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Committee on Evolutionary Biology

This is an archived copy of the 2012-13 catalog. To access the most recent version of the catalog, please visit


  • Michael Coates

Associate Chair

  • Shannon Hackett


  • Kenneth Angielczyk, Field Museum
  • John Bates, Field Museum
  • Joy Bergelson, Ecology and Evolution
  • Rüdiger Bieler, Field Museum
  • C. Kevin Boyce, Geophysical Sciences
  • Michael Coates, Organismal Biology and Anatomy
  • Jerry Coyne, Ecology and Evolution
  • Martin Feder, Organismal Biology and Anatomy
  • Michael J. Foote, Geophysical Sciences
  • Lance Grande, Field Museum
  • Shannon Hackett, Field Museum
  • Lawrence Heaney, Field Museum
  • Patrick Herendeen, Chicago Botanic Garden
  • Andrew Hipp, Morton Arboretum/Herbarium
  • Robert Ho, Organismal Biology and Anatomy
  • David Jablonski, Geophysical Sciences
  • Susan M. Kidwell, Geophysical Sciences
  • Michael LaBarbera, Organismal Biology and Anatomy
  • Robert Lacy, Brookfield Zoo
  • Scott Lidgard, Field Museum
  • Manyuan Long, Ecology and Evolution
  • Thorston Lumbsch, Field Museum
  • Zhe-Xi Luo, Organismal Biology and Anatomy
  • Dario Maestripieri, Comparative Human Development
  • Peter Makovicky, Field Museum
  • Robert D. Martin, Field Museum
  • Jill Mateo, Comparative Human Development
  • Martha McClintock, Psychology
  • R. Michael Miller, Argonne National Laboratory
  • Corrie Moreau, Field Museum
  • Gregory M. Mueller, Chicago Botanic Garden
  • Salikoko Mufwene, Linguistics
  • Bruce Patterson, Field Museum
  • Catherine Pfister, Ecology and Evolution
  • Trevor Price, Ecology and Evolution
  • Victoria Prince, Organismal Biology and Anatomy
  • Jonathan Pritchard, Human Genetics
  • Stephen Pruett-Jones, Ecology and Evolution
  • Cliff Ragsdale, Neurobiology
  • Richard Ree, Field Museum
  • Olivier Rieppel, Field Museum
  • Callum Ross, Organismal Biology and Anatomy
  • Ilya Ruvinsky, Ecology and Evolution
  • Rachel Santymire, Lincoln Park Zoo
  • Urs Schmidt-Ott, Organismal Biology and Anatomy
  • Paul Sereno, Organismal Biology and Anatomy
  • Neil Shubin, Organismal Biology and Anatomy
  • Petra Sierwald, Field Museum
  • Wm. Leo Smith, Field Museum
  • Douglas Stotz, Field Museum
  • Russell Tuttle, Anthropology
  • Janet Voight, Field Museum
  • Jason Watters, Brookfield Zoo
  • Mark Webster, Geophysical Sciences
  • Mark Westneat, Field Museum
  • John Timothy Wootton, Ecology and Evolution
  • Chung I Wu, Ecology and Evolution

Emeritus Faculty

  • Stuart Altmann, Ecology and Evolution
  • John Bolt, Field Museum
  • James Hopson, Organismal Biology and Anatomy
  • Wen-Hsiung Li, Ecology and Evolution
  • R. Eric Lombard, Organismal Biology and Anatomy
  • Thomas Nagylaki, Ecology and Evolution
  • Janice B. Spofford, Ecology and Evolution
  • Harold Voris, Field Museum
  • William Wimsatt, Philosophy

The Committee on Evolutionary Biology provides students with the opportunity for interdisciplinary study of all aspects of evolutionary biology. The committee consists of faculty members with primary appointments in departments in all four graduate divisions within the University and of associated faculty from institutions in the Chicago area, such as Argonne National Laboratory, the Brookfield Zoo, Lincoln Park Zoo, Chicago Botanic Garden, Morton Arboretum, and the Field Museum. The diversity of research interests represented by the collective expertise of the committee faculty contributes to its strong national and international reputation as a graduate training program.

Students in the committee have ready access to facilities at the associated institutions, including the more than 2,000 animals representing over 400 species at Brookfield Zoo, more than 17 million specimens in the Field Museum collections in botany, zoology, and paleontology, and libraries at the Field Museum and Brookfield Zoo. Various facilities for the study of molecular evolution and phylogenetic analysis are available to committee students, as are several student computer centers, an on-campus greenhouse, and digital equipment for off-site research.

