Subject: SAFS and CCC approvals October 7, 2014 meeting · 2016. 7. 26. · CCC Proposal for SAFS 2015/2016 Subject: SAFS and CCC approvals October 7, 2014 meeting . Dear CCC, The

CCC Proposal for SAFS 2015/2016

Subject: SAFS and CCC approvals October 7, 2014 meeting

Dear CCC,

The following proposal is for permission to deliver existing DBS courses as part of the Southern

African Field School. I have included a detailed SAFS overview and course outlines/syllabi for

the proposed courses (see below).

The following are the modules proposed for the Southern Africa Field School 2015/2016:

Module 1 – Ecology of Swaziland and South Africa

Choose *6 from

BIOL 208 – Principles of Ecology (*3)

BIOL 367 – Conservation Biology (*3)

BIOL 495 – Field Methods in Ecology of Southern Africa (*3 - intended for students

who have already completed BIOL 208)

Or with permission BIOL 398/498 – Research Project (*3 – intended for the occasional

student who may have already completed BIOL 208 and 367)

Module 2 – Marine Ecology in Mozambique

Choose *6 from

BIOL 361 – Marine Science (*3)

BIOL 495 – Marine Methods in Ecology of Mozambique (*3)

Or with permission BIOL 398/498 – Research Project (*3 – intended for the occasional

student who may have already completed BIOL 361)

Module 3 – Directed Research Project

Choose *3 from

BIOL 398 - Research Project (*3)

BIOL 498 – Research Project (*3)

Thank you

Randal Arsenault

[email protected]

ATTACHMENT #11.1

mailto:[email protected]

Southern African Field School - Overview

1

Southern African Field School Department of Biological Sciences, Faculty of Science, University of Alberta

Contacts:

Associate Chair Undergraduate: Declan Ali and Jocelyn Hall ([email protected])

Director: Randal Arsenault ([email protected])

Manager: Tiona Corcoran ([email protected])

Overview

Southern African Field School (SAFS) is a summer and winter modular and semester

field school in Swaziland, South Africa and Mozambique, being offered by the

Department of Biological Sciences (DBS) and the Faculty of Science, University of

Alberta, Edmonton, AB. The school provides students with the opportunity to take DBS

courses over a 4-month period including: Module 1 - Ecology in Swaziland/South Africa

(6 credits); Module 2 - Marine Ecology in Mozambique (6 credits); and Module 3 -

Directed Research Project (3 credits) in various locations. Students can chose one or

more modules or complete the full 15 credit semester. The first intake is planned for

Spring/Summer 2015 and Winter 2016.

The SAFS faculty lead is Dr. Randal Arsenault who has many years of teaching and

research experience in Southern Africa. Tiona Corcoran (Manager) will coordinate

marketing and student enrolment (queries, applications and forms, fee payments,

registration in modules), as well as manage the student experience on the ground.

Accommodation, food, local travel, local experts and field equipment in Southern Africa

will be provided by All Out Africa (www.alloutafrica.com), a non-profit organization

which host international volunteers and manage: i) a Research Unit aimed at carrying out

field research projects; ii) a Wildlife Fund aimed at developing and managing projects to

benefit threatened wildlife; and iii) a Children's Fund aimed at developing and managing

projects to benefit vulnerable children. A major strength of the SAFS program is that

students connect with local communities and experts, develop international networks, and

contribute to key applied research projects in Southern Africa.

Program Overview:

Note: The following courses are subject to approval

Module 1: Ecology of Swaziland and South Africa

Choose 6 Credits, *6 from:

BIOL 208 – Principles of Ecology (*3) (see syllabus below)

BIOL 367 – Conservation Biology (*3) (see syllabus below)

BIOL 495 – Field Methods in Ecology of Southern Africa (*3) (see syllabus below)

OR with permission BIOL 398/498 – Research Project (*3)




http://www.alloutafrica.com/


2

Study Area

You will conduct ecological research relevant to the ecosystems throughout southern

Africa. This module is run in partnership with Swaziland’s game reserves and national

parks, namely, Mlawula Nature Reserve and Mbuluzi Game Reserve, which make up an

area of over 40,000 hectares. You will assist with research on bats, birds, reptiles,

ungulates, rodents, small predators, vegetation and a variety of other wildlife in

Swaziland conservation areas.

Although savannahs are well represented in African conservation areas, they are

subjected to increasing degradation as a result of human influences through land

utilization and climate change. Well known for large charismatic game such as elephants,

rhinos and lions, there are a variety of smaller species and plants that are threatened and

equally important to the natural functioning of the savannah ecosystem. Many species are

poorly known and understood yet they play a key role in the functioning of the larger

ecosystem. Although you are based in areas containing big game, your field research

activities will be focused on smaller ecosystem elements, such as birds, bats, reptiles

(especially tortoises) with the focus on their reproduction and movements, as well as

monitoring indicator species of savannah health. By better understanding these species,

we can effectively manage and conserve them and the ecosystem in which they are

found.

Field Work

The wildlife field work involves joining All Out Africa’s ecologists in the collection of

field data, while being based in an African nature reserve and gaining hands-on training

and experience. The research may involve weighing, measuring, tagging and banding

young birds, bats and reptiles in order to monitor their condition and enable the study of

their population dynamics and dispersal. It also may involve fitting radio-transmitters to

track the animals to determine their home range, distribution and movements. Though no

specific fitness requirements need to be met, these projects often involve a lot of walking

through the bush both on and off paths.

A typical day (subject to change)

Although day to day activities vary on the project, a typical day during the week

Monday-Friday might be:

06:00am – Wake up and have breakfast.

07:00am-12:00pm – Research and monitoring project activities (depends on time

of year)

12:00pm – Lunch and relax

1-4pm: Class lectures

4:00pm on – Various afternoon or evening activities, depending on research and

monitoring priorities at the time.


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Since reptiles and most birds are active during the day and bats are active at night, project

work will either be completed in the morning or evening. There will be lectures

scheduled during the middle of the day as well as some free time. Daytime field work

begins between 07:00-08:00 and evening field work at approximately 21:00. Usually not

more than 6 hours per day are likely to be spent on field work related activities.

Accommodations

Week 1 is based at Lidwala backpacker lodge in the Ezulwini valley, Swaziland. The

lodge is less than 2km from many shops, facilities & attractions. In the Lidwala

Backpackers Lodge you will be accommodated either in a dorm room with bunk beds or

safari-style tent with regular beds, with communal bathroom facilities. Bed, mattress,

sheet and pillows will be provided, but your own sleeping bag is required. All rooms and

tents have a veranda and the lodge has a communal kitchen to prepare meals. There is a

TV lounge with board games and book exchange and a large deck area and outdoor pool.

