Rivier College
Animal Behavior
Course Syllabus
Instructor:
Course Number:
Office Hours:
Dr. Sue Cooke
BIO 305
TBD
Semester, Year:
E-mail:
Phone:
Fall 2008
scooke@rivier.edu
897-8585
Course Description:
An introduction to the study of animal behavior with an emphasis placed on historical development of
the field. Topics addressed will include proximate and ultimate causation, development of behavior,
predator-prey interactions, sexual selection and mating systems, communication and habitat
selection. Laboratory exercises will focus on improving observational skills both in the lab and in the
field.
Required Texts:
Alcock, J. Animal Behavior: An Evolutionary Approach (8th edition). 2005. Sinauer.
Sherman, P.w. and J. Alcock. Exploring Animal Behavior (4th edition). 2005. Sinauer.
Knisely, K. A Student Handbook for Writing in Biology (2nd edition). 2005. Sinauer.
Course Objectives:
This is an upper-level college biology course, which will introduce students to the major theories and
concepts of animal behavior and includes laboratory-based investigations. The main objectives of the
course are as follows:
 To introduce students to the important scientific concepts of animal behavior, including but
not limited to:
o Proximate vs. ultimate causation
o Predator-prey interactions
o Learning and memory
o Territoriality and dominance
o Sexual selection, mate choice and reproductive behaviors
o Sociality and altruistic behavior
 To reinforce previous experience with the scientific method by giving students the
opportunity to design and run their own experiments.
 To develop observational and deductive reasoning skills through field observations on
animal behavior.
 To enhance effective communication and critical thinking through formal and informal writing
activities and by having students participate in discussion groups, peer-lead class
discussions and formal presentations.
The “W” Designation
This course is a designated writing-assisted course. As a scientist, you will need the ability to express yourself
clearly both in writing and in oral communication. When you study an aspect of the field of Biology, you are
studying the accumulated results of countless experiments performed in the past and communicated to future
generations through (hopefully!) clear and precise writing. In this course, as you learn the skills and techniques
associated with physiological research, you will also work to develop the clarity and precision with which you
convey your methods and results. You will be required to complete a series of written assignments, designed
with a dual purpose. First, through these assignments you will have the opportunity to reflect on the material to
which you are being exposed in the course lectures and lab exercises. Second, you will be gaining experience
with the genre of scientific writing. Written assignments will be graded with the objectives of both improving
your writing and assessing your understanding of content and format.
Assessment:
Your grade in this course will be based on the following components:
o Two in-class exams (midterm and final) with both vocabulary-oriented and short-essay type
questions (40%).
o Blackboard discussions on assigned readings (10%)
o Frequent, short informal writing assignments (Both in class and outside of class) designed to
elaborate on material presented in lecture or to allow further exploration of specific topics (20%).
o Formal laboratory reports and assignments (30%).
What is meant by “formal” vs “informal” writing assignments?
Formal writing assignments are submitted for review by your instructor, and possibly also by your peers, then
returned with comments. You will be given time to revise these assignments and produce a final draft, which
will also be submitted. The bulk of the formal writing you do in this course will be related to your semester-long
laboratory project, for which you will produce a literature review, an annotated bibliography, a proposal, a lab
report and a presentation. More information on these assignments will be provided as we proceed. Informal
assignments are never revised, and may or may not be graded. They are designed to help you increase your
own understanding of the course material. The following are some examples of types of informal writing we will
do in this class:
Focused Freewrite
When you freewrite, you are supposed to write continuously for a specified period of time, which in this class
will usually be about 5 minutes. It is a very informal style of writing with little or no emphasis on grammar,
spelling or sentence structure. The only guideline for a focused freewrite is that you must stick to the question
posed to you. Also, for this class, it is totally acceptable to list your thought out in a bulleted outline form rather
than in complete sentences. Generally, I will use freewrites to encourage you to gather your thoughts on a
particular subject which will we subsequently discuss. Some other examples of when we might use freewrites
would be:
- At the start of class to see if everyone is clear on the reading or the material from the previous lecture.
