UNIVERSITY OF KENT MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
Confirmation that this version of the module specification has been approved by the School Learning and Teaching Committee:
04/12/2014
1. Title of the module Evolution of Human Diversity (SE593)
2. School or partner institution which will be responsible for management of the module Anthropology and Conservation
3. Start date of the module Autumn 2009 (revised for Autumn 2014 Autumn 2016)
4. The number of students expected to take the module 50-70
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal Replacement for SE561 (withdrawn)
6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]) H (FHEQ level: 6)
7. The number of credits and the ECTS value which the module represents 15 credits, ECTS=7.5
8. Which term(s) the module is to be taught in (or other teaching pattern) Autumn
9. Prerequisite and co-requisite modules Prerequisites: SE302 Foundations of Biological Anthropology (or equivalent). SE567: Methodology in Anthropological Science (or equivalent).
10. The programmes of study to which the module contributes BSc Anthropology; BSc Biological Anthropology. This module is also suitable as an optional module for students of the following degree programmes: BSc Medical Anthropology; BA Social Anthropology; BSc Wildlife Conservation; BSc Human Ecology.
Revised June 2014 1 UNIVERSITY OF KENT 11. The intended subject specific learning outcomes Subject Specific Learning Outcomes: Students will gain: 11.1. a concise understanding of evolutionary ecological theory, through the use of modern human case-studies; 11.2. knowledge of and ability to critically use models and methods from population genetics and population ecology as they apply to the analysis of human diversity; 11.3. an in-depth understanding of the behavioural and demographic diversity found amongst human populations; 11.4. a critical understanding for how adaptation shapes the traits of human diversity, and the ability to analyse and interpret data about this diversity; 11.5. an ability to analyse the nature and extent of human phenotypic adaptation to varying environmental conditions.
12. The intended generic learning outcomes
Generic Learning Outcomes: 12.1. Students will develop highly transferable critical reasoning and evaluation skills. 12.2. Students will develop high quality written skills, assessed via a piece of written coursework. 12.3. Students will develop learning and study skills as a result of independent scholarly research into particular topics.
13. A synopsis of the curriculum The nature and extent of the diversity observed amongst human populations has been at the heart of anthropological enquiry for centuries. This module will provide an introduction into human phenotypic and genetic diversity across the globe. Biological anthropologists today use a variety of analytical models and techniques drawn from population and quantitative genetics in order to analyse human biological diversity in a meaningful way. Students will be introduced to these such that the complexities of evolutionary ecological theory are readily understood. Students will learn the extent to which humans have adapted to various environmental conditions as well as understanding the effects of recent demographic changes and population expansions. Students will also learn how human adaptations affect ecological patterns in the species that interact with human populations. This facilitates a direct comparison with other ecological patterns while placing human diversity in broad comparative perspective. This also serves as a platform for critically evaluating claims of human uniqueness.
This module employs an evolutionary ecological framework for understanding human diversity. Upon successful completion of this module, students will have a clear understanding for the depth and breadth of human phenotypic diversity and will be familiar with evolutionary and ecological explanations for how and why it changes through time and across space. Students will learn about the scientific analysis of human diversity using a range of models drawn from population ecology, life history theory, human biogeography, and other fields. Although humans are
Revised June 2014 2 UNIVERSITY OF KENT employed as the case-study throughout the course, this module is also of relevance and interest to all students interested in evolution,.
