BIO 358 Spring 2020 syllabus PDF

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Biology and Human Social and Sexual Behavior BIO 358.01 (ESI, STAS) Spring 2020-Stony Brook University 1:00- 2:20 PM –M/F– Javits 100 Profs. Paul M. Bingham and Joanne Souza Email: [email protected] [email protected]

Office Hours Prof. Bingham: Life Sciences 374 Prof. Souza: Life Sciences 378 See Blackboard-Faculty Information for days and times COURSE DESCRIPTION: We will explore, together, a powerful, parsimonious and generalizable theory of human evolutionary origins that apparently succeeds in uniting the natural and social sciences. This theoretical view has come to be called “social coercion theory.” Unlike all theories that have gone before, social coercion theory gives us a complete, testable picture of how and why humans evolved to be such a radically new kind of animal completely within the process of natural selection. This theoretical command, in turn, provides unexpected new insights into many, diverse facets of human life. For example, we will learn why we have such expanded and sophisticated communication beyond the capabilities of other animals; why humans have been able to transform the planet as the dominant species we have become; and why we approach life with such a strong ethical sense. This approach also gives us a theory of human social behavior and its logic with unprecedented power. This understanding of our behavior gives us deep insight into our history and, more importantly, our present condition. You are poised to join the next generation of community problem solvers. Achieving a new understanding of the past and present confers novel power over the human future. In overview, this course provides a unique level of insight into what it means to be human and how we might each take more humane command of our common global destiny. Recommended Course Pre/co-requisites U3 or U4 (Junior or Senior) standing, and one of the following: BIO 101, BIO 115, BIO 201, BIO 202, or BIO 203 or equivalent

COURSE OBJECTIVES: There are two major objectives of this course: 1. Explore and understand a powerful evolutionary theory of the origin of human uniqueness, referred to as social coercion theory. Covered is a detailed, precise understanding of how natural selection works so that we can fully absorb the implications of this theory for our biological and social properties, our history, current economics, politics, and all the diverse empirical evidence used in testing this theoretical view. The scientific implications are profound, not only for our unique properties as

biological creatures, but also for the human present and future. Social coercion theory allows us to unite the social and natural sciences into a single, coherent whole. 2. Engage students of all disciplines in the process of science – learn and understand how we define theories, collect evidence, and use that evidence to test these theories by subjecting them to skeptical, informed, democratized public questioning (social doubt). All scientific evidence is interpreted from a theoretical perspective. Learn when and how prior theories are displaced by those that are more parsimonious, have more predictive power, and are more generalizable. You will be asked to fully understand the claims of the specific theory we will explore and the evidence presented. You will find that you are sometimes called on to reinterpret some insights and evidence you have learned previously from other perspectives and in other courses. This exploration and reinterpretation will enrich and expand your understanding of humans – our origins, properties and history – while enhancing your understanding of how science works by adding your potential contributions to it. This course will give engaged students new insights of both personal and global relevance.

COURSE LEARNING OBJECTIVES: This course meets the learning objectives for DEC H Requirements and SBU Curriculum Categories ESI and STAS

Students should expect to emerge from this course understanding the following: 1. Know and describe in detail how natural selection works to build bodies, minds, and behaviors of individual organisms, including humans 2. Explain and indicate how to approach scientific problems through the tools of the natural sciences, including complexity from hierarchically nested combinatoriality and the application of effective reductionist explanation 3. Indicate how to apply falsification (and falsifiability as one of the foundational tools of scientific theory building/testing 4. Practice and illustrate how to put differing theoretical views in competition with each other, using the requirements of fecundity, parsimony, and generalizability 5. Describe and be able to explain the ubiquitous conflict of interest problem pervading the Malthusian world of all biological individuals. 6. Describe kin selection theory and explain how cooperation between conspecific organisms emerges. 7. Evaluate and be able to describe how humans “unintentionally” evolved capacities leading to our unprecedented management of the conflict of interest problem resulting, in turn, in our large-scale, nonkin social cooperation – thereby arriving at the social coercion theory of human uniqueness. Compare and contrast with the behavior of non-human animals. 8. Examine how to study the emergence of humans as a unique species of animal around 1.8 million years ago, including how to analyze the fossil record 9. Compare and contrast our different evolved life history design and sexual behavior when compared to non-human animals 10. Differentiate between proximate and ultimate causation in evolved behaviors 11. Examine the relationship between empirical correlation and the arrival at causal theory 12. Evaluate and compare and contrast older, alternative models for the evolution of human uniqueness, including language-first, bipedal-first, and large brain-first hypotheses 13. Appraise how a powerful theory of history emerges from social coercion theory, including practically important predictions about the importance of democratized social systems and the pathology of hierarchical social systems 14. Explain the ultimate causal basis of the dramatic but sporadic historical increases in human adaptive sophistication and the potential for future taming of this process on behalf of humane, pan-global human welfare

