PFS – Tropical Asia

Credited by Chinese Academy of Sciences (2 credits)

Module I: Measuring / assessing biodiversity (~10 days)

This module provides an introduction to the study of different taxa and advanced methods for field sampling. Evening lectures provide an opportunity for review of general topics, such as the diversity and evolution of each group, their basic biogeography, ecology and functional importance. The module is divided into components for each of the main taxal groups covered (e.g. plants, arthropods, and vertebrates), and each component is taught by an expert with research experience of the group in the Asian tropical region.

Participants from the region are often well versed in one particular group, for example they may be competent field botanists or keen Lepidopterists, but know little of other groups. This module empowers participants to think across traditional taxonomic boundaries, and introduces advanced field study techniques, for example how to sample insects for DNA barcoding and the used of the DISTANCE sampling for estimating vertebrate densities. Participants therefore not only learn how to recognise and study a range of taxa but also learn how theoretical concepts of conservation biology and ecology apply across the forest biota.

Module II: Experimental design and statistical computing

Although not strictly a field topic, this module is provided because good experimental design and a capacity to analyse data competently is essential to ecology and conservation. It comprises part of the preparation for the students to conduct their independent projects.

A one-day course is given in experimental design and statistics, including simple linear modelling. The course uses the opensource freeware program R, and a series of five evening workshops provide a practical introduction to statistical computing using R. The workshops use both standard datasets and those generated by the participants’ own research projects. Topics covered include general linear models and principles of model simplification and checking, multivariate analysis including ordination, cluster analyses and redundancy analysis, and graphics, including the use of the high-level Lattice package. All analyses conducted during the field course, whether from resource staff led practicals or the participants independent research projects, are conducted in R and the participants are required to hand in their scripts along with their written reports.

Module III: Practical conservation and sociology (~5 days)

In this module participants learn about the social aspects to conservation and resource management. Most participants on the field courses come from a biology background and therefore the methods of social study are unfamiliar to them. This module introduces techniques such as Rapid Rural Appraisal and Participatory Mapping, though both lectures and practice in conducting surveys.

Participants learn to appreciate the complexities of decision making and consensus building when dealing with local communities, and how to assess the value of natural resources to local communities and identify conflicts with conservation objectives.

Module IV: Ecology / Plant-animal interactions (~4-6 days)

This module focuses on introducing the concepts and study techniques for plant-animal interactions. Ecology teaching in the region tends to have a population / autecology focus and symbiosis and co-evolutionary studies are rarely covered adequately. Participants learn to appreciate the importance of plant-animal interactions in the ecology of tropical forest. We focus on plant-animal interactions, because they are more readily taught in a short course and because of their functional importance in the tropical forest ecosystem and relevance to conservation. Topics covered would normally include frugivory and seed dispersal, pollination ecology, and herbivory. Evening lectures provide a theoretical background to the study, while resource staff led investigations give the participants an opportunity to practice study techniques.

Module V: Independent projects

Perhaps the most important in the field course, during this module, participants develop research questions, derive hypotheses and design and execute a research project to test these. The results are analysed and written up during the fieldcourse and presented orally at the course symposium.

Usually the module is divided in two projects, the first being conducted approximately halfway through the course and the second at the end. In the first project the participants spend one day to propose and discuss ideas within their groups. Resource staff engage in the process and guide the participants in their debates. In the evening, each group presents its idea to the course and the field research is conducted over the next 5-7 days. For the second project, participants may work alone or in small groups. Over a series of evenings prior to the start of the project, participants are required to present their research proposals to the rest of the course. Thus, the process is less structured than for the earlier projects, but still provides plenty opportunity for feedback and improvement. The projects are conducted over 5-7 days, and a further 5 days are provided at the end of the course for analysis and write up.

Participants are encouraged to work with people who are not from the same country and on topics unrelated to the normal topic of study.

Course symposium

On the final day of the course, participants present the findings of the projects conducted during the course to an invited audience. This both provides practice in making scientific presentations and an opportunity for wider feedback. It also forces the participants to complete their projects before the end of the course.

Course Proceedings

A course proceedings is published 2-3 months following the completion of the course, which presents the results of the research projects and focal taxa exercise. Reports handed in at the end of the course are reviewed and participants then revise their work for publication in the proceedings. Proceedings of previous courses are available through the program website. Selected papers from the proceedings may subsequently be submitted for publication in international journals.

Modus operandi

Each field course is co-ordinated by a post-doctoral level instructor, with research experience in the region. The co-ordinator is responsible for inviting resource staff and arranging the teaching schedule. The co-ordinator will also normally teach 1-2 topics in their research discipline, supervise the independent projects, and teach general topics, such as the module on experimental design and analysis. The co-ordinator is supported by two teaching assistants, who are usually senior PhD students or recent doctoral graduates with previous experience on a fieldcourse. A local coordinator is also engaged to arrange logistics and run errands during the course.

Resource staff, who volunteer their teaching time, are recruited to teach each topic, so that for every topic participants are taught by people with research experience in the region. Normally a course would have 10+ invited resource staff.

Teaching is divided into evening lectures and practical exercises conducted during the day. Normally the lecture on a topic is given the evening before the practical exercise. A workbook with the schedule for the course and abstracts provided by the resource staff is given to all participants at the start of the course. In addition, resource staff provide PDFs of 3-5 papers per topic, which are assembled into a library for the students. In addition to providing background reading these provide useful material for the participants in developing their research ideas. The course is taught over a six week period and every 7^th day is give over to rest, which allows participants time to catch up on reading, internet, and chores, such as washing clothing.

Sample schedule for field course (adapted from 2010 course in East Java, Indonesia)