John Conran

On successful completion of this course students should be able to:

1	Analyse, synthesise and critically evaluate cutting-edge practical methodologies to problems in evolutionary biology and demonstrate an understanding of the importance of evolutionary studies as a foundation of comparative biology;
2	Demonstrate skills in the design and execution of a research project, including statistically sound sampling strategies and the analysis and interpretation of methodologies for the reconstruction and interpretation of phylogenetic and biogeographic patterns and processes;
3	Understand the importance of the fossil record in evolutionary studies and the role of phylogenetic studies in the wider context of biodiversity and conservation;
4	Present experimental results relating to the Australian biota in a written and oral form that aligns with conventions for scientific reports and discuss scientific matters of current international interest in an informed manner;
5	Demonstrate team-oriented management of projects, especially communication with peers.

This course demonstrates theory and practice through the direct exposure of logic, experimental design and experience of the natural environment. Class activities are supported through field-based observation. Theory and practical aspects will be built from 10 x 3-hour practicals that focus on problem-solving practical issues of testing theory and research-based literature reviews, covering a range of evolutionary topics and skills.
Scientific method, derivation of hypotheses from theory, designing experiments to test hypotheses, collecting data, analysis and synthesis and presentation of results will be overseen in small group projects during a 4-day palaeontology field camp and associated pre- and post-camp workshops (part of the practical sessions) in which students apply these skills. Each component of the course is approached systematically so that by the end, all components have been brought together through individual reports, group reports and presentations.
Practical and project topics will include: palaeontology, past climates and ecosystems and their impacts on the present-day biota, particularly focusing on, but not limited to the Cenozoic; Evolution of the Australian Flora covering molecular and morphological approaches to the study of major angiosperm groups as well as aspects of their evolutionary biology, focusing on pollination co-evolution and exaptation. Evolution of the Australian fauna, focusing on radiations, adaptations and specialisations throughout the changing Australian environment over time, using morphological and molecular approaches to the study of phylogeny and phylogeography.

Students will learn to apply scientific techniques and approaches, as follows:

1. Field camp – class and small group learning:
A major component of this course will be the compulsory 4-day palaeontology field camp to the Naracoorte Caves. This field camp brings together all aspects of the course; from identification of a problem for scientific solution, development of theory, derivation of hypotheses, experimental design and analysis, interpretation and refinement of the theory. Small group learning and exposure to extinct faunas and their palaeoenvironments will provide a diversity of challenges within which students will apply new methods and the limits of scientific inference and to then present an oral communication based on their essay once their essay is submitted.

2. Practicals – small group and individual learning:
The practical classes centre on the development of skills acquired in Evolutionary Biology II and Research Methods in Evolution Biology III. By generating outcomes about evolutionary patterns and/or processes from evolutionary questions, they will be challenged to recognise that this is not the end-point-in science, nor that there is necessarily a one-size-fits-all approach to research.

A student enrolled in a 3-unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., practicals and field camps), as well as non-contact time (e.g., reading and revision).

Practical and project topics will include: palaeontology, past climates and ecosystems and their impacts on the present-day biota, particularly focusing on, but not limited to the Cenozoic; Evolution of the Australian Flora covering molecular and morphological approaches to the study of major angiosperm groups as well as aspects of their evolutionary biology, focusing on pollination co-evolution and exaptation. Evolution of the Australian fauna, focusing on radiations, adaptations and specialisations throughout the changing Australian environment over time, using morphological and molecular approaches to the study of phylogeny and phylogeography.

 Students will learn to apply scientific techniques and approaches, as follows:

 1. Field camp – class and small group learning:
A major component of this course will be the compulsory 4-day palaeontology field camp to the Naracoorte Caves. This field camp brings together all aspects of the course; from identification of a problem for scientific solution, development of theory, derivation of hypotheses, experimental design and analysis, interpretation and refinement of the theory. Small group learning and exposure
to extinct faunas and their palaeoenvironments will provide a diversity of challenges within which students will apply new methods and the limits of scientific inference and to then present an oral communication based on their essay once their essay is submitted.

2. Practicals – small group and individual learning:
The practical classes centre on the development of skills acquired in Evolutionary Biology II and Research Methods in Evolution Biology III. By generating outcomes about evolutionary patterns and/or processes from evolutionary questions, they will be challenged to recognise that this is not the end-point-in science, nor that there is necessarily a one-size-fits-all approach to research.

 3. Research project
This will provide students with the problem solving skills and challenges needed to advance their own knowledge. The aim is to give students an insight into the approaches and challenges of current evolutionary research and to encourage critical thinking on key issues via discussion of current literature-based research topics working in groups of 3–4 students with an academic expert (and involving peer assessment), but with each student producing an independent final report. These projects will provide students with experience in designing, executing and presenting modern evolutionary research projects in a professional manner, as well as group collaborative research.

The course involves field trips for local field work and a compulsory 4 day camp to a distant field station. Students will be informed of the relevant Environmental Health and Safety procedures at the beginning of the course.

Assessment task	Type of assessment	Percentage of total assessment for grading purposes	Hurdle Yes/No	Outcomes being assessed / achieved	Approximate Timing of Assessment
Practical reports	Formative & summative	60%	No	1-4	Weeks 2–12
Field camp report	Summative	25%	No	1-4	Week 11/12
Field camp presentation	Formative & summative	10%	No	1-4	Week 11/12
Field camp peer assessment	Summative	5%	No	5	Week 11/12

Practical Reports: (60% of total course grade). Practical Reports are all 2–3-week projects and mostly group based (2–6 students), but the reports are submitted and marked individually and of equal value. Students will receive feedback within two weeks on each of the practical reports submitted for assessment.

Field Camp Assessment (40%): A major component of this course will be the compulsory 4-day palaeontology field camp to the Naracoorte Caves during the first week of the mid-Semester break. This field camp brings together all aspects of the course from identification of a problem for scientific solution, development of theory, derivation of hypotheses, experimental design and analysis, interpretation and refinement of the theory. Small group learning and exposure to extinct faunas and their palaeoenvironments will provide a diversity of challenges within which students will apply new methods and the limits of scientific inference. Assessment is by a written 3,000 word report (25%), as well as a 5 min oral presentation (10%) per student, based on the essay (after it has been submitted). Student communication is assessed individually on their ability to interpret, synthesize and evaluate evidence-based theory, as well as through group participation and collaboration (5%; by peer assessment).

If an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.