2022/3, Trimester 1, FACE-TO-FACE, Edinburgh Napier University
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Occurrence: | 001 |
Primary mode of delivery: | FACE-TO-FACE |
Location of delivery: | SIGHTHILL |
Partner: | Edinburgh Napier University |
Member of staff responsible for delivering module: | Jason Gilchrist |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
A combination of interactive lectures, group discussion sessions and assessments will be used to promote the growth of knowledge and the development of critical thinking skills. An underlying theme will be the importance of the scientific method and research design in the evaluation of evidence relating to animal behaviour and cognition. Students will be encouraged to actively engage with the learning material, asking questions and thinking deeply about standards of evidence and how these relate to the validity of various claims that have been made about the abilities of animals. Group discussions during tutorial sessions will allow students to explore many of the issues arising from current areas of scientific controversy. Lectures will include interactive windows to encourage critical thinking, thus allowing LOs 1, 2, 3 and 4 to be addressed in both lecture and tutorial sessions.
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In week 6 there will be a tutorial dedicated to a formative assessment that will provide guidance and feedback and help the students to work towards the critical review summative assessment. During the formative assessment, students will be asked to evaluate a published study, with particular attention to the methodology and interpretation of results. Students will peer review each other’s work, and the lecturer will also offer feedback, this experience will equip the students with the skills they need to carry out the summative assessment. In week 10 there will be a second formative assessment that will help the students to prepare for the final summative assessment. Students will prepare mock answers to an exam question and these will be reviewed by peers and the lecturer so that all students receive feedback.
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The formative assessments mentioned above will support students in their preparation for the summative assessments. The coursework component of summative assessment is a critical review of the scientific literature relating to a “hot topic” in animal behaviour and cognition. Students will be given a choice of 4 different topics, one of which must be chosen as the focus of their review. The topics that are offered are reviewed by staff each year to ensure that they remain current with respect to any emerging literature on animal behaviour and cognition. The final assessment will be a three-hour supervised exam so that students have sufficient time to compose their answers and arguments rather than merely regurgitating information in the rapid fashion that might be encouraged by a more restricted time window. The exam will encourage the students to engage with the model in breadth rather than focussing on a specific topic.
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Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Lecture | 30 |
Face To Face | Groupwork (Scheduled) | 6 |
Face To Face | Centrally Time Tabled Examination | 3 |
Independent Learning | Guided independent study | 161 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Report | 40 | 1 & 2 | 8 | , WORDS= 1200 |
Centrally Time Tabled Examination | 60 | 3 & 4 | 14/15 | HOURS= 3 |
Component 1 subtotal: | 40 | |
Component 2 subtotal: | 60 | | | |
Module subtotal: | 100 | | | |