preferences.  It might be also
weather-dependant.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This field trip will allow students the
opportunity to visit other areas of Panama, to experience Panamanian
culture, and to visit tropical cloud and seasonal forests first hand.  We
travel in ITEC boats to the mainland and then by chartered bus to Boquete
which lies at the base of 11,000 ft Volcan Baru.  The bus trip will take us
up and over the central mountain range and through Palo Seco National Park. 
Several stops will be made in route.
 
COURSE 

[ECOLOG-L] Coral Reef Ecology Course in Panama, December, 2013

[Peter Lahanas]

2013 Winter Course Announcement (December 20, 2013-January 9, 2014)
 
  FIELD COURSE IN CORAL REEF ECOLOGY (CRE W-13)
COURSE LOCATION:  Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, seagrass and mangrove ecosystems are
in front of the station and lowland tropical forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/index.html http://www.itec-edu.org/index.html  for
details.
INSTRUCTOR:  Dr. Elizabeth Lacey, Richard Stockton College of New Jersey,
email: elizabeth.la...@stockton.edu mailto:elizabeth.la...@stockton.edu . 
Specialty: coral reef ecology and dynamics, community structure, symbiotic
relationships.
COURSE DESCRIPTION:  NOTE: Diving certification is not necessary to enroll
in this course, but is recommended. For SCUBA-certified (PADI, NAUI, or SSI
certified) students who will be diving, there is a $100 Lab Fee with this
course which covers tank-recharging fees.  Students with SCUBA certification
are expected to bring their own BC, regulators, mask/fin/snorkel and proof
of certification.  For those not diving certified, students are expected to
bring mask/fin/snorkel.  Students using only mask and snorkel are exempt
from the lab fee.
This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is equivalent to a
university upper level course in coral reef field ecology. The course will
begin with a global ecosystem perspective and then will progressively narrow
to assess the way in which local reefs are influenced by both global and
local phenomena. We will briefly survey reef systems in various parts of the
world and focus in depth on Caribbean reefs. Using the reef at Bocas del
Toro as an example, we will carry on an inventory of representative reef
biota to characterize a general reef community. We will examine several
theories of the origins of reefs and discuss some controversial arguments on
the ecological processes ruling the dominant state and health of coral
reefs.  Students will learn to characterize a general reef community and its
place among surrounding marine habitats.  The major reef biota will be
discussed in terms of their phylogeny, biology, physiology, ecological
requirements and roles in species interactions on reefs.  We will discuss
the impacts of anthropogenic stressors to coral reefs and the role of marine
reserves in reef restoration and conservation.  In the inventory we will
examine several experimental designs and sampling schemes with regard to
their usefulness in a reef setting.
Formal Lectures.  Lectures will present topics that provide a background for
the fieldwork in an interactive discussion format. Topics are selected to
teach students about the biology and ecology of the reef organisms they will
encounter and permit students to develop an awareness of the objectives of
research on coral reefs as well as an appreciation of current theoretical
and practical issues in ecology.
Lecture Topics 
* Fundamentals of oceanography, global ecology
* Plate tectonics, formation of ocean basins, continents and ocean currents
* Reef morphology, distribution of reef systems
* Seagrasses and mangroves: interactions with reef systems
* Coral reef community study - sampling methods for distribution and
abundance of organisms
* Coral reef community study - components and interactions, trophic dynamics
* Biology of coral reef organisms: Cnidarians
* Biology of coral reef organisms: Poriferans
* Biology of coral reef organisms: Echinoderms, Arthropods and Annelids
* Biology of coral reef organisms: Fishes
* Biology of coral reef organisms: Macroalgae
* Ecosystem stability, resilience and fragility
* Anthropogenic effects on reefs: climate change, over-fishing, diseases
* Marine protected areas and reserves
Readings.  Assignments relating to lecture topics will be made from the
texts and supplementary research articles provided in the library.
Required Texts 
Sheppard, CRC, Davy, S.K. and G.M. Pilling The Biology of Coral Reefs,
Oxford Press, USA. 
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.
Field Work Briefings.  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed. 
Assignments will be made to the dive teams and coordinated.
Group Exercises.  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to make observations that may lead to hypotheses that could be tested in
individual projects.  Students will be organized into dive teams and will

[ECOLOG-L] Tropical Ethnobotany Field Course December, 2013

[Peter Lahanas]

2013 Winter Course Announcement (December 20, 2013-January 9, 2014)
 
TROPICAL ETHNOBOTANY FIELD COURSE (TEB W-13)
 

COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef seagrass beds and mangrove ecosystems
are in front of the station and lowland tropical rainforests lie directly
behind.  The juxtaposition of the two most biologically diverse ecosystems
along with Panama's rich cultural diversity provides tremendous
opportunities for education and research.  See
http://www.itec-edu/org/index.html http://www.itec-edu/org/index.html  for
details.

INSTRUCTOR: Dr. Montserrat Rios, Tropical Ethnobotany and
Socio-environmental Development, Pontificia Universidad Católica del
Ecuador, Quito, Ecuador.
Email: mrios1...@yahoo.es Phone: (593-9) 9822-11-84.  Specialty: Ethnobotany
and Socio-environmental Development.

COURSE DESCRIPTION: This 3-week course will emphasize tropical ethnobotany
in the context of rainforest ecosystems. The material covered is equivalent
to an upper level university course in ethnobotany. Readings and lectures
will focus on the plant use and traditional cultures of Central and South
America, as well as innovative methods, current theory in the discipline,
and ethical frameworks that surround traditional knowledge for long-term
conservation. Much of the course will be spent learning field experience and
carrying out various class activities and exercises in the surrounding
rainforest and local communities. The course will include demonstrations by
local healers, artisans and other specialists who utilize plants. Students
will each complete a course research project in local ethnobotany based on
their individual interests, under the direction of an experienced field
ethnobotanist. The fieldwork for these projects will be carried out with a
small group of other students, with each student having their own focus.

