Tropical Ecology and Conservation in Peru

University of Miami Faculty-Led Study Abroad Program
Term: Summer 2027
Location: Peru (Cusco, Manu region, Sacred Valley, Salkantay/Machu Picchu)
Faculty Leader: Kenneth Feeley
Duration: 3 weeks
Dates: May 23rd-June12th, 2027
Prerequisites: Permission of Instructor

Course Description. This faculty-led field course examines tropical ecology and conservation across the Andes–Amazon gradient in southern Peru. Students will explore how biodiversity, ecosystem structure, and conservation challenges change across elevational zones, from the high Andes grasslands to the cloud forest and the lowland Amazon rainforest. Through field observation, guided excursions, readings, lectures, and engagement with local communities and conservation practitioners, students will analyze the ecological and cultural dimensions of conservation in one of the world’s most biodiverse regions.

The course integrates scientific learning with place-based cultural experience. Peru serves as the classroom, allowing students to connect ecological concepts to real landscapes, conservation institutions, and Indigenous knowledge systems.

Course Objectives. By the end of the course, students should be able to:

  1. Explain major ecological patterns across tropical elevational gradients.

  2. Identify key features of tropical forest structure, biodiversity, and species interactions.

  3. Analyze major conservation challenges affecting tropical ecosystems in Peru.

  4. Compare ecological conditions in high Andean, cloud forest, and lowland rainforest environments.

  5. Evaluate the relationship between conservation science, local communities, and Indigenous land-use traditions.

  6. Apply course concepts through field observation, reflective writing, and discussion.

  7. Demonstrate increased intercultural awareness through engagement with Peruvian communities, guides, and institutions.

 

Required Texts

  1. Terborgh, John. Diversity and the Tropical Rain Forest

  2. Forsyth, Adrian. Tropical Nature: Life and Death in the Rain Forests of Central and South America

Additional short readings will be assigned during the course to provide background on Peru, tropical conservation, Indigenous knowledge systems, and field safety.

Course Format. This is an intensive field-based course combining:

  • Faculty lectures and discussions

  • Assigned readings

  • Daily field excursions

  • Guided observation and data collection

  • Reflective journaling

  • Cultural immersion activities

  • Student presentations and/or final written assignments

Because the course is taught on site in Peru, students are expected to treat all program components as integral to the academic experience.

Educational Activities:

Field-Based Learning. Students will participate in guided field excursions in Cusco, Manu BioLodge, Pantiacolla Lodge, Posada San Pedro, Wayqecha Biological Station, Parque de la Papa, and along the Salkantay route. Activities may include:

  • Forest transects

  • Wildlife observations

  • Night walks

  • Ecological comparisons across habitats

  • Observation of elevational changes in biodiversity and habitat structure

  • Discussions of conservation threats and management strategies

 Lectures and Discussions. Lectures and discussions will connect the field experience to major themes in tropical ecology and conservation, including:

  • Biodiversity patterns

  • Species coexistence

  • Forest structure and dynamics

  • Altitudinal zonation

  • Climate and habitat change

  • Protected areas and conservation policy

  • Indigenous and community-based conservation

Reflective and Analytical Work. Students will complete regular written reflections and field notes connecting their observations to course readings and concepts.

Cultural Learning Activities. Students will engage in structured cultural activities designed to deepen understanding of Peru’s history, environmental traditions, and contemporary conservation context.

Cultural Orienting Activities. Cultural orientation is an explicit part of the course and will take place both before departure and on site.

Pre-Departure Orientation

Before departure, students will participate in sessions covering:

  • Program goals and academic expectations

  • Health and safety in Peru

  • Cultural norms and respectful engagement

  • Basic historical and political context of Peru

  • Introduction to Indigenous communities and conservation issues

  • Packing, field expectations, and professional conduct

On-Site Orientation

On site, students will participate in:

  • Orientation to Cusco and its historical significance

  • Guided visit to Sacsayhuamán and discussion of Inca environmental knowledge

  • Community-based learning in Parque de la Papa

  • Conversations with local guides, conservation staff, and community members

  • Structured discussions on intercultural awareness and responsible travel

Students will be encouraged to reflect critically on how culture, ecology, and conservation intersect in Peru.

