Anthropology B200: Introduction to Biological Anthropology

Charla McCormick Inquiry Portfolio

Teagle Collegium on Inquiry in Action

Inquiry Portfolio for an Introductory Biological Anthropology Course Abstract This course portfolio provides a detailed look into the changes that I made to my Anthropology B200: Introduction to Biological Anthropology course at Indiana University based on my experiences as a member of the Teagle Collegium on Inquiry in Action (See Appendix A for the syllabus). The Teagle Collegium, an interdisciplinary group of graduate student instructors and faculty mentors, met once per month during the 2008-2009 academic year in order to discuss pedagogical literature, share teaching experiences and provide mentorship and support. Being a member of the Collegium encouraged me to identify whether my teaching methods aligned with the learning goals I had for my students; in doing so, I realized that including classroom assessments and creating opportunities for Active Learning would make my teaching methods more effective (Bransford et al. 2000). This portfolio examines the changes that I made to achieve this goal, as well as the results of the Classroom Assessment Techniques (CATs) (Angelo and Cross 1993) and exam scores that were used for such evaluation.

Introduction Anthropology B200 introduces students to the basic theoretical foundations of Biological Anthropology. It provides a general survey of the field of Biological Anthropology, emphasizing the ways in which ideas about human evolution are tested using evidence from the fossil record, from living prosimians, monkeys and apes, and from contemporary human groups. There is also an emphasis on understanding the underlying principles and science of evolution. While the course is a requirement for undergraduate Anthropology majors, it also fulfills an undergraduate science requirement for non-majors. As a 200-level introductory course, B200 classes are typically made up of students ranging from freshmen to seniors, with varying backgrounds in evolution and biological concepts. For the most part, introductory Biological Anthropology courses are lecture based, however, several lab exercises are usually incorporated to give students experience in using the scientific method, the discipline’s Signature Pedagogy (Chick et al. 2008).

Objectives and Implementation §

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On the first day of class, I included a Background Knowledge Probe (Angelo and Cross 1993:121) to identify what students already knew about evolution coming into the course. On the final day of class, I returned the students’ answers to them and asked that they revise their initial definitions based on what they learned in B200. (See Curricular Change 1 below.) After a particularly difficult section on Evolution, Genetics and Population Genetics, I asked each student to write down what he or she found to be the Muddiest Point (Angelo and Cross 1993:154) of that section. (See Curricular Change 2 below.)

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Three short, not-for-credit chapter quizzes were given throughout the semester to encourage students to stay on track with their reading assignments, and to provide examples of the types of questions that might be on an exam. I implemented a mid-semester evaluation that consisted of two questions: What’s going well? and What can be improved? The students wrote anonymous responses to these two questions that guided my lesson plans for the remainder of the semester. An Active Learning assignment was created for the chapter on Early Primate Evolution. Each student was given a handout on an Early Primate that had to be completed in class using the textbook as a research tool (See Appendix B for a sample handout). Some students chose to work alone, while others worked in groups. For homework, the students were asked to create a PowerPoint slide based on the information they gathered in filling out their handouts. These slides were emailed to me, and I compiled and edited them. In the following class period, each student gave an informal presentation of his/her Early Primate, and this constituted the lecture on Early Primate Evolution. An Assignment Assessment CAT (Angelo and Cross 1993:356) was completed in response to the Early Primate Evolution Active Learning assignment. Each student was asked whether he/she enjoyed the Active Learning assignment and whether he/she felt confident in his/her understanding of Early Primate Evolution. An Active Learning assignment was given that examined Neanderthal diversity. This new Active Learning assignment was created since the CAT responses for the Early Primate Evolution Active Learning assignment were lukewarm; many students felt that they did not have a good understanding of Early Primate Evolution since they were focused on only one specific early primate through active learning. After having a short, not-for-credit chapter quiz over Neanderthals and Archaic Homo sapiens to ensure that each student completed the reading assignment, a lecture on Neanderthals was given. For homework, each student was assigned a Neanderthal site and asked to do some informal, internet-based research on the fossils found at that particular site (See Appendix C for the list of assigned Neanderthal sites). More than one student was assigned for each site to make sure that data was gathered for every site, as this was the basis for a discussion on Neanderthal variation during the following class period. The students were also asked to post the information that they gathered about their sites under a Forum I created on Oncourse. A short essay (one of three assigned during the semester – each worth 10% of the final grade) on Neanderthal cannibalism complemented the quiz, lecture, Active Learning assignment and in-class discussion on Neanderthals. An Assignment Assessment CAT (Angelo and Cross 1993:356) was completed for the section on Neanderthals. Students were asked whether they enjoyed doing the Active Learning homework assignment on Neanderthals and whether they felt confident in their understanding of Neanderthals. (See Curricular Change 3 below.)

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Assessment of 3 Curricular Changes Three Curricular Changes will be examined here – those that are underlined in the above section. Curricular Change 1: Background Knowledge Probe & Evolution Definitions Hypothesis: The hypothesis was that students would come into the course knowing something about evolution, yet they would be able to articulate the definition of evolution with greater precision at the end of the semester. Data:

Below are evolution definitions from three students.

