Student Guide to Living Labs & Service

Learning

Editorial Committee
H. Mauricio Ortega-Andrade
August 2022
Miguel Herrera Robledo Version 4.0
Miguel Quishpe
Pilar Aramburuzabala
 1. Purpose

The Student Guide is designed to be a reference tool for students involved in service-learning in the NB-
LAB project. This guide will provide you with the necessary resources for Natural-based Living Labs to
carry out interdisciplinary practical and research semester through service-learning methodology.
Living Labs have emerged as a new research concept in which community members become co-
creators of the innovation process. It proposes a research methodology that is not only user-centred
but “carried by the users” permitting the formulation, prototyping and validation of complex
solutions in a multifaceted real-life environment.
Service-learning is defined by NB-Lab partners as an experiential educational method in which
students engage in activities that address real human, social and environmental needs, contributing
to the achievement of the SDGs, by integrating community service with the curriculum in order to
enrich learning in any academic degree and discipline, teach civic responsibility, and strengthen
communities through action and critical reflection.
Integrating living labs and service-learning benefits students by enhancing their learning of course
material through real-world application with a social justice perspective. It provides students the
opportunity to carry out professional research and practical work, involving relevant stakeholders such
as community members, business and university. Students actively learn more about the global
community and the larger social, cultural and political issues that make up the world around them,
while becoming civically involved in the community, building student leadership skills and forging
professional networks. These living lab and service-learning experiences and contributions are
invaluable to our students’ academic and civic education.
If we may be of any assistance to you or your students, please do not hesitate to contact us:
mauricio.ortega@ikiam.edu.ec Scientific Coordinator Universidad Regional Amazónica Ikiam
https://www.ikiam.edu.ec/proyectos_uikiam/nblab/

Local Staff at Ikiam University

Position Name email

Project Manager Miguel Herrera Robledo, Ph.D.-Eng. miguel.robledo@ikiam.edu.ec

Scientific Coordinator H. Mauricio Ortega-Andrade, Ph.D. mauricio.ortega@ikiam.edu.ec

Secretariat Luis Miguel Quishpe, M.Sc. luis.quishpe@ikiam.edu.ec

Spokeswoman Andrea Salgado, Eng. belen.salgado@ikiam.edu.ec

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 2. About the NB-LAB project

The “Nature-based living-lab for interdisciplinary practical and research semester on

sustainable development and environmental protection in the Amazonia Rainforest” (NB-LAB)
(Ref. 19346-EPP-1-2020-1-DE-EPPKA2-CBHE-JP) is an Erasmus+ KA2-Cooperation for Innovation
and the Exchange of Good Practices-Capacity Building in the Field of Higher Education project,
funded by the European Union, which runs between November 2020 and October 2023.
The NB-LAB project contributes to the modernization and internationalisation of the higher education
structures of partner universities in Peru and Ecuador, by creating capacities for applied research and user-
driven innovation through an interdisciplinary research group of universities in Latin America and Europe
that will contribute to sustainable rural community development under the preservation and responsible
use of the natural resources of the Amazon Region.

To achieve this general objective, the project has the following specific objectives:

1) Establish modern laboratory facilities for experimental learning and research activities located in the
natural habitat of the Amazon rainforest directly connected with rural communities and indigenous
peoples of the Kokama Kukamiria, Iquito and Matsès nationalities in Peru and Kichwa or Shuar
nationalities in Ecuador. This objective will materialize with the establishment of 2 living nature-based
laboratories (NB-Labs) in Tena and Iquitos.
2) Contribute to the modernization of higher education by introducing new innovative teaching and
learning methods in partner universities (experiential learning in the environments of the living lab
user-led research method and service-learning for direct transfer of co-created research results to
rural communities). This objective will materialize with the development of an adequate pedagogical
framework with methodologies, tools and templates by experts from the School of Education of the
Autonomous University of Madrid (UAM).
3) Enhance students' competencies in the context of global society and the SDGs by addressing issues of
social and environmental responsibility through international interdisciplinary research and
development teams in the field of mutually recognized student internships (internship semester).
4) Promote the internationalization of higher education by creating unified structures for student
mobility and staff mobility for research activities.
5) Enhance mutual intercultural learning and local learning by establishing long-term cooperative
structures/networks.
6) Raise awareness about the problems faced by people in the rural areas of the Amazon and the Andes
through the dissemination of the project results.
7) Strengthen the attractiveness of Higher Education Institutions located in rural areas of partner
countries.

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 Participating in research activities or social projects with the local community is a good alternative for
students to gain practical experience. The current proposal is based on the results of the PeESuD project
(DAAD practice associations). During the PEESuD project, the exchange of students for internships took
place mainly in the partner in the capital city UNMSM or in the university headquarters of UNAP.
In response to the pressing need for a more socially responsible and environmentally friendly use of
natural resources in the Amazon region, the project will establish research and innovation capacities at
partner universities to enable more hands-on experience for local and international students.
The project will use the "Living Labs" methodology to establish the research framework. The aim of
the NB-LAB project is to facilitate and promote international exchange, international networking and
practical training for students by establishing research capacities uniting multiple disciplines around the
societal challenges of sustainable rural development, environmental protection and preservation of
natural resources. Research and Development (R&D) teams of students, academic mentors, business
professionals, and direct users will be cooperating in the development and testing of new products and/or
solutions tailored to the needs of communities in the area of sustainable living in the Amazonia region.
Working across disciplines with students from different countries can provide an expanded view and
approach to problems that lead to more efficient solutions and a significant expansion of competence in
a globally connected world.
In order to transfer the research results achieved by the interdisciplinary student teams to the local
rural communities, the educational approach of “service-learning” (SL) will be applied in parallel. SL is an
educational approach that offers students a valuable form of experiential learning while also helping to
meet the needs of local communities. The principles of SL will be embedded in the learning outcomes,
teaching and learning approaches and assessment practices of the student projects in which it will be
employed.

