MODULE SPECIFICATION

  1. Title of the module

Skills for Anthropology and Conservation

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

School of Anthropology and Conservation

  1. The level of the module (e.g. Level 4, Level 5, Level 6 or Level 7)

Level 4

  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

NONE

  1. The programmes of study to which the module contributes

BA Social Anthropology; BSc Anthropology; BSc Biological Anthropology;; BSc Wildlife Conservation, BSc Human Ecology, BSc Environmental Social Sciences (and associated programmes-Year Abroad or Year in professional practise)

  1. The intended subject specific learning outcomes.
    On successfully completing the module students will be able to:

8.1 understand the main differences and similarities among the disciplines of anthropology, human ecology, conservation biology and environmental social science

8.2 recognise the basic methodologies and approaches used in these disciplines

8.3 understand the basic principles of data collection, data handling and statistical analysis

  1. The intended generic learning outcomes.
    On successfully completing the module students will be able to:

9.1 recognisedifferent types of academic writing, and when to use them (literary skills)

9.2 read an academic paper and summarise (reading skills),

9.3 use the library effectively, particularly online databases, full-text journals etc. (bibliographical skills)

9.4 adopt appropriate academic standards for in text citations and referencing (referencing skills)

9.5 know how and when to usephotography/video in research (visual research skills)

9.6use videoediting software andexcel spreadsheets (IT skills)

9.7 present information orally and using PowerPoint in a confident and organised fashion (presentation skills)

9.8work collaboratively as part of a team and apply research skills within a team(team working skills)

  1. A synopsis of the curriculum

This module introduces students to the range of basic research skills required across the range of the School’s BA and BSc programmes, whilst also introducing the key areas of school disciplinary expertise. Students work in groups to collaboratively produce a 3 minute video addressing a question that requires knowledge of the diverse expertise of the school. The question will change in relation to the contemporary concerns and research interests of the school. An initial lecture introduces the course and collaborative video research that serves as the central methodology to communicate the results of qualitative and quantitative research on the question addressed. Lectures in the first part of the course introduce the key disciplinary and interdisciplinary resources to answer the question. Following lectures are divided between qualitative and quantitative methods. The course concludes with an open screening of all video projects.

  1. Reading List (Indicative list, current at time of publication. Reading lists will be published annually)

Gay y Blasco, P. & Wardle, H. (2006) ‘Introduction: the Concerns and Distinctiveness of Ethnography’in ‘How to Read Ethnography’(London; New York: Routledge) pp. 1-13

Max-Neef, M. (2005) Foundations of Transdisciplinarity Ecological Economics Vol 53, pp 5–16

Moore et al. 2010. The Ultimate Study Skills handbook. Open University Press.

Neville, C. 2010. The Complete Guide to Referencing and Avoiding Plagiarism. Open University Press.

Pink, S (2013) 'Doing Visual Ethnography.' London: Sage Publications

Redford, K.H. (2011) 'Misreading the Conservation Landscape', Oryx, 45 (3), 324-30.

Walker, P. (2000) Bioarchaeological Ethics: A Historical Perspective on the Value of Human Remains. InBiological Anthropology of the Human Skeleton.Eds Katzenberg and Saunders. Wiley-Liss, New York. Chapter 1, pg3-41.

Additional course materials will be supplied to all students on-line and via Moodle.

  1. Learning and Teaching methods

This module is allocated a total of 150 148 hours, made up of 235 contact hours (101 x 1 hour weekly lectures, 11 x 1 hour weekly seminars, 1 x library workshop and x1 2 hours video screening session in week 12) and 125 of private and group study in preparation for the seminars and assignments over the course of twelve weeks. Lectures present the key disciplinaryresearch methodologies and background on video research. Seminars provide the opportunities to discuss and engage with disciplinary positions, create collaborative working groups, practice qualitative and quantitative research skills and learn data handling, visualisation and video editing. The library workshop aims to provide key skills in online searching and research.

  1. Assessment methods.

The module will be assessed on 100% coursework. A series of short assessments track key skills vital to the process of creating the three minute video.

  1. Article Analysis (20%) This assignment will require the students to analyse different forms of academic writingcharacteristic of the diverse disciplines in the school in relation to how knowledge is presented and claimed (1,000 words).
  1. Presentation (20%) This group presentationwill require the students to present the plan for their video project using PowerPoint.
  1. Individual Lab Report (20%) The lab report will require the students to apply data collection, processing and basic quantitative, analytical and graphical skillsconveyed in lectures and practiced in seminars (1,000 words).
  1. Video (40%) The video project requires the collaborative consolidation in video form of the qualitative and quantitative research on the key question asked. The video will require the communication of original research and material filmed by students. It will be posted on the internet. A minimum of 50% of the video needs to be original footage recorded by students. It should be a creative interpretation of the question set.
  1. Map of Module Learning Outcomes (sections 8 & 9) to Learning and Teaching Methods (section12) and methods of Assessment (section 13)

Module learning outcome / 8.1 / 8.2 / 8.3 / 9.1 / 9.2 / 9.3 / 9.4 / 9.5 / 9.6 / 9.7 / 9.8
Learning/ teaching method / Hours allocated
Lectures / 11 10 / X / X / X / X / X / X / X / X
Library Workshop / 1 / X / X
Seminars / 11 / X / X / X / X / X / X / X / X / X
Screening / 2 / X / X / X / X / X
Private and group study / 125 / X / X / X / X / X / X / X / X / X / X / X
Assessment method
Article Analysis (20%) / X / X / X / X / X / X
Presentation (20%) / X / X / X / X / X / X / X
Individual Lab Report (20%) / X / X / X / X / X / X / X / X
Video (40%) / X / X / X / X / X / X / X
  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’sdisability/dyslexiastudent support service, and specialist support will be provided where needed.
  1. Campus(es) or Centre(s) where module will be delivered:

Canterbury Campus

FACULTIES SUPPORT OFFICE USE ONLY

Revision record – all revisions must be recorded in the grid and full details of the change retained in the appropriate committee records.

Date approved / Major/minor revision / Start date of the delivery of revised version / Section revised / Impacts PLOs( Q6&7 cover sheet)
17/06/16 / Major / September 2016 / 6,7,8,9,10,11,12,13,14 / No
17/11/17 / Minor / January 2018 / Template / No

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Module Specification Template (September 2015)