Student 1

Exploratory/Anthropology

Freshman

Final Grade = A

First Day of Class:

“[Evolution is] the changing of one thing into another over time, usually to better adapt to one’s environment.”

Last Day of Class:

“Evolution is (pretty much what I wrote) an organism’s changing over time in reaction to environmental pressures, but now I know around 10X more about why & how, & the history of evolution. Also, the tradeoffs with adaptations like bipedalism & agriculture in humans.”

Student 2

Communication & Culture

Junior

Final Grade = B+

First Day of Class:

“Evolution is the process of an organism’s traits changing in order to adjust to the changing environment.”

Last Day of Class:

“I think this [is] the basic principle of it, but I definitely learned a lot more about it as a whole. It was interesting learning about primates and Homo erectus and some of the different theories, such as Multiregionalism and Out of Africa.”

Student 3

General Studies

Senior

Final Grade = C-

First Day of Class:

“How life evolved? I don’t know.

Last Day of Class:

“Evolution is the study of how we (species) evolved into who we are today. Starting from cells and DNA all the way to Neanderthals all the

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way to humans. Evolution also embodys [sic] the plants and tools and early species and the differences between all these things.”

Conclusion: The data suggest that, in general, students were familiar with the concept of evolution and were able to broadly define it. Also, the data show that most students were able to revise their definitions from the first day of class to include information that they learned over the course of the semester. Therefore, the hypothesis was supported. Interestingly, one student’s definition of evolution on the first day of class was “Adam & Eve” (data not included here). On the last day of class, this student wrote that she still believed in Adam and Eve, but that she learned how humans had affected the natural world in taking B200. This student’s performance in class was excellent, she received an “A-“ for her Final Grade, so her personal beliefs did not interfere with her grasp of evolutionary concepts. I will continue to do this Background Knowledge CAT in the future, however, when I have a student who has personal or religious beliefs that are not in accordance with evolutionary theory, I will create an opportunity to for the student to discuss these matters openly with me during office hours so as not to dismiss his or her convictions, which I did not do with this particular student.

Curricular Change 2: The Muddiest Point CAT Hypothesis: The hypothesis was that the students would vary in their responses for the Muddiest Point CAT. Data: responses.

Figure 1 illustrates the individual responses for the Muddiest Point CAT

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Protein Synthesis 16

Genetics Other

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Figure 1. Muddiest Point Responses 4



Conclusion: The hypothesis was rejected since students had, for the most part, difficulty with two major concepts: Genetics and Protein Synthesis. As a teacher, receiving such feedback was extremely informative, and I was able to address the Muddiest Points headon. I posted links on Oncourse to some great websites that covered all of the concepts in the students’ responses (including those in the “Other” category). In the following class period, I went over Protein Synthesis again and showed a short video depicting this process from one of the websites on Oncourse. I also went over the other Genetics concepts that students found particularly difficult. It seems that repetition is necessary sometimes in college-level courses, and using the Muddiest Point CAT can determine which concepts should be explained more than once.

Curricular Change 3: Neanderthal Active Learning Assessment Hypothesis: The hypothesis was that the Active Learning Assignment on Neanderthal variation would be interesting and that students would feel confident in their understanding of Neanderthals. Data: Every student responded that he/she enjoyed the Active Learning Assignment on Neanderthals, which was evidenced by the lively in-class discussion that took place the following class period, and every student felt confident in his/her understanding of Neanderthals. In order to investigate this overwhelmingly positive response and to determine whether enjoyment and confidence would lead to correct answers on the Final Exam, data was gathered on the number of correct responses on 5 Final Exam questions pertaining to Neanderthals. All students but 1 answered at least 3 of the 5 Neanderthal questions correctly, and more than half of the students answered all 5 questions correctly. Conclusion: The Neanderthal Active Learning assignment was very effective and fun, and it will definitely be a standard in my introductory Biological Anthropology courses. It also seemed to positively affect students test performances, although a formal study with statistical evaluation will have to be completed in the future in order to properly evaluate this claim.

Analysis and Reflection Overall, I think that the inclusion of CATs and Active Learning exercises greatly improved the effectiveness of my teaching as well as students’ level of comprehension and enjoyment, respectively. It is possible that the students also enjoyed providing feedback in the classroom assessments, although this will have to be assessed with yet another CAT. In the future, I will routinely include both of these educative tools into my classroom. Since being a fellow of the Teagle Collegium on Inquiry in Action, I have realized that effective teaching is much more than “getting your facts straight” and preparing great PowerPoint 5



presentations – it is about being aware of learning theories, testing them in the classroom, evaluating evidence of student learning and making adjustments where they are needed. My goal is to make sure that my experiences in the Collegium will always remain fresh in my mind as an instructor, and to engage in the Scholarship of Teaching and Learning throughout my career as an academic.

References Angelo, Thomas A. and K. Patricia Cross. 1993. Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition. San Francisco: Jossey-Bass Publishers. Bransford, John D. et al. (National Research Council). 2000. How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press. Chick, Nancy L., Aeron Haynie and Regan A. R. Gurung. 2008. From Generic to Signature Pedagogies: Teaching Disciplinary Understandings by Teaching through the Disciplines. In Practicing Our Signatures: Fostering Disciplinary Habits of Mind, edited by Gurung, Chick, and Haynie. Sterling, Virginia: Stylus Publishing.

