BSc Evolutionary Biology
|Typical offer||AAB-ABB; IB: 34-32|
|Location||Cornwall (Penryn Campus)|
Evolutionary Biology video
Find out more about the Evolutionary Biology programme from staff and students. View full size.
Evolutionary Biology is a fast growing area of study, utilising ever-more sophisticated technology to unravel the history of life on earth. On our BSc Evolutionary Biology you will utilise our cutting-edge facilities to develop advanced knowledge in this rapidly developing field, which encompasses genetics, animal behaviour and psychology, and examine evolution from many perspectives – from the smallest building blocks of life to entire ecosystems.
As a fast growing area of study, it is led by some of the UK’s foremost internationally-recognised, research active staff in the Centre for Ecology and Conservation on our Penryn Campus in Cornwall. The Centre hosts a large and thriving group of scientists who work at the cutting edge of research on evolutionarily informed organismal biology and run research projects across the globe, from Uganda to Australia. The programme utilises expertise in the Centre to provide you with the skills, concepts and experience to understand all aspects of modern evolutionary biology. The programme encourages an interdisciplinary approach and you will be exposed to a wide range of theoretical and practical techniques used to study evolutionary biology.
Why study Evolutionary Biology at the University of Exeter?
- led by some of the UK’s foremost evolutionary biologists studying topics from the evolution of sex and sexes, to the extinction of species
- undertake challenging research projects at the cutting edge of your field
- work with state-of-the-art facilities and equipment
- the only degree in the UK dedicated specifically to Evolutionary Biology
- graduate with outstanding employment prospects
- four year programme with study abroad available
- MSci four year programme available
Evolution explains the observed biological world. Understanding evolution is critical to predicting and ameliorating biological catastrophes. An understanding of evolution also identifies solutions; for example, evolution is the reason why we can study flies or worms to understand human diseases. The growth of genomics has exploded our ability to investigate evolutionary processes. We are proud to offer an Evolutionary Biology degree at the University of Exeter Penryn Campus, a degree we believe is a societal imperative. Staff at the University of Exeter study evolution to tackle the most important biological problems facing the world today. Our goal is to produce graduates that are broadly trained and poised to provide the approaches and solutions to questions that have not even been identified.
Allen Moore, Professor of Evolutionary Genetics
The modules we outline here provide examples of what you can expect to learn on this degree course based on recent academic teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand.
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
You may take optional modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module.
You may take elective modules up to 30 credits outside of the programme in each stage of the programme as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module.
90 credits of compulsory modules, 30 credits of optional modules
|BIO1415||Introduction to Evolution and Behavioural Ecology||15|
|BIO1417||Key Skills in Biological Sciences||15|
|BIO1418||Introduction to Invertebrate Zoology||15|
|BIO1419||Introduction to Vertebrate Zoology||15|
|BIO1421||Field and Laboratory Techniques||15|
|BIO1408||Introduction to Ecology and Conservation||15|
75 credits of compulsory modules, 45 credits of optional modules
* It is compulsory to take a field course in the second year. You must select one field course from BIO2417, BIO2418, BIO2419 and BIO2420. BIO2420 is the default module and may be substituted with BIO2417, BIO2418 or BIO2419.
|BIO2422||Critical Thinking and Scientific Reasoning||15|
|BIO2426||Analysis of Biological Data||15|
|BIO2435||Evolutionary Conservation Genetics||15|
|Biosciences second year field courses - 2013/4 [* Field course - see above]|
|BIO2417||Behaviour and Biodiversity I: Isles of Scilly||15|
|BIO2418||Behaviour and Biodiversity II: Northern Cyprus||15|
|BIO2419||Practical Skills in Ecology I: Scotland||15|
|BIO2420||Practical Skills in Ecology II: Dorset||15|
|BIO2406||Biodiversity and Conservation||15|
|BIO2407||Population and Community Ecology||15|
|BIO2425||Introduction to Ecological Consultancy||15|
|BIO2428||Development of Behaviour||15|
|BIO2431||The Biology of Mammals||15|
|BIO2432||Exploitation of the Sea||15|
|BIO2434||Humans and Disease: Epidemiology and Evolutionary Medicine||15|
|ECM2901||Mathematics of the Environment II||15|
75 credits of compulsory modules, 45 credits of optional modules
* It is compulsory to take a field course in the final year. BIO3405 is the default module and may be substituted with either BIO3122, BIO3403 or BIO3404.
