Basis of Evolution Montgomery page 1

The Sand Walk at Down House,

Charles Darwin's home near London
Photo by HM

Syllabus
SCI 5322, Basis of Evolution

PROFESSOR'S CONTACT INFORMATION

Email mont@utdallas.edu
Cell phone 469.951.8110
Office phone 972.883.2480
Office FN 3.308L
Office Hours in person Wednesday 8:00-11:00 / Other times by appointment
Other Information Please get in touch whenever you have questions. We regularly set up meetings for part of
the class at Cafe Brazil on 75.

COURSE INFORMATION
Pre-requisites, Co-requisites
None

Course Description
• Basis of Evolution provides wide-ranging discussions of the unifying theory of the origin and modification
through time of all organisms. Pertinent history, the fossil record, natural and sexual selection, evolutionary
psychology, and philosophy are topics.
• Each class is designed as a student-centered encounter with the underpinnings of evolutionary theory. Students
will complete assignments detailing various facets of evolutionary theory. Each will be based on readings of
research and research syntheses.
• All students will become conversant with evolutionary theory. All will engage in probing discussions and
activities. We will encounter numerous topical and controversial issues.

Methodology
• This class is grounded in a problem based learning format and will be learner-centered and focused on group
activities.
• Your readings each week will be reinforced with demonstrations, hands-on activities, segments of video, etc.
• You will frequently need to conduct online research.
• Each student has a responsibility to attend class and to be prepared.
• An online discussion board on eLearning will be maintained. This is a great place to get a concept explained by
another student. Your professor monitors the discussions.
• Each student will complete various assignments within as diverse a context as possible (see below). Several
involve digital presentations by each of you.

Books (begin now and read the books as both apply to most of the course)
1. The Red Queen: Sex and the Evolution of Human Nature by Ridley (0060556579)
Basis of Evolution Montgomery page 2

2. Why Evolution is True by Coyne (0143116649 )

3. Other resources (books, links, etc.) are noted in the syllabus that provide further information about the topics.
According to your interest, you may (or may not) choose to pursue these.

ASSESSMENTS (there are no exams in this course)

Essays
Concept
• Your writing must be applicable to the topic of the week in which it is due and may be a descriptive,
persuasive, or definition essay.
• Use three paragraphs: introduction, body, and conclusion. You must have and cite references (APA format).
• Your work must be scientific and must address the evolutionary implications of your topic.
• Edit and rewrite for a polished essay.
Format
• Refer to this website: http://www.biology.ed.ac.uk/research/groups/jdeacon/writing/essays.htm
• Each essay must be 500 words (including title and references) and must be within 10% of this number or
penalties will be assessed.
Procedure
• Essay submissions close on TurnItIn.com and on eLearning at midnight on Friday of the week each is due.
• Essays must be turned in to both sites to count.
• The grading rubric is based on the website referred to above.
• The class ID is and the password is
• Essays with a grade of C or below will be returned for a rewrite. The better grade of the two will be the
grade of record.

Science Slam
Concept
• You must focus on the topic(s) for the week of the slam (noted below).
• These are not last minute projects.
Format
• Presentations are more-or-less a poetry slam in concept, but should be more than that. A simple powerpoint
(set to three minutes) is acceptable, but not recommended. A better option will be to to record your voice,
make a video, etc. A video camera can be borrowed from Barbara Curry.
• Be accurate but make the topic real to all of us. In past classes, students have worn costumes, danced,
written haiku, etc.
Procedure
• Each person will have exactly 3 minutes to make a presentation. Use all of your time to present as much
well-organized information as you can.
• If you would like to observe how this works, see the Science Slam (Bell Museum’s Science Slam) on
YouTube. Particularly, watch the slams of John Troyer, Sky, Dave, etc.
Justification
I contacted numerous students in my previous honors classes. To a person they recall more from what they
presented than from any other source. All share the wisdom that to teach the material you really must know it.
Past students are also thankful for having been forced to write and to write tightly. All describe this as a vital
skill in their lives outside the university.
Grading Rubric
Category Excellent +1 pt Good +0.5 pt Average +0.25 pt Poor +0 pt

Coverage of topic Excellent Reasonable Minor Poor

Scientific rigor Excellent Reasonable Minor None

Organization Excellent Reasonable Minor Unorganized

Basis of Evolution Montgomery page 3

Problem Based Learning Activities (PBLs)

Concept
• This is your baby.
• There is a driving question that you must address.
• Your professor is one source of advice.
Format
• Presentation format is up to you (PowerPoint, interactive lecture, demonstration with models, Haiku, finger
puppet Darwin and friends set to original music (this was done by a McDermott scholar).
Procedure
• Each team will have exactly 5 minutes to make a presentation. Use all of your time to present as much
information as you can.
• See the notes in your first PBL activity for further guidance.
Justification
Problem based learning closely mimics the way scientists do science. And yes, I have used finger puppets to get
a science concept over to my daughter.