Week 2-4, you will be based in a wildlife reserve and research camp. Accommodations

include dome tents with foam mattresses and pillows provided. You will need to bring a

sleeping bag of appropriate warmth for the season (May . Flush toilets and hot showers

are on-site, however, there is no electricity. Lanterns are provided in the bathrooms and at

the campsite. A headlight or torch is still very useful to bring. The camp also has a

kitchen, which consists of a gas powered stove, small gas powered refrigerator, pots,

pans, and cutlery.

For the final week you will be going on Safari in Kruger National Park, South Africa. In

Kruger you will be accommodated in safari style dome tents with two people per tent.

Tent, mattress, and pillow are provided but you will need to bring your own sleeping bag.

The camps are fenced so you will be safe from wild animals while in camp. The camps

are well equipped with clean toilets, hot showers and well stocked shops were you can by

drinks, snacks, souvenirs etc.

Meals

Cooking and dishes are shared between students on a fairly relaxed rotational basis

organized by the accommodation manager. Facilities are communal and simple.

Shopping is done by the manager to cater for three meals per day. Generally breakfast

will be cereals and toast, lunch will be sandwiches and dinner will be a cooked meal.

Cooked meals are healthy and nutritious and we try to cater for different needs and

preferences as much as possible. We ask you to be flexible and respectful about the food

that has been prepared for you.


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Module 2: Marine Ecology in Mozambique

Choose 6 credits, *6 from:

BIOL 361 – Marine Science (*3) (see syllabus below)

BIOL 495 – Marine Ecology Field Methods in Southern Africa (*3) (see syllabus below)

OR with permission BIOL 398/498 – Research Project (*3)

Important information • In order to carry out the activities required you will need to be a capable swimmer

(able to swim 100m unassisted) and snorkeler (i.e. being able to hold your breath

to dive down would be an advantage).

• For scuba diving, if you have a pre-existing medical conditions or are over 45

years of age, you must bring a medical clearance letter permitting you to dive.

• If you are taking Lariam/Mefloquine/Mephliam/Tropicure (or any other

derivatives) as anti-malarial treatment (prophylaxis) you will not be permitted to

dive, as it causes increased risks when diving. Please advise your doctor that you

are going on a dive holiday, and request another suitable anti-malarial treatment.

• Accredited divers must bring their dive cards (listing their last logged dive).

Study Area and Research

The Marine Ecology Module is based in Tofu, Mozambique, and run in collaboration All

Out Africa, the Marine Megafauna Foundation, Peri-Peri Divers, and the Ecocean global

whale shark database. You will help with hands-on whale shark research, coral reef

monitoring, humpbacked whale monitoring, manta ray and turtle ID and nest surveys, as

well as explore one of Africa's best scuba diving destinations.

The whale shark component of the Marine Ecology Module involves joining boat

launches under the guidance of our project scientists on ocean safaris to snorkel with

whale sharks in the open ocean. It involves taking underwater photographs for identifying

the whale sharks as well as recording other ecological information. As a summary, you

will collect the following information on the whale sharks:

Date, GPS location, surface and underwater conditions

Size, sex, scars/distinctive features, behaviour of the whale shark

You will take an identification photograph and name each whale shark & record

re-sightings

The coral reef monitoring involves joining boat launches under the guidance of our

project co-ordinator on scuba dives and carrying our underwater data collection on

indicator species of coral fish and the condition and cover of coral on the reefs. In order

to carry out the coral reef monitoring activities you will need to be capable of equalizing

your ear pressure and willing to learn to scuba dive. A four day internationally


5

recognized PADI open water diving course is available as part of this module to train you

to be able to carry out this coral reef monitoring (completed in the first week). If you

already have this qualification you may do an advanced open water diving course instead

or an equivalent number of extra research dives. As a summary, on these research dives

you may carry out the following activities:

Reef transects recording indicator species of reef fish

Collection of ID photos of a range of megaufauna including mantas and leopard

sharks

Coral reef quadrants to assess the cover and condition of different coral groups

In July you may help monitor the numbers of humpbacked whales on their seasonal

migration up and down the coast. This involves beach based observations using

binoculars and boat based observations recording the numbers of whales, the makeup of

the pods and behaviours witnessed. Although their numbers have increased these whales

are still vulnerable and this work will help provide recommendations for the improved

conservation of these important ocean giants.

In February you may help survey turtle mortality and nesting of turtles on beaches in the

areas around Tofo. Historically, loggerhead turtles have nested here in significant

numbers. Leatherback turtles and hawksbill turtles are sighted in-water, however their

nesting has declined dramatically owing to poaching. The surveys involve working to

patrol the beaches, recording nest sites, finding shells- sizing them and taking a GPS

point to add to the data being collected on poaching in the area, Monitoring of fishermen

to see if they are bringing in any turtles then visiting nests (if any have been located)

during hatching season (December-February) to record hatching success.

A number of more general environmental awareness and cleanup activities will be also

carried out during the module. The information collected during the field work is collated

into a computer database both on-site and at the head office and some of the data is

uploaded onto an international on-line database and shared with international

collaborators for write up in scientific journals and theses.

A typical day

Although day to day activities vary on the project, a typical weekday day might be:

07:30 – Wake up and have breakfast.

08:30 – Data entry on the computer from previous day’s research work.

09:45 – Walk to the dive center and get prepared for a whale shark launch. Jump

on the boat and head out to sea to find whale sharks. On finding a whale shark

enter the water snorkelling next to the whale shark and take photos of the correct

parts of the shark. Photos enable us to identify individual sharks around the world

and track their movements, age etc.

13:00 – Lunch.


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14:00 – Depending on the time of year – whale counts and data collection from on

top of the dunes or preparation for turtle work in the night.

