Linking Biology and Social Issues
How Mysteries of Migration Links Biology and Civic Issues
Our focus is on the basic biological and physical factors that influence migration-such as energy metabolism, behavioral adaptations, population genetics, terrain, weather patterns, and magnetism-and the implications of these factors for the development of conservation and resource management policies both within the United States and with other nations. Our primary goal is two-fold: (1) to provide students with a solid understanding of basic biological principles by studying their application to one of the most pervasive and interesting phenomena in nature, and (2) to learn about and evaluate the domestic and international policy systems and tools for addressing problems and issues raised by the movement of plants and animals. A secondary goal is to enhance the student's awareness of the historical and cultural importance of migration through introducing a variety of readings, including fiction, nonfiction, and poetry. Examples of questions to be investigated include: Why do organisms migrate? How do they know "where to go"? What factors affect the timing of migration? What problems does migration pose for resource management and conservation efforts, domestically and internationally? Are the institutions and mechanisms we currently depend on to protect migrating species effective? How can policy choices be improved?
Migratory organisms move without regard to political boundaries, thus establishing a compelling need to understand both domestic and international legal-institutional regimes. This interface between biological events and political mechanisms is made more complex by the need to understand theories and concepts from other disciplines such as meteorology, physics, etc. Doing interdisciplinary work, whether in a research or decision-making context, requires a commitment to learning by all involved. Thus, students are asked to consider extant or novel interdisciplinary learning processes or models for addressing important contemporary or longer-range public policy issues.
This course focuses on understanding the needs of migratory organisms in order to assess the effectiveness of current national and international policies in protecting a range of migratory species including birds, fish, marine mammals, insects and plants. For example, students have considered case studies ranging from pacific salmon migration to several organisms within the greater Yellowstone ecosystem. In order to understand the issues and develop effective policy options students must learn (1) concepts of regulatory and metabolic mechanisms and behavior, and (2) the legal-institutional and stakeholder interests involved.
Through experiential learning (e.g., field trips) and student selected case study topics, we involve students in applying classroom learning to specific locations, institutions, and species. For example, when students visit Cape May, NJ, they observe and analyze the effects of land use changes on migratory organisms. They meet officials and citizens in the associated NGOs and government agencies, assist with Monarch butterfly tagging, learn to identify raptors, passerines and waterfowl, and begin to build a model of how habitat areas function within both a local community and the broader conservation community. We model for students how they might scope out an issue of interest to them and develop a plan of action.
This course challenges students to identify and understand competing perspectives, ideas, and values. Students learn that, even though migratory strategies and life histories of many organisms are poorly understood, policy choices affecting these organisms will be made. This gives students an opportunity to consider the process for setting research and funding priorities and how they might influence this process. Students also learn that, even when migratory needs are well understood, agencies with multi-use mandates (e.g., the U.S. Forest Service) may consider scientific evidence as only one of many perspectives to be accommodated or may find that scientists disagree about the interpretation of data.
By developing an understanding of populations of migratory organisms, including concepts of fitness and reproductive strategies, students are able to frame scientific questions that can help identify responsible policy choices. We typically begin by considering a taxonomy of movement (Dingle 1996) and discuss how understanding an organism's movement strategy could help a decision maker do a better job of constructing and choosing among policy options.
The entire learning community is problem driven. Throughout the semester, we challenge students through real world problems that do not have simple answers (e.g., low frequency sonar, dams, hunting, pollution). Students join us in developing the types of information needed to address these issues. In this way, students take responsibility for identifying appropriate information and constructing meaning in the context of the issue, rather than memorizing a pre-determined list of facts and concepts. We intend to prepare students for life-long learning, for using effectively their critical thinking skills about migratory issues after the course, and for using our approach as a model for addressing new or emerging issues.
To understand migration, students must draw on the larger natural history issues, including evolution, physiology, population dynamics and the scientific method. They learn to read and evaluate scientific literature and understand how to place that information into larger scientific parameters. The popular and scientific literatures on migratory birds, for example, are growing, giving students the chance to think about knowledge building and dissemination issues.
