BIO A 201 A: Principles of Biological Anthropology

Welcome to BIO A 201 – Principles of Biological Anthropology, Spring 2026

This course meets MWF 8:30-9:50am in Denny Hall 410 - There are no separate lab sections.

Printable Syllabus Formats (PDF/DOC)

Course Description & Learning Goals

This course is an introduction to biological anthropology. During the quarter, we will explore the processes and mechanisms of evolution and the “human story.” We will learn about evolutionary and genetic processes and the roles they have played in shaping the biological and behavioral adaptations of the Primate Order – humans, the nonhuman primates, and our ancestors. We will consider what it means to be human and how we “fit” into the larger natural world, examining past, present, and future human variation, the complex interactions of biology, behavior, and our environments. In addition, we will examine the ways in which we are currently trying to better understand ourselves and our history.  Students should leave this course with an understanding of the following:

• Evolutionary theory, variation, and adaptation – how and why organisms change and adapt over time
• Nonhuman primate diversity, ecology, and behavior – for its intrinsic value and as models of human behavior
• Paleoanthropology and the fossil record, which reveals our evolutionary history from small protoprimates to large-brained hominins, taxonomy, morphology, and behavior
• The variation and selective factors that shape biology and behavior in modern human populations

Structure & Organization

This quarter we are changing things up a bit from how we usually structure this course.  We are not holding lab/quiz sections but rather, will are combing lecture and lab in a small class/hybrid format comprised of the following:

• some in-person class meetings
• some pre-recorded lectures to be viewed outside of class
• some remote meetings on Zoom
• integrated lab activities with lecture  

Students are expected to attend all required class meetings.  We will use Canvas for communication, assignments, and supplemental materials.  The course is organized into four topical sections: Evolutionary theory and processes; Primate anatomy and behavior; Hominin evolution; Modern humans.  The first two sections make up the material for the first exam, the second two for the second exam. 

Coursework is organized by week in the Canvas MODULES – each with a Summary Page with that week’s lecture topics, learning goals, assigned readings, and once available, links to any lecture materials. This is a 200-level class, but that refers to the lack of prerequisites, not to the level of difficulty. This course is worth 5 credits, meaning approximately 15 hours of work each week: 4-5 hours of lecture and ~10 hours of outside work (reading, studying, working in groups, and completing assignments).  The workload is balanced between low-stakes assignments (weekly quizzes and in-class activities) and higher stakes exams. 

Textbook

The textbook, How Humans Evolved, (10^th Ed.) is recommended.  Years of teaching this course prove that students tend to have a more thorough understanding of the material and better outcomes with the textbook as a resource.

How Humans Evolved (10^th Ed.) by Robert Boyd, Joan Silk and Kevin Langergraber. W.W. Norton, 2024, ISBN 978-0-393-89282-6 (paperback)/ 978-1-324-06176-2 (ePub).

The text should be available through UW’s University Bookstore  and directly from the publisher, W.W. Norton. Please note that older editions like the 8^th or 9^th, while available, are different and not exact substitutes for the newest edition. Homework reading page assignments are based on the 10^thedition.

Assessments and Grading

Grading categories are weighted as follows:

25% Homework:

• Weekly Quizzes: These are weekly Canvas quizzes and assignments covering readings and lecture topics.  They are low-stakes practice questions, meant to help students assess their grasp of concepts as we move through the material.  These are not timed and may be accessed up to three times before their due dates.
• Films: There are several films assigned across the quarter as homework. Students should watch these on their own time and complete a short, related quiz.  Some film times run about an hour, some two hours, so be sure to allocate appropriate time to view these.

27% In-class activities and assignments:

Because we are combining lecture with lab, this category will cover several different things.  We will be integrating activities that previously occurred during separate lab/discussion sections into our regular class lecture meetings. We may have: 

• Polls/lecture quizzes – random questions to everyone (perhaps using Poll Everywhere)
• Practical tests (particularly around bone/fossil identification and association)
• Interactive activities like worksheets, short essays, problem solving activities

48% Exams:  There will be two exams, the first covers units 1 and 2 (23%), the second covers units 3 and 4 (25%). 

Grade scale: Grades will be rounded up to the nearest whole number.