Students will be expected to research and read scholarly articles posted in addition to the course textbook(s). In the process of meeting the course learning objectives, you will also be working toward meeting the SBU Curriculum learning outcomes for STAS and ESI below.

STONY BROOK CURRICULUM STAS OBJECTIVES and OUTCOMES: “Understand relationships between Science or Technology and the Arts, Humanities or Social Sciences (STAS)” 1. Apply concepts and tools drawn from any field of study in order to understand the links between science or technology and the arts, humanities or social sciences. 2. Synthesize quantitative and/or technical information and qualitative information to make informed judgments about the reciprocal relationship between science or technology and the arts, humanities or social sciences. STONY BROOK CURRICULUM ESI OBJECTIVES and OUTCOMES: “Evaluate and Synthesize Researched Information (ESI)” 1. Locate and organize information from a variety of appropriate sources. 2. Analyze the accuracy of information and the credibility of sources. 3. Determine the relevance of information. 4. Use information ethically and responsibly. COURSE TEXTBOOKS There are two textbooks utilized for this course 1. REQUIRED Written Text: Bingham.P.M. & Souza, J. (2009). Death from a Distance and the Birth of a Humane Universe: Human Evolution, Behavior, History and Your Future – Purchase options: a. Hard copy text - $25.99 from Amazon.com. b. Kindle Format - $9.99 from www.amazon.com. You need not have a hardware Kindle reader, but can download the free Kindle reader for PC, Mac, iPad or iPhone from Amazon at http://www.amazon.com/gp/feature.html/ref=kcp_pc_mkt_lnd?docId=1000426311 c. Book website at www.deathfromadistance.com d. University Online Bookstore e. Copy on reserve in the Main West Campus library on the Stony Brook campus. 2. STRONGLY RECOMMENDED: 5-month DIGITAL Edu-Pack subscription to BIO358/558/CEB553 2nd ed. produced by Rothman Media, Inc. and distributed through Streaming Tutors, Inc. a. May be purchased online directly from Streaming Tutors at https://www.streamingtutors.com b. Direct purchase information also located on the Blackboard site under TEXTBOOKS (Edupak) c. Broadband or DSL internet access is required to use the digital Edu-Pack. PLEASE NOTE: Prior used copies of this digital textbook will not work and are not supported. Do not buy a used copy. BE SURE TO READ THE TECHNICAL REQUIREMENTS

UNDER THE TEXTBOOK BUTTON ON BLACKBOARD BEFORE PURCHASING. The textbook contains digitized lectures given and prepared by Profs. Bingham and Souza, animations, a full glossary, study questions, and various other interactive assets.

BLACKBOARD YOU MUST HAVE ACCESS TO BLACKBOARD FOR THIS COURSE. Assignments, lecture handouts, research readings will be available through the Blackboard site. You will be responsible to be aware of these communications. All graded equizzes are made via the Blackboard site. MANDATORY ONLINE BLACKBOARD ACTIVITIES: See weekly assignments for details Mandatory, graded weekly Equizzes (On Blackboard) start after class on Monday, Feb. 3rd. They will be available each week from Tuesday through Friday at 11:59 PM . They must be taken within the weekly deadline timeframe. See assignments and equiz tabs on Blackboard for weekly deadlines and additional information. Quizzes will consist of 10 questions each week of varying difficulty. The questions will have the objective of assisting you to understand crucial course content for exams. . To log onto Blackboard: 1. Open your Internet browser and navigate to http://www.stonybrook.edu. 2. Click on CURRENT STUDENTS, Then BLACKBOARD 3. Click the Login button Enter your NET ID and password. You can login to SOLAR to find out your Net ID. If you have never logged onto Blackboard, your default password is your SOLAR ID number. If you have problems logging onto Blackboard, when you are on the Blackboard login page, click on HELP FOR STUDENTS. The university Instructional Computing can assist you.

