BI3PRFC-Palaeoecology Research Field Course

Module Provider: School of Biological Sciences
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Summer / Autumn / Spring module
Pre-requisites: BI2ERD4 Reptiles and Dinosaurs or BI2EV45 Vertebrate Zoology
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Dr Brian Pickles
Email: b.j.pickles@reading.ac.uk

Type of module:

Field Course

Summary module description:

A unique research-focused field course hosted between the °ÄÃÅÁùºÏ²Ê¿ª½±¼Ç¼, the University of New England (Australia), and the Royal Tyrrell Museum of Palaeontology (Canada). This field course will involve two weeks of fieldwork in the Badlands of Alberta, including field surveys, prospecting, bonebed mapping, and fossil excavation in Dinosaur Provincial Park. Students will learn practical palaeontology skills in the field and will further explore palaeontological statistics during term time back in Reading. Note that the field work is physically demanding. This module will provide excellent practical and academic skills training for students considering a research career.

Aims:

This module will provide an in-depth introduction to the study of palaeontology and palaeoecology, from the latest analytical methods to hands-on field research in Dinosaur Provincial Park, Canada.

Assessable learning outcomes:

By the end of the unit it is expected that the students will be able to:

• Explain and apply quantitative and statistical research methods in palaeontology and palaeoecology


• Undertake practical fieldwork in palaeontology and palaeoecology applying modern fossil extraction and mapping techniques


• Structure and write a fieldwork report including scientific descriptions of fossils discovered, descriptions of data and datasets collected, maps and biodiversity assessments, and discuss these critically in the light of current research.

Develop their written, verbal, and visual (maps and figures) communication skills.

Additional outcomes:

Students will conduct fieldwork in small groups and teams, developing skills in teamwork and collaborative research as part of a diverse international team of graduate and undergraduate students, RTMP technicians, and academics.

Field work develops transferrable skills such as independence, resilience, and confidence.

Outline content:

Two weeks in Alberta (Canada) in summer (July/August): 1 day visiting the Royal Tyrrell Museum of Palaeontology including a behind the scenes tour of prep labs, collections, and fossil storage.

12 days of Palaeontology/ Palaeoecology fieldwork with Dr Brian Pickles, Dr Chris Organ, and Dr Victoria Boult (Reading), Dr Phil Bell (UNE, Australia), Dr Caleb Brown and Darren Tanke (RTMP, Canada).

Reading (Autumn and Spring terms): Weekly/fortnightly meetings covering analytical techniques, discussing recent research and news relating to data collected during the course, and potentially exploring publication of field course research with Brian Pickles, Victoria Boult, and Chris Organ.

Global context:

The field component of this course will take place in Dinosaur Provincial Park, Alberta, Canada. This location is a UNESCO World Heritage Site and the research conducted by Reading students will contribute to ongoing research into the biodiversity of Cretaceous ecosystems. Students will interact with researchers and graduate students from Australia (New England University) and researchers from Canada (Royal Tyrrell Museum).

Brief description of teaching and learning methods:

Practical experiential learning of palaeontology and palaeoecology fieldwork techniques including fossil mapping, extraction, description, and preservation. Daily fieldwork will be accompanied by evening seminars and discussion groups.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures			5
Tutorials	5	5	10
Fieldwork			110
External visits			10
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)	5	5
Ìý Ìý Wider reading (directed)			10
Ìý Ìý Advance preparation for classes	10	10	10
Ìý Ìý Revision and preparation			5
Ìý	Ìý	Ìý	Ìý
Total hours by term	20	20	160
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	33
Report	33
Oral assessment and presentation	17
Practical skills assessment	17

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Practical skills assessment and presentation – students will be monitored throughout the field course to assess how their abilities develop. No prior palaeontology experience is required and we are primarily examining how students progress during the course (see Formative assessment below). Students will have the opportunity to give a short (5 min) presentation towards the end of the course on any topic relevant to the field course followed by a few minutes of questions.

Field notebook / diary – written report of day-to-day activities including the research context of fieldwork and personal observations on fossils discovered, taxonomic descriptions of specimens, discussion of contribution to larger long-term datasets.

Journal article – students will be tasked with writing a short research article in the style of the primary literature. They will be given access to all of the data collected during the field course, and can then choose which aspect of the data they wish to focus on. Examples might include: analysis of biodiversity of organisms discovered during bonebed excavation, comparison of below-ground and above-ground specimens, details analysis of specific specimens brought back to Reading on loan, spatial mapping of bone elements, a methods paper about the techniques employed, or many other topics.

Formative assessment methods:

Formative feedback will provided on field skills performance at the end of week 1 to allow time for students to reflect and improve prior to the summative assessment at the end of the course.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

A mark of 40% overall.

Reassessment arrangements:

Additional Costs (specified where applicable):

1) Required text books:Ìý

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:ÌýSuitable field gear will be necessary (hat, boots, etc.) – an equipment list will be circulated

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:ÌýFlights, accommodation, food, transport. Travel to Canada requires an electronic visa – obtaining a visa and paying for it is the student’s responsibility although help and guidance will be provided.

Last updated: 11 October 2022