BIOLOGY 306, EVOLUTIONARY BIOLOGY
COURSE SYLLABUS: FALL, 2015
INSTRUCTOR INFORMATION
Dr. Susan Bandoni Muench
Office: ISC 257
Phone: 245-5309
e-mail: bandoni@geneseo.edu
Office hours: Tuesdays 12:30-2:20, Fridays 1:30-2:30, and by appointment.
LEARNING OUTCOMES
At the end of the course, students will be able to:
Recognize and describe evidence for the occurrence of evolution, and explain the significance of
the theory of evolution as an explanatory framework in modern biology.
Compare evolutionary biology to other branches of science with respect to levels of uncertainty
and confidence in methodologies, and distinguish scientific inquiry from pseudoscience in class
discussion and on written assignments.
Differentiate among evolutionary questions studied by geneticists, ecologists, systematists, and
paleobiologists, and justify their methodological approaches.
Use scientific knowledge to interpret case studies and address real-life problems in evolutionary
biology.
Compile, select and synthesize current knowledge of particular problems in evolutionary
biology using the primary literature, and present this knowledge to peers in a poster format.
TEXT AND OTHER MATERIALS:
Text: Freeman S, Herron JC. Evolutionary Analysis, 5th Edition. Upper Saddle River, NJ:
Prentice-Hall. 2013. 800 p.
Companion web site: The text has an excellent companion web site with many valuable
resources (http://wps.prenhall.com/esm_freeman_evol_4/).
Articles and Case Studies: Additional articles and case studies are available on MyCourses;
please bring a copy (electronic or paper) with you to class.
Printing costs: For some assignments, you may also need to print some materials or turn in
hard copies. For some classes, you may need to print copies of articles, case studies or
assignments. Please budget accordingly.
EVALUATION – SUMMARY
Assessment
Day to Day
Reading quizzes*
Homework*
Summative quizzes, 4 at 18
Writing assignments
Critical reading (2-5)
Science and society
Reflective (Evolution Matters)
Book review
Total
POINTS
15
15
Up to 72
16-40
12-48
18
18
EVALUATION – EXPLANATION
The grading scheme in Biol. 306 is points-based rather than percentage-based. It is possible to
earn approximately 225 points, but grades are calculated out of 150 (see the table below). It is
therefore possible to earn an A either by attempting 150 points and excelling, or by earning
grades in the B range and completing more work. However, it is not practical to do all of the
assignments effectively, and attempting enough additional assignments to earn enough points
to raise your grade by one letter grade is a more realistic goal. Following instructions for the
assignment list is VERY important, as some assignments are required, and some choices
preclude others.
Explanation of grades: Grades are determined using the scale presented below, generally
without any adjustment or “curve.” Helping others can only help you, and cannot hurt your
grade in any way. The point distribution is as follows:
Points
Letter grade
>139
A
135
A130.5
B+
124.5
B
120
B115.5
C+
109.5
C
105
C90
D
<90
E
EVALUATION – ADDITIONAL INFORMATION:
Reading quizzes: These are short quizzes consisting of multiple choice, multiple select and
true/false questions covering the assigned readings in the textbook. The quizzes will be online.
Their role is to enable you to prepare for class by establishing a foundation of knowledge that
will allow us to tackle more challenging and authentic problems in class. Quizzes are a package
deal, and you must earn 60% on a quiz and complete at least half of the quizzes for them to
count. You must do either the reading quizzes or the homework; you can do both. Each quiz
counts as one point from the 15 point total, and there will be 16 quizzes.
Homework: These are short writing assignments asking you to reflect on the required readings,
class experiences, or your learning. These will be graded on completeness, clarity and evidence
of careful thought and analysis. The homework is also a package deal, and you must complete
enough entries to earn a passing grade. Each journal entry counts as one point from the 15 point
total; there will be more than 15 assignments.
Application quizzes: These small application tests on each unit in the text (overview,
evolutionary genetics, evolutionary ecology, macroevolution). Application tests will have very
few questions, and will not take the entire class period. Like the case studies used in class or the
end-of-chapter questions, test questions will involve applications of ideas from the reading.
Application tests may be given online, and some questions may be based on a reading given out
in advance. Additional and more specific instructions will be provided in class.
