Denné N. Reed

This course surveys archeological and paleontological applications of remotely sensed data such as aerial photography and satellite imagery for use in locating field sites, planning field logistics and conducting landscape analysis. The remote sensing component of the course covers remote sensing data acquisition, image georectification, image processing and classification. The GIS component of the course builds on the remote sensing component and adds to it the analysis of map features stored in databases. The course introduces databases theory and practice, and moves through the various stages of GIS workflow: the planning and design of GIS projects, building geospatial datasets, various methods of geospatial analysis and a short introduction to map layouts and reports. This course covers GIS and remote sensing from an applied perspective and students are expected to invest lab time in completing tutorials on GIS and RS methods as well as applying these methods to individual projects.

The purpose of this course is to provide you with theoretical and practical knowledge

about teaching and learning at the postsecondary level, ultimately to help prepare you for a

teaching position in a higher education setting. Major topics that we will cover include (1)

teaching effectiveness, (2) modes of learning, (3) teaching philosophy, (4) course design, (5)

lecture design and delivery, and (6) graduate education and the demands of academia.

This course is an introduction to the principles and the methods of biological anthropology, the study of human beings from a biological perspective.  It is a field that seeks to explain our relationship to other primates and to the rest of the natural world.  In other words: Who are we? How are we unique? How, why, and when did we come to be the way that we are? The study of biological anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among the living primates, learn the basic mechanisms of evolution, and trace the path of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

Please check back for updates.

The purpose of this course is to provide you with theoretical and practical knowledge

about teaching and learning at the postsecondary level, ultimately to help prepare you for a

teaching position in a higher education setting. Major topics that we will cover include (1)

teaching effectiveness, (2) modes of learning, (3) teaching philosophy, (4) course design, (5)

lecture design and delivery, and (6) graduate education and the demands of academia.

This course is an introduction to the principles and the methods of biological anthropology, the study of human beings from a biological perspective.  It is a field that seeks to explain our relationship to other primates and to the rest of the natural world.  In other words: Who are we? How are we unique? How, why, and when did we come to be the way that we are? The study of biological anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among the living primates, learn the basic mechanisms of evolution, and trace the path of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

This course surveys archeological and paleontological applications of remotely sensed data such as aerial photography and satellite imagery for use in locating field sites, planning field logistics and conducting landscape analysis. The remote sensing component of the course covers remote sensing data acquisition, image georectification, image processing and classification. The GIS component of the course builds on the remote sensing component and adds to it the analysis of map features stored in databases. The course introduces databases theory and practice, and moves through the various stages of GIS workflow: the planning and design of GIS projects, building geospatial datasets, various methods of geospatial analysis and a short introduction to map layouts and reports. This course covers GIS and remote sensing from an applied perspective and students are expected to invest lab time in completing tutorials on GIS and RS methods as well as applying these methods to individual projects.

This course is an introduction to the principles and the methods of biological anthropology, the study of human beings from a biological perspective.  It is a field that seeks to explain our relationship to other primates and to the rest of the natural world.  In other words: Who are we? How are we unique? How, why, and when did we come to be the way that we are? The study of biological anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among the living primates, learn the basic mechanisms of evolution, and trace the path of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

Geographic location plays a key role in our understanding and interpretation of anthropological

phenomena from the location of primates under study, to finding hidden and remote archaeological

ruins, to mapping the distribution of bones and artifacts in an excavation of field area. Computerized

systems for the storage and analysis of spatial data, i.e. Geographical Information

Systems, as well as the analysis imagery captured from the air, or space, i.e. Remote Sensing,

have become integral components in the data collection and analytical workflows of anthropologists,

geologists and paleontologists. This course surveys the most common methods and

techniques in spatial analysis and remotes sensing and provides a comprehensive overview of

the standard workflows used in spatial analysis. Students will learn the foundations of geospatial

science, cartography and image interpretation along with a basic understanding of quantitative

spatial analytical techniques.

The purpose of this course is to provide you with theoretical and practical knowledge

about teaching and learning at the postsecondary level, ultimately to help prepare you for a

teaching position in a higher education setting. Major topics that we will cover include (1)

teaching effectiveness, (2) modes of learning, (3) teaching philosophy, (4) course design, (5)

lecture design and delivery, and (6) graduate education and the demands of academia.

