GALÁPAGOS EVOLVING Andrew Hamilton Tony Frankino Spring 2016 HON4397/BIO 3397 Tues & Thurs: 1:00-2:30 SERC 3007
Learn about evolution. See biology in action. The volcanic islands of the Galápagos archipelago are diverse, important, and beautiful. They have a unique, complicated geologic history and experience unusual w e a t h e r p a t t e r n s, o w i n g t o interactions between ocean and wind currents. Their isolation, geologic diversity, and climate have produced large numbers of species that exist nowhere else in the world. This diversity kindled ideas that have become the foundations of geologic and biological evolution, and offered some of the most important data in modern biology. The Galápagos archipelago was named a UNESCO World Heritage Site in 1978. In recent years, the islands have become less isolated. The double edged sword of ecotourism offers economic promise but risks harming the delicate geology and biology of the islands. Imported species threaten endemics and the unique ecosystems they inhabit. Moreover, climate change will alter the ocean and wind currents that control the island chain's weather and make possible its staggering marine diversity. To combat these problems, programs at forefront of conservation biology that integrate sociology, economics, biology, and policy have been developed and implemented in the Galápagos. We will use the Galápagos as a model to explore several topics in geology, evolutionary biology, history, conservation, policy, and ecotourism. This integrative, multifaceted course will include readings, student-led discussions, films, and lectures from faculty across disciplines at UH. Students will also build a course project a semester-long exploration of a topic or topics centered around the Galápagos. Course Structure This is a compressed course, so students should expect to be busy. The main work will be (1) learning about the place and its human and scientific contexts; (2) acquiring skills in narrative and professional as well as travel communication; (3) preparing to contribute to scientific work in the Galápagos. We will often work in groups and outside of class, especially movies and field trips, some of which will be on weekends. The class will culminate with a trip to the islands in May 2016. The trip is not required for course credit. Neither is the course required for t h e t r i p, b u t i t i s s t r o n g l y encouraged.
IN JULY OPENED A FIRST NOTE BOOK ON TRANSMUTATION OF SPECIES. HAD BEEN GREATLY STRUCK FROM ABOUT A MONTH OF PREVIOUS MARCH ON CHARACTER OF SOUTH AMERICAN FOSSILS & SPECIES ON GALÁPAGOS ARCHIPELAGO. THESE FACTS ORIGIN (ESPECIALLY LATTER) OF ALL MY VIEWS. Journal of Charles Darwin, Summer of 1837, two years after his first Galápagos landing aboard the Beagle.
Schedule of sessions and topics Please Note: This is very much not your usual lecture course: the quality of the discussion (and your learning) will be largely determined by your preparation before class and by your in-class presentations. So, you will need to prepare well and plan carefully. We will help. This is a great set of topics and we encourage you to be creative. Instead of death by powerpoint, maybe write a song or create an animated short, or read a poem. Your research needs to be good and your facts need to be correct, but your presentations and class contributions don t have to be boring. Week 1 (April 5 and 7) Tuesday: Introduction, Planning, and Travelogue. Thursday: Introduction the Biology and Geology of the Archipelago Week 2 (April 12 and 14) Tuesday: Photo Workshop Thursday: Introduction to Evolution Sunday Video (Attenborough) Week 3 (April 19 and 21) Tuesday: Video Workshop Thursday: Galápagos USFQ Projects Week 4 (April 26 and 28) Tuesday: Human History and Impact Thursday: Galápagos USFQ Projects 2 Camping/Scuba Trip Week 5 (May 3 and 5) Tuesday: Travel Workshop Thursday: Student Projects Due Students are very much encouraged to organize video and photo shoots before we leave. Practice makes all the difference. We have great gear that you can borrow. We also have some (developing) expertise that you might want to consult. It s possible to come back with really great content that you ll be proud of. Last year, even students who didn t go reported learning a lot about how to travel and make meaning around what they were seeing. It is usually a mistake to go back, but I have now returned three times to the Galápagos Islands since my first visit in 1978 and each time the excitement has been undiminished. Sir David Attenborough, 2013
Evaluation, grading, and outcomes. All students are required to attend, participate, and also complete assignments, including at least two developmental pieces (photo portfolio, video, prose piece, etc.), as well as one semester project. Project form will be decided in consultation with the instructors: students who wish to enhance their knowledge of evolutionary biology, for instance, might choose a standard paper, field or lab research project, or thesis, while students who want to work on film or writing might choose to produce travel writing or a video short. Assignments will be weighted as follows: Attendance and participation: 30% First developmental work: 20% Second developmental work: 20% Semester project: 30% Group work is encouraged. Learning Outcomes Through this course, students will: Become conversant in at least one form of science communication for lay audiences. Develop an understanding of ecotourism and its complications. Understand the basics and some details of evolutionary theory. Become familiar with the history, ecology, geology, culture, and biogeography of the Galápagos.
We re encouraging Team Galápagos to complete Open Water Diver Certification. A great deal of the biological diversity and the human story of the Galápagos is best viewed from sixty feet below the ocean surface. PART OF THE 2015 TEAM DURING SCUBA TRAINING AT THE REC.
GALÁPAGOS SPRING 2016