COURSE TOPICS:
1. History and Definition of Ethnobotany: Evolution of the Concept
2. Disciplines and Sciences which Contribute to an Ethnobotanical
Study
3. Purpose of Ethnobotany: Old World and New World
4. Ethnobotanical Research Project Development
5. Professional Ethics and Intellectual Property Rights: Protocols
in Ethnobotany
6. Fields of Ethnobotanical Research
7. Ethnobotany of Bocas del Toro 
8. Qualitative Techniques and Quantitative Methods: Challenges and
Considerations 
9. Useful Plants Classification: Categories, Implications, and
Applications
10.   Role of Humans in Diversification of Plants: Wisdom, Gender, and
Crops
11.   Traditional Health Care: Food and Nature as Medicine
12.   Ancient Healers and Local Curing: Medicinal Plants and Drugs
Discovery
13.   Shamanism, Science, and Spiritual Diseases: Healing is a Fact or
Illusion
14.   Psychoactive Plants or Channels to Another World: Beverages and
Snuffs
15.   Food Patterns, Diets, and Wild Edible Plants: Genetic Inheritance
16.   Art Expressions, Plants, and Human Cosmologies: Dyes and Paints
17.   Ethnobotany and Local Markets: Value of Regional Plant Resources
18.   Plant Collection, Pressing, and Drying: Standards for Herbarium
Specimens
19.   Audio, Photo, and Video Documentation:
Martin, Garyeld ethnobotanist. Socio-envoronmental Development, Quito,
Ecuador.Guidelines and Reflections
20.   Conservation of Useful Plants and Endangered Species
21.   Returning Research Results and Community Projects: Ethnobotany
Today
 

SAMPLE OF COURSE READINGS:
 
Balick, M.J. 1996. Transforming Ethnobotany for the New Millennium. Annals
of the Missouri Botanical Garden 83: 58-66.
Bird, C. 1991. Medicines from the rainforest. New Scientist 17: 34-39.
Bletter, N. 2006. Talking Books: A New Method of Returning Ethnobiological
Research Documentation to the Non-Literate. Economic Botany 60(1):85-90.
Bye, R.A. 1993. Role of humans in diversification of plants in Mexico. En:
T.P. Ramamoorthy; R. Bye; A. Lot and J. Fa (Eds.), Biological Diversity of
Mexico. Origins and Distribution. Oxford University Press. New York. Pp.
707-731.
Calderon, A.I., C.K. Angerhofer, J.M. Pezzuto, N.R. Farnsworth, R. Foster,
R. Condit, M.P. Gupta  D.D. Soejarto. 2000. Forest Plot as a Tool to
Demonstrate the Pharmaceutical Potential of Plants in a Tropical Forest of
Panama. Economic Botany 54(3):278-294.
Colvin, J.G. 1992. A Code of Ethics for Research in the Third World.
Conservation Biology 6(3).
Croom Jr., E.M. 1983. Documenting and Evaluating Herbal Remedies. Economic
Botany 31(1): 13-27.
Dalle, S.P.  C. Potvin. 2004. Conservation of Useful Plants: An Evaluation
of Local Priorities from Two Indigenous Communities in Eastern Panama.
Economic Botany: 58(1):38-57.
Elvin-Lewis, M. 2006. Evolving Concepts Related to Achieving Benefit Sharing
for Custodians of Traditional Knowledge. Ethnobotany Research  

[ECOLOG-L] Field Course in Tropical Entomology

[Peter Lahanas]

2013 Winter Course Announcement (December 20, 2013-January 9, 2014)
 
FIELD COURSE IN TROPICAL ENTOMOLOGY
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/entomology2.html  for details.
 
INSTRUCTORS:
Leonor Ceballos, Ph.D. Can. Department of Zoology. University of Melbourne,
Victoria 3010, Australia; email: lcebal...@ciencias.unam.mx.  Research
focus: topical entomology, arachnology, animal behavior and evolution,
socio-ecological systems and conservation.
 
Roberto Rojo, M.S. in Biology.  Project of The Research Field Station
Sak-kay. Carretera Federal Libre, Chetumal-Pto. Juarez, km. 283.5 Col. Ejido
Sur, CP. 77712, Playa del Carmen, Quintana Roo, Mexico; email:
rr...@riosecreto.com.   Research focus: Biospeleology, arachnology,
scientific divulgation.
 
COURSE DESCRIPTION:  This course is designed to provide the student with a
sound foundation of the wide variety of functions that insects, and other
terrestrial arthropods, can manifest during their life, such as feeding,
communication, orientation in their natural environment, reproduction, and
interactions.  The course is also designed to provide students with the
field techniques (as applied to entomology) to explore and conduct research
in tropical entomology which includes natural history observation and
experimental approaches to insect population analysis. Students will be
introduced to the diversity of tropical insects through hands- on experience
and activities in the field. The material covered is equivalent to an
undergrad university course in theoretical and practical entomology.   The
course is divided into five distinct categories: formal classroom lectures,
informal field lectures, readings, group projects and individual research
projects.
 
Also, this course will consider, in a general way, the different
methodologies used in both  
qualitative and quantitative entomology studies.  General objectives of this
course are: 1) to provide students with a general view of insects and other
terrestrial arthropods, as well as approaches employed in their study.  We
will also examine insect¹s importance and relationship to plants and other
animals and their environment; 2) to enable students with basic field
methodological tools required in entomological studies; and 3) to acquaint
students with the terminology used in entomology through selected readings.
 
Grading:  Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field portion. A letter grade will be assigned based on exams,
reports, proposals, attendance at lectures, as well as by less tangible such
as personal attitude, motivation, and contribution to the course. A letter
reporting a grade will be made available to the student¹s institution. The
student will be responsible for providing direct evidence of participation
(e.g., lecture notes, reports, exams, etc.).
 
COURSE STRUCTURE
 
Formal lectures.  Formal lectures will take place in the classroom and will
include the use of chalk boards, and digital projector (PowerPoint). Topics
that will be covered are provided in the ³Course Schedule².  Unless
otherwise noted, these will begin at 8:00 am each morning.  Note: in some
particular days, evening lectures (beginning at 7:00 pm), will take place in
order to take up daylight hours that could be better used for field work.
 
Informal Lectures.  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions. 
 
Readings.  Readings corresponding to lecture subjects will be assigned in
the course. We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time. In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
   
 Recommended texts:
Chapman, R. F. 1998. The insects. Structure and function. Cambridge
University Press. 
Gullan, P.J. and Cranston, P.S. 1994. The Insects: An outline of Entomology.
Nelson Thornes Ltd.
Hoque, C. H. 1993. Latin American Insects and Entomology. University of
California Press. 
 
Field Book.  A field book will be required in the course and will contain
all data related to group projects and independent research project. The
field book should also contain other incidental observations such as species
lists, behavioral notes, etc., and contain detailed location, time, and
weather 

[ECOLOG-L] Coral Reef Ecology Field Course in Panama

[Peter Lahanas]

Panama Coral Reef Ecology Course Description.
 
2013 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN CORAL REEF ECOLOGY
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, sea grass and mangrove ecosystems lie
out in front of the station and lowland tropical rain forests lie directly
behind.  This juxtaposition of the two most biologically diverse ecosystems
provides tremendous opportunities for education and research.  See:
http://www.itec-edu.org/index.html http://www.itec-edu.org/index.html for
details.
 
INSTRUCTOR: Dr. Mary K. Hart, University of Florida, Biology Department,
Gainesville, FL 32611, email: mkh...@ufl.edu
 
Specialties: Behavioral ecology of reef organisms, biology of fishes, reef
community structure and species interactions, reproductive strategies in
marine species
 
COURSE DESCRIPTION
NOTE: Diving certification is not necessary to enroll in this course, but is
recommended. For SCUBA-certified (PADI, NAUI, or SSI certified) students who
will be diving, there is a $100 Lab Fee with this course which covers dive
tank air fill costs.  Students with SCUBA certification are expected to
bring their own BC, regulators, mask/fins/snorkel and proof of
certification.
 
This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is the equivalent of
a university upper level course in coral reef field ecology.  The course
will begin with a global ecosystem perspective and then will progressively
narrow to assess the way in which local reefs are influenced by both global
and local phenomena. We will then focus in depth on Caribbean reefs using
the reef at Bocas del Toro as an example. A brief introduction to plate
tectonics will be provided as a basis for understanding the evolution of
reefs and reef substrate and the distribution of coral reefs in the
biosphere.  Students will learn to characterize a general reef community and
its place among surrounding marine habitats. The major reef biota will be
discussed in terms of their phylogeny, biology, physiology, ecological
requirements, and roles in species interactions on reefs. We will examine
how coral reef communities are structured, including the roles of predation,
competition, and mutualisms/symbioses.  We will discuss the impacts of
anthropogenic stressors to coral reefs and the role of marine reserves in
reef restoration and conservation.  Sampling methodology will be discussed
with regard to the demands of the reef setting.  We will examine the
strengths and weaknesses of different experimental designs and sampling
schemes for asking particular research questions.
 
FORMAL LECTURES:  Lectures will present topics that provide a background for
the fieldwork in an interactive format. Topics are selected to teach
students about the biology and ecology of the reef organisms they will
encounter and to permit students to develop an awareness of the objectives
of research on coral reefs as well as an appreciation of current theoretical
and practical issues in ecology.
 
FIELD WORK BRIEFINGS:  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed.
Assignments will be made to the dive teams and coordinated.
 
READINGS:  Assignments related to lecture topics will be made from the texts
and supplementary research articles provided in the library as well as
journal articles.
 
REQUIRED TEXTS
Sheppard, Charles et al. The Biology of Coral Reefs (Biology of Habitats). 
Oxford University Press.
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Fishes Identification, New World, Jacksonville, FL
(Note: Instructor will provide list of other important books on coral reef
ecology on request.)
 
GROUP EXERCISES:  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to do reconnaissance observations that may lead to hypotheses that could be
tested in individual projects.  Students will be organized into dive team
groups and will carry out field observations or data collection by which
they will gain experience in the local area to help decide upon a likely
study site. These experiences will prepare students to carry out individual
research projects. In the evenings, students will participate in debriefing
sessions during which they will identify the reef organisms they saw during
the dives of the day and record the common name and scientific name of the
species in a logbook.
 
INDIVIDUAL RESEARCH PROJECTS:  Each student will be expected to prepare a
grant proposal for an original project in consultation with 

[ECOLOG-L] Tropical Ethnobotany field course in Panama

[Peter Lahanas]

TROPICAL ETHNOBOTANY FIELD COURSE
 

BOCAS DEL TORO, PANAMA
July 15 2012 - August 9, 2013

COURSE LOCATION: Institute for Tropical Ecology and Conservation (ITEC),
Bocas del Toro Biological Station, Boca del Drago, Isla Colon, Republic of
Panama. The biological station is located on a beach facing the Caribbean
Sea.  Coral reef and seagrass ecosystems lie out in front of the station and
lowland tropical rainforests lie directly behind. The juxtaposition of the
two most biologically diverse ecosystems along with Panama's rich cultural
diversity provides tremendous opportunities for education and research.  See
http://www.itec-edu/org/index.html http://www.itec-edu/org/index.html  for
details.

INSTRUCTOR: Dr. Montserrat Rios, Tropical Ethnobotany and
Socio-environmental Development, Pontificia Universidad Católica del
Ecuador, Quito, Ecuador.
Email: mrios1...@yahoo.es Phone: (593-9) 9822-11-84. Specialty: Ethnobotany
and Socio-environmental Development.

COURSE DESCRIPTION: This 4 week course will emphasize tropical ethnobotany
in the context of rainforest ecosystems. The material covered is equivalent
to an upper level university course in ethnobotany. Readings and lectures
will focus on the plant use and traditional cultures of Central and South
America, as well as innovative methods, current theory in the discipline,
and ethical frameworks that surround traditional knowledge for long-term
conservation. Much of the course will be spent learning field experience and
carrying out various class activities and exercises in the surrounding
rainforest and local communities. The course will include demonstrations by
local healers, artisans and other specialists who utilize plants. Students
will each complete a course research project in local ethnobotany based on
their individual interests, under the direction of an experienced field
ethnobotanist. The field work for these projects will be carried out with a
small group of other students, with each student having their own focus.

COURSE TOPICS:
1. History and Definition of Ethnobotany: Evolution of the Concept
2. Disciplines and Sciences which Contribute to an Ethnobotanical
Study
3. Purpose of Ethnobotany: Old World and New World
4. Ethnobotanical Research Project Development
5. Professional Ethics and Intellectual Property Rights: Protocols
in Ethnobotany
6. Fields of Ethnobotanical Research
7. Ethnobotany of Bocas del Toro  
8. Qualitative Techniques and Quantitative Methods: Challenges and
Considerations 
9. Useful Plants Classification: Categories, Implications, and
Applications
10.   Role of Humans in Diversification of Plants: Wisdom, Gender, and
Crops
11.   Traditional Health Care: Food and Nature as Medicine
12.   Ancient Healers and Local Curing: Medicinal Plants and Drugs
Discovery
13.   Shamanism, Science, and Spiritual Diseases: Healing is a Fact or
Illusion
14.   Psychoactive Plants or Channels to Another World: Beverages and
Snuffs
15.   Food Patterns, Diets, and Wild Edible Plants: Genetic Inheritance
16.   Art Expressions, Plants, and Human Cosmologies: Dyes and Paints
17.   Ethnobotany and Local Markets: Value of Regional Plant Resources
18.   Plant Collection, Pressing, and Drying: Standards for Herbarium
Specimens
19.   Audio, Photo, and Video Documentation:
Martin, Garyeld ethnobotanist. Socio-envoronmental Development, Quito,
Ecuador.Guidelines and Reflections
20.   Conservation of Useful Plants and Endangered Species
21.   Returning Research Results and Community Projects: Ethnobotany
Today
 

SAMPLE OF COURSE READINGS:
 