- At the end of class to see if you can identify the main points of our discussion.
- To gather questions from people when no one is willing to speak up.
Summary/Response Notebook Entries
We will be doing a lot of reading in this course, both of our textbook and of scientific journal articles. In
scientific courses especially, the volume of reading can sometimes become overwhelming and students often
read quickly with little comprehension. A summary/response notebook entry is designed to focus your reading
and help you to process the content quickly and effectively. When completing an S/R notebook entry, should
plan to take notes on two pages of a notebook or two sheets of paper. If you are using a notebook, use two
facing pages. On one sheet, take notes on the article in which you restate the main points of the text in your
own words. You can do it as a summary or outline the text as you go by taking careful notes. This will help you
to remember the details of the paper without having to reread the whole thing. On the second sheet, you will
make more personal notes and questions about what you have read. Do you agree/disagree with the
conclusions? Do you understand the methods and terminology used? How would you expand upon or improve
this work? Is it clear or does it leave you with questions? Any thoughts you have in reaction to the reading
should be included. This will make it much easier for you to contribute to a discussion of the reading in class.
Thesis Statements
A thesis statement is defined as “a one sentence summary of an essay’s argument” (Bean, 2001). Especially
when reading a large number of journal articles, as you would when doing a literature search, it can be very
helpful to be able to summarize the main point of each paper as concisely as possible. What is the take-home
message? Doing this can help you to quickly identify previous work that either supports or refutes your own
hypotheses or results. For many of the journal articles assigned in this class, I will ask you to generate a thesis
statement, which you will bring with you to the discussion. Occasionally I will collect these thesis statements,
but more frequently I will ask you to share them at the start of the discussion. In this way, we can generate a
thesis statement for each paper that the class can agree on.
Sept 4
Tentative Course Outline
Introduction to the course; What is science? Reading scientific articles
Readings: Knisely, Ch. 3 (p22-27)
Platt, “Strong Inference” (handout)
Wilson (p.3, Exploring Animal Behavior)
Lab:
Measuring Animal Behavior in the Lab; Introduction to independent
research projects
9
Student-led discussion on Assigned Readings
11
Proximate vs. Ultimate Causation
Readings: Alcock, Ch. 1 and Ch. 2
Holecamp & Sherman (p. 53, Exploring Animal Behavior)
Knisely, Ch. 1 (for lab)
Lab:
Measuring Animal Behavior in the Field
Preparing a proposal and annotated bibliography
16
Student-led discussion on Assigned Readings
18
No lecture – trip to New England Aquarium
Readings: Knisely, Ch. 2 (for lab)
Lab:
Measuring Animal Behavior in a Zoo Setting (Field trip)
23
Analyzing Behavior
Readings:
TBD
Initial student research proposals due
25
Genes and Behavior
Readings: Alcock, Ch. 3 (63-74)
Trut (p.181, Exploring Animal Behavior)
Robinson (p. 61, Exploring Animal Behavior)
Lab:
Individual meetings to review research topics
30
Student-led discussion on Assigned Readings
Oct. 2
Behavioral Endocrinology
Readings: Alcock, Ch. 4 (160-175)
Wingfield et al. (p. 102, Exploring Animal Behavior)
Schoech (p. 117, Exploring Animal Behavior)
Lab:
Independent research
Annotated bibliography due
7
Student-led discussion on Assigned Readings
(Bibliographies returned with comments)
9
Neuroethology
Readings: Alcock, Ch 4 (p101-118) and Ch. 5 (p144-147)
Bass (p. 125, Exploring Animal Behavior)
Lab:
Independent research
14
Student-led discussion on Assigned Readings
16
Midterm Exam
Lab:
Independent research
21
