Download SE541 - University of Kent

UNIVERSITY OF KENT
Module Specification
1
The title of the module
2
The Department which will be responsible for management of the module
3
The Start Date of the Module
4
The cohort of students (onwards) to which the module will be applicable:
The Evolution of Hominin Behaviour (SE541)
Anthropology
2001 (transferred to new template July 2008)
2008-09 entry
The module is primarily intended for Part 2 students in Anthropology and
Biological
Anthropology, both single and joint honours, in the final year.
5
The number of students expected to take the module
6
Modules to be withdrawn on the introduction of this proposed module and
The course is likely to attract between 25 and 40 students
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
8
The number of credits which the module represents
9
Which term(s) the module is to be taught in (or other teaching pattern)
10
Prerequisite and co-requisite modules
15
Autumn
SE302 Foundations of Human Culture is a pre-requisite for students wishing to
take this
11
module.
The programmes of study to which the module contributes
BSc Anthropology, BSc Biological Anthropology, BSc in Anthropology with a year
in Europe, BSc in Anthropology with a year in Japan, BSc in Biological
Anthropology with a year in the US. BA Archaeology and Anthropology
12
their
The intended subject specific learning outcomes and, as appropriate,
relationship to programme learning outcomes
These relate to the programme learning outcomes (SB = subject benchmark; [##]
= reference in programme specification):

Competently
assess
evidence
and
articulate
theories
evolution of human social and cultural behaviour (SB) [A1]

Critically
evaluate
arguments
palaeoanthropology. (SB) [A1]

and
data
in
the
field
concerning
of
the
behavioural
Explain the main tenets of evolutionary theory, and analytical method, as it
refers to the human case. (SB) [A1]

Summarise the key stages in the pattern of human evolution, both in terms
of physical changes and cultural changes, as they are currently understood.
(SB) [A1]

Understand how and why palaeoanthropologists reconstruct hominin
behaviour. (SB) [A8, A10]

Summarise the geographical location of major sites and finds, and be able
to locate them. (SB) [A1]

Asses how successful palaeoanthropologists have been at explaining the
development of human behaviour and the human mind. (SB) [A8, A10]

Compare and contrast the information about human evolution generated
through the study of fossil /comparative anatomy, and archaeology. (SB)
[A9, A10]

Critically evaluate scientific papers and contribute to academic discussions
and debates. (SB) [A9, A10]
13
to
The intended generic learning outcomes and, as appropriate, their relationship
programme learning outcomes
Intellectual Skills:


Learning and study skills (SB) [B11]
The capacity to express one's own ideas in writing, to summarise the
arguments of others, and to distinguish between the two; (SB) [B12]

Independence of thought and analytical, critical and synoptic skills; (SB)
[B13]

Scholarly skills, such as ability to make a structured argument, reference
the works of others, and assess historical evidence; (SB) [B14]

Academic skills, such as ability to make a structured argument, reference
the works of others, and assess historical evidence; (SB) [B15]


Transferable Skills:
Communication & presentation skills (using oral and written materials and
information technology; (SB) [D25]


Time planning and management skills; (SB) [D26]
Ability to engage in constructive discussion in group situations and group
work skills; (SB) [D27]

14
Statistical & computing methods. (SB) [D28]
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 behaviour are introduced. Evolution of the
major human adaptations is discussed, and the reconstructions of hominin
behaviour, and the evidence on which these are based, are critically examined.
This module will provide students with an advanced knowledge of human
evolution, including hominin nomenclature and taxonomy, as well as the principles
and techniques used in the examination of the evolutionary history of hominins.
Students should also be able to critically evaluate published work on hominin
evolution,
and
relate
general
concepts
that
are
important
in
biology
and
anthropology (such as evolutionary theory) to the specific study of the evolution of
humans.
This is a 12 week unit. The convenor and lecturer will be Dr Stephen Lycett.
There will be one one-hour lecture and one one-hour seminar per week.
The content will be as follows:
Week 1
Introduction to the course: A historical overview
Week 3
The first hominins
Week 2
Week 4
Week 5
Week 6
Week 7
Dating and palaeoecology
The Australopithecines
Early Homo
Homo erectus and Homo ergaster
Neanderthals and AMHs
Week 8
Week 9
Reconstructing Hominin Life Histories
Week 10
Archaeological and other evidence for social behaviour
Week 12
Reading week (No classes scheduled)
Week 11
15
Hominin Diet and Foraging Strategies
Encephalisation and other issues, Poster Presentations
Indicative Reading List
Boyd and Silk (2003) How Humans Evolved (3rd Edition). W.W. Norton and Co.
Conroy (2005) Reconstructing Human Origins. W.W. Norton and Co.
Foley, R.A. (1987) Another Unique Species. Longman Scientific and Technical.
Harrison et al. (1988) Human Biology (3rd Edition). Oxford: University Press.
Jones et al. (1993) Encyclopedia of Human Evolution. Cambridge: University
Press.
Lewin R (2005) Human Evolution: An Illustrated Introduction, Fifth Edition. Boston:
Blackwell Scientific Publications.
Lewin R and Foley R A (2004). Principles of Human Evolution (2nd Edition).
Blackwell Publishing.
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
One hour lecture per week using overheads and slides. Seminar at which
individual or pairs of students are invited to make short verbal presentations.
There will be 24 regular contact hours, plus occasional visits and practicals; the
recommend hours of study is 8 per week, giving a minimum of 10 hours in total.
Together these assessments will assess knowledge & understanding, and subject
specific skills, as well as the intellectual and transferable skills (all listed above) at
the appropriate level for the module.
17
intended
Assessment methods and how these relate to testing achievement of the
learning outcomes
Assessment: One poster; one two hour examination paper in which students are
required to answer two out of eight questions set. Assessment will comprise 20
percent and the final examination 80 percent of the total marks awarded. The
poster contributes to the achievement of module aims and objectives by allowing
students to explore, in depth, one topic of interest, while the exam ensures a
broad range of understanding of key concepts and facts relating to the syllabus in
general.
18
Implications for learning resources, including staff, library, IT and space
Teaching and learning resources can be met out of existing provision. There is no
change in
the impact on computing resources, and no special requirements.
19
A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not
present
any non-justifiable disadvantage to students with disabilities
As far as can be reasonably anticipated the curriculum, learning and teaching
methods and
to students with
forms of assessment do not present any non-justifiable disadvantage
disabilities.
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
..............................................
Date
…………………………………………………
Print Name
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and, where the module is proposed by Departmental staff, will
be responsible for its resourcing"
.................................................................
Head of Department
…………………………………………………….
Print Name
..............................................
Date