What the heck is PBL and how do we do this?

Scientists are Problem-Based Learners (PBL). Intuitively, you probably understand this idea rather well. A
major difference between what you probably previously did in science class and lab and what we will do here is
that we will mostly not offer step-by-step instructions. This makes your work in this course more open-ended,
more authentic.

Key: GREEN text denotes classic PBL components. Orange text is a bit of explanation.

DRIVING QUESTIONS: (This is where you begin.)

PBL Activity 1: On your first assignment as a science reporter you have been given the opportunity to spend a
month in the Galapagos with evolutionary biologists Peter and Rosemary Grant to better understand their work
with finches. You know that upon returning you will go on a lecture tour to explain their work to the general
public. How will you prepare for this and what will your presentation look like?
Two preliminary sources:
http://www.pbs.org/wgbh/evolution/library/01/6/l_016_01.html
http://www.pbs.org/wgbh/evolution/library/01/6/pdf/l_016_01.pdf

PBL Activity 2:
As a faculty member in paleontology you have been injected into a heated debate among your peers in physical
anthropology concerning whether human evolution has ceased, is barely creeping along, or is moving at a pretty
good clip (whatever that means). Your dean is the one who injected you into this argument because this
professional food fight it is getting nasty and the students are about to revolt and transfer to other schools. How
will you proceed and, of course, what will your presentation to the Dean look like?
A preliminary source:
http://johnhawks.net/weblog/topics/evolution/selection/jones-evolution-stopping-2008.html

PBL Activity 3:
You (a knowledgable science teacher) have been asked to give an attendance-compulsory lecture to a group of
bright college freshmen about the weird, the odd, and the nearly unexplainable issues in human evolution.
Remember, these smart freshmen bore easily. (They have been known to throw rotten fruit!) One strategy might
be to focus on spicy and outrageous items (sexual selection?) that you can weave into a coherent and research-
supported picture. Whatever you do, stick to the peer-reviewed science.
Sources? Up to you.
Basis of Evolution Montgomery page 4

WHO is driving this thing? (The instructor? Nope. You are - with a little more help the first time than will be
the usual.)
 You figure out the problem, propose solutions, develop and solve questions, arrive at logical
conclusions, present results, and revisit what you did.
 Remember, work in groups.
IDEAS about how to solve the problem that come to mind (In this course you will develop these for yourself.)

KEY CONCEPTS (Make a list that outlines your course of action.)

FACTS (This amounts to what we know or can easily find out.)

LEARNING ISSUES (This is a guide for your research. What don’t we know?)

DATA (All must be referenced.)

ACTION PLAN (Please develop your own questions and write them down. Produce a plan to solve these
questions.)

REVISTING THE PROBLEM

• Are you still committed to your original idea(s)?
• Did you effectively use resources and time?
• Did you prove or disprove it (them)?
• What data supports this conclusion?
• Was your action plan effective?
• Perhaps other solutions come to mind that were not approached?
• Is there justification for extending this investigation?

PRODUCT
• Each problem concludes with a product that allows the instructor to evalaute both objectives and mastery.
• A “product” could be a anything from a paper to a clever PowerPoint, a web site to a video.
• What is your product?

EVALUATION (This occur in many forms and happens throughout the investigation.)
Self-evaluation
Peer-evaluation
Instructor evaluation

INSTRUCTOR-EVALUATION OF STUDENTS (Grading criteria.)

Note improvements in student’s abilities to:
• organize research
• synthesize data
• speak in public
• produce a reasonable paper or presentation
• use varied research tools

INSTRUCTOR-EVALUATION OF SELF
• Were curriculum goals met?
• Did the chosen problem build student’s thinking and reasoning?
• Did the problem connect to the “real” world
• Was the problem of interest and/or concern to the students?
• Did the students have sufficient resources to solve the problem?
• Should modification be made before doing this again?
Basis of Evolution Montgomery page 5