Course Grading The course will be graded on a curve. Out of the first THREE items below (NOT the FINAL), we will drop your lowest TOTAL score. In other words we will drop either your grade for Exam 1, Exam 2, OR your total Equiz score. Again, the final exam may NOT be dropped. If you wish a review of any graded component of this course, your request must be made within two weeks of the grade being posted.

Because of these options to drop an item, there will be no Make-ups for any exams. No exceptions. We strongly advise you to participate in all items of the grading so you maintain your option to have your lowest score dropped in case a health issue or emergency arises. Your grade would then not be negatively impacted and you would not have to endure the stress of a makeup! Your grade will be determined on a scale of 320 points by a combination of each of the following: 1. Exam 1 (Topics 1-7) – 25 multiple choice questions – Monday, Feb 24th, in-class exam (1:00 PM – 2:20PM), Place Javits 100 (possible 100 points or 31.25% of grade).

2. Exam 2 (Topics 8-16) – 25 multiple choice questions – Monday, April 6th, in-class exam (1:00 PM – 2:20PM) Place, Javits 100 (possible 100 points or 31.25% of grade). 3. Grades for 10 of 11 equizzes given through the Blackboard site outside of lecture time. We drop your lowest equiz score for a total of 10 equizzes. (Possible 100 points or 31.25% of your grade) Each equiz counts for 10 points. These quizzes are designed to help you test your understanding of the unfolding course material each week. Moreover, these quiz questions and the feedback per question provided will be valuable study aids for the examinations. See due dates in BLACKBOARD assignments). -Each week, on Tuesday (starting in Week 2, February 3rd), the equiz will be available through Friday evening at 11:59 PM on the course Blackboard site under EQUIZZES. -Each quiz will consist of 10 questions based on the lectures and assignments. Each question is worth 1 point. Your best strategy is to spend a few minutes each week taking the quiz YOURSELF BY YOURSELF. Many exam questions will be based on equiz question content areas. Mastering these questions is one excellent way to prepare for the exams. The exams are worth a substantial part of your grade, therefore it would be best to utilize the learning tools we are offering you to your best advantage and use them to learn the material for yourself. Feedback will be available the following week after everyone has completed the quiz. 5. Final Exam (DEFINITE 37.5% of grade) – 30 Multiple choice questions (possible 120 points) – Monday, May 18th from 2:15PM - 5:00PM, place TBA. (Note: Final is NOT cumulative) 6. Extra Credit Opportunity – worth a potential of up to 4 points added to your final earned course points (1-5 above). Beginning Monday, Feb. 17th, a list of options for a critical thought essay pertaining to the utilization of course material, detailed directions, and an essay grading rubric will be made available on blackboard. If you wish to participate in this extra credit opportunity, you will choose one critical thought writing option and write and submit a 1000 word essay according to the directions and grading rubric on blackboard by Friday, April 3rd at the end of the day. Grading will be on a basis of 0, 2, or 4 points according to the grading rubric. No late essays will be accepted. This essay will assist in building your critical thought skills directed at real world problems and could (based on the points earned for this assignment and your points earned on 1-5 above ) potentially raise your letter grade score.

I - Academic Integrity Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty is required to report any suspected instances of academic dishonesty to the Academic Judiciary. Faculty in the Health Sciences Center (School of Health Technology & Management, Nursing, Social Welfare, Dental Medicine) and School of Medicine are required to follow their school-specific procedures. For more comprehensive information on academic integrity, including categories of academic dishonesty please refer to the academic judiciary website at: http://www.stonybrook.edu/commcms/academic_integrity/index.html

II - Student Accessibility Support Center Statement If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Student Accessibility Support Center, ECC (Educational Communications Center) Building, Room 128, (631)632-6748. They will determine with you what accommodations, if any, are necessary and appropriate. All information and documentation is confidential. https://www.stonybrook.edu/commcms/studentaffairs/sasc/facstaff/syllabus.php Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Student Accessibility Support Center. For procedures and information go to the following website: https://ehs.stonybrook.edu/programs/fire-safety/emergency-evacuation/evacuation-guide-people-physicaldisabilities

III - Critical Incident Management: Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of University Community Standards any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. Faculty in the HSC Schools and the School of Medicine are required to follow their school-specific procedures. Further information about most academic matters can be found in the Undergraduate Bulletin, the Undergraduate Class Schedule, and the Faculty-Employee Handbook.

