Costa Rica Study Abroad

2009-01-26T12:01:00.000-08:00

SUMMER 2009
C&I 6973 or IDS
Field Ecology for Teachers
Course: July 6-August 8
Field Trip: Costa Rica, July 27-August 4
As a field component of a summer course, travel to the tropical paradise
of Costa Rica. This course is open to all COEHD juniors and seniors
and graduate students.

Features of the field trip:
INBioparque
Poás Volcano
Hot springs
Kayaking tour
La Fortuna waterfall
Santa Elena Reserve
Canopy tour
Carara Biological Reserve
Manuel Antonio National Park

Air fare provided by COEHD
Contact: Christine Moseley
Christine.moseley@utsa.edu
210-458-5992

C&I 6973 or IDS 4953
Special Topics: Field Ecology for Teachers

Summer 2009

Instructor: Dr. Christine Moseley
Office: MB 2.210F
Phone: 210-458-5992
Email: Christine.moseley@utsa.edu

COURSE DESCRIPTION:
Costa Rica occupies 0.03% of the Earth’s land surface but it contains more than 4% of the planet’s biodiversity. The country’s climate, varied topography, location between two continents, conservation efforts by the national government have all contributed to the generation and persistance of its species richness. The country has developed a strong national parks system, and currently more than 28% of the national territory is protected.

The major objective of the course is to introduce the students to the environment and society of Costa Rica, through readings, discussions, and travel in Costa Rica. During the first part of the semester, we will prepare for our trip with on campus seminars. In Costa Rica, we will observe plants and animals of tropical forests, observe and discuss environmental issues in the country, and interact with local guides and citizens. Students will complete assigned readings from the texts, keep a daily field journal, and write an essay on return from Costa Rica.

This course is targeted to graduate students or undergraduate students, with special permission, in the last 30 hours of their undergraduate coursework.

COURSE OBJECTIVES:
Students will be able to:
1. become familiar with ecological processes as they apply to tropical ecosystems
2. become familiar with key biodiversity principles and ecosystem dynamics in tropical habitats
3. develop a sense of personal global stewardship that will continue beyond the course
4. develop an understanding of the interdisciplinary nature of management and conservation in Costa Rica
5. appreciate the complexity of the balance between human activity and habitat conservation
6.appreciate the values and traditions of another culture
7.improve your ecological literacy and better communicate ecological knowledge to your students or other audiences

MODE OF TEACHING:
This course will be conducted primarily as a field-based, experiential learning seminar. Course instruction includes on campus meetings, field trip to Costa Rica, lectures, discussions, presentations, and writing assignments. This course integrates classroom and field instruction to introduce students to the fundamental principles of ecology, especially tropical ecosystems, and the natural history of local plants and animals. The ecological complexity of the tropics, the patterns of species diversity and the types of species interactions that characterize these systems are discussed.

GRADING AND EVALUATION:

Attendance and Participation
Attendance at all sessions is mandatory. Attendance requires both your physical presence as well as engagement in activities. You are expected to read assignments, actively participate in outdoor activities, and share ideas related to environmental education.

TEXTS

Required
1. Leslie, C. W. and Roth, C. E. (2000). Keeping a Nature Journal.
2. A Neotropical Companion, by Thomas Kricher, Princeton University Press, 2000.(ISBN 0-691-00974-0 paperback)
3. Costa Rica (Traveler's Wildlife Guides), by Les Beletsky, Interlink Books, 2004.

Recommended
Any of the guides to traveling in Costa Rica (Lonely Planet)
Spanish dictionary, if not bilingual

COURSE PACKET

Readings and information prepared and disseminated by instructor

MAJOR ASSIGNMENTS:

Undergraduate students are to complete the following assignments:
1. Class debates on tropical issues: Debate topics, pros and cons, will be posted on WebCT.
2. Field journal: a daily log of activities and experiences while in Costa Rica. Each student will keep a journal of the activities and topics. Daily entries are minimum requirements. Guidelines for field journal entries will be posted on WebCT.
3. An essay on a topic relating to tropical ecology.
4. Be an expert activity: The diversity of life in the tropics is very great. To share the burden of becoming an expert in all major tropical taxa, we will each volunteer to become an expert on one group. When we encounter these life forms on our trip, the expert person in the group will have background knowledge that they can share with others. A list of life forms that we are likely to encounter during the trip will be posted on WebCT. Each person will be assigned a minimum of two items from the list to study.

