MA Anthrozoology DL

1. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems relating to human-animal interactions along with new theoretical and methodological insights, much of which is at, or informed by, the forefront of anthrozoological scholarship.
2. Demonstrate a comprehensive understanding of techniques applicable to your own anthrozoological research or advanced anthrozoological scholarship, and the associated ethical, practical and theoretical issues associated with researching humans and their interactions with other animals.
3. Demonstrate originality in the application of anthrozoological knowledge (both from practical experience and published scholarship), together with a practical understanding of how established techniques of research and enquiry are used to create and interpret anthrozoological knowledge.
4. Demonstrate a conceptual understanding that enables you to evaluate critically current research and advanced scholarship in anthrozoology
5. Evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

The MA is a distance-learning programme, and as a result, every effort will be made to provide students with a supportive and flexible learning environment, with activities to enable them to achieve the programme ILOs. Because lectures will be recorded in advance and posted for the students as podcasts, there will not be opportunity for direct engagement with the lecturer and other students ‘in-class’ as there would be in a residential context. However, during the recorded podcast lectures (and accompanying powerpoint presentations), questions and points of discussion will be posed or raised for students to reflect upon. These will link to set readings (also posted on the VLE) and will form the basis of a series of formative (non-assessed) exercises, whereby questions which arise during the lecture are posted onto the VLE discussion forums. Where relevant, practical tasks will accompany these questions to create a situation in which students can reflect on key issues and discuss them with the lecturer and their peers, thus replicating as closely as possible a seminar format within the limitations of a virtual environment. The structure of the forum means that students can return and comment on their own and others’ posts, creating a valuable dialogue which, unlike a face to face discussion in the ‘real world’ classroom, is documented. This provides students with a means by which they can chart and assess their own learning and development, as well as enabling the module tutor to monitor students’ progress and levels of knowledge and understanding. The questions encourage students to incorporate readings from the module reading list and beyond.

Examples of questions and practical tasks might include: ‘Discuss the relevance of Milton’s ‘egomorphism’ for the anthrozoological study of non-human animals’ or ‘Why do we prioritize the conservation needs of some species over others?’ or ‘I wondered if any of you had first-hand experiences of nonhuman primates in either 'wild' or 'captive' situations? and if so, how your experiences had influenced your attitudes towards the particular primates in question?’ or ‘What are the issues facing anthrozoologists who wish to incorporate nonhuman animals in studies employing qualitative research methods?’ or ‘While Newton's article discusses sexuality, many of the issues she raises are valid if we substitute sex/sexuality for other aspects of an ethnographer's 'persona' - i.e. as anthrozoologists we have certain biases relating to animals (e.g. ideas about how they should be treated) - what are your anthrozoological biases and how might they influence or impact upon your planned research?’ or ‘Before doing the readings for this session, go for a walk. It doesn't matter where, but make notes as you go and think about: how is the space ordered? who is responsible for the layout? why has it been ordered in that manner? what is the weather like? do you meet anyone else (human or nonhuman)? how do they react to you and their surroundings?’

 Students are also asked to conduct some fieldwork and in the process engage with, and evaluate a range of methodological approaches. Again, space is provided on the VLE forums for discussion, in addition to Skype tutorials with the module tutor.

Formative exercises: A selection of questions  and practical exercises posted on the VLE discussion forums. The questions are worded in such a way as to elicit responses which will enable students to demonstrate their knowledge, understanding, critical awareness, originality, and evaluative skills [1, 2, 3, 4] 

Reflexive journal: Requires students to demonstrate a reflexive awareness of the research process and the situations and issues which they are engaging with, incorporating relevant theoretical perspectives and comparative data [1, 2, 3, 4, 5]

Fieldwork diary: Encourages students to take a systematic approach to the process of ethnographic fieldwork, and requires them to maintain a diary of their fieldwork period as an exercise in good practice to facilitate reflection and critical analysis at a later date [1, 2, 5]

Review: Requires students to undertake a critically analytical review of an event, exhibition or piece of scholarly work, thereby developing synoptic and analytical skills. Reviews of this sort are standard items in academic journals and so by including them as assessments, students are encouraged to engage with and in academic scholarship [1, 4]

Photo-essay: Allows students to be more creative and original than is possible with conventional written essays. Given that the module in question is concerned with the representations of animals, a photo-essay provides students with the tools to express complex ideas or to illustrate theoretical points visually, whilst accompanying the visual content with written analysis, thereby demonstrating knowledge and understanding [1, 2, 3, 4]

Project proposal: Encourages students to think through and plan a proposed piece of research from an early stage, thereby assessing student knowledge and understanding of theory and method. By submitting a formal proposal for tutor comment and peer review, students are given the opportunity for feedback and to develop and refine their initial ideas, leading to a more coherent piece of research [1, 2, 3, 4, 5]

Research paper: The research paper differs from a traditional essay in that one of the requirements is for students to tailor their research question and writing style to fit with the style guidelines and aims of a relevant academic journal. This encourages students to engage with another key area of scholarly activity; the preparation of empirical research for publication [1, 2, 3, 4, 5]

Essay: Provides students with the opportunity to engage with a topic in detail, placing emphasis on theoretical analysis [1, 3, 4]

Oral presentation: Conducted over Skype, requires students to formulate and deliver a presentation which clearly and concisely summarises the key points relating to their research or a specific topic of anthrozoological interest [1, 2, 4]

Poster presentation: As per oral presentation, this assesses student’s knowledge and understanding, and their ability to critically evaluate data [1, 2, 4]

6. Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data (especially in relation to the internal states of research subjects), and communicate conclusions clearly and convincingly to specialists and non-specialist audiences.
7. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at an advanced and, where relevant, professional level.
8. Continue to advance your knowledge and understanding, and develop new skills to a high level.

