UNIVERSITY OF KENT
Module Specification
1.
The title of the module
Evolutionary Genetics and Conservation (DI503)
2.
The School which will be responsible for management of the module
Anthropology and Conservation
3.
The Start Date of the Module
2008
4.
The cohort of students (onwards) to which the module will be applicable
2007
5.
The number of students expected to take the module:
30-35
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant School and Faculties regarding the withdrawal.
N/A – change to existing module
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
Stage 2 and 3 undergraduate students (H) (FHEQ Level: 6)
8.
The number of credits which the module represents
15
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring (alternate years)
10.
Prerequisite and co-requisite modules:
At least three DI modules.
11.
The programmes of study to which the module contributes:
BSc Biodiversity Conservation and Management, and BSc Wildlife Conservation.
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
Students will learn the different issues involved in evolutionary genetics, both from a
theoretical standpoint, as well as gaining knowledge of the practical tools available to
measure genetic diversity and evolutionary distinctiveness for making conservation
management decisions. By the end of the module, students should be able to know
about, and discuss intelligently:
 Genetic Diversity in Natural Populations.
 Genetic Management of Wild & Captive Populations.
 Problems Encountered by Small Populations.
 Molecular Phylogenies & Evolutionary Distinctiveness.
 Evolution & Conservation of Island Populations.
The above subject specific learning outcomes for this module will relate to the following
CD94 and CD14 programmes major learning outcomes as follows:

A, 1: ‘Fundamental ecological concepts and how they apply to conservation biology
and biodiversity management’; this module will contextualise the importance of
evolutionary genetics within the broader remit of conservation biology and ecology.
 A, 7: ‘Patterns and processes governing global biodiversity’: this module will
integrate the genetic problems associated with small population biology alongside
global evolutionary processes.
 A, 8: ‘Genetics and behavioural ecology in conservation issues’: this module will
provide the knowledge to be able to interpret genetic data acquired for endangered
species and relate this to behavioural data in the context of conservation biology.
In addition, this module will address all of the intellectual skills under the CD94 and
CD14 programme specifications.
Key Skills
Among the key skills recognized by the School, that students will acquire in the course of
fulfilling the requirements of this module and which they will be encouraged to develop are:
Information Technology, Application of number, Communication, problem-solving, and
Working With Others.
13.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
This module will examine two broad areas. First, the principles of genetics within a context
of conservation will be introduced, ranging from the maintenance of genetic diversity in
natural populations, to population genetic management of wild and captive populations, the
genetic problems encountered by small populations, the concept of extinction, and the
modern molecular tools available to conservation geneticists. Second, the application of
molecular phylogenetics to conservation will be explored, how measures of evolutionary
distinctiveness can aid biologists in priority-setting for conservation, and the mechanisms
involved in the evolution of island biota. Case studies will be used to illustrate these and
other topics throughout the course. A 1-day field trip to the Chiltern Hills will allow students
to study at first hand the Cypaea nemoralis genetic system, a classic genetic system.
In relation to the programme learning outcomes for CD94 and CD14, the module will:
 Develop the ability of students to be aware of issues and practices involved with
managing protected areas (A, 6).
 Develop student awareness of how evolutionary genetic processes can help to
inform biodiversity law and legislative frameworks (A, 9).
 Contribute to field biology skills (surveys, sampling, etc.) via the field trip to collect
genetic data on Cypaea nemoralis snails (C, 18).
 Enhance the ability of students to analyse and appraise conservation case studies
(C, 21).
 Enhance the ability of students to interpret scholarly publications (B, 15).
 Assist development of student’s independent research skills (D, 29).
 Develop, through discussion seminars, student’s group work skills (D, 30).
14.
A synopsis of the curriculum
Genetics forms the basis of the diversity of life on earth, and is fundamental to biodiversity,
speciation, evolutionary ecology, and has become recognized to be vital to the successful
restoration of endangered species. An understanding of the evolutionary processes that
foster biodiversity and genetic diversity is essential for modern conservation biologists,
across timescales ranging from a few generations to millions of years. Students will gain an
understanding of the importance of genetic processes and evolutionary mechanisms within
the context of conservation.