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 3. The partner entities and staff participating in the Project
• Hochschule Wismar University of Applied Sciences, Technology, Business and Design (HSW), Germany:
Regina Krause, Christian Stollberg.
• Ernst-Abbe Hochschule Jena, University of Applied Sciences (EAJ), Germany: Daniela Kretzschmar,
Katherin Morales, Matthias Schirmer,
• Universidad Autónoma de Madrid (UAM), Spain: Pilar Aramburuzabala, Violeta Hevia Martín, Paula
Lázaro.
• Universidad de la Amazonía Peruana (UNAP), Peru: Roberto Pezo, Henry Delgado.
• Universidad Nacional Mayor San Marcos (UNMSM), Peru: Silvia del Pilar Iglesias León, Walter Arévalo
Gómez, Carlos Cabrera Carranza, Carlos del Valle Jurado, Johans Alexanders Arica Gutiérrez.
• Centro de Investigaciones Tecnológicas, Biomédicas y Medioambientales (CITBM), Peru: Andreas
Mühlbach.
• Universidad Regional Amazónica Ikiam (IKIAM), Ecuador: Miguel Herrera Robledo, H. Mauricio Ortega-
Andrade, Luis Miguel Quishpe, Anderson Isaac Guamán Viveros, Andrea Salgado Revelo, Carolina Bolaños,
Francisco Villamarín, Giovanna Morán Marcillo, Grace C. Reyes-Ortega, José Sebastián Araujo Soria,
Katherine Elizabeth Apunte Ramos, Marcela Cabrera, Michael Iván Zuarez Chamba, Moisés Gualapuro,
Nina Quilla Espinosa De Los Monteros Silva, Oswaldo José Guzmán Gutiérrez, Pablo Esteban Meneses
Játiva, Rodrigo Eduardo Espinosa Barrera, Sara Álvarez Solas & Walter Quilumbaquin.
• Universidad Tecnológica Equinoccial (UTE), Ecuador: Ana Lozada, Camila Montesinos, Carlos Ávila.

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 4. What is a Living Lab?
To date there exists no agreed upon definition of the concept. It has been defined as a methodology, an
organization, a system, an arena, an environment, and/or a systemic innovation approach. Based on our
interpretation of the concept as well as our experiences of Living Lab practices, we define Living Labs as
both an environment (milieu, arena) and an approach (methodology, innovation approach)1.
For the NB-Lab project, Living Labs is an open innovation environment in real-life settings in which user-
driven innovation (end-user involvement) is fully integrated within the co-creation process for new
services, products, and societal infrastructures.
Living Labs is a term that was first used at the Massachusetts Institute of Technology (MIT). It proposes
a research methodology that is not only user-centered but “carried by the users” permitting the
formulation, prototyping and validation of complex solutions in a multifaceted real-life environment.
One of the key components of the Living Lab is the real-life environment test. Testing a product or a service
in realistic conditions of use and in the long term allows a technical solution to be drawn up that will be
sustainable and full of value. The other pillar of the Living Lab is the principle of co-creation. In a Living
Lab, users are not simply the end-users but a community of people interacting with the final product or
service. This concept includes not only end users but also upstream users and secondary users. 2
This approach involves interdisciplinary research as involves all the partners and stakeholders in the co-
creation process, not only in the usual academic setting, but in a real context enabling better
communication with the future users. The stakeholders are users, private and public actors as well as
knowledge institutes.

The aim of Living Labs is to make an impact by developing new solutions, products, services, applications
or systems on a small scale, in order to replicate them on a larger scale.
As the solutions are implemented in a real-life setting and validated by the involved actors, it is more likely
to be adopted smoothly and swiftly by all involved, and subsequently have a large impact in the city
quickly.
Living Labs are more popular in urban settings but are suitable for rural ones too.

1
The Living Lab Methodology Handbook. A Transnational Nordic Smart City Living Lab Pilot – SmartIES © Anna Ståhlbröst and Marita Holst
6 2 Energy Research & Social Science Volume 32, October 2017, Pages 121-130 The Living Lab methodology for complex environments: Insights
from the thermal refurbishment of a historical district in the city of Cahors, France. Sophie Claudea Stéphane Ginesteta Marion Bonhommeb
Nicolas Moulènec Gilles Escadeillasa
3 Steen, K. y E. van Bueren. 2017. Urban Living Labs: A Living Lab Way of Working. AMS Research report 2016-2017. Amsterdam. 91 p.
 5. Elements of the Living Labs

When setting up a Living Lab it is necessary to take into account the following questions:

WHERE?  Real-life context

WHY?  Innovation process | Learning process |Sustainability

WHAT?  Co-creation | Iteration methods

WHO?  P-P-U-K | Decision power as all the actors are involved they can participate in the
decisions along the full process

Taking as referent the works from the AMS Institute on Living Labs which provides the answer to the above
questions:

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 6. Living Lab Key Principles

There are five key principles across all the Living Labs activities that must be present to assess their design,
development and evaluation.

Value
Within the Living Labs activities, has to be identified the added value for the users. To achieve it their
needs and motivations have to be considered and understood so they will be perceived as a benefit for
them.
Living Labs processes can facilitate the means to understand which are the user needs for a service and
how much they value it in a real context. The users will have the opportunity to be involved in the
description and testing of the value against the effort to achieve it.

Influence
The users should be involved in the decision making process, their voice has to be taken into account as
experts. Therefore, the Living Labs operations need to assure that participation, influence, and
responsibility among different partners are balanced and harmonized with each other and with the
ideology of the user influence of the project.

Sustainability
It is important that Living Labs take responsibility for their ecological, social, and economic effects. The
innovation processes supported by a Living Lab must address sustainability issues, for instance, by
choosing the right materials, implementing environmentally-friendly processes, and considering the social
and economic impact that the innovation might have once implemented. There is a need to develop
methods that help Living Labs to take care of the learning generated and to transform this learning into
scientifically sound models and methods.

Openness
Living Labs must involve all the stakeholders from different backgrounds, with different perspectives who
can add their experience and knowledge, in the innovation process. Openness is essential to gather a
variety of perspectives that might lead to faster and more successful development, integrating the
creativity of heterogeneous participants becoming a collective process.

Realism
One of the key elements of the Living Labs approach is that innovation activities should be carried out in
a realistic, natural, real life setting. The innovation must take place within the user’s real environment,
physical and online, where the products and services can be tested and evaluated.

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 7. What is Service-Learning?

Community engagement is a general umbrella term that refers to any activities, events, or programs in
which CI campus members engage with and in service to our communities, both on and off campus.
Educating for community engagement is "enhancing the understanding, the skills, and the motivation that
students need to be thoughtful, well-informed, active, and responsible members of their communities."
Community engagement encompasses overlapping areas such as service-learning, volunteering, living
labs, participatory research and other types of community-based research.
Service-learning (SL), as defined by NB-LAB, is "an experiential educational method in which students
engage in activities that address real human, social and environmental needs, contributing to the
achievement of the SDGs, by integrating community service with the curriculum in order to enrich learning
in any academic degree and discipline, teach civic responsibility, and strengthen communities through
action and critical reflection." The defining characteristic of service-learning is the balance of service with
learning, taking place under the auspices of university coursework.
Service-Learning is a type of experiential learning that engages students in service within the community
as an integrated aspect of an academic course. Service learning is a structured learning experience
combining community service with explicit learning objectives, preparation, and structured opportunities
for reflection. In a very real sense, the community becomes a text for the class. Students involved in
service-learning are expected to not only provide direct community service but to also learn about the
context in which the service is provided, the connection between the service and their academic
coursework, and their roles as citizens.
Service learning is an accepted, rigorous, academic, and discipline-based pedagogy distinct from other
traditional and experiential approaches to teaching and learning. When done effectively, service-learning
greatly enhances the educational experience for students, faculty, the university and community at large.
The core concept driving this educational strategy is that by combining service objectives and learning
objectives, along with the intent to show measurable change in both the service recipients and the service
providers, the result is a radically-effective transformative method of teaching students (Learn and Serve
America).
The hyphen between the words "service" and "learning" suggests there is a balance between learning
goals and service outcomes that are achieved only through integration of each component. Students,
faculty, and community members are interconnected partners; each playing a critical role in this dynamic
process. Students contribute to the community knowledge, energy, and ideas; the community provides
students with real-life experiences and observations. The faculty facilitate learning by integrating the
experience into course curricula.

