Lecture 1 Intro to Biological Anthropology Part 1
Summary
TLDRIn this introductory lecture for a biological anthropology course, the professor emphasizes the importance of integrating lecture and lab components for a comprehensive learning experience. He candidly discusses the challenges of online learning, his academic background in paleolithic archaeology, and the course's structure, which includes units on evolution, human skeletal anatomy, primate anatomy and behavior, and the human fossil record. The lecture also encourages students to engage in discussions and read the syllabus, highlighting the use of open educational resources for textbooks.
Takeaways
- 📚 The lecture is an introduction to biological anthropology, covering topics like human growth, development, genetics, physiology, anatomy, and evolution.
- 🔄 The instructor is re-recording some lectures to update content, including jokes and political references, to keep the material relevant and engaging.
- 🔬 The course integrates lecture and lab materials, emphasizing the importance of practical application of theoretical knowledge, despite the challenges of a virtual learning environment during a pandemic.
- 🏫 The speaker criticizes the college's structure for allowing lecture and lab components to be taken separately, advocating for their co-requisite nature to reinforce learning.
- 👨🏫 The instructor introduces himself as an adjunct professor with a background in paleolithic archaeology, having worked on various international excavations and projects.
- 🎓 He holds an ABD (All But Dissertation) status for his Ph.D., with two master's degrees and a bachelor's degree, and clarifies that he should not be referred to as 'doctor'.
- 💼 The script touches on the challenges faced by adjunct professors, including job insecurity, lack of benefits, and exploitation within the higher education system.
- 📝 The importance of reading the syllabus, checking emails regularly, and participating in discussions on the learning platform (Canvas) is emphasized for students.
- 📘 The course utilizes open educational resources (OER) for textbooks, making them freely available to students, which is highlighted as a positive aspect of the course.
- 🤝 The instructor encourages students to engage in discussions, use complete sentences, and strive for clear communication, acknowledging the challenges of non-native English speakers.
- 📈 The course is structured into four units focusing on different aspects of biological anthropology, including neo-Darwinian theory, human skeletal anatomy, comparative primate anatomy and behavior, and the human fossil record.
Q & A
What is the main topic of the lecture?
-The main topic of the lecture is the introduction to biological anthropology, covering aspects of human biology such as growth, development, genetics, physiology, anatomy, and evolution.
Why does the lecturer mention re-recording some of the lectures?
-The lecturer mentions re-recording some of the lectures because they wanted to update the content, remove outdated jokes or political references, and provide a new version of the lecture.
What is the relationship between the lecture and lab components of the course?
-The lecture and lab components are intertwined and are meant to reinforce each other, with the lab serving as a way to apply the knowledge gained in the lecture through practical exercises.
How does the lecturer feel about the college allowing students to take lecture and lab components separately?
-The lecturer believes that taking the lecture and lab components separately is not an ideal plan, as they are meant to complement each other, and this separation can detract from the learning experience.
What challenges does the lecturer identify with virtual labs during a pandemic?
-The lecturer identifies that virtual labs lack the hands-on experience and face-to-face interaction that are important aspects of learning, making it difficult to fully engage in practical exercises and intellectual discourse.
What is the lecturer's stance on the use of technology in the classroom, such as digital whiteboards?
-The lecturer believes that using technology like digital whiteboards can be useful for teaching, as it allows for visual aids and can enhance the learning experience.
What is the lecturer's academic background and experience?
-The lecturer is an ABD (All But Dissertation) PhD candidate with two master's degrees and a bachelor's degree. They have worked as a paleolithic archaeologist, excavating sites, and analyzing stone tools, with experience in various countries.
What does the lecturer think about the current state of higher education?
-The lecturer believes that higher education is being perverted into vocational training and that the focus should be on developing critical thinking and problem-solving skills rather than just job skills.
What are the lecturer's opinions on the use of open educational resources (OER) for textbooks?
-The lecturer supports the use of OER for textbooks as they are free and accessible, allowing students to save money and have more resources for their education.
How does the lecturer plan to conduct office hours?
-The lecturer plans to conduct office hours flexibly, offering them by appointment on various platforms such as Zoom, phone, or text, and is open to students' preferences regarding privacy during these sessions.
What expectations does the lecturer have for student participation in discussions and emails?
-The lecturer expects students to write in complete sentences, use proper spelling and grammar, and make an effort to be understood, regardless of whether English is their first language.
