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Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 10/11/2022
1.
Contact person: Conrad Quintyn
Phone:
2.
570-389-5379
Email: cquintyn@bloomu.edu
Department: Anthropology
Program: Anthropology, Criminal Justice & Sociology
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☒ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☐ Online (100%) ☐ Interactive TV ☐ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ANTH
405
Primates
Current University
Course Prefix
Current University
Course Number
Current University
Course Title
*Only list Current Courses that are equivalent to the New Course
BU: ANTH
405
Primates
LHU:
MU:
1
New Course for Integrated University
7. Will the course be seeking General Education approval?
☒ No ☐ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
The course will be offered within load of current faculty and will be available on the BU campus. For face
to face offering there are no additional resources needed beyond current classroom technology.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
☐ LHU
☐ MU
9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No other departments, courses, programs, campuses are impacted.
10. Indicate Semester and Year Course will be implemented: Fall semester 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation skills
necessary for professional success. The goals of the Anthropology program are to have students be
able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply ethical principles
in research, 4. Conduct research, 5. Demonstrate effective communication skills, and 6) Evaluate the
viability of potential solutions
As students study primate classification, biology, behavior and ecology they are evaluating scientific
data on primate research to answer questions about the natural world (i.e., the origins of human behavior
or specifically the origins of speech and language).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces): Primates
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Explores primate classification, biology and the various phenomena affecting primate behavior
such as ecology, social life, and sociocultural adaptation with emphasis on the development of
socio-biological traits relating to human origins.
14. Credit(s): 3
Clock Hours: 3
Lecture: hours
Recitation: hours Lab: hours
2
Contract Hours: 3 Lecture: hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course):
ANTH 140 Intro to Biological Anthropology or nine (9) semester hours in anthropology or any
biology course
16. Co-requisites (Courses which must be taken simultaneously with other courses):
N/A
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.):
N/A
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
20. Estimated Frequency of Offering: Once in a two-year cycle.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
The recommended class size for student success is 25. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with students
on a one-on-one basis, and it is based on review of students' performance.
Submit a Master Course Syllabus – (see attached)
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
N/A (Not a General Education course)
Choose an item.
3
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
4
Signatures
Required
Signatures
Name
Date
Department
Chairperson
David Fazzino
10/11/2022
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
5
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
DATE PREPARED: 7/13/2022
PREPARED BY: Conrad Quintyn
DEPARTMENT: Anthropology, Criminal Justice & Sociology
Program: Anthropology
COURSE PREFIX & NUMBER (without space in-between): ANTH405
COURSE TITLE: Primates
CREDIT HOURS: 3
RECOMMENDED CLASS SIZE: 25
PREREQUISITES/CO-REQUISITES: ANTH 140 Intro to Biological Anthropology or nine (9)
1.
2.
3.
4.
5.
6.
7.
8.
semester hours in anthropology or any biology course
COURSE DESCRIPTION FOR CATALOG: Explores primate classification, biology and the various
phenomena affecting primate behavior such as ecology, social life, and sociocultural adaptation
with emphasis on the development of socio-biological traits relating to human origins.
9.
10. CONTENT DESCRIPTION: The following areas of study will be included:
I.
Introduction to Nonhuman Primates
A. What Is a Primate?
B. How Much Like Us?
C. What is Primatology?
D. Why Study Primates?
E. Where Does One Go to Study Primates?
II.
Primate Classification
A. Classification Systems
B. What Is a Species?
C. How New Species Appear?
D. Primate Taxonomy
E. Morphological-based Taxonomy
F. Genetic-based Taxonomy
III.
Primate Biology
A. Phylogenetics: Genetic Distance
B. General Body Plan
C. Body Size and Energy Requirements
D. Reproductive Biology
E. Growth and Development
IV.
Primate Biogeography
A. Distribution of Primates
B. World Biomes
6
V.
Primate Ecology
A. How Primates Use their Environment
B. Ecology Basics
C. Components of an Ecosystem
D. Factors that Limit Populations
E. Species Interactions: Primates as Prey
F. Primate-Plant Interactions
G. Intergroup Competition and Competitive Exclusion
H. Ranging Behavior and Territoriality
I. Activity Cycles
VI.
