CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA ACADEMIC SENATE GENERAL EDUCATION COMMITTEE REPORT TO THE ACADEMIC SENATE GE

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1 CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA ACADEMIC SENATE GENERAL EDUCATION COMMITTEE REPORT TO THE ACADEMIC SENATE GE ANT 1010 Introduction to Biological Anthropology (GE Area B2) General Education Committee Date: 07/06/2016 Executive Committee Received and Forwarded Date: 08/17/2016 Academic Senate Date: 08/31/2016 First Reading

2 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 2 BACKGROUND: This is a revisioned GE course. Its name under the quarter system is ANT 101 Introduction to Biological Anthropology (4 units). It will be offered as a 3-unit Lecture Discussion under the semester system. RESOURCES CONSULTED: Faculty Department Chairs Associate Deans Deans Office of Academic Programs DISCUSSION: The GE Committee reviewed the ECO for this course and found it to satisfy the GE Student Learning Outcomes and other requirements for GE Area B2. RECOMMENDATION: The GE Committee recommends approval of GE , ANT 1010 Introduction to Biological Anthropology for GE Area B2.

3 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 3 ANT Introduction to Biological Anthropology D. Course - Modify/Delete General Education General Catalog Information **READ BEFORE YOU BEGIN** Choose action* Modify Delete Department* Geography and Anthropology Semester Subject Area* ANT Semester Catalog 1010 Number* Quarter Subject Area ANT Quarter Catalog 101 Number Course Title* Introduction to Biological Anthropology Units (3) C/S Classification C-02 (Lecture Discussion) To view C/S Classification Long Description click: programs/scheduling/documents/curriculum%20guide/appendix_c_cs_classification.pdf

4 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 4 Component Lecture Instruction Mode Asynchronous Local Face-to-Face Hybrid w/asynchronous Component Hybrid w/synchronous Component Synchronous Local Web-Assisted Grading Basis Graded Only Repeat Basis May be taken only once If it may be taken multiple times, limit on number of enrollments 1 Cross Listed Course Subject Area and Catalog Nbr (if offered with another department) Dual Listed Course Subject Area and Catalog number (If offered as lower/upper division or ugrd/grad) Choose appropriate type (s) of course(s)* Major Course Service Course GE Course None of the above General Education Area / Subarea* B2 To view the General Education SubArea definitions, click programs/documents/ge%20semester%20program%20revised31.pdf I. Catalog Description Catalog Description Human biology and behavior. The evolution of the human species as an adaptive biological process. Human ecology in evolutionary perspective.

5 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 5 Human growth, development, and diversity. The evolution and behavior of non- human primates. 3 hours lecture/discussion per week. Fulfills Area B2. II. Required Coursework and Background Prerequisite(s) Corequisite(s) Pre or Corequisite (s) Concurrent

6 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 6 III. Expected Outcomes List the knowledge, skills, or abilities which students should possess upon completing the course. Upon completion of the course, students will be able to: 1. explain the development of modern evolutionary theory 2. apply classical and modern genetic approaches to the study of taxonomy and evolution 3. analyze non-human primate and hominid behavior, social organization, and morphology 4. integrate biological, geological, and archaeological evidence within the framework of the scientific method, in order to formulate interpretations of human evolution 5. integrate biological and social perspectives in the description and explanation of human diversity 6. assess current debates in human biological evolution and diversity If this is a course for the major, describe how these outcomes relate to the mission, goals and objectives of the major program. The expected outcomes for this course serve to emphasize and introduce, through course work, several of our departmental SLOs. ANT 1010 is particularly good class for introducing and developing scientific methodology by both descriptive/qualitative and quantitative data (SLO1). In addition, the biocultural perspective of this class introduces students to holistic perspectives (SLO2). ANT 1010 emphasizes human/environmental relationships through its emphasis on human evolution and ecology, a key component of our departmental SLOs (SLO3). ANT 1010 additionally emphasizes evolutionary theory and its application to the understanding of human origins that is in line with our objective of applying models, and understanding social science questions (SLOs4-5). Explain how the course meets the description of the GE SubArea(s). Please select appropriate outcomes according to the GE Area/SLO mapping. ANT 1010 contributes to the area B2 objectives in the following ways: 1a. Write effectively for various audiences Through lab reports, research reports, and reading response essays students will be able to hone their writing skills and learn to write for various audiences. Lab reports will require more technical language, while more synthetic essays on debates discussed in the class, and