 Overview: This course surveys archeological and paleontological applications of GIS and remote sensing data such

as digital maps, aerial photography and satellite imagery for use in locating field sites, planning field logistics and

conducting landscape analysis.

The GIS component of the course builds on the remote sensing component and adds to it the analysis of map features

stored in databases. The course introduces databases theory and practice, and moves through the various stages

of GIS workflow: the planning and design of GIS projects, building geospatial datasets, various methods of geospatial

analysis and a short introduction to map layouts and reports. The remote sensing component of the course covers

remote sensing data acquisition, image georectification, image processing and classification.

The course covers GIS and remote sensing from an applied perspective and students are expected to invest lab time

in completing tutorials on GIS and RS methods as well as applying these methods to individual projects.

 Prerequisites and Expectations: This is NOT an introductory course in GIS and remote sensing. This is an

accelerated course is GIS and RS fundamentals. There are no enforced prerequisites, but students should have a

comfortable working knowledge of computers and an introductory GIS or remote sensing course is recommended

but not required.

This course explores human evolution starting from the last common great-ape ancestor up through the

origin of modern humans. We will examine closely the fossil record that informs our understanding of

hominin evolution, which has benefited from many recent discoveries, looking at the behavioral and

morphological adaptations that characterize the various stages of human evolution. Along the way we'll

explore the history of fossil discoveries and the trends in contemporary thinking about human origins

from Darwin to the present. Students are encouraged to think critically and broadly about the impact that

theories of human origins have on contemporary culture and on other related subdisciplines of anthropology.

The course integrates aspects of human anatomy, functional morphology, systematics, biogeography,

and climate change, along with evolutionary and behavioral ecology.

This course is an introduction to the principles and the methods of biological anthropology, the study of human beings from a biological perspective.  It is a field that seeks to explain our relationship to other primates and to the rest of the natural world.  In other words: Who are we? How are we unique? How, why, and when did we come to be the way that we are? The study of biological anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among the living primates, learn the basic mechanisms of evolution, and trace the path of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

Overview: This course surveys archeological and paleontological applications of GIS and remotely sensed data for use in locating field sites, planning field logistics and conducting spatial analyses. The GIS component of the course covers the various stages of GIS workflow: the planning and design of GIS projects, building and editing vector datasets, methods of geospatial analysis and a short introduction to map layouts and reports. The remote sensing component of the course covers remote sensing data acquisition, image georectification, image enhancement, and classification.

This course covers GIS and remote sensing from an applied perspective and students are expected to invest lab time in completing tutorials on GIS and RS methods as well as applying these methods to individual projects. Assess- ments in this course are based on students' ability to demonstrate their proficiency with GIS and remote sensing.

Prerequisites and Expectations: This course is designed to compliment ANT 324L Digital Data Systems in Archeology, which has a greater emphasis on data acquisition and field methods. This is NOT an introductory course in GIS and remote sensing. This is an accelerated course is GIS and RS fundamentals. There are no en- forced prerequisites, but students should have a comfortable working knowledge of computers and an introductory GIS or remote sensing course is recommended but not required.

 This course surveys archeological and paleontological applications of remotely sensed data such as aerial

photography and satellite imagery for use in locating field sites, planning field logistics and conducting landscape

analysis. The remote sensing component of the course covers remote sensing data acquisition, image georectification,

image processing and classification.

The GIS component of the course builds on the remote sensing component and adds to it the analysis of map features

stored in databases. The course introduces databases theory and practice, and moves through the various stages

of GIS workflow: the planning and design of GIS projects, building geospatial datasets, various methods of geospatial

analysis and a short introduction to map layouts and reports.

This course covers GIS and remote sensing from an applied perspective and students are expected to invest lab time

in completing tutorials on GIS and RS methods as well as applying these methods to individual projects.

Prerequisites and Expectations:  This course is designed to compliment ANT 324L Digital Data Systems in

Archeology, which has a greater emphasis on data acquisition and field methods. This is NOT an introductory

course in GIS and remote sensing . This is an accelerated course is GIS and RS fundamentals. There are no enforced

prerequisites, but students should have a comfortable working knowledge of computers and an introductory

GIS or remote sensing course is recommended but not required.