Science Writing
Readings: Gopen and Swan (p. 21, Exploring Animal Behavior)
Knisley, Ch. 3 (27-28) and Ch. 4
23
Development of Behavior; Biological Clocks & Sun Compasses
Readings: Alcock, Ch. 5 (148-159), Ch. 3, Ch. 4 (p130-139)
Additional reading to be announced
Lab:
Foraging Game
28
Student-led discussion on Assigned Readings
30
Learning and Memory
Readings: Alcock, Ch. 3 (p88-95)
West and King (p. 93, Exploring Animal Behavior)
Knisely, Ch. 5 (for lab)
Lab:
Independent research
Literature review due (first draft)
Nov. 4
Student-led discussion on Assigned Readings
6
Communication
Readings: Alcock, Ch. 9
Borgia (p. 175, Exploring Animal Behavior)
Holldobler & Wilson (p. 154, Exploring Animal Behavior)
Lab:
Independent research
(Literature review returned with comments)
11
Student-led discussion on Assigned Readings
13
Antipredatory Behavior
Readings: Alcock, Ch. 6
May (p. 137, Exploring Animal Behavior)
Lab:
Independent research
Literature review due (final draft)
18
Student-led discussion on Assigned Readings
20
Mating Systems & Sexual Selection
Readings: Alcock, Ch. 10
Warner (p. 227, Exploring Animal Behavior)
Lab:
Mate Choice in Humans
Lab report due (first draft)
25
Mating Systems & Sexual Selection
Readings: Alcock, Ch. 11 and Ch. 12
Buss (p. 248, Exploring Animal Behavior) (for lab)
Alcock, Ch. 14 (480-502) (for lab)
Mate choice summary due
(Lab reports returned with comments)
27
Dec. 2
4
No class, Thanksgiving Vacation
Student-led discussion on Assigned Readings
Lab report due (final draft)
Evolution of Sociality and Altruistic Behavior
Readings: Alcock, Ch. 13
Emlen et al. (p. 282, Exploring Animal Behavior)
Honeycutt (p.293, Exploring Animal Behavior)
Lab:
Research Presentations
Final Exam, TBD
Classroom Policies
Attendance is mandatory
You are responsible for signing in before leaving class. I will not accept emails after class as proof of
attendance! You should make every effort to be on time for class because walking in late is disturbing to other
students. If you are late, however, be sure to see me after class to sign the attendance sheet. This is your
responsibility. Be aware that Rivier College policy states that missing more than a total of 4 classes in a
class that meets 2x per week is considered “excessive”. If you exceed this number of absences, you will
be reported to the registrar and risk “habitual non-attender” status. Please refer to the full Rivier attendance
policy at the end of this syllabus for further clarification.
Classroom behavior
You are expected to conduct yourself in a professional manner at all times while in lecture or lab. Aside of
participating and arriving on time, this also includes being respectful of the instructor and your fellow students.
If you are being disruptive in any way, you will be asked to leave the classroom.
Cell phone policy
Please turn off your cell phones in class! Also, starting this semester, do not bring your cell phones to exams or
be prepared to leave them at the front of the room. No one will be allowed to have their cell phone during an
exam.
Rivier Academic Policies
Americans with Disabilities Act (ADA)
Rivier College wants to provide reasonable accommodations to students with disabilities. To accomplish this
goal effectively and to ensure the best use of our resources, the College expects students to provide timely
notice of a disability to the Office of Special Services for verification and for evaluation of available options.
Any student whose disabilities fall within ADA should inform the instructor within the first two weeks of the term
of any special needs or equipment necessary to accomplish the requirements for the course. To obtain current
information on this procedure, contact the Office of Special Services at telephone extension 8497 (Coordinator:
Kate Ricci).
Rivier College’s Grading System
The grading system for each course is determined by the instructor and is detailed elsewhere in this guide.