7 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 7 readings will allow students to bring together qualitative and quantitative data to make arguments that are more accessible to a broader audience. 1d. Construct arguments based on sound evidence and reasoning to support an opinion or conclusion Via writing assignments and discussions in class students will be required to evaluate how data sets are recovered, how taphonomy affects data sets, how genetic and fossil evidence are interpreted, among other critical evaluation of models. In addition, students will be presented with various models of human origins and evolution and also give them the opportunity to evaluate the strength of these models based on the evidence and logic of the arguments. 1e. Apply and communicate quantitative arguments using equations and graphical representations of data. Students will be looking at population genetics models, archaeometric data, and other quantitative data and learning how to generate quantitative data sets as well as how to interpret these data to make arguments about human evolution, cladistics and classification, biomechanics, population genetics, and other matters. 2a. Apply scientific methods and models to draw quantitative and qualitative conclusions about the physical and natural world. Through discussions, hands-on activities, and other assignments students will learn how the scientific method works, how it is applied to the study of human evolution, ecology, adaptation etc. and how to develop new testable hypotheses to address key questions in human evolution. Describe how these outcomes relate to the associated GE Learning Outcomes. Refer to mapping link below.. In terms of the objectives of Area B2 more specifically ANT 1010 addresses these in the following ways: 1. Fundamental knowledge of living systems and relationship of living systems with the world about them Using human evolution as the binding thread, ANT 1010 introduces basic knowledge of living systems DNA to cell biology and reproduction, to organisms and their relationships to each other within larger ecosystems. 2. Diverse life forms While the class is anthropocentric, the material does attempt to address a diversity of life forms and taxa. We discuss for example the evolution of flowering plants and hypotheses about the development of binocular color vision in our order primates, the symbiotic relationships created by the malaria

8 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 8 plasmodium, mosquitos, and people. We incorporate material on a diversity of life forms through our discussions of paleoanthropology, looking at environmental reconstruction and biostratigraphy which offers not only a way of dating human fossils through looking at the evolution and relationships with other plants and animals, but also an understanding of hominin evolution in a broader paleoenvironmental context. The point of departure may be humans, but great attempts are made to place them within an evolutionary history that integrates a discussion of many life forms from single celled organism to more complex forms such as plants and animals. 3. Ecology Ecology is adequately covered in our discussions of human biological and cultural adaptation to diverse environments and environmental change. We also discuss the role of humans in the creation of anthropogenic landscapes and its effects at various levels on living systems. 4. Evolution In terms of presenting the synthesis of evolutionary theory that includes Darwinian principles of natural selection, Mendelian aspects of inheritance, genetics, and population dynamics, the content more than adequately covers this goal at the introductory level. Moreover, because of a human focus it makes these concepts more relatable to most general education students. 5. Scientific contributions from various cultures of the world (where applicable) The development of cultural knowledge and its role in human evolution and adaptation as well as specific cultural ecological knowledge is also introduced in the content of this class. General Education Outcomes Ia. Write effectively for various audiences Id. Construct arguments based on sound evidence and reasoning to support an opinion or conclusion. Ie. Apply and communicate quantitative arguments using equations and graphical representations of data. IIa. Apply scientific methods and models to draw quantitative and qualitative conclusions about the physical and natural world. To view the mapping, click 20Mapping.pdf IV. Instructional Materials Provide bibliography that includes texts that may be used as the primary source for instruction, and other appropriate reference materials to be used in instruction. The reference list should be

