BY415: Evolutionary Theory

An Overview of Assignments and Expectations

This class will be conducted as an upper level seminar intended for advanced Biology students with significant grounding in basic concepts. We will read, discuss and critique classic and current literature in Evolutionary Theory. In seminar format, we will have fewer class hours together than a lab course, but probably much more reading and writing than you have met before in Bio classes! As the backbone of contemporary Biology, Evolution assumes a large role in our understanding of modern science. Together we will sample some of the diverse literature in this field, some of the scientists who pursue diverse facets of evolutionary theory, and some of the theoretical discussion and controvery that shape many fields of Biology. In addition to exposing you to this literature and these personalities and to solidifying your understanding of basic evolutionary concepts, we will examine topics such as the role of societal bias in shaping theory and observation, the role of controversy in advancing scientific thought, how micro and macro evolutionary processes might be similar or different, and whether evolutionary theory might be applied to humans as well as other organisms.

Expectations

1. Be present in class and participate in discussions. You may not necessarily agree with the ideas presented, but you need to keep up with the reading and to formulate your ideas and opinions about it!

2. Turn in assignments on time. They will consist of 4 basic parts: a group assignment, a short paper, a written final (in 2 parts, 1 take home and 1 in class), and a final project/presentation.

Class meeting: mornings (with occasional exceptions). 9-11:30 or noon. Afternoons will generally be free for you to read and discuss the reading with each other (highly encouraged!) We will also use the afternoon for private consultations on projects. Note: the reading is diverse and often will be challenging. I recommend that you give yourselves a generous amount of time to do it and that you work together to discuss it outside of class. Getting different perspectives on this material is one of the objectives of the class!

Requirements

I. The Group Assignment: You will be in a group of 3-4 people, assigned to analyze 1 of 3 questions relating to Evolutionary Theory. The questions will be handed out on Tues the first week of class, and your group will work on them together over Thurs-Sat (your own scheduling!). Your group will have 20-30 minutes to present and discuss the results of your exploration on Sunday [10%]

II. Short Paper: 3-4 typed pages maximum. Topic: Classical Darwinism and Modern Discoveries about the Galapagos Finches. In your paper you will discuss 1) what the basic tenets of classical Darwinism were as laid out for us in Origin of Species, 2)what the essential findings of the Grant's work have been as laid out in Beak of the Finch, and 3) what the significance of these discoveries are for classical Darwinism [15%]

III. Project: You will be given a half hour slot to present a lecture/discussion to the class on a topic of evolutionary theory that interests you. You will choose the topic in consultation with me early in the block, and throughout the block pursue readings and literature on your own. The essence of your assignment will be to research theory and practice (data, analysis or disagreement in any of these!) relating to a evolutionary concept, and to inform the class about this. The presentation and discussion can be related to how these ideas relate to others we have discussed during the block. Part of your presentation will include an annotated bibliography of readings you have done relating to this topic [30%]

IV. Final: in 2 parts. Essays/Medium length answers relating to theory topics we cover in class will be given to you early in the block. Several of these I will choose for you to write on, to be turned in at an agreed upon time. (open book, no surprises). The last day of the class (Wed) there will be some short to medium length specific questions given to you to do in class (typically terminology or a concept to explain). [30%]