Evolutionary Principles in the Galapagos Island Field Course
| Module title | Evolutionary Principles in the Galapagos Island Field Course |
|---|---|
| Module code | BIOM423 |
| Academic year | 2025/6 |
| Credits | 30 |
| Module staff | Professor Andy Russell (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 2 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
On 15th September 1835, the extinct volcanoes of San Cristóbal island in the Galápagos archipelago were spotted from the Beagle, lifting the spirits of the ship’s naturalist, Charles Darwin. After just a few weeks, the extraordinary biogeography of the Galapagos would leave an indelible mark on the young Darwin that would prove central to his new hypothesis: that life on Earth evolved from common ancestry through the process of natural selection. Almost 200 years later, the unique fauna and flora of this UNESCO world heritage site continues to illuminate and inspire.
In this module, we will see with our own eyes how ecological pressures shape evolutionary processes on land and in the sea, and consider their implications for conserving the iconic biota of Galápagos. We will also grapple with the challenge of studying behavioural strategies in the wild, using the archipelago’s spectacular animals as our study organisms; from marine iguanas to Darwin’s finches. Guided and tutored by our experienced academic staff, you will conduct a research project of your own, learning to develop hypotheses, make predictions, collect and analyse data, and interpret their findings. Through a range of practical activities we will also build familiarity with key methods for studying biodiversity and behaviour in the field, ranging from mist-netting to next generation sequencing methods, and hone transferrable communication skills of various forms. The course will deepen your understanding of the scientific process, strengthen your scientific skills base and yield a greater sense of academic independence.
Accommodation will be with local families, allowing unparalleled exposure and integration into the local culture, as well as contributing to an important socio-economic model of sustainability.
Module aims - intentions of the module
The Galápagos remains amongst the most inspirational locations on the planet for the teaching of evolutionary theory, with its celebrated, but rather simple, biogeography allowing links to be made usually clearly between ecological pressures and evolutionary processes.
The overarching aim of this two-week field course course to San Cristóbal island will be to use the iconic fauna of Galápagos to develop scientific knowledge and understanding within the fields of Evolution and Behaviour. Specifically, to:
- Introduce you to the key ecological processes (past and present) that shape evolutionary and behavioural change on land and in the sea.
- Be able to use and evidence terms such as: adaptive radiation, natural selection, genetic drift, niche segregation, character release, plasticity, life-history theory; island biogeography
- Recognise the complementary roles of field and labwork to understanding biodiversity
- The conception, design and execution of studies aimed at understanding variation in the natural world
- Appreciate the importance of integrating evolutionary and behavioural ecology in the design of successful conservation strategies.
Example model systems will include: Darwin’s finch, marine iguana, lava lizard, giant tortoise, Galapagos sealion, sally light-foot crab, turtle, numerous seabirds and fishes; and invasive plants.
Key skills: identification and observation; asking questions and implementation of scientific method; appreciate different sampling methods and the complementary roles of different methods; mist netting; molecular genetics.