|BIO3134||Preparing to Graduate||5|
|Biosciences final year (BSc) field courses - 2013/4 [* Field course - see above]|
|BIO3405||Spain Field Course||30|
|BIO3122||Africa Field Course||30|
|BIO3403||Bahamas Field Course||30|
|BIO3404||Borneo Tropical Rainforest Biodiversity and Conservation Field Course||30|
You are also permitted to take the five credit module BIO3406 Biosciences Research Internship in any year. Registration on this module is subject to a competitive application process. If taken, this module will not count towards progression or award calculation.
|BIO3112||Dissertation in Evolution||15|
|BIO3116||Marine Vertebrate Conservation||15|
|BIO3117||Animal Life History, Diversity and Conservation||15|
|BIO3128||The Behavioural Ecology of Information Use||15|
|BIO3129||Climate Change, Evolution and Public Perception of Science||15|
|BIO3130||Mating Systems Biology||15|
|BIO3131||Trends in Ecology and Evolution||15|
|BIO3135||Human Behavioural Ecology||15|
|BIO3400||Living in Groups||15|
|BIO3402||Nature Via Nurture||15|
|BIO3406||Biosciences Research Internship [*see note above]||5|
Entry requirements 2015
AAB-ABB; IB: 34-32
GCE AL grade B or IB HL5 in Biology/Human Biology, Chemistry, Physics or Maths/Pure Maths/Further Maths. GCSE Maths at grade B
Please read the important information about our Typical offer.
For full and up-to-date information on applying to Exeter and entry requirements, including requirements for other types of qualification, please see the Applying section.
Learning and teaching
We believe every student benefits from being part of a research-led culture and being taught by experts. Learning and teaching is through lectures, seminars, tutorials, field work, laboratory sessions and independent study with internationally recognised, research-active staff. You will have the opportunity to undertake challenging independent research projects dealing with questions and issues at the cutting edge of life science research. Regular research seminars, by our staff and visiting lecturers, bring you the latest issues on a wide range of research topics.
In your final year you will become an active member of our research team. We have very close links with a wide range of conservation organisations in the UK and overseas, such as the British Trust for Ornithology, Cornwall Wildlife Trust and Marine Conservation Society. These links mean you will benefit from frequent guest lectures, placement opportunities and project work.
We’re actively engaged in introducing new methods of learning and teaching, including increasing use of interactive computer-based approaches to learning through our virtual learning environment, where the details of all modules are stored in an easily navigable website. You can access detailed information about modules and learning outcomes and interact through activities such as the discussion forums.
Assessment methods vary depending on your choice of modules, but are likely to include examinations and coursework-based assessment.
You must pass your first year assessment in order to progress to the second year, but the results do not count towards your degree classification. For three-year programmes, the assessments in the second and third years contribute to your final degree classification. For four-year programmes the assessments in the fourth year also contribute to your final degree classification.
Evolution underpins all of humanity’s understanding of biology. As such, it is vital for any biologist to have a secure grasp of evolutionary concepts. I’ll never forget one of the first modules I studied here – ‘The story of life’ covered natural history and evolutionary development right from the first appearance of life on earth to the evolution of the human species. Understanding this finally helped put all biology I’d studied to date into perspective. I’ve had more than ample opportunity to observe such evolutionary ‘design’ in the field, from mussels studied on a rocky shore field trip in first year to the sugarbirds we saw on my third year trip to South Africa. Nowadays, much of evolutionary study is implemented using model organisms – populations of fruit flies and other insects we can evolve in the lab. The people conducting this research at the Penryn Campus are world leaders in their field, publishing in the best of scientific journals. Who better to impart their grasp of evolution to the next generation of evolutionary biologists?
