Biodiversity and Natural Resource Management
ENVI-3000 (3 Credits / 45 class hours)
SIT Study Abroad Program:
Madagascar: Biodiversity and Natural Resource Management
Course Description
The Biodiversity and Natural Resources Management seminar is a thematic, interdisciplinary
course taught mostly in French, exploring Madagascar’s environmental realities, conservation
strategies and possibilities for sustainable livelihoods in the southern region. First-hand
academic and experiential knowledge is achieved through an integrated set of lectures,
discussions, readings, field inquiries, and independent observations, providing insight into the
economic, political, social and cultural contexts for these realities. Throughout the Seminar,
students will record, analyze, synthesize and reflect upon their impressions of the host culture in
order to deepen their understanding of current issues related to resource management and
development.
Course Objectives
The Biodiversity and Natural Resource Management seminar has an interdisciplinary and
critical focus encompassing 45 academic hours (3 credits). Its main objectives:
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To introduce Madagascar’s human and natural environment through a broad
interdisciplinary seminar
To introduce you to the unique, primary resources available in Madagascar through
contact with local professionals and excursions;
To encourage you, through written work and discussion sessions, to process and
integrate substantial amounts of information, different schools of thought, and varied
types of presentations;
To delegate academic and social skill-building activities in such a way that you take
initiative in and responsibility for your own learning
Learning Outcomes
By the end of the course, students should have attained the ability to:
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
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Identify a variety of human occupations in varied ecosystems and understanding of interrelationships between humans and their many environments;
Express understanding of local land use over time from traditional to colonial and
modern independence, and how people and the environment are impacted in
rainforests, spiny forests, gallery zones, coastal areas, and transitional zones;
Articulate a nuanced, multi-faceted understanding of the challenges of preserving
unparalleled biodiversity while attempting to ensure sustainable livelihoods;
Exhibit greater awareness of the intricacies of governance and management of natural
resources at various levels, from local to regional to national and international; and
Consider and engage in experiential learning that leads to a fuller understanding of
complex issues concerning ecology, conservation, and natural resource management
through a combination of primary field research backed by appropriate secondary
sources.
Course Requirements
The objectives of the Biodiversity and Natural Resource Management seminar are
accomplished through a multidisciplinary approach and a variety of formats. Seminar activities
include lectures, discussions, interviews, student presentations, and excursions to locations of
importance in the realm of Madagascar’s contemporary ecology and conservation. You also
participate in urban, rural and semi-urban home stays. These provide an important opportunity
for cross-cultural understanding. The seminar necessarily covers a broad range of topics and
includes a variety of speakers. Lectures and excursions are organized under various themes to
give you exposure to a broad range of ecosystems, perspectives and issues. These courses are
delivered in Fort Dauphin, Tulear, Antananarivo and in the various field locations in between.
Readings
You are responsible for all the required readings, and should be prepared to bring them to bear
on discussions in class. The readings will help you place the classes in their context, to
challenge and engage lecturers, to generate questions for class discussions and to deepen your
knowledge of particular aspects discussed in class. They are not necessarily tailor-made for
each and every class. Additional readings are available to allow you to broaden your knowledge
and for supplementary information for the completion of assignments – see the extended
bibliography in your reading pack for a list of suggested additional resources, or peruse the
library.
Required reading (prior to arrival in Madagascar):
Jolly, Alison. Lords and Lemurs: Mad Scientists, Kings With Spears, and the
Survival of Diversity in Madagascar. Boston: Houghton Mifflin, 2004.
Highly recommended:
Goodman, Steven M. and Jonathan P. Benstead. The Natural History of Madagascar. University
of Chicago Press, 2003 (selected articles based on personal interest).
Tyson, Peter. The Eighth Continent: Life, Death, and Discovery in the Lost World
of Madagascar. Harper Collins, 2001 and Harper, Janice. ―Endangered Species:
Health, Illness and Death Among Madagascar’s People of the Forest‖, Carolina
Academic Press, 2002.
Additional readings by theme, class, and activity: see a selected (partial) reading list below:
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
2
Barnes, R.S.K. and R.N. Hughes. ―Coral Reefs,‖ in An Introduction to Marine Ecology, Blackwell
Science Ltd. 1995, Chapter 5, pp. 119-160. Ravelo Valolonanavalona. ―Thème sur les Récifs
Coralliens,‖ Formation des Etudiants Américains à l’IHSM.
