UNIVERSITY OF KENT
Module Specification
1.
The title of the module
Evolution of Human Diversity (SE593)
2.
The School which will be responsible for management of the module
Anthropology and Conservation
3.
The Start Date of the Module
Autumn 2009
4.
The cohort of students (onwards) to which the module will be applicable.
Stage II/III module for students matriculating in September 2007 onwards
5.
The number of students expected to take the module
Up to 40 students
6.
Modules to be withdrawn on the introduction of this proposed module and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Replacement for SE561 (withdrawn)
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
H (FHEQ level: 6)
8.
The number of credits which the module represents
15 credits
Note: undergraduate full-time students take modules amounting to 120 credits per year and
postgraduate full-time students take modules amounting to 180 credits per year for a
Masters award
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
10.
Prerequisite and co-requisite modules
Prerequisite: Either SE302 Foundations of Human Culture OR DI308 Life’s Systems and
Processes. Students are recommended to have taken SE581 and SE582.
11.
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 Biodiversity Conservation and Management.
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme
This module deals specifically with the biological evolution of the human species. It
employs an explicitly microevolutionary framework for understanding the biological diversity
of humans at a global level. Upon successful completion of this module, students will a
clear understanding of how enquiry into human diversity over the past three centuries has
shaped the modern disciplines of physical and cultural anthropology. They will learn how
biological anthropologists analyse human diversity scientifically using a range of models
drawn from quantitative genetics and evolutionary biology. 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, including those registered on BSc programmes
administered by DICE.
Subject Specific Learning Outcomes:
Students will gain
12.1. an appreciation of the historical process underlying the development of anthropology
as an academic discipline.
12.2. a concise understanding of microevolutionary theory, through the use of modern
human case-studies
12.3. knowledge of population and quantitative genetic models, as they might apply to the
analysis of human diversity
12.4. an in-depth understanding of the quantifiable range of genetic and phenotypic
diversity found amongst human populations
12.5. an appreciation of the relative roles of neutral and adaptive evolution in shaping
human diversity
12.6. an understanding of the nature and extent of human phenotypic adaptation to varying
environmental conditions
12.7. an understanding of how human diversity can be employed to infer patterns and
processes of human evolution
Relationship to Programme Learning Outcomes:
[BSc Anthropology = PLO A; BSc Biological Anthropology = PLO BA]
Students will gain knowledge and understanding of:
PLO A.A1: principles relevant to the study of human biology, evolution and sociality [12.1,
12.2, 12,7]
PLO A.A2: human diversity and an appreciation of its scope [12.4]
PLO BA.A4: aspects of human genetic and/or phenotypic diversity, their evolutionary
implications and significance for schemes categorising human variability [12.4, 12.5, 12.6]
PLO BA.A5: the range and flexibility of individual biological responses and awareness of
the distinction between such adaptability and population adaptation [12.5, 12.6]
PLO A.A5: biological perspectives on human ecology [12.6]
PLO A.A6/BA.A8: awareness of the nature, complexity and richness of human biological
diversity and have an appreciation of its social and ethical implications [12.1, 12.4]
PLO A.A7: the principles of Mendelian and population genetics, as well as molecular
biology [12.2, 12.3]
PLO BA.A9: an awareness of the evolutionary principles relevant to the study of human
evolution and adaptation, and which inform understanding [12.2, 12.3, 12.7]
Students will gain subject-specific skills such as:
PLO A.C1/BA.C16: ability to describe and analyse aspects of biological diversity [12.2,
12.3]
PLO A.C3: ability to engage in intelligent debate on the process of human evolution [12.7]
PLO A.C5: understanding of the process involved in the development of human variation,
including a working knowledge of the principles of classical genetics and molecular biology
[12.2, 12.3]
PLO A. C6: a general knowledge of human biology, and an appreciation of how biological
processes interact with behaviour and culture in humans [12.5, 12.6]
PLO BA.C19: deepened understanding of the subject, and qualities of mind associated
with intellectual reflection, evaluation and synthesis [12.1]
PLO BA.C22: competence in using major theoretical perspectives and concepts in
biological anthropology [12.2, 12.3, 12.7]
13.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Generic Learning Outcomes:
13.1. Students will develop highly transferable critical reasoning and evaluation skills.
13.2. Students will develop high quality written skills, assessed via a piece of written
coursework.