15.
Indicative Reading List
The following listed books and journal articles serve as a good introduction to this module.
Recommended Texts include those book titles that span many topics covered within the
module, and some pay more attention to particular aspects than others. Recommended
journal articles have been arranged by topic. Throughout the year, students will also need
to keep up with the main scientific journals, such as Nature, and Science. In addition,
students will be encouraged to check regularly those titles more closely associated with
evolutionary genetics and conservation, such as Trends in Ecology and Evolution,
Conservation Biology, Conservation Genetics, Animal Conservation, and Molecular
Phylogenetics and Evolution (all of which are available online), which will keep them up-todate with emerging new ideas and case-studies. Trends in Ecology and Evolution is
particularly useful (and very readable) for summary treatments of particular issues.
Students will need to demonstrate in their examinations that they have undertaken
independent reading in order to pass this course. (§Recommended Purchase).
Recommended Text:
S § Frankham, R., Ballou, J. D. & Briscoe, D. A.
(2002). Introduction to
t
Conservation Genetics. Cambridge University Press.
e
a
r §
Frankham, R, J. D. Ballou and D.A. Briscoe. (2004). A primer of
n
Genetics.
Cambridge
University
Press.
s,Conservation
S. C. & Hoekstra,
R. F. (2000).
Evolution
– An Introduction.
Oxford University Press.
Nei, M. & Kumar, S. (2000). Molecular Evolution and Phylogenetics. Oxford University
Press.
Maynard Smith, J. (1998). Evolutionary Genetics. Oxford University Press.
Landweber, L. F. & Dobson, A. P. (1999). Genetics and the extinction of species – DNA
and the conservation of biodiversity. Princeton University Press, New Jersey.
Caughley, G. & Gunn, A. (1996). Conservation Biology in Theory and Practice. Blackwell,
Oxford.
Bennett, P. M. & Owens, I. P. F. (2002). Evolutionary Ecology of Birds – Life histories,
mating systems and extinction. Oxford Series in Ecology & Evolution. Oxford University
Press.
Schluter, D. (2001) The Ecology of Adaptive Radiation. Oxford Series in Ecology &
Evolution. Oxford University Press.
Grant, P. (2002). Ecology and Evolution of Darwin’s Finches. Princeton University Press.
Soule, M. E. (1987). Viable Populations for Conservation. Cambridge University Press.
Meffe, G. K. & Carroll, C. R. (1997). Principles of Conservation Biology. Sinauer
Associates.
Avise, J. C. (1994). Molecular Markers, Natural History and Evolution. Chapman & Hall,
London.
Scott, J. M., Conant, S. & Van Riper III. (2002). Evolution, Ecology, Conservation, and
management of Hawaiian Birds: A vanishing Avifauna. Studies in Avian Biology No. 22.
Allen Press, Inc., Kansas.
Mindell, D. P. (1997). Avian Molecular Evolution and Systematics. Academic Press,
London.
Frankel, O. H. & Soulé, M. E. (1981). Conservation and Evolution. Cambridge University
Press.
Smith, T. B. & Wayne, R. K. (1996). Molecular Genetic Approaches in Conservation.
Oxford University Press, New York.
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
The module will be taught through lectures (12 x 1 hr) as well as through seminars (12 x 1
hr). A 1-day field trip to the Chiltern Hills will allow students to study at first hand the
Cypaea nemoralis genetic system, a classic genetic system.
17.
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Assessment is by 100% examination. This assessment weighting is in response to informal
feedback from previous external examiners that have reviewed earlier cohorts of
examination papers and associated coursework, in that for this topic in particular
(evolutionary genetics) they recommended that for assessing students on their knowledge
of fundamental genetic theory, appropriate use of mathematical concepts and appropriate
use of biological/evolutionary case-studies to illustrate these points, that this is better
achieved by examination.
18.
Implications for learning resources, including staff, library, IT and space
Students will use standard lecture rooms and seminar rooms.
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
The curriculum, learning and teaching methods and forms of assessment for this module
do not present any non-justifiable disadvantage to students with 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"
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Director of Learning and Teaching
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Date
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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
…………………………………………………….
Print Name
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Date