Course Syllabus
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| Semester & Location: |
Spring 2025 - DIS Copenhagen |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: | Biology, Environmental Studies |
| Research Mentor: |
Jannik Hansen (current students please use the Canvas Inbox) |
| Research Director: |
Susana Dietrich - research@dis.dk |
| Senior Research Manager: |
Jeanette Erbo Wern jwe@dis.dk |
| Academic Support: | |
| Time & Place: |
See "Course Summary" below |
Research Project Description
Bird migration is a worldwide phenomenon, one that has implications for ecosystems all along the flyways of any migrating bird. Near Copenhagen we have an area with good conditions to study migrating shorebirds. The area is originally reclaimed land, having also been a military training area, it is now a managed protected area. The site is managed with grazing of cows, sheep and horses – in addition to the unmanaged deer and geese.
We want to study the habitat use of migrating species. Do they use the same areas during the migration period? Are there differences in habitat use between species?
We seek to answer these questions as well as have meetings with the local state-owned forest district. They manage the area, and our findings could potentially influence decisions on how, when and where to graze with which animals. Additionally, we will add knowledge to the field of habitat choice in migrating shorebirds and generate data for even more analysis as the project goes forward, so that we can work on time series over different seasons with varying weather conditions.
We will start with a few species, Northern Lapwing, Eurasian Golden Plover.
The work will involve fieldwork, sometimes requiring off-hour activities and possibly in poor weather conditions (wear appropriate footwear and clothing). Tasks will include counting birds and analyzing landscape types/vegetation communities. If data are sufficient, we may incorporate citizen science data to supplement our counts, along with weather data from the Danish Meteorological Institute. If you have specific interests, we can explore accommodating them. Flexibility is key. Enthusiasm for birds and fieldwork is essential.
Results we obtain will be written into a final report and we will present our findings at DIS’ festival at the end of the semester.
The research project extends over multiple semesters, with each semester broken down into specific research tasks. The methodical approach ensures you gain thorough knowledge of the subject and develop research skills tailored to each semester's objectives.
While achieving publishable results within the DIS semester timeframe is unlikely, the collected data will significantly contribute to advancing subsequent project phases and potentially influence the local state-owned forest district’s decisions on managing grazing practices. Over time, as more data accumulates, there will be opportunities to publish the results. Exceptionally dedicated and engaged fieldworkers may be offered co-authorship, as determined by Jannik Hansen.
As a Research Assistant (RA), you will gain a comprehensive understanding of ecological research methodologies specific to bird migration and habitat use. You will develop skills in bird counting, habitat analysis, and the use of GPS and GIS technology for map shorebird habitat choice on migration. Additionally, you will learn to collect, analyze, and interpret ecological data effectively. You will have the opportunity to collaborate with environmental management teams to optimize grazing practices based on research findings. Throughout the project, you will enhance your self-confidence, independent thinking, and leadership skills while working collaboratively as part of a research team.
References and Further Reading
- Kozik, R., Meissner, W., Listewnik, B. et al. 2022. Differences in foraging behaviour of a migrating shorebird at stopover sites on regulated and unregulated sections of a large European lowland river. J Ornithol 163, 791–802. https://doi.org/10.1007/s10336-022-01984-3
- Moore, F.R. & Aborn, D. A. 2000. Mechanisms of en route habitat selection: How do migrants make decisions during stopover? Studies in Avian Biology No. 20: 34-42.
- Böhning-Gaese K, Oberrath R. 2003. Macroecology of habitat choice in long-distance migratory birds. Oecologia 137 (2): 296-303. https://doi.org/10.1007/s00442-003-1346-9
Learning Objectives
The primary objective is for you to experience the world of research and gain skills that will prepare you for any future career you choose to pursue. By the end of the term, you will grasp the complexities of the research project and have made your own contribution to the project. You will have learned to communicate ideas and findings, both orally and in writing, to colleagues within your particular discipline, as well as peers from other disciplines.
Research Mentor
Jannik Hansen
M.Sc. (Wader/shorebird breeding ecology and behavioural ecology), Dept. of Animal Behaviour, Copenhagen University, 2001. Scientific officer at Arctic Ecosystem Ecology, Department of Ecoscience, Aarhus University (2004-2021), incl. monitoring field work at Zackenberg Research Station, Northeast Greenland (2005-2021). Project officer (2014- ) for and board member (2007- ) of the International Wader Study Group. Has worked with terrestrial animals, primarily shorebirds, in the field in, Denmark, Sweden, Northeast Greenland, central Norway, and Svalbard. With DIS since 2021.