15:30-18:30 – Course lectures

Accommodation

In Mozambique you will be staying just outside of Tofo village at Tofo Beach Cottages

(www.tofo.co.za). The accommodation is a traditional reed house (Casa da Relva)

situated just back from the dunes of Tofinho beach. The house has electricity and

running water, and features an open kitchen and living area and ample room to relax

outside. There are 3 bedrooms inside the main house, two with 2 bunk beds (each room

sleeps 4), and one with a single bunk (sleeps 2). There is also a detached room with 2

more bunks (sleeps 4) next to the main house. Beds, mattress, sheets and pillows will be

provided, however if you are coming during May-August a sleeping bag is

recommended. There are shared toilet and shower facilities inside the house. Clean

drinking water is supplied from a borehole and is safe for human consumption. Tofo

village centre is also within easy walking distance, where there are very basic shops, a

few restaurants and bars and a number of beach activities available. Wifi is available at

Casa da Relva and at some other local restaurants and cafes in Tofo.

Meals

Breakfast, lunch and dinner are all included. You will serve yourself for breakfast and

lunch, while for dinner you will normally take turns in preparing meals. Breakfast will

generally consist of cereal and toast, lunch will usually be sandwiches and your evening

meal will usually be a cooked meal. Dietary preferences will be catered for where

possible but you should bear in mind that the meals are basic and Tofo has limited choice

for food so please be understanding of the efforts of those who have prepared the meal.

Please check with us prior if you have a specific dietary need to see if we can cater for it.

Module 3: Research Project in Swaziland, Mozambique or South Africa

Choose *3 credits from the following:

BIOL 398– Research Project (*3);

*3 (fi 6) (either term, 0-0-6). Research Project.

Directed research done under the supervision of an academic member of the

Department of Biological Sciences. Normally for students in their third year of

study. Successful completion of this course requires a written report on the

research project. Prerequisites: A 200-level Biological Sciences course and

consent of the Associate Chair, Undergraduate Studies. Credit for this course may

be obtained only once.

http://www.tofo.co.za/


7

BIOL 498-Research Project (*3)

*3 (fi 6) (either term, 0-0-6 ). Research Project.

Directed research done under the supervision of an academic member of the

Department of Biological Sciences. Normally for students in their fourth year of

study. Successful completion of this course requires a written report on the

research project. Credit may be obtained more than once. Prerequisites: A 300-

level Biological Sciences course and consent of the Associate Chair,

Undergraduate Studies.

Research Area

In the pilot year due to accommodation and project feasibility, most students will:

• Complete 3 weeks in Mbuluzi, Swaziland with focus on ecology and conservation

projects

Other research and project options may be possible, depending on season, staff logistics,

accommodation and when projects are running in different locations, such as:

• Stay in Mozambique 3 weeks with a focus on conservation and ecology projects

(extra cost for boats/dives)

• Complete 3 weeks in Swaziland focus on biological projects related to human,

health or educational dimensions

• Complete 3 weeks in Cape Town, South Africa focus on biological projects

related to human, health or educational dimensions (additional transport cost to

Cape Town)

Schedule

*Please note that the schedule is subject to change

The following is the Summer 2015 full semester schedule.

Dates Itinerary

May 4 Arrive Manzini

May 5-10 1 week lecturing (Ezulwini)

May 11-29 Savannah research camp (Mbuluzi)

May 29-June 1 Bushfire Festival

June 1 Travel to Kruger

June 1-6 Kruger National Park Safari

June 6 Travel to from Kruger to Tofo

June 7 Rest day in Tofo


8

June 8 –July 4 Marine courses and projects

July 5 Travel Tofo to Mbuluzi

July 6 Rest day at Mbuluzi

July 6-26 Research project at Mbuluzi

July 27 Departure from Manzini

Module 1: May 4-June 4, 2015

Module 2: June 7-July 5, 2015

Module 1 & 2 or Module 1 & 3: May 4-July 4, 2015

Module 2 & 3: June 5-July 27, 2015

The following is the Winter 2016 full semester schedule.

Dates Itinerary

January 4 Arrive Manzini

January 5-10 1 week lecturing (Ezulwini)

January 11 – 30 Savannah research camp (Mbuluzi)

January 31 – February

4

Kruger National Park

February 4 Travel to from Kruger to Tofo

February 5-7 Rest day and weekend in Tofo

February 8- March 4 Marine courses and projects

March 5 Travel Tofo to Mbuluzi

March 6 Rest day at Mbuluzi

March 7-26 Research project at Mbuluzi

March 27 Departure from Manzini

Module 1: January 4-February 4, 2016

Module 2: February 5-March 4, 2016

Module 1 & 2 or Module 1 & 3: January 4-March 4, 2016


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Module 2 & 3: February 5-March 27, 2016

Eligibility

Undergraduate students from any and all academic disciplines and institutions are

welcome to apply for SAFS. To be eligible to take part in the program students must:

Have a minimum GPA of 2.3 or higher in the last Fall/Winter semesters

Have successfully completed at least *15 credits as required by their home

Faculty/Institution, by the start of the SAFS program

Have successfully completed BIOL 108 (or equivalent from other institutions

upon permission)

Have a valid passport (Note: some countries may require special visas to enter

South Africa, Mozambique and Swaziland)

How to Apply

1. Complete fillable application online

2. Upload a single PDF file with a Cover Letter and CV/Resume.

Cover Letter should address the following questions:

Why do you want to participate in Southern African Field School?

Which module(s) you would like to complete?

What are your career goals and how do you think this program/module will

benefit you?

What do you think will be the greatest challenge/benefit of participating in

Southern African Field School?

What life/work/study experience you have that will benefit you in preparing to

study abroad.

1 page maximum, 12 point font

CV/Resume

Search the internet for templates, and/or focus on the last 2-3 years using the following

subheadings

Name/Contact information

Education

Employment experience

Volunteer and extracurricular interests

Previous research experience (if any)

1-2 pages, 12 point font

3. Upload a PDF copy of your transcript from Bear Tracks.

Fees


10

The fees are divided into:

1) Program Fee includes tuition and all course instruction, instructors and a coordinator;

2) Ground Fee includes accommodation, food, local travel, local experts and field

equipment.

Airfare is not included the approximate cost of return airfare is $2400.

Full Semester

(*15)

Module 1

Ecology Module

(*6)

Module 2

Marine Module

(*6)

Module 3

Research Module

(*3)

Program Fee 10,000 5,000 5,000 4,000

Ground Fee 4950 2213 2610 1657

TOTAL $14,950 $7,213 $7,610 $5,657

Module 1 & 2 Module 1 & 3 Module 2 & 3

Program Fee 10,000 9,000 9,000

Ground Fee 4,823 3,870 4,267

TOTAL $14,823 $12,870 $13,267

Payment Schedule

Payment Schedule and Refund Policies (using the full semester option as an example):

1. Payment 1 - SAFS Ground Fee = $4950

• 50% = $2475 is due upon acceptance, which secures a place in the

program as well as accommodation and vehicle space in Southern Africa

• The remainder, 50% = $2475, is given as a post-dated cheque (dated

March 15, 2015 for Summer 2015 and November 15, 2015 for Winter

2016).

