UNIVERSITY OF KENT
Module Specification
1 The title of the module
The Evolution of Hominin Behaviour (SE541)
2 The Department which will be responsible for management of the module
Anthropology and Conservation
3 The Start Date of the Module
2001 (transferred to new template July 2008)
4 The cohort of students (onwards) to which the module will be applicable:
2008-09 entry
5 The number of students expected to take the module
25-35
6 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal
None
7 The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Honours (FHEQ Level: 6)
8 The number of credits which the module represents
15 credits
9 Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
10 Prerequisite and co-requisite modules
Prerequisite SE302 Foundations of Biological Anthropology and SE581 Biological Anthropology: The Human Animal.
11 The programmes of study to which the module contributes
BSc Biological Anthropology.
This module is also suitable as an optional module for students of the following degree programmes: BSc Anthropology; BSc Medical Anthropology.
12 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
Subject Specific Learning Outcomes:
Students will be able to:
12.1: Competently assess evidence and articulate theories concerning the biological and cultural evolution of humans.
12.2: Critically evaluate arguments and data in the field of behavioural palaeoanthropology.
12.3: Summarise the key stages in the pattern of human cultural evolution.
12.4: Understand how palaeoanthropologists reconstruct hominin behaviour.
12.5: Critically evaluate scientific papers and contribute to academic discussions and debates.
Relationship to Programme Learning Outcomes:
[BSc Biological Anthropology]
PLO A1: Major aspects of human evolution, including the significant fossil evidence and its contextual associations, and behavioural and ecological reconstructions based on these [12.1- 12.4]
PLO A9: For each of these themes an awareness of evolutionary principles relevant to the study of human evolution and adaptation, and which inform understanding [12.1, 12.3]
PLO A10: In depth understanding of current issues relating to biological anthropology [12.1-12.5]
PLO C4: Deepened understanding of the subject, and qualities of mind associated with intellectual reflection, evaluation and synthesis [12.1-12.5]
PLO C6: Ability to formulate, investigate and discuss anthropologically informed questions [12.1, 12.2, 12.5]
13 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
Generic Learning Outcomes:
13.1. Students will develop highly transferable critical reasoning and evaluation skills.
13.2. Students will develop high quality verbal and visual presentation skills, assessed via a poster presentation.
13.3. Student will develop interpersonal skills such as the ability to discuss critically and debate topics with peers
13.4. Students will develop learning and study skills as a result of independent scholarly research into particular topics
Relationship to Programme Learning Outcomes:
PLO B1: Learning and study skills [13.1, 13.4]
PLO B2: The capacity to express one's own ideas in writing and orally, to summarise the arguments of others, and to distinguish between the two [13.2, 13.3]
PLO B3: Independence of thought and analytical, critical and synoptic skills [13.1, 13.2, 13.4]
PLO B4: Scholarly skills, such as ability to make a structured argument, reference the works of others, and assess historical evidence [13.1, 13.2, 13.4]
PLO B5: Academic skills, such as ability to make a structured argument, reference the works of others, and assess historical evidence [13.1, 13.2, 13.4]
PLO D1: Information retrieval skills in relation to primary and secondary sources of information [13.4]
PLO D2: Communication & presentation skills (using oral and written materials and information technology [13.2]
PLO D3: Time planning and management skills [13.4]
PLO D4: Ability to engage in constructive discussion in group situations and group work skills [13.3]
14 A synopsis of the curriculum
Hominins– the array of species of which ours is the only living representative – provide the clues to our own origins. In this module, the methods and evidence used to reconstruct their biology and (especially) behaviour are discussed. This module will provide students with an advanced knowledge of human evolution, as well as techniques used in the examination of behaviour and cognition in fossil hominins. Particular emphasis is placed on the study of stone tools and artefacts, which provide the most abundant source of evidence forhominin behaviour during the Plio-Pleistocene. Issues of social transmission and cultural evolution within thehominin lineage will also be examined. By the end of the module, students will be able to assess the importance of an evolutionary perspective to the human sciences.
15 Indicative Reading List
Cambell, B.G., Loy, J.D. and Cruz-Uribe, K. (2006). Humankind Emerging. Ninth Edition. Boston: Pearson/Allyn & Bacon.
Klein R.G. (2009). The Human Career: Human Biological and Cultural Origins, 3rd edition. Chicago: University of Chicago Press.
Mesoudi, A., 2011. Cultural Evolution: How Darwinian Theory can Explain Human Culture & Synthesize the Social Sciences. Chicago University Press, Chicago.
Schick, K. D. & Toth, N. 1993 Making Silent Stones Speak: Human Evolution and the Dawn of Human Technology. London: Weidenfeld and Nicolson.
16 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 learning outcomes
The module will include a total of 22 contact hours per student comprising a mixture of lectures and 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 and set readings. Students will be expected to contribute to seminars through critical discussion of the issues raised during lectures.
Weekly Lectures / 12.1 – 12.5 inclusiveSeminars / 12.1, 12.2, 12.5, 13.1, 13.2, 13.3
Independent study/Preparation (128 hours) / 12.1 – 12.5 inclusive, 13.4
17 Assessment methods and how these relate to testing achievement of the intended learning outcomes
Assessment will be 70% unseen examination (2 hours) and 30% coursework. The coursework consists of one poster (20%), verbally presented by the student (10%) [12.1-12.5, 13.2]. The poster is equivalent to a 2500-word piece of written work, presented in printed A0 format, with additional tables and figures (it is comprised of an introduction, critical discussion section, and a conclusion). The assessed poster will provide students with the opportunity to develop their scholarly and transferable skills, by actively engaging with the literature and providing a scientifically written, visually appealing, and well-constructed argument relating to a specific topic [13.1, 13.3, 13.4]. In addition, the unseen examination will test the student’s ability to retain and accumulate knowledge [12.1-12.4].
18 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.
19 The School 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 disability/dyslexia support service, and specialist support will be provided where needed.
20 Campus(es) where module will be delivered
Canterbury
Statement by the Director of Learning and Teaching: "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"
......Director of Learning and Teaching
…………………………………………………
Print Name / ......
Date
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"
......Head of Department
…………………………………………………….
Print Name / ......
Date
Minor Revision to module specification confirmed 16 May 2012