Bryman, A. Social Research Methods, 4th Edition, Oxford University Press,2012.
Cooke, A., J.R.E. Lutjeharms, and P. Vasseur. ―Marine and Coastal Ecosystems,‖ in Goodman,
Steven M. and Jonathan P. Benstead. The Natural History of Madagascar. University of
Chicago Press, 2003, pp. 179-209.
Duffy R 2006, Non Governmental Organizations and Governance States: The Impact of Trans
National Environmental Management Networks in Madagascar, Environmental Politics Vol. 15
No 5:731- 749.
Fenn, M.D. ―Learning Conservation Strategies: A Case Study of the Parc National
d’Andohahela,‖ in Goodman, Steven M. and Jonathan P. Benstead. The Natural History of
Madagascar. University of Chicago Press, 2003, pp. 1494-1501.
Fenn, M.D. ―The Spiny Forest Ecoregion,‖ 2003, in Goodman, Steven M. and Jonathan P.
Benstead. The Natural History of Madagascar. University of Chicago Press, pp. 1525-1530.
Gautier, L. and S.M. Goodman. ―Introduction to the Flora of Madagascar,‖ in Goodman, Steven
M. and Jonathan P. Benstead. The Natural History of Madagascar. University of Chicago Press,
pp. 229-250.
Heurtebize, Georges. ―Rencontre Avec L’Androy,‖ fevrier 2000, published by author;
Heurtebize, Georges. Lecture notes, SIT 2004.
Horning N, 2007, Behind Sacredness in Madagascar, in Sacred Forests in Madagascar, James
Curry, London.
Jacky, Mme. ―Les ressources halieutiques à Madagascar, ‖ IHSM, 30 Octobre 1998.
Kiss A, Is Community Based Ecotourism a Good Use of Biodiversity Conservation Funds?
Trends in Ecology and Evolution, Vol 19 No 5:232-237.
Miasa, Eustache. ―Ecosystème du Littoral : L’Ecologie des mangroves et les activités humaines
et Visites des activités d’arrière-mangrove des environs de Toliara, cas d’Ankiembe et du Sud
de la ville.‖ Université de Toliara, Institut Halieutique et des Sciences Marines, undated.
Mittermeier RA, Hawkins AFA, Langrand O & Rajaobelina S, 2005 Wilderness Conservation in
a Biodiversity Hotspot, International Journal of Wilderness Vol 11, No3:42-45.
Mittermeier et al 2006 Lemurs of Madagascar, Tropical Field Guide Series, Conservation
International, 2nd Edition. (Extracts: Chapter 1 [23-26]: Origin of the Lemurs; Chapter 2[27-36] :
Discovery and study of the Living lemurs; Chapter 4 [52-84] Conservation of Lemurs; Chapter 5
[85-88]Taxonomic Classification of the Living Lemurs) .
O’Connor, Sheila, M. Pidgeon et Z. Randria. « Un programme de conservation pour la Réserve
d’Andohahela, » in Oberle, Philippe, Editeur. Madagascar, un Sanctuaire de la Nature., Kintana,
Paris 1981, pp. 31-36.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
3
Rajeriarison, Charlotte. "Evolution de la Diversité Floristique à Madagascar," Lecture notes, SIT.
Raik D 2007, Forest Management in Madagascar : A Historical Overview, Madagascar
Conservation and Development, Volume 2 Issue 1:5-10.
Rakouth, Bakolimalala. ―Biodiversité,‖ et ―Coevolution Plante-Animale," Lecture notes, SIT 2004.
Ramampiherika, Kotonirina Daniel. ―Quelques Polluants, Ses Impacts Socio Economiques et
Ecologiques et Quelques Solutions d’Elimination : Hydrocarbure, Sédiments, Résidus
organiques, et Traitement par biométhanisation,‖ Université de Toliara, Institut Halieutique et
des Sciences Marines, Avril 1997.
Ramampiherika, Kotonirina Daniel. ―La Production et l‖Utilisation Rationnelle des Energies pour
la Gestion Durable de l’Environnement,‖ ASE Projet énergie à Toliara MG 0083, Avril 1997.