Primate Social Organization
A. Why Do Some Primates Live in Social Groups While Some Do Not?
B. Types of Social Groupings
C. Why Do Animals Migrate?
VII.
Primate Social Relationships
A. Primates as Social Organisms
B. The Adaptive Value of Social Behavior: Selfishness, Kin Selection, and Altruism
C. Types of Primate Social Relationships
VIII.
Primate Communication
A. What Is Language?
B. Theories about the Origin of our Language Ability
C. How Different is Human Vocal Communication from that of Other Primates?
D. Vocalization of Primates in their Natural Environments
E. Talking with the Apes: Captive Studies
F. What Does Our Language Have in Common with the Vocal Communications of
Primates?
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Choose an item.
7
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
Students will recognize and
identify primates from both a
biological & a behavioral suite of
characteristics
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Students will recognize and
classify primates into their
taxonomic categories
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Students will learn the basics of
ecology and how primates use
their ecology
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
8
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Students will observe primate
social behavior and relationships
as a field project
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
*Note- Rows can be added
13. METHODS:
This course is offered as a lecture/discussion course, using other materials and techniques such
as films, videos, and Power Point slides, and fossil skull casts as appropriate. To facilitate
discussion the proposed class size is 25 students. The course is offered every fall and spring
semester.
14. COURSE ASSESSMENT:
The department collects departmental-developed rubrics and/or results on exam items
across all sections of the course, both distance and in-class learning each semester. The
Department will utilize a bank of questions that will serve to assess student learning
objectives through the strategy of embedded questions on exams (test blueprinting). The
question bank will be developed from contributions by department faculty members and will
be large enough for faculty to select questions that vary from individual to individual and
semester to semester, but at the same time test each of the four objectives in a reasonably
consistent measurable manner. Each student learning objective will have its own set of
questions. For each of the objectives, three to five embedded questions will be utilized on
exams throughout the semester to test overall knowledge acquisition. Embedded question
data is reported to the department outcomes assessment committee within 30 days of the
final day of the semester. The data for all sections will be statistically analyzed and
summarized into one data set for assessment purposes. The assessment data assists in
9
identifying changes needed to the course to ensure greater student attainment of the
Student Learning Objectives.
The assessment results will be utilized to assist our program outcomes and general education
goals as well as helping in long-term planning for curriculum and development. Data from
course assessment will be transmitted to the university Office of Planning and Assessment.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended): Listed below are
some of the materials which might be used in the course development but are not limited to
the following references. The following list includes both historical materials and more recent
references (*holdings available in the Andruss Library).
*Ankel-Simons, F. (2000). Primate Anatomy: An Introduction, Academic Press, London.
Chapman, C., Lawes, M., and Eeley, H. (2006). What hope for African primate diversity?
African Journal of Ecology 44: 116-133.
Cheney, D., Silk, J., and Seyfarth, R. (2012). Evidence for intrasexual selection in wild
female baboons. Animal Behavior 84: 21-27
Basabose, A. (2005). Ranging patterns of chimpanzees in a montane forest of Kahuzi,
Democratic Republic of Congo. International Journal of Primatology 26: 33-54.
*Davenport, T., Stanley, W., Sargis, E., DeLuca, D., Mpunga, N., Machaga, S., and
Olson, L. (2006). A new genus of African monkey, Rungwecebus: Morphology,
ecology, and molecular phylogenetics. Science 312: 1378-1381.
*de Waal, F. (1998). Chimpanzee politics: Power and Sex Among Apes. The Johns
Hopkins University Press, Baltimore.
*de Waal, F. (1999). Cultural primatology comes of age. Nature 399: 635-636.
Di Fiore, A., and Rodman, P. (2001). Time allocation patterns of lowland woolly
monkeys (Lagothrix lagotricha poeppigii) in a neotropical terra firma forest.
International Journal of Primatology 22: 449-480.
*Gesquiere, L., Learn, N., Simao, M., et al. (2011). Life at the top: Rank and stress in
wild male baboons. Science 333: 357-360.