Final Project
Concept
We will be looking for an insightful presentation of original research. Original research will extend the scope of
your work beyond the classroom. You must make observations or give a survey or conduct an interview - that
sort of thing. These activities require IRB approval. Pursuant to this goal, each team must discuss project plans
with your professor.
Format
Including a few images or a video is highly recommended. You will certainly have data that must be analyzed.
Be accurate, but make the topic approachable to all of us. In some cases, even “startling” may be effective.
Procedure
• You will work with a partner or partners on the final project.
• Each set of partners will have exactly 10 minutes to make a presentation. Timing will be strict.
• Each member of each team must contribute.
• Follow the PowerPoint guideline on the home page of this course to gain IRB approval.
• All paperwork must be reviewed by the instructor or TA for this course before being submitted.
• Obviously, the process to obtain IRB approval must being at least three weeks before data collection can
begin. Plan accordingly.
• No final projects lacking written IRB approval will be presented or accepted.
Grading Rubric
As above except presentation time is 10 minutes. Each member of a team will receive the same grade (except for
absence, etc.) We can arrange for a live presentation, if your group so desires.

COURSE POLICIES
Grading (credit out of 100 total possible points)
1. Essays: 15 points (5 points each)
2. Slams: 15 points (5 points each)
3. PBLs: 30 points (10 points each)
4. Discussions: 30 points (This is essentially an attendance grade. I am a source of information and guidance.
Please ask questions and interact with me and with the other students. Post relevant messages a few times each
week for full credit. An off-topic post each week or no post at all will accumulate no points.)
5. Final project: 20 points
6. Note that there are 10 extra points built in. I know teachers can have a simply impossible week here and there.

LEARNING OUTCOMES
1. Students will appreciate the work of Charles Darwin not only as inspired science but they will understand his
work within historical and social perspectives. Students must read a great deal of Darwin's writings and then
integrate this learning with the updated information presented by their professor.
2. Students will study and thoroughly consider the ideas of natural selection, sexual selection, speciation,
evolutionary patterns. They will be able to credibly discuss evolution and the operant mechanisms.
3. Students will apply their learning and understanding to a real world research project that they conduct.

CALENDAR & ASSIGNMENTS

(Topics, Reading Assignments, Due Dates, Etc.)
Class topics, readings, pertinent links and assignments for each week are below. You may need to look up some
terminology. There are several good sources for this task. You might also want to augment your notes with online
sites and post the URLs on the discussion board. Remember to stick with reputable sites such as those produced by
museums, universities, and the like.

Week Topic of the Suggested additional readings for Online this week Due at midnight on Friday
of week the week
Sample these resources:
Aug Introduction
19 Introduction Darwin Online Discussion
Darwin Project
Basis of Evolution Montgomery page 6

Aug Carles Darwin Explore this website: Evolution Discussions about Charles
24 Evolution Darwin
The Mating Mind by Geoffrey
Aug Sexual Miller 1st Essay discussing sexual
Discussion - why sex?
31 Selection Watch the feet (one of many such selection
studies)
The Descent of Man
The Great Debate
Sexual Selection in Males and Discussion
Sep 7 Sexual Digital version of your 1st
Selection Females (access via McDermott Slam presentation
Upload science slam
Library)
http://www.wnyc.org/shows/
radiolab/ (listen to Sperm)
Endless Forms Most Beautiful: The
New Science of Evo Devo by Sean
B. Carroll
Sep Evo Devo PBL activity 1 Digital version of your 1st
14 Epigenetics Epigenetics 1 Presentations on Thursday PBL presentation
Epigenetics 2
Epigenetics 3
The Botany of Desire: A Plant's-Eye
View of the World by Michael
Pollan
Sep Plants 2nd Essay discussing the
Watch: http://www.ted.com/ Lecture and discussion
21 evolution of plants
index.php/talks/
michael_pollan_gives_a_plant_s_ey
e_view.html
Coevolution
Sep Coevolution Invasive species Digital version of your 2nd
Science slam on Thursday
28 http://www.wnyc.org/shows/ Slam presentation
radiolab/ (listen to Parasites)
The First Human: The Race to
Discover Our Earliest Ancestors by
Ann Gibbons
Human Five dicey bits
Oct 5 evolution Ardipithecus ramidus
Begin PBL activity 2
Becoming Human Arizona State
Becoming Human PBS
Oct Human Becoming Human Arizona State Digital version of your 2nd
PBL activity 2
12 evolution Becoming Human PBS PBL presentation
Why We Get Sick: The New Science
Oct Medicine of Darwinian Medicine by Digital version of your 3rd
Science slam on Thursday
19 Randolph M. Nesse and George C. Slam presentation
Williams
Do Gentlemen Really Prefer
Human Blondes?: Bodies, Behavior, and
Oct evolution (the Brains--The Science Behind Sex, Discussion
26 odd) Love, & Attraction by Jena Pincott Begin PBL activity 3
Evolutionary Psychology at UCLA
Basis of Evolution Montgomery page 7