Balick, M.J. 1996. Transforming Ethnobotany for the New Millennium. Annals
of the Missouri Botanical Garden 83: 58-66.
Bird, C. 1991. Medicines from the rainforest. New Scientist 17: 34-39.
Bletter, N. 2006. Talking Books: A New Method of Returning Ethnobiological
Research Documentation to the Non-Literate. Economic Botany 60(1):85-90.
Bye, R.A. 1993. Role of humans in diversification of plants in Mexico. En:
T.P. Ramamoorthy; R. Bye; A. Lot and J. Fa (Eds.), Biological Diversity of
Mexico. Origins and Distribution. Oxford University Press. New York. Pp.
707-731.
Calderon, A.I., C.K. Angerhofer, J.M. Pezzuto, N.R. Farnsworth, R. Foster,
R. Condit, M.P. Gupta  D.D. Soejarto. 2000. Forest Plot as a Tool to
Demonstrate the Pharmaceutical Potential of Plants in a Tropical Forest of
Panama. Economic Botany 54(3):278-294.
Colvin, J.G. 1992. A Code of Ethics for Research in the Third World.
Conservation Biology 6(3).
Croom Jr., E.M. 1983. Documenting and Evaluating Herbal Remedies. Economic
Botany 31(1): 13-27.
Dalle, S.P.  C. Potvin. 2004. Conservation of Useful Plants: An Evaluation
of Local Priorities from Two Indigenous Communities in Eastern Panama.
Economic Botany: 58(1):38-57.
Elvin-Lewis, M. 2006. Evolving Concepts Related to Achieving Benefit Sharing
for Custodians of Traditional Knowledge. 

[ECOLOG-L] Tropical Ornithology field Course in Panama

[Peter Lahanas]

Neotropical Ornithology Course Description.
 
2013 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN NEOTROPICAL ORNITHOLOGY
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  The island has a mix of cultivated land, mangrove
habitats, and forest patches.  See: http://www.itec-edu.org/index.html
http://www.itec-edu.org/index.html for details.
 
INSTRUCTOR: Dr. Andrew Kratter, University of Florida, Florida Museum of
Natural History, Gainesville, FL 32611, email: krat...@flmnh.ufl.edu
 
Specialties: Community ecology of tropical forest birds. Taxonomy,
systematics, and biogeography of New World birds
 
COURSE DESCRIPTION
This course is designed to provide students with a solid foundation in the
study and identification of Neotropical birds in the Republic of Panama.
Course will emphasize three components of Neotropical Ornithology: (1)
introductory information regarding the biology, evolution, natural history,
ecology, and conservation of birds with special reference to the biology and
ecology of Neotropical birds (2) building identification skills for finding
and identifying birds of the tropical rain forest, and aquatic and marine
habitats in the Bocas del Toro arcipelago and nearby mainland areas (3)
techniques of experimental design for conducting an ecological/behavior
study of a selected species. All aspects of our study of birds is set
against and within the tropical habitats of Panama.
Basic Requirements
Attendance and participation in all activities including lectures,
discussion groups, identification trips, field trips to selected habitats,
completion of individual study project, presentation of projects to class
for group discussion are required to complete this course. Everyone should
plan on bringing a good pair of binoculars. I will provide a spotting scope
for identification sessions. A laptop computer will also prove useful.
Required Texts
Angehr, G. R. and R. Dean. 2010. The Birds of Panama: A Field Guide.
Comstock Publishing. ISBN-13: 978-0801476747
Hilty, Stephen. 1994. Birds of Tropical America. Chapters Publishing Ltd.
Shelburne, Vermont..
 
Outcomes and Learning
At the conclusion of this course the student will:
1. Have a sound introduction to the biology and ecology of tropical birds in
the Panamanian habitats
2. Gain an introduction to the selected literature about neotropical birds
of the Panamanian area with emphasis on tropical rain forest birds.
3. Have the skills to identify selected tropical rain forest birds
4. Have the requisite skills to identify tropical rain forest birds
5. Have the requisite skills to develop an experimental design of ecological
or behavioral study of tropical rain forest birds.
Course Outline
First half of the course includes lectures and field trips for finding and
identifying neotropical birds. Second half of the course emphasizes field
identification techniques, building species lists with trips to additional
tropical habitats, and individual projects involving studying the
ecology/behavior of a particular species.
Bird Biology Lecture Topics
Introduction to birds
External anatomy of birds
Evolution of birds with special emphasis on tropics
Introduction to phylogenetic methods
Speciation and species concepts
Adaptations for an mechanisms of bird flight
Physiology of birds
Breeding biology of tropical birds
Molt in tropical birds
Feathers and coloration of birds
Bird communication
Foraging in tropical birds
Community Ecology of tropical birds, competition, predation, etc.
Conservation of tropical birds
 
Birding skills and projects
Equipment for bird identification
Finding birds in the tropical rain forest
Review/work on individual research project
 
Field trips
Nocturnal birds of the tropical rain forest
Field trip to Cloud Forest
Field trips to nearby islands, shore/coastal habitats
Supervised studies; students will have the change to be involved in
projects.
 
General Bibliography
  Wetmore, A. 1965-1973. The birds of the Republic of Panama. Parts
I-III. Smithsonian Miscellaneous Collections. Volume 150.
  Wetmore, A., R. F. Pasquier, and S. L. Olson. 1984. The birds of the
Republic of Panama. Part IV. Smithsonian Institute Press Washington, D. C.
  Gentry, A. H. 1990. Four Neotropical forests. Yale University Press.
New Haven, Connecticut.
  Hilty, Stephen. 1994. Birds of Tropical America. Chapters Publishing
Ltd. Shelburne, Vermont. 304 pages.
  Ridgeway, R. S. and J. A. Gwynne, Jr. A Guide to the Birds of Panama.
2nd edition. Princeton University Press. Princeton University Press. 534
pages.
Terborgh, J. 1992. Diversity and the tropical rain forest. W. H. Freeman and
Company. New York, New York.
 
COURSE 

[ECOLOG-L] Tropical Ornithology Field Course in Panama

[Peter Lahanas]

Neotropical Ornithology Course Description.
 
2013 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN NEOTROPICAL ORNITHOLOGY
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  The island has a mix of cultivated land, mangrove
habitats, and forest patches.  See: http://www.itec-edu.org/index.html
http://www.itec-edu.org/index.html for details.
 
