Advances and Methods in Animal Behaviour
| Module title | Advances and Methods in Animal Behaviour |
|---|---|
| Module code | PSYM205 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Professor Natalie Hempel de Ibarra () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 10 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
This module provides as its main focus an overview of the main concepts, methods and advances in animal behaviour research. During seminar sessions, you will actively engage in the scientific discussion of a diverse range of topics cutting across a broad profile of animal behaviour as a modern and interdisciplinary research discipline. Working both independently and in small groups, you will regularly participate in class or online discussions and group work, research literature to construct essays in two out of four topic areas, and prepare presentations and quizzes for fellow students based on selected key publications in the remaining two topic areas.
Module aims - intentions of the module
This module aims to acquaint you with cutting edge research in animal behaviour. You will acquire a thorough understanding of four key areas: behavioural physiology; behavioural ecology; the cognitive basis of behaviour; and how a theoretical understanding of behaviour is applied to practical issues of welfare, zoo research etc. Over the course of the module, you will learn how to evaluate critically both the research itself and the directions in which these fields are moving.
Through attending the sessions and completing the assessments, you will further develop the following academic and professional skills:
- critical analysis (understanding outcomes, interpretation of data and methods, broad application of theory, using data to support or refute theory, comparing and contrasting multiple outcomes)
- problem solving (analysing and extending classic models of behaviour, linking theory to practice, developing your own ideas with confidence, 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 majority of sessions are taught by staff members with specific expertise in the subject areas of interest. The module thus provides the students with research-led teaching as the topics are explored by the teaching staff in their own research areas. These skills will in turn assist your own research in the context of the Research Apprenticeship module (PSYM210).
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe extensively current research in animal behaviour
- 2. Critically evaluate critically research in animal behaviour
- 3. Apply research in animal behaviour to practical problems
- 4. Use models to predict animal behaviour
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Ask good research questions and construct good theoretical answers
- 6. Command an extensive variety of research skills to address research questions
- 7. Demonstrate a thorough working knowledge of a range of observational, experimental and theoretical research techniques
- 8. Conduct high quality empirical research
- 9. Communicate ideas, principles and theories effectively, fluently and professionally by written, graphic and oral means
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. Deliver short presentations making use of modern visual aids
- 11. Integrate complex material as you develop critical arguments
- 12. Debate competently arguments presented in class in open discussion
Syllabus plan
Indicative structure of topics is as follows:
Behavioural Physiology
- Neural mechanisms of behaviour
- Animal senses and sensory ecology
- Learning and behaviour
- Genetic and physiological basis of behaviour
Behavioural Ecology
- The economic approach to behaviour
- Feeding
- Mating
- Fighting
Animal Cognition
A selection from the following topics:
- Physical cognition
- Memory
- Discrimination, pattern recognition and concepts
- Spatial cognition
- Individual and group recognition
- Social learning and imitation
- Consciousness and theory of mind
Applied Animal Behaviour (including a session at Paignton Zoo)
- Managing welfare
- Behavioural indicators of welfare
- Managing health and welfare issues of animals
- Issues of conservation
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 60 | 240 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 60 | Seminar sessions (20 x 3 hours) |
| Guided Independent Study | 240 | Preparation for seminar sessions; essay and presentation writing; literature research for essay and presentation; development of two quizzes for the presentations |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| In-class discussions and debates | Weekly | 1-9, 11-12 | Oral |
| Creation of a quiz for classmates | One quiz consisting of 10 multiple choice questions | 1, 3, 9 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 70 | 0 | 30 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Presentation 1 (term 1) | 12.5 | 15 minutes | 1-3, 5-12 | Written |
| Presentation 2 (term 2) | 12.5 | 15 minutes | 1-12 | Written |
| In-class quizzes (16 short quizzes) | 5 | 10 minutes per quiz | 1-4 | Oral |
| Essay 1 (term 1) | 35 | 3000 words | 1-3, 5-9, 11 | Written |
| Essay 2 (term 2) | 35 | 3000 words | 1-9, 11 | Written |
| 0 |
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 |
|---|---|---|---|
| Presentation 1 | Presentation | 1-3, 5-12 | March Ref/Def |
| Presentation 2 | Presentation | 1-12 | September Ref/Def |
| In-class quizzes | Quizzes | 1-4 | August Ref/Def |
| Essay 1 | Essay 1 | 1-3, 5-9, 11 | August Ref/Def |
| Essay 2 | Essay 2 | 1-9, 11 | August Ref/Def |
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. The module 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 further assessments based on the table above. The module mark given for a re-assessment taken as a result of referral will be capped at 50%.
Indicative learning resources - Basic reading
- Krebs, J.R., Davies, N.B. & West, S.A. 2012. An Introduction to Behavioural Ecology. 4th Edition. Blackwell Science.
- Westneat, D.E. & Fox, C.W. (eds) 2010. Evolutionary Behavioral Ecology. Oxford University Press.
- Shettleworth, S. J. 2010. Cognition Evolution and Behavior. 2nd Edition. Oxford University Press.
- Wasserman, E.A. and Zentall, T.R. 2009 Comparative cognition. Oxford University Press.
- Simmons, P. & Young. D. 2010. Nerve Cells and Animal Behaviour, 3rd edition. Cambridge Univ. Press.
- J. Alcock (2009) Animal Behavior: An Evolutionary Approach. 9th edition.
- McElreath., R. & Boyd, R. 2007. Mathematical Models of Social Evolution: A Guide for the Perplexed. University of Chicago Press.
- Rees, P. A. (2011). An introduction to zoo biology and management. John Wiley & Sons.
Indicative learning resources - Web based and electronic resources
- ELE page: http://vle.exeter.ac.uk/course/view.php?id=1807 (Revision notes, slides, and other materials will be available on the module ELE page)
Indicative learning resources - Other resources
You will be given reading lists of papers from scientific journals to prepare for each seminar meeting and for independent study.
| 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 | 01/09/2011 |
| Last revision date | 09/06/2022 |