Please check back for updates.

This course is an introduction to the principles and the methods of biological anthropology, the study of human beings from a biological perspective.  It is a field that seeks to explain our relationship to other primates and to the rest of the natural world.  In other words: Who are we? How are we unique? How, why, and when did we come to be the way that we are? The study of biological anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among the living primates, learn the basic mechanisms of evolution, and trace the path of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

This course surveys archeological and paleontological applications of remotely sensed data such as aerial photography and satellite imagery for use in locating field sites, planning field logistics and conducting landscape analysis. The remote sensing component of the course covers remote sensing data acquisition, image georectification, image processing and classification.

The GIS component of the course builds on the remote sensing component and adds to it the analysis of map features stored in databases. The course introduces databases theory and practice, and moves through the various stages of GIS workflow: the planning and design of GIS projects, building geospatial datasets, various methods of geospatial analysis and a short introduction to map layouts and reports.

This course covers GIS and remote sensing from an applied perspective and students are expected to invest lab time in completing tutorials on GIS and RS methods as well as applying these methods to individual projects.

This course provides an overview of applied data analysis, geared toward research questions in physical anthropology and ecology. The course is designed to give students hands-on training in the conventional scientific workflow that follows data collection, including database management, exploratory data analysis and visualization, statistical analysis and interpretation. Statistical topics will focus on advanced techniques that are rarely covered in introductory statistics courses, but frequently used by biologists.  Topics will include univariate and multivariate hypothesis testing, general linear models, likelihood and Bayesian estimation, structural equation modeling, as well as more specific tools suited to student interests. The course focuses on the practical side of implementing these techniques, using the statistical programming language R, while also introducing students to other useful software tools (e.g., SQLite, Unix shell). Throughout, emphasis will be placed on when and how to use these methods in practice, and students are encouraged to use their own datasets in the course.

This course surveys archeological and paleontological applications of remotely sensed data such as aerial photography and satellite imagery for use in locating field sites, planning field logistics and conducting landscape analysis. The remote sensing component of the course covers remote sensing data acquisition, image georectification, image processing and classification.

The GIS component of the course builds on the remote sensing component and adds to it the analysis of map features stored in databases. The course introduces databases theory and practice, and moves through the various stages of GIS workflow: the planning and design of GIS projects, building geospatial datasets, various methods of geospatial analysis and a short introduction to map layouts and reports.

This course covers GIS and remote sensing from an applied perspective and students are expected to invest lab time in completing tutorials on GIS and RS methods as well as applying these methods to individual projects. 

This course surveys archeological and paleontological applications of remotely sensed data such as aer- ial photography and satellite imagery for use in locating field sites, planning field logistics and conducting landscape analysis. The remote sensing component of the course covers remote sensing data acquisition, image georectifica- tion, image processing and classification.

The GIS component of the course builds on the remote sensing component and adds to it the analysis of map fea- tures stored in databases. The course introduces databases theory and practice, and moves through the various stages of GIS workflow: the planning and design of GIS projects, building geospatial datasets, various methods of geospa- tial analysis and a short introduction to map layouts and reports.

This course covers GIS and remote sensing from an applied perspective and students are expected to invest lab time in completing tutorials on GIS and RS methods as well as applying these methods to individual projects. 

This course is an introduction to the principles and the methods of biological anthropology, the study of human beings from a biological perspective.  It is a field that seeks to explain our relationship to other primates and to the rest of the natural world.  In other words: Who are we? How are we unique? How, why, and when did we come to be the way that we are? The study of biological anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among the living primates, learn the basic mechanisms of evolution, and trace the path of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

Starting with the late 17th century inquiries of Nicholas Steno, debate and discussion on the question of evolution raged in biology until the neo-Darwinian synthesis of the 1930’s established evolution by mutation, genetic drift, and natural selection as the consensus paradigm of modern biology and the organizing principle around which the discipline is based. The universal adherence to evolutionary principles in biology stands in stark contrast to popular perceptions, where only about half of the U.S. population accepts the basic tenants of evolution.

