Lecture 1 Intro to Biological Anthropology Part 1

Summary

In 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.