Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: BIOLOGY
COLLEGE:
CONTACT PERSON:
DR. KATHERINE GREENWALD
CONTACT PHONE:
487-3266
REQUESTED START DATE: TERM: FALL
CONTACT EMAIL:
YEAR
ARTS & SCIENCES
katherine.greenwald@emich.edu
2012
A. Rationale/Justification for the Course
Evolution is the most fundamental principle in biology; as such, nothing in biology makes any sense except in the light
of evolution. Regardless of their programmatic specialization, it is essential that each student in the Ecology, Evolution
and Organismal Biology (EEOB) graduate program be given a background in evolutionary principles. These principles
are then built upon by all subsequent biology courses taken by students in the EEOB graduate program. This course,
which will be taken in the first year, was developed to ensure the EEOB students receive the foundation they need.
B. Course Information
1. Subject Code and Course Number:
BIO 505
2. Course Title:
Evolutionary Biology
3. Credit Hours:
3
4. Repeatable for Credit? Yes_______
No__X____
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
This graduate course provides a conceptual foundation in theory, mechanisms and processes of evolutionary biology.
Presentation and discussion of primary literature is integral and will emphasize the fundamental role of evolution in all
areas of biology.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
X
Off Campus
b. Fully Online
c. Hybrid/ Web Enhanced
7. Grading Mode:
Normal (A-E)
X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
NONE
Miller, New Course
Sept. 09
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9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
NONE
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course. (List by Subject Code, Number and Title.)
NONE
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
NONE
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
X
College of Education
Yes
No
X
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
X
No
If “Yes”, list the majors/programs
M.S. Ecology, Evolution & Organismal Biology
M.S. General Biology
M.S. Molecular & Cellular Biology
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates_______
All graduate students___X_
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
X
Doctoral
Second Bachelor___X_____
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
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Sept. ‘09
X
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13. Will the course be offered as part of the General Education Program?
Yes
No
X
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes X
No
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program Ecology, Evolution and Organismal Biology
Required X
Restricted Elective
Program
Required
Restricted Elective
15. Will this course replace an existing course? Yes
No
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
X
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
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D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For ____15______
Against ____0____
Abstentions _____0_____
(Enter the number of votes cast in each category.)
Department Head/School Director Signature
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
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Date
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BIO505 Evolutionary Biology -­‐ Syllabus, Winter 2012 "Nothing in biology makes sense except in the light of evolution." -­‐T. Dobzhansky Instructor: Dr. Katy Greenwald Email: katherine.greenwald@emich.edu Lecture: Monday and Wednesday 2:00-­‐3:15pm. Office hours: Monday and Wednesday 12:00-­‐2:00pm and by appointment in Mark Jefferson 401-­‐N. Catalog description: This graduate course provides a conceptual foundation in theory, mechanisms and processes of evolutionary biology. Presentation and discussion of primary literature is integral and will emphasize evolution’s fundamental role in all areas of biology. Course Goals: The overall goal of this course is to enable you to understand the history, mechanisms, and implications of biological evolution. We will begin by "covering the basics" of each topic; however, the majority of our time will be spent with primary literature. We will revisit classic works, explore exciting recent advances in the field, and consider the relevance of evolution to numerous other areas of study (e.g., medicine, agriculture, conservation, etc.). Class time will be split between lectures that require class participation, and discussion/debate of primary scientific literature. I aim for a dynamic classroom atmosphere where lectures are participatory, and questions, discussion, and collaboration are strongly encouraged. Text: Evolutionary Analysis (Fourth Edition) S. Freeman & J. C. Herron Primary literature (see Course Schedule) Additional readings will be assigned as the semester progresses, and will be made available on EMU-­‐Online (e-­‐