Altruism, Cooperation and Culture

Nov Cooperation, Dilbert Prisoner’s Dilemma PBL activity 3 Digital version of your 3rd
2 altruism Bryn Mawr Presentations on Thursday PBL presentation
Game Theory.net
The Selfish Gene: 30th Anniversary Discussion
Nov Memes and
Edition--with a new Introduction by Evolution suitcase activity
9 selfish genes
the Author by Richard Dawkins
Primates and Philosophers: How
Morality Evolved by Frans de Waal,
Stephen Macedo, and Josiah Ober
Frans de Waal (http://whyy.org/cms/
Nov 3rd Essay discussing
16 Philosophy radiotimes/2010/08/04/ Discussion primates and philosophy
primatologist-frans-de-waal-on-the-
evolution-of-empathy/)
http://itc.conversationsnetwork.org/
shows/detail231.html#
Nov Philosophy http://www.wnyc.org/shows/ Discussion
23 radiolab/ (listen to Emergence)
All projects due at the end
Nov
30 Final projects Student presentations of the scheduled final exam
period for this course.

MAKE-UP ASSIGNMENTS
None without prior approval of instructor

EXTRA CREDIT
None

LATE WORK
Accepted only with appropriate written excuse

SPECIAL ASSIGNMENTS
None

CLASSROOM CITIZENSHIP
Respect should be shown at all times.

STUDENT CONDUCT AND DISCIPLINE

The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and
efficient conduct of their business. It is the responsibility of each student and each student organization to be
knowledgeable about the rules and regulations that govern student conduct and activities. General information on
student conduct and discipline is contained in the UTD publication, A to Z. Guide, which is provided to all
registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and established
due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University
of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university's Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the
Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is
expected to obey federal, state, and local laws as well as the Regents' Rules, university regulations, and
administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct
takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.
Basis of Evolution Montgomery page 8

ACADEMIC INTEGRITY
The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an
academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative
that a student demonstrate a high standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for
enrollment or the award of a degree, and/or the submission as one's own work or material that is not one's own. As a
general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion, and/or
falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the Web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university's policy on plagiarism (see general catalog for details). This
course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90%
effective.

EMAIL USE
The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and
students through electronic mail. At the same time, email raises some issues concerning security and the identity of
each individual in an email exchange. The university encourages all official student email correspondence be sent
only to a student's U.T. Dallas email address, and that faculty and staff consider email from students official only if
it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individuals corresponding and the security of the transmitted information. UTD furnishes each student
with a free email account that is to be used in all communication with university personnel. The Department of
Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to
other accounts.

WITHDRAWAL FROM CLASS

The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and
times are published in that semester's course catalog. Administration procedures must be followed. It is the student's
responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final grade of F in a course if you
choose not to attend the class once you are enrolled.

STUDENT GRIEVANCE PROCEDURES

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university's
Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic
responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor,
supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot
be resolved at that level, the grievance must be submitted in writing to the respondent with a copy to the
respondent's School Dean. If the matter is not resolved by the written response provided by the respondent, the
student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean's
decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the dean
will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The
results of the academic-appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff
members are available to assist students in interpreting the rules and regulations.

INCOMPLETE GRADES
As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester's end
and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8)
weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove
the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a
grade of F.
Basis of Evolution Montgomery page 9

DISABILITY SERVICES
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of
their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday
and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30
p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate
discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against
tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment
requirement may be substituted (for example, a research paper versus an oral presentation for a student who is
hearing impaired). Classes enrolling students with mobility impairments may have to be rescheduled in accessible
facilities. The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student's responsibility to notify his or her professors of the need for such an accommodation. Disability
Services provides students with letters to present to faculty members to verify that the student has a disability and
needs accommodations. Individuals requiring special accommodation should contact the professor after class or
during office hours.

RELIGIOUS HOLY DAYS

The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and
observance of a religious holy day for a religion whose places of worship are exempt from property tax under
Section 11.20, Tax Code, Texas Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence,
preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the
assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum
of one week. A student who notifies the instructor and completes any missed exam or assignment may not be
penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may
receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the
absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the
student has been given a reasonable time to complete any missed assignments or examinations, either the student or
the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The
chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.
Off-campus instruction and course activities that are off-campus, out-of-state, or foreign are all subject to state law
and University policies and procedures regarding travel and risk-related activities. Information regarding these rules
and regulations may be found at www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional
information is available from the office of the school dean.

These descriptions and timelines are subject to change at the discretion of the professor.