Module ANTH3437: Palaeoanthropology For Returning Erasmus Students

Department: Anthropology

ANTH3437: Palaeoanthropology For Returning Erasmus Students

Prerequisites

• Evolutionary Anthropology (ANTH2061) OR Human Ecology, Genetics & Health (ANTH2011). Prerequisite for Anthropology, Queen's students: (HUSS 2321) Our place in Nature and (HUSS 2331) Molecules and Morphology.

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To provide students with detailed knowledge of the evolution of the genus Homo: its fossil record and its contexts from the late Pliocene onwards
• To acquaint students with alternative approaches to its study and differing interpretations, models and perspectives of later hominin evolution.
• To encourage informed and rigorous cross-disciplinary perspectives on later hominin evolution.

Content

• For returning Erasmus students, guided evolutionary theory reading will be provided, as appropriate
• Students will be given a full course document including an extensive reading list from Michaelmas term, although this Michaelmas material is not formally assessed and is provided entirely to support student learning.
• A dedicated tutorial upon their return from the Erasmus exchange programme will consolidate learning
• Late Pliocene through Pleistocene hominin evolution
• Approaches to interpreting later hominin anatomy and behaviour in the fossil record
• Chronological, geological, archaeological and palaeoenvironmental contexts of later hominin evolution
• Later hominin diversity and systematics
• Ecological, adaptive and behavioural modes of later hominin morphology and behaviour
• Students will be given a full course document including an extensive reading list from Michaelmas term, although this Michaelmas material is not formally assessed and is provided entirely to support student learning.

Learning Outcomes

• Factual Material: Acquire a detailed knowledge of the later hominin fossil record and its contexts, informed by recent research findings
• Be aware of the range of data that may contribute to reconstructions of evolution, and advanced knowledge of selected aspects
• Awareness of models of evolutionary patterns and processes and their interplay, as exemplified by the later hominin fossil record
• Detailed familiarity with interpretations of selected aspects of later hominin adaptation and behaviour, and the range of evidence and models that can contribute to these
• Be familiar with the specialist literature on later hominin evolution and understand its common terminology (excluding detailed anatomical terms) and concepts
• Be acquainted with the major research journals in the subject, familiar with aspects of their contents, and able to conduct a bibliographical search of these resources
• To be able to communicate effectively by written means, on a selected topic within the subject

• Be able to evaluate interpretations, models and scenarios of later hominin evolution
• Be able to integrate relevant fossil, archaeological and contextual evidence into appropriate reconstructions of later hominin adaptation and ecology

• Be able to critically evaluate competing interpretations and hypotheses, and differentiate between evidence, models and interpretations, and the theoretical perspectives that influence these
• Be able to integrate varied data and evidence into plausible interpretations, and comment upon their relative merits and weaknesses
• To write an essay of appropriate standard and range displaying familiarity with recent research findings on a selected topic
• To display competence in research, scientific communication and, where appropriate, data analysis of relevant material

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The formal components of the module use a range of teaching modes and methods, within an integrated framework to contribute to the intended learning outcomes as listed above
• The module benefits from a balance between lectures, tutorials, seminars and lab practicals, geared to the specific needs of the material
• The lectures, tutorials, seminar and lab practicals are carefully integrated
• Audio-visual aids (video, sound, PowerPoint etc.) are used where appropriate
• The module utilises a variety of methods, including tutorial and seminar presentations, associated oral discussions and hands-on lab exercises
• Lectures will cover topics relevant for providing students with an understanding of theories currently available for the study of later hominin evolution
• Lectures provide a traditional method of communicating not only facts, but clear understandings of process and the relationships between issues
• They are used for the primary delivery of material in later hominin evolution because they allow clear transmission of information in an active learning environment where students can question and seek clarification
• Lectures introduce students to issues, structure the subject matter and provide a grounding in principal issues so they can progress to further learning and study.
• Lectures provide the framework for analysis and relevant background, theoretical and/or historical information, and are used to assist in the assimilation of technically demanding or conceptually difficult material
• Students are expected to attend the weekly lectures
• Students are required to attend approximately 2 tutorials, 1 seminar and 3 practicals during the year
• Tutorials and seminars provide an opportunity for students to discuss a series of topics and to make oral presentations
• Difficult, sensitive and unresolved issues can all be approached successfully through discussion in seminars
• Tutorials and seminars will cover topics relevant to the content of the module
• For anthropology students, this medium cannot simply be replaced by texts or websites, though both are important adjuncts
• Readings for the module will be built around journal articles, edited papers and monographs rather than a textbook.
• A summative essay tests skills of understanding, analysis, information collection and presentation
• Summative assessment by one essay of 2,500 words at the end of Epiphany Term (100%)
• Formative assessment takes place on a regular basis and may be regarded an integral part of the day-to-day teaching process
• Formative feedback is given to the group in class on one seminar and one tutorial presentation, scheduled at appropriate times

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Feedback on summative essay and presentation during tutorials and seminar

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University