Comments are below in ‘Track Changes’. The majority center on the syllabus section near the end of the document.
1.
2. Designation: Masters Degree in Tropical Ecology and Biodiversity
3. Objectives
Offer advanced training in fundamental concepts and techniques for research in ecology and biodiversity. Graduates will attain a professional-level capacity for understanding the functioning of tropical ecosystems and designing research and monitoring projects in accordance with this understanding.
3.1 Specific Objectives
· Develop skills and techniques for the quantification of the dynamics, structures and composition of biodiversity across multiple scales, ranging from the genetic to the species and ecosystem.
· Study natural systems, with specific reference to the impacts of anthropogenic disturbances.
· Supply theoretical tools and methodologies to design, implement, organize and evaluate research investigations in ecology and biodiversity.
Justification
3.2 Ecuador and its rich but threatened biological diversity
The world faces a catastrophic biodiversity crisis, with 50% of recognized species predicted to disappear in the next human generation (Cadotte et al, 2008). This crisis, uniquely anthropogenic in its inception, is particularly acute in many equatorial nations, countries with high levels of species endemism and emergent economies (Bradshow et al, 2008). Ecuador is one of the most biodiverse countries in the world and ranks first in number of species per unit area (Myers et al. 2000). In large part, these diversity levels have promoted the establishment of forty Protected Areas (PA’s), covering ~ 18% of the country (MAE 2005). However, In the majority of these areas, there is limited information about the conservation, biological and ecological status of most ‘conserved’ species and many are listed as endangered by the International Union for the Conservation of Nature (IUCN 2008). Research and enforcement of PA policies are carried out by local residents with low levels of education and limited funding
(MAE 2005).
One common theme in the National debate over biodiversity and conservation is a debate over whether this so-called ‘National System of Protected Areas’ (NSPA) truly represents a system, encompassing not only a representative cross-section of Ecuador’s biodiversity, but also the structure and function of that biodiversity. In fact, despite the different categories of conservation and protection, Ecuador’s protected areas are threatened by land conversion driven by ranching and agriculture, by increasing urbanization and development, highway construction and expanding pine plantations, among other threats that have exceeded their official limits. Since this is the reality for protected areas in Ecuador, it is predictable that the status of ecosystem remnants within the NSPA network should sub-optimal, in spite of the mitigating, functional protection afforded by their legal status.
A related point, which to some degree explains the minimal existing knowledge about Ecuador’s biodiversity (and hence the limited progress in terms of its conservation) is the low generation of scientific information in Ecuador; according to the last census conducted in 2008 by the National Secretary for State Planning (NSSP), there are 50 researchers in Ecuador for every million inhabitants, the lowest proportion in Latin America, with a total of 300 PhD level researchers across all branches of the sciences. Scientific data related to Ecuador’s biodiversity, clearly essential baseline information, is focused fundamentally on species risk reports, assessments of species range distributions, taxonomic classifications, and reports of new species identifications across diverse groups. However, minimal data exists with respect to population and community dynamics within ecosystems, interactions between those populations and communities, and consequently the basic requirements for ensuring their long-term, effective conservation.
In light of this reality, UTPL decided a decade ago to undertake an pilot initiative focused on sustainably boosting the local capacity for development in the sciences, an initiative which has undergone various phases, from the creation and equipping of more than 30 centers for Transference of Research Technology and Services (TRTS) to the enrollment of around 200 local researchers in International PhD programs. This institutional initiative has been and is supported by diverse national and International organizations, and has established a series of strategic alliances with other initiatives, such as an existing program by the German Research Foundation (DFG), titled ‘Mountain Cloud Forest Functionality in South Ecuador: Diversity, Process Dynamics and Potential within an Ecosystem Perspective’, representing a key contribution towards an understanding of Ecuadorian biodiversity and its functional context at a higher scientific level. Various UTPL professors and undergraduates have been guided academically thanks to this program.
