HUMAN BIOLOGY

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• HUMAN BIOLOGY
• 301

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Human Biology 301 The Intricate Human Human
ReproductionWho do you love (and why)? The
third core course in Human Biology addresses the
complex interrelationships among the biological,
environmental, cultural, social and behavioral
factors associated with human reproduction. Using
a multidisciplinary case based and problem
oriented approach, the biological and
physiological mechanisms involved in human
reproduction will be discussed, along with
relevant aspects of medicine and pharmacology
that allow manipulation of these processes. The
biological and social determinants of gender
identity and sexual preference will be
considered. The advantages and disadvantages of
sexual reproduction, and the role reproductive
biology plays in determining the nature of
cultures and societies will be discussed. The
often unintended consequences of personal
decisions concerning reproduction on our
individual and collective quality of life will be
examined, along with the cultural, social,
economic and public policy influences that help
to shape those decisions. Students enrolled in
Human Biology 301 will serve as reviewers and
editors for the Human Biology Journal.
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• Required Texts
• On Fertile Ground A Natural History of Human
  Reproduction. Peter Ellison. Harvard University
  Press, Cambridge MA 2001.
• Beyond the Natural Body an Archeology of Sex
  Hormones. Nelly Oudshoorn. Rutledge, NY 1994.
• Readings
• David W. Orr. The Nature of Design Ecology,
  Culture, and Human Intention
• Peter Thorpe Ellison (Ed.). Reproductive Ecology
  and Human Evolution (Evolutionary Foundations of
  Human Behavior)
• Genome the autobiography of a species in 23
  chapters. Ridley, Matt. New York HarperCollins,
  2000. Main Lib. QH431 .R475 2000
• Films
• Birth, Johathan Glazer, USA 2004. A ten-year-old
  boy claims to be the reincarnation of Nicole
  Kidmans dead husband.
• Banana in a Nutshell, Roseanne Liang. 2004. A
  young woman from a traditional Chinese household
  conceals her love for a white New Zealander from
  her family for eight years.

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• Assignments
• Students will complete and present to the class
  several research papers and a poster on topics
  related to human reproduction. Initially the
  topics will be assigned, but later on they will
  be chosen by students themselves with instructor
  approval. All students will complete a scaffolded
  evaluation of the presentation, paper or poster.
• Students enrolled in Human Biology 301 will serve
  as reviewers and editors for the HumBio Journal.
  A review team of two reviewers and one editor
  will review each paper. Every student will have
  the opportunity to serve as editor. Students will
  evaluate themselves and their peers for this
  exercise.
• Students will reflect on assigned texts and other
  assigned readings in an on-line journal, and in a
  final paper summarizing these writings.
• Three exams covering the factual information in
  lectures, presentations, assigned readings and
  discussions.

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• TOPICS
• Reproductive Physiology
• The Endocrine System
• Fertility
• Reproductive Behavior
• Gender Identity and Sexual Preference
• Gender Roles
• Evolution and Survival
• Population Growth

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• Reproductive Physiology
• Comparative animal physiology of reproduction
• Biology of sexual reproduction
• Advantages and disadvantages of sexual
  reproduction
• The Endocrine System
• Control development and consequences of mistakes
• Behavioral effects
• Estrogen chickens
• Endocrine-related drugs

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• Fertility
• Age to menarche and dependence on nutrition, etc.
• Investment vs. outcome in industrial/economic
  development
• Fertility modifying drugs
• In vitro fertilization
• Reproductive Behavior
• Sexuality
• Romantic love
• Social control of sexuality
• Taboos, laws and genetic diseases
• Pharmacological modifiers of libido and sexual
  arousal

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• Gender Identity and Sexual Preference
• Biological bases
• Cultural roles
• Gender Roles
• Across species
• Across cultures
• Educations effect on quality of life
• male vs. female

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• Evolution and Survival
• Altruism, selfishness and evolutionary advantage
• Families as social groups
• Alternative reproductive strategies and social
  grouping
• Population Growth
• Behavior and culture of industrial development
• Population curve on industrial development

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Human Biology 301 ????????
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Learning Stages Exploring Research Methodology

• Case-based Learning
• Virtual Research Design
• Research Practice

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Students will complete two Individual Research
Projects on topics related to human reproduction.
The first research topic will be assigned after
case-based studies in class. Students choose the
second topic with instructor approval after
in-class case-based studies. The second project
will be presented in class. Both projects will
be posted to the HumBio Journal. All students
will complete an evaluation of the research and
presentation, using the learning objectives
scaffold. Students enrolled in Human Biology 301
will serve as reviewers and editors for the
HumBio Journal. A review team of two reviewers
and one editor will review each paper. