UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1. Title of the module
Evolution: Darwin to Dawkins
2. School or partner institution which will be responsible for management of the module
History
3. Start date of the module
Spring term 2015
4.
40
The number of students expected to take the module
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None.
6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
I and H
7. The number of credits and the ECTS value which the module represents
30 (15 ECTS credits)
8. Which term(s) the module is to be taught in (or other teaching pattern)
Either Autumn term (weeks 1-12) or Spring term (weeks 13-24)
9. Prerequisite and co-requisite modules
None.
10. The programmes of study to which the module contributes
BA History and all joint honours History programmes
11. The intended subject specific learning outcomes
By the end of this module, all students will have:
11.1
Gained knowledge of key episodes and events in evolutionary science, and how it has related
to the cultural context in which it was generated.
11.2
Encountered recent historical scholarship concerning evolution.
11.3
Encountered critical perspectives on science.
11.4
Gained an understanding of the primary sources which form the core texts of evolutionary
science.
In addition, H level students will:
11.5
Through examination of primary sources and contemporary scholarship, gained a broad
understanding of the contemporary public understanding of evolutionary science.
12. The intended generic learning outcomes
By the end of this module, all students will have:
12.1
Been encouraged to consider critically relevant intellectual concepts as well as differences of
opinion and interpretation amongst historians, and they will also be encouraged to develop their
ability to identify and solve problems
12.2
Been required to work both independently and within groups. Students will engage in
independent work, using library resources, and will practise and improve their skills in time
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UNIVERSITY OF KENT
management, historical research, organisation and analysis of material, oral presentations and
essay-writing.
12.3
Acquired the skill to communicate complex concepts effectively through written work. They
will acquire the ability to further develop skills they have already gained, which will be of use to
them in future study or occupations
12.4
Acquired the skill to present information creatively and accessibly and using appropriate ICTs.
In addition, H level students will:
12.5
Demonstrated the acquisition of an independent learning style, by showing the ability to
reflect on their own learning and by mediating complex arguments in both oral and written form
12.6
Approached problem solving creatively, and formed critical and evaluative judgments about
the appropriateness of these approaches
13. A synopsis of the curriculum
During the past 150 years a variety of scientific methods and metaphors have been used to
understand the ways in which species arise. Contrary to popular belief, Darwin did not cement this
science in place. In the forty years following his death, natural selection was ‘eclipsed’ by a variety of
understandings of evolution. Even after the so-called ‘new synthesis’ established by Julian Huxley,
evolution remained an oddly contentious science, with sometimes vicious debates between scientists
themselves, and between scientists and various sectors of the public (fundamentalists and feminists
to name but two). How does knowing that we are related to animals change our view of human
behaviour? Where was the cut-off between ape and human? Are all creatures inherently selfish or is
there a place in nature for altruism? This module seeks to understand what was at stake in such
debates, and how different accounts of evolution served the purposes of the contexts in which they
were articulated.
14. Indicative Reading List
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Adrian Desmond and James Moore, Darwin. Penguin UK, 1992
Ernst Mayr and William Provine, eds. The evolutionary synthesis: perspectives on the unification
of biology. Harvard University Press, 1998.
Ronald L. Numbers, Darwinism comes to America. Harvard University Press, 1998.
Peter Bowler, The Eclipse of Darwinism. Johns Hopkins University Press, 1992
James R. Moore, The post-Darwinian controversies: a study of the Protestant struggle to come to
terms with Darwin in Great Britain and America, 1870-1900. Cambridge University Press, 1981.
Robert E. Kohler, Lords of the fly: Drosophila genetics and the experimental life. University of
Chicago Press, 1994.
Evelyn Fox Keller. The century of the gene. Harvard University Press, 2009.
Jim Endersby, A Guinea Pig’s Guide to the History of Biology. William Heinemann, 2007
Ullica Segerstråle, Defenders of the truth: The sociobiology debate. Oxford: Oxford University
Press, 2000.
Primary texts: Darwin, Origin of Species; J. Huxley, The New Synthesis; E. O. Wilson,
Sociobiology; Dawkins, The Selfish Gene
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 learning outcomes
Contact hours: 10 lectures (1 hour each) and 10 seminars (2 hours). There will be one writing week
and one week devoted to individual essay return. Total contact time – 30 hours.
Total private study hours - 270
300 hours in total.
16. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
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UNIVERSITY OF KENT
The module will be assessed by 100% coursework.
Level I students will be assessed by:
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One 2500 word essay (worth 30% of the final module mark) and one 3500 word essay (worth
40% of the final module mark). Through the essays, students will be required to research a
subject and to formulate and present their own opinions, displaying a critical understanding of
relevant historiography [LOs 11.1-4; 12.1-4].
Two 800 word blog articles (each worth 15% of the final module mark), modelled on the HWord (guardian.co.uk) – i.e. each article should spring from a recent episode or debate
concerning evolution, and give a historical perspective on it. [LOs 11.4; 12.1-4]
Level H students will be assessed by:
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Two 3000 word essays (each worth 35% of the final module mark). Through the essays,
students will be required to research a subject and to formulate and present their own
opinions, displaying an advanced critical understanding of relevant historiography and primary
sources [LOs 11.1-5; 12.1-6].
Two 800 word blog articles (each worth 15% of the final module mark), modelled on the HWord (guardian.co.uk) – i.e. each article should spring from a recent episode or debate
concerning evolution, and provide a critical analysis and relevant historical perspective on it
[LOs 11.1-5; 12.1-6].
The essays will be moderated in accordance with faculty conventions. Informal feedback will be
sought as the module progresses. There will be a formal questionnaire at the end of it. On the basis of
it, a report will be made to the School's L & T Committee, which will in turn report to the Staff/Student
Liaison Committee.
17. Implications for learning resources, including staff, library, IT and space
Library, IT and space requirements are not exceptional.
18. 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.
19. Campus(es) where module will be delivered:
Canterbury
20. Partner College/Validated Institution:
21. University School responsible for the programme:
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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"
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
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"
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Head of School
Date
…………………………………………………….
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"
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Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
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Post
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Partner College/Validated Institution
Module Specification Template
Last updated October 2012
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