I teach a variety of classes: usually a portion of the Graduate Core course (phylogenetics), a mandatory course for all graduate students; a 400-level (upper level undergrads and beginning grad students) course on macroevolution; introductory biology (Biodiversity: Bio150); and a variety of smaller graduate seminars. My usual teaching load is Macroevolution every fall, Core every fall, Biodiversity every other spring, and usually a graduate seminar or two (often phyloseminar) per semester. In 2015-16, I’ll be stepping back from teaching Core to start a new, intensive graduate class on phylogenetic methods.
You can check the links above for updates to the courses, but an even easier way is to subscribe to an RSS feed. This is a way websites can let readers know when a new post is available; a popular free app for receiving these updates (on the web, iOS, or Android) is feedly, but there are many others, and some web browsers (Explorer, the newest Safari, Firefox, but not Chrome) also support this.
I am always eager to get feedback on teaching: please do that at
Macroevolutionary research continues. Here are articles from the past two days (Nov 16-17, 2017).
- Learn how we can apply macroevolution to understand humans
- Make and test predictions from evolution
- Identify potential causes of Quaternary mass extinction
- Find biases in which groups went extinct
- Learn about ways we can test ideas of potential causes
- Aspects requiring explanation about origin of life
- Life elsewhere
- What has been the history of domestication?
- What traits change?
- Why do traits change?
- Can nonhuman organisms domesticate others?
- Know multiple origins of flight
- Describe hypotheses for origin
- Consider possible evolutionary dead ends
Understand potential relevance of evolution to medicine
Understand why humans still get sick
Who was Gould?
How we argue in macroevolution