September Sessions

Parks and Peoples in Patagonia: Dilemmas of Protected Area Conservation

What You Need to Know
 

 How SoCo or Arts Intensive fits into your summer 

 Fast Facts about Deadlines, Commitment, Schedule, etc

 How much does SoCo or Arts Intensive cost?

 Storage and Spring Considerations

 On Campus in September 

 Apply in the VCA

ANTHRO 25SC/HUMBIO 15SC

This course uses the diverse parks and reserves of Patagonia as a laboratory for understanding the pros and cons of protected area conservation as they impact flora, fauna, and local people.  We will explore national parks and protected areas (PAs) in both Argentina and Chile, as well as the flourishing establishment of private parks and reserves in the region. We will use a series of case studies to ask: (1) What approach to protected area (PA) conservation has been taken in each case? Who are/were the key proponents and what are/were their main objectives? Was climate change taken into account and if so, how? (2) What have been the main costs and benefits of the PA, and who has received them?  Where benefits are not commensurate to costs what is being done to address the imbalance? And (3) Are there alternatives or variations-on-the-theme of protected area conservation that would be more beneficial for wildlife and local people?  How could the interests of parks and people be made more compatible in each case?  Throughout the course we will look for ways to achieve conservation in a manner that is socially just, biologically successful, and beneficial to local livelihoods.

Travel to Patagonia with Stanford Alumni

The class will begin on the Stanford campus on August 30, same as other Sophomore College courses. But on Sept. 7 we depart on an intensive thirteen-day expedition (at no extra cost) to Argentina and Chile to observe firsthand many of the conservation issues and successes discussed in class. For this portion of the class, undergraduates will be joined by a group of Stanford alumni and friends in a format called a Stanford "Field Seminar," whose travel is organized by the professionals in Stanford Alumni Association Travel-Study Program. Because class time on campus is thus limited to one week before travel, students will be required to complete all course readings over the summer. Both on campus and in South America, the course emphasizes student contributions and presentations. Students will be asked to lead discussions and carry out literature research on the conservation challenges of particular Patagonian protected areas and species. The final assignment for the seminar is to complete a paper at least eight pages long on their findings and to present a summary of that paper in a joint seminar of undergrads and alumni as we travel in Patagonia.

The class is also an experiment in intergenerational learning. For a few days on campus, and for all travels, we will be joined by 20+ Stanford alumni and friends who will share in our educational activities. For many alums, this class will be their first experience back in the Quad classrooms since their days as students, and much has changed at Stanford in the meantime. The class requires an attitude of mutual respect and a willingness to learn from each other on the part of each person in both groups, students and alumni. We will ask you to demonstrate that you respect each other’s perspectives by listening carefully and sharing what you are learning from each other; and by communicating about and striving to work through inter-personal challenges that may arise as a diverse, inter-generational group lives, learns, and travels together. Signing up for this class means you accept this requirement.

Important Logistics: Students will arrive on campus and will be housed at Stanford until we leave for Patagonia. The travel components of the course are organized and managed by the Travel/Study Program of the Stanford Alumni Association.  The costs of the trip (except incidentals) are included, thanks to the support of the Stanford Field Seminar Fund and generous donors.  Students will return to campus on Sunday, September 20, the day before the fall term begins.

Application Alert!

This course uses interviews as part of the application process—keep a close eye on your email after you submit your application.

Sample Titles of Student Projects

  • “Sheep Farming on the Patagonian Steppe: A Compromise of Industry, Community, and Conservation”
  • “Tourism and the Condor: Competition or Mutualism?”
  • “The Influence of Climate Change on Magellanic Penguin Populations in Patagonia”
  • “Evolution and Conservation of the Southern Right Whale (Eubalaena australis)”
  • “What’s Behind the Declining Population of Burrowing Parrots (Cyanoliseus patagonus)?”
  • “Fighting for the Flamingo: Conservation Status of the Andean Flamingo”
  • “Salmon Salvation? Pros and Cons of Southern Chile’s Salmon Farming Industry”

What Comes After SoCo? 

Students report that this class has two main impacts: (1) it leads some students to specialize in one or another aspect of conservation, sustainability and resource management via majors in the Doerr School or Human Biology/Biology; (2) others report integrating lessons from Patagonia in coursework and writing assignments in diverse majors including public policy, economics, political science, anthropology, and philosophy.

Meet the Instructor

William Durham (with Magellanic penguins). Bing Professor in Human Biology, Emeritus

Bill Durham received his Ph.D. in Ecology and Evolutionary Biology from the University of Michigan before joining the Stanford faculty in Human Biology and Anthropology. His current research focuses on ways to work with communities to promote conservation and sustainability in and around national parks and other protected areas. Winner of the MacArthur Prize and other awards for research and teaching, Bill’s publications include Coevolution: Genes, Culture and Human Diversity, Ecotourism and Conservation in the Americas (co-editor), Exuberant Life: An Evolutionary Approach to Conservation in Galápagos, and co-author of “Anthropology and Environmental Policy: Joint Solutions for Conservation and Sustainable Livelihoods.” He served 16 years as editor of the Annual Review of Anthropology and was Co-founder and Co-director of the Center for Responsible Travel (CREST) for a decade. He is currently Co-Director Emeritus of the Osa and Golfito Initiative (INOGO) in Costa Rica for Stanford’s Woods Institute for the Environment. Bill’s hobbies include digital photography, cooking, home repairs, and fossil collecting, a hobby that goes all the way back to childhood.