9 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 9 current, arranged alphabetically by author and the materials should be listed in accepted bibliographic form. Instructional Materials Possible Texts Angeloni, Elvio 2011 Annual Editions: Physical Anthropology 12/13. 21st Edition. New York: McGraw-Hill. Campbell, Bernard, James Loy, and Kathryn Cruz-Uribe 2005 Humankind Emerging. 9th Edition. London: Pearson/Prentice Hall. Jurmain, Robert, Lynn Kilgore, and Wenda Trevathan 2012 Essentials of Physical Anthropology. 9th Edition. Stamford, CT: Wadsworth/Cenage Learning. Relethford, John 2011 The Human Species: An Introduction to Biological Anthropology. th 6 Edition. New York: McGraw-Hill. Sanford, Mary K Classic and Contemporary Readings in Physical Anthropology. 1st Edition. Stamford, CT: Wadsworth/Cenage Learning. Stanford, Craig, John Allen, and Susan Anton 2013 Biological Anthropology: The Natural History of Humankind. 1st Edition. London: Pearson/Prentice Hall. Stein, Philip and Bruce Rowe 2013 Physical Anthropology. 11th Edition. New York: McGraw-Hill. Other selected readings Bobe, René, Zeresenay Alemseged, Anna K. Behrensmeyer (Editors) 2011 Hominin Environments in the East African Pliocene: An Assessment of the

10 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 10 Faunal Evidence (Vertebrate Paleobiology and Paleoanthropology). New York: Springer. Goodenough, Judith and Betty A. McGuire Harris, Eugene 2013 Biology of Humans: Concepts, Applications, and Issues. 5 th Edition. Pearson Ancestors in our Genome: The New Science of Human Evolution. Oxford: Oxford University Press. LeVeau, Barney F Biomechanics of Human Motion: Basics and Beyond for the Health Professions. Slack Inc. Jablonski, Nina G. Berkeley: 2012 Living Color: The Biological and Social Meaning of Skin Color. University of California Press. Jobling, Mark and Matthew Hurles Garland 2012 Human Evolutionary Genetics: Origins, Peoples & Disease. Science. Päävo Svante Books. Shubin, Niel 2014 Neanderthal Man: In search of lost genomes. New York: Basic Human 2009 Your Inner Fish: A Journey into the 3.5 billion-year History of the Body. Vintage. Steiner, Fredrick R. and Richard T.T. Foreman Island Press Human Ecology: How Nature and Culture Shape Our World.

11 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 11 Tibayrenc, Michel 2010 Genetics and Evolution of infectious Diseases. Elsevier. Well, Spencer 2004 The Journey of Man: A Genetic Odyssey. New York: Random House Books. Weiner, J.S The Pildown Forgery. Oxford, Oxford University Press. Williams, D.L The Mind in the Cave. Consciousness and the Origins of Art. London: Thames and Hudson. Selected Films The Human Family Tree, National Geographic The Ghost in your Genes, NOVA Becoming Human, Parts 1-3, PBS Decoding Neanderthals, NOVA What Makes us Human, NOVA Lice and Human Evolution, NOVA What Darwin Never Knew, NOVA Little People of Flores, NOVA Chimpanzee, Disneynature Cracking the Code of Life, NOVA Clever Monkeys, Natural World The Genius of Darwin, BBC Charles Darwin and the Tree of Life, BBC The Cell, BBC Cell Functions: A Closer Look, Cambridge Educational Production Cells: An Introduction, Cambridge Educational Production

12 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 12 Selected Web Pages Smithsonian, Physical Anthropology American Anthropological Society, Physical Anthropology Section American Association of Physical Anthropologists Paleoanthropology Society American Association of Anthropological Genetics The Complete Works of Charles Darwin Online The University of Texas, Austin, E-Skeletons Project Human Biology Association The Jane Goodall Institute National Center for Science Education Virtual Cell Animation Collection Molecular Movies (animations of cellular processes) 20Berry/ National Human Genome Research Institute

13 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 13 Using Humans as a Central Example in Teaching Undergraduate Biology Labs by Craig Nelson and Martin Nickels, Indiana University Bloomington Faculty are encouraged to make all materials accessible. Indicate with an asterisk those items that have had accessibility (ATI/Section 508) reviewed. For more information, V. Minimum Student Material List any materials, supplies, equipment, etc., which students must provide, such as notebooks, computers, internet access, special clothing or uniforms, safety equipment, lockers, sports equipment, etc. Note that materials that require the assessment of a fee may not be included unless the fee has been approved according to University procedures. Minimum Student Material Assigned textbook; access to Internet and Blackboard VI. Minimum College Facilities List the university facilities/equipment that will be required in order to offer this class, such as gymnastic equipment, special classroom, technological equipment, laboratories, etc. Minimum College Facilities Smart Classroom, Laboratory space