Critical reading assignments:
These assignments call for you to read articles from the primary literature closely, and analyze
them following a published framework. You must complete two, and may complete four. If you
do not do a particular critical reading assignment, you will need to submit one of the
miscellaneous assignments instead.
Science and Society writing assignment:
In this assignment, you will read about evolution in the popular media and write a critical
analysis. There are two options for this assignment, one focusing on anti-evolution literature,
and one on new findings in the popular media. Everyone must complete one, but it is also
possible to complete two.
Reflective assignment (Evolution Matters):
In this writing assignment, you will reflect on your learning experience and course content, and
make personal connections. In particular, you will examine the relevance of evolutionary biology
to your career goals or other significant interests through locating and reading an article from the
primary literature, and using this as the focal point of your reflection.
Book review:
In this writing assignment, you will read any one of several books about evolution written for the
general public, and write a book review. Although each student must submit their own work, it is
possible to form a book club and discuss the books prior to writing your own reviews.
Some very important guidelines: Even though the evaluation system in this course is extremely
flexible, there are limits. You will need to fulfill the following requirements:
 You must turn in some work for each of the four content blocks
 You must complete 50 points (roughly half) of the points by midsemester
 You must do one Science and Society assignment and two critical reading assignments
 You must do either the reading quizzes or the homework, and may do both
Accommodations for persons with disabilities: SUNY Geneseo will make reasonable
accommodations for persons with documented physical, emotional or learning disabilities.
Students should contact the Director in the Office of Disability Services (Tabitha Buggie-Hunt,
105D Erwin) and their faculty to discuss needed accommodations as early as possible in the
semester.
TENTATIVE SCHEDULE
Week/Date
Monday
Wednesday/Friday
Introductions
Case study: Mrs.
Ranger
Labor Day – no class
Chapter 2
Case study: Mrs.
Ranger
Chapter 1. Case
study: Murder by
HIV.
Chapter 3
Case study: White
striped clover
Library training
Chapter 4
NSF problem set
Discussion:
stickleback paper
Application test*
Library training
Case study:
Belyaev’s Pets
Science and
society paper due.
Case study:
Columbines
Critical Reading
assignment 1 due
Chapter 5. Genetic
variation. Case
study: Which came
first, the mutation or
the antibiotic?
Chapter 6/7
simulations and
problems
Case study: Beach
mice
Population genetics.
Chapter 7
Simulations and
problems
Application test.
1
8/31
2
9/7
3
9/14
4
9/21
5
9/28
6
10/5
Population genetics.
Chapter 6. Paper
discussion.
Simulation
7
10/12
Fall Break, no classes
Topics and Due
dates
Critical Reading
assignment 2 due.
Science and
society paper.
Week/Date
Monday
Wednesday/Friday
Adaptation. Chapter
10
Paper discussion
Chapter 12. Social
behavior. Case
study: Waiting game
Paper discussion.
Evolution of
menopause
8
10/19
Application test
Adaptation.
9
10/26
10
11/2
Chapter 11. Sexual
selection. Case
study: Widow birds
Chapter 13, Life
history evolution
11
11/9
12
11/16
13
11/23
14
11/30
15
12/7
16
12/14
Chapter 14 Human
adaptation
Case study: The
Modern Caveman’s
dilemma
Application test*
Library training.
Chapter 16
Chapter 16
Paper discussion
Chapter 17
(TBA)
Paper discussion
Chapter 18. (TBA)
Topics and Due
dates
Critical reading
paper and
application test.
Critical reading
paper.
Science and
society paper
due.
Chapter 16
Case study: As the
worm turns
Thanksgiving, no
classes
Application test.
Critical reading
assignment.
Chapter 18
(TBA)
Paper
discussion.
Chapter 19. (TBA)
Book review
due.
Evolution
matters essay
due.
Chapter 19, Evo
Devo. Evolution of
leglessness.
17
Application test*
Application test*
Mon., Dec. 21,
Tue., Dec, 22, 3:3012:00-3:00, sec 01
6:30, sec.02
Note: The schedule of topics may be subject to change. If so, the content coverage of exams will
be adjusted, rather than the exam dates.
SOME IMPORTANT POLICIES
Organization: Materials such as case studies are on MyCourses in folders labeled by week. For
some assignments, you will instead find directions for finding the materials. Please consult the
schedule above to determine what to prepare for class, and what to bring with you. Check your
e-mail daily as well in case there are changes or updates.