14. Indicative Reading List
There is no core text for this module. The reading list will draw from a multi- disciplinary core of texts, some of which are classics while others are recent. It will also include some recent scientific literature from peer-reviewed journals. Articles will be drawn from the following journals and other relevant sources where appropriate: Nature, Science, Proceedings of the National Academy of Sciences (USA), Proceedings of the Royal Society, Journal of Human Evolution, Evolutionary Anthropology, Current Anthropology, American Journal of Physical Anthropology, PLoS ONE, Evolution and Human Behaviour, Entropy, Bioscience, American Naturalist, etc. The following are example materials:
Moran, E.F., 2007. Human Adaptability: An Introduction to Ecological Anthropology, Third edition. ed. Westview Press, Boulder, CO. Brown, J.H., 1995. Macroecology. University of Chicago Press, Chicago. Wachter, K.W., 2014. Essential demographic methods. Harvard University Press. Charnov, E.L., 1993. Life History Invariants. Oxford University Press, New York. Hill, K., Hurtado, A.M., 1996. Ache Life History: The Ecology and Demography of a Foraging People. Aldine de Gruyter, New York. Pigliucci, M., 2001. Phenotypic plasticity: beyond nature and nurture. Syntheses in ecology and evolution. Mielke, J.H., Konigsberg, L.W., Relethford, J.H., 2010. Human Biological Variation, 2nd Edition, 2 edition. ed. Oxford University Press, New York. Weinstein, M. (Ed.), 2014. Sociality, Hierarchy, Health: Comparative Biodemography: A Collection of Papers, The National Academies Collection: Reports funded by National Institutes of Health. National Academies Press (US), Washington (DC).
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended module learning outcomes The module will include a total of 22 contact hours per student comprising a mixture of lectures and seminars (11 x 1hr lectures and 11 x 1 hr seminars),. In total, students will be expected to undertake 150 hours of work for the module including assessment, study and seminar preparation time. Seminars will provide a forum for discussion of significant research articles as well as covering the specifics of key models and analytical techniques. Students will be expected to contribute to seminars through critical discussion of the issues raised during lectures. The assessed essay will provide students with the opportunity to develop their scholarly and transferable skills, by actively engaging with the literature and providing a scientifically written and well-constructed argument relating to a specific topic.
Weekly Lectures 11.1 – 11.5 Seminars 11.1 – 11.5, 12.1, 12.2 Revised June 2014 3 UNIVERSITY OF KENT Independent study/Preparation (128 11.1– 11.5, 12.2, 12.3 hours)
16. Assessment methods and how these relate to testing achievement of the intended module learning outcomes Assessment will be 100% coursework Coursework: Methods essay: 30% - outcomes: 11.2, 11.3, 11.4 12.1, 12.2, 12.3. This will consist of a short 1500 word essay that develops understanding for current quantitative methodologies and practice writing a short official manuscript. A written mode of assessment rewards scholarly research and critical thinking. Moodle exercises: 70% - outcomes: 11.1 - 11.6, 12.1, 12.2. These four assessed exercises give students practice interpreting and working with the course material. They will consist of short answer questions and worked problems where students analyse data using methods taught in the course.
17. Implications for learning resources, including staff, library, IT and space The only resources required for this module are the relevant literature, which may require ordering of additional periodicals and books into the library. These should be covered by the current school library budget.
18. The School/Collaborative Partner (delete as applicable) recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s/Collaborative Partner’s (delete as applicable) disability/dyslexia support service, and specialist support will be provided where needed.
19. Campus(es) where module will be delivered: Canterbury Campus
If the module is part of a programme in a Partner College or Validated Institution, please complete the following: 20. Partner College/Validated Institution: 21. University School responsible for the programme:
Revised June 2014 4 UNIVERSITY OF KENT SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals" 24th April 2014 ...... Date
...... Director of Learning and Teaching Dr. Raj Puri (Dr. Tatyana Humle) ………………………………………………… Print Name Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing" 29th April 2014 ...... Date
...... Head of School Professor João Pina Cabral ……………………………………………………. Print Name SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED INSTITUTION (Where the module is proposed by a Partner College/Validated Institution) Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the module and will be responsible for its resourcing"
...... Nominated Responsible Officer of Partner Date College/Validated Institution
…………………………………………………. Print Name ………………………………………………….. Post …………………………………………. Partner College/Validated Institution
Revised June 2014 5 UNIVERSITY OF KENT Module Specification Template Last updated February 2013
Revised June 2014 6