• Ground Fee will be collected by Program Coordinator and Department of

Biological Sciences

• Refund Policy: 50% of the Ground Fee = $2475 is refundable up to the

time of Payment 2 – SAFS Program Fees

2. Payment 2 - SAFS Program Fee = $10,000

• Due March 15, 2015 for Summer 2015 semester and Due November 15,

2015 for Winter 2016 semester

• Program Fees paid to the Registrar’s Office via Bear Tracks

• Refund Policy: 50% of the Program Fee is refundable if cancelled by the

student before class departure.


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Note: If the program does not run due to low student enrollment or other factors, students

will be reimbursed 100% of Fees.

Financial Assistance

SAFS is applying for the Group Award for all semester based students with the

University of Alberta International Office (UAI), which can provide up to $2150

for each student to help with costs.

Other individual Study Abroad Grants available for 1-8 months of assistance

between $750-3450 (http://www.goabroad.ualberta.ca/).

Program Fees, part of the ground fees and airfare are eligible for Student

Financial Aid Assistance (www.su.ualberta.ca/services/sfaic).

Travel, Passports and Visas

The Manager of SAFS is coordinating group flights to help reduce costs and so that you

may travel as a group. If you do not wish to travel with the group and would like to make

your own reservations, please consult with the Manager of SAFS before booking. If you

are only completing one module, you may not be eligible for the group travel and the

Manager will assist you in finding appropriate bookings to your destination.

Passports and Visas

All students must have a valid passport. Canadian and US students do not require a visa

to travel to Swaziland or South Africa. For complete information regarding Canadian

passport offices and visa services, visit the Government of Canada website at

www.pptc.gc.ca. American students should visit the US Department of State website at

http://travel.state.gov.

All other passport holders should check the visa requirements for Swaziland

http://www.gov.sz and South Africa http://www.home-affairs.gov.za/index.php/applying-

for-sa-visa.

Most nationalities require a visa for entry to Mozambique, and SAFS and All Out Africa

will help organize getting visas for Mozambique as a group once we arrive in Swaziland.

Travel and Health Insurance

You will be responsible for selecting and purchasing adequate travel insurance, providing

coverage against theft, personal accident, personal liability, repatriation and cancellation

of tickets. The University of Alberta accepts no responsibility for any costs associated

with these types of problems.

Canadian students must bring, and always carry with them, their provincial health cards.

http://www.goabroad.ualberta.ca/

http://www.su.ualberta.ca/services/sfaic

http://www.pptc.gc.ca/

http://travel.state.gov/

http://www.gov.sz/

http://www.home-affairs.gov.za/index.php/applying-for-sa-visa

http://www.home-affairs.gov.za/index.php/applying-for-sa-visa


12

American students enrolled in a University Health Plan must bring those cards. Students

are also responsible to select and purchase adequate medical/health insurance. In the

event of a medical/health problem, the University of Alberta bears no responsibility for

any costs associated with a medical/health expense, which you may incur.

Health and Safety

Students should check the travel advisories listed by DFAIT

(http://travel.gc.ca/travelling/advisories). Swaziland, South Africa and Mozambique all

have travel advisories that are considered safe for student travel. Note: The U of A

realize the situation in countries can change, and if at any time it is not deemed safe to

travel to these countries, the program will either be changed to new locations or

cancelled.

Students are required to take the pre-departure moodle course given by University of

Alberta International and Go Abroad office. As part of this course students assess the risk

of where they are travelling and make create risk management plans. The program leader

of the course will also evaluate students’ risk management plans in the course. Students

can also attend the UAI/EAP in person for pre-departure workshops. The workshop

schedule is listed in this webpage: http://www.goabroad.ualberta.ca/Events.aspx.

Risk management pre-departure information will also be administered by SAFS

including: pre-departure orientation, in person workshop, insurance coverage,

immunization, as well as ROCA - Registration of Canadians Abroad is a free service

offered to Canadian citizens by Foreign Affairs, Trade and Development Canada that

keeps you connected to Canada in case of an emergency abroad or evacuation, such as an

earthquake or civil unrest, or an emergency at home

(http://travel.gc.ca/travelling/registration).

Whenever you travel outside of your own country you may experience new challenges

and potential risks. You should prepare yourself by learning about the countries that you

are traveling to and the potential risks that exist in those countries. It is recommended that

you should register with the Students of non-Canadian nationalities should consult with

the embassies or consulates of their home countries in the event of evacuation while

abroad.

Petty crime, including theft of money or personal property, occurs. You should not show

signs of affluence, and ensure personal belongings and travel documents are secure.

Violent crime is less prevalent but increasing. We will keep a copy of your passport

pages, also that you leave a copy with your family/friends in Canada.

Remember you are in a host country and you are subject to the laws of these countries:

Serious crimes, including murder and robbery with aggravating circumstances,

may lead to the death penalty (Swaziland).

Possession, use and trafficking of illegal drugs may lead to large fines or

http://travel.gc.ca/travelling/advisories

http://www.goabroad.ualberta.ca/Events.aspx

http://travel.gc.ca/travelling/registration


13

imprisonment (Swaziland and Mozambique).

Possession of pornographic material is illegal (Swaziland).

Homosexual activity is illegal (Swaziland and Mozambique).

Photography of government buildings and military installations is prohibited

(Swaziland and Mozambique).

You will need to visit a doctor and have medical forms signed before you go abroad. If

you are on any medication you should ensure that you have enough for the time abroad.

You should visit a travel clinic and see which vaccines are recommended by your doctor.

As you are going to be working in the field with animals such as bats and rodents it is

recommended that you get a rabies vaccine.

Some areas are malaria free but Mozambique is in a malaria zone. Note: If you choose to

take anti-malarials, some cannot be taken if you are going to scuba-dive in Mozambique.

• Mosquitos are a common annoyance. Ticks are also a possibility. If you have a

strong phobia of snakes or spiders, understand that there is a possibility, although

rare, that you may encounter them.

• Mozambique is a malaria zone, so you should take proper precautions, either anti-

malarials or preventative measures to protect against this illness.