Ravoavy, Toky. ―Gestion des revenus miniers de l’exploitation du sable mineralise des
gisements de Mandena, Petriky et Sainte Luce (Region de Fort Dauphin), Proposition
d’alternatives equitables au projet ilmenite de Rio Tinto – le plus important investissement de
Madagascar,‖ Janvier 2004, published by author. projetilmenite@yahoo.fr
Razakamarina, Ndranto, Richard Ford, Genese Marie Sodikoff, Stephanie Wood, Etienne Toto,
Paul Laris. ―Negotiating Conservation: Reflections on Linking Conservation and Development in
Madagascar,‖ Interim Thoughts on Collaborative Approaches to Sustainable Livelihoods and
Resource Conservation Around the Andasibe/ Mantadia Protected Areas, Madagascar,
Program for International Development, Clark University, USA. And APAM, Andasibe,
Madagascar.
Roger, E. and M. Andrianasolo. ―Mangroves and Salt Marshes,‖ in Goodman, Steven M. and
Jonathan P. Benstead. The Natural History of Madagascar. University of Chicago Press, pp.
209-213.
Schachenmann P, 2006, Spiritual Values in Madagascar : The Starting Point for Endogenous
Conservation Initiatives, Mountain Research and Development Vol 26 No 4:323-327.
Simsik, Michael J. ―Biodiversity Protection in Integrated Conservation and Development
Projects: The Case of the Andohahela Reserve, Fort Dauphin, Madagascar,‖ WWF International
1996.
Vasseur, Pierre. ―Ecosystèmes Côtiers en Danger dans la Région de Tuléar‖. In Milieux et
Sociétés dans le Sud-ouest de Madagascar, ed. Jean-Michel Lebigre. Bordeaux: CRET: 1997.
Vincelette, M., L. Randrihasipara, J.-B. Ramanamanjato, P.P. Lowry II, and J.U. Ganzhorn.
―Mining and Environmental Conservation: The Case of QIT Madagascar Minerals in the
Southeast,‖ in Goodman, Steven M. and Jonathan P. Benstead. The Natural History of
Madagascar. University of Chicago Press, pp. 1535-1537.
PLEASE NOTE: COURSE CONTENTS, LECTURERS AND READINGS MAY BE MODIFIED
AS NEEDED. SHOULD ANY CHANGE OF CLASS TOPICS OR LECTURERS BE
NECESSARY, STUDENTS WILL BE PROMPTLY NOTIFIED.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
4
Evaluation and Grading Criteria
Each individual sets different learning goals for herself or himself. Therefore, you should
personalize your learning experience to the greatest extent possible. To this end, there will be no
multiple choice or short answer tests or assignments; all will be open-ended essays.
Objectives for each assignment are clearly stated at the beginning of each assignment’s
description. You may further personalize these objectives if you wish, but you should state your
goals very clearly at the outset of your write up.
Grades will be based on the extent to which you realize these objectives and are able to
communicate your learning in a clear and concise manner. Concise means that you have
communicated all relevant information without being verbose or adding irrelevant details; it does not
mean that you are to be brief at the expense of providing full context for your comments.
In evaluating your work, we are looking for analysis of information from varied sources and
evidence of reflection on your experiences. Process is important when considering the product;
therefore, you should provide enough background information and description to make clear how
you arrived at your written product.
You will receive written comments on each assignment, including comments on how the
information is presented. All work must turned in by the due date unless prior arrangements are
made with the Academic Director.
Biodiversity and Natural Resource Management Seminar Assignments
Environmental Issues Assignment
40%
Community Ecology Study
25%
Lemur Ecology Study
25%
Class attendance and participation
10%
1. Environmental Issues Assignment: Each student will investigate and develop a theme
of their choice over the first six weeks of the program under Environmental Issues. The
goal is to weave together various facets of what you learn about Madagascar’s peoples
and environments that optimizes academic and experiential learning from seminar
classes, field excursions, the village stay, your home stay, interviews with people,
participant observation, newspapers, magazines, books, and so forth. Students are to
present findings in a carefully constructed analysis paper. You should explain how your
topic is an environmental issue, present the information you found (remember to use
graphs, charts, maps, etc to show different aspects of your data), discuss this
information and its implications, and draw your conclusions. Be sure to cite your
sources in a consistent manner, including interviews. Before writing, give considerable
thought to what you want the reader to understand about your topic. Your reports should
be easily understood by someone who knows nothing about your topic as well as the
areas of your study. You do not need to include everything you found out if it does not
relate to the main ideas (this is not permission to exclude information that is relevant to
your topic but contrary to your hypothesis – instead, use that as a discussion point).
