Department of Evolutionary Anthropology

Duke University
EVANTH 395S
Primate Conservation
Spring 2015
Class Time: W,F 13:25-14:40
Instructor: Dr. Julie Teichroeb
Phone: 919-660-7267
Office Hours: Mondays 13:00-15:00 or by appointment

Class Location: Bio Sci 063

Email: julie.teichroeb@duke.edu
Office: Bio Sci 103B

COURSE DESCRIPTION: A large percentage of nonhuman primate species are currently

threatened or at risk of extinction, mostly due to human-induced processes. Relying on theory
from Conservation Biology, we will consider the intrinsic and extrinsic factors that lead some
primate species to be at risk, while others are able to deal with anthropogenic influences. We will
then discuss the primary causes of declines in primate populations. We will critically examine the
solutions and tactics proposed to reduce or eliminate threats to the survival of primate
populations. Finally, we will go through a series of case studies which highlight the unique and
complex nature of the conservation situation at various sites.
READINGS: There are no required textbooks for this course but weekly readings, posted on
Sakai, will be compulsory (see course schedule below).
COURSE REQUIREMENTS:
Term Test One 20%: Feb. 20th - This test will be multiple choice and short answer format
and will cover all preceding lecture materials and readings.
Hotspots Exercise 15%: Apr. 8th A double-spaced, four-page report describing the
conservation potential and current work being done in a biodiversity hotspot of your
choice. Details to be given in class.
Term Test Two 20%: Apr. 22nd - This test will be multiple choice and short answer format
(same as Term Test One) and will cover lecture materials and readings since Term Test
One (non-cumulative).
Lead Discussant & Article Presentation 15%: Each student will be assigned as a lead
discussant twice during the term. Once per week, class will focus on discussing two to
three conservation readings. For approximately 30-minutes (see schedule) the lead
discussant will give a brief introductory presentation to their assigned reading
(highlighting the main points and critiquing the article). The discussant will also have
prepared several questions to initiate discussion amongst the class and to keep the topics
discussed interesting and/or controversial. **No laptops are allowed on discussion days.
Final Paper 30%: Apr. 27th - A final double-spaced,10-page research paper. Students may
choose to do: 1) a mock grant proposal for a primate conservation biology field project;
or 2) a critical report on an organization active in the conservation of primates.

Please note that ALL lecture materials will be covered in exams and this includes videos,
discussions, and guest lectures. Students will need to attend class to do well in the course. In
addition, students are expected to contribute to class discussions in a meaningful way and it is
therefore imperative that readings are completed prior to coming to class. Lecture notes will be
posted on Sakai and can be printed before class to assist in note-taking. The readings are related
and complementary to the lecture material. However, lectures will not always be tightly tied to
the readings and both need to be mastered to do well on exams. Students should read the
assigned texts and play close attention to areas where they overlap with the lectures.
Classes will alternate between lecture-based classes and reading discussion groups. To be fair to
lead discussants and to maintain an atmosphere of intelligent interaction, laptops will not be
allowed to be used in class on discussion days.
Academic Accommodations It is the students responsibility to request academic
accommodations. If you are a student with a documented disability who may require academic
accommodations please visit the Academic Resource Center (duke.edu/arc/about/index.php).
Missed Exams & Late Assignments Missed tests will automatically receive a score of zero. In
the event of an emergency or illness before an exam, students must contact the instructor
(julie.teichroeb@duke.edu) BEFORE the exam, and documentation (i.e., a doctors note)
MUST be provided before a make-up test will be scheduled. Late assignments will be penalized
5% for every day that passes after the due date.
Returned Exams Exams will not be returned to the student but can be reviewed during office
hours or by appointment. Marks for exams and assignments will be posted on Sakai not less than
one week after exams are taken. After reviewing exam keys during office hours and/or your
assignments, if you feel that you were marked unfairly, you are asked to prepare a short
statement explaining the problem. The item in question will then be re-graded and marks
adjusted (up or down as is warranted) at the instructors discretion.
No accommodation will be made for poor performance on exams. For instance, additional items
cannot be submitted in lieu of exams and grades will not be curved. Be sure that you are wellprepared for exams so that you perform well when you have the opportunity.
Academic Integrity During this course, students are expected to conduct themselves and to
complete all work in accordance with the principles of honesty, accountability, fairness, and
respect put forth by the Duke Community Standard.
(http://www.integrity.duke.edu/standard.html).
Primate Conservation Course Schedule
Jan. 9, 15 - Introduction to the course, Defining conservation and conservation biology
Readings: Soul 1985, What is Conservation Biology?
Jan. 14, 15 What is Biodiversity?, Example discussant section by Instructor, Students choose
their papers for class presentations
Readings: Chapter 5, Cowlishaw & Dunbar 2000, Distribution, abundance and
rarity sample presentation by the prof
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Jan. 16, 15 Primate distribution and abundance

