Spring 2020 Evolution Biology 4301

COURSE INFORMATION, OBJECTIVES, AND POLICIES

Instructor of Record: Dr. Jim Ott E-mail: [email protected] phone 245-2321 Meeting time: M,W 3:30-4:50pm; Academic Services Building S Rm 300

Office hours: Tuesday & Thursday 1:00-2:00 PM; and by arrangement Office location: Rm 332 Supple Science Bldg

Email account required: You will need a Texas State University email account for this class to maintain contact with other students, access TRACS and course content. Please use your tx state email account to contact me. I am under no responsibility to answer emails that are not sent from a TX State email account. You are responsible for checking your e-mail and TRACS DAILY

Required Textbooks: 1. Evolutionary Analysis (S. Freeman and J. Herron); Prentice Hall any edition. 2. Coyne, J. Why Evolution is True. Penquin.

Academic Calendar Please note important dates Jan. 21 First day of class Feb. 5 Last day to drop with 100% refund Feb. 5 Last day to drop with no record March 15-22 Spring Break March 31 Last day to drop (automatic W deadline) May 4 Last day of Classes May 13 Final exam 2:00- 4:30pm (ASB rm 300)

For Full Academic calendar visit http://www.registrar.txstate.edu/persistent-links/academic-calendar.html

Special Needs: Students with special needs (as documented by the Office of Disability Services: [email protected]) should identify themselves at the beginning of the semester. I will ensure that all needed accommodations are met.

COURSE DESCRIPTION: BIO 4301 is Evolution, a senior-level and Core-Curriculum course intended primarily for BIOLOGY MAJORS. The perquisite for this course is general genetics COMPLETED WITH A GRADE OF “C”or better. Knowledge of topics covered in genetics and introductory biology courses is assumed by the instructor when developing and presenting lectures and is needed. Biology 4301 is designed to provide students an opportunity to explore evolutionary biology. Because the course is conceptually based, and because grades are based on achievement the course will present a significant challenge. In this challenge is the opportunity for academic growth: please accept it. Those students who adopt good study skills, who are motivated, and who engage the material will be advantaged. This course is an introduction to the fields of Evolution, Evolutionary Genetics, and Evolutionary history. Students are responsible for understanding and being able to answer questions pertaining to all information presented in lecture and assigned readings. 1 PLEASE READ CLOSELY Course Objectives Biology 4301: The objectives of biology 4301 are to convey information considered to be the core elements of a senior–level college education in the area of evolution and provide opportunities to experience science as an investigative process. I encourage understanding science as “a way of knowing” and hope to help students foster a deeper interest in how the natural world works and how biological systems evolve. As well, in this course students will gain insight into the social dimensions of the history, development, and current state of the theory of Evolution.

Specific Objectives: Provide a learning environment and structure needed by students to: 1) realize and understand that the theory of evolution is the concept that unifies all of Biology; 2) understand the dimensions of the statement: Evolution is at once a theory, process, and fact; 3) understand major principles and concepts of Evolution; 3) understand how the process of scientific inquiry works; 4) be able to think creatively and formulate questions about nature; 5) sharpen the ability to reason logically and critically evaluate information; 6) understand the logic of the design, analysis, and interpretation of scientific experiments.

Course Policies

Grading components: Lecture Exams: Two comprehensive lecture exams and a COMPREHENSIVE FINAL will be given. Exam I 100 pt Exam II Comprehensive also recovers Exam 1 100 pt Exam III (Comprehensive covers the course) 150 pt Total 350 points

Exams will focus on conceptual issues and will require the application of quantitative, analytical and reasoning skills (expect questions that require problem solving (In some instances calculators may be helpful). Knowledge of content and working knowledge of concepts, not detail is emphasized. Exams will focus on lectures given by Dr. Ott with the book as backup and will also cover outside of class readings/assignments.

Each exam will be comprehensive, (i.e., knowledge of concepts and information learned throughout the semester will be assumed on all subsequent exams). Be aware that in this senior- level course understanding not memorization, recall, or association will be tested.

Make Up Exam Policy. Request for make-ups for exams will be granted only in extraordinary circumstances. You will not be able to make-up exams unless you notify me well in advance and can provide DOCUMENTATION deemed acceptable by the instructor of record.

Acceptable documentation is defined as evidence of medical emergency/treatment requiring intervention by a medical professional or facility, military or jury duty, or unexpected (but probably well-deserved) entrance into the US justice system.

Make up exams will consist of an essay or oral exam administered by, and at a time selected by, the instructor of record. There will be no make-ups for the final exam. The final time and date are set by the university not instructors. There will no exceptions to the date and time for the final. 2 GRADING:

“ Failure to prepare is preparing to fail ” --J. Wooden

Grades are earned in Biology 4301. This means that in this senior-level course, level of effort, degree of involvement, extent to which students accept responsibility for their education, study habits, test preparation and testing skills all matter in determining final grades.

Exam grades: To the benefit of all students each exam is graded relative to the highest student’s score. This grading scale represents a significant curve as it assigns scores based on comparison to the performance of other students in the class. This manner of grading increases each students score by allowing students in the class to set the standards for excellence in the course. I know of no fairer policy. This grading scheme raises the score of every student in the class on each exam.

To be perfectly clear here is an example of this beneficial grading procedure. If the highest raw score made by a student in the course for an exam is 90 out of 100 points and your own individual raw score is 80 points out of 100, your OFFICIAL exam score (i.e., the GRADE entered into the record book for you) is your raw score on the exam (80) divided by (90) and multiplied by 100. Example calculation (80/90) x 100 = 89 points. (i.e., You U got 89% of the highest performing student.)

Note: Assignments (reading and otherwise) are given throughout the course and are intended to build understanding and further prepare students for exams. Assignment are opportunities for students to EXPAND their horizons. Mature learners will benefit immensely from these intellectual excursions.

Final Grades. Grades are the responsibility of students. In this course grade inflation does not occur. Because of the significant curve implemented for each exam FINAL COURSE GRADES ARE NOT CURVED.

Course Grading Policies: Final Grades are assigned based on the following scale: A ≥ 90 B ≥ 80 to < 90% C ≥ 70 to < 80% Note the ≥ and < signs and understand what they mean. D ≥ 60 to < 70% F < 60% Table 1: Distributions of final grades for Evolution. 2010–2017 Final Grade # of students Percent % A 66 6.2% B 195 18.4% C 389 36.6% D 273 25.7% F 128 12.1% ∑1062 Inspect the grade distribution closely. Historically 38% of students (NOT COUNTING drops) fail to progress in the course.

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Advice: Make a decision whether you are "all in". If so, apply yourself and do not waiver in your commitment to achievement.

Readings: In preparing exams I will assume that you have read and studied all assigned readings. This includes textbook assignments, readings from other assignments, and all posted news and science articles that get posted to our TRACS website. I strongly suggest that you read assigned readings prior to lecture.

Lecture Attendance: This is a challenging senior-level class directed at mature senior-level students who have progressed in their development to the point that they are on the path to becoming, or can already be considered mature and self-motivated learners. This course will require your full attention and your best effort. Attendance at all lectures is expected and is required to do well in the course. Valuable class time is not burnt on taking attendance hence attendance is not monitored. Attendance at lecture is an absolute requirement to benefit from the presentations and discussions that take place and is required in order to maintain contact with developments in the course. Lecture notes may be posted on TRACS for each lecture as available. These notes are not a substitute for attendance.

The data on attendance and grades is straight forward. In general, students who do not bother to attend class perform miserably in comparison to students who attend classes.

Lectures may involve chalkboard note development, power-point presentations and guest lectures.

Making an outline of each lecture is a good way to organize the flow of information. The textbook by Freeman and Herron supports the lecture, NOT VICE VERSA. Use your text as needed to support your understanding of lectures. Periodic guest lectures may be scheduled. Guest lectures any student presentations, and all outside reading assignments will be covered on scheduled exams.

Class Participation: Participation in class is both welcome and expected. During lectures I may ask you to respond to, or formulate, questions. Please ask questions in lectures when you need points to be clarified. At times the discussions that ensue following a question supersede the lecture in importance.

Academic honesty: The wisdom that comes with age suggests that a person’s integrity is their most valuable possession. I expect students to behave with integrity. Students found cheating will receive a score of zero for the work. Students who violate University rules on scholastic honesty are subject to disciplinary penalties. Please see http://www.txstate.edu/effective/upps/upps-07-10- 01.html Please see Cats Web for all University Rules and Policies regarding classes.

Texas State University-San Marcos Honor Code As members of a community dedicated to learning, inquiry, and creation, the students, faculty, and administration of our university live by the principles in this Honor Code. These principles require all members of this community to be conscientious, respectful, and honest.

WE ARE CONSCIENTIOUS. We complete our work on time and make every effort to do it right. We come to class and meetings prepared and are willing to demonstrate it. We hold ourselves to doing what is required, embrace rigor, and shun mediocrity, special requests, and excuses. 4 WE ARE RESPECTFUL. We act civilly toward one another and we cooperate with each other. We will strive to create an environment in which people respect and listen to one another, speaking when appropriate, and permitting other people to participate and express their views.

WE ARE HONEST. We do our own work and are honest with one another in all matters. We understand how various acts of dishonesty, like plagiarizing, falsifying data, and giving or receiving assistance to which one is not entitled, conflict as much with academic achievement as with the values of honesty and integrity.

THE PLEDGE FOR STUDENTS Students at our university recognize that, to insure honest conduct, more is needed than an expectation of academic honesty, and we therefore adopt the practice of affixing the following pledge of honesty to the work we submit for evaluation:

I pledge to uphold the principles of honesty and responsibility at our university.