INSTRUCTOR: Dr. Andrew Kratter, University of Florida, Florida Museum of
Natural History, Gainesville, FL 32611, email: krat...@flmnh.ufl.edu
 
Specialties: Community ecology of tropical forest birds. Taxonomy,
systematics, and biogeography of New World birds
 
COURSE DESCRIPTION
This course is designed to provide students with a solid foundation in the
study and identification of Neotropical birds in the Republic of Panama.
Course will emphasize three components of Neotropical Ornithology: (1)
introductory information regarding the biology, evolution, natural history,
ecology, and conservation of birds with special reference to the biology and
ecology of Neotropical birds (2) building identification skills for finding
and identifying birds of the tropical rain forest, and aquatic and marine
habitats in the Bocas del Toro arcipelago and nearby mainland areas (3)
techniques of experimental design for conducting an ecological/behavior
study of a selected species. All aspects of our study of birds is set
against and within the tropical habitats of Panama.
Basic Requirements
Attendance and participation in all activities including lectures,
discussion groups, identification trips, field trips to selected habitats,
completion of individual study project, presentation of projects to class
for group discussion are required to complete this course. Everyone should
plan on bringing a good pair of binoculars. I will provide a spotting scope
for identification sessions. A laptop computer will also prove useful.
Required Texts
Angehr, G. R. and R. Dean. 2010. The Birds of Panama: A Field Guide.
Comstock Publishing. ISBN-13: 978-0801476747
Hilty, Stephen. 1994. Birds of Tropical America. Chapters Publishing Ltd.
Shelburne, Vermont..
 
Outcomes and Learning
At the conclusion of this course the student will:
1. Have a sound introduction to the biology and ecology of tropical birds in
the Panamanian habitats
2. Gain an introduction to the selected literature about neotropical birds
of the Panamanian area with emphasis on tropical rain forest birds.
3. Have the skills to identify selected tropical rain forest birds
4. Have the requisite skills to identify tropical rain forest birds
5. Have the requisite skills to develop an experimental design of ecological
or behavioral study of tropical rain forest birds.
Course Outline
First half of the course includes lectures and field trips for finding and
identifying neotropical birds. Second half of the course emphasizes field
identification techniques, building species lists with trips to additional
tropical habitats, and individual projects involving studying the
ecology/behavior of a particular species.
Bird Biology Lecture Topics
Introduction to birds
External anatomy of birds
Evolution of birds with special emphasis on tropics
Introduction to phylogenetic methods
Speciation and species concepts
Adaptations for an mechanisms of bird flight
Physiology of birds
Breeding biology of tropical birds
Molt in tropical birds
Feathers and coloration of birds
Bird communication
Foraging in tropical birds
Community Ecology of tropical birds, competition, predation, etc.
Conservation of tropical birds
 
Birding skills and projects
Equipment for bird identification
Finding birds in the tropical rain forest
Review/work on individual research project
 
Field trips
Nocturnal birds of the tropical rain forest
Field trip to Cloud Forest
Field trips to nearby islands, shore/coastal habitats
Supervised studies; students will have the change to be involved in
projects.
 
General Bibliography
  Wetmore, A. 1965-1973. The birds of the Republic of Panama. Parts
I-III. Smithsonian Miscellaneous Collections. Volume 150.
  Wetmore, A., R. F. Pasquier, and S. L. Olson. 1984. The birds of the
Republic of Panama. Part IV. Smithsonian Institute Press Washington, D. C.
  Gentry, A. H. 1990. Four Neotropical forests. Yale University Press.
New Haven, Connecticut.
  Hilty, Stephen. 1994. Birds of Tropical America. Chapters Publishing
Ltd. Shelburne, Vermont. 304 pages.
  Ridgeway, R. S. and J. A. Gwynne, Jr. A Guide to the Birds of Panama.
2nd edition. Princeton University Press. Princeton University Press. 534
pages.
Terborgh, J. 1992. Diversity and the tropical rain forest. W. H. Freeman and
Company. New York, New York.
 
COURSE 

[ECOLOG-L] Tropical Ethnobotany Field Course in Panama

[Peter Lahanas]

TROPICAL ETHNOBOTANY FIELD COURSE
 

BOCAS DEL TORO, PANAMA
July 15 2012 - August 9, 2013

COURSE LOCATION: Institute for Tropical Ecology and Conservation (ITEC),
Bocas del Toro Biological Station, Boca del Drago, Isla Colon, Republic of
Panama. The biological station is located on a beach facing the Caribbean
Sea.  Coral reef and seagrass ecosystems lie out in front of the station and
lowland tropical rainforests lie directly behind. The juxtaposition of the
two most biologically diverse ecosystems along with Panama's rich cultural
diversity provides tremendous opportunities for education and research.  See
http://www.itec-edu/org/index.html http://www.itec-edu/org/index.html  for
details.

INSTRUCTOR: Dr. Montserrat Rios, Tropical Ethnobotany and
Socio-environmental Development, Pontificia Universidad Católica del
Ecuador, Quito, Ecuador.
Email: mrios1...@yahoo.es Phone: (593-9) 9822-11-84. Specialty: Ethnobotany
and Socio-environmental Development.

COURSE DESCRIPTION: This 4 week course will emphasize tropical ethnobotany
in the context of rainforest ecosystems. The material covered is equivalent
to an upper level university course in ethnobotany. Readings and lectures
will focus on the plant use and traditional cultures of Central and South
America, as well as innovative methods, current theory in the discipline,
and ethical frameworks that surround traditional knowledge for long-term
conservation. Much of the course will be spent learning field experience and
carrying out various class activities and exercises in the surrounding
rainforest and local communities. The course will include demonstrations by
local healers, artisans and other specialists who utilize plants. Students
will each complete a course research project in local ethnobotany based on
their individual interests, under the direction of an experienced field
ethnobotanist. The field work for these projects will be carried out with a
small group of other students, with each student having their own focus.

COURSE TOPICS:
1. History and Definition of Ethnobotany: Evolution of the Concept
2. Disciplines and Sciences which Contribute to an Ethnobotanical
Study
3. Purpose of Ethnobotany: Old World and New World
4. Ethnobotanical Research Project Development
5. Professional Ethics and Intellectual Property Rights: Protocols
in Ethnobotany
6. Fields of Ethnobotanical Research
7. Ethnobotany of Bocas del Toro  
8. Qualitative Techniques and Quantitative Methods: Challenges and
Considerations 
9. Useful Plants Classification: Categories, Implications, and
Applications
10.   Role of Humans in Diversification of Plants: Wisdom, Gender, and
Crops
11.   Traditional Health Care: Food and Nature as Medicine
12.   Ancient Healers and Local Curing: Medicinal Plants and Drugs
Discovery
13.   Shamanism, Science, and Spiritual Diseases: Healing is a Fact or
Illusion
14.   Psychoactive Plants or Channels to Another World: Beverages and
Snuffs
15.   Food Patterns, Diets, and Wild Edible Plants: Genetic Inheritance
16.   Art Expressions, Plants, and Human Cosmologies: Dyes and Paints
17.   Ethnobotany and Local Markets: Value of Regional Plant Resources
18.   Plant Collection, Pressing, and Drying: Standards for Herbarium
Specimens
19.   Audio, Photo, and Video Documentation:
Martin, Garyeld ethnobotanist. Socio-envoronmental Development, Quito,
Ecuador.Guidelines and Reflections
20.   Conservation of Useful Plants and Endangered Species
21.   Returning Research Results and Community Projects: Ethnobotany
Today
 

