College of the Sciences Primate Behavior and Ecology Program

I.B. Brief Description of Program Contexts

The PBE degree is located in interdisciplinary programs in the College of the Sciences. PBE is a dual-degree program in which the primatology BS is matched with a BA or BS in psychology, anthropology, or biology. Careful integration of courses across curricula and effective, early advisement ensures that PBE students earn both degrees on a four-year schedule. Students complete substantial numbers of credits in anthropology, biology, and psychology, which enables students to not infrequently minor in a third program (for example, major in biology and PBE and minor in anthropology) or major in three programs (for example, psychology, anthropology, and PBE). Four program faculty are primatologists: Megan Matheson (psychology), Roger Fouts (Co-Director of the Chimpanzee and Human Communication Institute), Mary Lee Jensvold (Assistant Director of the Chimpanzee and Human Communication Institute), and Lori Sheeran (anthropology). Program faculty also include four biologists whose academic expertise focuses on animal behavior, mammalogy, herpetology conservation, and genetics (Steve Wagner, Kris Ernest, Dan Beck, and Lixing Sun). Program-mandated research experiences occur through students working with professors one-on-one, through Study Abroad programs (for example, a biodiversity field school in China), at the Chimpanzee and Human Communication Institute, or through student-initiated, faculty-mentored internships (for example, at zoos or sanctuaries). Many of these research experiences result in professional presentations and publications for both students and faculty.

In 2007, PBE program faculty completed a proposal to create an MS degree in Primate Behavior at Central. This graduate degree is planned to begin in fall 2008 and will benefit from research and curriculum opportunities already in place for the undergraduate program. In addition, several new courses will be proposed and one new faculty position is being requested in conjunction with the proposal. Unlike the current program faculty, the new person will be assigned half-time to the PBE program.

I.C. List Program Goals

Goal 1: Develop a primatology program of unparalleled national prominence, with strengthened extramural support for program initiatives, teaching, research, and faculty professional development.

Goal 2: Orient PBE students to the evolutionary, taxonomic, ecological, behavioral, and genetic diversity of the species classified in the order Primates.

Goal 3: Students will be able to conduct faculty-mentored scientific research.

Goal 4: Students will be able to synthesize interdisciplinary concepts related to primatology.

Goal 5: PBE students will value biodiversity.

I.C.1. Identify and describe major activities that will enable goals to be reached

Please refer to the Appendix for the complete program assessment plan and student learner outcomes (both referred to below).

Goal 1 Activities: PBE program faculty a) keep abreast of the latest developments in competing primatology programs (primarily the responsibility of the program director); b) regularly communicate with each other regarding curriculum changes and research experiences for students; c) meet regularly (usually 2 or 3 times each quarter) to discuss issues relating to the program; d) communicate regularly via email; e) work collaboratively to set the vision for the program (for example, in developing the program charter in 2006); f) developed an alumni survey; and g) discuss other forms of feedback provided from alumni (for example, students’ job placement and research experiences). Through continued self reflection on the PBE program by program faculty, development of measurable program and course assessment methods, consideration of feedback provided by alumni, and active participation in the program by the PBE advisory committee members (see section I.D. for governance structure), we strive to create a program the provides outstanding research and teaching opportunities for faculty and students. Over the next several years, we plan to continue these activities, and to increase our applications for extramural support of the program. We also plan to strengthen interdisciplinary collaborations, including publications and submission of grant proposals, among faculty and students.

Goal 2 Activities: This goal focuses on the content-specific nature of the program, and how well students master basic concepts presented in the curriculum. Over the next several years, we will be measuring how well we are achieving academic benchmarks using student learner outcomes and an assessment plan. Student learner outcomes are provided in the Appendix.

Goal 3 Activities: With this goal, we endeavor to teach PBE students skills needed to conduct research focused on primates and to demonstrate how these skills can be extended to other species. This goal is linked to students’ job prospects and advanced degree opportunities. The program currently provides a wealth of research opportunities that have resulted in professional presentations at Central’s annual Symposium on University Research and Creative Expression and at other venues, as well as co-authored publications. Research experiences take place at the Chimpanzee and Human Communication Institute (Pongid Behavior [ANTH 416]), through the summer field school in China (Design and Analysis for Observational Field Research [PSY 498], Anthropological Field Experience [ANTH 493], and Field Practicum [BIOL 493]), through other field schools offered in biology, and through student-initiated internships. PBE students are required to complete at least one independent research experience as well as the research that occurs in classes (for example, research is conducted in General Ecology [BIOL 360] and Research Methods [PSY 300]). Course-embedded research projects typically focus on species other than primates. During the next several years, we plan to continue to develop research opportunities for faculty and students, and to strengthen intramural and extramural support for these activities.