In the Chicago area, committee students have access to the rich resources available at the Chicago Botanic Garden, the Shedd Aquarium, the Morton Arboretum, and the many parks and lands managed by the local county forest preserve and park districts.

The University of Chicago is a member of the Organization for Tropical Studies. Doctoral students in the committee have taken courses in tropical ecology and conducted research in Costa Rica through this affiliation. Recent evolutionary biology students have also conducted domestic research at a variety of field sites, including the Southwest Research Station of the American Museum of Natural History, Sierra Nevada Aquatic Research Laboratory,  Rocky Mountain Biological Station, Indiana Dunes National Lakeshore,   Kellogg Biological Station, and Friday Harbor Marine Laboratory.  International research is conducted on every continent.

Program of Study

Most students in the Committee on Evolutionary Biology complete their Ph.D. program in about five and a half  years.

The first and second years consist largely of course work and individual reading and research courses, aiming toward successful defense of a dissertation research proposal by the end of the second year of study.

First year

Entering students are expected to have received a broad undergraduate training in biology and a good background in related quantitative subjects, such as chemistry, statistics and calculus. Students who are admitted with gaps in these areas may be required to remedy their deficiencies by taking appropriate courses during their first two years in the graduate program. The committee maintains a student advisory committee, which meets three times a year with each of the first and second year students to advise them on courses available, arbitrate on which courses meet the committee’s course distribution requirements, and otherwise help students keep on track towards Ph.D. candidacy.

Second year

Second year students continue to meet with the student advisory committee until they pass their preliminary examination/dissertation proposal hearing. The first part of the second year may be taken up mostly with course work, supplemented more heavily by reading and research courses.

Reading and research requirements

Committee on Evolutionary Biology courses have been divided into six broad areas. Students must successfully complete a course in five of the six areas to be recommended for Ph.D. candidacy. The primary aim is that the student acquires considerable breadth in evolutionary biology; this breadth and the interdisciplinary research it permits should be the distinguishing feature of students working in the committee. In the first two years of study students generally enroll in three courses per quarter. This can be a combination of lecture, seminar, research, and reading formats.

Division of the Biological Sciences teaching assistant requirement program

During their tenure in the doctoral program, students are required to register for two evaluated teaching assistants in two approved courses.

Dissertation proposal hearing and admission to Ph.D. candidacy

Students should select an advisor no later than Autumn Quarter of their second year. This advisor normally will become the chair of the student's dissertation proposal committee. The committee for the dissertation proposal hearing will be formed by the student and her/his advisor, subject to approval by the CEB chair, when the student notifies the CEB chair in writing of her/his plans to take the examination.

CEB students must present and defend their dissertation proposal, followed by an oral examination by a faculty committee on general issues in evolutionary biology. Students are expected to successfully defend their dissertation proposal by the end of the Spring Quarter of their second year in the Ph.D. program. After successfully defending their dissertation proposal, students may be recommended for candidacy for the Ph.D. by the CEB Chair.

Ph.D. dissertation

Upon successful completion of the dissertation proposal hearing and admission into candidacy for the Ph.D., students work on their dissertation projects in close consultation with their faculty advisor and dissertation committee. During a period of two to three years the student does primary original research, participates in seminars, discussion groups, and professional meetings and conferences, and completes the written Ph.D. dissertation.

The Ph.D. in evolutionary biology is awarded based upon the candidate’s having:

  • Submitted a written dissertation reporting results of the student’s original research in a form suitable for publication, which must be approved by the faculty advisor and dissertation committee.
  • Successfully completed a final oral examination covering the student’s field of specialization.
  • Final approval of the dissertation by the CEB Chair.


The committee trains doctoral students for research and teaching, and other careers in evolutionary biology. The S.M. degree may be awarded in special cases, usually associated with graduate students in the Committee on the Conceptual and Historical Studies of Science. Although graduate studies in evolutionary biology can be carried out in several different departments at the University, students whose research and career interests are interdisciplinary generally apply to the Committee on Evolutionary Biology for admission.

We strongly advise students considering application to the committee to begin preparation of their application early in the autumn quarter, so that all materials will arrive by the December 1st deadline. The committee requires GRE General Test scores from all applicants. Foreign applicants whose first language is not English also must submit TOEFL test scores with their application materials.