college). Class schedules and policies are subject to change. Students are responsible for changes announced in class or online. 5
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General structure of the course: Most weeks, a new topic will be introduced on Monday. I will introduce the topic in lecture, and we will discuss 1-­‐2 primary literature papers that I choose. Please skim the relevant textbook chapter(s), but read the primary literature carefully. On Wednesday, two students will present and lead discussion on two primary literature papers related to that week’s topic (dates with * on course schedule, below). Students will sign up for presentation dates on the first day of class. Grading Procedures and Scale (see below for details): Hardy-­‐Weinberg simulation report 50 pts Annotated bibliography 50 pts Lead discussion 100 pts Participation 200 pts Lit review 100 pts Proposal 200 pts TOTAL 700 pts Scores below 70% will result in an E grade. Selection of papers for presentation: (1) Each partner will create an annotated bibliography for three papers within your assigned discussion topic. (2) Meet with your partner to pick two of the six papers for discussion. When making your decision, please consider how related they are to the week’s topic and evolution in general; how well they complement each other for a cohesive discussion; and whether they provide good “fodder” for discussion. Once you have chosen your two discussion papers, email me the annotated bibliographies and pdfs of the chosen discussion papers. Discussion papers must be submitted to me one week in advance of your presentation date. Student presentations: You will prepare a PowerPoint presentation in which you introduce the paper (explicitly identifying the question the research addressed), briefly cover major methods and results, and suggest at least five points for discussion (e.g., What would your next step be if you were the researcher? What questions were you left with? What didn't you understand? Did you see any flaws in the methods or interpretation? What does this paper tell us about the broader topic?). Be sure to include any figures from the paper that will facilitate discussion. Each student should lead discussion on one of the papers. PowerPoint files must be submitted to me at least 24 hours before your presentation. Literature review and proposal: You will prepare a literature review and scientific proposal on an evolutionary topic of your choice. You must identify a research question of interest, provide sufficient background information to describe the current state of knowledge in the field, and propose a study or experiment to test your predictions. More information and guidelines for this assignment will be provided by the instructor later in the semester. Policy on attendance and late assignments: You are, of course, strongly encouraged to attend class. You are expected to participate in all discussions. There are 200 points 6
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available for participation throughout the semester, which you cannot acquire if you are not present. There is a 10% per day penalty for late assignments. Late submission of discussion papers or PowerPoint files will result in deductions from your Discussion grade. Statement on disability: I will gladly attempt to accommodate any student who may need accommodations for the effects of an appropriately documented disability. Please contact me to discuss specific needs. For support services, please contact the Students with Disabilities Office (734-­‐487-­‐2470; http://www.emich.edu/disabilities/index.html). Statement on diversity: I am committed to the goals of creating a welcoming climate for all students and promoting a shared, inclusive understanding of diversity. If you have any concerns about diversity-­‐related issues, please contact the instructor or the Office of Diversity and Affirmative Action (734-­‐487-­‐1166; http://www.emich.edu/diversity/). Statement on academic integrity: The University’s Code of Student Conduct outlines three examples of academic misconduct: cheating, falsification, and plagiarism. Ignorance of the University’s Code of Student Conduct is never considered an “excuse” for academic misconduct. You will find that this course offers ample opportunity for collaboration and that joint efforts will often be encouraged. However, certain assignments will require that you do your OWN work. If you have any question as to whether your level of cooperation with your peers (or the similarity of your work to that of others) is acceptable, you must contact me to discuss the matter BEFORE handing in the assignment. Academic misconduct will result in failure of the course. 7