8. Service-Learning is Not
 A Living Lab, as it focuses on research that provides responses to the needs of the users, but it does
not necessarily address the needs of the most vulnerable from a social justice perspective. Also,
reflection activities are not compulsory, and celebration is not a part of it. Integration in the curriculum
(and credit recognition) is not mandatory, as in SL.
 Volunteering service, as volunteering is considered co-curricular service that encompasses service
activities that take place outside of university coursework. Such service activities assist and engage
with the community in some way and, while not associated with any particular course, also link service
to broader learning and developmental opportunities.
 A Practicum or Internship intended to provide students with hands-on experience and to develop and
socialize students for careers or professions, emphasizing benefits to the student rather than the
community.

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 9. Study & Research Programmes
Students will work in one of the following research programs. They will be assigned to one of them and
work in an international team.
1. Exploring the biodiversity of the amazon landscape
The Ecuadorian section of the amazon basin is a biodiversity hotspot explored just partially. Several Ikiam
University scientists, staff and students have contributed to elucidate some of this diversity by describing new
metabolites and toxins associated with fungi, plants, reptiles and birds as well as performing the first campaign
of DNA barcoding in the region. Nowadays, the overall goal of this team is to explore representative samples
in real time. From describing trophic networks in aquatic systems using terrariums to automatizing ecological
monitoring, this team is moving towards the description of the region by using the so-called next generation
of natural history (Tosa et al. 2021)4. The tools used by Ikiam specialists to perform their sampling campaigns
include (but not are limited to): genetics, genomics and bioinformatics methods; aircraft- and satellite-based
remote sensing; camera-traps and acoustic recorders; micro–cosmos and last generation of real time DNA
sequencing tools.

2. Effects of global warming at different altitude gradients

Ikiam University scientists and staff have access to perform research in the Colonso–Chalupas biological
reserve, a more than (almost pristine) 94 000 ha national park. Another feature of the biological reserve is
that it has an extraordinary altitude gradient, from 560 to 4432 m a.s.l. The objective of the Program is to
generate base information on the effects of global warming in different altitude gradients for decision-making
in regional policy related to mitigation strategies and landscape planning of the territory and its natural
resources. This program responds to the needs for ecological information related to climate warming in the
transition from the lowlands of the Amazon and the Andean montane forests, to take decisions on public
policies on land management. The study area is the Colonso-Chalupas Biological Reserve and its buffer zone,
where students will develop specific projects that respond to specific environmental problems, focused on (1)
the use of ecological niche models with a focus on conservation, (2) the use of remote sensing as a tool for
optimal regional planning in different global warming scenarios, and (3) Automation of technologies for
ecological monitoring.

3. Geophysical, geochemical and geomorphological insights on the northern Andean volcanic belt
Much of the species’ richness available in the Ecuadorian Amazon basin is related with the geology and
orogeny of the Andean mountains. Every week, hundreds of tons of sediment and millions of cubic meters of
water are transported from the Andes to the Amazon basin. Elucidating the connections and effects of
geological problems (sediments and nutrient transport, geochemical cycles, earthquakes, soil evolution) on
the biodiversity and hydrology of the Amazon basin is the main objective of this team. Another objective of
this team is to deploy scattered research stations within the northern Andean volcanic belt and the Colonso-
Chalupas National Park to quantify geological properties of the Nazca plate subduction through the use of
seismic tomography and geomorphology, geochemistry and geomorphology techniques.

4. Microbial ecology and ecotoxicology of fluvial systems

A considerable strain is being exerted on the fluvial systems in Ecuador's amazon region. Unplanned urban
growth, illegal mining activities, inadequate design of landfill assets and de facto reuse of wastewater are the
main factors that are exerting an unstoppable pressure on the water bodies. The evaluation of the ecological
risk and ecotoxicology on aquatic environments; the real time monitoring of quality and quantity of water and
wastewater; the use of passive samplers to concentrate and identify organic compounds in fluvial systems;
the microstructural features of membrane fouling; are some of the subset projects of this platform that are
now being conducted by Ikiam scientists, staff and students.

4
The Rapid Rise of Next-Generation Natural History. Frontiers in Ecology and Evolution 9 (2021): 1-18.
10
 A future signature project of this research platform will be related to elucidate the virome of several fluvial
systems and floodplains in the region. To do that, this team will use VIRADEL (Virus ADsorption and ELution)
techniques, –which includes the use of automated ultrafiltration devices–and cutting–edge molecular biology
approaches (such as Multiple Displacement Amplification for viral DNA/RNA isothermal amplification and
MinION devices for in situ DNA/RNA sequencing).

5. Removal and inactivation of compounds of emerging concern and waterborne pathogens and by
photocatalytic membranes
Exploratory research performed by Ikiam revealed that several rivers in the zone contained micro molar
concentrations of compounds of emerging concern (CEC) such as residues of pharmaceuticals and personal
care products (PPCP), water disinfection by–products (DBP), microcystins, among others. In addition, metals,
pathogen microorganisms and microplastics from other anthropogenic activities have also reached the water
of the rivers. The presence of this “cocktail” of substances represents a risk to the environment and human
health. It is necessary to develop new treatment technologies that guarantee the complete elimination of CEC
from wastewater to avoid them reaching water reservoirs. Thus, the goal of this team is to develop
photocatalytic membrane reactors (PMR), small disinfection devices based on membrane separations coupled
to advanced oxidation processes (AOP) that are capable of removing and inactivating viruses and oxidizing
most of the CEC.

The strategy to develop these membrane photocatalytic reactors includes the following stages: (a) The
synthesis and instrumental characterization of novel visible light active photocatalysts (such as bismuth
oxyhalides, BiOX; in which X = Iodine, Chlorine, Fluorine); (b) its deposition on porous (ceramic membranes)
and non–porous substrates (walls, floors); (c) The testing of its efficiency against viruses and CEC and (d)
Analysis on BiOX cytotoxicity versus different cell lineages.

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 10. General Schedule
Pre-Travel Study Programme
The Pre-Travel academic period starts at 13 June to 29 July 2022, online.
First Contact (3rd week of June) Second Contact (10 days after 1st Contact)
Explanation about the technical aspects of the research problem The materials and the methodology to follow
to solve
TEN DAYS AFTER THE FIRST CHAT – Ikiam advisors (iAD)
Third week of June 2022 – Ikiam advisors chat with the prospects chat with the prospects and provide an explanation
and provide an explanation about the problem to solve and the about the materials and methods to be used in the
hypothesis that they have been designed to attend the research to perform.
challenges.