Outlines
📚 Introduction to Biological Anthropology Course
The speaker reintroduces themselves and outlines the structure of their biological anthropology course, emphasizing the interconnectedness of lecture and lab components. They express dissatisfaction with the college's policy of allowing students to take these components separately, arguing that they should be taken concurrently for reinforcement. The speaker also addresses the challenges of conducting labs in a pandemic and the importance of social interaction in learning. They mention their teaching style, which includes a mix of narrative, polemics, and Socratic questioning, and the use of slides and videos. The speaker also discusses the need for a new version of the lecture due to outdated content, including political jokes about Trump no longer being president.
🏫 Reflections on Higher Education and Adjunct Life
The speaker delves into the realities of being an adjunct professor, describing the part-time, non-salaried nature of the role with no job security or benefits. They critique the allocation of educational funding towards non-educational aspects like cafes and athletic programs instead of supporting instructors and materials. The speaker identifies themselves as an ABD (All But Dissertation) PhD candidate with two master's degrees, explaining the historical significance of the term 'doctor' in academia. They also touch on the importance of critical thinking and logical reasoning in higher education, expressing concern over the shift towards vocational training at the expense of intellectual development.
🌍 Adventures in Archaeology and Fieldwork Experiences
The speaker shares personal anecdotes from their career as a paleolithic archaeologist, discussing their work in excavating Neanderthal caves and analyzing prehistoric technology across various countries including France, Morocco, Egypt, South Africa, and Ethiopia. They describe the challenging yet rewarding nature of field archaeology, often involving long hours of work for little pay, and the personal sacrifices made in pursuit of academic careers. The speaker also provides contact information and office hours, emphasizing flexibility and the importance of student engagement for academic support.
🧗♂️ Combining Climbing Skills with Archaeological Exploration
The speaker recounts specific experiences where they applied climbing skills to archaeological work, such as accessing sea caves and mapping sites in high, difficult-to-reach locations. They share images of their work in various settings, from the Sahara Desert to the mountains of South Africa, highlighting the diverse techniques and tools used in the field, from simple digging to high-tech equipment. The speaker also humorously mentions the physical demands and occasional need for rest during strenuous fieldwork, emphasizing the hands-on and immersive nature of archaeological practice.
📘 Course Syllabus and Expectations
The speaker directs students to the course syllabus on Canvas, outlining the required textbooks, which are open educational resources available for free download. They stress the importance of regular communication through Canvas and email, advocating for clear and complete sentences in written communication. The speaker sets expectations for participation in discussions, encouraging students to challenge themselves and contribute thoughtfully to the academic discourse. They also introduce the course outline, which includes units on evolution, human skeletal anatomy, primate anatomy and behavior, and the human fossil record, and invite students to engage in introductory discussions to shape the course's social contract and group norms.
Mindmap
Keywords
💡Biological Anthropology
💡Lecture and Lab
💡Pandemic
💡Evolution
💡Skeletal Anatomy
💡Primate Anatomy and Behavior
💡Human Fossil Record
💡Adjunct
💡Open Educational Resources (OER)
💡Syllabus
💡Discussion Forums
Highlights
Introduction to Biological Anthropology course, emphasizing the intertwined nature of lecture and lab components.
Critique of allowing students to take lecture and lab courses separately, arguing for their co-requisite structure.
Discussion on the limitations of virtual labs during a pandemic, highlighting the importance of hands-on experience.
Instructor's personal anecdotes about re-recording lectures to update content and jokes, including political references.
Emphasis on the importance of socializing and intellectual discourse in higher education, despite online challenges.
Introduction of the instructor's background as an ABD PhD candidate with a focus on paleolithic archaeology.
Description of the instructor's fieldwork experiences in various countries, including excavations and surveying.
Critique of the adjunct system in higher education, discussing the lack of job security and benefits.
Clarification of the term 'ABD' and the instructor's academic credentials, including two master's degrees.
Discussion on the practical applications of anthropology, including the instructor's work with prehistoric technology.
Insight into the challenges and rewards of field archaeology, including physical labor and academic debt.
Introduction of the course syllabus and its importance, with a call to action for students to read it.
Emphasis on the use of open educational resources (OER) for required textbooks, making education more accessible.
Instructions for students to engage with the course platform (Canvas) and the importance of regular communication.
Expectations for student participation in discussions, including the use of complete sentences and proper grammar.