• Traveller’s tummy is always a risk when traveling to a new country and eating

different food. If you have a restrictive diet or dietary problems you must let us

know and your doctor and we will try to work around this.

• HIV/AIDS is very prevalent in southern Africa. If you should choose to have a

sexual relationship, you should always use a condom to protect yourself.

Code of Conduct

As students of the University of Alberta, you are expected to conform to the guidelines in

the Code of Student Behaviour. The Code of Student Behaviour, as set out in the General

Faculties Council (GFC) Policy Manual, is provided in its entirety in Appendix A of the

University of Alberta Calendar (www.registrar.ualberta.ca/calendar). For the most current

version of this Code, visit the University Secretariat website at

www.ualberta.ca/secretariat.

Outside of the classroom, students are also responsible for their actions and must abide

by the Code of Student Behaviour. Southern African Field School has a partnership with

All Out Africa, our on the ground support team. All students are expected to adhere to All

Out Africa’s code of conduct:

All participants joining an All Out Africa Experience are expected to behave in a

civil and responsible manner being considerate to fellow participants, staff, local

community members and the environment.

Any participant, who misbehaves, is disruptive or threatens the safety of any other

participants or All Out Africa Staff may be found guilty of misconduct and as

such will be subject to disciplinary action. This includes behaviour such as serious

rowdiness or drunkenness, failure to turn up to experience activities without

notice, violating the laws or regulations of the particular location. Every

http://www.registrar.ualberta.ca/calendar

http://www.ualberta.ca/secretariat


14

reasonable effort will be made to resolve any disciplinary matter before it

becomes serious, however, we reserve the right to take appropriate action in the

event of misconduct including issuing verbal and written warnings. In cases of

very serious or repeated misconduct, we reserve the right to expel the perpetrator

from the experience without a refund.

If a diversion in the experience is necessitated by the misconduct of a participant,

that participant will be liable for costs incurred by All Out Africa.

The Director has the authority to enforce the Code of Student Behaviour and deals

with any infractions. Dismissal is an option.

BIOL 208 - Principles of Ecology Syllabus (SAFS 2015)

UNIVERSITY OF ALBERTA

BIOL 208: PRINCIPLES OF ECOLOGY SYLLABUS

Instructor: Dr. Randal Arsenault (Department of Biological Sciences)

Edmonton Office: B310

E-mail: [email protected]

Office Hours: available upon request in person or email

Where: Swaziland and South Africa with SAFS

When: May 4 – June 5, 2015

Course Description: *3 (fi 6) (either term, 3-0-3). Principles of Ecology. Ecology is the

scientific study of interactions between organisms and their environment

in a hierarchy of levels of organization: individuals, populations,

communities, and ecosystems. Biology 208 provides a comprehensive

survey of general concepts that can stand alone or serve as preparation for

advanced courses in ecology. Labs emphasize collection, analysis, and

interpretation of data from ecological experiments and field studies to

illustrate and complement lecture material. Examples are drawn from a

variety of organisms and systems. Prerequisite: BIOL 108 or SCI 100.

Open to students in the BSc Forestry and BSc Forest Business

Management program once they have completed REN R 120 and ENCS

201.

Lab Coordinators: Dr. Randal Arsenault and assisted by All Out Africa field ecologists, Kim

Roques (Director All Out Africa), and Ara Monadjem (University of

Swaziland - UNISWA)

Required Textbook: Molles Jr, M.C. and Cahill Jr, J.F. 2011. Ecology: Concepts and

Applications, 3rd

Canadian ed. McGraw-Hill Ryerson, Toronto, CA.

Available from the bookstore.

Field Manual: We are developing a detailed field document with directions for modules

(using Stan Boutin’s BIOL 432 – Field Methods in Ecology as a guide).

Grading:

Midterm May 18 20% (lectures/readings 1-10)

Final exam June 5 40% (all lectures; with emphasis on 11-19)

Laboratory See schedule 40% (Data analysis, presentations and project)

Copyright: Dr. Randal Arsenault, Department of Biological Sciences, Faculty of Science,

University of Alberta (2015)


Lecture Schedule, assigned readings and Field/lab topics:

Colors = Different weeks

# Date Main topics Assigned

readings*

Field activities for BIOL

208 (with BIOL 495)

1 May 5 Introduction to Biology 208

and Ecology Syllabus; Ch 1

Module 1: Sampling and

Statistics in Field Ecology

Evolutionary Mechanisms

and Fitness 90-106

2 May 6 Speciation 106-113 M1: Sampling and Statistics

Environmental factors –

climate, latitude, biomes 16-22; 591-595

Ecology of Individuals

3 May 7 Temperature relations Chapter 5 M1 Data Analysis and

presentations (5%)

Water relations 147-165

Module 2 Population

ecology: i) the use of

telemetry

4 May 8 Energy sources 175-188 M2 i) telemetry

Energy capture 188-196 M2 i) Data analysis and

presentations (5%)

5 May 11 Evolution of behavior and

sociality 203-216

Module 2 Population

ecology: ii) mark-recapture

techniques

Mating systems and sexual

selection 216-226

6 May 12 Life histories and the niche I 250-253; 121-

122; Fig 5.32

M2 ii) mark-recapture

Life histories and the niche II 232-241; 243-

250

Ecology of Populations

7 May 13 Species distributions and

abundance

263-267; 274-

280; 282-286


Changes in species

distributions 267-274

8 May 14 Populations: survival, age,

sex, dispersal 294-305


Populations: BIDE dynamics

& density dependence 311-319

9 May 15

Population growth geometric,

exponential and logistic

models

319-326


Population dynamics: booms,

busts and cycles

326-332; 370-

373

M2 ii) Data Analysis and

presentations (5%)

10 May 18 MIDTERM EXAM (20%) Lectures 1-10 MIDTERM EXAM (20%)


Ecology of Interactions

11 May 19 Introduction to species

interactions 336-346

Module 3: Communities/

Effect of stream flow on

distribution and abundance

of aquatic invertebrates.

Competition 346-356

12 May 20 Predation/herbivory patterns

and models

362-370; 375-

378

M3: stream

flow/distribution/abundance/

aquatic invertebrates.