BIO358.01 Spring 2020 Course Schedule: 1:00-2:20P, Javits 100 Bingham/Souza Prior to coming to class, we recommend you print the corresponding Lecture Powerpoints and concept questions on the course Blackboard site under the ASSIGNMENTS button. Week 1: See Assignment No. 1 on Blackboard

January 27 [TOPIC 1]:

Introduction to Human Uniqueness and Social Coercion Theory

Death from a Distance and the Birth of a Humane Universe (DfaD): Introduction (pg. ix-xvii; Kindle Location No. 232-415), Chapter 1 (pg. 1-17; Kindle Location No. 415-725)

January 31 [TOPIC 2]: We know what life is – a particular case of chemistry. DfaD: Chapter 2 (pg. 18-34; Kindle Location No. 725-1041) -------------------------------------------------------------------------------------------------------------------------------------------------------------------See Assignment No. 2 on Blackboard (Equiz 1 Due)

February 3rd: [TOPIC 3]:

Evolving genes and the animals they build DfaD: Chapter 2 (pg. 18-34; Kindle Location No. 725-1041)

February 7th: [TOPIC 4]: How and how fast does natural selection work in sexual animals DfaD: Chapter 2 (pg. 18-34), Second Interlude (pg. 240-243) Kindle Location No. 725-1041, 4551-4594

-----------------------------------------------------------------------------------------------------------------------------------------See Assignment No. 3 on Blackboard (Equiz 2 Due)

February 10: [TOPIC 5]:

How natural selection produces animal cooperation DfaD: Chapter 3 (pg. 35-60 and 65-66) Kindle Location No.1041-1516 and 1594-1621

February 14: [TOPIC 6]: Kin-selected behaviors in humans. DfaD: Chapter 4 (pg. 67-90; Kindle Location No.1621-2075) -----------------------------------------------------------------------------------------------------------------------------------------------------------------See Assignment No. 4 on Blackboard (Equiz 3 Due)

February 17: [TOPIC 7]: Kinship-independent social cooperation – the fundamental, unique human adaptation. DfaD: Chapter 5 (pg. 91-119; Kindle Location No. 2075-2621)

February 21: [In-class review]

Review and consolidation for Exam #1 (covers Topics 1-7)

-----------------------------------------------------------------------------------------------------------------------------------------See Assignment No. 5 on Blackboard (No Equiz Due)

February 24: Examination #1 – (In Class- Covers Topics 1-7; 25 multiple choice questions February 28: [TOPIC 8]: How and when we became human – fossil record 1 DfaD: Chapter 7 (pg. 147-201 and 203-204) Kindle Location No. 3069-3865 and 3880-3934

-----------------------------------------------------------------------------------------------------------------------------------See Assignment No. 6 on Blackboard (Equiz 4 Due)

March 2nd: [TOPIC 9]: How and when we became human – fossil record 2 DfaD: Chapter 7 (pg. 147-201 and 203-204) Kindle Location No. 3069-3865 and 3880-3934

March 6th: [TOPIC 10]: The human village and life history evolution DfaD: Chapter 6 (pg. 120-146; Kindle Location No. 2621-3069)

----------------------------------------------------------------------------------------------------------------------------------------See Assignment No. 7 on Blackboard (Equiz 5 Due)

March 9th: [TOPIC 11]: Sexuality in the human village 1 DfaD: First Interlude (pg. 205-208; Kindle Loc. No. 3934-3988),

Chapter 8 (pg. 209-239; Kindle Loc. No.3988-4551)

March 13th: [TOPIC 12]: Sexuality in the human village 2 DfaD: Chapter 8 (pg. 209-239; Kindle Location No. 3988-4551) ---------------------------------------------------------------------------------------------------------------------------------------------------

SPRING RECESS March 16 – March 22 See Assignment No. 8 on Blackboard (Equiz 6 Due)

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