UNIVERSITY OF KENT Programme Specification Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she passes the programme. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the programme handbook. The accuracy of the information contained in this specification is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. BSc (Hons) Biological Anthropology University of Kent University of Kent Canterbury Campus N/A BSc (Hons) Biological Anthropology L620 Anthropology 1. 2. 3. 4. 5. 6. 7. 8. Awarding Institution/Body Teaching Institution Teaching Site Programme accredited by: Final Award Programme UCAS Code (or other code) Relevant QAA subject benchmarking group(s) 9. Date of production/revision 10. Applicable cohort(s) 14/10/2011 2007 onwards 11. Educational Aims of the Programme The programme aims to: 1. Prepare graduates for employment and/or further study in their chosen careers through developing students’ transferable skills.(SB) 2. Develop the critical and analytical powers of the student with respect to biological anthropology. (SB) 3. Develop critical, analytical problem-based learning skills. (SB) 4. Provide the student with the skills to adapt and respond positively to changes in the discipline. (SB) 5. Provide students with a broad range of knowledge in the discipline of anthropology, stressing the need for a biological approach to the subject, and showing how it is closely linked to other academic disciplines such as biology, psychology, archaeology and forensic sciences. (SB) 6. Provide a grounding in human and primate biological variation and make explicit the links between biological and sociocultural processes. (SB) 7. Facilitate the educational experience of students through the provision of appropriate pedagogical opportunities for learning. (SB) 8. Ensure that the research of School staff informs the design of modules, and their content and delivery in a manner that is efficient and reliable, and enjoyable to students. (SB) 1 12. Programme Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas. The programme outcomes have references to the HEFCE QAA subject benchmarking statement for Anthropology (with particular reference to the Biological Anthropology section). Knowledge and Understanding Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstrated A. Knowledge and Understanding of: 1. Major aspects of human evolution, including the significant fossil evidence and its contextual associations, and behavioural and ecological reconstructions based on these. (SB) 2. The similarities and contrasts between humans and other primates, and their significance for human adaptive success. (SB) 3. Selected aspects of primate diversity, behaviour, and acquaintance with relevant concepts of primatology. (SB) 4. Aspects of human genetic and/or phenotypic diversity, their evolutionary implications and significance for schemes categorising human variability. (SB) 5. The range and flexibility of individual biological responses, and awareness of the distinction between such adaptability and population adaptation. (SB) 6. Biosocial perspectives on human ecology, for example, subsistence and dietary diversity, and comparative study of health, well-being and disease across societies and/or over time. (SB) 7. Consideration of human life history patterns, reproductive influences, and population size and structure, and aspects of applied anthropology, including development studies. (SB) 8. Awareness of the nature, complexity and richness of human biological diversity and have an appreciation of Teaching and Learning Acquisition of Programme Learning Outcomes (PLOs) is through a combination of lectures, seminars, laboratory classes and field trips. Core modules provide a thorough grounding in core themes within biological anthropology. At Stage 2, the compulsory methodology module prepares students with the analytical and statistical skills needed to pursue the independent research module at Stage 3. A broad range of optional modules in biological anthropology provide students with the opportunity to develop their knowledge and understanding of biological and evolutionary anthropology in a holistic way. Assessment Assessment at all stages is via a combination of assessed coursework, unseen written examinations and project work. Coursework assessments are very varied and include analytical essays, poster presentations, verbal presentations, research theses, laboratory reports and portfolios. Progress is monitored throughout the year through a combination of assessed coursework and discussions with academic staff. 2 its social and ethical implications. (SB) 9. For each of these themes an awareness of evolutionary principles relevant to the study of human evolution and adaptation, and which inform understanding. (SB) 10. In depth understanding of current issues relating to biological anthropology. Skills and Other Attributes B. Intellectual Skills: 1. Learning and study skills; (SB) 2. The capacity to express one's own ideas in writing, to summarise the arguments of others, and to distinguish between the two; (SB) 3. Independence of thought and analytical, critical and synoptic skills; (SB) 4. Scholarly skills, such as ability to make a structured argument, reference the works of others, and assess historical evidence; (SB) 5. Academic skills, such as ability to make a structured argument, reference the works of others, and assess historical evidence; (SB) C. Subject-specific Skills: 1. Acquaintance with and ability to interpret varied information on aspects of human biological diversity; (SB) 2. Ability