13.3. Student will develop interpersonal skills such as the ability to discuss critically and
debate topics with peers
13.4. Students will develop learning and study skills as a result of independent scholarly
research into particular topics
Relationship to Programme Learning Outcomes:
PLO A.B1/BA.B11: Learning and study skills [13.1, 13.4]
PLO A.B3/BA.B12: The capacity to express one's own ideas in writing and orally, to
summarise the arguments of others, and to distinguish between the two [13.2, 13.3]
PLO A.B2/BA.B13: Independence of thought and analytical, critical and synoptic skills
[13.4]
PLO BA.B14: Scholarly skills, such as ability to make a structured argument, reference the
works of others, and assess historical evidence [13.1, 13.2, 13.4]
PLO BA.B15: Academic skills, such as ability to make a structured argument, reference
the works of others, and assess historical evidence [13.1, 13.2, 13.4]
PLO A.D1
Ability to make a structured argument [13.1, 13.3]
PLO A.D2/BA.D24: Ability to make appropriate reference to scholarly data [13.2]
PLO A.D3/BA.D26: Time planning and management skills [13.2, 13.4]
PLO A.D8/BA.D27: Ability to engage in constructive discussion in group situations and
group work skills [13.3]
14.
A synopsis of the curriculum
The nature and extent of the biological diversity observed amongst human populations has
been at the heart of anthropological enquiry for centuries. This module will provide an indepth introduction to ‘racial anthropology’ and its impact on the modern disciplines of both
biological and socio-cultural anthropology. Students will review historical aspects of racial
anthropology such as the establishment of racial classification schemes, the abuse of
quantifiable biological data to support racially-motivated schemes and socio-political
movements such as eugenics. These historical accounts will provide the necessary
background to appreciate and fully understand the modern discipline of physical
anthropology.
Physical 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
microevolutionary theory are readily understood through a series of modern human casestudies. Students will learn the extent to which humans have adapted to various
environmental conditions as well as understanding the effects of recent migrations,
demographic changes and population expansions. This facilitates a direct comparison with
other non-evolutionary methods of analysis such as those employed by forensic
anthropologists today. Finally, students will investigate the potential for using models of
human diversity to understand the evolution of other human paleospecies. This places the
study of modern human biology within the broader framework of human evolution.
15.
Indicative Reading List
Cavalli-Sforza LL, Menozzi P, Piazza A, 1994. The History and Geography of Human
Genes. Princeton University Press, New Jersey
Coon, CS. 1962. The Origin of Races. Knoff, New York.
Gould SJ, 1981. The Mismeasure of Man. Norton. New York.
Jobling MA, Hurles ME, Tyler-Smith C, 2004. Human Evolutionary Genetics. Origins,
Peoples and Disease. Garland, Oxford.
Lahr MM, 1996. The Evolution of Modern Human Diversity: a Study of Cranial Variation.
Cambridge University Press, Cambridge
Lynch M, Walsh B, 1998. Genetics and Analysis of Quantitative Traits. Sinauer,
Sunderland
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 include a total of 22 contact hours per student comprising 11 lectures and
11 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 engaging with the literature and providing a scientifically written and wellconstructed argument relating to a specific topic.
Weekly Lectures (11 hours)
Weekly Seminars (11 hours)
Independent study/Preparation (128
hours)
12.1 – 12.7 inclusive
12.1 – 12.7 inclusive, 13.1, 13.3
12.1 – 12.7 inclusive, 13.2, 13.4
17.
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Assessment will be 50% unseen examination and 50% coursework. The coursework
consists of one 4,000 word essay (40%) [12.1-12.7, 13.1, 13.2, 13.4] plus an assessment
of seminar participation (10%) [13.3]. The module is based on the integration of historical
and contemporary approaches to human biology and the critical synthesis of the relevant
literature. Therefore, a written mode of assessment that rewards scholarly research [13.2,
13.4] and critical thinking [13.1] is important. In addition, the unseen examination will test
the student’s ability to retain and accumulate facts [12.1-12.7].
18.
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.
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
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"
................................................................
Director of Learning and Teaching
..............................................
Date
…………………………………………………
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"
.................................................................
Head of School
…………………………………………………….
Print Name
..............................................
Date