This course is designed to introduce students to, (i) the natural history and conservation of flora and fauna of Grenada, (ii) the socioeconomic roles and potential roles of Grenadian flora and fauna, and (iii) the role and potential roles of sustainable tourism in contributing to conservation of flora and fauna, and concurrently, the socioeconomic well-being of local communities. The course will integrate theoretical and practical perspectives, and will embed Grenada as a case study within an international, particularly Caribbean, perspective. Students will apply knowledge gained through course materials to real-world tourism or conservation issues and research, and/or asset mapping, with an emphasis on components or disciplines of interest to each student.
All field course students will contribute to a community development project at Mount Stanhope Estate in Grenada. Mount Stanhope Estate contains both natural areas and small plantations of nutmegs and other spices. The estate was devastated by Hurricane Ivan, eliminating many jobs for local community members of the St. Marks parish, the poorest parish in Grenada. The owner would like to redevelop the estate using sustainable tourism principles, with a primary aim of providing training and job opportunities for local community members, particularly single mothers, who currently have few career opportunities in the area. Further, the estate redevelopment is intended to protect the natural areas and soil quality of the region, as well as the many species that live there.
Field course participants will contribute to this development through providing initial biocultural asset mapping, species assessments, recommendations for restoring trails and other developments, and increasing the understanding of tourists’ motivations and interests to maximize the likelihood of success of the endeavor.
Students will work with instructors and estate managers and owners to determine a manageable but useful component of the community development project that they can contribute to. They will work in small groups or independently on this component, following appropriate safety protocols. Efforts will be made to coordinate student interests with suitable projects.
The majority of the instruction time will be in Grenada between approximately April 14 and 26, 2014 (exact dates TBA pending flight dates); however, approximately 3 required background lectures/meetings will also take place at the University of Manitoba in Winnipeg between January and April 2014. Lectures in Winnipeg and Grenada will be accompanied by required background readings.
B. STUDENT LEARNING OUTCOMES/COURSE OBJECTIVES:
Upon completion of this course students will,
• Understand links among biodiversity and conservation, tourism and socioeconomic well-being in Grenada and other Caribbean countries • Understand the interdisciplinary nature of these fields • Understand links between theory and practice • Participate knowledgably in discussions regarding the links among biodiversity and conservation, tourism and socioeconomic well-being • Understand how motivations affect tourist decisions and the role of same in destination marketing • Participate in the development of interpretation materials for island resources, or in conservation planning • Understand the potential role of sustainable mass tourism for small island societies, environment and economies • Understand effects of ecosystem disturbance on terrestrial and marine flora and fauna, tourism, culture and society • Understand conservation issues for a wide range of taxa including plants, invertebrates, amphibians, reptiles, fish, birds and mammals • Critically assess the content of scientific literature relating to concepts of conservation, sustainable tourism, and socioeconomic values of wildlife • Extract information from various sources to aid in decision-making for related resource management topics/issues.
There is no required text for this course; specific references to information sources and required readings will be provided.
The course will consist of lectures in Winnipeg, lectures and field trips in Grenada, student presentations, papers and discussions. Students will be evaluated through presentations and written reports.
D. EVALUATION (see due dates on calendar):
• Seminar presentation, approximately 10-15 minutes, 25%
On the first day in Grenada, students from the University of Manitoba will present to the class and to Grenadian students on conservation topics related to CANADIAN conservation, sustainable tourism, or socioeconomic values of wildlife. All research, preparation and power point presentations must be completed prior to arriving in Grenada. Students may work independently or may coordinate topics within small groups (each student will be expected to present on their own component of the research, but groups may share and expand upon common themes). Topics must be approved by an instructor prior to preparing the presentation.
Presentations should include Canadian geographical context (with maps), historical context (For how long has this been seen as important? Have opinions changed over time?), socioeconomic context (why – or is – this seen as important by Canadians?), theory (what ecological, socioeconomic, or sustainable tourism theories play a major role in understanding this topic?), and enough background information that non-Canadians can understand the issue. If individuals work in small groups, their portion of the presentation may cover one or more but not all of these topics, as long as the group covers all of these topics; students who work individually should touch on all these topics at least briefly (e.g. one slide).
Grenadian students from St. George’s University will present to the class on Grenadian topics related to conservation, sustainable tourism, or socioeconomic values of wildlife.
Presentations will be followed by discussions about similarities and differences between conservation issues and solutions in Canada and Grenada.
• Background research on community development independent project, 30%
Students will complete background research on the topic they will be working on in Grenada, including academic references and appropriate academic formatting. Students will complete this assignment prior to arrival in Grenada. It is due on the first day of the field course activities in Grenada.