Further information also may be obtained from the department’s home at , or by sending an email to .

Evolutionary Biology Courses

EVOL 30250. Chordates: Evolution and Comparative Anatomy. 100 Units.

Chordate biology emphasizes the diversity and evolution of modern vertebrate life, drawing on a range of sources (from comparative anatomy and embryology to paleontology, biomechanics, and developmental genetics). Much of the work is lab-based, with ample opportunity to gain firsthand experience of the repeated themes of vertebrate body plans, as well as some of the extraordinary specializations manifest in living forms. The instructors, who are both actively engaged in vertebrate-centered research, take this course beyond the boundaries of standard textbook content.

Instructor(s): M. Coates     Terms Offered: Spring
Prerequisite(s): Biological Sciences Fundamentals sequence. Recommended for AP5 students.
Equivalent Course(s): BIOS 22250,ORGB 33750

EVOL 30300. Key Issues in Early Vertebrate Evolution. 100 Units.

The course addresses questions about the origin of vertebrates, the interrelationships of major gnathostome clades, and the fish-tetrapod transition.

Instructor(s): M. I. Coates     Terms Offered: Winter
Prerequisite(s): Undergraduate level chordate biology required; familiarity with methods in systematic biology advantageous.
Equivalent Course(s): ORGB 31300

EVOL 31500. Ecological Genetics. 100 Units.

A graduate class in ecological genetics (evolution of the phenotype, without considering molecular approaches).  This will be a weekly 2-hour seminar, emphasizing quantitative genetic approaches.  Basic theory will cover such topics as heritability and breeding value, genetic correlation, Price’s theorem and sexual selection.  Seminars will include discussions of current topics from the literature.

Instructor(s): T. Price     Terms Offered: Autumn
Equivalent Course(s): ECEV 31500

EVOL 31700. Macroevolution. 100 Units.

Patterns and processes of evolution above the species level, in both recent and fossil organism. A survey of the current literature, along with case studies.

Instructor(s): D. Jablonski     Terms Offered: Spring
Equivalent Course(s): GEOS 36800

EVOL 31800. Taphonomy. 100 Units.

Lecture and research course on patterns and processes of fossilization, including rates and controls of soft tissue decomposition, post mortem behavior of skeletal hard parts, concentration and burial of remains, scales of time averaging, and the net spatial and compositional fidelity of (paleo)biologic information, including trends across environments and evolutionary time. Offered alternate years.

Instructor(s): S. Kidwell
Equivalent Course(s): GEOS 36700

EVOL 31900. Topics in Paleobiology. 100 Units.

In this seminar we investigate paleobiological or multidisciplinary topics of current interest to students and faculty. Previous subjects include the origin of phyla, historical and macro-ecology, the stratigraphic record and evolutionary patterns, and climate and evolution.

Instructor(s): D. Jablonski, S. Kidwell     Terms Offered: Autumn
Equivalent Course(s): GEOS 36900

EVOL 32300. Principles of Paleontology. 100 Units.

The focus of this course is on the nature of the fossil record, the information it provides on patterns and processes of evolution through geologic time, and how it can be used to solve geological and biological problems. Lectures cover the principles of paleontology (e.g., fossilization, classification, morphologic analysis and interpretation, biostratigraphy, paleoecology, macroevolution); labs are systematic, introducing major groups of fossil invertebrates. (L)

Instructor(s): M. Foote      Terms Offered: Spring
Prerequisite(s): GEOS 13100-13200, or completion of the general education requirement in the biological sciences, or consent of instructor.
Equivalent Course(s): GEOS 26400,BIOS 23255,GEOS 36400

EVOL 32400. Invertebrate Paleobiology and Evolution. 100 Units.

This course provides a detailed overview of the morphology, paleobiology, evolutionary history, and practical uses of the invertebrate and microfossil groups commonly found in the fossil record. Emphasis is placed on understanding key anatomical and ecological innovations within each group and interactions among groups responsible for producing the observed changes in diversity, dominance, and ecological community structure through evolutionary time. Labs supplement lecture material with specimen-based and practical application sections. An optional field trip offers experience in the collection of specimens and raw paleontological data. Several "Hot Topics" lectures introduce important, exciting, and often controversial aspects of current paleontological research linked to particular invertebrate groups.

Instructor(s): M. Webster L.     Terms Offered: Autumn
Prerequisite(s): GEOS 13100 and 13200, or equivalent. Students majoring in biological sciences only; Completion of the general education requirement in the biological sciences, or consent of instructor.
Equivalent Course(s): GEOS 26300,BIOS 23261,GEOS 36300

EVOL 32500. Evolutionary History of Terrestrial Ecosystems. 100 Units.

This seminar course covers the evolution of terrestrial ecosystems from their Paleozoic assembly through to the modern world. The fossil history of plant, vertebrate, invertebrate, and fungal lineages are covered, as well as the diversification of their ecological interactions. The influence of extinction events and important extrinsic factors (e.g., geography, climate, atmospheric composition) also are considered.

Instructor(s): C. K. Boyce     Terms Offered: Spring
Equivalent Course(s): GEOS 37000,GEOS 27000

EVOL 33001. Paleobiological Modeling and Analysis-1. 100 Units.

This course is an introduction to mathematical modeling as applied to problems in paleobiology and evolutionary biology. Topics include: basic probability theory; general approaches to modeling; model comparison using likelihood and other criteria; forward modeling of branching processes; sampling models; and inverse methods. A series of programming exercises and a term project are required. Programming in R or C is recommended, but any language may be used.  Winter quarter, generally in even numbered years. GEOS 36501 and GEOS 36502 can be taken in either order.

Instructor(s): M. Foote     Terms Offered: Winter
Prerequisite(s): Mathematics through first-year calculus; basic computer programming skills (or willingness to learn); elementary statistics helpful.
Equivalent Course(s): GEOS 36501

EVOL 33002. Paleobiological Modeling and Analysis-2. 100 Units.

 This course is an introduction to multivariate analysis, with emphasis on morphological data and problems in paleontology and evolutionary biology. Topics include: types of data and scales of measurement; data transformations; bivariate analysis; measurement of similarity and difference; clustering; ordination; singular value decomposition; principal component analysis, factor analysis, principal coordinates, correspondence analysis, and other eigenvector methods; and path analysis. Each student will bring a multivariate dataset (not necessarily original) to the course and will write a series of short papers based on analysis of these data. Code written in the R programming language will be supplied for most analyses. Winter quarter, generally in odd numbered years. GEOS 36501 and GEOS 36502 can be taken in either order.

Instructor(s): M. Foote     Terms Offered: Winter
Prerequisite(s): Mathematics at secondary school level; basic computer programming skills (or willingness to learn); calculus, linear algebra, and elementary statistics also helpful, although essential points will be reviewed.
Equivalent Course(s): GEOS 36502

EVOL 33700. Evolutionary Developmental Biology. 100 Units.

The purpose of this course is to provide a developmental genetic perspective on evolutionary questions that have emerged in various disciplines (e.g., developmental biology, paleontology, phylogenetic systematics). Topics range from the evolution of gene regulation to the origin of novelties (e.g., eyes, wings). Although these subjects are introduced in lectures, the focus of this course is on reading, presenting, and discussing original research papers.

Instructor(s): U. Schmidt-Ott
Prerequisite(s): Biological Sciences Fundamentals sequence. Recommended for AP5 students.
Equivalent Course(s): BIOS 22256,ORGB 33750

EVOL 34100. Introduction to Invertebrate Biology. 100 Units.

This is a survey of the diversity, structure, and evolution of the invertebrate phyla, with emphasis on the major living and fossil invertebrate groups. Structure-function relationships and the influence of body plans on the evolutionary history of the invertebrate phyla are stressed.

Instructor(s): M. LaBarbera. L.     Terms Offered: Autumn 2014
Prerequisite(s): Completion of the general education requirement in the biological sciences or consent of instructor
Equivalent Course(s): BIOS 22244

EVOL 34200. Biological Fluid Mechanics. 100 Units.

Prior physics course required; prior chemistry and calculus courses recommended. This course introduces fluid mechanics and the interactions between biology and the physics of fluid flow (both air and water). Topics range from the fluid mechanics of blood flow to the physics (and biology) of flight in birds and insects.

Instructor(s): M. LaBarbera. L.     Terms Offered: Winter
Prerequisite(s): Completion of the general education requirement for the biological sciences
Equivalent Course(s): BIOS 22242,ORGB 34200

EVOL 34300. Biomechanics of Organisms. 100 Units.