Jan. 21, 15 Class Discussion Readings: 1) Harcourt et al. 2005, The distribution-abundance
(Density) relationship: Its form and causes in a tropical mammal order,
Primates. Discussant:_________________
2) Peres & Dolman 2000, Density compensation in neotropical primate
communities: evidence from 56 hunted and nonhunted Amazonian forests
of
varying productivity. Discussant: _________________
3) Remis et al. 2012, Reductions in primate abundance and diversity in a multiuse
protected area: synergistic impacts of hunting and logging in a Congo Basin
forest. Discussant: _________________
Jan. 23, 15 Population biology, Supplemental Reading: Chapter 6, Cowlishaw & Dunbar 2000,
Population biology.
Jan. 28, 15 Class Discussion Readings: 1) Dobson & Lyles, 1989, The Population Dynamics
and Conservation of Primate Populations.
Discussant:___________________
2) Chapman et al. 2005, Thirty years of research in Kibale National Park, Uganda,
reveals a complex picture for conservation. Discussant:_________________
3) Chapman & Peres 2001, Primate conservation in the new millennium: the role
of scientists. Discussant: _________________
Jan. 30, 15 Extinction processes, Supplemental reading: Chapter 7, Cowlishaw & Dunbar
2000, Extinction processes
Feb. 4, 15 Class Discussion Readings: 1) Purvis et al. 2000, Predicting extinction risk in
declining species. Discussant:___________________
2) Cardillo et al. 2006, Latent extinction risk and the future battlegrounds of
mammal conservation. Discussant:__________________
3) Cowlishaw 1999, Predicting the pattern of decline of African primate diversity:
and extinction debt from historical deforestation. Discussant: _______________
Feb. 6, 15 Habitat disturbance/conversion, Logging
Feb. 11, 15 Class Discussion Readings: 1) Lehman et al. 2006, Edge effects and their influence
on lemur density and distribution in southeast Madagascar. Discussant:_________
2) Plumptre & Reynolds 1994, The effect of selective logging on the primate
populations in the Budongo Forest Reserve Reserve, Uganda. Discussant:
_____________
3) Hill 2002, Primate conservation and local communities ethical issues and
debates. Discussant: _______________
Feb. 13, 15 Habitat disturbance/conversion, Agriculture & others, Introduction to Hotspots
Exercise, Supplemental reading: Chapter 8, Cowlishaw & Dunbar 2000, Habitat
disturbance.
Feb. 18, 15 Class Discussion Readings: 1) Koh et al. 2010. An overhaul of the species-area
approach for predicting biodiversity loss: incorporating matrix and edge
effects.
Discussant: ______________
2) Kupfer et al. 2006. Not seeing the ocean for the islands: the mediating
influence of matrix-based processes on forest fragmentation effects.
Discussant:_________________
3) Nantha & Tisdell 2009, The orangutan-oil palm conflict: economic constraints
and opportunities for conservation. Discussant: ______________
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Feb. 20, 15 Term Test One