Third Contact (10 days after 2nd Contact) Fourth Contact (10 days after 3rd Contact)
The service-learning component Integration of a research plan

TEN DAYS AFTER THE SECOND CHAT – Ikiam advisors (iAD) chat Ikiam advisors (iAD) chat with the prospects in order to
with the prospects about the CHALLENGES that the local explain HOW to merge previous tasks into a research
communities are facing and discuss several strategies to solve plan. Task 4 will be the final document to fill based on
them. the templates.

NB-Lab Study Programme

The NB-LAB academic period starts from 01 August to 10 September 2022, Ecuador.

Week 1 (01 – 07 August) Week 2 (08 – 14 August) Week 3 (15 – 21 August)

Campus: UTE, Quito. Campus: Ikiam and Colonso Chalupas Field trip A (Ikiam). Minga Lodge &
Biological Reserve, Amazon Basin Biological Reserve, Amazon Basin
Intercultural week. It will be held at
the Equinoctial Technological Scientific Training and capacity Obtaining data in the field. Lower
University (UTE). building; Master lectures; Basin Zone of the Napo River,
Workshops; Preparation of field trips Ecuador. Reflection, difussion and
(Bootcamps), reflection, difussion evaluation activities.
and evaluation activities.

Week 4 (22 – 28 August) Week 5 (29 – 04 September) Week 6 (05 – 10 September)

Campus: Ikiam and Colonso Chalupas
Biological Reserve, Amazon Basin
Data analysis and curation. Master
lectures; Workshops; Preparation of
field trips (Bootcamps), reflection,
difussion and evaluation activities.
Field Trip B (Ikiam): Sumak Kawsay In Campus: Ikiam and Colonso Chalupas
Situ Biological Reserve, Amazon Biological Reserve, Amazon Basin
Basin
Data analysis and curation. Master
Obtaining data in the field. Mera lectures; Evaluation Seminar.
town, Amazon-Andes transition Reflection, evaluation, celebration,
zone, Pastaza, Ecuador. Reflection, diffusion, and demonstration
difussion and evaluation activities. activities.

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 11. Program & student assignation
Students have been assigned to a specific Study & Research Programme and tutors.
Study-Research
Programme
Exploring the biodiversity of
the amazon landscape
Effects of global warming at
different altitude gradients
Geophysical, geochemical
and geomorphological
insights on the northern
Andean volcanic belt
Microbial ecology and
ecotoxicology of fluvial
systems
Removal and inactivation of
compounds of emerging
concern and waterborne
pathogens and by
photocatalytic membranes
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Tutors Students (University)
(*Coordinators)
Katherine Apunte* Skarlet Yánez (Ikiam)
H. Mauricio Ortega-Andrade Kerly Barros (Ikiam)
Sara Álvarez Tatiana López (Ikiam)
Francisco Villamarín Joshua Carabajo (Ikiam)
Andrea Carrera Maren Pasmiño (Ikiam)
Moisés Gualapuro Ariel Tinajero (Ikiam)
Jhoanna Cortegano (UNAP)
Goomaral Sukhbold (HSW)
Paula García Martínez (UAM)
H. Mauricio Ortega-Andrade* Mateo Noboa (Ikiam)
Pablo Meneses Estefani Amoguimba (Ikiam)
Francisco Villamarín Karina Quizhpi (Ikiam)
Rodrigo Espinosa Mirka Charpentier (Ikiam)
Johans Alexanders Arica Alex Arias (Ikiam)
Gutiérrez Georleni Montesdeoca (Ikiam)
Roger Allanpol Nina Tueros (UNMSM)
Allison Nicole Rodríguez Medrano (UNMSM)
Víctor Martínez Miguélez (UAM)
Sebastián Araujo* Mishel Rojas Estrada (Ikiam)
Anderson Guamán Cristina Garcia Lopez (Ikiam)
Oswaldo José Guzmán Gutiérrez Walter Isac Moposita Moposita (Ikiam)
Lukas Dorfschmid (EAJ)
Pedro Jose Guerrero Bravo (UTE)
Roy Rubio Vásquez (UNAP)
Miguel Herrera* Juan Jaya (Ikiam)
Katherine Apunte Leonardo Proaño (Ikiam)
Rodrigo Espinosa María Auquilla (Ikiam)
Marcela Cabrera Akira Gómez (Ikiam)
Andrea Carrera Galilea Dominic Pazmiño Fernandez (Ikiam)
Michael Iván Zuarez Chamba Josselin Pastuña (Ikiam)
Nina Quilla Espinosa De Los Jean Bryan Iberos Jiménez (UNMSM)
Monteros Silva Alexander Jesús Goodrich Soria (UNAP)
Giovanna Morán Carolin Boehme (HSW)
Luis Quishpe* Shantall Ayala (Ikiam)
Miguel Herrera Marjorie Bonilla (Ikiam)
Andrea Salgado Virgina Rivadeneira (Ikiam)
Nina Quilla Espinosa De Los Alexander Moritz (EAJ)
Monteros Silva Maja Tiedemann (HSW)
Giovanna Morán Galo Joel Almeida Portilla (UTE)
 12. Pre-travel Study programme
Co-designing a research plan & a strategy for the improvement of local communities (June – July)

1st CONTACT – Explanation about the technical aspects of the problem to solve
Timeline: Second week of June 2022 – Ikiam advisors chat with the prospects and provide an explanation
about the problem to solve and the hypothesis that they have been designed to attend to the challenges.

Activities for Students: Critical note 1: The team of advisors of each research platform MUST provide a
document in which they CLEARLY describe the problem, hypothesis, objectives and timeline of the
research to perform (you can find a template here). Critical note 2: Ikiam advisors MUST provide key
bibliography (Max. 5 reports) to students in order to complete the TASK 1. This task is mandatory and
involves the analysis of the reports providing QUOTATIONS from the research reports.

TASK 1 should be completed using between 2500 and 3500 words (Template 1), 10 days after the
1st meeting.

SECOND CONTACT – The materials and the methodology to follow

Timeline: TEN DAYS AFTER THE FIRST CHAT – Ikiam advisors (iAD) chat with the prospects and
provide an explanation about the materials and methods to be used in the research to perform.

Activities for Students: Critical note 3: Advisors MUST ask the prospects to FILL a template called TASK
2 (500 to 1500 words), in which quotations from materials and methods should be inserted. This task is
also mandatory for all the prospects.

THIRD CONTACT – The service learning component

Timeline: TEN DAYS AFTER THE SECOND CHAT – Ikiam advisors (iAD) chat with the prospects about
the CHALLENGES that the local communities are facing and discuss several strategies to solve them
according to the schemes shared by Christian Stollberg and Pilar Aramburuzabala.