Course outline detailing the four main units of study: Neo-Darwinian theory, human skeletal anatomy, comparative primate anatomy and behavior, and the human fossil record.
Encouragement for students to participate in meet and greet discussions to foster a sense of community.
Instructor's commitment to flexible office hours and various communication methods to support student needs.
Transcripts
record good day
everybody how's everyone doing hope
you're all doing well uh i'm back
and uh i've actually got a full-on
proper lecture here for you now uh i
think i've
uh posted already some of my earlier
lectures but i'm re-recording some of
them
uh because i think i wanted to do them a
little bit different or just do them
again
or just kind of give you a new version
of it because uh
i probably made some outdated jokes or
some political references
uh unfortunately trump's no longer
president and so some of those jokes
don't make any sense anymore
because uh yeah now we actually have
somebody qualified for the job
uh sorry for all you trump voters out
there but not not not sorry
actually so let's talk about
uh our course right this is the
introduction of biological anthropology
now
if you haven't caught on by now
sometimes i mix and match my lecture in
lab materials because guess what
even though lecture and lab are separate
courses with different crns and
different permission numbers and
different grades and different
registrations
the fact is they're intertwined
officially they're co-requisites but for
some really dumb reason
or a set of kind of misguided reasons to
be
actually specific and precise about it
uh our college lets you take them
separately i think that's a bad plan
uh lecture lab components should
probably go together because they're
meant to reinforce each other or rather
the lab is a way to apply
with some practical sort of like
exercises the knowledge that we're
working on building in lecture
and of course during a pandemic in a
virtual environment
especially one that everybody's actually
really that well prepared for
let's face it labs are kind of weird
they don't make as much sense
nobody likes doing computer labs or if
you do that's cool but like you're not
getting what you're supposed to be
getting out of it which is hands-on
experience
with our material and also some
face-to-face interaction with each other
because guess what socializing working
in groups working together talking to
people
having substantive intellectual
discourse and debate those are very
important skills that are much more
difficult to do online
but this is where we are in any case i'm
mixing things
our first few lectures maybe one two and
three they're really
literally the same for both of my
courses lecture and lab because
it's important to get the framework set
up for everybody and not everybody in
lab is in lecture so there needs to be
some kind of remedial material available
to them
as we progress lectures are going to be
more kind of
our typical narrative sort of situation
i'm going to be
doing some polemics and some socratic
stuff i'm going to be talking over some
slides we're going to watch some videos
i might
write some things on a whiteboard or on
a digital uh
like digital whiteboard um which i'm
about to kind of try to set up
i just bought a new laptop because my
laptop died just got a new phone because
my phone died
um just got a new webcam because my
laptop died and i needed to kind of get
some things going
but uh i gotta get my laptop set up and
connect that new digital whiteboard so
i'm gonna draw some things for you at
some points and write some things on the
board
because i actually think that's really
useful uh for now we're gonna do some
talking
talking over some slides you can read
these slides you can listen to the
talking
uh you can watch it multiple times you
can play it fast you can play it slow
[ __ ] you could re-edit it into a tick
tock video for all i care
though maybe let me know if you're gonna
do that um
so let's get going intro to
bioanthropology intro to biological
anthropology
biological meaning things that have to
do
with our biology as humans so growth and
development
uh genetics physiology anatomy
skeletal anatomy uh things that have to
do with our biology
include like trauma injury disease
forensics it includes
uh the way in which we reproduce which
is sexual reproduction which also
includes cellular biology
and fertilization and a variety of
related things it includes
uh how we age it includes how we
organize
our biologies in social groups
because that's a thing uh it includes
how our biology changes over time
which is kind of evolution and uh not
kind of it
is evolution uh i don't i don't ever
know where to look i'm not even sure
where my camera is okay my camera's
right here
but it's hard to look at the camera and
look at screen at the same time because
i'm trying to look at what i want to
read to you or what i want to talk about
so here little image here is actually
part of our
family tree i think it's homo habilis
us floresiensis erectus
one of our robust australopithecines and
then
looks like heidelbergensis and
neanderthals over there it's sort of a
little weird
there's a weird exaggeration there of uh
how tall and slender heidelbergensis is
versus how
short and stout neanderthal instances is
and a little bit weird there how
uh erectus is depicted in terms of his
uh
hairdo and facial features and a little
bit strange
kind of how modern humans are depicted