The goal of this course is to provide basic scientific and religious literacy in a single course that is team-taught by a physical anthropologist and a specialist in Biblical literature.  We will examine the interplay between scientific and popular thought through the lens of the contemporary debate on evolution and human origins in the U.S. The course takes a broad look at how different religious traditions, including Christianity, Islam, Judaism, Buddhism and indigenous religions approach the question of origins, and how they interact with one another and with science. Through critical reading, civil discourse, and concise writing students explore the scientific basis of evolution; different definitions of science, religion and mythology; the debate on intelligent design; scientific and mythic cosmologies; the bases of epistemologies; the role of science and religion in morality and ethics; and contemporary politics surrounding science education.

Texts/Readings:  

Adler, M. J. & C. van Doren. 1972. How to Read a Book. New York: Touchstone.

Bagir, Z. A.  2005.  Science and Religion in a Post-colonial World: Interfaith Perspectives. Adelaide: ATF.

Bowler, P. 2003. Evolution: The history of an idea. Berkeley: Univ. of California Press

Cunningham, M. K. 2007. God and Evolution: A Reader. New York: Routledge,

Dawkins, R. 2006. The God Delusion. New York: Bantam.

Doniger, W. 1999. The Implied Spider: Politics and Theology in Myth. New York: Columbia Univ. Press

Ferngren, G. 2002. Science and Religion: A historical perspective. Baltimore: Johns Hopkins Univ. Press

Iqbal, M. 2007. Science and Islam. New York: Greenwood Press.

Kurtz, P. 2003. Science and Religion: Are They Compatible? New York: Prometheus.

Lincoln, B.1989. Discourse and the Construction of Society: Comparative studies of myth, ritual and classification. New York: Oxford.

Wallace, B. 2003. Buddhism & Science: Breaking new ground. New York: Columbia Univ. Press.

Assignments: 

This course seeks to develop three important skills: 1) critical thinking and the ability to analyze written and spoken arguments, 2) the ability to share ideas through discourse rather than heated argument with the aim of reaching greater understanding for all participants rather than coercive persuasion to a particular point of view, 3) the ability to craft a laconic, well-reasoned essay. 

In pursuit of these goals the coarse requires students to annotate assigned readings and to keep a written journal with short entries (ca. 150-200 words) of reading notes and discussion questions for each class session, along with a brief summary of the in-class discussion. Journals are graded and account for 40% of the total grade.

Each class discussion is led and moderated by one student with help from the instructors. In preparation to lead a class discussion students must prepare written summaries of the readings, along with a list of major and minor discussion questions. This critical reading assignment accounts for 10% of the student’s grade. 

Drawing on the critical reading assignment and the class discussion, the student is expected to write a well-crafted short essay (ca. 1000-1200 words) on the topic that was discussed. This essay may draw upon points raised during the class discussion but must be more than a mere summary of the discussion. The essay should reflect the student’s position on the topic and also provide evidence and reasoned argument in support of that position. The essay is due one week after the student moderates the class. Critique on the essay is provided by the instructors, a revised version of the essay is submitted and accounts for 25% of the student’s grade.

Students will apply their writing skills to a final exam covering major topics that arise in the course. The final exam will count for the remaining 25% of the students’ grades.

About the Professors:

Denné Reed is Assistant Professor in the Department of Anthropology who studies the influences of ecology and environment on hominin adapations and behavior. Denné conducts field work on human origins in Ethiopia, Tanzania, and Morocco.

Steve Friesen is the Louise Farmer Boyer Chair in Biblical Studies, Department of Religious Studies.  His area of research is Christian origins.  His special interests include apocalyptic literature, and economic inequality in the early Roman Empire.

Research in the historical sciences rely ever more on geospatial data and analysis. This course is designed to give upper level majors in the fields of archaeology, physical anthropology and paleontology a basic working foundation in the use of geographical information systems (GIS) and the analysis of remotely sensed data from satellites and aerial photographs. The course introduces students to the workflow of processing remote sensing data, starting with data acquisition and moving on to image georeferencing, image enhancement and filtering, and image classification. The GIS component of the class instructs students in the design, construction and maintenance of geodatabases and GIS coverages. It goes on to cover spatial analysis, and geospatial statistics. The course is designed to give students hands-on experience and a solid foundation for utilizing GIS and Remote Sensing in research applications.