Prior chemistry, physics, and calculus courses recommended. This course examines how organisms cope with their physical environment, covering the properties of biological materials, mechanical analysis of morphology, and principles of design optimization. We emphasize support systems of organisms but also examine aspects of cardiovascular design. Mechanical properties of biomaterials are analyzed in relation to their underlying biochemical organization and biophysical properties, with mathematical treatment at an introductory level. The lab research project is optional.

Instructor(s): M. LaBarbera. L.     Terms Offered: Winter 2013
Prerequisite(s): Completion of the general education requirement in the biological sciences
Equivalent Course(s): BIOS 22243,ORGB 34300

EVOL 34800. Kinship and Social Systems. 100 Units.

This course will use a biological approach to understanding how groups form and how cooperation and competition modulate group size and reproductive success.  We will explore social systems from evolutionary and ecological perspectives, focusing on how the biotic and social environments favor cooperation among kin as well as how these environmental features influence mating systems and inclusive fitness.  While a strong background in evolutionary theory is not required, students should have basic understanding of biology and natural selection.  Course will use combination of lectures and discussion. (A*, 1*)

Instructor(s): J. Mateo     Terms Offered: Autumn
Equivalent Course(s): CHDV 34800

EVOL 35300. Phylogenetic Comparative Methods. 100 Units.

This is a graduate seminar course about the uses of phylogenetic trees in evolution and ecology, emphasizing historical inference of phenotypic traits, geographic ranges, and community ecology. (This is not a course on how to infer phylogenies, or their uses in studies of molecular evolution and population genetics.) Within this scope we will focus on topics of popular interest and relevance to student research. The format of the 2-hour weekly meeting will be somewhat fluid, but I anticipate giving introductory remarks or a lecture on main topics, followed by discussion of primary literature, and opportunities to work hands-on with software (bring your own laptop). Small-group assignments will be given to develop and present short tutorials on conducting analyses of real data.

Instructor(s): R. Ree, A. Hipp

EVOL 35401. Reconstructing the Tree of Life: An Introduction to Phylogenetics. 100 Units.

This course is an introduction to the tree of life (phylogeny): its conceptual origins, methods for discovering its structure, and its importance in evolutionary biology and other areas of science. Topics include history and concepts, sources of data, methods of phylogenetic analysis, and the use of phylogenies to study the tempo and mode of lineage diversification, coevolution, biogeography, conservation, molecular biology, development, and epidemiology. One Saturday field trip and weekly computer labs required in addition to scheduled class time. This course is offered in alternate (odd) years.

Instructor(s): C. Moreau, R. Ree. L.     Terms Offered: Autumn
Prerequisite(s): Completion of the general education requirement in the biological sciences or consent of instructor
Equivalent Course(s): BIOS 23404

EVOL 35501. Phylogenetics. 100 Units.

This course will explore the principles of molecular systematic biology and the use of contemporary phylogenetic methods to address diverse evolutionary questions.  Topics include homology and the alignment of sequence data, genome evolution, computational complexity, tree-searching algorithms, optimality criteria, coalescent methods, tree support, and an introduction to comparative methods.  This course will emphasize theoretical issues followed by empirical examples to examine these topics as well as feature hands-on instruction for relevant computer programs and resources.

Instructor(s): W. L. Smith     Terms Offered: Spring

EVOL 35600. Principles of Population Genetics-1. 100 Units.

Examines the basic theoretical principles of population genetics, and their application to the study of variation and evolution in natural populations. Topics include selection, mutation, random genetic drift, quantitative genetics, molecular evolution and variation, the evolution of selfish genetic systems, and human evolution.

Instructor(s): R. Hudson     Terms Offered: Winter
Equivalent Course(s): ECEV 35600,GENE 35600

EVOL 36700. Morphometrics. 100 Units.

This graduate-level course serves as an introduction to the field of morphometrics (the analysis of organismal shape). Quantitative exploratory and confirmatory techniques involving both traditional (length-based) and geometric (landmark-based) summaries of organismal shape are introduced in a series of lectures and practical exercises. Emphasis is placed on the application of morphometric methods to issues such as (but not restricted to) quantification of intraspecific variability, interspecific differences, disparity, ontogenetic growth patterns (allometry), and phylogenetic changes in morphology. Relevant statistical and algebraic operations are explained assuming no prior background. Students are required to bring personal laptop computers, and are expected to acquire and analyze their own data sets during the course.

