Mt. San Jacinto College
Introduction to Evolution
Instructor: Dr. Sterling Roulette
Units: 3 Email: sroulette@msjc.edu
Term: Spring 2009 Telephone: 487-3720
Section: 1050 Office number: 1264
Room: 1250D Office hours: M., T., Wed.,12:00-
Meeting times: Tuesdays 2:00 to 4:50 1:00, Th 12:00-2:00
Catalog description: This introductory course explores the concepts, history and controversy surrounding evolutionary theory. The course introduces students to the basic principles of scientific study using evolution as its main theme. It is recommended for science and non-science majors.
Course objectives (condensed):
1. Describe the scientific method and explain how it is related to the study of evolution.
2. Compare and contrast definitions of theories in scientific, humanities, and non-academic disciplines.
3. Evaluate the history and controversy of the study of evolution and the origin of life.
4. Synthesize the fundamental mechanisms and theoretical concepts in the field of evolutionary biology.
5. Relate the mechanisms of microevolution to macroevolutionary theory.
6. Assess the relevance of cultural, behavioral, genetic and environmental selective pressures in driving micro- and macroevolutionary events.
7. List the main bodies of evidence for macroevolution.
8. Describe and evaluate molecular and geological techniques used in evolutionary studies.
9. Describe, evaluate and differentiate among the major speciation and extinction events over the course of evolutionary history.
10. Compile the major scientific contributions of the science of evolutionary biology and their implications and impact on humankind.
Assigned readings: "Finding Darwin's God: A Scientist's Search for the Common Ground Between God and Evolution" by Kenneth R. Miller, Cliff Street Books/Harper Collins pub., 1999.
"On the Origin of Species" by Charles Darwin, Oxford University Press, 1956. or on-line as open source documents.
Grading Policy: It is the responsibility of the student to keep track of their own point standing. An evaluation of student performance will be given after each test. All the points possible in class are totaled and then divided into the student's current points to obtain a percentage. The point percentage for a particular grade is as follows:
"A" Grade-----------90-100% "D" Grade----------60-69%
"B" Grade-----------80-89% "F" Grade----------less than 60%
"C" Grade-----------70-79%
Further breakdown of grade assignments:
A grade of "F" is given to a student who obtains less than 60% of the points possible in class and/or is found cheating in class. (See Policy)
A grade of "D" is given to those students who satisfactorily obtained at least 60% of all the points possible in class.
A grade of "C" is given to the student who can assimilate the lecture material and is able to obtain 70% of all the points possible in class.
A grade of "B" is given to the student, who in addition to fulfilling 80% previous objectives, is also able to display that he or she can satisfactorily answer questions beyond those discussed in lecture material. Other sources of information include the textbook and web reading recommendations.
A grade of "A" is given to the student who fulfills the previous objectives and is also able to integrate information to solve novel situations thereby clearly demonstrating the concept of critical thinking.
Sample assignments:
1. Examinations to determine the student’s understanding and grasp of the
course content. Examinations may be multiple-choice, written, or oral. An example essay questions may be the following: "Evaluate the following statement 'A species is whatever we humans decide to call it.', using your knowledge of the Biological Species Concept (BSC) and the Phylogenetic Species Concept (PSC)."
2. Written and Oral Presentations of science research information. For example, students may be asked to research (using published scientific journals), one topic in the study of evolution and to present it to the class in a PowerPoint presentation. This tests the students ability to understand the scientific method, use library resources and technology, and synthesize and convey their understanding of theories within the subject of evolution.
3. Case Studies to apply science concepts presented in course and to predict
outcomes and treatments appropriate for each scenario. For example, students may be asked to write an essay examining the current debate concerning the systematic position of Chimpanzees relative to both Gorillas and Humans. Students will also be expected to predict the final outcome of the debate.
4. Group Discussion to involve students in critical thinking interactions and activities concerning current issues and topics in science. For example, the instructor may give a list of 20 statements explaining why manatees have fingernails on their flippers. Groups of students are then asked to asses whether each statement is a testable hypothesis or not.
5. Final Examination to determine student’s synthesis of materials assigned and discussed in lecture and individual study. An example final exam question may be the following: "Using a specific example, explain how the various mechanisms of microevolution could lead to speciation."
6. In-class Participation to promote student interaction. Participation points may be assessed in a number of different ways including: short written assignments, answering instructor questions, giving oral presentations, discussing out-of-class readings, etc.
All evaluation materials are college level with a variety of formats such as multiple choice, fill-in-the blank or short answers and essay.
Cheating policy: Cheating is any activity that gives an unfair advantage to a particular student. These activities include but are not limited to: using notes or books on examinations of any kind, looking at or copying someone else's paper, changing graded papers for credit, or falsifying documents. If someone is caught cheating, he or she will receive an automatic zero for whatever work was being completed and the Vice President of Students and the Vice President of Instruction will be notified. If a student is caught cheating a second time the student will receive an "F" in the class. Please check the college catalog for the current policy regarding due process and student discipline.
Americans with Disabilities Act: Mt. San Jacinto College abides by the Americans with
Disabilities Act and Section 504 of the Rehabilitation Act of 1973 that prohibits federal and state agencies or programs from discriminating against qualified individuals with disabilities. If you have a documented disability that limits major life activity which may have some impact on your work in this class and for which you may require accommodations, please see me or Disabled Students Programs and Services. If there is any accommodation that you require prior to being the in program please let me know and I will do my best to accommodate.
Privacy: Students have a right to privacy. Anyone not wanting their papers to be returned in the out box can get their papers returned to them in person during the office hours directly following the class.
Final comment: I wish all of you the best of learning. To learn how the most fundamental process in biology yet still controversial process functions can be very interesting. For those of you that have taken the time to read this syllabus you will be rewarded. The first quiz will contain questions regarding its content. Any material that is handed out should be read and considered "testable material".