 This course examines the early stages of human evolution in Africa starting from the last common great-ape ancestor up through the origin of the Genus Homo. We will examine closely the fossil record of the earliest hominins, which has benefited from many recent discoveries, looking at the behavioral and morphological adaptations that characterize the earliest stages of human evolution. We’ll approach these adaptations from the perspective of paleoecology, looking at the possible interplay between paleoclimatic change, paleoenvironment and human evolution. The seminar will integrate aspects of human anatomy, functional morphology, systematics, biogeography, and climate change, along with evolutionary and behavioral ecology.

This course is an introduction to the principles and the methods of physical anthropology.  Physical anthropology is the study of human beings in a biological context, and seeks to explain our relationship to other primates and to the rest of the natural world.  In other words, who are we? how are we unique? how, why, an when did we come to be the way we are?The study of physical anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among living primates, learn the basic mechanisms of the evolutionary process, and trace a pathway of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

In addition to lecture, students must register for a lab section.  This course is an introduction to the principles and the methods of physical anthropology.  Physical anthropology is the study of human beings in a biological context, and seeks to explain our relationship to other primates and to the rest of the natural world.  In other words, who are we? how are we unique? how, why, an when did we come to be the way we are?The study of physical anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among living primates, learn the basic mechanisms of the evolutionary process, and trace a pathway of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

Research in the historical sciences rely ever more on geospatial data and analysis. This course is designed to give upper level majors in the fields of archaeology, physical anthropology and paleontology a basic working foundation in the use of geographical information systems (GIS) and the analysis of remotely sensed data from satellites and aerial photographs. The course introduces students to the workflow of processing remote sensing data, starting with data acquisition and moving on to image georeferencing, image enhancement and filtering, and image classification. The GIS component of the class instructs students in the design, construction and maintenance of geodatabases and GIS coverages. It goes on to cover spatial analysis, and geospatial statistics. The course is designed to give students hands-on experience and a solid foundation for utilizing GIS and Remote Sensing in research applications.

This course provides an overview of applied data analysis, geared toward research questions in physical
anthropology and ecology. The course is designed to give students hands-on training in the conventional
scientific workflow that follows data collection, including database management, exploratory data analysis and
visualization, statistical analysis and interpretation. Statistical topics will focus on advanced techniques that are
rarely covered in introductory statistics courses, but frequently used by biologists. Topics will include
univariate and multivariate hypothesis testing, general linear models, likelihood and Bayesian estimation,
structural equation modeling, as well as more specific tools suited to student interests. The course focuses on
the practical side of implementing these techniques, using the statistical programming language R, while also
introducing students to other useful software tools (e.g., SQLite, Unix shell). Throughout, emphasis will be
placed on when and how to use these methods in practice, and students are encouraged to use their own datasets
in the course.

GIS/Remote Sensing for Archeology and Paleontology

Overview: This course surveys archeological and paleontological applications of remotely sensed data such as aerial photography and satellite imagery for use in locating field sites, planning field logistics and conducting landscape analysis. The remote sensing component of the course covers remote sensing data acquisition, image georectification, image processing and classification.

The GIS component of the course builds on the remote sensing component and adds to it the analysis of map features stored in databases. The course introduces databases theory and practice, and moves through the various stages of GIS workflow: the planning and design of GIS projects, building geospatial datasets, various methods of geospatial analysis and a short introduction to map layouts and reports.

This course covers GIS and remote sensing from an applied perspective and students are expected to invest lab time in completing tutorials on GIS and RS methods as well as applying these methods to individual projects.

Prerequisites and Expectations: This course is designed to compliment ANT 324L Digital Data Systems in Archeology, which has a greater emphasis on data acquisition and field methods.  This is NOT an introductory course in GIS and remote sensing. This is an accelerated course is GIS and RS fundamentals. There are no enforced prerequisites, but students should have a comfortable working knowledge of computers and an introductory GIS course is definitely beneficial.

