Entry requirements

Degree on basic level 180 credits with alternative 1) 60 credits biology and 30 credits chemistry; alternative 2) 90 credits biology.

Learning outcomes

The course is an introduction to the Erasmus Mundus Master in Evolutionary Biology (MEME) and a follow up of the study progress at the start of the second year. After passing the introductory module, the student shall be able to

• discuss basic principles in evolutionary biology
• identify research opportunities and possible directions for their degree project
• create a network for their coming studies.

After passing the second module, the student shall be able to

• present and defend scientific work (his/her own results if such are available at the time) to an international audience
• present and critically evaluate scientific literature
• summarise current topics in evolutionary biology
• organise a scientific meeting, including choosing and inviting suitable speakers and chairing discussions.

Content

The MEME summer school will train students in exchanging scientific ideas in an international setting, both by presenting their own work and by learning about the work of their fellow students and other scientists (including invited speakers). The course also includes an overview of current trends in evolutionary biology, and introduction to study and mobility options within MEME. The scientific content will be a broad theme in evolutionary biology (e.g. biodiversity, social evolution, sexual selection, host-parasite co-evolution) and will vary from year to year, so that the participants encounter different ideas during the first and second year. Students who join the summer school in their second year will also partake in organising it.

Instruction

Teaching is given in the form of lectures, excursions, seminars and student presentations.

Assessment

Modules: First year module (2.5 credits); Second year module (2.5 credits). For a passing grade, active participation in seminars and approved presentations are required.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.