UNIVERSITY OF KENT

MODULE SPECIFICATION TEMPLATE

Guidance and Template Text

SECTION 1: MODULE SPECIFICATIONS

  1. Title of the module

Human Behavioural Ecology (SE604)

  1. School or partner institution which will be responsible for management of the module

School of Anthropology and Conservation

  1. Start date of the module

Spring 2016

  1. The number of students expected to take the module

60

  1. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal

None

  1. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])

Honours H.

  1. The number of credits and the ECTS value which the module represents

15(7.5 ECTS)

  1. Which term(s) the module is to be taught in (or other teaching pattern)

Autumn

  1. Prerequisite and co-requisite modules

SE302 Foundations of Biological Anthropology, or equivalent.

  1. The programmes of study to which the module contributes

Contributes to: BSc inAnthropology; Biological Anthropology; Medical Anthropology; Wildlife Conservation; Environmental Social Sciences; Human Ecology

  1. The intended subject specific learning outcomes

Subject specific learning outcomes:

11.1An understanding of the basic tenants of human behavioural ecology and how to apply them to the study of human behavioural diversity.

11.2A thorough familiarity with ethnographically documented foraging societies.

11.3The ability to critically examine claims of human uniqueness with specific fact-based analysis of ethnographic data.

11.4The ability to logically and statistically deconstruct the use and abuse of hunter-gatherer data for questions of human ‘universals’ and for questions of origin for various human behaviours.,

11.5Familiarity with and ability to applythe most commonly used methodological approaches in HBE.

  1. The intended generic learning outcomes

Generic learning outcomes:

12.1Highly transferable critical reasoning skills.

12.2Developing skills required to initiate and participate with contemporary interdisciplinary research and communication.

12.3Ability to recall and synthesize information from multiple sources.

12.4Exposure to, including the ability to evaluate and apply, quantitative methods commonly used by professionals in the discipline.

  1. A synopsis of the curriculum

This course covers the field of human behavioural ecology with a nearly exclusive focus on small scale foraging societies. In this sense it is a survey of hunter-gatherer behavioural diversity viewed through the lens of adaptation by natural selection. Scientists in many fields often place a scientific premium on the study of hunter-gatherer (forager) populations because humans lived as hunter-gatherers for the majority (nearly all) of their time on the planet. Economically speaking we study hunter-gatherer diversity because we encounter a diversity of traits and conditions that cannot be found by studying the ecologically unusual environments occupied by humans reliant on post-industrial technologies. Thus, we often focus on hunter-gatherer behavioural variation to understand the origins of human uniqueness and the evolutionary roots of many human behaviours in general. The only way to evaluate when and if claims based on forager diversity are true is to critically examine both the motivating theory and the data. This course accomplishes that task while also familiarizing students with a) human behavioural ecology (HBE) as a field, (HBE is the dominant evolutionary perspective in anthropology today) and b) hunter-gatherer ecology across the globe.

The module provides an in-depth overview of the field of human behavioural ecology with a focus on foraging populations from around the globe. Additionally, the study of hunter-gatherers is placed into the development and history of anthropology as a discipline. Ecological and evolutionary models are presented and explained. A variety of key areas of human behaviour are examined: subsistence, mobility, sharing, territoriality, the division of labour, social organization, political organization, and the pre-history of hunter-gatherers.

  1. Indicative Reading List

The core text for this module is:

Kelly, R.L., 2013. The lifeways of hunter-gatherers: the foraging spectrum. Cambridge University Press, Cambridge.

The following two will be used to augment the main text by Kelly:

Marlowe, F., 2010. The Hadza hunter-gatherers of Tanzania. University of California Press, Berkeley.

Bettinger, R.L., 2009. Hunter-gatherer foraging: five simple models. Eliot Werner Publications, Clinton Corners, N.Y.

  1. 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 150 hours overall, with 22 contact hours per student divided between 11 x 1 hour lectures and 11 x 1 hour seminars, with the remaining hours toindependent study. Seminar will include discussion of current literature and attention to the methods used in the field.

In seminars students will critically evaluate and discuss the content of the readings and lectures, thus covering learning outcomes 11.1, 11.2, 11.3, 11.4, 11.5, 12.1, and 12.2.

In lecture students will be presented with information, argument, and method that builds from and compliments the readings, thus covering learning outcomes 11.1, 11.3, and 12.4.

  1. Assessment methods and how these relate to testing achievement of the intended module learning outcomes

40% coursework and 60% exam.

Exam: 60% - outcomes: 11.1, 11.2, 11.4, 11.5, 12.1, 12.2

In class quizzes: 20% - 11.1, 11.2, 11.3, 11.4, 12.3,

Threecoursework exercises: 20% - 11.1, 11.2, 11.3, 11.4, 12.3, 12.4. The main intent is to provide an opportunity to apply models of foraging theory to actual data using assessed coursework

  1. Implications for learning resources, including staff, library, IT and space

Standard classroom resources will be sufficient.

  1. 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/Collaborative Partner’s (delete as applicable) disability/dyslexiasupport service, and specialist support will be provided where needed.
  1. Campus(es) where module will be delivered:

Canterbury

If the module is part of a programme in a Partner College or Validated Institution, please complete the following:

  1. Partner College/Validated Institution:
  2. University School responsible for the programme:

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"

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Director of Learning and Teaching/Director of Graduate Studies (delete as applicable)
…………………………………………………
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 School
…………………………………………………….
Print Name / ......
Date

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 College/Validated Institution
………………………………………………….
Print Name
…………………………………………………..
Post / ......
Date

………………………………………….

Partner College/Validated Institution

Module Specification Template
Last updated February 2013

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