In a similar manner, UTPL’s scientific progress in matters of ecology and biodiversity has been supported through collaboration with two Spanish Universities. UTPL has developed a doctoral program with Universidad Politécnica de Madrid, supported by faculty from Universidad Rey Juan Carlos, following a Joint doctorate model. Approximately 30 PhD candidates from UTPL participate in this program, developing thesis topics regionally in Ecuador, enhanced by existing research programs within UTPL’s Institute of Ecology and Center for Cellular and Molecular Biology. As a consequence, strong, regionally-focused research teams have evolved within each of these institutes.
In this context, in which a strong regional research foundation has been established (which furthermore is consolidated within a framework of new alliances and complementary initiatives, with a cooperative agreement with the University of Idaho and its College of Natural Resources serving as one example) it is thought to be feasible and pertinent to offer UTPL’s existing postgraduate program at the National level, focused on preparing researchers in the field of ecology and biodiversity at the Masters level, researchers who would be capable of addressing urgent questions related to the structure, composition and function of neotropical biodiversity. This research cohort would in turn represent an important part of a regional foundation for generating and executing significant conservation strategies and actions.
1.1 Social Demand
Historically, Ecuador’s economic development (influenced powerfully by various political and socioeconomic variables internal and external) has centered on the exportation of raw materials. This in turn has lead to an illogical ownership and exploitation paradigm, deficient from a technical and resource utilization standpoint. This attitude is mirrored within the general educational system in Ecuador, with environmental education a weak or non-existent presence within the National curriculum. Along with the already mentioned paucity of scientific and technical development in Ecuador (and a suite of other factors), these attitudes have generated a perceived disconnect between human concerns and environmental conservation. Stakeholders forget that sustainable human development in Ecuador occurs within a specific set of geographic and biological conditions, and that all components (from human to ecosystem) should be seen as existing in an integrated form. Only in assuming such a holistic outlook will we guarantee our resource base, its conservation and long-term sustainable use.
The National Development Plan and the New National Strategy for the period 2009-2013 (SENPLADES, 2009), represents a change in focus to an indigenous model that covers the diversification of goods, markets, and services within a framework of ‘converting the country to a tertiary exporter of biological knowledge and tourist services’ and of assuring a dynamic equilibrium between society, government, markets, and harmony with nature. The National Policy for Science and Technology (2008-2010) (SenACYT, 2008), proposes an “articulation of investment in science and technology within the National Plan’, and clearly commits to a strategic strengthening of scientific Institutions, and the implementation of scholarships towards a fourth level of local professionals in these specific areas.
The Southern Region (7), encompassing Loja, Zamora Chinchipe and El Oro, has been prioritized as a strategic focal points for development, biodiversity and environmental services, in light of its natural qualities, infrastructure, ancestral knowledge, and regional scientific development.
4. Methodological Description
4.1 Distance Education
The general concept of the program is to adopt the system of learning based on development of competences in students, which represent the structure of the curriculum. Similarly aims to improve training capacity for autonomous self that characterizes a graduate student, with the necessary assistance and guidance of experienced professors in each subject, attendance ensures the learning process.
A feature of the program is the use of Information and Communication Technology or ICTs, which solve the synchronization problem of space and time for teachers and students. These tools let count into the Masters program with a teaching team of high level experts from Europe (Germany and Spain) and the U.S..
The mode of study raised is "OPEN AND DISTANCE LEARNING MODALITY, WITH VIRTUAL SUPPORT", so there will be a strong support with ICTs within the so-called Virtual Learning Environment (VLE), which facilitates interactive and ongoing communication between the program coordination, the teachers and students asynchronously. Students can in this way participate in forums, to access support documents or support information, notes and general administrative information and the virtual library, and also they will have e-mail service.
4.2 Methodology of the Master Program
The program is structured around six thematic modules, five modules cover the spectrum of theoretical concepts and fundamentals that allow you to access the proposed competences, each module is subdivided into three major themes or subjects that complement the objectives of each other. The modules and materials will be managed by consolidated research teams who structure the curriculum content of the module, library materials, assignments, face assessments and define the research topics to be developed in the thesis projects of the program.