Required textbooks:

Bolstad, P (2008) GIS Fundamentals: A first text on geographic Information systems 3ed., Eider Press: White Bear Lake, MN.

Lillesand, TM, Kiefer R, Chipman J (2008) Remote Sensing and Image Interpretation 6ed. Wiley and Sons: New York.

Recommended Textbooks:

The following book is recommended for those who are brand new to GIS using ESRI software:

Ornsby T et al. (2004) Getting to Know ArcGIS Desktop: Basics of ArcView, ArcEditor and ArcInfo. ESRI Press: Redlands, CA.

Lectures meet on Monday from 3-4 PM in EPS 2.136. Labs are held from 4-6 PM in GRG 206. In the labs we will be using ESRI ArcGIS software and Leica ERDAS Imagine software for remote sensing. Each student will have access to their own GIS/RS workstation.

Grades for this course are assessed from lab work, and two practical exams. Weekly Labs 10 x 6% = 60%, Midterm Exam 20%, Second Exam 20%.

Syllabus: This is a tentative syllabus and is subject to change throughout the semester.

Schedule

Introduction to Physical Anthropology
ANT 301 Fall 2009

Unique numbers: 30160, 30165, 30170, 30175, 30180, 30185, 30190, 30195, 30200, 30210

INSTRUCTORS

Denné Reed - Professor
office hours: M 1-2; T 4-5
office: EPS 1.102; Lab 4.146
e-mail: reedd@mail.utexas.edu
phone: 471-7529   

Amber Heard - Head TA
office hours: Th 4-5
office: EPS 2.104
e-mail: anheard@mail.utexas.edu
phone: 232-3905   

Matthew Chimera - TA
office hours: W 1-2
office: EPS 4.146
e-mail: mdc5027@psu.edu
phone: 232-6380

Krista Church - TA
office hours: F 1-2
office: EPS 4.146
e-mail: krista.church@mail.utexas.edu
phone: 232-6380   

Kelsey Ellis office hours: T 11-12 office: 2.104
e-mail: kelso21@hotmail.com
phone: 232-3905


Lectures: Mondays and Wednesdays, 2-3 in UTC 2.112A

Laboratory Sections: Each student enrolls in one two-hour lab section that meets each week in EPS 2.102.

Grading: Grading in this course is based on three exams and lab work. The three exams combined will count for 70% of your grade and the labs for 30%. Lab grades are based on a combination of class participation, problem sets, and lab practical exams.

Course Textbook: Boyd, R and Silk J. (2006) How Humans Evolved. Fifth Ed. Los Angeles: University of California Press.

Web Site: http://courses.utexas.edu. To use the course Blackboard site, go to the link at left and select the login button located in the upper left portion of the screen. Once you have logged in you will see all of your classes listed. Simply click on ANT 301 to access the course page. In order to access the Blackboard web site, students will need their UT EID number and password  Tutorials on how to use blackboard are available at http://www.utexas.edu/cc/blackboard/tutorials/student/.

Labs: Students are required to attend the lab section in which they are enrolled. Excused absences from lab require appropriate WRITTEN documentation (e.g. doctor’s note) and arrangements should be made with the TA to attend another section. Contact your TA during the week of the missed lab in order to attend an alternate lab, otherwise credit for the lab will be lost. Students are expected to bring printed copies of the lab materials with them to class. Lab assignments are available in pdf format from the course blackboard website under the assignments section).

Academic Honesty: The University of Texas at Austin Standard of Student Conduct requires its students to maintain absolute integrity and a high standard of individual honor in scholastic work and to observe standards of conduct appropriate for a community of scholars. In accordance with these principles, any student found cheating on an exam will receive a grade of zero for the test and will be referred to the dean’s office for further disciplinary action. On exam days, students will be allowed to take only a writing implement to their seat. All backpacks, book bags, purses, etc. must be left on the dais at the front of the auditorium.

Classroom Protocol: Civil and courteous behavior is expected during lectures and labs (It’s a good idea outside of class too). Cell phone ringers must be turned off prior to the beginning of lecture.

