UNIVERSITY OF KENT
MODULE SPECIFICATION
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The title of the module:
Methodology in Anthropological Science (SE567)
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The School which will be responsible for management of the module:
Anthropology and Conservation
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The Start Date of the Module:
January 2005
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The number of students expected to take the module:
10-15
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Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal:
Minor changes will be required in the existing module SE533. The new module will be used in place of
DI508 for the anthropology and biological anthropology BSc students. DI508 will remain in the
curriculum for the biodiversity and conservation students. All relevant parties consulted
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The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
Honours H (FHEQ level: 6)
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The number of credits which the module represents:
15 Credits (1 unit)
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Which term(s) the module is to be taught in (or other teaching pattern):
Lent
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Prerequisite and co-requisite modules:
Life Systems and Processes (DI308) or equivalent.
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The programmes of study to which the module contributes:
BSc in Biological Anthropology, BSc in Anthropology, BSc Medical Anthropology
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The intended subject specific learning outcomes and, as appropriate, their relationship
to programme learning outcomes:
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Knowledge and understanding of theoretical concerns, and methods in biological anthropology
Knowledge and understanding of hypothesis building, methods of data collection, referencing,
research design, ethical research methods, and the correct format of a research project.
An in depth understanding of statistics and data handling including use of SPSS
Exposure to methodological approaches to the study of human evolution and behaviour and ability to
critically evaluate new research in the field.
All of these learning outcomes directly relate to the programme’s learning outcomes of knowledge and
understanding of biological anthropology.
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Critical thinking
Development of writing skills, such as clarity and correct referencing of sources
Development of reading skills
Development of oral presentation skills
Time management and preparation
Organisation of information in a clear way
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Development of skills in quantitative research methods, data handling, and analysis
These learning outcomes will allow students to develop and demonstrate intellectual and subject-specific
skills (including critical thinking and argumentation, reasoning and reflection, information structuring, analysis
and synthesis, application of theory, appropriate use of sources, and clarity in thinking) and key transferable
skills, including communication and information technology (e.g., undertaking on-line research, producing
written documents), problem solving, and self-motivation.
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A synopsis of the curriculum
This course will introduce students to anthropological research, as well as basic statistics and data handling,
through a combination of seminar/practicals on research methods, practical ‘pen and paper’ statistics, and
instruction in the use of the computer program SPSS. The goal of this course is to understand how
anthropological research works, and how to design and undertake an independent research project. Topics
covered include an introduction to parametric and non-parametric statistical techniques, how to use SPSS,
how to build and tests hypotheses, and field research methods
Seminar/practical topics will include:
 Anthropological research design
 Essential computing skills
 Introduction to statistics
 Parametric techniques
 Non-parametric techniques Statistical tests in SPSS
 Analysing data and writing a dissertation
 Field methods for primate behaviour
 Field methods for social science, including questionnaire development
 Field methods for osteoarchaeology, including analysis of faunal remains
 Presentation of project proposals
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Indicative Reading List
General research
Dunbar, R. (1995). The Trouble With Science. London: Faber & Faber.Ford, E.D. (2000). Scientific Method for
Ecological Research. Cambridge University Press.
Lasker, G.L. & Mascie-Taylor, C.G.N. (1993). Research Strategies in Human Biology. Cambridge:
Cambridge University Press.
Day, R.A. (1998). How to Write and Publish a Scientific Paper (5th ed). Cambridge: Cambridge University
Press.
Pechenik, J.A. & Lamb, B.C. (1994). How To Write About Biology. London: HarperCollins.
Bell, J. (1999). Doing Your Research Project: A Guide for First Time Researchers in Education and
Social Science (3rd Ed.). Open University Press.
Bernard, H.R. (1995). Research Methods in Anthropology (2nd ed.). AltaMira Press.
Silverman, D. (1997). Qualitative Research: Theory, Method and Practice. London: Sage
Publications.Emerson,
R.M., Fretz, R.I. & Shaw, L.L. (1995). Writing Ethnographic Fieldnotes. Chicago: University of
Chicago Press.
Spradley, J.P. (1980). Participant observation. London: Holt, Rinehart & Winston.
Statistics and SPSS
Clegg, F. (1982). Simple Statistics: A Course Book of the Social Sciences. Cambridge: Cambridge
University Press.
Dancey, C.P, and Reidy, J. (2002) Statistics Without Maths for Psychology (2nd ed.). Prentice Hall.
Foster, J.J. (2001). Data Analysis Using SPSS for Windows. New Edition: Versions 8 — 10. London: Sage
Publications. Fowler, J, Cohen, L and Jarvis, P. (1999). Practical Statistics for Field
Biology. Wiley
Rowntree, D. (1988). Statistics Without Tears. Penguin
Sokal R, and Rohlf, F.J. (1995). Biometry (3rd ed.). Freeman and Co.
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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
Study hours: 150 overall, in term time 2 per week in Lecture and seminar/practical format, and 8 private study
hours per week. All leaning outcomes will be addressed through presentation of relevant material in seminars
and practicals.
Seminar/practicals should help achieve the learning outcomes of knowledge of methods in anthropological
science, integrative understanding of evolutionary anthropology research, integrating materials, time
management, critical thinking, and experience in critically examining original research papers.
Reading should help achieve the learning outcomes of knowledge of relevant theories, organization of
material in a clear way, development of reading skills, and time management and preparation.
Writing a research proposal should help achieve the learning outcomes of organization of material in a clear
way, critical thinking, integrative understanding of hypothesis building and quantitative methods, experience in
integrating materials, development of writing skills, and time management.
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes
3 assessed practicals (25% each)
One short oral presentation and associated written research proposal (25%) (2000 words) will be designed to
measure the quality of analysis and critical thinking deriving from the module
17 Implications for learning resources, including staff, library, IT and space:
Dr. Sarah Johns will convene this module. The statistics portions of this module will be taught by Christine
Eagle. Library and school resources, both textual and electronic, will be regularly reviewed and course
handouts will be revised on an annual basis with extra purchases made where necessary. Existing Library and
IT resources are adequate for this module. The widespread interest of staff members in methods of
anthropological science means that, even when the chief convenor is not available, there will be no trouble in
staffing the module.
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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 forms of
assessment do not present any non-justifiable disadvantage to students with disabilities. With notice suitable
provisions, such as producing adapted/enlarged handouts for people with visual impairment, will be made.
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"
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Director of Learning and Teaching
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Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and
will be responsible for its resourcing"
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Head of School
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Date