but you know whatever
like it's just a weird drawing i told
it's a little bit kind of like a usual
suspect sort of thing
uh since we can't really talk too much
about usual suspects because that's
canceled because
kevin space is an absolute piece of [ __ ]
as a human uh
i thought this was kind of a fun image
because it's kind of like a cool lineup
of a bunch of your old relatives
uh these guys are probably more
interesting at parties than your real
relatives are
well maybe at least the ones who could
talk
uh we don't really know i bet most of
them could talk at least
some of them or probably neanderthals
certainly could talk somehow
anyway uh let's look at some of this
if i can figure out how to make my
computer work so this is both our first
lecture and our first lab talk
i just want to talk some introductions
some ideas some anthropology some
science and evolution i've already
touched on these things a little bit
you're reading canvas pages which is
great you're doing discussions which is
awesome
uh where are you well during the intro
bio anthropology lecture in lab there's
the crn numbers for 300 and 301 this is
a virtual online distance learning
college life experience sort of ish
maybe
i'm really very clear about my opinions
on this i really don't think online
learning is legitimately
at the level that higher learning should
be
at for a variety of reasons pertaining
to the ways in which we can and
can't dig deeply into critical thinking
logical reasoning
and our discursive sort of like back and
forth exchange of ideas
i think those things abstract and sort
of you know
amorphous as they are are in a sense the
core
the absolute essential business of
higher learning
meaning college and university you're
not here necessarily
to learn job skills you're here to learn
thinking skills and the problem is we're
perverting higher education
into vocational training which
is not a bad thing right vocational
training is super important trust me
i've had a lot of
really amazing vocational experiences
right i do all sorts of like vocational
training programs i've got certificates
certifications credentials licenses and
permits for a variety of things
i've worked in many blue collar jobs
many trades
many crafts and uh i still do in fact
have side gigs doing things like that
with a variety of different kinds of
media
and i think that's not the point
the point is that this could be a thing
that it isn't because we're stuck in
this format and the thing that it could
be is actually a really important thing
which is flexing our brains in a way
that's above and beyond what we do in
certain other environments
or different than we do in certain other
environments
so who am i well i've talked a little
bit about this i'm your adjunct
i'm your professor i'm your instructor
well what's an adjunct i'm part-time
i'm not salaried right i get an hourly i
don't have benefits my job is never
guaranteed
right i get laid off from semester to
semester because like
things are under enrolled or on the low
guy on the totem pole at whatever campus
on that
i'm only paying for my classroom time
you should understand how higher
education works because
graduate students get exploited adjuncts
get exploited
uh administrators boards of trustees
endowments those
that's where all the money goes right
the money goes to cafes
cafeterias and gyms and athletic
programs not
to educational materials not to
educational tools
not to classroom spaces and certainly
not to our underpaid instructor core
i'm an abd phd candidate i'm not
actually a doctor so don't call me
doctor because i'm not a doctor and if
you were following the
ridiculous conservative media attacks on
jill biden not being real doctor well
i'm sorry
historically phds are the real doctors
medical doctors used to be called all
surgeons right
professional degrees like in medicine
and nursing
physical therapy um those doctorates
those were considered kind of a
vocational doctorate not
right a philosophical doctorate not a
scientific
or sort of intellectual academic
doctorate so actually joe biden's the
real doctor
uh and most of your medical doctors are
are the fake doctors
actually and uh medical doctors are only
called doctors mostly in the uk
and the us in other words commonwealth
places
uh most of say like the rest of the
world
treats phds as real doctors in any case
i'm not a doctor
i'm an all but done that's what abd
stands for phd candidate i do have two
master's degrees and a bachelor's
you can see those at the bottom from
upend and davis um
i used to be a functioning actual
practicing legitimate real world
paleolithic archaeologist i studied the
old stone age
i dug neanderthal caves literally not i
dig those they're cool but i literally
dig them like i excavate them right
uh i study prehistoric technology i'm a
stone tool analyst
right i've worked with neanderthal and
early modern human sites i've looked at
their various hunting behaviors and tool
technologies
um i've worked in france
morocco egypt south africa
ethiopia i've worked a little bit here
in the us too but that's just not like
really where my focus is i just did that
for money
and um i've run people's projects for
them i've supervised
sites and excavations i've done
logistics for expeditions and
excavations i've lived out of a tent
in the dirt in dorms and hostels and
uh cars and trucks more days than most
people
and uh i've probably spent cumulatively
several years of my life literally on