The sixth theoretical and practical module is targeted at both handling and processing of scientific information and the preparation of the thesis project. Finally there are two practical modules for the implementation of the thesis project.
Do we all agree that this is an adequate course load for this program? Was the ‘six module, three course per module’ format based on specific requirements at URJC or UTPL?
Once acquired theoretical and methodological skills as well as revised the thesis proposal in the previous module for this, the student begins his thesis project based on the research topics set by each program's research team. That is, the program will offer specific lines of research, broad enough to cover the range of subjects on which each student will define in which they want to participate from the design phase. The focus is to develop research programs called "puzzle", in which is possible replicate the methodologies of survey, analysis and discussion of data simultaneously on several places of the country, this allow a greater representation of the national scenario and have a greater impact in terms of the discussion and conclusions of these studies.
The thesis project provides a significant investment of time on fieldwork, systematization and data analysis, literature review, discussion, presentation of results and preparation of manuscript. Therefore it is planned investment of 16 credits spread over two semesters for the second year.
We support this methodological structure in principle.
We would, of course, need to make certain that the activities outlined were acceptable administratively here.
For now, we’ll defer this discussion.
4.3. Methodological structure
• Activity / Period· Session of advisory for system users / Beginning of 1st semester
Theoretical modules 1,2 and 3 / 1st semester
• Virtual advice via videoconferencing, one per each module / Halfway through 1 semester
• Distance Learning Tutorial (Virtual Learning Environment) / 1st semester
• Development of a theoretical assignment per each module / 1st semester
• Face assessment, one per each module / 1st semester
Theoretical modules 4 and 5 / 2nd semester
• Virtual advice via videoconferencing, one per each module / Half of 2nd semester
• Distance Learning Tutorial (Virtual Learning Environment) / 2nd semester
• Development of a theoretical work for each module / 2nd semester
• Face assessment, one per each module / 2nd semester
Module theoretical - practical for research design / 2nd semester
• Preparation of the master thesis proposal / 2nd semester
• Face tutorial session / End of 2nd semester
Master thesis proposal / 3rd and 4th semester
• Development of master project / 3rd semester
• Face tutorial session / Beginning of 4th semester
• Dissertation project to master by videoconference / End of 4th semester
4.4 Mechanisms to support the master program
Following are some general activities that will support the work of master students.
SESSION OF ADVISORY FOR SYSTEM USERS
In this session we provide to students all the information about the philosophy, administration and operation of the study system; regulatory aspects of the distance education and instructions regarding the use of the material and learning tools available.
It will be performed only once through the video conferencing system according to where is each student. UTPL has video conferencing system facilities in each capital city per province and other cities across the country.
This first encounter is conducive for students to know each other, strengthening the medium term the work in-group involved into cooperative learning.
REMOTE TUTORING
It consists of assistance with methodological problems, information access or understanding of science and theorist content for students. It will be developed mainly through the VLE and its various tools such as messaging, discussion forums, etc.. For this students will have contact with assistant teachers as the main teachers.
ADVISING THROUGH VIDEO CONFERENCE SYSTEM.
System whereby establishing a synchronous or asynchronous relationship between teacher and student, allowing to solve the doubts of the students and especially the feedback of information as often as required by the student because these lectures will be posted and will have a link into the EVA at any time, so that they become a tool to which the student can always access and structuring specific questions through a window for messages.
The concept of video conferencing is the structuring of a class of two hours per subject, it means three classes per module. In these lectures will be made the general and conceptual analysis, the main principles and their implications in their respective fields of research. This contextualization, developed by an expert teacher, will let to students a better understanding of the bibliographic information that each student must review autonomously to develop the drafting of their assignments, preparing for assessments and especially in order to address the detailed analysis of study cases that will be explained during the face tutorials that are described below.