Schedule

This schedule may change as plans shift throughout the semester. Please check back frequently!

SPRING 2020 

Jan 22

Most of the students in this class were in the Fall 2019 course, if you weren’t, don’t worry, we will catch you right up! If you are new this semester, do the following:

  • Go to the Tools for Open Pedagogy page on the course hub site. Click on and read the content on the KSC Open: Domain of One’s Own page to get started with creating your KSCOpen website.
  • Next, read the Twitter and the Personal Learning Network page and set up a twitter account. We will be using #EvolHumBehav as our course hashtag.

The WHOLE class will be doing this: 

  • Read the Creative Commons and Open Licenses page even if you read it before last semester. We will discuss this in class again.
  • Using the course hashtag, #EvolHumBehav, write at least two tweets (or more) about anything that you learned last semester (from any class, just something that sticks in your mind from last semester, try not to look up anything, just see what’s in your brain).  Don’t forget the hashtag

Jan 27, 29

  • What is DNA? What a Gene? What is Protein? What is the “central dogma of biology”? 
  • Watch the videos and explore the interactive modules under ‘Shared Biochemistry’ from the Genetic Science Learning Institute.
  • You can 1) Add Notes to the Crowd-Sourced document; or 2) Write a post on your own site about DNA and Genes, or 3) do both

Feb 3, 5

Feb 10, 12

  • Natural Selection, Adaptation and Evolution
  • Color Vision in Monkeys

Feb 17, 19

  • Misunderstandings about Evolution
  • Human Variation
  • Becoming Human – go to this page and follow instructions there.

Feb 24, 26

Mar 2, 4

  • Human Skin Pigmentation- Biology, Culture and Racism

Mar 9, 11

  • Altruism and Cooperation

Mar 16-20

  • Spring Break

Mar 23, 25

Mar 30, Apr 1

  • Sexual Selection and Mate Choice

Apr 6, 8

Open this tweet and read the whole thread.

Apr 13, 15

  • To be determined by the class

Apr 20, 22

  • To be determined by the class

Apr 27, 29

  • To be determined by the class

May 4, 6

  • To be determined by the class

Thurs, May 7

  • Final Exam period

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Fall 2019 Schedule

Aug 26, 28

  • Go to the Tools for Open Pedagogy page on the course hub site. Click on and read the content on the KSC Open: Domain of One’s Own page to get started with creating your KSCOpen website.
  • Next, read the Twitter and the Personal Learning Network page and set up a twitter account. We will be using #EvolHumBehav as our course hashtag.
  • View this video, The Uniqueness of Humans, by Robert Sapolsky.
  • Using the course hashtag, #EvolHumBehav, engage in a twitter chat about this video. Tweet about any reactions you had to the video. Read and reply to your classmates’ tweets. Don’t forget the hashtag!

Sep 4

  • While we are thinking about the work of Dr. Sapolsky, view another lecture of his, Introduction to Human Behavioral Biology from his course at Stanford University; you only need to view up to the first 33 minutes (the second half is a bit of a repeat from earlier).
  • Read the Creative Commons and Open Licenses page. We will discuss this in class.
  • Write a post on your site with some reactions: what was interesting? What did you learn about categorical thinking? Did this lecture make you more curious or want to learn more? Your task is simply to write about your experiences: what you are learning and any impressions that you have. Don’t censor yourself. Don’t worry about making your writing perfect. Just write as a way of exploring your thoughts and ideas, I think you’ll enjoy it even if you never liked writing before. Putting thoughts into words on a page can be very liberating.
  • Read the posts of at least 2-3 of your classmates, and make some comments on their posts. Reply to the comments that you get.

Sep 9, 11

  • Begin the Check Please! Starter Course. Use a page or post on your domain site (with links to other pages/posts if you like), for your fact checking notes, and answers to the questions. Make sure your page/post allows comments. Again, your task is simply to write about your experiences: what you are learning and any impressions that you have. Don’t censor yourself.
  • Using the course hashtag, #Evolhumbehav, send some tweets about your experiences. You might want to repeat something from your post and link to it. Or just write a thought. Writing a tweet is writing too, sometimes these small chunks of writing lead to longer pieces, especially if someone reads and responds.

