During the May 3-11, 2003 Spring Break, the Department of Natural Sciences, Health, Wellness & Dietetics and Wolfson Campus Office of Student Life co-sponsored a field study program in Costa Rica. Thanks to the support of the Campus Leadership Team, this program was open to students in all fields of study and addressed the ecology, geology, geography and conservation issues of this Central American nation. Additionally, it was designed to enhance students’ global education by comparing the ecology, geology, geography and environmental concerns of a foreign nation with that of their own bioregion – South Florida. Participants were required to have an overall “B” average, earn at least a “B” in a previously taken natural science course, write an essay on Costa Rican conservation, submit two letters of recommendation and complete a personal interview.

Thirteen students (including seven education majors) were selected to enroll in PCB 2340C – Field Biology (3 credits). They all participated in this learning community for three pre-program meetings and eight very full days of activities in Costa Rica. All successfully completed a comprehensive curriculum that included research, experiential learning, personal journaling, and a capstone oral presentation given three weeks after our return to Miami. The instructor was Chris Migliaccio, Professor of Ecology and Environmental Science, and the Costa Rican naturalist / guide was Roman Odio of Liberia, Guanacaste, CR. Land arrangements were handled by Explore Costa Rica of San Jose, CR. This website was designed by a PCB 2340C student.

Course readings included Tropical Nature by Forsyth & Miyata; Touchstone Books Publisher; ISBN # 068187108 and the Insight Guide to Costa Rica (1999); Insight Guides; ISBN# 0887291376. Site-specific supplementary readings were taken from a variety of websites, professional journals, and books including the classics: A Neotropical Companion: An Introduction to the Animals, Plants, and Ecosystems of the New World Tropics, La Selva - Ecology and Natural History of a Neotropical Rain Forest, Monteverde: Ecology and Conservation of a Tropical Cloud Forest and Costa Rica: Land of Volcanoes.

By the end of the course, students were able to:

1. list five similarities and five differences between Miami and San Jose. Consider any characteristics you like (culture, technology, environment, business, recreation, food, etc.) and try to explain a reason for each difference or similarity.
2. describe why INBio Parque was created.
3. list specific activities of INBio Parque that fosters a greater conservation consciousness in Costa Rica
4. describe an overview of the physical geography of Costa Rica
5. distinguish between the following biological communities in terms of the biotic and abiotic factors of climate, soil types, flora / fauna: cloud forest, tropical wet forest, and tropical dry forest
6. describe the geological forces that shape Costa Rica
7. define and be able to use the following terms: ecosystem, conservation, preservation, biological prospecting, adaptation, ecotourism
8. describe the formation of Poas Volcano
9. locate Poas Volcano on a map
10. identify a parasitic mistletoe plant from a distance and describe its life history
11. list three plant adaptations for cloud forest life
12. name three characteristic cloud forest plants by common and scientific names
13. define and be able to use the following terms: parasite, epiphyte, cloud forest, bromeliad (and draw one); water cycle
14. describe the abiotic and biotic characteristics of a Costa Rican cloud forest, particularly the environmental conditions that create and maintain the forest
15. describe the environmental transition from the Central Valley -> Continental Divide cloud forests -> Caribbean lowlands of Costa Rica.
16. describe the conditions that create and maintain a tropical rainforest
17. locate Selva Verde on a map of Costa Rica
18. identify three rainforest plants by common and scientific names
19. identify six rainforest birds by common names
20. identify six rainforest insects, amphibians or reptiles by common names
21. identify three rainforest mammals by both English and Costa Rican common names
22. describe six different adaptations of rainforest flora and fauna
23. define and be able to use the following terms: mutualism, cryptic coloration, aposematic (warning) coloration; rainforest; ecological niche, echolocation, secondary forest, coevolution, sexual dimorphism, nectarivore, frugivore, buttress (draw one), drip tip (draw one), primary forest, leaching
24. describe the formation of Volcan Arenal
25. list the key events in the history of Arenal Volcano
26. describe how electrical energy is generated from wind, water and geothermal sources
27. describe the steps in ecological succession from a new lava flow to primary rainforest
28. describe the Cecropia-Azteca ant symbiotic relationship as an example of mutualism
29. describe the roots of the conflict between conservation and development for ecotourism in Costa Rica
30. identify basalt and pumice on a lava flow
31. differentiate the differences in reproductive strategies between secondary and primary forest plants
32. define and be able to use the following terms: secondary forest, lava, ecological succession
33. differentiate between the abiotic and biotic characteristics of the Poas Volcano and Monteverde cloud forests
34. name and identify six cloud forest birds in the field by sight or by sound
35. name and identify six cloud forest plants in the field by common or scientific name (can you draw their distinctive parts?
36. compare and contrast agricultural systems of Monteverde with those of the Caribbean lowlands
37. explain the general life cycle and adaptive strategies of an epiphytic plant
38. predict the factors which in the future will have the greatest influence on the protection and conservation of Costa Rican cloud forest ecosystems
39. identify the feeding strategies of six different Costa Rican birds
40. identify six common tropical forest plants used for food
41. distinguish between Batesian and Mullerian mimicry in insects
42. describe the life story of a hemiepiphytic strangler fig
43. describe how the resplendent quetzal and three-wattled bellbirds are keystone species
44. define and be able to use the following terms: altitudinal migration, biogeochemical cycling; biological reserve; canopy, epiphylls, hemiepiphyte, keystone species
45. name three native Costa Rican hardwoods used in manufacturing
46. illustrate how coffee growers use terracing to expand production area
47. describe why the oxcart has come to symbolize the Costa Rican spirit of self sufficiency
48. define and be able to use the following terms: shade grown coffee, sun grown coffee, deforestation, “Pura Vida”