Lectures, interactive seminars and group discussions, completion of a range of formative exercises on VLE discussion forums, practical exercises, fieldwork, independent study (reading and desk research)

As above, the students are provided with audio lecture podcasts, accompanying powerpoint presentations and access to a range of relevant readings. The lectures provide students with a base-line, introducing and discussing key concepts and a range of case studies. Students can then demonstrate self-direction in terms of how they engage with the remainder of the teaching materials. For example, a selection of key readings are provided on the VLE, but students are also expected to engage with much wider reading which they can demonstrate by drawing on these sources in their posts on the VLE forums and in their assessed coursework submissions.

The opportunity to conduct fieldwork, which is supported by Skype discussions with the module tutor, provides students with empirical data and exposure to a range of methodological approaches.

Formative exercises: As above, and in addition to providing students with an opportunity to demonstrate knowledge and understanding, these formative exercises focus on student-centred learning. Students must take the initiative to engage with the discussions and act as peer-reviewers for each other’s posts [7, 8]

Reflexive journal: Again, this provides students with opportunity for problem solving and demonstrating self-direction as they reflect on the process of fieldwork and incorporate theoretical and empirical data [6, 7, 8]

Fieldwork diary: Encourages students to reflect on their learning and the fieldwork process [7, 8]

Review: Here students have the opportunity to show self-direction and originality, as well as synoptic and analytical skills as they decide what to review and the way in which the subject matter should be approached and analysed [6, 7, 8]

Photo-essay: This provides students with the opportunity to deal with complex issues creatively, and communicate with a range of audiences [6, 7, 8]

Project proposal: Preparing a proposal in advance of embarking on research enables students to demonstrate self-direction and originality, and act autonomously in planning research, whilst also providing opportunity for feedback and improvement in the planning stage [7, 8]

Research paper: By conducting research and presenting it in a published paper format, students are able to demonstrate an ability to deal with complex issues, communicate their conclusions clearly, self-direction and originality (in terms of choice of topic, methodology and theoretical analysis), advance their knowledge and understanding and develop proof reading and editing skills [6, 7, 8]

Essay: Assesses students’ ability to deal with complex issues and communicate conclusions in addition to self-direction, originality, problem solving and skill development [6, 7, 8]

Oral presentation: Particularly useful for helping students develop skills (as most are lacking confidence in public speaking)and communicating conclusions clearly and convincingly [6, 7, 8]  Poster presentation: Assesses ability to deal with complex issues creatively, self-direction, originality, autonomy, communication of conclusions and development of new skills [6, 7, 8]

9. Demonstrate the ability to exercise initiative and take personal responsibility.
10. Demonstrate an ability to make decisions in complex and unpredictable situations.
11. Demonstrate independent learning required for continuing professional development.

Lectures, interactive seminars and group discussions, completion of a range of formative exercises on VLE discussion forums, practical exercises, fieldwork, independent study (reading and desk research)

Formative exercises: Participation in the forum discussions demonstrates student ability to take initiative and personal responsibility for their learning and academic progress. They are given the opportunity to start new discussion threads in addition to contributing to established threads and commenting on posts made by their peers and tutors [9, 11]

Reflexive journal: Proivides opportunity to reflect upon the process of fieldwork, which will include decision making in complex and unpredictable situations [9, 10, 11]

Fieldwork diary: As above. Also encourages students to take responsibility for their research [9, 10, 11]

Review: Enables students to show independent learning (through the incorporation of wider reading) [11]

Photo-essay: Can assess all of the ILOs in this section, depending on how the students approach the essay, so, for example, by discussing ethical issues associated with the use of visual imagery they would meet ILO 9, but at very least can show independent learning as above [9, 10, 11]

Project proposal: Enables students to take personal responsibility for their research, and prepare for the unpredictable nature of fieldwork by encouraging them to think through the implications of the research at an early stage [9, 10]

Research paper: Encourages students to engage with academic writing and publishing as an aspect of CPD [11]

Essay: Provides students with the opportunity to exercise initiative (through the choice of topic and title, which they can devise themselves), and take personal responsibility (if it proves to be a bad choice – they have to make it work). Also shows independent learning as it is expected the essays will go beyond what has been covered in the lectures and key reading [9, 11]

Oral presentation: Particularly useful for demonstrating an ability to respond to complex and unpredictable situations (during the Q&A following the presentation) [10, 11] 

Poster presentation: Another transferable skill, as posters are increasingly common features of academic conferences [11]