SAMPLE OF COURSE READINGS:
 
Balick, M.J. 1996. Transforming Ethnobotany for the New Millennium. Annals
of the Missouri Botanical Garden 83: 58-66.
Bird, C. 1991. Medicines from the rainforest. New Scientist 17: 34-39.
Bletter, N. 2006. Talking Books: A New Method of Returning Ethnobiological
Research Documentation to the Non-Literate. Economic Botany 60(1):85-90.
Bye, R.A. 1993. Role of humans in diversification of plants in Mexico. En:
T.P. Ramamoorthy; R. Bye; A. Lot and J. Fa (Eds.), Biological Diversity of
Mexico. Origins and Distribution. Oxford University Press. New York. Pp.
707-731.
Calderon, A.I., C.K. Angerhofer, J.M. Pezzuto, N.R. Farnsworth, R. Foster,
R. Condit, M.P. Gupta  D.D. Soejarto. 2000. Forest Plot as a Tool to
Demonstrate the Pharmaceutical Potential of Plants in a Tropical Forest of
Panama. Economic Botany 54(3):278-294.
Colvin, J.G. 1992. A Code of Ethics for Research in the Third World.
Conservation Biology 6(3).
Croom Jr., E.M. 1983. Documenting and Evaluating Herbal Remedies. Economic
Botany 31(1): 13-27.
Dalle, S.P.  C. Potvin. 2004. Conservation of Useful Plants: An Evaluation
of Local Priorities from Two Indigenous Communities in Eastern Panama.
Economic Botany: 58(1):38-57.
Elvin-Lewis, M. 2006. Evolving Concepts Related to Achieving Benefit Sharing
for Custodians of Traditional Knowledge. 

[ECOLOG-L] Coral Reef Ecology Field Course in Panama

[Peter Lahanas]

Panama Coral Reef Ecology Course Description.
 
2013 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN CORAL REEF ECOLOGY
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea.  Coral reef, sea grass and mangrove ecosystems lie
out in front of the station and lowland tropical rain forests lie directly
behind.  This juxtaposition of the two most biologically diverse ecosystems
provides tremendous opportunities for education and research.  See:
http://www.itec-edu.org/index.html http://www.itec-edu.org/index.html for
details.
 
INSTRUCTOR: Dr. Mary K. Hart, University of Florida, Biology Department,
Gainesville, FL 32611, email: mkh...@ufl.edu
 
Specialties: Behavioral ecology of reef organisms, biology of fishes, reef
community structure and species interactions, reproductive strategies in
marine species
 
COURSE DESCRIPTION
NOTE: Diving certification is not necessary to enroll in this course, but is
recommended. For SCUBA-certified (PADI, NAUI, or SSI certified) students who
will be diving, there is a $100 Lab Fee with this course which covers dive
tank air fill costs.  Students with SCUBA certification are expected to
bring their own BC, regulators, mask/fins/snorkel and proof of
certification.
 
This course is designed to provide the student with a sound foundation in
ecological concepts, techniques and experimental design in field research as
applied to coral reef ecosystems. The material covered is the equivalent of
a university upper level course in coral reef field ecology.  The course
will begin with a global ecosystem perspective and then will progressively
narrow to assess the way in which local reefs are influenced by both global
and local phenomena. We will then focus in depth on Caribbean reefs using
the reef at Bocas del Toro as an example. A brief introduction to plate
tectonics will be provided as a basis for understanding the evolution of
reefs and reef substrate and the distribution of coral reefs in the
biosphere.  Students will learn to characterize a general reef community and
its place among surrounding marine habitats. The major reef biota will be
discussed in terms of their phylogeny, biology, physiology, ecological
requirements, and roles in species interactions on reefs. We will examine
how coral reef communities are structured, including the roles of predation,
competition, and mutualisms/symbioses.  We will discuss the impacts of
anthropogenic stressors to coral reefs and the role of marine reserves in
reef restoration and conservation.  Sampling methodology will be discussed
with regard to the demands of the reef setting.  We will examine the
strengths and weaknesses of different experimental designs and sampling
schemes for asking particular research questions.
 
FORMAL LECTURES:  Lectures will present topics that provide a background for
the fieldwork in an interactive format. Topics are selected to teach
students about the biology and ecology of the reef organisms they will
encounter and to permit students to develop an awareness of the objectives
of research on coral reefs as well as an appreciation of current theoretical
and practical issues in ecology.
 
FIELD WORK BRIEFINGS:  Prior to departing for the reef site, dive teams will
be formed and the objectives for the day will be outlined and discussed.
Assignments will be made to the dive teams and coordinated.
 
READINGS:  Assignments related to lecture topics will be made from the texts
and supplementary research articles provided in the library as well as
journal articles.
 
REQUIRED TEXTS
Sheppard, Charles et al. The Biology of Coral Reefs (Biology of Habitats). 
Oxford University Press.
Humann, Paul. Reef Coral Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Creature Identification, New World, Jacksonville, FL.
Humann, Paul. Reef Fishes Identification, New World, Jacksonville, FL
(Note: Instructor will provide list of other important books on coral reef
ecology on request.)
 
GROUP EXERCISES:  During the first week, students will visit several sites
in the vicinity of the station to familiarize themselves with the area and
to do reconnaissance observations that may lead to hypotheses that could be
tested in individual projects.  Students will be organized into dive team
groups and will carry out field observations or data collection by which
they will gain experience in the local area to help decide upon a likely
study site. These experiences will prepare students to carry out individual
research projects. In the evenings, students will participate in debriefing
sessions during which they will identify the reef organisms they saw during
the dives of the day and record the common name and scientific name of the
species in a logbook.
 
INDIVIDUAL RESEARCH PROJECTS:  Each student will be expected to prepare a
grant proposal for an original project in consultation with 

[ECOLOG-L] Tropical Animal Behavior Field Course in Panama

[Peter Lahanas]

2013 SUMMER COURSE ANNOUNCEMENT (July 15-August 9)
 
FIELD COURSE IN TROPICAL ANIMAL BEHAVIOR (TAB C-13),
http://www.itec-edu.org/behavior3.html.
http://www.itec-edu.org/behavior3.html.
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea and surrounded by lowland tropical wet forests. 
Coral reef, sea grass and mangrove ecosystems lie adjacent to the station
and limestone caves, rocky intertidal shores and beaches are accessible from
the station.  The juxtaposition of the two most biologically diverse
ecosystems provides tremendous opportunities for education and research in
animal behavior.  See: http://www.itec-edu.org/index.html for details.
 