Iain Stott, BSc Evolutionary Biology graduate
We pride ourselves on providing a very high standard of care and support to our students. You will have a Personal Tutor who is available for advice and support throughout your studies. There are also a number of services on campus where you can get advice and information.
At the University of Exeter we are committed to creating a supportive learning environment in which you will be able to reach your full potential – whatever your ambitions may be. One of the best examples of this has been the introduction of a successful peer tutoring scheme, run by Biosciences students in Cornwall, for students.
As a first year student, you will have the opportunity to join dynamic weekly groups, hosted by both second year and PhD students, which span a range of key areas, such as social and pastoral care, key skills, employability and discipline specific support. One of the main aims of these groups is to give you the opportunity to gain advice from your peers who have been in your position before, and can help ease your transition into university life.
The subject of the inaugural meeting is decided by the group leader, but you then have the opportunity to suggest subsequent session topics. This allows the sessions to be tailored to the direct needs of you and your fellow students. Social media outlets, such as Facebook and Google groups, are also utilised to host dedicated pages that promote continued group discussions and communication outside of the weekly meetings.
In its first year, more than 70 Biosciences students took part in the peer mentoring scheme, being coached by students who are further along in their course and who act as guides to study and university life and offer an additional layer of support. Despite its success, the scheme is continually evolving. In order to ensure you make the most of the groups, there are now more direct links between session content and modules, they will immediately follow lectures where possible, and a large scale awareness campaign will take place at the beginning of the academic year to encourage as many students as possible to participate.
The peer mentoring scheme gives you a wonderful opportunity to help shape your time at University and truly make your mark – your future really is in your own hands.
From the beginning we asked the students to help shape the peer mentoring project. This is a scheme that is run by students, for students, so it is important that we know it is reaching its full potential. I think a lot of students feel that getting advice from their fellow students is both worthwhile and beneficial, and we are keen to actively promote this as much as possible.
But more than that, we want to make sure students are full engaged and thinking not only about their time here, but also their career options once they leave. It is more important than ever to be switched on about making the most of opportunities such as work experience and volunteering, as well as meeting the challenges their studies present.
Already, this scheme has proved popular and successful, and we will ensure that it is always designed with students as the primary focus – we rely on the students not only telling us what is useful but also how to drive it forward.
Dr Andy Pye Senior Academic, Pastoral Tutor and Educational Enhancement Link Advisor Biosciences, Penryn Campus
Field work video
Find out the importance of field work to undergraduate programmes in the Centre for Ecology and Conservation. View full size.
Africa fieldwork blog
Each year our students visit Kenya and South Africa to learn about animal behaviour, evolution, biodiversity and conservation.
Find out more about their experiences on the Africa blog.
Field work is an essential aspect of all undergraduate programmes offered by our Centre for Ecology and Conservation in Cornwall and for the majority of our programmes you will have opportunities to undertake field courses in both the second and final years.
Second year students can choose from the following destinations*:
Third year students can choose from the following destinations*:
* Field course destinations may be subject to change
Example of field work - South Africa
The South Africa field course, frequently described as the ‘trip of a lifetime’, includes visits to a range of important habitats and reserves. You will gain first-hand experience of many of the organisms, concepts and principles that you have spent the previous few years learning about. We spend a week in the Western Cape which is one of the world’s biodiversity hotspots followed by a week in the game reserves of the Kwazulu-Natal. We aim to cover a range of subjects from the problems of conservation in a developing country, through population ecology to animal behaviour and you will have the chance to see a huge variety of species from Great White Sharks to the Big Five.
Elements covered on the Africa field course include:
- Contrasting African ecosystems
- Philosophy, sociology, ecology and practice of large-scale conservation
- Population/community and behavioural ecology
- Project design, supervision and management