UNIVERSITY OF KENT
Module Specification
1
The title of the module:
Conservation and Communities (DI520)
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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:
1998
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The cohort of students (onwards) to which the module will be applicable:
2008-09 entry
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The number of students expected to take the module:
50
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Modules to be withdrawn on the introduction of this proposed module and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:
None
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The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
H (FHEQ Level: 6)
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The number of credits which the module represents:
15
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Which term(s) the module is to be taught in (or other teaching pattern):
Spring
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Prerequisite and co-requisite modules:
None
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The programmes of study to which the module contributes
Biodiversity Conservation and Management; Wildlife Conservation
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The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
Knowledge of the history of western conservation approaches towards local communities
A broad conceptual understanding of the social context of conservation, including economic,
cultural and political factors
Familiarity with different forms of community conservation and key issues in its implementation
Basic skills in qualitative and quantitative social science research methods
A critical approach to analysis of the current conservation-preservation debate
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These contribute to the programme learning outcomes A3, A5, A6, A10, and C2.
13
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
The following transferable skills, practiced on this module, are built throughout the degree
programme:
 The ability to carry out library research, critically evaluate published journal papers, and
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cite them correctly
The ability to produce a concise and well-structured piece of written work on a set topic.
Increased confidence in presentations, group work, critical evaluation and seminar
participation.
These contribute to programme learning outcomes B1,2,3,5,6,7; D1,2,4,5,6,7.
14
A synopsis of the curriculum
The driving causes of biodiversity loss are not just ecological, but also political, economic and
cultural, and conservationists need to acquire the knowledge and skills to address broader social
contexts. This module aims to introduce students to cutting-edge debates about the place of local
people in biodiversity conservation, and provide them with an overview of the essential role that
the social sciences play in the analysis of environmental issues. Objectives of the module are to
provide students with a broad conceptual understanding of the social context of conservation, and
particularly of the importance of politics and economics; knowledge of the history of conservation
approaches towards local communities; familiarity with key issues in the implementation of
community conservation; and a critical approach to analysis of the current conservationpreservation debate.
15
Indicative Reading List
Russell D and Harsbarger CGroundwork for Community Based Conservation
Mulder MB and Coppolillo PConservation: Linking ecology, economics and culture (2005)
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
Contact hours consist of twelve 1-hour lectures and twelve 1-hour seminars, giving a total of 24
hours. Lectures are used to provide a core body of information on which the rest of the course is
constructed, and are illustrated with case study presentations. Seminars are highly participative and
require students to work in teams, to debate, and to make presentations. Seminars also make use
of video and role play as well as conventional sessions to discuss set texts. Throughout the course,
the emphasis is on critical evaluation and recognition that there is often no absolute ‘correct’
answer.
Students are expected to carry out independent study up to a total of 126 hours, which will include
background reading to the course and assessed written assignments.
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Current assessment: 50% Coursework; 50% 2-hour Written Examination
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Implications for learning resources, including staff, library, IT and space:
None
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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
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
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Print Name
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Date