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Course descriptions were provided by OTS and have been reformatted for this web site. Undergraduate Classes Fundamentals of Tropical Biology (Duke University BIO-134) This course integrates classroom and field instruction to introduce students to the fundamental principles of tropical biology, the natural history of important plants and animals, major conceptual problems guiding basic ecological research in tropical habitats, and to active research projects in the Neotropics. Classroom instruction includes 30 lectures by program faculty, numerous lectures from four visiting faculty, and discussions of assigned text readings and selections from the primary research literature. Throughout the semester, researchers working at OTS field sites, including both senior scientists and graduate students, deliver lectures outlining the results of their ongoing projects. Students are thus given intense and frequent exposure to current research activities in Neotropical habitats. Fieldwork is a frequent and important component of the course. Over the semester, the course visits all three OTS biological field stations as well as several additional sites chosen to highlight the climatic and biotic diversity of Costa Rica. Students are thus introduced to a great variety of habitats, including several dramatically different types of forest (e.g., montane cloud, seasonally dry, and lowland wet forests), mangrove swamps, and high elevation páramo. Field orientation at each site includes the identification and natural history of important plant and animal species. These sessions also serve to stimulate questions that students may address in subsequent independent research projects. Grades in this course are based on three in-class examinations (each 1.5 hours) that typically include 10-15 questions requiring short essay answers, and on class participation. Instructors
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Field Research in Tropical Biology (Duke University-BIO 135L) The goal of this course is to introduce students to research design, field methods, and basic data analysis in a tropical context. An introduction to software programs for statistical analysis is also provided. Over the course of the semester, students are given incremental independence in the design, implementation, and analysis of field projects. Initially, faculty select field problems and guide groups of 6-8 students through the exercises. Projects are chosen to illustrate particular ecological concepts, and also to introduce the key ideas of hypothesis testing and the mechanics of basic statistical procedures for distribution and frequency data. The initial projects are of brief duration (1-2 days), and results are presented verbally to the group in a manner typical of scientific meetings. In the middle of the semester, students are required to complete two independent, short-term research projects (3-4 days from start to finish). Working individually or in pairs, students are required to present a research protocol to the group, collect and analyze data, and then prepare a short report (4-8 pages) in the style of a scientific paper. The faculty reads initial drafts, and students are required to make revisions before submitting the final draft. During the final month of the semester, students design and conduct a research project (either individually or in pairs) and are required to describe their findings in both a verbal presentation and a written scientific paper. Students are required to present research plans to faculty for approval and then meet twice weekly with an assigned faculty mentor to provide updates and seek advice. As before, faculty read first drafts of the resulting papers and students include necessary revisions in the final draft. Grades are based on performance in short quizzes on experimental design and statistical analysis, and the written research reports, with greater weight given to the lengthier end-of-semester project. Instructors:
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Environmental Science and Policy in the Tropics (Duke University ENV-129) This course is rooted in the natural sciences, with emphasis on issues involving the conservation and management of natural resources. Students are introduced to issues and problems in conservation biology such as habitat degradation and fragmentation, island biogeography, dispersal corridors and the design of nature reserves, minimum viable population size, in situ and ex situ conservation strategies, and conservation ethics. Instruction consists of 30 lectures, assigned readings, and field trips. In addition, research papers and review articles are regularly assigned as readings. Field trips highlight major conceptual themes as well as actual situations facing Costa Rica and other Neotropical nations. Visits are made to banana, coffee, and oil palm plantations, a managed wetland area, INBio (a biodiversity institute), forest fragments, a logging operation, and local communities impacted by neighboring national parks. A field project monitoring stream chemistry and life in natural and disturbed areas is a regular feature of the course as well. Presentations by invited speakers cover the development and management of the National Park System of Costa Rica, deforestation and tree plantations, pesticide use in Costa Rica, sustainable land use strategies, and the impact of cattle ranching on conservation efforts. Grades in this course are based on three in-class examinations (each 1.5 hours), which typically include 10-15 questions requiring short essay answers, and on class participation. Instructors
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Spanish Language and Culture (Duke University SP-62) This course is intended for students that already possess a basic background in the Spanish language. The chief goals of this course are to expand vocabulary and conversational skills and to introduce key social, cultural, and environmental issues in Costa Rica. The course, taught entirely in Spanish, introduces new vocabulary and emphasizes grammatical rules within the context of specific themes chosen to enhance students' familiarity of daily customs or cultural institutions that shape daily life. Writing exercises, including descriptive accounts and interpretative essays, along with classroom discussions, are the main instructional vehicles by which language skills are increased. Activities, such as cooking, music and dance, and lectures on Costa Rican art, history and sociology are also an integral feature of the course. The course is offered during the initial three weeks of the semester, and classes meet daily for four hours per day. During this period, students live with Costa Rican families and thus have ample opportunity to improve Spanish skills and to gain insights into contemporary Costa Rica. Grades are based on written quizzes, oral presentations, written homework, and class participation. Instructor
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