African Behavioural Ecology Field Course
| Module title | African Behavioural Ecology Field Course |
|---|---|
| Module code | BIOM4019 |
| Academic year | 2021/2 |
| Credits | 30 |
| Module staff | Dr Sasha Dall (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 2 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
Ever wanted to collect meaningful data while watching African wildlife do its thing on the savannah? Fancy seeing where textbook field studies of behavioural ecology actually happened? In this course you will spend two weeks in Kenya witnessing much of the awesome wildlife of Africa first-hand while also learning how to design, carry out and interpret your very own study of animal behaviour in the wild. You will be trained to take systematic observations of animal behaviour in the field and then carry out a behavioural ecology research project around Rift Valley’s Lake Naivasha and Hell’s Gate National Park.
When participating in field courses, you will be required to cover any visa costs and, if necessary, purchase anti-malarial medication and relevant immunisations. You will also need to provide your own specialist personal equipment appropriate to the field course destination, eg. walking boots, rucksack, mosquito net, sleeping bag, binoculars. You may incur additional costs dependent upon the specific demands of the research project chosen. Details of specialist equipment, vaccinations and visas that you must supply at your own expense are provided at http://vle.exeter.ac.uk/course/view.php?id=6569.
Module aims - intentions of the module
To develop scientific knowledge and understanding within the field of behavioural ecology, while based in a developing tropical country observing large animal behaviour in a natural ecological setting. Specifically:
- Introduction to a range of Afro-tropical habitats, from savannahs and soda lakes to the alpine zone.
- Group observation, data collection and data synthesis in a National Park setting.
- The conception, design and execution of a behavioural ecology research project in the field.
- Intimate awareness, through your own observations, of the outstanding wildlife value of natural habitats in Africa.
Due to the fact that this is a field-based unit in remote environments it may present a challenge for students with impaired physical abilities; such students wishing to choose this module should seek advice from the module co-ordinator.
Through attending the field course, you will further develop the following academic and professional skills: problem solving (linking theory to observations, developing your own ideas with confidence, showing entrepreneurial awareness, being able to respond to novel and unfamiliar problems), managing structure (identifying key demands of the task, setting clearly defined goals, responding flexibly to changing priorities), time management (managing time effectively individually and within a group), collaboration (respecting the views and values of others, taking initiative and leading others, supporting others in their work, maintaining group cohesiveness and purpose), and audience awareness (presenting ideas effectively in multiple formats, persuading others of the importance and relevance of your views, responding positively and effectively to questions).
The module content is updated every year to explore topical research areas, some of which are being carried out in the department, and some of which are of global relevance. You will learn about the tools required to study such problems, and explore how such science can solve issues of importance to society.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Explain the problems associated with field behavioural work in a tropical country
- 2. Illustrate the diversity of animal and plant life in the tropics and the differences between tropical and temperate ecology
- 3. Describe the practical and theoretical issues surrounding animal behaviour and ecology, and apply theory to practical problems in the field
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Demonstrate knowledge and understanding in ecology and animal behaviour
- 5. Describe in detail essential facts and theory in a subdiscipline of the biosciences
- 6. Apply knowledge to solving practical problems in field behavioural ecology
- 7. With limited guidance, deploy established techniques of analysis and enquiry within the biosciences
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Communicate ideas effectively and professionally by written, oral and visual means
- 9. Study autonomously and undertake projects with minimum guidance
- 10. Select and properly manage information drawn from books, journals, and the internet
- 11. Interact effectively in a group
Syllabus plan
A safari-style field course will take place in Africa in the 2nd half of January. The 2-week course will operate from tented camp-sites and cabins within National Parks. Local staff will look after transport and camp facilities, with leadership and tutoring by CEC staff. Basic training in behavioural and ecological monitoring and 5-7 day research projects will be conducted from one of the safari locations. Poster session held approximately 2 weeks after return.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 112 | 188 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activities | 112 | Field-based tutoring in taxonomy, ecology, biogeography, behaviour and evolution. Field-based tutoring in behavioural monitoring and research project development and execution. Daily reviews of observations and project work. |
| Guided independent study | 188 | Additional reading, research and preparation for module assessments |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Short answer questions throughout the field course and poster sessions | Ongoing throughout the module | 1-10 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 60 | 0 | 40 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Post-field course poster | 60 | Poster | 1-10 | Written |
| Behavioural monitoring training and project continual assessment (if you are unable to attend the field course for valid personal reasons the continual assessment will be replaced by a critical essay of 4000 words) | 40 | Ongoing throughout the module | 2-6, 11 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Post-field course poster | Post-field course poster | 1-10 | During an appropriate specified time period before the end of July |
| Behavioural monitoring training and project continual assessment | 4000-word critical essay | 1-10 | During an appropriate specified time period before the end of July |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. On deferral the continual assessment will be re-assessed by a 4000-word critical essay. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 50%) you will be required to submit a further post-field course poster. The mark given for a re-assessment taken as a result of referral will count for 100% of the mark and will be capped at 50%.
Indicative learning resources - Basic reading
- Ulfstrand S (2002). Savannah Lives: animal life and human evolution in Africa. Oxford University Press.
- Kingdon J (1997). The Kingdon field guide to African mammals. Academic Press.
- Krebs JR & Davies NB (1993). Intro to behavioural ecology (3rd Edition). Blackwell Science Publications.
- Krebs JR & Davies NB (1997). Behavioural ecology: an evolutionary approach (4th Edition). Blackwell Science Publications.
- Martin P & Bateson P (2007). Measuring behaviour: an Introductory Guide (3rd Edition). Cambridge University Press.
Indicative learning resources - Web based and electronic resources
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/10/2009 |
| Last revision date | 18/08/2020 |