Policies: Late, Missed Work & Accommodation

• Late assignments will be accepted for up to 24hrs after their due date for 50% of earned Anything submitted after this 24hr late period will not be accepted.  
  • For example, on a 10pt assignment where a student has 8/10 correct answers: if turned in on time, the grade is 8/10 pts; if the deadline has passed but the work is turned in within the 24hr late window, the grade is 4/10 pts – 50% of earned points.  
  • After 24hrs, the assignment will not be accepted, and the score is zero.  
• Missed exams may only be made up if approved and arranged in advance with the instructor and will be considered on a case-by-case basis.  A missed exam is considered an unexcused absence with a zero score unless otherwise determined by the above. There are only two policy exceptions for making up a missed scheduled exam:
  • Rescheduling in advance due to a UW approved absence: Legitimate exceptions require written and verifiabledocumentation that meets recognized religious observances, and UW-sanctioned events where the student’s participation is mandatory.  If a student knows they will need to reschedule an exam, it should be addressed with the teaching team by the end of the first week of the quarter.  (UW approved absences are listed below in the syllabus).
  • An unexpected absence due to emergency or illness: Students must inform the teaching team before the exam begins in order to be eligible for a full make-up. Notifications arriving after the start of the exam, but within 24hrs, maypotentially also be eligible for a make-up;  these may incur a penalty on the final grade – usually 85% of the earned score if ineligible for a full make-up.  Eligibility is determined on a case-by-case basis and is at the discretion of the instructor.  Students must provide verifiable documentation with their excuse for missing the exam.  A missed exam is considered an unexcused absence with a zero score unless otherwise determined by the above.  (Absences are listed below in the syllabus).
• It is the responsibility of the student to be sure all Canvas file uploads are legible and meet the requirements of the assignment. Empty, corrupted, or illegible uploads cannot be accepted and will result in zero points. Files must be uploaded to their correct assignment – please not email your submissions to me directly – they need to be in their associated Canvas assignment, by their due date, to be accepted. 

• Any referential lecture materials will be available via Canvas within 24hrs after each class meeting. I do not provide slides in advance. All materials provided in this class (handouts, exams, videos, slides, etc.) are protected by copyright.  I make these available for personal academic use only.  It is illegal to share, upload, copy or otherwise distribute any of these images or materials without my consent.  This includes any kind of online sharing from study sites to social media groups.

Absences:

The following are accepted categories for accommodation or excused absences.   Any other reason for missing participation activities, assignments or exams is not excused.

• Disability Resources for Students (DRS)*: It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If accommodations with DRS have already been established, please be sure to activate the accommodations via myDRS. If services have not yet been established through DRS, but a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts) arises, contact DRS directly at uw.edu to set up an Access Plan.  
  • DRS testing accommodations should be scheduled in advance by students themselves directly with the DRS testing center. It is the student’s responsibility to make these arrangements in advance of testing dates.  Alternative testing accommodation may be arranged if discussed with the instructor well in advance of test dates.  Please contact me if there are questions or concerns about how accommodations may be implemented in this course.
• Religious Accommodation: A student who is anticipating being absent from class due to a Religious Accommodation activity needs to complete the Religious Accommodations Request process by the second Friday of the quarter. 
• Academic/Athletic Absences: Students who anticipate missing class due to attendance at academic conferences or field trips, or participation in university-sponsored activities should provide a written notice to the instructor ahead of the absence. The instructor will determine if the graded activity or exam can be rescheduled or if there may be other options to make up missed work.
• Medical Excuses: To protect student privacy and the integrity of the academic experience, students will not be required to provide a medical excuse note to justify an absence from class due to illness. A student who misses a graded class activity or examination due to illness must request, in writing, to take a rescheduled examination or perform work judged by the instructor to be the equivalent within a reasonable amount of time (7 days) after the missed due date.
• The Unexpected: There may be unforeseen circumstances that arise during the quarter that, while not covered by one of the above categories, may impact your ability to meet the work requirements for this course. If you feel your issue falls within this space, contact me by email (andid@uw.edu) within 24hrs (or as soon as possible) of your awareness of the issue.  These situations will be handled on a case-by-case basis, and unless physically unable to do so, require a face-to-face meeting.  Students should come to office hours or schedule a private meeting to discuss.  Once a full week (7 days) has passed without contact on the matter, the case is no longer negotiable and no lost grade points may be recovered.