site in other countries doing this
probably for a four-year stretch between
i always forget when now maybe 2005 6
7 and 8 i was actually out of the
country more than i was
in it something like i already forget 17
out of 24 months during those four years
i was at or
or rather you know for a two year period
i think it was like 17 out of 24 months
and then the other
the other two years it was like 12 out
of the 24 months so something like 29
out of 48 months for four years i was
out of the country
uh it's a rough but very rewarding life
field archaeology we don't get paid very
much we're glorified hole diggers in a
lot of ways
um and most of us when we do academic
archaeology
we if we're lucky get fed and housed
housing often just being a space put up
your tent
we maybe have a shower uh we maybe
have somebody cooking for us
but a lot of us are really there on our
own dime so to speak
right if you're in a supervisory
graduate student research or scientific
team position
then maybe your airfare is paid maybe
you get a tiny stipend but for many of
those years i just worked six or seven
days a week for months on end
for no pay just for food and a place to
pitch a tent and maybe a plaintiff
which is its own kind of privilege in a
way but
a lot of us go into deep debt over that
trying to make our needs
in in our own academic careers
and i definitely did go into debt over
that so here's my contact info on office
hours
that's me steve schwartz m a abd phd
candidate
email i have my los rios and my cr
college emails on here because i'm
teaching in multiple places in different
semesters and i just need to change the
slide
use my los rios email i'm checking that
more often
office hours i'm going to probably set
some standard ones but for now i'm just
going to kind of change them up every
week
uh because i want more people to be able
to come to them
i'm going to do some optional zoom
office hours they've given us
instructions about distance learning
which tell us that
all live zoom should be optional we
should only do asynchronous stuff
everything should be recorded so that's
what i'm doing
i'm happy to do office hours by
appointment on zoom on phone
on text whatever it is you guys want i
really don't care
uh i'd rather you just take advantage of
the help if you need it but you're gonna
have to come get me for it right
um if you're on zoom it's cool if you
put your
screen on because that's one cool way
for us to get to know each other but
if you don't want to have your screen on
for various reasons of like privacy
that's
fine i don't care like i don't need you
to do any of these weird like things
that some instructors are forcing you to
do i'm not going to make you use
proctorio
i'm not going to like nang or baby or
parent you because that's not my job
uh my pronouns are there i'm a he him
his cis hetero white
guy but i am very sympathetic to
or and to some extent empathetic with
uh whatever needs and concerns we all
have around these things
we're going to talk about some of these
issues in our course so it's important
that we kind of get some of those things
out there
uh here's me i don't know clockwise from
top left that's morocco
france france france this is also france
that's france that's mexico that's
morocco
a lot of archaeology is sitting on
buckets working on laptops staring at
artifacts some of it's using
complicated optical laser computer
technology some of it's building
scaffolding and this was me taking the
fun way down from the scaffolding which
you shouldn't do
it's not osha compliant and um
you know i was just showing off because
i was in the 20s
and you know doing ego stuff uh buckets
and shovels and dental tools and hole
digging and sometimes it's power tools
and breaking rocks
very flat to make nice clean sections
and sometimes we escape
and go rock climbing if that's your kind
of thing that's my thing this is the
alps
that's mexico uh this is california
here's the owens river valley outside of
bishop
here's me using my climbing skills in an
archaeology context i was brought on
this project in part
to be in charge of some of our high
angle access and rigging
to get into some sea caves this is me
here
in this upper right in cape town south
africa
at the top of lion's head i think
looking over the bay
here's me using climbing gear and
climbing skills to do some mapping on a
site to get back
up high on the cliff where we can no
longer get
even with a ladder because we wanted to
tie our excavations into an older
excavations
grid so that we could have comparable
data here's us
surveying in the sahara desert in egypt
you can see there's not much around for
miles out there and we've got a bunch of
portable gear with us
backpacks technology computers gps
we're surveying stuff we're looking
around we're sort of plotting things in
uh and some days at the end of uh this
might have been the end of a 20
kilometer walking day
which really isn't that much 20k that's
probably 12 13 miles or whatever it
works out to be but we were doing some
work
and uh i don't know i look pretty beat
in that photo i also look a lot
younger and skinnier that's a bummer huh
so some more me i don't know egypt
taking a look at our
portable computers like thinking about
things trying to get things mapped in
here
digging in some really loose sand in
south africa
studying some artifacts here in egypt in
the desert i like this photo because i'm
not even sure what's going on here i
appear to have two phones and mp3