Instructor(s): M. Webster
Equivalent Course(s): GEOS 36000

EVOL 36900. Biopsychology of Sex Differences. 100 Units.

This course will explore the biological basis of mammalian sex differences and reproductive behaviors. We will consider a variety of species, including humans.  We will address the physiological, hormonal, ecological and social basis of sex differences. To get the most from this course, students should have some background in biology, preferably from taking an introductory course in biology or biological psychology. (A, 1)

Instructor(s): J. Mateo     Terms Offered: Autumn
Equivalent Course(s): PSYC 31600,GNSE 30901,CHDV 30901

EVOL 37500. Sexual Selection. 100 Units.

A discussion and critical analysis of sexual selection. The course will consist of lectures, reading and discussion.

Instructor(s): S. Pruett-Jones     Terms Offered: Winter
Prerequisite(s): Common Core Biology, BIOS 248, or consent of instructor.
Note(s): odd-numbered years
Equivalent Course(s): ECEV 37500

EVOL 37600. Research Seminar in Animal Behavior I. 100 Units.

Instructor(s): J. Mateo     Terms Offered: Autumn
Note(s): Students register for this course in Autumn Quarter and receive credit in Spring Quarter after successful completion of the year’s work.
Equivalent Course(s): CHDV 37500

EVOL 37700. Research Seminar in Animal Behavior II. 100 Units.

Instructor(s): J. Mateo     Terms Offered: Winter
Equivalent Course(s): CHDV 37502

EVOL 37800. Research Seminar in Animal Behavior III. 100 Units.

Instructor(s): J. Mateo     Terms Offered: Spring
Equivalent Course(s): CHDV 37503

EVOL 38100. Evolution of the Hominoidea. 100 Units.

This course is a detailed consideration of the fossil record and the phylogeny of Hominidae and collateral taxa of the Hominidea that is based upon studies of casts and comparative primate osteology.

Instructor(s): R. Tuttle     Terms Offered: Not offered 2012-13; will be offered 2013-14
Prerequisite(s): Third- or fourth-year standing and consent of instructor
Equivalent Course(s): ANTH 28100,ANTH 38100,HIPS 24000

EVOL 38200. Comparative Primate Morphology. 200 Units.

This course covers functional morphology of locomotor, alimentary, and reproductive systems in primates. Dissections are performed on monkeys and apes.

Instructor(s): R. Tuttle     Terms Offered: Spring
Equivalent Course(s): ANTH 28300,ANTH 38200,HIPS 23500

EVOL 38400. Classical Readings in Anthropology: History and Theory of Human Evolution. 100 Units.

This course is a seminar on racial, sexual, and class bias in the classic theoretic writings, autobiographies, and biographies of Darwin, Huxley, Haeckel, Keith, Osborn, Jones, Gregory, Morton, Broom, Black, Dart, Weidenreich, Robinson, Leakey, LeGros-Clark, Schultz, Straus, Hooton, Washburn, Coon, Dobzhansky, Simpson, and Gould.

Instructor(s): R. Tuttle     Terms Offered: Winter
Equivalent Course(s): ANTH 21102,ANTH 38400,HIPS 23600

EVOL 38800. Introduction to Research at the Field Museum. 100 Units.

Introduction to Research at the Field Museum and the University of Chicago. This course meets once every two weeks for a lecture by a curator at the Field Museum. A different curator lectures each week, presenting results of her/his current research on a range of topics in evolutionary biology, including phylogenetic systematics, molecular biology, paleontology, development, conservation biology and biodiversity, population biology, or biomechanics. Lectures often are followed by a tour of one of the major natural history collections in the world of living or fossil birds, mammals, plants, insects, fishes, invertebrates, or amphibians and reptiles.

Instructor(s): S. Hackett     Terms Offered: Autumn

EVOL 40000. Evolutionary Conservation Biology. 100 Units.

Graduate proseminar examining critical questions and issues in evolutionary conservation biology, from paleobiology of extinction and survivals to contemporary issues of hotspots, population genetics and ecology, behavioral ecology of free and managed populations, and molecular evolution and systematic biology.

Instructor(s): Staff

EVOL 40100. Grants, Publications and Professional Issues. 100 Units.

Covers professional topics in evolutionary biology, primarily strategies in grant writing and review. Each student will work towards the submission of an application of their choice. The course meets weekly and involves extensive writing and discussion.