Communication: E-mail is also usually the fastest way to get in touch with me. Because I am
teaching hundreds of students this semester, please include your name and the course name or
number in all e-mails sent to me.
Professional behavior in the classroom: Your choices can affect the learning experiences of
other students in the class as well as your own. Please arrive on time, stay through class,
silence your phone, and use your phone, tablet and laptop only for class-related activities.
Missing quizzes and journal entries: There are more quizzes and journal entries than points to
earn. The point of these assessments is to prepare for class so so if you miss these, there is no
opportunity to make them up.
Missing application tests: If you must miss class on the date of an exam, contact me to make
alternative arrangements ahead of schedule if possible. In the event of an emergency arising
on the exam date, contact me within 24 hours. In order to make up the exam you must contact
me promptly, give a full explanation of the need for your absence, and take the test by the next
class period. Given that there are other ways to make up the points, extensions for taking tests
are very limited, no matter the reason for your absence.
Writing assignments: No critical reading papers will be accepted late regardless of the reason
as taking part in the class discussion of the article before completing the assignment would
alter the nature of the task. A fifth assignment is offered so there is an opportunity to make up
the points. Given that there are other ways to make up the points, extensions for other writing
assignments are extremely limited. Obtaining an extension may require documenting that you
have already started the assignment in addition to documenting the need for the extension.
Appealing grades: Any graded work may be submitted for re-evaluation along with a written
appeal. The basis for your appeal will usually be either (1) ambiguity in class or reading
materials, or (2) ambiguity in the test question or assignment directions. The appeal should
contain a brief written explanation of your concerns, including your reading of the ambiguous
written material, and why you believe your work meets the intended goals of the test question
or assignment as you understood them. An appeal should reflect careful consideration of the
answer presented in the key and any feedback received, and make a positive argument for your
position. Ordinarily, appeals should be turned in within one week of receiving the graded work.
After I have had an opportunity to review your appeal, we can meet during office hours or an
individual appointment to discuss your concerns.
Academic dishonesty: Academic dishonesty includes both cheating on exams and plagiarism.
Cheating here refers to violating the conditions of the exams. Plagiarism is defined here as any
form of misrepresentation of the authorship or originality of your work. Plagiarism includes
(but is not limited to) copying others' work directly (including internet sources), paraphrasing
minimally the work of others, presenting ideas without citing the original sources, turning in a
project written by another person or using work in another class without prior approval from
both instructors. All members of a group bear responsibility for academic honesty for the
group project. The penalty for cheating or plagiarism will be to redo the exam or project under
new conditions, and a grade reduction. Because forms of academic dishonesty are described in
detail here, claiming ignorance cannot serve as an excuse!
Limitations: Written policies have limitations, as it is not possible to write a policy that
covers every situation! If you find you are having trouble completing class work, please make
an appointment to talk with me to determine how best to work with the policies to complete
course work.
SOME VERY IMPORTANT INFORMATION ABOUT THIS CLASS
Evolution: The Theory of Evolution provides a central explanatory framework for
understanding all of Biology today. Everything that we do in this course will relate to
evolution in some manner. However, because the idea of evolution is not controversial
among scientists, the majority of class time will be devoted to scientific issues within the field
of Evolutionary Biology, rather than discussion of the public controversy around the theory of
evolution. I welcome the opportunity to discuss your questions about all aspects of evolution
(including questions about religious belief) during office hours or individual appointments.
Teamwork: This class will require you to work in groups most of the time, with small group
discussion and some group quizzes. There is some individual accountability built in both for
quizzes and through the exams.
Class format: This class runs with a format somewhat different from most biology classes at
Geneseo. Conventional lectures will make up a very small portion of class time, and class
discussion (whole class or small group) will make up the majority. You must obtain your first
exposure to new ideas outside of class through independent reading, and the class format is
inherently participatory. Class discussion will address applications of the ideas and examples
of research in the field. Exams will require not only an understanding of the reading but also
the ability to apply what you have learned to new problems. Class activities and outside
assignments are carefully designed to develop a deeper conceptual understanding and to
build skills through the semester. Nonetheless, the new format may require some adjustment
of your approach to studying. Please let me know if you are having difficulty adjusting to the
format, and I would be glad to provide assistance.