The PBE curriculum is designed to expose students to in-depth study of nonhuman primates, and several courses directly address this topic, including Primate Social Behavior (ANTH 313), Primate Evolution (ANTH 418), Pongid Behavior (ANTH 416), Long Term Primate Studies (ANTH 412), and Evolutionary Psychology (PSY 442). Through research experiences, students can work with a variety of nonhuman primates (Tibetan macaques, chimpanzees, or very diverse zoo or sanctuary collections that may include other animals besides primates). Thus, in addition to working with animals outside the order Primates, PBE students also have opportunities to study a variety of nonhuman primates, including our closest living relative, the chimpanzee. Over the next several years, we plan to increase internship opportunities for PBE students, which will ensure students access to a wide variety of experiences in animal caregiving..

Goal 4 Activities: This goal entails providing a depth of experience in primatology while retaining connections to theories in anthropology, biology, and psychology. This occurs throughout the PBE curriculum, particularly in courses such as General Ecology (BIOL 360), Animal Behavior (BIOL 465), Primate Social Behavior (ANTH 313), and Evolutionary Psychology (PSY 442), among others. Overarching themes that may be specifically directed to the study of nonhuman primates but are much broader in their application include principles of ecology, evolutionary theory, comparative anatomy, and cognitive theory. During the next several years, we will be updating the PBE curriculum to reflect changing faculty interests and to accommodate changes in biology’s 100-level curriculum. We will also be reconsidering undergraduate offerings in light of the proposed Primate Behavior MS—many students applying for the graduate program will likely be our undergraduates.

Goal 5 Activities: All students are required to complete one course at the Chimpanzee and Human Communication Institute (Introduction to Primate Laboratory Procedures [PRIM 220]), which exposes them to the unique philosophy of the facility in which the priority is the needs of the chimpanzees. Faculty and staff of the Chimpanzee and Human Communication Institute are famous for pioneering research on the well-being of captive chimpanzees (for example, behavioral enrichment, techniques for caregivers to more humanely and effectively interact with chimpanzees). PBE students also learn in this class about state and federal laws regulating the housing of nonhuman primates and are urged to consider the adequacy of these laws considering what is now known about nonhuman primate biology and psychology. Additionally, they learn the level of dedication, responsibility, and accountability required in animal husbandry. The summer field school in China includes three, four-credit courses: Design and Analysis for Observational Field Research (PSY 498), Anthropological Field Experience (ANTH 493), and Field Practicum (BIOL 493). These courses collectively provide opportunities for students to conduct non-invasive behavioral research on free-living Tibetan macaques, and the overarching field school theme focuses on the impacts of ecotourism on monkeys’ well-being. Components of the field school courses address field safety and ethical issues in international research. Students can also conduct advanced research at the Chimpanzee and Human Communication Institute (Lab Research, PRIM 320), which entails more in-depth exposure to the unique psychological and biological needs of non-human primates living in captivity as well as providing opportunities to conduct faculty-mentored, non-invasive research using more than 25 years of archived data or live data collection.

Nonhuman primates, like many other tropical species, are disappearing at an alarming rate. Many recently developed graduate programs focus on primate conservation (for example, Oxford Brookes and Roehampton, both in the U.K.), and this issue is featuring more prominently in the curriculum and research experiences for undergraduates at Central. Specific conservation-focused courses in the PBE program include: Pongid Behavior (ANTH 416), General Ecology (BIOL 360), Primate Social Behavior (ANTH 313), Primate Conservation (ANTH 499), and Conservation Biology (BIOL 466), to name a few. The plights of particular species are addressed in Introduction to Primate Husbandry (PRIM 220) and the three courses comprising the China field school (ANTH 493, BIOL 493, and PSY 498). During the next several years, we will use our assessment plan to measure the attitudes students bring to the program, and how these change over the course of their time at Central.

I.C.2. Identify what data will be used to measure (assess) whether goals are achieved

PBE faculty developed a program assessment plan in 2007, to begin implementing in spring 2008 (see section II.H.). Each course in the program has student learner outcomes specified in course syllabi; these will be matched to pedagogical goals identified for the program as we proceed with assessment. Students’ responses on student evaluation of instruction forms (SEOIs), particularly written comments, also provide information on how well we are meeting course and program benchmarks, although currently these are not systematically examined at a programmatic level. During summer 2007, we implemented an alumni survey (administered through the university) that asked specific questions about the program, how the graduate is using her or his education, and whether skills acquired in the program, such as writing scientific reports, behavioral data collection, and habitat assessment, are more generally applicable in the graduate’s current work or academic setting.

Assessment is also a university-wide concern, and during 2007-8, PBE along with other departments and programs participated in an assessment workshop. The College of the Sciences offered an assessment workshop 9/6/07 to provide programs and departments with assessment models and college and university educational goals. This information was used to develop the current PBE assessment plan (included in the Appendix).