14 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 14 VII. Course Outline Describe specifically what will be included in the course content. This should not be a repetition of the course description but an expansion that provides information on specific material to be included in the class, e.g. lecture topics, skills to be taught, etc. This should not be a week-byweek guide unless all instructors are expected to follow that schedule. Course Outline 1. The discipline of anthropology a. Relationship of physical anthropology to other fields of anthropology b. The bio-cultural approach 2. Evolutionary theory a. Definition and history of concept of evolution b. Charles Darwin and natural selection c. Microevolution and the four forces of evolution d. Macroevolution and speciation Hands-on Activity: Natural Selection and Bird Beak Morphology Using a combination of seeds, placed in different environments, students will be given different beaks and asked to consider how selective pressures may affect populations with specific kinds of variation within a population, quantitative and qualitative data will be collected In addition students will read about Darwin s observations of Finches in the Galapagos 3. Genetics and its application to understanding evolution a. Mendelian genetics Hands-on Activity: Punnet Squares, Dominance, and Recessive Using various scenarios, students will use Punnet squares to figure out possible genotypes of offspring. They will also do a self-study of Mendellian traits in their family and use punnet squares to understand the possible genotypes. b. Chromosomes and the cell Hands-on Activity: Cell Biology, Mitosis and Meiosis Using various materials, students will model the basic structures of a cell, and the various phases of mitosis and meiosis, following modeling

15 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 15 they will compare and contrast these processes, in addition they will look through a microscope at examples of these processes in different kinds of cells c. DNA and molecular genetics Hands-on Activity: DNA, mtdna, DNA Replication, and Protein Synthesis Using various materials, students will model the structure of DNA and understand how replication occurs. Using online application, students will practice transcription and translation. In addition, students will discuss and debate ethical issues faced by scientists today with regards to cloning, genetic modification, genetics and disease, among other topics. d. Populations genetics Hands-on Activity: Micro-evolution, Hardy-Weinberg, and population genetics Students will be given a series of scenarios, where they will have to gather relevant data, use the Hardy-Weinberg equation to calculate possible changes, and then try to interpret these changes given natural selective pressures on allele frequencies of populations. 4. Human variation a. Race: social and biological concept b. Characteristics and study of modern human diversity c. Physiological adaptations and plasticity Hands-on Activity: AAA statement on Race, Race in Biology and Anthropology Using RACE: Are we so different web page ( students will explore different dimensions of race and human variation in terms of biology as well as social dimensions of race - in addition we will compare the use of the term race in biology and anthropology 5. The primates a. The Linnaean taxonomy and the place of primates in the classification b. Characteristics of the primate order Hands-on Activity: Comparative Anatomy and Taxonomy

16 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 16 Students will engage in comparative anatomy exercise between primates and other taxa to learn more about classification, adaptation, locomotion, and morphology- students will analyze videos, images, skeletal material, among other media to collect quantitative and qualitative data for comparison. c. Different primate taxa and their characteristics: prosimians, Old and New World monkeys, apes; morphological characteristics; social groups and behaviors of primates humans d. Hominids: morphological and behavioral characteristics of modern Hands-on Activity: Comparative Primate Anatomy Students will take a field trip to the Los Angeles Zoo or other zoo near their home and observe, compare, and contrast the various species of primates and keep a journal of quantitative and qualitative data on their anatomy, locomotion, social behavior, diet, etc. in order to better understand the evolutionary relationship between different primate species and compare their data with human data 6. Interpretation of evidence of hominid evolution a. Characteristics of fossils; interpretation of geological and environmental evidence b. Archaeological evidence: sites, artifacts, dating Hands-on Activity: Biostratigraphy: Dating and Environmental Reconstruction Students will work on problem sets with data from actual sites where the evolution of other organisms is used as a method of cross dating. In addition, they will try to reconstruct ancient environments and how theses may have shaped human evolution. c. The molecular clock Hands-on Activity: Modeling the Molecular Clock Using playing cards students will model mutation rates and molecular phylogeny dynamics and apply these to human evolutionary relationships and the use of ancient DNA 7. Human origins