The following tables explain Rivier’s grading system:
Standing/Letter Grade
Excellence
A
AHigh Achievement
B+
B
Achievement
BC+
C
Low Achievement
CD+
D
Insufficient Achievement
F
Points Range
Grade Point Equivalent
100 – 93
92 – 90
4.0 grade Points
3.67 grade points
89 – 87
86 – 83
3.33 grade points
3.00 grade points
82 – 80
79 – 77
76 – 73
2.67 grade points
2.33 grade points
2.00 grade points
72 – 70
69 – 67
66 – 63
1.67 grade points
1.33 grade points
1.00 grade points
62 and below
0.00
Academic Honesty
Plagiarism and cheating are serious breaches of academic honesty. In general, plagiarism is defined as the
presentation of someone else’s work in whatever form: copyrighted material, notes, film, art work, reports,
statistics, bibliographies, and the like, as one’s own, and failing to acknowledge the true source. Quoting wordfor-word, or almost so, or using the argumentation of another source without acknowledging this dependence
also constitutes plagiarism. Cheating is defined as the giving or attempting to give or to receive unauthorized
information or assistance during an examination or in completing an assigned project. Submission of a single
work for two separate courses without the permission of the instructors involved is also a form of cheating.
If students are unsure whether a specific course of action would constitute plagiarism or cheating, they should
consult with their instructor in advance.
Penalties for plagiarism and cheating vary with the degree of the offense and may take the form of the
following academic sanctions:
◦ the grade of F for the work in question;
◦ the grade of F for the course;
◦ notification of the department chair and/or Academic Dean of the College of the misconduct of the student;
◦ recommendations that the student be suspended or dismissed from the College.
Statement on Attendance
The classroom is the heart of the educational experience at Rivier College because it provides, uniquely, a
formal setting for the important exchanges among faculty and students. Regular and punctual attendance at all
classes, essential for maximum academic achievement, is a major responsibility of Rivier College students.
Failure to attend and contribute to the classroom environment significantly and demonstrably reduces the
quality of the educational experience for everyone in the classroom. As a result, absences almost always
impact the quality of performance.
As part of its commitment to a quality educational experience for all members of the Rivier community, the
College formally requires specific attendance policies to be developed by its professors and reviewed by the
Division Head and Academic Dean. Any attendance policy used by an individual professor as a criterion for
evaluation must be specified in the course syllabus and presented to students during the first week of classes.
These policies can be found in respective course syllabi, and may include reasonable penalties and sanctions
for excessive absences.
In the event of prolonged illness, accident, or similar emergency, it is the responsibility of the student to notify
both the professor and the Office of the Academic Dean. Students must remember that it is always their
responsibility to make up the work they may have missed during an absence from class. Students are directed
to confer with their professors when their absences jeopardize satisfactory progress. Whenever a professor is
absent without notification, students are expected to wait fifteen minutes before leaving and to sign an
Attendance List, which a class member delivers to the Office of the Academic Dean.
Instructors are required to record attendance and alert the Registrar when a student fails to attend the
equivalent of two weeks of courses (2 absences for a course meeting once a week, 4 absences for a course
meeting twice a week, 6 absences for a course meeting three times a week). The student will then be alerted
that he/she is in danger of falling under the 'habitual non-attendance policy" (see below).
Habitual Non-Attendance Policy
Habitual non-attendance is defined as an absence in any course (for any reason whatsoever) equating to three
full weeks of missed class sessions (3 absences for a course meeting once a week, 6 absences for a course
meeting twice a week, 9 absences for a course meeting three times a week).
It is the responsibility of the student to notify the College of any intention to withdraw from a course or withdraw
from the College. The College will attempt to resolve the issue of habitual non-attendance with the student;
however, the College reserves the right to withdraw students who are no longer attending classes. Habitual
non-attendance in one or more classes may result in administrative withdrawal from the class or classes
affected, withdrawal from the College or, in cases with extenuating circumstances, an administrative leave of
absence. In such cases a grade of W of NF will be assigned to the classes affected according to the
appropriate date published in the academic calendar.
Students who have attended no class sessions of a course or courses from which they are registered by the
end of the drop/add period will be dropped from each class not attended. If a student never attended any
courses during the drop/add period, the student will be withdrawn from his/her full schedule of courses.