Predation: the ecology of

fear, strategies of avoidance

373-375; 378-

385

M3: Data Analysis and

presentations (5%)

13 May 21 Mutualism-exploiter

continuum

392-399; 404-

410

Module 4: Behavioral

ecology

Disease ecology I 399-403

14 May 22 Disease ecology II TBD M4: Behavioral ecology

Interactions, coevolution and

invasions

368-369; 385-

388; 627-628

Ecology of Communities

and Ecosystems

15 May 25 Species abundance, diversity

and heterogeneity

422-432; 438-

440

M4: Behavioral ecology

16 May 26 Species interactions and

community structure I Ch. 17

M4: Data analysis and

presentations (5%)

Species interactions and

community structure II Ch. 17

17 May 27 Disturbance and succession 469-484; 490-

496

Project data collection

ongoing

Primary productivity and

energy flow Chapter 19


ongoing

18 May 28 Nutrient cycles 525-526; 529-

546


ongoing

Landscape ecology Ch. 21

19 May 29 Biodiversity and

conservation

280-282; 459-

461; 597-599

Ecology, ecosystem services

and economics 628-632

20 June 1-5 Kruger National Park, Safari

Discussions,

observations

and studying

BIOL 208 Projects due

(15%) – June 4

Fin

al

Ex

am

June 5 BIOL 208 Final exam

(40%).

All previously

assigned

ALL lectures and textbook

may be covered but the

exam will be slightly

weighted towards lectures &

readings 15-19.

BIOL 495 – Field Methods in Ecology of Southern Africa


BIOL 495 – FIELD METHODS IN ECOLOGY OF SOUTHERN AFRICA

SYLLABUS







Course Outline

Biology 495 is a field course in Field Ecology for the Southern African Field School

(SAFS; www.africanfieldstudies.com). It is designed to give students the opportunity to

gain first hand experience at doing fieldwork and in the design, execution and analysis of

data. This course will provide students with knowledge of a variety of field techniques

including animal behavior sampling, vegetation sampling, radio telemetry, population

estimation, and trapping and handling of vertebrates (small mammals). Emphasis is on

“doing” things but we will also emphasize the basics of sound experimental design and

field protocol development.

The course is held at Mbuluzi Game Reseve in Swaziland. We will work with

vertebrates, invertebrates, and plants in their natural setting.

Outcomes:

By the time you have completed the course you should be able to:

1. Demonstrate an understanding of, and competency in, the following fundamental

field procedures:

a. Mark-recapture techniques for estimating animal abundance

b. Sampling methodologies for measuring plant distribution and abundance

c. Behavioral observation techniques commonly used in behavioral ecology

studies

d. Radio telemetry equipment and its use in wildlife studies

e. Identify common plant and animal species in Swaziland lowveld.

2. Design basic sampling protocols and use the above techniques to answer

ecological questions

3. Follow the design steps between question formulation, data needs, data collection

protocols, data entry, and basic analysis.

4. Independently formulate an ecological question and carry out the field techniques,

data collection, and simple analyses to answer the question.

http://www.africanfieldstudies.com/

BIOL 495: FIELD METHODS IN ECOLOGY IN SOUTHERN AFRICA

Randal Arsenault

General Activities

15 days of assignments, field techniques, data analysis and presentations including:

Mark recapture of small mammals, birds, or insects

Behavioural ecology of white rhino

Vegetation sampling

Radio telemetry techniques

Aquatic invertebrate sampling

Remainder of the time will be spent on independent projects data collection, analysis

and write up

Reading: There is no required reading. Highly recommended is Ecological Methodology

by C.J. Krebs.

Modules

During the first 2 weeks of the course we will work through a series of 4 modules

designed to provide hands-on experience with commonly used techniques in field

ecology. The topics for the modules will emphasize the estimation of abundance and

distribution of both vertebrates and invertebrates in both terrestrial and aquatic

environments. There will be a brief analysis of the data after modules and group

presentations. A general description of the modules are as follows:

1) Module 1: The role of sampling and statistics in field ecology. Some simple

rules to follow and pitfalls to avoid.

2) Module 2: Population ecology: Estimating abundance by mark-recapture

techniques and the use of telemetry to determine movements and resource use

by animals (small mammal trapping)

3) Module 3: Community Ecology and The Role of the Physical Environment in

Ecology. Effect of stream flow on distribution and abundance of aquatic

invertebrates.

4) Module 4: Behavioral and Foraging Ecology: Behavioral observation

techniques and measuring preferences in animals. We will watch white rhino

foraging.

Individual Projects

Projects can be on any topic of interest to you, but you should consider the following

when choosing a project:

a) the time of year (i.e. will there be nesting birds at this time)

b) the possible effect of inclement weather (butterflies only fly on sunny days)

c) data must be collected in 1-2 weeks


Randal Arsenault

d) large mammals usually mean small sample sizes

In general, projects that are feasible regardless of weather are preferred.

Marking

Activity Due Percentage

Participation Ongoing 10%

Module Assignments Ongoing 20% (see schedule)

Final Oral Presentation June 4 10%

Final Written Presentation June 5 60%

REQUIREMENTS/SUGGESTIONS FOR RESEARCH PAPER:

Weight: 60% of final mark

Due: June 5, 2015

Late Penalty: 10% off per day

Length: There is no set length for the paper, but you should shoot for a maximum of 10

pages of text, plus figures, tables, and references.

Format: To be written in the format of a research publication in the style of an ecological

journal such as The Journal of Animal Ecology, Behavioural Ecology and Sociobiology,

or Oikos.

Course Schedule



Date

Field activities

May 5 Module 1: Sampling and Statistics in Field Ecology

May 6 M1: Sampling and Statistics

May 7 M1 Data Analysis

Module 2 Population ecology: i) the use of telemetry

May 8 M2 i) telemetry

M2 i) Data analysis and presentations (5%)

May 11 Module 2 Population ecology: ii) mark-recapture techniques

May 12 M2 ii) mark-recapture


Randal Arsenault




M2 ii) Data Analysis and presentations (5%)

May 18 Module 3: Community Ecology/ Role of Physical Environment. Effect of

stream flow on distribution and abundance of aquatic invertebrates.

May 19 M3: stream flow/distribution/abundance/ aquatic invertebrates.

M3: Data Analysis and presentations (5%)

May 20 Module 4 : Behavioral ecology

May 21 M4 : Behavioral ecology

May 22 M4 Data analysis and presentations (5%)

May 25 Research data collection





June 4 Final Presentation (10%)

June 5 Written Reports Due (60%)

BIOL 367 - Conservation Biology Syllabus (SAFS 2015)


BIOL367 – CONSERVATION BIOLOGY SYLLABUS







Course Description: *3 (fi 6) (first term, 3-0-0). Conservation Biology. This course

introduces the principles of conservation biology with an emphasis

on ecological processes operating at population, community and

ecosystem levels of organization. Threats to biological diversity,

ranging from species introductions to habitat destruction will be

discussed along with conservation solutions ranging from the

design of protected areas through conservation legislation.