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Appendix A

Anthropology B200: Introduction to Biological Anthropology Instructor: Charla McCormick Spring 2009 Class Meetings: TR 5:45-7:00, SB 140 Office Hours: TR 4:00-5:30 in SB 251, and by appointment Email: [email protected] Course Description: B200 is an introductory course in bioanthropology. It is required for the undergraduate major in Anthropology, and it is a prerequisite for many advanced courses in Bioanthropology. B200 carries NMNS credit toward the COAS distribution requirements. You will NOT be able to count this course toward the S & H requirement. The Department recommends B301, a three credit lab course that also carries NMNS credit, concurrent with or following B200 for anyone who plans a career in anthropology. In B200 we will survey the field of bioanthropology, emphasizing the ways in which ideas about human evolution are tested using evidence from the fossil record, from living prosimians, monkeys and apes, and from contemporary human groups. There will be an emphasis on understanding the underlying principles and science of evolution. Textbook and Resources: -Our Origins 2008. By Clark Spencer Larsen. This textbook is available at the IU bookstore. -Oncourse Course Evaluation: You must take both the Midterm and the Final Exam in order to pass this course; if you do not take either of these exams, you will receive an “F” for your course grade. Grades are based on the following: Midterm Exam 30% Final Exam 30% Essays (3 @ 10% each) 30% Participation 10% Exams Exams are multiple choice. The exams are NOT cumulative, and both are similar in length and structure. You must plan your travel around the Final Exam. Please contact me before ANY exam you must miss. If you miss an exam without contacting me beforehand, I will need a written, substantial excuse. Make-up exams are short-answer/essay format. A list of study terms will be distributed before each review session. 7



Essays Essays are designed to build skills in reading and assessing scientific articles. For each essay, you must read the assigned article and answer the question that is asked of you regarding that particular article. Essay assignments will be given two weeks before each deadline. Essays must be at least one page in length but no more than two pages in length. Use 1.5 spacing. At the end of your paper, you must cite the references that you used in your essay using the format in the back of your textbook. Here is an example of an acceptable format: Last Name, First Name. Year. Title of Article. Journal Title Volume Number(Issue Number):Page Numbers. When you are making in-text citations use the (Author, Year) format. If you are using a direct quote from an article, you must include the page number as well in your in-text citation: (Author, Year: Page number). You must check for grammar and spelling mistakes before turning in your paper. Participation Participation will enrich your comprehension of the material that we are covering in class. Your grade will be calculated based on the following: 1. Attendance: Taken daily. 2. Class Involvement: Please be attentive and alert in class, and feel free to ask questions at any time. 3. In-Class Assignments: Labs and other written assignments will be checked for completion, however they will not be assigned a letter grade. Grading Scale: B+ C+ D+ F

87-89.9% 77-79.9% 67-69.9% 0-59.9%

A B C D

95-100% 83-86.9% 73-76.9% 63-66.9%

ABCD-

90-94.9% 80-82.9% 70-72.9% 60-62.9%

Course Agenda: Week Date

Topic

Readings and Assignments Due

1

Jan 13-15

What is Physical Anthropology

Chapter 1

2

Jan 20-22

Evolution

Chapter 2

3

Jan 27-29

Genetics

Chapter 3 8



4

Feb 3-5

Population Genetics

Chapter 4, Essay 1 due 2/5

5

Feb 10-12

Living People, *Lab on 2/10*

Chapter 5

6

Feb 17-19

Primates

Chapter 6

7

Feb 24-26

*In-Class Review on 2/24, Midterm on 2/26*

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Mar 3-5

Fossils

Chapter 7

9

Mar 10-12

Primate Origins


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*Spring Break March 14-22*

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Mar 24-26

Hominid Origins

Chapter 9

12

Mar 31

Early Homo, *No Class April 2nd*

Chapter 10

13

Apr 7-9

Early Homo, AMHS

Chapters 10 and 11

14

Apr 14-16

AMHS, *Lab on 4/16*

Chapter 11

15

Apr 21-23

Agriculture


16

Apr 28-30

The Future, *Review on 4/30*

Chapter 13

Tuesday May 5

Final Exam

*7:15-9:15 PM*

Academic Dishonesty: Plagiarism and cheating will not be tolerated. See the Academic Code of Student Rights, Responsibilities, and Conduct. Copies of this document can be obtained from the Dean of Students.

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Appendix B

Name

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Timeframe

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Epoch

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Location

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Size

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Notable Features

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Charla McCormick Inquiry Portfolio Other


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Appendix C Neanderthal Sites 1. Neanderthal 2. La Chappelle-aux-Saints 3. La Ferrassie 4. Le Moustier 5. Gibraltar 6. Krapina 7. Mezmaiskaya Cave 8. Kebara 9. Shanidar 10. Tabun 11. Moula-Guercy 12. Feldhofer Cave 13. Amud

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