Course Topics by Program Phase

Phase 1: Cusco and the Andes

  • Human adaptation to altitude

  • Inca land use and environmental management

  • Historical and cultural context for the course

Phase 2: Manu BioLodge

  • Introduction to tropical field ecology

  • Cloud forest structure and biodiversity

  • Ecological transitions across elevation

Phase 3: Pantiacolla Lodge

  • Lowland rainforest ecology

  • Species diversity and specialization

  • Forest dynamics and conservation in Amazonia

Phase 4: Posada San Pedro and Wayqecha

  • Cloud forest ecology

  • Bird behavior and habitat specificity

  • Conservation science and biological research stations

Phase 5: Parque de la Papa and Sacred Valley

  • Biocultural conservation

  • Indigenous agriculture and agrobiodiversity

  • Traditional ecological knowledge

Phase 6: Salkantay and Machu Picchu

  • Ecology across mountain gradients

  • Landscape history and conservation

  • Tourism, heritage, and environmental management

Tentative Daily Academic Structure. Each day will typically include some combination of:

  • Morning briefing or lecture

  • Guided field activity or excursion

  • Midday discussion or observation exercise

  • Evening debrief, reflection, or reading discussion

Given the nature of field-based travel, the exact daily schedule may shift due to weather, road conditions, site access, or safety considerations. Any such modifications will be made by the faculty leader in consultation with local partners.

Assignments and Evaluation

Participation and Attendance: Students will engage actively in lectures, discussions, field activities, and cultural programming. – 30%

Field Journal / Reflections: Students will keep a journal of observations, reactions to field experiences, and reflections on observations, readings, and lectures. – 25%

Reading Responses: Students will prepare short written responses synthesizing the readings and lectures with field experience. – 15%

Presentation / Discussion Leadership: Students will work individually or in small groups to lead discussion on a site, theme, or ecological issue. – 15%

Final Paper or Project: Students will complete a final integrative assignment analyzing a major ecological or conservation issue encountered during the course. – 15%

Attendance Policy. Because this is an intensive, experiential study abroad course, attendance and participation in all scheduled program activities is absolutely required. This includes:

  • Lectures

  • Field excursions

  • Site visits

  • Group discussions

  • Cultural activities

  • Orientation sessions

Absences may only be excused for serious illness, emergency, or other circumstances. Because many course activities take place in remote settings and build cumulatively on previous experiences, lack of participation will significantly affect both academic performance and the student’s ability to meet course learning outcomes.

Repeated lateness, failure to participate, or missing required activities will lower the participation grade and, in serious cases, jeopardize successful completion of the course.

Students are expected to:

  • Arrive on time and prepare for all activities

  • Follow instructions from faculty and local guides

  • Participate respectfully and constructively

  • Remain with the group unless explicitly permitted otherwise

Academic Expectations. Students are expected to complete assigned readings before relevant program phases and to participate thoughtfully in discussion. As this is a field-based course, students must be flexible and should be prepared for physically demanding days, variable weather, limited connectivity, and rustic conditions in some locations.

Students are expected to uphold University of Miami standards of academic honesty and responsible conduct.

Health, Safety, and Conduct Expectations. Participation in the course requires compliance with all health, safety, and behavioral expectations established by the University of Miami, the faculty leaders, and in-country partners. Students must:

  • Attend all safety briefings

  • Disclose relevant health needs as required by university policy

  • Follow all field safety protocols

  • Always show respect for local communities, cultures, and environments

  • Refrain from any behavior that endangers themselves or others

Because this course includes remote travel, altitude, trekking, and rainforest field conditions, student cooperation with all safety procedures is essential.