*Gosselin-Ildari, A. and Koenig, A. (2012). The effects of group size and reproductive
status on vigilance in captive Callithrix jacchus. American Journal of
Primatology 74: 613-621.
*Groves, C. (2001). Primate Taxonomy. The Smithsonian Institution Press, Washington,
D.C.
Hart, J., Detwiler, K., Gilbert, C., et al. (2012). Lesula: A new species of Cercopithecus
Monkey endemic to the Democratic Republic of Congo and implications for
10
Conservation of Congo’s Central Basin. PLoS ONE 7, e44271.
Hart, D. (2007). Predation on primates: A biogeographical analysis. In Gursky, S.,
Nekaris, K., (eds.), Primate Anti-predator Strategies, Springer, New York, pp.
27-59.
Heymann, E. (2006). The neglected sense—olfaction in primate behavior, ecology, and
Evolution. American Journal of Primatology 68: 519-524.
Hunt, K. D. (2020). Chimpanzee: Lessons from our Sister Species. 1st ed. Cambridge University Press,
Cambridge, UK.
Jackson, T. (2021). Monkeys: Apes, Gorillas and Other Primates. Amber Books, London, UK.
*Jolly, C. (2001). A proper study for mankind: Analogies from the Papionin monkeys
and their implications for human evolution. Yearbook of Physical Anthropology
44: 177-204.
*Jones, C. (2005). Behavioral flexibility in primates: Causes and Consequences.
Springer, New York.
Kaumanns, W., and Singh, M. (2012). Social relationships among lion-tailed macaque
(Macaca silenus) males in differently structured social units. Current Science
102: 1451-1455.
Kingdon, J. (1990). Island Africa: Evolution of Africa’s Animals and Plants. Collins,
New York.
*Krebs, C. (1994). Ecology: The Experimental Analysis of Distribution and Abundance,
4th ed. Harper Collins, New York.
Lehman, S. and Fleagle, J. eds. (2006). Primate Biogeography: Progress and Prospects.
Springer, New York.
Link, A. and DiFore, A. (2006). Seed dispersal by spider monkeys and its importance in
the maintenance of neotropical rain-forest diversity. Journal of Tropical Ecology
22: 235-246.
Manson, J. (2007). Mate choice. In Campbell, C., Fuentes, A., MacKinnon, K., Panger,
M., Bearder, S. (eds.), Primates in Perspective, Academic Press, New York, pp.
447-463.
Nekaris, K. (2006). Social lives of adult Mysore slender loris (Loris lydekkerianus).
American Journal of Primatology 68: 1171-1182.
*Novak, M. and Sigmund, K. (2005). Evolution of indirect reciprocity. Nature 437:
11
1291-1298.
Overdoff, D. and Parga, J. (2007). The new era of primate socioecology: Ecology and
intersexual conflict. In Campbell, C., Fuentes, A., MacKinnon, K., Panger, M.,
Bearder, S. (eds.), Primates in Perspective, Academic Press, New York, pp. 466482.
Ramdarshan, A., Merceron, G., and Marivaux, L. (2012). Spatial and temporal ecological
Diversity amongst Eocene primates of France: Evidence from teeth. American
Journal of Physical Anthropology 147: 201-216.
*Roberts, S. (2012). On the relationship between scent-marking and territoriality in
callitrichid primates. International Journal of Primatology 33: 749-761.
Rosenberger, A. (2011). Evolutionary morphology, platyrrhine evolution and
systematics. Anatomical Record 294: 1955-1974.
Russo, G. and Shapiro, L. (2011). Morphology correlates of tail length in the catarrhine
sacrum. Journal of Human Evolution 61: 223-232.
*Savage-Rumbaugh, S. and Lewin, R. (1994). Kanzi: The Ape at the Brink of the Human
Mind. John Wiley & Sons, New York.
Schwartz, B. L. and Beran, M. J. (2022). Primate Cognitive Studies. Cambridge University Press,
Cambridge, UK.
Schwartz, J. (2005). The Red Ape: Orangutans and Human Origins, Revised edition.