Graduate students are to complete the following assignments:
1. Class debates on tropical issues: Debate topics, pros and cons, will be posted on WebCT.
2. Field journal: a daily log of activities and experiences while in Costa Rica. Each student will keep a journal of the activities and topics. Daily entries are minimum requirements. Guidelines for field journal entries will be posted on WebCT.
3. An essay on a topic relating to tropical ecology.
4. Be an expert activity: The diversity of life in the tropics is very great. To share the burden of becoming an expert in all major tropical taxa, we will each volunteer to become an expert on one group. When we encounter these life Integrated curriculum unit plan
5. Develop a unit plan for using the materials and experiences of the course in a typical school setting. Each action plan outline must include the following:
• Setting description (age level, course requirements)
• A minimum of three integrated lessons
• Lesson overviews
• Background information
• Materials lists
• Procedures
• TEKS objectives
• Method of evaluation

GRADING:
Undergraduate students:
Daily log/final reflection 25%
Essay 25%
Debate 25%
Be an Expert 25%

Graduate students
Daily log/final reflection 20%
Essay 20%
Debate 20%
Be an Expert 20%
Unit plan 20%

ATTENDANCE POLICY
Students are expected to attend all lectures, seminars and the field trip to Costa Rica. No academic credit can be earned from this course without the trip to Costa Rica.

UNIVERSITY POLICIES
The University expects every student to maintain a high standard of individual integrity for work done. Scholastic dishonesty is a serious offense, which includes, but is not limited to, cheating on a test or other class work, plagiarism (the appropriation of another’s work and the unauthorized incorporation of that work in one’s own work), and collusion (the unauthorized collaboration with another person in preparing college work offered for credit). In cases of scholastic dishonesty, the faculty member responsible for the class may initiate disciplinary proceedings against the student. In this class all UTSA procedures will be followed and the necessary paperwork will be filed with the Office of Student life and the College of Education. The course instructor will recommend a penalty to the Office of Student Life, which may impose an additional university penalty.

ACCOMODATIONS FOR STUDENTS WITH SPECIAL NEEDS
If any member of this class feels that he/she has a disability and needs special accommodations of any nature whatsoever, the instructor will work with you and the Office of Disability Services to perform in this class. Students with disabilities must be registered with the Office of Disability Services located in MS 2.03.18 (Main Campus, 458-4157) or BV 1.302 (Downtown, 458-2838). Please advise the instructor of such disability and the desired accommodations at some point before or immediately after the first scheduled class period.

FLEXIBILITY CLAUSE
Flexibility is one key to learning. The instructor reserves the right to modify or change the assignments, sequence of assignments, or weight of assignments as necessary and as reflected by the needs of individuals or the group during the semester. This course outline represents a tentative listing of information and modifications may be assigned as necessary and appropriate. If you are not in class, you may miss important information that directly affects your grade!

Oaxaca Study Abroad

2009-01-23T11:29:00.000-08:00

SUMMER
2009 STUDY ABROAD

UTSA College of Education & Human Development

Cultural, Educational, and Linguistic Engagements in Oaxaca, Mexico

Join a three-week study abroad to the magical city of Oaxaca in southern Mexico during June 2009. This Oaxacan adventure is open to all COEHD undergraduate and graduate students. This unique opportunity of working directly with students and teachers in Oaxacan classrooms and schools will add value to your resume.

Features of the trip:
 Three weeks working with students and practitioners in Oaxacan schools
 Homestay with Oaxacan families
 Language immersion experience and one-week language study
 Learn about Oaxacan culture and the diversity of Oaxaca’s traditions and indigenous languages
 Learn about the Oaxacan/Mexican educational system
 Explore the city of Oaxaca: A UNESCO world heritage site renowned for its colonial architecture, traditional markets, and distinct typical foods
 Excursions to indigenous villages and archaeological sites
 Counts as 3-credit course (undergraduate or graduate)
 Some Funding/scholarships may be provided by UTSA (pending approval)
 Airfare provided by UTSA

Applications due: February 2, 2009
For applications & further info, contact Dr. Peter Sayer (peter.sayer@utsa.edu)
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The University of Texas at San Antonio

Costa Rica Study Abroad

Oaxaca Study Abroad