to analyse and evaluate relevant qualitative and quantitative data utilising appropriate techniques; (SB) 3. Ability to design and implement a project involving data collection on some aspect(s) of biological anthropology, and to display relevant investigative, analytical and communication skills; (SB) 4. Deepened understanding of the subject, and qualities of mind associated with intellectual reflection, evaluation and synthesis. (SB) 5. An ability to understand how human beings are shaped by and interact with The attainment of these skills and their assessment are achieved through the content and delivery of all the programme modules in which students will be specifically directed to all these matters in the course of lectures, seminars and classroom work in general. Written assignments, project work and oral work in seminars are specifically designed to inculcate and enhance intellectual skills over the whole period of the programme. Specific modules deal with major concepts in biological anthropology, facilitating the acquisition of all subjectspecific skills listed. In addition, we encourage students to make intellectual links between the biological and social phenomena about which they are learning, in the course of their reflective learning, reading and writing. 3 their social and physical environments, and an appreciation of their social and biological diversity; (SB) 6. Ability to formulate, investigate and discuss anthropologically informed questions; (SB) 7. Competence in using major theoretical perspectives and concepts in biological anthropology; (SB) 8. The ability to apply anthropological knowledge to a variety of practical situations, personal and professional; (SB) D. Transferable Skills: 1. Information retrieval skills in relation to primary and secondary sources of information; (SB) 2. Communication & presentation skills (using oral and written materials and information technology; (SB) 3. Time planning and management skills; (SB) 4. Ability to engage in constructive discussion in group situations and group work skills; (SB) 5. Statistical& computing methods. (SB) Not assessed independently, all are outcomes of programme specific skills All modules require the acquisition of one or more of these skills and instruction and feedback is provided to students in relation to their learning and performance. The School is especially strong on assisting students in acquiring IT skills. Group work and communication skills are particularly encouraged in small seminar groups where students are expected to share ideas and discuss arguments and critical positions, working sometimes in small groups and sometimes being required to make responses as individuals. For more information on which modules provide which skills, see the module mapping. 4 13. Programme Structures and Requirements, Levels, Modules, Credits and Awards The programme is offered on a full-time and a part-time basis. Full-time Students complete the programme in three years and part-time students normally in six years. Study on the programme is divided into a number of modules. Single-weighted modules carry 15 credits and double-weighted modules 30 credits. One credit corresponds to approximately 10 hours of ‘learning time,’ which includes taught and supervised classes and all private study and research. The programme is divided into three stages each comprising 120 credits. Students will normally take modules equivalent to 60 credits in both terms 1 and 2 and are expected to divide their weekly workload evenly between all modules. Students must achieve specified requirements before being permitted to proceed to the next stage. For full-time students each stage represents an academic year of study. Thus, for a full-time student, each year involved approximately 1200 hours of learning time. Each module is designated at one of three ascending levels, Certificate (C), Intermediate (I) or Honours (H). To be eligible for the award of an honours degree students normally have to obtain 360 credits, at least 210 of which must be Level I or above, and at least 90 of which must be level H or above. The structure of the programme is divided into three stages. At Stage 1 required modules cover basic topics in all aspects of anthropology, as well as generic academic and study skills. This stage prepares students for the more advanced and specialised modules at Stages 2 and 3. In Stage 2 core and subject-specific knowledge and skills are developed. Required modules provide the necessary grounding in biological anthropology and the methodological training required for the successful completion of the Stage 3 dissertation module. In Stage 3 knowledge and skills in the practice of biological anthropology are consolidated. Students can choose modules alongside their required dissertation module to contextualisation their knowledge of the broader discipline of Anthropology. WILD MODULES: Students may, with approval of the Director of Studies, take up to 30 credits at Stage 2 and 3 outside of the core modules offered within the School of Anthropology and Conservation, as long as they are consistent with the main aims of the programme. Note: * indicates modules that are non-compensatable and non-condoneable for this programme. Code Title Stage 1 *Required Modules SE301 Introduction to Social Anthropology SE302 Foundations of Biological Anthropology 5 Level Credits Term(s) C C 30 30 1&2 1&2 SE307 Thinkers and Theories: An C Introduction to the History and Development of Anthropology SE308 Skills for Anthropology and C Conservation Recommended