Westview Press, Cambridge, MA.
Smith, T. (2006). Individual olfactory signatures in common marmosets (Callithrix
jacchus). American Journal of Primatology 68: 585-604.
*Smuts, B. (1993). Male aggression and sexual coercion of females in nonhuman
primates and other mammals: Evidence and theoretical implications. Advances in the Study of
Behavior 22: 1-63.
Swindler, D. (2002). Primate Dentition: An Introduction to the teeth of non-human
Primates, Cambridge University Press, London.
*Tecot, S., and Romine, N. (2012). Leading ladies: Leadership of group movements in a
pair-living, co-dominant, monomorphic primate across reproductive stages and
fruit availability seasons. American Journal of Primatology 74: 591-601.
12
*Turner, I. (2001). The Ecology of Trees in the Tropical Rain Forest. Cambridge
University Press, Cambridge, UK.
*Watts, D., Muller, M., Amsler, S., Mbabazi, G., and Mitani, J. (2006). Lethal intergroup
Aggression by chimpanzees in Kibale National Park, Uganda. American Journal
of Primatology 68: 161-180.
*Zihlman, A., Cronin, J., Cramer, D., and Sarich, V. (1978). Pygmy chimpanzee as a
possible prototype for the common ancestor of humans, chimpanzees, and
gorillas. Nature 275: 744-746.
16. Prototype Text: May include but not be limited to:
Strier, K. (2021). Primate Behavioral Ecology, 6th ed. Routledge, Oxfordshire, UK.
Fleagle, J. (2013). Primate Adaptation & Evolution, 3rd ed. Academic Press, New York.
Campbell, C., Fuentes, A., MacKinnon, K., Bearder, S., and Stumpf, R. (2011). Primates
in Perspectives, 2nd ed. Allyn and Bacon, Boston.
Indicate possible recommended texts for the course where appropriate, including author/editor, title, publisher, edition, and
date of publication. The style of entry should consistently follow a manual such as Turabian, MLA, APA, or an accepted guide
in a specific discipline.
13
NORTHEAST Integrated Curriculum Committee
Date: 10/11/2022
1.
Contact person: Conrad Quintyn
Phone:
2.
570-389-5379
Email: cquintyn@bloomu.edu
Department: Anthropology
Program: Anthropology, Criminal Justice & Sociology
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☒ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☐ Online (100%) ☐ Interactive TV ☐ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ANTH
405
Primates
Current University
Course Prefix
Current University
Course Number
Current University
Course Title
*Only list Current Courses that are equivalent to the New Course
BU: ANTH
405
Primates
LHU:
MU:
1
New Course for Integrated University
7. Will the course be seeking General Education approval?
☒ No ☐ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
The course will be offered within load of current faculty and will be available on the BU campus. For face
to face offering there are no additional resources needed beyond current classroom technology.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
☐ LHU
☐ MU
9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No other departments, courses, programs, campuses are impacted.
10. Indicate Semester and Year Course will be implemented: Fall semester 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation skills
necessary for professional success. The goals of the Anthropology program are to have students be
able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply ethical principles
in research, 4. Conduct research, 5. Demonstrate effective communication skills, and 6) Evaluate the
viability of potential solutions
As students study primate classification, biology, behavior and ecology they are evaluating scientific
data on primate research to answer questions about the natural world (i.e., the origins of human behavior
or specifically the origins of speech and language).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces): Primates
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Explores primate classification, biology and the various phenomena affecting primate behavior
such as ecology, social life, and sociocultural adaptation with emphasis on the development of
socio-biological traits relating to human origins.
14. Credit(s): 3
Clock Hours: 3
Lecture: hours
Recitation: hours Lab: hours
2
Contract Hours: 3 Lecture: hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course):
ANTH 140 Intro to Biological Anthropology or nine (9) semester hours in anthropology or any
biology course
16. Co-requisites (Courses which must be taken simultaneously with other courses):
N/A
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.):
N/A
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
20. Estimated Frequency of Offering: Once in a two-year cycle.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
The recommended class size for student success is 25. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with students
on a one-on-one basis, and it is based on review of students' performance.