INSTRUCTOR: Dr. Peter N. Lahanas, Institute for Tropical Ecology and
Conservation, 2911 NW 40th PL, Gainesville, FL 32605, 352-367-9128
file://localhost/tel/352-367-9128 , laha...@itec-edu.org
mailto:laha...@itec-edu.org .  Specialty: Neotropical herpetology, forest
ecology, animal behavior, biogeography, molecular genetics of sea turtles.
 
COURSE DESCRIPTION: This course will emphasize animal behavior in the
context of tropical rain forest and marine ecosystems.  The material covered
is equivalent to a university upper level course in animal behavior.  The
course is divided into three parts.  During the first few days students will
become familiar with the many ecosystems found in our area and with the
trail systems during ³orientation².  The bulk of the first 10 days will be
spent learning field techniques in animal behavior and carrying out various
group projects or exercises (see below).  Midway through the course the
entire station community embarks on a 3-day field trip to the cloud forests
of Boquete (see details below).  On returning to the field station, students
work on their individual research projects and continue to receive lectures
or other activities in the evening.  Students are encouraged to work with
either terrestrial or marine organisms.
 
Formal lectures:  Formal lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard. Lectures will
generally be given in the evening so that more daylight hours can be spent
in the field.  Lecture topics will include:
 
oStation policies, forest etiquette
oAnimal behavior, an overview
oBehavioral research design
oNeotropical ecosystems and structure
oBehavioral sampling methods
oNeotropical amphibians and reptiles
oNeotropical birds
oNeotropical mammals
oMating systems
oPlant-animal interactions, symbioses
oEvolution of polymorphism in poison dart frogs
oConservation issues
 
Informal Lectures:  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions.
 
Readings:  Readings corresponding to lecture subjects will be assigned in
the texts.  We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time.  In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
 
Required Texts
Martin, P.  P. Bateson (1993). Measuring Behaviour, Cambridge
University Press, 222, pg, ISBN: 0 521 44614 7.
OR
Lehner, Philip N. (1998). Handbook of Ethological Methods, 2nd ed.,
Cambridge University Press, 672 pp, ISBN: 0 521 63750 3.
AND
Kricher, J.C. (1999).  A Neotropical Companion.  2nd. ed., Princeton
University Press, Princeton., ISBN: 0 691 00974 0.
 
Field Book:  A field book will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be waterproof and either
pencil or waterproof ink used to record data.
 
Group field Projects, Exercises, Demonstrations and Excursions:  Group
projects designed by the faculty and worked on in groups of four or six
students.  The purpose of these projects is to familiarize students with an
array of field sampling techniques and equipment commonly used in field
studies.  With help from a faculty member, students set up projects, collect
data, and generally (depends on the project), analyze data, present the
results to the class, and write a report.
 
Group Project, Demonstration and Excursion Topics
oBehavioral sampling methods
oEthogram exercise
oEcological sampling methods
oForest night hikes
oHoming behavior in poison-dart frog
oTail flicking behavior in geckos
oSoropta Beach, nesting leatherbacks
oLekking in golden-collared manakins
oCave ecology, bats 

[ECOLOG-L] Canopy Access Field Course in Panama

[Peter Lahanas]

2013 SUMMER COURSE ANNOUNCEMENT (June 15-July 9)
 
TROPICAL RAINFOREST CANOPY ACCESS TECHNIQUES (CAT B-13),
http://www.itec-edu.org/canopy.html
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a hill
facing the Caribbean Sea and is surrounded by tropical lowland wet forest.
Forest types are diverse at the station and include mature wet forest,
Raphia swamps and mangrove forests.  See: http://www.itec-edu.org/index.html
http://www.itec-edu.org/index.html for details.
 
INSTRUCTOR: Joe Maher, (jma...@treeclimbercoalition.org)Tree Climber
Coalition, http://www.treeclimbercoalition.org/ and the Institute for
Tropical Ecology and Conservation (ITEC).  Phn: 706-216-2402.
 
COURSE DESCRIPTION: This course is designed to provide students with the
methodology and expertise necessary to explore and conduct research in the
tropical forest canopy. The course involves a hands-on approach to the
techniques necessary for accessing the canopy as well as lectures on various
topics relating to climbing techniques, safety while climbing, facilitation
of climbing activities, and combining scientific research with climbing.
This course is the equivalent of the Basic Canopy Climbing Course, the
Canopy Access Technicians Course, and the Facilitators Course, all done
back-to-back over the length of the session. Certification confirming
participation in the course will be awarded to those completing the course
satisfactorily.  For more information, contact Joe Maher.
 
BOQUETE CLOUD FOREST FIELD TRIP:  This three-day field trip will take place
midway through the course and will allow students the opportunity to
experience tropical cloud and seasonal forests.  We travel in ITEC boats to
the mainland and then by private bus to the town of Boquete which lies at
the base of 11,000 ft Volcan Baru.  The bus trip will take us up and over
the central mountain range and through remote Palo Seco National Park.
Several stops will be made in route.
 
TUITION: $2050 USD.  Tuition fee includes all lodging, meals and airport
transfers in Bocas del Toro.  The tuition also covers transportation and
lodging during the 3-day cloud forest field trip on the mainland.
 
REGISTRATION DEADLINE: May 15, 2013.  The course is limited to 10 students
and applications will be evaluated as they arrive.  If you believe that your
application may arrive late, notify ITEC.
 
APPLICATION DETAILS, CONTACT:  Institute for Tropical Ecology and
Conservation, 2911 NW 40th PL, Gainesville, FL 32605, 352-367-9128
file://localhost/tel/352-367-9128 ,  i...@itec-edu.org
mailto:i...@itec-edu.org , http://www.itec-edu.org/index.html.
http://www.itec-edu.org/index.html.
 
 


*
Peter N. Lahanas, Ph.D.
Executive Director

Institute for Tropical Ecology
and Conservation (ITEC)
2911 NW 40th Place
Gainesville, FL 32605, USA

phn: 352-367-9128
web: http://www.itec-edu.org

In Panama: 011-507-6853-2134
laha...@gmail.com

[ECOLOG-L] Primate Ecology Field Course in Panama

[Peter Lahanas]

2013 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD METHODS IN PRIMATE ECOLOGY AND BEHAVIOR


COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See:
http://www.itec-edu.org/index.html for details.
 
INSTRUCTOR.  Jackson Frechette, Ph.D. Candidate., Interdisciplinary Ecology,
School of Natural Resources and Environment, University of Florida.
j...@ufl.edu  Specialty: Community ecology, behavioral ecology, primatology,
conservation and research design.
 