Modules SE305 Practical Introduction to Biological C Anthropology SE306 Animals, People and Plants C SE309 Violence and Conflict in the C Contemporary World BI307 Human Physiology and Disease C OR BI305 Fundamental Human Biology C Stage 2 *Required Modules SE567 Methodology in Anthropological H Science SE581 Biological Anthropology: The H Human Animal SE582 Comparative Perspectives in Primate H Biology Stage 3 *Required Modules SE533 Project in Anthropological Science H Recommended Modules (Stage 2 or 3 unless stated) SE541 The Evolution of Hominin H Behaviour (Stage 3) SE565 Sex, Evolution and Human Nature H (normally Stage 2) SE566 Human Osteology (Stage 2) H SE569 Palaeopathology (Stage 3) H SE570 Current Issues in Evolutionary H Anthropology (Stage 3) SE580 Primate Behaviour and Ecology H (normally Stage 2) SE593 The Evolution of Human Diversity H (normally Stage 3) Optional Modules (Stage 2 or 3 unless stated) DI503 Evolutionary Genetics and H Conservation SE542 Human Ecology H SE549 The Anthropology of Health, Illness H and Medicine SE568 History of Evolutionary Thought H SE575 Medicinal Plants, Traditional H Healing, and Drug Discovery SE585 Anthropology of Eating: From the H 6 15 2 15 1 15 1&2 15 15 2 1 or 2 15 1&2 15 1&2 15 2 15 2 15 1 30 1&2 15 1 15 1 15 15 15 1 1 2 15 2 15 2 15 2 15 15 2 2 15 15 1 1 15 1 Raw to the Cooked Students may take up to 30 credits of ‘wild’ modules outside of the School. Appropriate ‘wild’ modules: PS502 Forensic Archaeology H 15 2 BI637 Forensic DNA Analysis (normally H 15 1 Stage 2) HI724 The Politics of Progress: Science and H 30 1 Social Change, 1815-1895 LW584 Forensic Science in Criminal Trials H 15 1 LW615 Neuroscience in Law: Forensic, H 15 1 or 2 Medical and Ethical Aspects Students may take other ‘wild’ modules options consistent with the programme aims with the approval of the Director of Studies. 14. Work-Based Learning Where relevant to the programme of study, provide details of any work-based learning element, inclusive of employer details, delivery, assessment and support for students. Not Applicable 15. Support for Students and their Learning Students are provided with introductory information including access to handbooks outlining programmes of study within the School and the Faculty as well as general university information outlining the students' charter and describing the facilities available on campus. All first year students are enrolled in an academic skills module (SE308) which covers topics such as plagiarism, good practice in writing essays and effective exam preparation. The School has its own computer room equipped with computers for student use. These are in addition to the computers available for the general use of students in common areas such as the library. One member of staff is a technical officer responsible for IT provision within the School and has special responsibility for assisting students with IT related problems. The technical officer also offers support in statistics. There is also a biology teaching laboratory. This lab has range of specialist equipment for use in biological and anthropological science teaching, including equipment for use in anthropometry and morphometrics, basic molecular biology equipment, skeletal material and a first rate collection of fossil primate and human casts, heart rate monitors, and microscopes. These pieces of equipment are used in taught practical sessions and are also available for use by students for individual projects. The library is well provisioned with anthropological textbooks, current journals, monographs and new books are regularly ordered so that staff and students can keep up to date with developments in the discipline. All members of staff keep special office hours during the week for any students who wish to consult them. In addition students are from their initial registration in the first year all assigned to individual members of staff who act as their tutors throughout their time at the university. The role of the tutor is to provide advice on matters ranging from the choice of modules that students should take and general 7 academic guidance to personal support in pointing students in the direction of services which the university can offer the individual. Among central support services which the university provides are: 1) A Medical Centre on the campus of the university. 2) The Unit for the Enhancement of Learning and Teaching which offers short sessions on study skills as well as individual advice. 3) A counselling service for students facing personal difficulties. 4) A Careers Office. 5) A Statistics Help Desk 6) Disability and Dyslexia Support Service 16. Entry Profile Entry Route For fuller information, please refer to the University prospectus Standard offer of 340 UCAS points at A-level (AAB) with flexible offers down to 300 points at A-level (BBB) OR international equivalent OR satisfactory pass in an approved Foundation or Access programme. A-Level Sciences (Biology preferred) or Psychology (B or better). International Baccalaureate (IB) 33 points with 17 at Higher level BTEC national diploma – 3 Distinctions In order to enter directly onto a degree programme foreign students will also need to demonstrate a proficiency in English. What does this programme have to offer? Biological anthropology draws upon and connects with other disciplines within the life sciences. As with these, its subject matter is unified by evolutionary paradigms, and there is a corresponding focus on evolutionary mechanisms and perspectives. Major, well-defined areas of study include human evolution, behaviour and ecology, skeletal biology, and primatology. There are also extensive links to archaeology, psychology and life sciences. The programme offers a unique opportunity to study a comprehensive range of subjects that will prepare students for a variety of careers in related and unrelated fields. Personal Profile An interest in human or primate biology and/or biologically related systems. A willingness to engage in informed debate about current and often controversial issues relating to the context of humans and other primates and their evolution, development and environments. Suitable levels of numeracy and/or a willingness to develop them. A willingness to acquire IT skills. A commitment to develop the skills required to analyse real-life problems. 17. Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards Reliance on external examiners' reports to evaluate the teaching and learning 8 standards. Compilation of annual reports evaluating the previous year's programme. The annual report is itself based on evaluations of the teaching of all modules in the School. Scrutiny of student evaluations for each module. In addition to giving numerical scores relating to teaching and learning the students are also encouraged to write extensive comments on what they liked and disliked about the module. Matters of teaching and learning are also regularly the subject of formal and informal meetings among members of staff who often teach jointly together and attend each other's lecture and seminars. Individual members of staff sit on national committees that discuss the teaching and learning of anthropology and report back on discussions to their colleagues. Members of staff are actively involved in preparing readers and textbooks for the teaching of their subject nationally and internationally. Committees with responsibility for monitoring and evaluating quality and standards A Board of Examiners meets to discuss examination procedures, exam question papers and the results of exams. There is a School Learning and Teaching Committee which receives input from its own sub-committees and from the Anthropology Academic Committee and reports to the Faculty Committee of Learning and Teaching which in turn reports to the University Learning and Teaching Board. A staff-student Consultative Committee meets three times a year to discuss matters relating to teaching and learning. Students are encouraged to bring matters to the attention of the committee via the Student Rep system. Mechanisms for gaining student feedback on the quality of teaching and their learning experience In addition to mechanisms mentioned above - committees and students module evaluations - we encourage students to comment orally on the teaching of modules mentioning for example aspects of practical work that they have or have not enjoyed. Students have the opportunity to meet with the Programme Convenor (Director of Studies) several times each year to discuss any problematic issues relating to the structure or running of the programme. Students also have the opportunity to meet with their personal tutor on a regular basis to discuss any aspect of their academic progress. Staff Development priorities include: All new members of staff are required to take a programme of study leading to a Postgraduate Certificate in Higher education. In addition all new members of staff are assigned mentors or supervisors with whom they discuss teaching and learning practices and from whom they seek advice on School learning and teaching procedures. The Unit for the Enhancement of Learning and Teaching organises regular inservice short courses and workshops which staff are encouraged to attend. There is an annual appraisal system in operation that allows staff the opportunity to discuss their performance of the previous year and outline their plans for the coming year. Members of staff belong to professional anthropological associations and regularly attend conferences at which they share information with fellow 9 anthropologists from other institutions. The Anthropology wing of the School holds a regular seminar series for staff and postgraduates during the year and visiting speakers are invited to discuss their research. 18. Indicators of Quality and Standards Our School is internationally recognised by anthropologists, including those working in biological anthropology, social anthropology, ethnobiology and additional sub-fields (e.g. primatology, palaeoanthropology etc). Members of staff teaching on the programme have active research programmes, resulting in regular published outputs. Staff are active in developing collaborative research links with academics at a wider national and international level. Teaching Quality Assessment: Excellent. Research Assessment Exercise: 5. Members of staff regularly sit on national anthropology committees and are frequently asked to be external examiners for departments of anthropology nationally and internationally. The following reference points were used in creating these specifications: The national Subject Benchmark Statement for Anthropology (2007). ISBN 9781 844827787: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subj ect-benchmark-statement-Anthropology-.aspx The results of the periodic review on anthropology conducted internally within the university. The School mission statement. The School RAE (Research Exercise) statement sent for peer review at a national level. The University Plan. The knowledge and expertise of the biological anthropology teaching staff. 10