Length is not a grading consideration; attention should be paid to presenting the
important learning from your efforts and not to writing a particular number of pages or
doing a particular number of graphs. An excellent paper can be 5 or 40 pages long, as
can a weak paper.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
5
2. Community Ecology Study: Assignment: Your group, consisting of American and
Malagasy students from SIT and CEL, will be given an area of the forest to study. In
your assigned area, mark off a 10m x 10m plot. Do an ecological inventory of your plot
as a team: physical features, species present, frequency of species, age structure,
succession, influence of disturbance (human or otherwise), etc. Select an aspect that
interests you to explore at greater depth individually. Discuss as a group the overall aims
of your study and how individual contributions will fit in. Record all of your information in
your field journal. Your team will be responsible for:
a. An oral presentation of your findings to the group, presented in French for SIT and
CEL students. Each team member will contribute to a discussion on the salient aspects
of your study, including an overview of your methods, ecological inventory, physical
characteristics, ecological setting, and any other distinguishing factors. Think also about
what future research could be done in order to broaden the body of knowledge in this
area. This presentation will be with all students present. Team members should
contribute equally; and
b. a write up your experiment in French (one write-up per group, for SIT students only),
clearly stating your hypothesis, study design, methodology, results, and analysis.
Provide a truthful assessment of your experimental design and use of time in the field.
Include background information on the species you are studying, and any ecological and
cultural information that you deem important. Work should be divided equally amongst
group members.
3. Lemur Ecology Study: Assignment: Students will be divided into three groups in
order to facilitate learning of each of three scientific field techniques. Each group will
perform population density estimates, habitat use, and time allocation of Propithecus
verreauxi verreauxi. From your readings about and observations of the lemurs around
Ifotaka, formulate questions that can be answered by performing each of these field
techniques. The questions will attempt to increase our understanding of how the
Propithecus verreauxi verreauxi functions in its ecological system. Next, groups are to
produce a clear, testable hypothesis from your question. Finally, groups go out and test
your hypothesis. Since groups only have two days to conduct fieldwork, the goal is to
learn how to apply the field techniques, and to assess their effectiveness. Students
must deliver:
a. an oral presentation as a group on your methods, findings, and analysis of what you
did, how you did it, and its relative effectiveness—where each team member should
contribute equally to your presentation; and
b. a write-up of your experiment, clearly stating your hypothesis, study design,
methodology, results, and analysis.
Provide an objective assessment of your
experimental design and use of time in the field. Include background information on the
species you are studying, and any ecological and cultural information that you deem
important. Each member should put their name on the part that they write. The oral
presentation and write up will be done in French, one per group, with work divided
equally among group members.
Grading Scale: The grading scale for all classes is as follows:
94-100%
90-93%
A
A-
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
6
87-89%
84-86%
80-83%
77-79%
74-76%
70-73%
67-69%
64-66%
below 64
B+
B
BC+
C
CD+
D
F
Grading Criteria
All grades assigned will take into account the students´ special circumstances and challenges
they face as foreign students. An ―A‖ grade for an assignment entails superior (not just ―very
good‖) performance in terms of structure and organization of assignments, analysis, logical
argumentation and consistency, and the provision of factual, numerical and/or historical
evidence. In terms of Class Participation, an ―A‖ grade refers to full attendance, punctuality,
attentive listening and active engagement in all academic seminar lectures, discussions, field
trips and other activities. It also means polite and respectful behavior. The level, frequency, and
quality of the students` participation will be monitored and taken into account.
Student Expectations
Class Participation
Participation in class refers to attendance, punctuality, attentive listening and active
engagement in all Academic Seminar lectures, discussions, field trips and other activities. It also
means polite and respectful behavior.
Please refer to the SIT Study Abroad handbook for policies on academic integrity, ethics,
warning and probation, diversity and disability, sexual harassment and the academic appeals
process. Also, refer to the specific information available in the Student Handbook and the
Program Dossier given to you at Orientation.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
7