COURSE DESCRIPTION: This course will familiarize students with field
methodology for studying primate ecology and behavior, and will provide a
background in major focuses of primatological field research. The material
covered is equivalent to a university upper level course in primatology. 
The course relies on lectures and discussions of readings as well as field
training, culminating in the planning, implementation, analysis and
presentation of an independent field research project.
  During the first few days students will become familiar with the many
ecosystems found in our area and with the trail systems during ³orientation²
walks.  The bulk of the first 10 days will be spent learning field
techniques and carrying out various group exercises (see below).  Midway
through the course the entire station community takes a 3-day field trip to
cloud forests of Boquete (see details below).  On returning to the field
station, students work on their individual research projects and continue to
receive lectures or other activities in the evening.
 
Lectures/discussion  Lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard, focusing on
readings and discussion.  Readings will be assigned and should be completed
before lectures, which will generally be in the evening so that more
daylight hours can be spent in the field.  Topics will be:
 
€   Introduction to primate diversity, behavior, and evolution
€   Research design and sampling methods
€   Introduction to general ecological prinicples
€   Community ecology
€   Behavioral ecology
€   Primate conservation
 
Readings  Readings corresponding to lecture subjects will be assigned from
the course texts as well as published papers available online or hard copy
at the station.  Discussion will focus on critical reads of the assigned
materials with a focus on methodology when applicable.
 
Required Text: 
Martin, P., and Bateson, P. Measuring Behavior. 3rd ed. King¹s College,
Cambridge, MA.
 
Recommended Texts:
Strier, K. Primate Behavioral Ecology. 4th ed.
 
Setchell, J.M., and Curtis, D.J. Field and Laboratroy Methods in
Primatology: A Practical Guide. Cambirdge University Press.
 
Field Book  A field notebook will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
Group Field Exercises  These group exercises are designed to introduce
students to various techniques and equipment commonly used in field
primatology and prepare them to undertake their independent projects.  All
students are expected to participate in all field exercises, as well as
write up results for all projects and be prepared to discuss (rather than
report) these in lectures.
 
Group Field Exercise Topics
* Habitat Profiles ­  comparing habitats by collecting tree dbh, tree
height, crown volume, and canopy cover data
* Vegetational Analysis ­  establishing availability of food resources
* Behavioral Observations and Data Collection ­  intro to behavioral
sampling methods, ethogram development, and the analysis and presentation of
observational data 
* Censusing and Demography ­  intro to line transect censusing and other
techniques in primate population analysis
 
Individual Research Projects  Working closely with faculty, students will be
responsible for designing and completing an original primatological research
project of their choosing.  These projects will be carried out during the
second half of the course and students will have about 10 days for data
collection‹it is expected that each student will spend at least 60 hours in
the field toward the completion of this poject.  A few days before the end
of the course students will analyze their data, write a 10-12 page research
paper in International Journal of Primatology style, prepare a PowerPoint
presentation of their work and orally 

[ECOLOG-L] Primate Ecology Field Course in Panama

[Peter Lahanas]

2013 SUMMER COURSE ANNOUNCEMENT (June 15-July 10)
 
FIELD METHODS IN PRIMATE ECOLOGY AND BEHAVIOR


COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See:
http://www.itec-edu.org/index.html for details.
 
INSTRUCTOR.  Jackson Frechette, Ph.D. Candidate., Interdisciplinary Ecology,
School of Natural Resources and Environment, University of Florida.
j...@ufl.edu  Specialty: Community ecology, behavioral ecology, primatology,
conservation and research design.
 
COURSE DESCRIPTION: This course will familiarize students with field
methodology for studying primate ecology and behavior, and will provide a
background in major focuses of primatological field research. The material
covered is equivalent to a university upper level course in primatology. 
The course relies on lectures and discussions of readings as well as field
training, culminating in the planning, implementation, analysis and
presentation of an independent field research project.
  During the first few days students will become familiar with the many
ecosystems found in our area and with the trail systems during ³orientation²
walks.  The bulk of the first 10 days will be spent learning field
techniques and carrying out various group exercises (see below).  Midway
through the course the entire station community takes a 3-day field trip to
cloud forests of Boquete (see details below).  On returning to the field
station, students work on their individual research projects and continue to
receive lectures or other activities in the evening.
 
Lectures/discussion  Lectures will take place in the classroom and will
include the use of PowerPoint presentations and chalkboard, focusing on
readings and discussion.  Readings will be assigned and should be completed
before lectures, which will generally be in the evening so that more
daylight hours can be spent in the field.  Topics will be:
 
€   Introduction to primate diversity, behavior, and evolution
€   Research design and sampling methods
€   Introduction to general ecological prinicples
€   Community ecology
€   Behavioral ecology
€   Primate conservation
 
Readings  Readings corresponding to lecture subjects will be assigned from
the course texts as well as published papers available online or hard copy
at the station.  Discussion will focus on critical reads of the assigned
materials with a focus on methodology when applicable.
 
Required Text: 
Martin, P., and Bateson, P. Measuring Behavior. 3rd ed. King¹s College,
Cambridge, MA.
 
Recommended Texts:
Strier, K. Primate Behavioral Ecology. 4th ed.
 
Setchell, J.M., and Curtis, D.J. Field and Laboratroy Methods in
Primatology: A Practical Guide. Cambirdge University Press.
 
Field Book  A field notebook will be required in the course.  The field book
will contain all data related to group projects and independent research
project.  The field book should also contain all other incidental
observations such as species lists, behavioral notes, etc., and contain
detailed location information. The field book must be water-proof and either
pencil or water-proof ink used to record data.
 
Group Field Exercises  These group exercises are designed to introduce
students to various techniques and equipment commonly used in field
primatology and prepare them to undertake their independent projects.  All
students are expected to participate in all field exercises, as well as
write up results for all projects and be prepared to discuss (rather than
report) these in lectures.
 
Group Field Exercise Topics
* Habitat Profiles ­  comparing habitats by collecting tree dbh, tree
height, crown volume, and canopy cover data
* Vegetational Analysis ­  establishing availability of food resources
* Behavioral Observations and Data Collection ­  intro to behavioral
sampling methods, ethogram development, and the analysis and presentation of
observational data 
* Censusing and Demography ­  intro to line transect censusing and other
techniques in primate population analysis
 
Individual Research Projects  Working closely with faculty, students will be
responsible for designing and completing an original primatological research
project of their choosing.  These projects will be carried out during the
second half of the course and students will have about 10 days for data
collection‹it is expected that each student will spend at least 60 hours in
the field toward the completion of this poject.  A few days before the end
of the course students will analyze their data, write a 10-12 page research
paper in International Journal of Primatology style, prepare a PowerPoint
presentation of their work and orally