Special Accommodations: If you require special accommodations for exams (e.g., a reduced-distraction environment or extra time), you MUST contact your instructor and teaching assistant in ADVANCE in order to discuss the necessary arrangements. There will be no exceptions to this rule. Proof of qualification for accommodations from the UT Services for Students with Disabilities (SSD) office must be provided.

Schedule
Aug.    26    Course Introduction    Boyd & Silk: Prolog
                   NO LAB   
           31    Introduction to Evolution    Boyd & Silk: Chap. 1
Sept.    2    Mendalian Genetics    Boyd & Silk: Chap. 2 pp. 24-36
                  LAB 1 Scientific Method   
            7    LABOR DAY    
            9    Molecular Genetics    Boyd & Silk: Chap. 2 pp. 37-52
                  NO LAB   
           14    Population Genetics    Boyd & Silk: Chap. 3 pp. 53-68
           16    Microevolution    Boyd & Silk: Chap. 3 pp. 68-84
                   Lab 2 Genetics   
           21    Speciation    Boyd & Silk: Chap. 4 pp. 85-99
           23    Phylogenetic Systematics    Boyd & Silk: Chap. 4 pp. 99-113
                   Lab 3 Systematics   
           28    Human Variation    Boyd & Silk: Chap. 14
           30    Primate Diversity    Boyd & Silk: Chap. 5 pp. 116-135
                   LAB REVIEW   
Oct.    5    FIRST EXAM   
          7    Ecology: FOOD    Boyd & Silk: Chap. 5 pp. 135-147
                Lab 4 Primate Behavior   
          12    Female Reproductive Strategies: SEX    Boyd & Silk: Chap. 6 pp. 148-161
          14    Male Reproductive Strategies: MORE SEX    Boyd & Silk: Chap. 6 pp. 161-175
                 Lab 5 Primate Diets   
          19    Sociality    Boyd & Silk: Chap. 7
          21    Life History and Intelligence    Boyd & Silk: Chap. 8
                LAB REVIEW   
          26    SECOND EXAM   
          28    Introduction to Paleobiology    Boyd & Silk: Chap. 9 pp. 218-227
                Lab 6 Functional Morphology   
Nov.    2    Primate Evolution    Boyd & Silk: Chap. 9 pp. 228-245
          4    Earliest Hominins    Boyd & Silk: Chap. 10 pp. 246-254
               Lab 7 Primate Evolution   
           9    Australopithecines    Boyd & Silk: Chap. 10 pp. 255-281
          11    Hominin Lifeways    Boyd & Silk: Chap. 11
               Lab 8 Fossil Record of Australopithecus   
          16    Origin of the Genus Homo    Boyd & Silk: Chap. 12 pp. 305-322
          18    Later Homo    Boyd & Silk: Chap. 12 pp. 322-341
                Lab 9 Fossil Record of Homo   
          23    Upper Paleolithic Revolution?    Boyd & Silk: Chap. 10 pp. 342-358
          25    Homo sapiens    Boyd & Silk: Chap. 10 pp. 358-384
              Lab 10 MP and UP Behavior   
          30    Closing Remarks   
Dec    2    THIRD EXAM

This course is an introduction to the principles and the methods of physical anthropology.  Physical anthropology is the study of human beings in a biological context, and seeks to explain our relationship to other primates and to the rest of the natural world.  In other words, who are we? how are we unique? how, why, an when did we come to be the way we are?The study of physical anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among living primates, learn the basic mechanisms of the evolutionary process, and trace a pathway of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

Please check back for updates.

This course is an introduction to the principles and the methods of biological anthropology, the study of human beings from a biological perspective.  It is a field that seeks to explain our relationship to other primates and to the rest of the natural world.  In other words: Who are we? How are we unique? How, why, and when did we come to be the way that we are? The study of biological anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among the living primates, learn the basic mechanisms of evolution, and trace the path of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

Please check back for updates.

This course is an introduction to the principles and the methods of biological anthropology, the study of human beings from a biological perspective.  It is a field that seeks to explain our relationship to other primates and to the rest of the natural world.  In other words: Who are we? How are we unique? How, why, and when did we come to be the way that we are? The study of biological anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among the living primates, learn the basic mechanisms of evolution, and trace the path of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.