UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
04/12/2014
1.
Title of the module
Evolution of Human Diversity (SE593)
2.
School or partner institution which will be responsible for management of the module
Anthropology and Conservation
3.
Start date of the module
Autumn 2009 (revised for Autumn 2014 Autumn 2016)
4.
The number of students expected to take the module
50-70
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with other
relevant Schools and Faculties regarding the withdrawal
Replacement for SE561 (withdrawn)
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
H (FHEQ level: 6)
7.
The number of credits and the ECTS value which the module represents
15 credits, ECTS=7.5
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9.
Prerequisite and co-requisite modules
Prerequisites:
SE302 Foundations of Biological Anthropology (or equivalent).
SE567: Methodology in Anthropological Science (or equivalent).
10. The programmes of study to which the module contributes
BSc Anthropology; BSc Biological Anthropology.
This module is also suitable as an optional module for students of the following degree
programmes: BSc Medical Anthropology; BA Social Anthropology; BSc Wildlife
Conservation; BSc Human Ecology.
11. The intended subject specific learning outcomes
Subject Specific Learning Outcomes:
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Students will gain:
11.1. a concise understanding of evolutionary ecological theory, through the use of
modern human case-studies;
11.2. knowledge of and ability to critically use models and methods from population
genetics and population ecology as they apply to the analysis of human diversity;
11.3. an in-depth understanding of the behavioural and demographic diversity found
amongst human populations;
11.4. a critical understanding for how adaptation shapes the traits of human diversity,
and the ability to analyse and interpret data about this diversity;
11.5. an ability to analyse the nature and extent of human phenotypic adaptation to
varying environmental conditions.
12. The intended generic learning outcomes
Generic Learning Outcomes:
12.1. Students will develop highly transferable critical reasoning and evaluation skills.
12.2. Students will develop high quality written skills, assessed via a piece of written
coursework.
12.3. Students will develop learning and study skills as a result of independent
scholarly research into particular topics.
13. A synopsis of the curriculum
The nature and extent of the diversity observed amongst human populations has been at
the heart of anthropological enquiry for centuries. This module will provide an introduction
into human phenotypic and genetic diversity across the globe.
Biological anthropologists today use a variety of analytical models and techniques drawn
from population and quantitative genetics in order to analyse human biological diversity in a
meaningful way. Students will be introduced to these such that the complexities of
evolutionary ecological theory are readily understood. Students will learn the extent to
which humans have adapted to various environmental conditions as well as understanding
the effects of recent demographic changes and population expansions. Students will also
learn how human adaptations affect ecological patterns in the species that interact with
human populations. This facilitates a direct comparison with other ecological patterns while
placing human diversity in broad comparative perspective. This also serves as a platform
for critically evaluating claims of human uniqueness.
This module employs an evolutionary ecological framework for understanding human
diversity. Upon successful completion of this module, students will have a clear
understanding for the depth and breadth of human phenotypic diversity and will be familiar
with evolutionary and ecological explanations for how and why it changes through time and
across space. Students will learn about the scientific analysis of human diversity using a
range of models drawn from population ecology, life history theory, human biogeography,
and other fields. Although humans are employed as the case-study throughout the course,
this module is also of relevance and interest to all students interested in evolution,.
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14. Indicative Reading List
There is no core text for this module. The reading list will draw from a multi-disciplinary core
of texts, some of which are classics while others are recent. It will also include some recent
scientific literature from peer-reviewed journals.
Articles will be drawn from the following journals and other relevant sources where
appropriate:
Nature, Science, Proceedings of the National Academy of Sciences (USA), Proceedings of
the Royal Society, Journal of Human Evolution, Evolutionary Anthropology, Current
Anthropology, American Journal of Physical Anthropology, PLoS ONE, Evolution and
Human Behaviour, Entropy, Bioscience, American Naturalist, etc.
The following are example materials:
Moran, E.F., 2007. Human Adaptability: An Introduction to Ecological Anthropology,
Third edition. ed. Westview Press, Boulder, CO.
Brown, J.H., 1995. Macroecology. University of Chicago Press, Chicago.
Wachter, K.W., 2014. Essential demographic methods. Harvard University Press.
Charnov, E.L., 1993. Life History Invariants. Oxford University Press, New York.
Hill, K., Hurtado, A.M., 1996. Ache Life History: The Ecology and Demography of a
Foraging People. Aldine de Gruyter, New York.
Pigliucci, M., 2001. Phenotypic plasticity: beyond nature and nurture. Syntheses in
ecology and evolution.
Mielke, J.H., Konigsberg, L.W., Relethford, J.H., 2010. Human Biological Variation, 2nd
Edition, 2 edition. ed. Oxford University Press, New York.
Weinstein, M. (Ed.), 2014. Sociality, Hierarchy, Health: Comparative Biodemography: A
Collection of Papers, The National Academies Collection: Reports funded by National
Institutes of Health. National Academies Press (US), Washington (DC).
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
module learning outcomes
The module will include a total of 22 contact hours per student comprising a mixture of
lectures and seminars (11 x 1hr lectures and 11 x 1 hr 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 as well as covering the specifics of key models and analytical
techniques. Students will be expected to contribute to seminars through critical
discussion of the issues raised during lectures. The assessed essay will provide students
with the opportunity to develop their scholarly and transferable skills, by actively
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engaging with the literature and providing a scientifically written and well-constructed
argument relating to a specific topic.
Weekly Lectures
Seminars
Independent study/Preparation (128
hours)
11.1 – 11.5
11.1 – 11.5, 12.1, 12.2
11.1– 11.5, 12.2, 12.3
16. Assessment methods and how these relate to testing achievement of the intended module learning
outcomes
Assessment will be 100% coursework
Coursework:
Methods essay: 30% - outcomes: 11.2, 11.3, 11.4 12.1, 12.2, 12.3. This will consist of a short 1500
word essay that develops understanding for current quantitative methodologies and practice writing a
short official manuscript. A written mode of assessment rewards scholarly research and critical
thinking.
Moodle exercises: 70% - outcomes: 11.1 - 11.6, 12.1, 12.2. These four assessed exercises give
students practice interpreting and working with the course material. They will consist of short answer
questions and worked problems where students analyse data using methods taught in the course.
17. 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.
18. The School/Collaborative Partner (delete as applicable) 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/dyslexia support service, and
specialist support will be provided where needed.
19. Campus(es) where module will be delivered:
Canterbury Campus
If the module is part of a programme in a Partner College or Validated Institution, please complete
the following:
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"
24th April 2014
..............................................
Date
................................................................
Director of Learning and Teaching
Dr. Raj Puri
(Dr. Tatyana Humle)
…………………………………………………
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"
29th April 2014
..............................................
Date
.................................................................
Head of School
Professor João Pina Cabral
…………………………………………………….
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"
.................................................................
..............................................
Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
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UNIVERSITY OF KENT
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated February 2013
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