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Course Schedule (* denotes student presentation days) Wee
Date Topic Reading k Introduction, history of evolutionary 1 W 8/31 thought; Schedule presentations EA Ch 2,3 2 W 9/7 Natural selection TBOTF Gibbs chapter Gibbs & Grant 1987 EA Ch 10.1-­‐10.4 M 9/12 Scientific method and experimental 3 Gould & Lewontin 1979 *W 9/14 design in evolutionary studies Mayr 1983 M 9/19 EA Ch 4,15 4 Estimating evolutionary trees *W 9/21 Driscoll et al. 2007 M 9/26 EA Ch 6,7 5 Population genetics *W 9/28 King & Lawson 1997 EA Ch 8,9 M 10/3 Evolution at multiple loci: Linkage, 6 Schemske & Bradshaw *W 10/5 Quantitative Genetics 1999 M 10/10 Origin of life and speciation EA Ch 16,17 7 *W HW Report Due Daeschler et al. 2006 10/12 M 10/17 EA Ch 18,19 8 *W Radiations and extinctions Mooney & Cleland 2001 10/19 M 10/24 EA Ch 20 9 *W Human evolution Thorpe et al. 2007 10/26 Zerjal et al. 2003 M 10/31 EA Ch 10,15 10 Adaptation *W 11/2 Desrochers 2010 M 11/7 EA Ch 8,11 11 Sex and sexual selection *W 11/9 Wedekind et al. 1995 M 11/14 EA Ch 12 12 *W Social behavior Ratnieks & Wenseleers 11/16 2007 Life history evolution EA Ch 13 13 M 11/21 Literature Review Due Dowling & Simmons 2009 M 11/28 EA Ch 14 14 *W Evolution and human health Strassmann 1999 11/30 Nettle & Clegg 2005 M 12/5 Stockwell et al. 2003 15 Evolution and conservation *W 12/7 Spathelf & Waite 2007 Dobzhansky 1973 Teaching evolution 16 M 12/12 Scott 2010 Proposal Due Dover decision excerpt 8
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EA = Evolutionary Analysis, Freeman and Herron, 4th Edition. All other readings will be made available on the course website (see page 5 for list). Primary Literature Readings (pdfs available on EMU-­‐Online): Daeschler, EB, NH Shubin and FA Jenkins, Jr. 2006. A Devonian tetrapod-­‐like fish and the evolution of the tetrapod body plan. Nature 440: 757-­‐763. Desrochers, A. 2010. Morphological response of songbirds to 100 years of landscape change in North America. Ecology 91:1577-­‐1582. Dobzhansky, T. 1973. Nothing in biology makes sense except in the light of evolution. The American Biology Teacher 35: 125-­‐129. Dowling, DK and LW Simmons. 2009. Reactive oxygen species as universal constraints in life-­‐
history evolution. Proceedings of the Royal Society of London, Series B 276: 1663-­‐1737. Driscoll, CA, M Menotti-­‐Raymond, AL Roca, K Hupe, WE Johnson, E Geffen, EH Harley, M Delibes, D Pontier, AC Kitchener, N Yamaguchi, SJ O'Brien and DW Macdonald. 2007. The Near Eastern origin of cat domestication. Science 317:519-­‐523. Gibbs, HL and PR Grant. 1987. Oscillating selection on Darwin’s finches. Nature 327: 511-­‐513. Gould, SJ and RC Lewontin. 1979. The spandrels of San Marco and the Panglossian paradigm: A critique of the adaptationist programme. Proceedings of the Royal Society of London, Series B 205: 581-­‐598. King, RB and R Lawson. 1997. Microevolution in island water snakes. BioScience 47: 279-­‐286. Mayr, E. 1983. How to carry out the adaptationist program? American Naturalist 121: 324-­‐334. Mooney, HA and EE Cleland. 2001. The evolutionary impact of invasive species. Proceedings of the National Academy of Sciences 98: 5446-­‐5451. Nettle, D and H Clegg. (2005). Schizotypy, creativity and mating success in humans. Proceedings of the Royal Society of London, Series B 273, 611–615. Ratnieks, FLW and T Wenseleers. 2007. Altruism in insect societies and beyond: voluntary or coerced? Trends in Ecology and Evolution 23: 45-­‐52. Schemske, DW and HD Bradshaw, Jr. 1999. Pollinator preference and the evolution of floral traits in monkeyflowers (Mimulus). Proceedings of the National Academy of Sciences 96: 11910-­‐11915. Scott, EC. 2010. Dobzhansky was right: let’s tell the students. Bioessays 32: 372-­‐374. Spathelf, M and TA Waite. 2007. Will hotspots conserve extra primate and carnivore evolutionary history? Diversity and Distributions 13: 746-­‐751. Stockwell, CA, AP Hendry and MT Kinnison. 2003. Contemporary evolution meets conservation biology. Trends in Ecology and Evolution 18: 94-­‐101. Strassmann, BI. 1999. Menstrual cycling and breast cancer: an evolutionary perspective. Journal of Women’s Health 8: 193-­‐202. Thorpe, SKS, RL Holder and RH Crompton. 2007. Origin of human bipedalism as an adaptation for locomotion on flexible branches. Science 316:1328-­‐1331. Wedekind, C, T Seebeck, F Bettens and AJ Paepke. 1995. MHC-­‐dependent mate preferences in humans. Proceedings of the Royal Society of London, Series B 260: 245-­‐249. Zerjal, T, Y Xue, G Bertorelle, RS Wells, W Bao, S Zhu, R Qamar, Q Ayub, A Mohyuddin, S Fu, P Li, N Yuldasheva, R Ruzibakiev, J Xu, Q Shu, R Du, H Yang, M Hurles, E Robinson, T Gerelsaikhan, B Dashnyam, SQ Mehdi and C Tyler-­‐Smith. 2003. The genetic legacy of the Mongols. American Journal of Human Genetics 72: 717-­‐721. 9