Activities for Students: This chat should end in a document–template called TASK 3, in which each of the
prospects should write a precise BRAINSTORMING based on their OWN quest for solutions (2000 –
5000 words). Critical note 4: This task is also mandatory for all the prospects.

FOURTH CONTACT – Integration of a research plan

Timeline: TEN DAYS AFTER THE THIRD CHAT – Ikiam advisors (iAD) chat with the prospects in order
to explain HOW to merge previous tasks into a research plan.

Activities for Students: Task 4 will be the final document to fill based on the templates. Critical note 5:
This task is mandatory for all the prospects and must include the following sections:
1. Theoretical framework (Max. 1000 words)
2. Problem to solve (Max. 500 words)
3. Hypothesis (Max. 500 words)
4. Objectives (Max. 500 words)
5. Strategy to connect the research with the improvement of local communities (Max. 1000 words)
6. Materials and Methods (Max. 700 words)
7. Physical, human and financial resources to be required (Max. 500 words)
8. Research timeline (A single table, with milestones)
9. Bibliography (Max. 1000 words)

Critical note 6: This document will be the basis for the research and need to be reviewed by
at least two advisors.

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 Working directories for Pre-travel Study Programme

Assigned tutors and topics: https://1drv.ms/x/s!AonzIL2byIglp_NaxqYALhDqRjnFBQ?e=uIIgux

Tasks

Tasks templates to be download: https://1drv.ms/u/s!AonzIL2byIglqIlKgqC5UlHqSumjXQ?e=BeJngG

Folder to upload finished Tasks: https://drive.google.com/drive/folders/1hMjDnefXKwTSp_-

ic7kQG824RYrjxyeX?usp=sharing

Contact Sessions

Video Records of the Sessions: https://drive.google.com/drive/folders/1IEoO83F2Xgx0D-64fmypL7nH-

BL52jJK?usp=sharing
Power-Point slides: https://1drv.ms/u/s!AonzIL2byIglqIhrtewpQ--qeKuQbA?e=kEGzZG

13. NB-lab Study Programme

WEEK 1 – Welcome and cultural activities at Universidad Tecnológica Equinoccial (UTE). The advisors must be present
in the activities starting on Monday 01 to Thursday August 04, 2022. Travel from Quito to Tena will be developed at
Sunday 07 August.
WEEK 2 – Training + Keynotes on the Colonso Chalupas Biological Reserve (CCBR)
Blue: Assisted–discovery. Red: Keynotes. Orange: Workshops from European partners. Green: Outreach, reflection and
celebration activities. Purple: Evaluation sessions

WEEK 2 – Training + Keynotes on the Colonso Chalupas Biological Reserve

(CCBR)
Blue: Assisted–discovery. Red: Keynotes (Auditorium). Orange: Workshops from European partners. Green: Outreach, reflection and
celebration activities. Purple: Evaluation sessions

Schedule Monday Tuesday Wednesday Thursday Friday

08/08/22 09/08/22 10/08/22 11/08/22 12/08/22

9 – 12 Welcome + Laboratory training Laboratory training Preparation of field Reflection

(DNA extraction from (Quantifying DNA) campaign and
tissue samples) outreach
Laboratory Field Sessions
training Field Sessions (GeoSciences)
(4 groups) Field Sessions (GeoSciences)
Data processing (GIS)
Data processing
Workshop on
(GIS)
Exterimental
proposals

12 – 13 Exploring the Microstructural aspects Laboratory training Freshwater Reflection

biogeography of of membrane biofouling (DNA extraction ecosystems of and
the Colonso during UF of Tena river – from tissue Mainland outreach
Chalupas Miguel Herrera samples) Ecuador:
Biological Reserve diversity, issues
– Mauricio Ortega Field Sessions and perspectives
(GeoSciences) – Francisco
Field Sessions Villamarín

15
 Data
processing
(GIS)

Lunch
time

14 – 16 Laboratory training Laboratory training Laboratory training Preparation of field Reflection

(DNA extraction (DNA extraction from (DNA visualization) campaign and
from tissue tissue samples) outreach
samples)
(Database
Workshop on Field Sessions
management)
Exterimental Field Sessions (GeoSciences)
proposals
Data processing
(GIS) Field Sessions

16 – 17 Key connectivity Ecotoxicity studies in Visible light Sedimentology and Reflection

areas in the the Tena river – photocatalysis Geomorphology of the and
Llanganates- Rodrigo Espinosa through Bismuth middle reach of Tena outreach
Sangay Ecological oxyhalides – River – Oswaldo
Corridor in Michael Zuarez Guzmán
Ecuador. A GIS
based multicriteria
analysis
approach. – Pablo
Meneses

21:00 CINECLUB Field work on La

Isla Park

WEEK 3 – Field Campaign or lab working according to each research platform

Monday Tuesday Wednesday Thursday Friday
Schedule
15/8/2022 16/8/2022 17/8/2022 18/8/2022 19/8/2022
06:00
07:00 Breakfast Breakfast Breakfast
Department to Minga
Lodge Research Research
08:00 activities: activities

09:00 Breakfast
10:00 Arriving to Minga Lodge Research activities: Sampling Lab activities
Welcome and Sampling
11:00 socialization activities
of the study site
Preparation of Departing to Tena
12:00 equipment and city
materials
Lunch
time
Research Arriving to Tena city
14:00 activities (Las Heliconias
Lodge)
Recreation
15:00 Research activities:
Research activities: activities in
Lunch
Establishment of Lab Activities /
Sampling Napo river &
16:00 sampling sites DNA surroundings Reflection and
17:00 outreach at Las
Heliconias Lodge
18:00
Dinner
time

16
 Effects of global change
on biodiversity and
Lecture
ecosystem services -
20:00 Violeta Hevia Martín
Research activities: - Christian Celebration
Night creatures Stollberg NB-LAB
sampling
21:00 Research activities: Lab
Research
22:00 activities: Lab /
DNA

WEEK 4 – Data Analysis and curation

Blue: Assisted–discovery. Red: Keynotes. Orange: Workshops from European partners. Green: Outreach, reflection and celebration
activities. Purple: Evaluation sessions

Schedule Monday Tuesday Wednesday Thursday Friday

22/08/22 23/08/22 24/08/22 25/08/22 26/08/22

9 – 12 Data Analysis Data Analysis Data Analysis Data Analysis Preparation

Field and Lab Field and Lab Field and Lab Sessions of field
Field validation Sessions Sessions campaign
for GIS (drone) GIS modeling
GIS modeling GIS modeling

12 – 13 Real time GIS as a service- Real time DNA- Microplastics in a International

exploration on learning tool to sequencing for tropical Andean Ikiam student
mammals at the address exploring amphibian Glacier: A research
CCBR – Sara environmental biodiversity in transportation programs
Álvarez problems in the aquatic ecosystems process across the
Amazonia – – Walter Amazon basin? –
Johans Quilumbaquin – Carolina
Marcela Cabrera
Alexanders Arica Bolaños
Gutiérrez