• Report on results of the community development project, 30%
This report will outline methods, results and recommendations arising from community development work, for example, GIS maps and text interpretation of results; tourism interviews, summaries of interview results, and text interpretation; trail location descriptions; species lists and discussion thereof.
Marks will reflect both the quality of the text submission and the accomplishments of the student when conducting the field work research.
• Presentation on community development project, 15%
On the final day of the field course, students will present results of their component of the development project to their peers and, if possible, the estate owner and manager. The instructors recognize that students will have little time to prepare these presentations, and thus the expectation is of an informal presentation, supported by maps, figures or photos wherever possible (in power point), and marks will be assigned accordingly.
The primary goal of these presentations is to encourage and inform a discussion among field course participants about sustainable tourism and conservation, with Grenada and Mount Stanhope Estate used as a case study to anchor the discussion, and to aid participants in making knowledgeable joint recommendations about potential development of the estate.
SEMINAR SCHEDULE* (approximate)
9:40 – 11am
| Biogeography of Caribbean
• Background on ecology of Grenada and other volcanic islands, in comparison with ecology of continental islands
• Natural history of Grenada, including native, exotic and naturalized species
• Given as a lecture within Ecological Dimensions of Natural Resources Management class
• Students who will attend the Grenada field course but have not taken EDNRM between 2011 and fall of 2013 should make arrangements to attend this lecture
January 6, 2014
|AM: Ethnobotany, biocultural design, community development, and their potential links
PM: Theory of environmentally and economically sustainable tourism Ecological effects of eco- and agro-tourism
|Workshop: Group development and summary of research and action priorities for Mount Stanhope Assignment of individual research topics|
|Biocultural asset mapping Methods and protocol|
| Session 5
|Organization Safety Cultural awareness and understanding|
|Session 1||Conservation issues in Canada and Grenada
•Getting to know students and faculty
•Student presentations on Canadian and Grenadian conservation issues
• Links between conservation, sustainable development and tourism
•Grenadian national identity (guest speaker: Dr. Oliver Benoit)
•Grenadian culture and socioeconomics
|Session 2||Socioeconomic values and uses of wildlife
•Tour of Grenada & visits to nutmeg factory and production facilities, micro-farms, natural areas
•Concluding with visit to sea turtle nesting area
•Medicinal and traditional uses of Grenadian flora
•Modern socioeconomic development and marketing of Grenadian products
•Effects of hurricanes on socioeconomic well-being and Grenadian ecosystem
• Links between conservation and tourism
• (guide and TEK: Cuthbert McMeo) ** This will be a very long day – approx. 9am to midnight.**
|Session 3|| AM: Linking conservation, tourism, and cultural resources
& Parks and protected areas
•Snorkeling at Marine Protected Areas and surrounding bays
•Visit to underwater statue gardens
•Marine natural history and ecology
•Effects of hurricanes on marine ecology and conservation
• (guest lecturer and guide: St. George’s University marine biologist, TBA) Economically and environmentally sustainable agro-eco tourism
•Tour of Belmont Estates chocolate factory
•Discussions and reflections of content to date
|Session 4||Daytime - Independent project research Introduction to Mount Stanhope Estate Linking conservation, tourism, and cultural resources Evening – visit to Goyave fish market|
|Session 5||Independent project research Mount Stanhope •Shorter day – end field research mid-afternoon|
|Session 6||Linking conservation, tourism, and
•Morning – visit to St. George’s market
•Afternoon – ½ day off
|Session 7|| Parks and protected areas
•Hiking in Grand Etang National Park
•Natural history and conservation of Grenadian flora and fauna (Guest instructor and guide: Dr. Andrea Easter-Pilcher)
|Session 8|| Roles and perspectives of tourists Sustainable integration
of tourists into the local economy
•Visits to tourism bureau, cruise ship docks
• Interviews with tourists – exit survey with cruise ship
• Integration, interpretation and discussion of data collected from tourists
|Session 9||Independent project research Mount Stanhope|
|Session 10||Independent project research Mount Stanhope Evening – group picnic at Pink Beach to discuss and reflect on projects, learning objectives|
|Session 11||No field activities Research and report preparation|
|Session 12||Student presentations – independent projects
Discussion and reflection on the integration of conservation, culture, socioeconomic well-being and tourism in Grenada Evening celebration of our Grenadian and Canadian collaboration
•St. George’s University
F. PLAGIARISM AND CHEATING
There will be no tolerance for plagiarism or cheating in this course. As per Faculty of Graduate Studies (FGS) guidelines, disciplinary action rests with FGS and not the course instructor. For further information, please see discussions of academic dishonesty, plagiarism and cheating, and examination impersonation in the University General Calendar.
G. LATE SUBMISSION OF ASSIGNMENTS Late submissions will have marks deducted at the rate of 10% for the first day, 3% for each subsequent day.