Sep 16, 18

  • Continue to work on your domain site development, use of openly licensed material, hyperlinking and tweeting skills.
  • Complete the fact-checking course this week, and continue to write about your learning experiences on your site and to tweet about this. Read the posts of 2-3 others in the class and write some comments on their posts. (Make sure you allow comments on your own posts).
  • Complete the Personal Learning Network Worksheet and submit to canvas.
  • Go to the Hypothes.is website and create an account. Then join the class Hypothes.is group.
  • We will be annotating this student-authored article: https://press.rebus.community/opensem/chapter/chapter-1/
  • Complete your Self Assessment #1 form and upload to canvas by Sunday, Sep 22, midnight.

Sep 23, 25

  • Watch the interactive documentary on the Becoming Human site. (Make sure to click through the buttons (evidence, anatomy, lineages, culture) at the top to find the episodes.)
  • Explore the What does it mean to be human? Smithsonian National Museum of Natural History website.
  • Answer the questions on the Becoming Human course site page and post to your site.
  • On weds, Sep 25, engage in a twitter chat about the following question: Does thinking about the evolution of Hominids, alter the way that you think about human beings in general, or yourself, or our place as Homo sapiens (the only non-extinct hominid species) in nature? Use #EvolHumBehav

Sep 30. Oct 2

  • Read these sections on the Univ of California, Berkeley Evolution 101 site: Natural selection, Natural selection at work, What about fitness?, Sexual selection, Adaptation, and Misconceptions about natural selection. Make a Vocabulary List of all of the terms that seem important; you don’t have to write out definitions, but you will be keeping these in mind with the pieces that you write later.
  • Read the cartoon, Survival of the Sneakiest
  • Explore some articles and resources that use the above terms in the context of human behavior. Just pick any topic that interests you (like human cooperation, altruism, violence. gossip, jealousy, homosexuality, addiction, religion, ANY kind of human behavior). Try putting [Evolution of ….. } in a google search. Explore these questions for more search ideas.
  • Send at least one tweet with a link to an article that you read that you thought was interesting and say why it’s interesting in the tweet. Use #EvolHumBehav.
  • Write about your findings. Do the authors appear to be using the terms (natural selection, sexual selection, adaptation, fitness) according to how they are defined in the Evolution 101 course? (Did you use your fact-checking skills?)

Oct 7, 9

  • In-class discussion about Mechanisms of Evolution
  • In-class discussion about Nature/Nurture (and a return to the problems of categorical thinking)
  • Go to the Hypothes.is site and create an account. We will be using this tool for annotation and peer review.

Oct 14, 16

Oct 21, 23

Questions for Peer Review

  1. How long is the piece? Are there at least 3-4 (or more) paragraphs so that the author gets into some depth on the topic?
  2. What questions about the topic or issues do you have after reading the piece? In other words, what else would you like to know about this subject? What could help the author to think about expanding the article? What most grabs your interest, what would make it more interesting?
  3. Does the article incorporate evolutionary and biological vocabulary and attempts at examining the topic from this point of view? Look at the site author’s vocabulary list.
  4. How much hyperlinking to other sources is in the piece? How many sources were used? What keywords should the author use to search for additional sources? (consider question 2).
  5. Ask your classmate if they used any fact-checking skills when they were finding sources. Did any of the sources seem questionable? 
  • Put some extra time this week into considering and building your PLN.

Oct 28, 30

  • Topics for discussion and writing to be determined by the class.
  • Peer Review
  • Complete your Self Assessment #2 form and upload to canvas by Friday, Nov 1.

Nov 4, 6

  • Topics for discussion and writing to be determined by the class.
  • Peer Review

Nov 13

  • Topics for discussion and writing to be determined by the class.
  • Peer Review

Nov 18, 20

  • Topics for discussion and writing to be determined by the class.
  • Complete your Self Assessment #3 form and upload to canvas. by Friday, Nov 22.

Nov 25

  • Topics for discussion and writing to be determined by the class.

Dec 2, 4

  • Topics for discussion and writing to be determined by the class.

Dec 11

  • Final Exam Period, Weds, Dec 11, 3:30-5:30pm
  • Complete your Final Self Assessment form and upload to canvas Weds, Dec 11 by 11:59pm.

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