Disciplines: Ecology, Anthropology, Social Studies, Science Communication

This interdisciplinary module took students deep into one of the world’s most ecologically important landscapes: Botswana’s Okavango Delta. Over two months, students lived in the bush, learning directly from conservation scientists, local trackers, and community leaders. The aim was to understand how data, culture, and ethics intersect in the urgent work of preserving biodiversity.

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Students conducted real fieldwork—mapping elephant migration routes, collecting data with camera traps and transect walks, and analyzing patterns of human-wildlife conflict. They also explored the cultural dimensions of conservation through interviews with local stakeholders, including former hunters now working as ecotourism guides. The core of the learning experience was grounded in presence. There were no classrooms—only tents, campfires, and the rhythms of the Delta. Students created field reports that blended scientific analysis with storytelling and designed actionable ecotourism proposals rooted in their findings.

 

Assessments

• Science communication portfolio

• Wildlife movement maps and data representations

• Conservation action report

• Oral presentations proposing ethical ecotourism models
   

“This was our first time designing a PBL experience in Botswana—and in the middle of the wild, with almost no electricity or internet. I developed a scaffolded portfolio model that helped students document their learning offline, while navigating real-world research and the unpredictability of the Delta.”

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My Reflection

Designing and leading this module in Botswana came at a pivotal moment. It was our first time operating in this country, and everything had to be built from the ground up—from the logistics of living in the Delta to the learning framework itself. This wasn’t just an expedition; it was the launch of a new project-based learning experience, created in real time, in real conditions.

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A significant part of the challenge was establishing a clear and meaningful assessment structure across disciplines. Without pre-existing templates, I developed a scaffolded model for student process portfolios—one that helped them document their learning journeys even with minimal access to technology. With limited electricity and almost no connectivity in the safari camps, we operated in what was essentially a tech-free term. That constraint became an opportunity to rethink how students reflect, observe, and create without screens—returning to analog tools like sketching, field notes, and oral storytelling.

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At the same time, I had to consider how to integrate scientific inquiry, cultural anthropology, and systems thinking into a cohesive experience. Balancing rigor with responsiveness was key. The learning had to be flexible enough to adapt to our surroundings, yet structured enough to support deep thinking and evidence-based outcomes.

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Looking back, what stands out is the level of student engagement—not just in the content, but in the process. They weren’t just participants; they became co-researchers, learning how to listen to place, analyze patterns, and design thoughtful responses to complex problems.

If I were to refine this experience, I’d build in more structured reflection points throughout the journey—moments for students to pause and process what they were encountering. But the outcomes speak for themselves: students walked away with a deeper sense of ecological responsibility and a more nuanced understanding of how learning, when rooted in place, can be both transformative and lasting.