17 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 17 a. History of the development of the study of hominid evolution b. The proto-hominids c. The Australopithecines: diversity of species, distribution Hands-on Activity: Bipedal Locomotion Using fossils students will study how bipedal locomotion changed our bodies- Students will compare and contrast skeletal material from fossil apes, non-bipedal animals, apes and discuss how locomotion shapes the bodies of these creatures 8. The genus Homo: physical and cultural developments a. Earliest Homo: Homo habilis b. Homo erectus c. Archaic Homo sapiens and Neanderthals d. Modern Homo sapiens Hands-on Activity: Comparative Anatomy Using fossils students will compare casts of fossil specimens in terms of body size, cranial capacity, and dentition in order to see the changes in hominid evolution In addition, students will have a greater understanding of fossil species vs living species, classification, and evolutionary relationships 9. Theories and studies relating to the major hominid transitions a. Relationship among the species b. Relationship to evolutionary theory VIII. Instructional Methods Describe the type(s) of method(s) that are required or recommended for the instruction of this course (lectures, demonstrations, etc.). Include any method that is essential to the course, such as the use of particular tools or software. Instructional Methods 1. Class lectures, discussions, demonstrations, and hands-on activities, in order for students to comprehend the basic concepts and frameworks used in modern biological anthropology

18 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) Audiovisual presentations, including videos, slides, DVDs, handouts, and electronic or computer-based media, in order to illustrate biological and anthropological concepts 3. Presentation of fossil casts, skeletal materials, artifacts and other hands-on materials in order to illustrate and enhance course content and apply biological and anthropological concepts 4. Pair, small group, and class collaborative exercises and hands-on projects using problems and/or hands-on materials, in order to allow students to apply methods of analysis and interpretation used in the study of genetic, skeletal, fossil, and archaeological data 5. Development and assignment of research projects, essays, posters, and oral presentations, in order to allow students to explore topics in more depth and to apply anthropological concepts and methods IX. Evaluation of Outcomes Describe the methods to be used to evaluate students learning, i.e. written exams, term papers, projects, participation, quizzes, attendance, etc. Students will be evaluated for progress in and/or mastery of learning outcomes by methods of evaluation that may include, but are not limited to: 1. Quizzes and examinations designed to assess mastery of course concepts, critically analyze problems, and apply key concepts 2. Individual and group assignments designed to demonstrate ability to apply skeletal and method and techniques and make reasonable inferences from genetic, fossil evidence 3. Written reports, essays, projects, posters, and oral presentations designed to theoretical apply concepts, utilize methods and techniques, apply and assess models and evaluate evidence from a modern evolutionary perspective 4. Final examination designed to assess mastery of the essential concepts developed in the course. 5. Laboratory and hands-on exercises to operationalize concepts of evolution, genetics, comparative anatomy and other core concepts 6. Grading of student performance: Three Unit 15% each = 45% (objective exam format)

19 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 19 Library Research Paper - 15% Observational study - 15% Hands-on activities - 25% To measure basic knowledge there will be three unit exams over class materials. To measure critical thinking students will write a mini-research paper (3-5 pages, Library researched) on a selected topic from the list provided by the instructor (e.g., human adaptations to one of the major biomes; concepts such as race and/or ethnicity; migration as a factor in genetic diversification, etc.). To measure analytical and integrative skills and the ability to do first hand observations, student homework will consist of visiting a zoo (Griffith Park or San Diego) where they can study captive primates. They will then do papers comparing and contrasting behaviors using video documentaries from class. Describe the meaningful writing assignments to be included. Students receive feedback from sequential assignments and lab reports with writing components that they can improve through the semester. Describe how these evaluation methods align to the course and program outcomes, as appropriate. Alternatively, you may include or attach a matrix to align the methods to the outcomes. The expected outcomes for this course serve to emphasize and introduce, through course work, several of our departmental SLOs. ANT 1010 is particularly good class for introducing and developing scientific methodology by both descriptive/qualitative and quantitative data (SLO1). In addition, the biocultural perspective of this class introduces students to holistic perspectives (SLO2). ANT 1010 emphasizes human/environmental relationships through its emphasis on human evolution and ecology, a key component of our departmental SLOs (SLO3). ANT 1010 additionally emphasizes evolutionary theory and its application to the understanding of human origins that is in line with our objective of applying models, and understanding social science questions (SLOs4-5).