Feb. 25, 15 - Climate change
Feb. 27, 15 Class Discussion Readings: 1) Heller & Zavaleta 2009, Biodiversity management
in the face of climate change: A review of 22 years of recommendations.
Discussant:______________
2) Brook et al. 2008, Synergies among extinction drivers under global change.
Discussant: ______________
3) Hannah et al. 2008, Climate change adaptation for conservation in Madagascar.
Discussant: ______________
Mar. 4, 15 Hunting pressure
Mar. 6, 15 Class Discussion Readings: 1) Taber & Vliet 2011, Empty forests, empty
stomachs? Bushmeat and livelihoods in the Congo and Amazon basins
Discussant:__________________
2) Brashares et al. 2011, Economic and geographic drivers of wildlife
consumption in rural Africa. Discussant:________________
3) Peres 1999, Effects of subsistence hunting and forest types on the structure of
Amazonian primate communities. Discussant: _____________
Mar. 18, 15 Disease & primate conservation
Mar. 20, 15 Class Discussion Readings: 1) Chapman et al. 2005, Primates and the ecology of
their infectious diseases: How will anthropogenic change affect hostparasite
interactions? Discussant:_______________
2) Smith et al. 2009, The role of infectious diseases in biological conservation.
Discussant: _____________
3) Wallis 2006, Prevention of disease transmission in primate conservation.
Discussant: ________________
Mar. 25, 15 Conservation values and ethics/ Setting conservation priorities
Mar. 27, 15 Film Milking the Rhino
Apr. 1, 15 Class Discussion Readings: 1) Van Houtan 2006, Conservation as virtue: a
scientific and social process for conservation ethics.
Discussant:_____________
2) Asquith 2011, Misdirections in conservation biology. Discussant:__________
3) Mittermeier et al. 1998, Biodiversity hotspots and major tropical wilderness
areas: approaches to setting conservation priorities. Discussant:
______________
Apr. 3, 15 Protected areas, Supplemental reading: Chapter 11, Cowlishaw & Dunbar 2000,
Conservation tactics.
Apr. 8, 15 Hotspots Exercise Due
Class Discussion Readings: 1) Davenport & Rao 2002, The History of protection:
Paradoxes of the past and challenges for the future. Discussant:______________
2) Chape et al. 2004, Measuring the extent and effectiveness of protected
areas as an indicator for meeting global biodiversity targets. Discussant:
_____________
3) Bhagwat & Rutte 2006, Sacred groves: Potential for biodiversity management.
Discussant: ___________________
Apr. 10, 15 Other Conservation Tactics

Apr. 15, 15 Class Discussion Readings: 1) Davenport et al. 2002, Ecotourism tools for parks.
Discussant:_______________
2) Barrett & Arcese 1995, Are integrated conservation-development projects
(ICDPs) sustainable? On the conservation of large mammals in subSaharan
Africa. Discussant: _____________
3) Strum, 2005, Measuring success in primate translocation: a baboon case study.
Discussant:_______________
Apr. 17, 15 Class Discussion Readings: 1) Tribe & Booth, 2003, Assessing the role of zoos in
wildlife conservation. Discussant: __________________
2) Wyner et al. 1999. Captive breeding, reintroduction, and the conservation
genetics of black and white ruffed lemurs, Varecia variegata variegata.
Discussant: __________________
3) King et al. 2011. Assessing initial reintroduction success in long-lived
primates by quantifying survival, reproduction, and dispersal parameters:
western
lowland gorillas (Gorilla gorilla gorilla) in Congo and Gabon. Discussant:
________________
Apr. 22, 15 Term Test Two
Apr. 27, 15 Final Paper Due to Main Office
Grade Schema:
A+ = 97 - 100%
A = 93 96.9%
A- = 90 - 92.9%
B+ = 87 89.9%
B = 83 86.9%
B- = 80 82.9%
C+ = 77 79.9%
C = 73 76.9%
C - = 70 72.9%
D+ = 67 69.9%
D = 63 66.9%
D- = 60 62.9%
F = 0 59.9%