University mission and shared values statements. See the 2017-2023 Texas State University Plan: http://universityplan2023.avpie.txstate.edu/overview/Texas-State-Mission-and-Goals.html.

Our Mission Texas State University is a doctoral-granting, student-centered institution dedicated to excellence and innovation in teaching, research, including creative expression, and service. The university strives to create new knowledge, to embrace a diversity of people and ideas, to foster cultural and economic development, and to prepare its graduates to participate fully and freely as citizens of Texas, the nation, and the world.

Our Shared Values In pursuing our mission, we, the faculty, staff, and students of Texas State University, are guided by a shared collection of values: • Teaching and learning based on research, student involvement, and the free exchange of ideas in a supportive environment; • Research and creative activities that encompass the full range of academic disciplines—research with relevance, from the sciences to the arts, from the theoretical to the applied; • The cultivation of character, integrity, honesty, civility, compassion, fairness, respect, and ethical behavior in all members of our university community; • A diversity of people and ideas, a spirit of inclusiveness, a global perspective, and a sense of community as essential conditions for campus life; • A commitment to service and leadership for the public good; • Responsible stewardship of our resources and environment; and • Continued reflection and evaluation to ensure that our strengths as a community always benefit those we serve.

In addition, faculty wanting to include information regarding the Code of Student Conduct or The Honor Code in a syllabus for fall 2017 courses can use the following links: • Code of Student Conduct - http://www.dos.txstate.edu/handbook/rules/cosc.html • The Honor Code - http://www.txstate.edu/honorcodecouncil/Academic-Integrity.html

5 Basic Class Rules: 1 Please DO NOT TALK during class- it disturbs and distracts other students. 2 Please turn off cell phones. It is the height of rudeness to engage in cell phone blather during class. 3. Please turn off your computer and disengage with social media. A growing body of evidence shows that college students generally learn less when they use computers or tablets during lectures.https://www.nytimes.com/2017/11/22/business/laptops-not-during- lecture-or-meeting.html?smprod=nytcore-ipad&smid=nytcore-ipad-share 4. CLASS start promptly at 3:30 pm. Content delivery continues until 4:50 pm. 5. Do not leave early: It is both offensive and rude. If you must leave for a legitimate reason medical appointment etc. please see the instructor before class and sit next to an exit to minimize disturbance.

Texas State Counseling Center CONTACT INFO LBJ Student Center 5-4.1 601 University Drive, San Marcos TX 78666 Ph: 512.245.2208 Fax: 512.245.2234 www.counseling.txstate.edu

SLAC LAB http://www.txstate.edu/slac/

Comments on Assigned text books: Freeman and Herron later editions are preferred. If you do not have this required text then any other edition will do. This textbook is your friend: read it closely.

The required text by Jerry Coyne is an elegant introduction that can significantly enhance your education. Please read the entire text. This text will be covered on exams.

Freeman & Evolutionary Analysis: 5th ed Assigned Pearson Herron Prentice Hall

Charles Darwin The Origin of Species (1st ed) (recommended) Penguin ISBN 9780451529060 (other 1st ed publishers o.k. as well)

Jerry Coyne Why Evolution is True (Assigned) Penguin ISBN 9780670020539

6 Schedule of Lectures and Exams Biology 4301 Spring 2020 J. R. Ott

Jan. 22 Introduction, Organization and Diagnostic I 27 Diagnostic II: Teaching & learning Evol (Fact and Theory) I 29 Teaching & Learning Evolution (Fact and Theory) II. Feb. 3 Evolution: Evidence and Process I 5 Evolution: Evidence and Process II 10 Evolution: Evidence and Process III 12 Evolution: Evidence and Process IV 17 Mutation/Origin of Genetic Variation I 19 Mutation/Origin of Genetic Variation II 24 Maintenance and disposition of Genetic Variation in Populations 26 Deviations from Hardy Weinberg: Genetic Drift

March 2 ------EXAM I------

4 Natural Selection I 9 Natural Selection II 11 Natural Selection III Regression analysis of selection 16 ------Spring Break------18 ------Spring Break------23 Quantitative Gen. I, Theory and practice 25 Quantitative Gen. II. Response to selection & Correlated characters 30 Quantitative Gen. III. Response to selection & Correlated characters April 1 Inbreeding & Inbreeding depression

April 6 ------EXAM II------

8 Speciation I 9 Speciation II 13 Speciation III 15 Speciation IV Web-based and literature-based Lecture; discussion and followup 20 Web- and literature-based Lecture; discussion and followup 22 Web- and literature-based Lecture; discussion and followup 27 Evolution within Human Populations 29 Evolution within Human Populations May 4 Last day: Course overview and review

May 13 ------Final exam 2:00- 4:30pm (ASB rm 300)------

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