players some portable speakers
a pencil in my hair and a marker and a
pen in my hand
i have no idea what's going on here but
i'm doing some serious work
um archaeology is not always comfortable
you can see how cramped i am here we're
working on our hands and knees we're
laying down we're tied in we got helmets
and gear
sometimes we get kind of tired and we're
sleeping on the job this was me
facilitating a tour of a very famous
site uh for a bunch of
the crew and i've been there many times
and so i was taking a siesta and they
pumped me
and here's me showing off again because
that's what we do
so enough about me let's talk about the
course
then let's talk about you so the course
we have a syllabus
it's on canvas i want you to kind of
pause go to the canvas
syllabus page read it the canvas
syllabus outlines some important points
thank you thank you thank you thank you
very much for actually reading the stuff
and now i'm going to go through some of
it so you can pause this here read it
come back
restart me and we'll talk about it so we
have some required books
whoa i don't know what just happened
there i'm trying to move
me and i just screwed up here we go
we're back so required textbooks if
you're in the lecture
you should have explorations which is an
open invitation to biological
anthropology it's insanely long it's
like 700 pages i don't expect you to
read a cover to cover
but it's open educational resources
which means
oer which means free downloadable pdf go
to that link
get it it's zero dollars you're welcome
uh the lab also has a free book it's
autumn cahoons version
of a lab manual that was previously
something you'd have to pay for when it
was written by samantha hens which is
what i
what i used to use your bookstore
probably has the hins book
the cahoon lab manual is printable you
can print it
uh you can download it you do whatever
you want with it
um just don't sell it these are open
access open educational resources they
don't cost anything
so now you have more money to buy poke
balls with and coffee you're welcome
canvas and email download canvas put the
app on your phone set up your
notifications
check it regularly check your email
every
damn day i don't understand people who
don't check their email every day
it doesn't make any sense to me it's
2021
i know gen z has different game plans
than
millennials and y'all together have
different plans than gen x does but
i don't know when email became something
we didn't check regularly
this is a job school is a job right it's
a job that you don't get paid for but
it's a job and at jobs we got to check
our communication streams
um when you write on discussion when
you're writing emails please write
full thoughts complete sentences uh
makes sense so i know what you're
talking about so that your colleagues
and classmates know what you're talking
about
spelling and grammar i understand can be
difficult for some people
they're going to be more difficult if
you're working in a second or third
language
i've done a lot of work in french i've
tried to work in spanish
uh working in french is hard writing
french is hard i've given tours i've
done simultaneous translation i've
edited things for french-speaking
colleagues
it gets harder when you're working in
the second language and i'm sympathetic
i understand that so
you know if english isn't your first
language i don't expect perfect grammar
and spelling
i just want you to make an effort to be
understood right so
do your best if you're a native speaker
do your best
like try to be understood right don't
write in text
speak don't write like it's a twitter
feed
don't write like it's a marketing an
exercise in marketing ad copy
right that's not what this is this is
science this is education this is
academia
challenge yourselves in the discussion
bring your a games
be smart be smarter show effort
um here's our course outline yeah that's
what i want
right this course has four units or
areas of study
right we've got the uh neo-darwinian
uh modern synthetic theory of evolution
um hold on one sec
we've got human skeletal anatomy we've
got the comparative primate anatomy and
behavior and the human fossil record
right the human fossil record is maybe
the punch line it's the payoff
but we gotta build up to it we got to
understand some evolution
get some vocabulary with the bones look
at the full evolutionary history of
primates
and then deal with the fossil record
what are we doing well
uh here's what we're doing right um
we're gonna do some intros and goals
talk about the social contract
look at our teaching philosophy talk
about anthro and evolution
do a little intro to science and then do
some cell biology and dna review
that's kind of like our high school
biology review that's our first week
right there
so who are you i want you guys to go hit
the meet and greet discussion room
add your thoughts to our group norms
discussion take an active role in
steering and shaping your own discussion
forums
then come back and i'll run through some
deep thoughts about what we're doing
here and do some goals and questions
i'm going to stop this video here and do
a second part to it just to keep it a
little shorter and
i really want to enforce that you guys
go to those meet and greet
and group norm discussions and fill
those out go get
acquainted with uh canvas and get that
stuff done
all right uh thanks everybody i
appreciate it
and i'll see you soon
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