Submit a Master Course Syllabus – (see attached)
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
N/A (Not a General Education course)
Choose an item.
3
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
4
Signatures
Required
Signatures
Name
Date
Department
Chairperson
David Fazzino
10/11/2022
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
5
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
DATE PREPARED: 7/13/2022
PREPARED BY: Conrad Quintyn
DEPARTMENT: Anthropology, Criminal Justice & Sociology
Program: Anthropology
COURSE PREFIX & NUMBER (without space in-between): ANTH405
COURSE TITLE: Primates
CREDIT HOURS: 3
RECOMMENDED CLASS SIZE: 25
PREREQUISITES/CO-REQUISITES: ANTH 140 Intro to Biological Anthropology or nine (9)
1.
2.
3.
4.
5.
6.
7.
8.
semester hours in anthropology or any biology course
COURSE DESCRIPTION FOR CATALOG: Explores primate classification, biology and the various
phenomena affecting primate behavior such as ecology, social life, and sociocultural adaptation
with emphasis on the development of socio-biological traits relating to human origins.
9.
10. CONTENT DESCRIPTION: The following areas of study will be included:
I.
Introduction to Nonhuman Primates
A. What Is a Primate?
B. How Much Like Us?
C. What is Primatology?
D. Why Study Primates?
E. Where Does One Go to Study Primates?
II.
Primate Classification
A. Classification Systems
B. What Is a Species?
C. How New Species Appear?
D. Primate Taxonomy
E. Morphological-based Taxonomy
F. Genetic-based Taxonomy
III.
Primate Biology
A. Phylogenetics: Genetic Distance
B. General Body Plan
C. Body Size and Energy Requirements
D. Reproductive Biology
E. Growth and Development
IV.
Primate Biogeography
A. Distribution of Primates
B. World Biomes
6
V.
Primate Ecology
A. How Primates Use their Environment
B. Ecology Basics
C. Components of an Ecosystem
D. Factors that Limit Populations
E. Species Interactions: Primates as Prey
F. Primate-Plant Interactions
G. Intergroup Competition and Competitive Exclusion
H. Ranging Behavior and Territoriality
I. Activity Cycles
VI.
Primate Social Organization
A. Why Do Some Primates Live in Social Groups While Some Do Not?
B. Types of Social Groupings
C. Why Do Animals Migrate?
VII.
Primate Social Relationships
A. Primates as Social Organisms
B. The Adaptive Value of Social Behavior: Selfishness, Kin Selection, and Altruism
C. Types of Primate Social Relationships
VIII.
Primate Communication
A. What Is Language?
B. Theories about the Origin of our Language Ability
C. How Different is Human Vocal Communication from that of Other Primates?
D. Vocalization of Primates in their Natural Environments
E. Talking with the Apes: Captive Studies
F. What Does Our Language Have in Common with the Vocal Communications of
Primates?
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Choose an item.
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11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
Students will recognize and
identify primates from both a
biological & a behavioral suite of
characteristics
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Students will recognize and
classify primates into their
taxonomic categories
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Students will learn the basics of
ecology and how primates use
their ecology
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
8
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Students will observe primate
social behavior and relationships
as a field project
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
*Note- Rows can be added
13. METHODS:
This course is offered as a lecture/discussion course, using other materials and techniques such
as films, videos, and Power Point slides, and fossil skull casts as appropriate. To facilitate
discussion the proposed class size is 25 students. The course is offered every fall and spring
semester.
14. COURSE ASSESSMENT:
The department collects departmental-developed rubrics and/or results on exam items
across all sections of the course, both distance and in-class learning each semester. The
Department will utilize a bank of questions that will serve to assess student learning
objectives through the strategy of embedded questions on exams (test blueprinting). The
question bank will be developed from contributions by department faculty members and will
be large enough for faculty to select questions that vary from individual to individual and
semester to semester, but at the same time test each of the four objectives in a reasonably
consistent measurable manner. Each student learning objective will have its own set of
questions. For each of the objectives, three to five embedded questions will be utilized on
exams throughout the semester to test overall knowledge acquisition. Embedded question
data is reported to the department outcomes assessment committee within 30 days of the
final day of the semester. The data for all sections will be statistically analyzed and
summarized into one data set for assessment purposes. The assessment data assists in
9
identifying changes needed to the course to ensure greater student attainment of the
Student Learning Objectives.
The assessment results will be utilized to assist our program outcomes and general education
goals as well as helping in long-term planning for curriculum and development. Data from
course assessment will be transmitted to the university Office of Planning and Assessment.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended): Listed below are
some of the materials which might be used in the course development but are not limited to
the following references. The following list includes both historical materials and more recent
references (*holdings available in the Andruss Library).
*Ankel-Simons, F. (2000). Primate Anatomy: An Introduction, Academic Press, London.
Chapman, C., Lawes, M., and Eeley, H. (2006). What hope for African primate diversity?
African Journal of Ecology 44: 116-133.
Cheney, D., Silk, J., and Seyfarth, R. (2012). Evidence for intrasexual selection in wild
female baboons. Animal Behavior 84: 21-27
Basabose, A. (2005). Ranging patterns of chimpanzees in a montane forest of Kahuzi,
Democratic Republic of Congo. International Journal of Primatology 26: 33-54.
*Davenport, T., Stanley, W., Sargis, E., DeLuca, D., Mpunga, N., Machaga, S., and
Olson, L. (2006). A new genus of African monkey, Rungwecebus: Morphology,
ecology, and molecular phylogenetics. Science 312: 1378-1381.
*de Waal, F. (1998). Chimpanzee politics: Power and Sex Among Apes. The Johns
Hopkins University Press, Baltimore.
*de Waal, F. (1999). Cultural primatology comes of age. Nature 399: 635-636.
Di Fiore, A., and Rodman, P. (2001). Time allocation patterns of lowland woolly
monkeys (Lagothrix lagotricha poeppigii) in a neotropical terra firma forest.
International Journal of Primatology 22: 449-480.
*Gesquiere, L., Learn, N., Simao, M., et al. (2011). Life at the top: Rank and stress in
wild male baboons. Science 333: 357-360.
*Gosselin-Ildari, A. and Koenig, A. (2012). The effects of group size and reproductive
status on vigilance in captive Callithrix jacchus. American Journal of
Primatology 74: 613-621.
*Groves, C. (2001). Primate Taxonomy. The Smithsonian Institution Press, Washington,
D.C.
Hart, J., Detwiler, K., Gilbert, C., et al. (2012). Lesula: A new species of Cercopithecus
Monkey endemic to the Democratic Republic of Congo and implications for
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Conservation of Congo’s Central Basin. PLoS ONE 7, e44271.
Hart, D. (2007). Predation on primates: A biogeographical analysis. In Gursky, S.,
Nekaris, K., (eds.), Primate Anti-predator Strategies, Springer, New York, pp.
27-59.
Heymann, E. (2006). The neglected sense—olfaction in primate behavior, ecology, and
Evolution. American Journal of Primatology 68: 519-524.
Hunt, K. D. (2020). Chimpanzee: Lessons from our Sister Species. 1st ed. Cambridge University Press,
Cambridge, UK.
Jackson, T. (2021). Monkeys: Apes, Gorillas and Other Primates. Amber Books, London, UK.
*Jolly, C. (2001). A proper study for mankind: Analogies from the Papionin monkeys
and their implications for human evolution. Yearbook of Physical Anthropology
44: 177-204.
*Jones, C. (2005). Behavioral flexibility in primates: Causes and Consequences.
Springer, New York.
Kaumanns, W., and Singh, M. (2012). Social relationships among lion-tailed macaque
(Macaca silenus) males in differently structured social units. Current Science
102: 1451-1455.
Kingdon, J. (1990). Island Africa: Evolution of Africa’s Animals and Plants. Collins,
New York.
*Krebs, C. (1994). Ecology: The Experimental Analysis of Distribution and Abundance,
4th ed. Harper Collins, New York.
Lehman, S. and Fleagle, J. eds. (2006). Primate Biogeography: Progress and Prospects.
