ABSTRACT

In this simulation, students work in groups to design a marine reserve in a hypothetical island state called “Udubia.” After learning about marine reserve design, students will choose characters that represent a variety of stakeholders, be placed in like-minded groups, create a reserve design based on provided data sources, and defend it in a presentation and debate.   An optional individual assignment allows them to develop and defend their positions separately by writing a letter to the “governor.”  At least two weeks will be needed to complete this exercise, including 1-3 class periods, although it can be modified for shorter use.

AUTHORS

Bonnie J. Becker¹ and Peter A. Selkin²

1 -  Interdisciplinary Arts and Sciences, University of Washington Tacoma, Tacoma, WA 98402; bjbecker@u.washington.edu

2 - Peter A. Selkin
Interdisciplinary Arts and Sciences, University of Washington Tacoma, Tacoma, WA 98402;  paselkin@u.washington.edu

CLASS TIME

• 1 hour lecture to introduce topic
• 1-2 hour class period for presentations and debate
• Optional in-class time (up to 3 hours) for group work, if needed.

OUTSIDE OF CLASS TIME

It is suggested that at least two weeks are provided between submission of characters and the debate to allow for adequate preparation time.  However, this exercise has been modified to be completed within one class period with no outside work. 

Total outside class time:

• With optional individual exercise: 10 hours
• Without optional individual exercise: 6 hours

STUDENT PRODUCTS

• Reserve Design: groups will develop a geographically-based reserve design based on a provided map with a standardized grid. 
• Presentation and Debate: groups will present and defend their plans in class, including a references list
• Individual Position Paper (optional): students will write an essay, from the perspective of their stakeholder character, defending their position.  This is in the format of a letter written to the governor of Udubia.

SETTING

This simulation can be done in class, with no need for laboratory equipment or field work.

COURSE CONTEXT

This simulation was designed for a lower division Conservation Biology lecture course (majors and non-majors combined) with approximately 40 students, and has also been used (in modified form) in an Oceanography lecture course and an Introductory Biology class with approximately 40 and 60 students respectively.  The activity could be used in an introductory environmental studies/science course or an ecology or marine ecology course with an applied focus.

INSTITUTION

The simulation was designed with a small, public, 4-year undergraduate university in mind, but was also used in a condensed format at a community college.

TRANSFERABILITY

The activity is easily transferable to a variety of student audiences, including majors and non-majors, in lower division and pre-college environments.  It is best to use in a larger (greater than 20 student) class and would need further modification for use in upper division courses.  A disabled student (sight-impaired) has participated in the simulation with little need for special accommodation, and it is anticipated that few issues will affect students with other disabilities.  Suggestions for modifying the existing exercise into a more abridged format are given below.

ACKNOWLEDGMENTS

This simulation was created by the authors at the University of Washington Tacoma.  We would like to thank Dr. Tonya Huff for her feedback on her use of the exercise in her classes, Dr. Rachel May for the framework of creating a debate assignment and confidential peer assessment, Dr. Anne Beaufort for her inspiration on the paper rubric, and the students of TESC 232 for serving as a model class.

CITATION

Bonnie J. Becker and Peter A. Selkin. February 23 2009, posting date. Marine Reserve Design:  Simulating Stakeholder Options. Teaching Issues and Experiments in Ecology, Vol. 6: Experiment #3 [online]. http://tiee.ecoed.net/vol/v6/experiments/marine_reserve/abstract.html