20 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) 20 Discuss how these methods may be used to address the associated GE Learning Outcomes listed above. Include or attach a matrix to align the evaluation methods to the outcomes. ANT 1010 through the content of the class and the proposed assignments meets many of the of the General Education goals. Students learn to write and speak effectively, construct arguments and are introduced to various methods of presenting quantitative data though classroom discussion and a library research paper, lab and hands-on activities. Anthropology is by its nature interdisciplinary, but in this case the content discussed and the lab exercises and paper introduce students to scientific methods though both quantitative and qualitative approaches. The class emphasizes a biocultural approach, provides a brief historical background showing the development of research in the field. The social context of research, discussions of ethics, and the changing nature of research in the field helps introduce an understanding of historical, political and social institutions. Students are encouraged to develop social and global knowledge by looking at human evolution within a global framework, looking at human migrations and human environmental adaptability and the evolution of complex and diverse cultural knowledge as a critical adaptive mechanism for our species. Finally, ANT 1010 integrates a discussion of how individuals and populations interact in complex ways to form society, the dynamics of social species and what the role of social life plays on adaptation to environmental factors and pressures. The role of sexual and social reproduction as an important evolutionary process that affects human adaptability to the environment, formation of communities and the role of individual agency within these larger social and biological processes are also introduced and are consistent with General education goals. This course contributes to the GE objectives in the following ways. Gen. Ed. Outcomes 1a 1b 1c 1d 1e 2a 2b 2c 2d Assessments Quizzes and Exams I I I I Library Research Paper I I I I I I Observational Study I I I I I Hands-on Activities Assignments I I I I I In terms of the objectives of Area B2 more specifically ANT 1010 addresses these in the following ways: 1. Fundamental knowledge of living systems and relationship of living systems with the world about them Using human evolution as the binding thread, ANT 1010 introduces basic knowledge of living systems DNA to cell biology and reproduction, to organisms and their relationships to each other within larger ecosystems.

21 GE , ANT 1010 Introduction to Biological Anthropology (GE Area B2) Diverse life forms While the class is anthropocentric, the material does attempt to address a diversity of life forms and taxa. We discuss for example the evolution of flowering plants and hypotheses about the development of binocular color vision in our order primates, the symbiotic relationships created by the malaria plasmodium, mosquitos, and people. We incorporate material on a diversity of life forms through our discussions of paleoanthropology, looking at environmental reconstruction and biostratigraphy which offers not only a way of dating human fossils through looking at the evolution and relationships with other plants and animals, but also an understanding of hominin evolution in a broader paleoenvironmental context. The point of departure may be humans, but great attempts are made to place them within an evolutionary history that integrates a discussion of many life forms from single celled organism to more complex forms such as plants and animals. 3. Ecology Ecology is adequately covered in our discussions of human biological and cultural adaptation to diverse environments and environmental change. We also discuss the role of humans in the creation of anthropogenic landscapes and its effects at various levels on living systems. 4. Evolution In terms of presenting the synthesis of evolutionary theory that includes Darwinian principles of natural selection, Mendelian aspects of inheritance, genetics, and population dynamics, the content more than adequately covers this goal at the introductory level. Moreover, because of a human focus it makes these concepts more relatable to most general education students. 5. Scientific contributions from various cultures of the world (where applicable) The development of cultural knowledge and its role in human evolution and adaptation as well as specific cultural ecological knowledge is also introduced in the content of this class. X. This OPTIONAL Section is for describing Course/Department/College specific requirements.