Lunchtime

14 – 16 Data Analysis / Data Analysis Data Analysis Data Analysis Preparation

Field work Field and Lab Field and Lab Field and Lab Sessions of field
Sessions Sessions campaign
GIS modeling GIS modeling
Taller de GIS modeling
Educación
ambiental (Sara
Álvarez; Viaje a
Misahualli (Grupo
Exploración de la
biodiversidad /
Gradientes)

16 – 17 Data Analysis / The use of seismic Seismic tomography of Reflection

Data Analysis / tomography to the Sumaco Volcano – and outreach
Field work describe the upper Anderson Guamán at Atacapi
crustal structure Data Community
Taller de beneath the visualization
Educación Chalupas Caldera and ready to
ambiental (Sara – Sebastián Araujo publish figures–
Álvarez; Viaje a Moíses
Misahualli (Grupo Gualapuro
Exploración de la
biodiversidad /
Gradientes)

21:00 CINECLUB

17
 WEEK 5 – Field Campaign or lab working according to each research platform

Schedule Monday Tuesday Wednesday Thursday Friday

29/08/22 30/08/22 31/08/22 01/09/22 02/09/22
06:00 Department to Sumak
Kawsay In Situ Reserve
07:00 Breakfast Breakfast Breakfast
08:00 Solar Energy - a
Solar Energy - a
09:00 Pilar for Energy Breakfast
Pilar for Energy
Transition (2) –
Arriving to Sumak Transition (1) –
10:00 Matthias
Kawsay In Situ Reserve Matthias Schirmer Research
Schirmer
Welcome and activities
socialization activities of Departing to Tena city
11:00 the study site Research activities:
Research
Preparation of Sampling
activities
12:00 equipment and materials
Lunch
time
Arriving to Tena city (Las
14:00 Heliconias Lodge)
15:00 Recreation
16:00 Research activities: activities in Reflection, evaluation and
Research activities: Research
Establishment of Sumak´s
Sampling activities outreach at Las Heliconias
17:00 sampling sites Creeks and
Lodge
streams
Holger Ehrsam
18:00
Dinner
time
20:00 Research activities: Celebration
Research activities: Research
21:00 Night creatures
Lab activities: Lab
Activities
sampling NB-LAB
22:00

WEEK 6 – Data Analysis, evaluation and demonstration activities

Blue: Assisted–discovery. Red: Keynotes (in person or via teleconference). Orange: Workshops from European partners. Green:
Outreach, reflection and celebration activities. Purple: Evaluation sessions

Schedule Monday Tuesday Wednesday Thursday Friday

05/09/22 06/09/22 07/09/22 08/09/22 09/09/22

9 – 12 Data Analysis Data Analysis Data curation Student Seminar Meeting with
and evaluation media, Closing
ceremony

12 – 13 Geoparque Napo Degradation of Data curation Student Celebration

Sumaco – Marco compounds of emerging seminar and activities at
Simbaña concern by bismuth evaluation Atacapi
oxyhalides and visible Community
light – Damián Tuba
Celebration
Lunchtime activities at
Atacapi
Community
14 – 16 Data Analysis Laboratory training Data Curation Student Seminar
and Evaluation

16 – 17 Scientific How to develop a Data Curation Student Seminar

Bootcamps at the successful research and evaluation
Amazon Rainforest proposal for funding? –
– Grace Reyes Miguel Herrera

21:30 Photographic Closing meeting

Expo

18
 Pre-Travel hints.
All the students must sign the Agreement Letter (Annex 1) and present a travel insurance (medical care,
COVID, repatriation, Accident) BEFORE start the trip to Ecuador.
Arriving to Quito, Ecuador. Students will travel at Sunday 31th July 2022 to Quito, Ecuador. Institutional
partners will coordinate round air tickets for all the travellers. Staff from the Universidad Tecnológica
Equinoccial (UTE) will pick-up the travellers at the International Airport of Quito and moving to a local
hostel.
Arriving to Tena, Ecuador. Students will travel at Sunday 7th August 2022. Ikiam staff will coordinate a
bus to travel from Quito to Tena. Lodging, breakfast and lunch will be covered for all students from the
2nd to the 6th week of the NB-Lab.
Las Heliconias Lodge, Tena city (2nd, 4th & 6th weeks)/ https://goo.gl/maps/FDxzomUVVW7ZbAcp8

Minga Lodge (3rd Week) / https://goo.gl/maps/2wtoDbhBBGivjqsf9

19
 Sumak Kawsay In situ Reserve (5th Week) / https://goo.gl/maps/13WYdWxXxQqureFE8

Return to Quito & home. Students will travel at Saturday 10th or Sunday 11th September 2022 to the
International Airport at Quito, and back to home. Ikiam staff will coordinate local travellers in our bus to
leave in the airport accordingly with the travel schedule.

14. Recommendation for traveling

People day to day between distant and remote geographical locations, like the AMAZON BASIN!, are
encouraged to having all the cautions, relevant and essential travel information when it comes to
planning a safe and smooth NB-Lab experience. Here is a short package list
(https://galapagosinsiders.com/travel-blog/amazon-rainforest-packing-list/):
Mosquito repellent. We suggest to use a biodegradable lotion over sprays.
Pants and clothes. As a long experience in field work, we suggest light-weight field pants, clothes for
tropical rain forest, and a warm jacket for cloud forest. You’ll be better protected from insects,
mosquitoes’ bites, mud, cold and rain.
Trail shoes & boots. We suggest to use waterproof hiking footwear because Amazonia have commonly
daily rain showers. However, rubber boots will be provided when students arrive to Tena city,
for field-work.
Long socks and underwear. Dry socks and underwear are essential for a smooth sleep at rainforest.
Most of the time you will be wet and sweaty. Long socks, enough to pull up over the cuffs of
your pants, will help to prevent that insects, mud or water make you uncomfortable through the
field-work.
A poncho. Ponchos repel the water from downpours, in spite that they aren’t very breathable. However,
ponchos are cheap, light and large enough that you can wear your day pack and tote your camera
around your neck.
A well-worn bandana. Tied around your neck, hand or your head, it can absorb sweat.
A pencil. Very useful if you plan to take notes along the field-work, like a pro-Naturalist!
Sleeping bag. Necessary for bootcamps and fieldwork. We recommend sleeping bags that protect you
at least at -4°C / 24.8°F.
Backpack. Useful to be ready to tackle all your field and baiting need, to carry trail cameras, field
equipment, cameras, trail markers, GPS, etc.