Springer, New York.
Link, A. and DiFore, A. (2006). Seed dispersal by spider monkeys and its importance in
the maintenance of neotropical rain-forest diversity. Journal of Tropical Ecology
22: 235-246.
Manson, J. (2007). Mate choice. In Campbell, C., Fuentes, A., MacKinnon, K., Panger,
M., Bearder, S. (eds.), Primates in Perspective, Academic Press, New York, pp.
447-463.
Nekaris, K. (2006). Social lives of adult Mysore slender loris (Loris lydekkerianus).
American Journal of Primatology 68: 1171-1182.
*Novak, M. and Sigmund, K. (2005). Evolution of indirect reciprocity. Nature 437:
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1291-1298.
Overdoff, D. and Parga, J. (2007). The new era of primate socioecology: Ecology and
intersexual conflict. In Campbell, C., Fuentes, A., MacKinnon, K., Panger, M.,
Bearder, S. (eds.), Primates in Perspective, Academic Press, New York, pp. 466482.
Ramdarshan, A., Merceron, G., and Marivaux, L. (2012). Spatial and temporal ecological
Diversity amongst Eocene primates of France: Evidence from teeth. American
Journal of Physical Anthropology 147: 201-216.
*Roberts, S. (2012). On the relationship between scent-marking and territoriality in
callitrichid primates. International Journal of Primatology 33: 749-761.
Rosenberger, A. (2011). Evolutionary morphology, platyrrhine evolution and
systematics. Anatomical Record 294: 1955-1974.
Russo, G. and Shapiro, L. (2011). Morphology correlates of tail length in the catarrhine
sacrum. Journal of Human Evolution 61: 223-232.
*Savage-Rumbaugh, S. and Lewin, R. (1994). Kanzi: The Ape at the Brink of the Human
Mind. John Wiley & Sons, New York.
Schwartz, B. L. and Beran, M. J. (2022). Primate Cognitive Studies. Cambridge University Press,
Cambridge, UK.
Schwartz, J. (2005). The Red Ape: Orangutans and Human Origins, Revised edition.
Westview Press, Cambridge, MA.
Smith, T. (2006). Individual olfactory signatures in common marmosets (Callithrix
jacchus). American Journal of Primatology 68: 585-604.
*Smuts, B. (1993). Male aggression and sexual coercion of females in nonhuman
primates and other mammals: Evidence and theoretical implications. Advances in the Study of
Behavior 22: 1-63.
Swindler, D. (2002). Primate Dentition: An Introduction to the teeth of non-human
Primates, Cambridge University Press, London.
*Tecot, S., and Romine, N. (2012). Leading ladies: Leadership of group movements in a
pair-living, co-dominant, monomorphic primate across reproductive stages and
fruit availability seasons. American Journal of Primatology 74: 591-601.
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*Turner, I. (2001). The Ecology of Trees in the Tropical Rain Forest. Cambridge
University Press, Cambridge, UK.
*Watts, D., Muller, M., Amsler, S., Mbabazi, G., and Mitani, J. (2006). Lethal intergroup
Aggression by chimpanzees in Kibale National Park, Uganda. American Journal
of Primatology 68: 161-180.
*Zihlman, A., Cronin, J., Cramer, D., and Sarich, V. (1978). Pygmy chimpanzee as a
possible prototype for the common ancestor of humans, chimpanzees, and
gorillas. Nature 275: 744-746.
16. Prototype Text: May include but not be limited to:
Strier, K. (2021). Primate Behavioral Ecology, 6th ed. Routledge, Oxfordshire, UK.
Fleagle, J. (2013). Primate Adaptation & Evolution, 3rd ed. Academic Press, New York.
Campbell, C., Fuentes, A., MacKinnon, K., Bearder, S., and Stumpf, R. (2011). Primates
in Perspectives, 2nd ed. Allyn and Bacon, Boston.
Indicate possible recommended texts for the course where appropriate, including author/editor, title, publisher, edition, and
date of publication. The style of entry should consistently follow a manual such as Turabian, MLA, APA, or an accepted guide
in a specific discipline.
13
Media of