Student Hours, Communication & Extra Help

Interactions, Communications & Conduct

Student Hours will be held in person weekly, or via Zoom by previous arrangement.  Times and contact information are posted on Canvas under “Support & Student Hours.”  Meetings by appointment are also possible if these times do not work – just ask! 

Email can be sent either through the course Canvas website or directly to me (andid@uw.edu - please include “BIOA 201” in the subject line if emailing directly).  Please note that, while it is my general policy not to respond to email between the hours of 6:00pm and 7:00am on weekdays, and to have very limited access on weekends, it is part of my commitment to students that I am available during “regular business hours” for weekly appointments (Student Hours), drop-ins, and email.

Let’s approach class and each other with some patience, flexibility, respect, and humor.  We may all be affected by personal and health related issues for ourselves and our family and friends.  I encourage students to meet with me to discuss personal concerns, course materials, current events, random fun topics, or just to say hi.  If there are concerns with the material or grades, please contact me to review or discuss

Communication is crucial.  If you are experiencing personal issues that are impacting your work, please make me aware of the situation (with as little or as much information as is comfortable to be shared) as early as possible and I will do my best to help in any way I can.  Do not wait until the “last minute” when it is too late to alter outcomes.  Please, if you find yourself needing help – reach out.  Tackle these as soon as you can to keep them from escalating. To this point, I do not offer extra credit.

General Conduct.  Students are expected to come to class prepared and to participate in active discussion, when appropriate, having completed assigned readings, reviewed previously presented material, and critically analyzed content in advance of class time.  Let’s approach class - and each other - with patience, flexibility, humor, and most importantly, respect. 

Academic Integrity.  This short  statement  by the Committee on Academic Conduct in the College of Arts and Sciences will help you avoid unintentional misconduct and clarify the consequences of cheating. The university’s policy on plagiarism and academic misconduct is a part of the Student Conduct Code, which cites the definition of academic misconduct in the  WAC 478-121 (WAC is an abbreviation for the Washington Administrative Code, the set of state regulations for the university. The entire chapter of the WAC on the student conduct code is here)

According to this section of the WAC, academic misconduct includes:

• Cheating - such as “unauthorized assistance in taking quizzes”
• Falsification - “which is the intentional use or submission of falsified data, records, or other information including, but not limited to, records of internship or practicum experiences or attendance at any required event(s), or scholarly research”
• Plagiarism - which includes “[t]he use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment.”

The UW Libraries have a useful guide for students that I recommend you take a look at: http://www.lib.washington.edu/teaching/plagiarism

• Use of ChatGPT or related generative AI applications to produce text to submit in your assignments for this class is considered academic misconduct because it is the 'use of unauthorized assistance', and so a violation of the Student Conduct Code for the University of Washington. 
  • You may use generative AI applications to check your spelling and grammar, and to help generate ideas, brainstorm and find relevant research.
  • However, you should be aware that the material generated by these programs may be inaccurate, incomplete, biased, or otherwise problematic. Keep in mind that AI applications often answer the same question in very different (and often erroneous) ways and have been found to cite made-up/fictitious references that do not actually exist. If you incorporate these into your work, your grade may be low.
  • You must verify claims that generative AI applications present to you by inspecting the primary scholarly source for the claim and cite that primary source in your assignment. Do not submit any text generated by a generative AI program and do not cite generative AI programs in your work. 

The intellectual struggle of doing the class assignments is an inherent part of learning. Learning happens only when we move outside what we already know and challenge ourselves. Seeking shortcuts or workarounds through generative AI tools or other kinds of essay writing services prevents you from learning. The short-term consequence is that you pay for a benefit you never receive. The long-term consequence is that you miss the opportunity to become a better thinker and more effective writer.

The potential harm in becoming dependent on generative AI is well expressed by George Orwell who wrote "If people cannot write well, they cannot think well, and if they cannot think well, others will do their thinking for them" (‘Politics and the English Language’, 1946, it also has some nice simple rules for good writing, take a look!). I believe that text generated by generative AI applications is unlikely to benefit you in this class because in my experience, I've found that it is generally not sufficiently correct, detailed, or specific to score well for the assignments in this class. In any case, any concerns about students who appear to be engaging in academic misconduct, either through the use of generative AI applications or in other ways, will be referred for investigation and adjudication to Community Standards and Student Conduct."