Prerequisite: BIOL 208. Credit cannot be obtained in both BIOL

367 and REN R 364.

Course Objectives and Expected Learning Outcomes:

Provide introduction to the science of Conservation Biology by

discussing major conservation issues and how they related to

human welfare

Develop skills in using conservation science tools (i.e. computers),

questionnaires, and scientific data collection

Increase interest in conservation issues by getting YOU to actively

participate in a conservation project

Develop skills in research, writing, teamwork, and discussion

Required Textbook: There is no required textbook. A free textbook “Conservation

Biology for All” Edited by Navjot S. Sodhi and Paul R. Ehrlich is

available here http://www.conbio.org/publications/free-textbook

Grading: Each assignment and exam will have the following weight

EXAMS/assignments WEIGHTING DATE

Habitat Loss Exercise 5% May 11

Midterm #1 20% May 15

Overexploitation Assignment 15% May 18

http://www.conbio.org/publications/free-textbook


Essay on Lecture 5% May 22

Final Exam 35% May 29

Case Study on Kruger Nat’l Park 20% June 5

Format of Exams: The exams are a mixture of multiple choice, short answer, logic problems, and a short

essay.

Copyright: Dr. Randal Arsenault, Department of Biological Sciences, Faculty of

Science, University of Alberta (2015)

Lecture Schedule & Assigned Readings:

Lec/

Day#

Date Main topics Assignments Percentage

1 May 5 What is conservation biology?

2 May 6 History of conservation biology

3 May 7 What is biodiversity? Where is

biodiversity?

4 May 8 What makes species vulnerable?

5 May 11 Habitat loss, Habitat fragmentation Assignment

1

5%

6 May 12 Problems with small populations

7 May 13 Rhino conservation in Africa (Guest

speaker TBC)

8 May 14 Agro-forestry & biodiversity

9 May 15 Midterm Midterm 20%

10 May 18 Overexploitation & food production Assignment

2

15%

11 May 19 Climate change

12 May 20 Psychology of conservation

13 May 21 African game conservation, preserves,

reserves and hunting

14 May 22 Conservation in National Parks –

Transfrontier Parks

Essay

Assignment

5%

15 May 25 Invasive species, Extinction and

prevention

16 May 26 Conservation Legislation


17 May 27 Species Recovery

18 May 28 COSEWIC reports, creation

19 May 29 Final Exam Final Exam 35%

20 June 1-

5

Kruger National Park, Case Study Due

June 5.

Case Study 20%

BIOL 361 – Marine Science Syllabus


BIOL 361 – MARINE SCIENCE SYLLABUS

Instructor: TBD (possible sessional working in Southern Africa)

Co-instructor: Dr. Randal Arsenault (for Pilot Year)

Field Coordinators: Jess Williams, Phd Candidate (Director, Tartarugas Para O Amanha)

Katie Reeve-Arnold, MSc (Director of Marine Research All Out Africa)



Course Description: *3 (fi 6) (second term, 3-0-0). Marine Science. An introduction to marine

science and marine biology including history of marine exploration,

essential features of the physical marine environment, a survey of major

marine communities and adaptations of the organisms that live in each,

overviews of selected groups of marine organisms (e.g., marine

mammals), and human impact on the oceans. Recommended as

preparation for courses offered through the Bamfield Marine Station (see

courses listed under MA SC). Prerequisite: ZOOL 250 or BIOL 208.

Required Textbook: Marine Biology- Function, Biodiversity, Ecology, 4th Ed. (Jeffrey

Levinton)

Grade Evaluation:

Assignment Date Percentage

Midterm June 19 30%

Final July 3 50%

Research report or essay

(Mozambique example on topics

from course outline)

June 30 20%



Lec/

Day# Date BIOL 361 Main topics Assigned readings

1 June 8 Introduction and Ocean exploration 1: 1-12

2 June 9 Ocean: Environment and Water Properties 2: 13-22

Ocean Circulation, Air and Currents 2:22-28

3 June 10 Waves & Tides 2: 33-39

BIOL 361 – Marine Science Syllabus

4 June 11 Ocean classification: living in a fluid environment 1: 10-12; 5: 91-96;

7: 141-162

Plankton Community 7: 141-162

5 June 12 Nekton I

8: 163-177

Nekton II 5: 98-99 8: 194-195

6 June 15 Ocean Productivity 9: 198-214

Ocean Productivity – energy to biomass 10: 225-240

7 June 16 Marine Mammals I: Diversity 8: 177-185

8 June 17 Marine Mammals II: Adaptations 8: 177-185

9 June 18 Between the tides 1 – Diversity of benthic

invertebrates

12: 255-382

10 June 19 Midtem (30%)

11 June 22 Between the tides 2 – Dynamics 14: 309-330

12 June 23 Mangroves, Seagrasses, and Kelp 14: 343-349; 15:

361-378

13 June 24 Coral reefs 1: Reef types and their origins 15: 378-387

14 June 25 Coral reefs 2: Ecological interactions 15: 387-402

15 June 26 Guest lecture (tbc)

Deep sea 1: The deep habitat and adaptations 16: 404-416; 9: 245-

247

16 June 29 Deep sea 2: Communities 16: 416-428

17 June 30 Human Impacts 1: Fisheries Resources 18: 461-491

Research report due (20%) Research report

due (20%)

18 July 1 Human Impacts 2: Pollution & environmental

impacts 19: 492-516

19 July 2 Conservation of the Ocean 17: 434-460

Final

Exam July 3 BIOL 361 Final Exam (50%)

BIOL 495 – Marine Ecology Field Methods in Southern Africa


BIOL 495 – MARINE ECOLOGY FIELD METHODS IN SOUTHERN AFRICA

SYLLABUS

Instructor: TBD (possible sessional working in Southern Africa)

Co-Instructors: Jess Williams, Phd Candidate (Director, Tartarugas Para O

Amanha)

Katie Reeve-Arnold, MSc (Director of Marine Research All Out

Africa)

Randal Arsenault for Pilot Year

Office: AOA Marine Research and Community Projects Office, Tofo,

Mozambique

Where: Tofu, Mozambique

When: June 8 – July 3, 2015

Course Outline

Biology 495 Marine Ecology Section is a field course in Field Ecology designed in close

collaboration with field experts K.Reeve-Arnold and J. Williams for the Southern African

Field School (SAFS; www.africanfieldstudies.com). It is designed to give students the

opportunity to gain first hand experience at doing fieldwork and in the design, execution

and analysis of data. This course will provide you with knowledge of a variety of field

techniques including animal behavior studies, coral reef sampling, photo identification,

population estimation, and an understanding of the social impacts on conservation and

management of marine resources. Emphasis is on “doing” things but we will also

emphasize the basics of sound experimental design and field protocol development.