Roles and Responsibilities of the Research Assistant
You are expected to spend a minimum of 10 hours per week on the project. The workload
may vary over the semester. If you are travelling to do field research in a different
location, additional time may be required.
As research assistant, you will engage in some or all of the following:
1. Participate in weekly meetings with your research mentor at a time set collectively at the beginning of the term.
2. Participate in a research orientation at the beginning of the semester
3. Participate in two research workshops during the semester.
4. Write an assessment of your own strengths and weaknesses in the research
process at the beginning of the semester. Revisit at the end of the semester as part of an evaluation of your own participation in, and learning from, the research project.
5. Keep a research journal and submit it on canvas every week (or another specified interval) for your research mentor an DIS Research, describing the activities of the week, and outlining goals for the following week.
6. Conduct literature reviews.
7. Participate in carrying out the research project. This may include: familiarizing yourself with core concepts, prototyping, design testing, preliminary user studies. The specific responsibilities may vary depending on how the project progresses. Be prepared to contribute to tasks that may come up
during the semester. Research processes are not always predictable.
8. Present the relevance of the research and/or findings to peer(s) from other
disciplines at the DIS Festival.
9. Make a final oral and/or written presentation of the research you are involved in, depending on what is agreed with your research mentor.
Readings
The readings will be agreed upon with the Research Mentor at the beginning of the semester -
the exact content will differ depending on your background. You will receive guidance
concerning the basics of relevant concepts, study designs, methods of analysis, etc.
Evaluation and Grading
All research assistants are assessed on their participation, weekly status reports to the research mentor, self-evaluation and presentation to peers from other disciplines. Additional evaluation and grading depends on the individual research project and project phase and is outlined by the research mentor. It may include literature reviews, a poster presentation for an expert panel, a working paper, etc.
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Participation* 10% of grade comprises attendance & active participation including homework in the research orientation, research workshops, and DIS Festival |
20% |
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Literature review |
5% |
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Research Project Outline |
10% |
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Presentation at DIS Festival |
10% |
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Final Paper |
55% |
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TOTAL |
100% |
Research Orientation & Workshops
Days and times are available in the Course Summary, below.
Field Research (if applicable)
Some research projects include field research. Expenses related to fieldwork will be
covered by a DIS travel grant. The fieldwork will be planned with the research
mentor at the beginning of the semester.
Approach to Mentoring
All DIS research mentors have been trained in mentoring students but their approach to
mentoring may differ. Mentoring is about engaging at a different - and often deeper -
level than what is typical in the class room. However, mentoring also comes with some
degree of ambiguity, which is important for you to expect. The research
mentor will work closely with you throughout the semester but part of the training is also
for you to use your own judgement, to make assessments and decisions. As part of
planning your tasks and responsibilities for the semester together, the research
mentor will talk to you about her/his approach to mentoring.
Expectations of the Research Assistant
The specific expectations of the individual research assistant are agreed upon at the
beginning of the semester. In general, a research assistant is expected to take initiative,
take ownership of the project and work independently. You must also be prepared for
meetings and be willing to part take in relevant discussions. In cases where more
research assistants are involved in the same project, you will be expected to engage in
some teamwork. Carrying out a research project is not a straightforward and
predictable process. This is part of what makes it exciting. It also means that
communication is crucial. You are expected to take responsibility for communicating
about problems or issues that arise.
Data
Note that many US colleges/universities require their students who are participating in research at home or abroad to acquire Institutional Review Board approval. Examples include:
- Research involving human subjects
- If the results of any research conducted during your semester with DIS involving human subjects are to be made public or published in the US
You are responsible for confirming whether home IRB-approval is required and, if so, for seeking the approval of your home schools IRB. In addition, all research conducted in Europe must adhere to GDPR regulations, as noted above.
Disability and Resource Statement
Any student who has a need for accommodation based on the impact of a disability should contact Academic Support in Copenhagen (acadsupp@dis.dk) or in Stockholm (academics@disstockholm.se), depending on the project location. In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.
Academic Regulations
Please make sure to read the Academic Regulations. on the DIS website. There you will find regulations on:
Course Summary:
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