Transferable skills include: problem solving (linking theory to practice, responding to novel and unfamiliar problems, data handling), time management (managing time effectively on your own and as part of a group), collaboration (taking initiative and leading others, supporting others in their work), self and peer review (taking responsibility for own learning, using feedback from multiple sources), presentation skills and audience awareness (presenting ideas effectively in multiple formats); appreciation of cultural differences and the needs of local inhabitants.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Understand links between ecology and evolution in shaping species form and function
- 2. Provide examples and rationalize evidence for competing ecological drivers and modes of evolution
- 3. Understand that successful conservation and sustainability requires an understanding of animal behaviour and evolution, including how animals respond behaviourally and evolutionarily to exploitation, and the species concept
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Demonstrate knowledge and understanding of evolution in both behavioural and morphological traits
- 5. Describe in detail and analyse essential data and theory across a sub-discipline of biosciences
- 6. Apply knowledge to solving practical problems in field behavioural ecology
- 7. Deploy established techniques of analysis, practical investigation, and enquiry within biosciences
- 8. Describe and evaluate approaches to our understanding of biosciences with reference to primary literature, reviews and research articles
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Devise and sustain, with little guidance, a logical and reasoned argument with sound, convincing conclusions
- 10. Effectively communicate arguments, evidence and conclusions using a variety of formats in a manner appropriate to the intended audience
- 11. Analyse and evaluate appropriate data and complete a range of research-like tasks with very limited guidance
- 12. Evaluate own strengths and weaknesses in relation to graduate-level professional and practical skills, and act autonomously to develop new areas of skills as necessary
- 13. Reflect effectively and independently on learning experiences and evaluate personal achievements
- 14. Work in a small team and deal proficiently with the issues that teamwork requires (i.e. communication, motivation, decision-making, awareness, responsibility, and management skills, including setting and working to deadlines)
Syllabus plan
A typical field course will take place over 2 weeks in early January. The course will be run exclusively on the island of San Cristóbal, the most easterly of the Galápagos islands, where the University of San Francisco de Quito (USFQ; Ecuador) holds its world-famous research station: the Galápagos Science Center. The course will be run primarily in small groups to maximise learning experience and hands-on participation in activities. Course leaders from both the University of Exeter and USFQ, are renowned specialists on the topics developed in the course, with Naturalist Guides brought in to supplement the learning experience. Accommodation will be with local families, allowing unparalleled exposure and integration into the local culture, as well as contributing to an important socio-economic model of sustainability by providing locals with alternative means of income
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 110 | 190 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 4 | Pre-field course classes to prepare you academically and practically for the course, including the first assessment point |
| Scheduled Learning and Teaching | 106 | In-situ classes provided by course leaders from CEC and USFQ, as well as local Naturalist Guides. |
| Guided Independent Study | 190 | Additional reading and research and preparation for module assessments |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Short answer questions during the field courses | Ongoing throughout the module | All | Oral |
| Seminars and discussions | Continuous assessment during the field course | All | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 45 | 40 | 15 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Pre-field course topic fact sheet | 25 | 1 side of A4 (Size 12 font) | All | Feedback sheet |
| Project presentation | 25 | 15 minutes including questions | All | Feedback sheet |
| Post-course write up | 50 | 1200 words | All | Feedback sheet |
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Pre-field course topic fact sheet | Not applicable | Not applicable | Not applicable |
| Project presentation | Not applicable | Not applicable | Not applicable |
| Post-course write up | Post-course write up | 1-13 | August assessment period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. On deferral the continual assessment will be re-assessed by a 4000-word critical essay. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 50%) you will be required to submit a post-field course poster. The mark given for a re-assessment taken as a result of referral will count for 100% of the final mark and will be capped at 50%.
Indicative learning resources - Basic reading
Trueba G and Montufar C, Editors (2013) Evolution from the Galapagos: Two centuries after Darwin. Springer Science & Business Media. New York.
Walsh SJ and Mena CF, Editors (2013) Science and Conservation in the Galapagos Islands: Frameworks and Perspectives. Springer Science & Business Media. New York.
Torres ML and Mena CF, Editors (2018) Understanding Invasive Species in the Galapagos Islands: From the Molecular to the Landscape. Springer Science & Business Media. New York.
Walsh SJ, Mena CF, Stewart JR, Munoz JP, Editors, (2023). Island Ecosystems: Challenges to Sustainability. “Social and Ecological Interactions in the Galapagos Islands” (SJ Walsh, CF Mena, Series Editors), Springer Nature.
Popular science books
Weiner J (1995) The beak of the finch, Vintage;
Nicholls H (2007) Lonesome George, McMillan;
Nicholls H (2014) The Galapagos, Profile Books; Grant PR & Grant BR (2016) 40 years of evolution. Princeton.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 21/06/2024 |
| Last revision date | 30/09/2024 |