The course is held at AOA Marine Research and Community Projects office in Tofo,

Mozambique. We will work with flora and fauna in their natural setting.

Outcomes:

The aim of the course is to develop the following knowledge and skills:

1. Introduce students to the diversity and physical processes of Southern African

marine habitats with a focus on the sub-tropics. Understand the challenges and

importance of working in developing countries.

2. Understand some key marine biological processes, with a focus on coral reef

ecosystems.

3. Introduce students to the biodiversity of reef organisms in Southern Mozambique.

http://www.africanfieldstudies.com/

BIOLOGY 495: FIELD METHODS IN MARINE ECOLOGY

Katie Reeve-Arnold/Jess Williams Oct 2014

4. Develop critical-thinking regarding research project design, and understanding of

a range of techniques.

5. Introduce students to the social issues of conservation and management.

Learning Objectives:

1. Describe the physical processes that characterize the Southern African marine

environment.

2. Explain key physiological and ecological processes that occur on coral reefs.

3. List the plants and animals that dominate the tropical marine environment of

southern Mozambique.

4. Outline the ecological roles of key groups of organisms in the marine

environment.

5. Be able to discuss the impacts, benefits and risks of the local peoples' approaches

to the environment, sustainable development and responsible tourism.

General Activities:

20 days of lectures, tutorials and field techniques including:

The ‘mark-recapture’ application of photo identification and how identification of

the individual aids population studies.

Behavioural study of migrating whales and whale shark responses to snorkeler

behavior.

Coral reef sampling

Tutorials and data processing techniques

Estuary diversity and seahorse transects

Marking

Assignment Due Percentage

Participation Ongoing 10%

Module Assignments Ongoing 20% (see schedule)

Final Oral Presentation July 3 10%

Final Written Presentation July 3 60%

Reading

We will distribute key papers prior and during to the course.

Recommended reading http://www.sinauer.com/marine-community-ecology-and-

conservation-613.html#table_of_contents

Overview of Modules

http://www.sinauer.com/marine-community-ecology-and-conservation-613.html#table_of_contents

http://www.sinauer.com/marine-community-ecology-and-conservation-613.html#table_of_contents



We will work through a series of 4 modules designed to provide hands-on experience

with commonly used techniques in field marine ecology, including:

Module 1: Sampling in the marine environment.

Methods: common techniques and logistics for experimental design such as coral point

count transects, underwater visual census (UVC), transect/quadrat sampling of sea grass

coverage, intertidal biodiversity, plankton tows, plankton tow in-front of w/s feeding and

non-feeding, GPS and tracking, sea urchins, crown-of-thorns, other techniques.

Discussion topics: experimental design of studies with focus on critical-thinking,

feasibility, length of studies, impact of studies with focus on collaboration.

Module 2: Population ecology:

Techniques include Photo -ID for non-invasive mark-recapture sampling, looking at

transience and residence. Species include sea turtle, whale shark, manta, humpback

whale, leopard shark, small eyed stingray, bow mouth guitar fish, dolphins and others.

Discussion topics include tagging, tutorial on ECOCEAN global database for whale

sharks and new turtle database, including genetic and lab-based techniques, their

requirements and applications.

Module 3: Community ecology and the role of the physical environment in marine

ecology.

Techniques: assessment of tidal effects on distribution and abundance of marine fauna in

coral reefs and estuary systems, including niche and divergent evolution; cleaning station

sampling as a specific and crucial community with reference to the income value for the

area. Case study will include seahorses and estuaries, with eddies and ocean currents,

resident vs. ocean wandering species.

Discussion topics include the affects of climate change with identification of indicator

species and those species more tolerant to stresses, coral reef branching and coral surveys

– including how data collected contributes to long-term global studies.

Module 4: Conservation biology and coastal management.

Techniques include observation of fishermen’s’ catch, sourcing the litter problem,

visiting with local groups (fishing, government, tourism), and assessing alternative

livelihoods.

Discussion topics include the social and real world issues of conservation and

management – with a look at fisheries impacts, tourism, role of legislation, monitoring of

poaching, coastal land use/clearing, marine debris, the search for sustainability, local

human impacts and how they have changed over time, by-catch vs. targeted catch



(specifically in relation to turtles). We will also discuss management of large fisheries,

artisanal fishing and tourism to limit negative impacts, feedback schemes, akin to

conservancies on-land (discussion of conservancies in Namibia) and development of

locally managed marine areas (LMMAs).



Lec/

Day# Date

BIOL 495 – Marine

Ecology Field Methods

1 June 8

2 June 9 Module 1: Sampling in the marine environment

3 June

10

Module 1: Sampling in the marine environment

4 June

11

Module 1: Sampling in the marine environment

5 June

12

Module 1: Data analysis and presentation (5%)

Formulating research question

6 June

15

Module 2: Population ecology – Photo ID Mark Recapture


7 June

16

Module 2: Photo ID Mark Recapture; and Data analysis


8 June

17


Designing methods for research project

9 June

18


Designing methods for research project

10 June

19

Module 2: Presentations (5%)

11 June

22

Module 3: Community ecology and the role of the physical environment

in marine ecology

Research project data collection

12 June

23

Module 3: Community ecology




13 June

24

Module 3: Community ecology; and Data analysis


14 June

25

Module 3: Community ecology; and Data analysis


15 June

26

Module 3: Presentations (5%)

16 June

29

Module 4: Conservation biology and coastal management

17 June

30

Module 4: Conservation biology and coastal management

18 July 1 Module 4: Conservation biology and coastal management

19 July 2 Module 4: Presentations (5%)

20 July 3

Final Research Report Due (60%) and Final Presentations (10%)



Subject: SAFS and CCC approvals October 7, 2014 meeting · 2016. 7. 26. · CCC Proposal for SAFS 2015/2016 Subject: SAFS and CCC approvals October 7, 2014 meeting . Dear CCC, The

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