Environmental Biology

Prerequisites: Corequisite EEEB UN1111 Study of non-human primate behavior from the perspective of phylogeny, adaptation, physiology and anatomy, and life history. Focuses on the four main problems primates face: finding appropriate food, avoiding being eaten themselves, reproducing in the face of competition, and dealing with social partners. Along with Human Origins - Evolution, this serves as a core required class for the EBHS program.

Prerequisites: EEEB UN2001 Second semester of introductory biology sequence for majors in enviromnental biology and environmental science, emphasizing the ecological and evolutionary aspects of biology. Also intended for those interested in an introduction to the principles of ecology and evolutionary biology.

Prerequisites: Science majors should have completed one introductory course that covers biology, ecology, evolution or conservation priort to taking this course. Non-science majors should have some exposure to these same topics but are not required to have taken courses in advance of this class.

Prerequisites: no prior experience with skeletal anatomy required. Not appropriate for students who have already taken either EEEB GU4147 or EEEB GU4148. An exploration of the hidden clues in your skeleton. Students learn the techniques of aging, sexing, assessing ancestry, and the effects of disease, trauma and culture on human bone.

Coevolutionary processes, where species exert selective pressure on each other, are the outcome of many of the most fascinating relationships in biology, such as predator-prey, host-pathogen, mutualisms, and competitive interactions. In this course, we will walk through the theoretical frameworks and empirical examples that explain how coevolution influences biodiversity, adaptation, and ecosystems. Students will gain a deep understanding of how interactions operate across various scales—from molecular to ecological—and how they influence the evolution of species in response to each other. Key topics include evolutionary arms races, mimicry, symbioses, and the impact of coevolution on community structure. In addition to learning about the various types of interactions, students will learn how we scientifically investigate biotic interactions using modern research methods, like field studies, molecular techniques, and mathematical modeling. Through lectures, readings, case studies, and research-based projects, students will develop the skills to critically assess coevolutionary processes and their role in shaping the natural world. The course will also cover the practical implications of coevolution for conservation, agriculture, and health.

Nearly two hundred after discovery, Neandertals remain one of most enigmatic hominin taxa.  What do we understand today about their biology, subsistence, culture, cognitive abilities, and eventual fate?  Are they simply extinct relatives or do their genes continue in many of us today?  In this seminar we will examine the primary research in an attempt to find answers to some of these questions.

Guided, independent, indepth research experience culminating in the senior essay. Weekly meetings are held to review work in progress, to share results through oral and written reports, and to consider career options for further work in this field.

Prerequisites: the instructors permission and senior standing as a major in The Evolutionary Biology of the Human Species (EBHS). Year-long seminar in which senior EBHS majors develop a research project and write a senior thesis. Regular meetings are held to discuss research and writing strategies, review work in progress, and share results through oral and written reports.

Students conduct research in environmental biology under supervision of a faculty mentor. The topic and scope of the research project must be approved before the student registers for the course.

Students conduct research in environmental biology under supervision of a faculty mentor. The topic and scope of the research project must be approved before the student registers for the course.

Students conduct research in environmental biology under supervision of a faculty mentor. The topic and scope of the research project must be approved before the student registers for the course.

Students conduct research in environmental biology under supervision of a faculty mentor. The topic and scope of the research project must be approved before the student registers for the course.

Prerequisites: An introductory biology course or instructor permission Genome sequencing, the technology used to translate DNA into data, is now a fundamental tool in biological and biomedical research, and is expected to revolutionize many related fields and industries in coming years as the technology becomes faster, smaller, and less expensive. Learning to use and interpret genomic information, however, remains challenging for many students, as it requires synthesizing knowledge from a range of disciplines, including genetics, molecular biology, and bioinformatics. Although genomics is of broad interest to many fields, such as ecology, evolutionary biology, genetics, medicine, and computer science, students in these areas often lack sufficient background training to take a genomics course. This course bridges this gap, by teaching skills in modern genomic technologies that will allow students to innovate and effectively apply these tools in novel applications across disciplines. To achieve this, we implement an active learning approach to emphasize genomics as a data science, and use this organizing principle to structure the course around computational exercises, lab-based activities using state-of-the-art sequencing instruments,case studies, and field work. Together, this approach will introduce students to the principles of genomics by allowing them to generate, analyze, and interpret data hands-on while using the most cutting-edge genomic technologies of today in a stimulating and engaging learning experience.

This course builds on an introductory course in statistics and dives deeper into linear regression models, including generalized linear models, mixed/hierarchical models, model diagnostics, and model selection. It focuses on the practical applications of these methods rather than the mathematical complexities. A prior course or equivalent knowledge of fundamental concepts in statistics as well as familiarity with R programming are required pre-requisites for this course.

Prerequisites: SDEV W3390 or EESC W4050 or the instructors permission. This class provides basic theory in landscape analysis and training in methods for analyzing landscapes, focusing on interpretation of satellite images. The class covers approaches and definitions in landscape analysis, data sources, land cover classification, change detection, accuracy assessment, projections of future land cover change, and techniques to interpret results of these analyses. Students will obtain hands-on experience working with data from a landscape related to his/her research or a landscape chosen by the instructors.

This course explores human adaptation from a biological, ecological and evolutionary perspective. From our earliest hominin ancestors in Africa to our own species' subsequent dispersal throughout the world, our lineage has encountered innumerable environmental pressures. Using morphological, physiological and behavioral/cultural evidence, we will examine the responses to these pressures that helped shape our unique lineage and allowed it to adapt to a diverse array of environments.

Geographic information systems (GIS) are powerful tools for analyzing fundamental geographic questions. GIS involves generating, linking, manipulating, and analyzing different sorts of spatial data; creating outputs commonly visualized as two- and sometimes three- dimensional maps. This course will cover major topics in GIS with applications for the broad field of biology and natural sciences, using QGIS and R. The goal of this course is to teach students a level of GIS proficiency such that they will be self-sufficient in their further learning and use of GIS.

Prerequisites: EEEB G4850. Incoming M.A. students aiming for the thesis-based program are guided through the process of defining a research question, finding an advisor, and preparing a research proposal. By the end of the semester the students will have a written research proposal to submit to potential advisors for revision. Subject to a positive review of the research proposal, students are allowed to continue with the thesis-based program and will start working with their advisor. The course will also provide an opportunity to develop basic skills that will facilitate the reminder of the students stay at E3B and will help in their future careers.

Lectures cover principal topics in evolutionary biology including genetics, genome organization, population and quantitative genetics, the history of evolutionary theory, systematics, speciation and species concepts, co-evolution, and biogeography.

Prerequisites: degree in biological sciences. Lectures by visiting scientists, faculty, and students; specific biological research projects; with emphasis on evolution, ecology, and conservation biology.

Prerequisites: biology, ecology, genetics, and evolution. Introduction to the applied science of maintaining the earths biological diversity, its landscapes, and wilderness. Focus on the biological principles relevant to the conservation of biodiversity at the genetic, population, and community and landscape levels.

Supervised directed readings and literature review in areas relevant to a students research program.

Supervised directed readings and literature review in areas relevant to a students research program.

Supervised directed readings and literature review in areas relevant to a students research program.

Supervised directed readings and literature review in areas relevant to a students research program.

Supervised directed readings and literature review in areas relevant to a students research program.

Supervised directed readings and literature review in areas relevant to a students research program.