Plan research into the latest developments in Zoological management and/or conservation:
The importance of the research process, what are the goals of research, why is the research important, what question does it hope to answer, is it the starting point or will it lead to further developments; how to write a literature review (compare and contrast different authors' views on an issue; group authors who draw similar conclusions; criticise aspects of methodology; note areas in which authors are in disagreement; highlight exemplary studies ; highlight gaps in research ; show how the study relates to previous studies ; show how the study relates to the literature in general ; concluding summary of what the literature says); purpose of the literature review (to define and limit the problem being worked on; to place the study in an historical perspective; to avoid unnecessary duplication; to evaluate promising research methods; to relate findings to previous knowledge and suggest further research).

Independent study skills: sourcing, retrieving and evaluating appropriate sources of information including government and commercial data sets and peer reviewed journals. Gantt charts and SWOT analysis.

How to design a research methodology:
Explanation of the methods to be used when researching and developing the report; explanation of the research methods to be used to collect the information; explanation of the extent and level of detail to be gone into; is the project original or based on secondary research; are questionnaires, interview transcripts, etc to be used (in the appendices). Risk assessments and the ethical considerations of animal research. Ethics committees, format and minutes.

How to collect data:
Difference between quantitate and qualitative data: qualitative (to gain an understanding of underlying reasons and motivations; to provide insights into the setting of a problem, generating ideas and/or hypotheses for later quantitative research; to uncover prevalent trends in thought and opinion; a small number of non-representative cases; Unstructured or semi-structured techniques e.g. individual depth interviews or group discussions; non-statistical data analysis) versus quantitative (to quantify data and generalise results from a sample to the population of interest; to measure the incidence of research focus in a chosen sample; can be followed by qualitative research to explore some findings further; large number of cases representing the population of interest; structured data collection techniques; statistical analysis of data collected; findings are conclusive and descriptive in nature) .

How to analyse data:
Importance of statistical analysis; use in communicating research findings, support of hypotheses and giving credibility to research methodology and conclusions; importance of understanding statistics so that they can inform; evaluation of the credibility and usefulness of information; use of results to make appropriate decisions.

Statistical tests and when to apply them:
Descriptive statistics (mean, median, mode, Variance, SD). Inferential statistics: investigating normality of data, P Values and their significance, Parametric and non-parametric equivalents. Assumptions of statistical tests, homogeneity of variance. T-tests, Spearman Rank, Mann-Whitney, Wilcoxon's, Analysis of Variance (ANOVA), Chi-Squared, regression analysis, correlation, Post hoc tests.

This module will be assessed by two elements.

The first will be an A1 scientific poster (30%) that outlines a rationale and hypothesis for a work-based or professional sector research investigation and plans the methodology including data presentation and analysis (LO 1).

The second will be a 3000-word scientific report (70%) including a literature review, testable hypothesis, methodology including ethical considerations, results, analysis and evaluation. (LOs 2, 3 and 4).

The module will also involve a range of formative assessment techniques to assess learning and progress throughout the module including practical assessments, self, peer and tutor evaluation, targeted questioning and critical analysis of techniques and skills. It is expected that project proposals, risk assessments and rationales are provided for formative assessment before any practical experimentation or observations are carried out.

Although this intended as a face to face delivery module, there is opportunity and expectation that there is flexibility in the delivery of the theory elements and use of online and remote learning will be available as required.

The module is intended to allow students an opportunity to explore their own areas of interest within the sector and as such, there is a strong expectation that the majority of this module will involve independently guided learning but with regular tutorials and support at this level.

This module will therefore be delivered via classroom sessions (30 hrs) that will deliver theory around the scientific method and experimental design via a range of methods such as traditional lectures, group activities, individual tasks, questioning, role play, modelling, kinaesthetic activities and short research tasks and seminar sessions to develop underpinning knowledge and understanding and tutorial sessions (15 hrs) to promote and encourage discussion and debate, monitor progress and discuss scientific method. The students will then have 15 hrs over the module to perform the data collection and analysis for their project.

On top of this it is expected that students will partake in at least 140 hours of additional independent learning which will include, but is not limited to, additional data collection (15hrs) preparation for classroom sessions and investigation (20hrs), extending classroom notes via extended reading and research (30 hrs), completion of tasks leading from classroom sessions and VLE based tasks (30hrs) and researching, planning and producing assignments (45 hrs).

Technology enhanced learning: All module material will be made available electronically on a Microsoft Teams based virtual learning environment. This will include the ability for students to access some lectures remotely - either live or via asynchronous delivery of voiced over slides, screen capture demonstrations or in house produced training videos. This will also allow formative tasks and in class exercises to be completed and reviewed live. It will allow the linking of technology based supplementary material including, but not limited to, journal links, live seminars and conferences, you tube videos, animal live webcams at zoos and wild areas, online software such as Google Map layers and MINITAB. Use of collaborative learning platforms (e.g. Google whiteboard), Quizizz and other interactive learning, progress and assessment tools and the internet in general will also be used to enhance learning. The college has bookable laptops for student use in all teaching blocks for students that do not have their own hardware to access this material in classroom based sessions. Students will also have their own ProPortal page that can be used to monitor and track their pastoral and academic progress, career development and personal targets and is managed by the tutor through ProMonitor.
Work placements are logged and tracked through Grofar, within which, students, tutors and placement mentors can communicate and track learning.

1. Devise a specific work-based or professional sector research question for investigation and plan and justify a suitable methodology to investigate a specific work-based or professional sector research question.

Knowledge and Understanding
Learning
Enquiry
Problem Solving

2. Demonstrate and discuss research principles and appropriate data collection techniques, with due regard to ethical considerations, in the solution of academic and professional problems.

Enquiry
Analysis
Application

3. Analyse data using justified, appropriate methods of statistical testing for directly observed data and present it in an appropriate style and format.

Analysis
Communication

4. Evaluate the results of a scientific investigation, recognise limitations and sources of error and make justified suggestions for improvement and recommendations for further study.

Problem Solving Communication
Reflection

ITC Facilities with internet access
Staffordshire University Library
Well-equipped classroom facilities
Rodbaston Animal Zone
~150 hectare managed college owned estate of mixed arable and livestock farmland, ancient woodland, wetlands, ponds, pools and grasslands
Appropriately equipped laboratory
Virtual Learning Environment
Learning Support Centre
Industry Links
MINITAB Statistical Software License

Essential Reading

Rees, P. A. (2015) Studying Captive Animals: A Workbook of Methods in Behaviour, Welfare and Ecology

Recommended Reading

Hawkins, D. (2019) Biomeasurement: A Student’s Guide to Biological Statistics. Oxford University Press

Bishop, J., Hosey, G. & Plowman, A. (Eds.) (2013): Handbook of Zoo Research, Guidelines for Conducting Research in Zoos. London. BIAZA [Available from https://biaza.org.uk/research-resources]

Dytham, C (2010) Choosing and Using Statistics: A Biologists Guide. 3rd Ed. Wiley-Blackwell

Journals and Texts relevant to the students individual project requirements.

Example Journals
Conservation Biology
Zoology
Zoo Biology
International Zoo Yearbook
Behavioural Ecology
Animal Behaviour
The UFAW Journal – Animal Welfare