20
 15. What is covered by the NB-LAB project?
Students that have been selected to be part of this project are fully covered lodge, food and transport
for field work & bootcamps (weeks 3 & 5); workshop materials, Master´s Classes, personal One-to-
One scientific tutorials, academic and social meetings, Cinema-Club, celebration activities, software,
coffee-breaks, and Nature-Based Living Laboratory experiences in the heart of the Amazon Basin of
Ecuador. Air tickets will be managed by each partner institution to cover the round trip for all
students. A certificate with a detail of theoretical /practical work and credits will be provided by the
host University. A total of 5 ECTS credits will be granted for participating in the NB-Lab.

21
 Welcome to the Nature-Based Living Lab!

22
 Annex 1
Consentimiento Informado y Carta Descargo De Responsabilidades
Yo, (nombres y apellidos de la o el estudiante) con capacidad legal para
obligarme, de manera libre y voluntaria, manifiesto que entre el 1 de
agosto al 9 de septiembre de 2022, bajo mi propio y exclusivo consentimiento
participaré en actividades académicas, sociales y de investigación en el
Proyecto “Nature-based living-lab for interdisciplinary practical and research
semester on sustainable development and environmental protection in the
Amazonia Rainforest” (NB-LAB)”, en la Universidad Regional Amazónica Ikiam
y en la Región Amazónica de la República de Ecuador.
----------------------------------------------------------------------------------------------------
Base legal
Constitución de la República del Ecuador
Art. 3.- Son deberes primordiales del Estado: 1. Garantizar sin discriminación alguna el
efectivo goce de los derechos establecidos en la Constitución y en los instrumentos
internacionales, en particular la educación, la salud, la alimentación, la seguridad social
y el agua para sus habitantes. (…)
Art. 9.- Las personas extranjeras que se encuentren en el territorio ecuatoriano tendrán
los mismos derechos y deberes que las ecuatorianas, de acuerdo con la Constitución.
Art. 350.- El sistema de educación superior tiene como finalidad la formación académica
y profesional con visión científica y humanista; la investigación científica y tecnológica;
la innovación, promoción, desarrollo y difusión de los saberes y las culturas; la
construcción de soluciones para los problemas del país, en relación con los objetivos
del régimen de desarrollo.
Art. 355.- El Estado reconocerá a las universidades y escuelas politécnicas autonomía
académica, administrativa, financiera y orgánica, acorde con los objetivos del régimen
de desarrollo y los principios establecidos en la Constitución. (…)
Código Civil
Art. 1461.- Para que una persona se obligue a otra por un acto o declaración de voluntad
es necesario: Que sea legalmente capaz; (…) La capacidad legal de una persona
consiste en poderse obligar por sí misma, y sin el ministerio o la autorización de otra
Ley Orgánica de Educación Superior
Art. 5.- Derechos de las y los estudiantes- Son derechos de las y los estudiantes los
siguientes:
a) Acceder, movilizarse, permanecer, egresar y titularse sin discriminación conforme
sus méritos académicos; (…)
c) Contar y acceder a los medios y recursos adecuados para su formación superior;
garantizados por la Constitución; (…)
Art. 17.- Reconocimiento de la autonomía responsable- El Estado reconoce a las
universidades y escuelas politécnicas autonomía académica, administrativa, financiera
y orgánica, acorde con los principios establecidos en la Constitución de la República.
En el ejercicio de autonomía responsable, las universidades y escuelas politécnicas
mantendrán relaciones de reciprocidad y cooperación entre ellas y de estas con el
Estado y la sociedad; además observarán los principios de justicia, equidad, solidaridad,
participación ciudadana, responsabilidad social y rendición de cuentas. (…)
Art. 18.- Ejercicio de la autonomía responsable. -La autonomía responsable que ejercen
las instituciones de educación superior consiste en: (…) e) La libertad para gestionar
sus procesos internos. (…)
Art. 207.- Sanciones para las y los estudiantes, profesores investigadores, servidores y
trabajadores- Las instituciones del Sistema de Educación Superior, así como también
los Organismos que lo rigen, estarán en la obligación de aplicar las sanciones para las
y los estudiantes, profesores e investigadores, dependiendo del caso tal como a
continuación se enuncian. (…)
g) No cumplir con los principios y disposiciones contenidas en la presente Ley, el
ordenamiento jurídico ecuatoriano o la normativa interna de la institución de educación
superior; (…)
Instructivo de trabajo para salidas y prácticas de campo, de la Universidad
Regional Amazónica Ikiam
• No portar, ni consumir licor y/o sustancias durante la salida de campo y dentro del
vehículo institucional.
• Dar aviso oportuno al docente responsable durante la salida de campo de cualquier
circunstancia que entrañe peligro individual o colectivo que identifiquen. (…)
• No ausentarse, ni separase del grupo durante la salida de campo.
• No presentar actitudes negativas que pongan en riesgo la seguridad individual o de
los miembros del grupo o que atenten contra la misión y visión de la universidad. (…)
• Presentar la documentación y/o información solicitada por docente responsable para
la salida de campo. (…)
----------------------------------------------------------------------------------------------------
Compromiso del/la estudiante
Entiendo que en todo evento o actividad de exploración y/o salida de campo
existen riesgos, por ello tengo la firme intención de ser responsable de mí
mismo, de mi cuidado personal, de mis actitudes y de mis conductas dentro
de la actividad a desarrollarse.
Declaro encontrarme en condiciones físicas adecuadas, tengo suficiente
preparación para participar en la actividad y mi condición de salud y
bienestar son óptimas; así como también cuento con todos los insumos y
materiales necesarios para el desarrollo de la actividad, en consecuencia,
eximo y declaro libre de toda responsabilidad a la Universidad Regional
Amazónica IKIAM, por cualquier hecho o circunstancia que se presente,
tanto en el desplazamiento como durante el desarrollo de la referida actividad
y que pueda comprometer mi integridad física, afectar mi salud y/o
menoscabar mi patrimonio.
Además, declaro que he sido informado/a exhaustivamente respecto de los
peligros inherentes a los que me puedo encontrar expuesto, respecto de la
actividad a realizarse; así como también entiendo y acepto que ni la
Universidad Regional Amazónica IKIAM, sus autoridades, sus
trabajadores/as, servidores/as, profesores/as e investigadores/as podrán
considerarse responsables de manera alguna por lesión, muerte u otro tipo
de daño que pudiera sufrir en mi contra o de mi patrimonio y que
eventualmente pudiera ocurrir como resultado de mi participación en esta
actividad.
Por lo tanto, absuelvo a la Universidad Regional Amazónica Ikiam, así como
al profesor/a o investigador/a responsable de la actividad en la salida de
campo, de toda responsabilidad derivada de enfermedad, alergias, lesiones
y cualquier daño, o muerte que pueda sufrir por mi participación o respecto
de la intervención de terceros, en el/los traslado/s y en el/los espacio/s e
instalaciones utilizados y destinados para la actividad.
Con esta constancia renuncio y descargo cualquier reclamación o demanda
contra la Universidad Regional Amazónica IKIAM, sus autoridades,
servidores/as, trabajadores/as y/o profesores/as, por los daños o resultados
que se originen por causas y/o situaciones que se produzcan en el desarrollo
de mi asistencia a la actividad de campo antes indicada.
Dado en la ciudad de _________, a los __ del mes de _____ de 2022.
Declaro consentimiento:

(…) 3.3 Obligaciones y/o responsabilidades de los estudiantes participantes

(…)
• Utilizar el medio de transporte previsto por la Universidad para la salida de campo.
Ningún estudiante debe usar transporte diferente al asignado por la Universidad.
• Cumplir y hacer cumplir lo establecido en el instructivo de trabajo de seguridad para
gestión de viajes terrestres (IT-GTH-07) aprobado y vigente en la Universidad. (Firma del/la estudiante)
• Asistir puntualmente a las instalaciones o lugar de reunión convenido para la salida.
• Llevar consigo la cédula de identidad y/o pasaporte y carnet de identificación de la (Nombres y apellidos completos del/la estudiante)
Universidad Regional Amazónica Ikiam.
• Tener un comportamiento decoroso y ejemplar todo el tiempo que dure la salida de Número de cédula / Pasaporte
campo.

23
 Informed Consent and Disclaimer Letter
I, (names and surnames of the student) with the legal capacity to bind myself,
freely and voluntarily, declare that between August 1st and September 9th, 2022,
under my own and exclusive consent, I will participate in academic, social and
research activities in the Project Nature-based living-lab for interdisciplinary
practical and research semester on sustainable development and
environmental protection in the Amazonia Rainforest” (NB-LAB)”, at
Universidad Regional Amazónica Ikiam and in the Amazon Region of the Republic
of Ecuador.
-------------------------------------------------------------------------------------------------------------------------
Legal basis
Constitution of the Republic of Ecuador
Art. 3.- The primary duties of the State are: 1. To guarantee without any discrimination the
effective enjoyment of the rights established in the Constitution and in international
instruments, in particular education, health, food, social security and water for their
population. (…)
Art. 9.- Foreigners who are in Ecuadorian territory will have the same rights and duties as
Ecuadorians, in accordance with the Constitution.
Art. 350.- The purpose of the higher education system is academic and professional training
with a scientific and humanistic vision; scientific and technological research; innovation,
promotion, development and dissemination of knowledge and cultures; the construction of
solutions to the country's problems, in relation to the objectives of the development regime.
Art. 355.- The State will recognize universities and polytechnic schools with academic,
administrative, financial and organic autonomy, in accordance with the objectives of the
development regime and the principles established in the Constitution. (…)
Civil Code
Art. 1461.- For a person to be bound to another by an act or declaration of will, it is necessary:
To be legally capable; (...) The legal capacity of a person consists in being able to bind
themselves, and without ministry or authorization from another.
Organic Law of Higher Education
Art. 5.- Rights of the students- The following are the rights of the students:
a) Access, mobilize, stay, graduate and graduate without discrimination according to their
academic merits; (…)
c) Have access to the appropriate means and resources for higher education; guaranteed by
the Constitution; (…)
Art. 17.- Recognition of responsible autonomy- The State recognizes universities and
polytechnic schools with academic, administrative, financial and organic autonomy, in
accordance with the principles established in the Constitution of the Republic.
In the exercise of responsible autonomy, the universities and polytechnic schools will
maintain relations of reciprocity and cooperation between them and of these with the State
and society; They will also observe the principles of justice, equity, solidarity, citizen
participation, social responsibility and accountability. (…)
Art. 18.- Exercise of responsible autonomy. -The responsible autonomy exercised by higher
education institutions consists of: (...) e) The freedom to manage their internal processes. (…)
Art. 207.- Sanctions for students, research professors, servants and workers- The institutions
of the Higher Education System, as well as the Organisms that govern it, will be obliged to
apply the sanctions for the students, teachers and researchers, depending on the case, as
listed below. (…)
g) Failure to comply with the principles and provisions contained in this Law, the Ecuadorian
legal system or the internal regulations of the institution of higher education; (…)
Work instructions for field trips and practices, from the Ikiam Amazon Regional University
(…)
3.3 Obligations and/or responsibilities of participating students
(…)
• Use the means of transport provided by the University for the field trip. No student should
use transportation other than that assigned by the University.
• Comply with and enforce the provisions of the safety work instructions for ground travel
management (IT-GTH-07) approved and applied at the University.
• Arrive punctually at the facilities or meeting place agreed upon for departure.
2
• Carry your identity card and/or passport and identification card from the Ikiam Amazon
Regional University.
• Have a decorous and exemplary behavior throughout the duration of the field trip.
• Do not carry or consume liquor and/or substances during the field trip and inside the
institutional vehicle.
• Give timely notice to the responsible teacher during the field trip of any circumstance that
involves individual or collective danger that they identify. (…)
• Do not be absent or separate from the group during the field trip.
• Do not present negative attitudes that put at risk the safety of individuals or members of
the group or that threaten the mission and vision of the university. (…)
• Submit the documentation and/or information requested by the teacher responsible for
the field trip.
--------------------------------------------------------------------------------------------------
Student Commitment
I understand that in every event or activity of exploration and/or field trip there
are risks, therefore I have the firm intention of being responsible for myself, my
personal care, my attitudes and my behaviors within the activity to be developed.
I declare that I am in adequate physical condition, I have sufficient preparation to
participate in the activity and my health and well-being are optimal; as well as I
have all the supplies and materials necessary for the development of the activity,
consequently, I exempt and declare free of all responsibility to the Universidad
Regional Amazónica Ikiam, for any fact or circumstance that arises, both in the
displacement and during the development of the aforementioned activity and
that may compromise my physical integrity, affect my health and/or undermine
my assets.
In addition, I declare that I have been fully informed regarding the inherent
dangers to which I may be exposed, regarding the activity to be carried out; as
well as I understand and accept that neither the Universidad Regional Amazónica
Ikiam, its authorities, its workers, servers, professors and researchers may be held
responsible in any way for injury, death or other type of damage that could suffer
against me or my property and that could eventually occur as a result of my
participation in this activity.
Therefore, I absolve the Universidad Regional Amazónica Ikiam, as well as the
professor or researcher responsible for the activity in the field trip, from any
responsibility derived from illness, allergies, injuries and any damage or death
that may be suffered, for my participation or regarding the intervention of third
parties, in the mobilization(s) and in the space(s) and facilities used and intended
for the activity.
With this certificate I waive and discharge any claim or lawsuit against
Universidad Regional Amazónica Ikiam, its authorities, servers, workers and/or
teachers, for damages or results arising from causes and/or situations that occur
in the development of my assistance to the aforementioned field activity.
Given in the city of _________, on the __ of the month of _____, 2022.
I declare consent:
(Student Signature)
(Full names and surnames of the student)
ID number / Passport
Map of the campus at Ikiam

North