Module GEOL3517: Frontiers in Palaeontology

Department: Earth Sciences

GEOL3517: Frontiers in Palaeontology

Prerequisites

• GEOL2347 Ancient Life and its Environment

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This research-led module will train students in scientific research methods, critical thinking, communication and evaluation.
• Students will develop research and presentation skills by addressing current controversies in palaeontology.
• By engaging with active scientific debates, students will learn to weigh evidence, to balance and present competing perspectives, and to navigate uncertainty.

Content

• Using “big data” and molecular evidence to constrain evolutionary timing, patterns and processes.
• Understanding data quality and biases in the geological record.
• Research frontiers: student-directed analysis and discussion of current research controversies.

Learning Outcomes

• Through research-oriented learning students will develop a depth of knowledge and research skills in palaeontology, and of more general applicability. The module emphasizes skills that underpin independent research and persuasive communication, equipping students to prepare effective reports and dissertations.
• The role and limitations of the fossil and geological records in understanding Earth history.
• Principles of molecular clock analysis.

• Evaluating and understanding the quality of data and research.
• Independent discovery, synthesis and evaluation of scientific literature.

• Discovery, synthesis and understanding of information.
• Communication of novel findings to peers and end-users.
• Persuasive communication.
• Narrative structure and clarity.
• Independent critical analysis.
• Adaptable, flexible, innovative and creative approaches to work and problem solving.
• Ability to set goals, work to deadlines and accept personal responsibility.

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

• The module follows a 'flipped classroom' approach. Asynchronous learning (around two hours per week) underpins flexible three-hour classroom sessions that include practical exercises, group discussion and peer presentations.
• Student-led presentation, debate and critical analysis of current research controversies teaches students how to interact with and independently evaluate the primary literature.
• Assessment comprises: working collaboratively to create and present a microsite that summarizes an active controversy (indicative workload: 20 hours); and a written essay presenting an evidence-led argument for a contested viewpoint (indicative workload: 30 hours).

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative exercises are structured to support learning with opportunities to apply and develop new skills, and to receive timely and targeted feedback.

■ 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