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 term module
Pre-requisites: BI2ERD5 Reptiles and Dinosaurs
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2020/1

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 University of Reading and the Royal Tyrrell Museum, Canada. This field course will involve one week of intensive training in palaeontological statistical and practical methods followed by two weeks of fieldwork in the Badlands of Alberta, including field surveys and fossil extraction in Dinosaur Provincial Park. 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 and visual (maps and figures) communication skills.

Additional outcomes:

Students will do some of the fieldwork in small groups and teams, developing skills in teamwork and collaboration including collaboration within diverse international teams.

Field work develops transferrable skills such as independence and confidence. 

Outline content:

One week in Reading (Summer term of Year 2): 5 day intensive paleo methods training course including Phylogenetic analysis with Louise Johnson, Andrew Meade, Chris Venditti, Jo Baker, Manabu Sakamoto.

Two weeks in Alberta (Canada; June following Year 2 exams): 10 days of Palaeontology/ Palaeoecology fieldwork with Dr Brian Pickles (Reading) and colleagues from New England University (Australia) and the Royal Tyrrell Museum (Canada). 1 day behind the scenes visit to Royal Tyrrell Museum. 2 day visit to Rocky Mountains with hike to Burgess Shale (where possible).

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:

	Autumn	Spring	Summer
Lectures			5
Tutorials			10
Fieldwork			120
External visits			20
Guided independent study:
Wider reading (directed)			10
Advance preparation for classes			10
Preparation of practical report			20
Revision and preparation			5
Total hours by term	0	0	200
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Report	50
Practical skills assessment	25
Class test administered by School	25

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Blackboard test on paleo methods developed in Reading portion of the field course.

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

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: https://www.reading.ac.uk/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):

 

Cost	Amount
Required text books
Specialist equipment or materials
Specialist clothing, footwear or headgear	Suitable field gear will be necessary (hat, boots, etc.) – an equipment list will be circulated
Printing and binding
Computers and devices with a particular specification
Travel, accommodation and subsistence (The costs of travel are borne by the student, including flights, accommodation, food, visas)	Flights, 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: 3 October 2022