Instructor(s): Bergelson, Ho, Coates     Terms Offered: Autumn
Note(s): Only open to first year graduate students in the Darwinian Sciences Cluster
Equivalent Course(s): ORGB 40100,ECEV 40100

EVOL 41500. Topics in Stratigraphy and Biosedimentology. 100 Units.

Seminar course using the primary literature and/or a field problem. Topic selected from the rapidly evolving fields of sequence stratigraphy, basin analysis, and animal sediment relationships.

Instructor(s): S. Kidwell
Prerequisite(s): GEOS 26400 and GEOS 28300 or equivalent
Equivalent Course(s): GEOS 38400

EVOL 41920. The Evolution of Language. 100 Units.

How did language emerge in the phylogeny of mankind? Was its evolution saltatory or gradual? Did it start late or early and then proceed in a protracted way? Was the emergence monogenetic or polygenetic? What were the ecological prerequisites for the evolution, with the direct ecology situated in the hominine species itself, and when did the prerequisites obtain? Did there ever emerge a language organ or is this a post-facto construct that can be interpreted as a consequence of the emergence of language itself? What function did language evolve to serve, to enhance thought processes or to facilitate rich communication? Are there modern “fossils” in the animal kingdom that can inform our scholarship on the subject matter? What does paleontology suggest? We will review some of the recent and older literature on these questions and more.

Instructor(s): S. Mufwene     Terms Offered: Winter 2013
Equivalent Course(s): CHSS 41920,ANTH 47305,CHDV 41920,PSYC 41920,LING 21920,LING 41920

EVOL 42600. Community Ecology. 100 Units.

Lectures and readings cover advanced topics in multi-species systems, and include an introduction to basic theoretical approaches.

Instructor(s): Wootton     Terms Offered: Autumn
Equivalent Course(s): ECEV 42600

EVOL 42800. Population Ecology. 100 Units.

A lecture course on the empirical and theoretical approaches to the study of natural populations, including field methodologies and quantitative approaches. Includes computer assignments.

Instructor(s): C. Pfister     Terms Offered: Winter
Equivalent Course(s): ECEV 42800

EVOL 42900. Theoretical Ecology. 100 Units.

An introduction to mathematical modeling in ecology. The course will begin with linear growth and Lotka-Volterra models, and proceed to partial differential equations. The course's perspective will emphasize numerical computations and fitting models to data.

Instructor(s): G. Dwyer     Terms Offered: Winter
Equivalent Course(s): ECEV 42900

EVOL 44001. Molecular Evolution I: Fundamentals and Principles. 100 Units.

The comparative analysis of DNA sequence variation has become an important tool in molecular biology, genetics, and evolutionary biology. This course covers major theories that form the foundation for understanding evolutionary forces that govern molecular variation, divergence, and genome organization. Particular attention is given to selectively neutral models of variation and evolution, and to alternative models of natural selection. The course provides practical information on accessing genome databases, searching for homologous sequences, aligning DNA and protein sequences, calculating sequence divergence, producing sequence phylogenies, and estimating evolutionary parameters.

Instructor(s): M. Kreitman L.     Terms Offered: Winter
Prerequisite(s): Two quarters of biology and calculus, or consent of instructor
Equivalent Course(s): BIOS 23258,ECEV 44001

EVOL 44002. Molecular Evolution II: Genes and Genomes. 100 Units.

This course covers the knowledge and well-established evolutionary analyses of genes and genomes, as well as related areas (e.g., origination and evolution of new genes, exon-intron structure, sex-related genes, sex-determination genetic systems, transposable elements, gene regulation systems, duplication of genes and genomes, evolution of genome sizes). These topics are discussed under the processes driven by various evolutionary forces and genetic mechanisms. The analysis of these problems is conducted with the genomic context. Lectures, discussions, and experiments are combined.

Instructor(s): M. Long     Terms Offered: Spring. This course is offered in alternate (odd) years.
Prerequisite(s): BIOS 23258 or consent of instructor
Equivalent Course(s): BIOS 23259,ECEV 44002

EVOL 45500. Biogeography. 100 Units.

This course examines factors governing the distribution and abundance of animals and plants. Topics include patterns and processes in historical biogeography, island biogeography, geographical ecology, areography, and conservation biology (e.g., design and effectiveness of nature reserves).

Instructor(s): B. Patterson (odd years, lab). L., Heaney (even years, discussion)     Terms Offered: Winter
Prerequisite(s): Completion of the general education requirement in the biological sciences and a course in either ecology, evolution, or earth history; or consent of instructor
Equivalent Course(s): BIOS 23406,ENST 25500,GEOG 25500,GEOG 35500

EVOL 46200. Evolution and the Fossil Record. 100 Units.

This course serves as an introduction to the practical and theoretical issues involved in obtaining primary systematic data from the fossil record, and demonstrates the criticality of such data to the rigorous documentation and interpretation of evolutionary patterns. Precise topics of the seminar discussions will vary from year to year depending on relevance to student research projects and interest, but are likely to focus on issues such as (but not restricted to) practical techniques in specimen-based paleontology (including fossil preparation and photography), species delimitation (including species concepts, variability, and ecophenotypy), stratigraphic/geographic range determination (including biostratigraphic correlation), phylogeny reconstruction (including the relevance of stratigraphic data), and the importance of these topics to broader macroevolutionary issues such as diversity/disparity dynamics and the determination of evolutionary trends, rates and processes.

Instructor(s): M. Webster
Equivalent Course(s): GEOS 36200

EVOL 49400. Approaches to Teaching in the Biological Sciences. 100 Units.

This course will introduce different teaching philosophies and methods that address how to be an effective teacher in the biological sciences. Specifically, the course will address what skills and knowledge undergraduates need to acquire and which assignments best teach these skills. Students will prepare course syllabi, discuss different approaches to teaching, and draft a philosophy of teaching statement. The overall goal for the course is that the students think critically about the art of teaching and formulate their own thoughts on the matter to better prepare them for their own careers in teaching.

Instructor(s): Staff

EVOL 49500. Teaching in Evolutionary Biology. 100 Units.

Under the supervision of University faculty, graduate students in the Evolutionary Biology may serve as teaching assistants for courses in the College and relevant Graduate Divisions. Students will be evaluated and mentored throughout the quarter by their faculty supervisor, and at the end of the quarter by enrolled students. Prerequisite: successful fulfillment of the BSD teaching requirement and consent of instructor. Students must choose the instructor name from the faculty listing in the Time Schedules and register using that instructor’s assigned section number.

Instructor(s): Staff

EVOL 49600. Graduate Readings in Evolutionary Biology at the Field Museum. VAR Units.

Directed individual reading courses supervised by CEB faculty members who are curators at the Field Museum. Students must choose the instructor name from the faculty listing in the Time Schedules and register using that instructor’s assigned section number.

Instructor(s): Staff
Prerequisite(s): Consent of instructor.

EVOL 49700. Graduate Readings in Evolutionary Biology. VAR Units.

Directed individual reading courses in evolutionary biology supervised by CEB faculty members. Prerequisite: consent of instructor. Students must choose the instructor name from the faculty listing in the Time Schedules and register using that instructor’s assigned section number.

Instructor(s): Staff.
Prerequisite(s): Consent of Instructor

EVOL 49800. Graduate Research - Off Campus. VAR Units.

 Advanced research under the direction of the faculty of the Committee on Evolutionary Biology, undertaken away from the University of Chicago campus at the Field Museum, the Chicago Zoological Park, Lincoln Park Zoo, established biological field stations under the direction of their staffs, or other locations approved by the Chair and the student's advisory committee. Students must choose the instructor name from the faculty listing in the Time Schedules and register using that instructor’s assigned section number.

Instructor(s): Staff
Prerequisite(s): Consent of Instructor

EVOL 49900. Graduate Research - On Campus. VAR Units.

Advanced research under the direction of the faculty of the Committee on Evolutionary Biology. While any approved research problem may be pursued under this course number, special attention is called to the following research fields available in the Committee: population ecology and genetics, entomology, applied ecology, plant biology, systematics of fossil invertebrates, molluscs, problems in the systematics of arthropods, herpetology, mammalogy, ornithology, and ichthyology, theoretical biology, animal behavior, paleoecology, molecular evolution, functional morphology, evolution of development, community ecology and evolution, evolutionary paleobiology and macroevolution, and physiological ecology. Students must choose the instructor name from the faculty listing in the Time Schedules and register using that instructor’s assigned section number.

Instructor(s): Staff
Prerequisite(s): Consent of Instructor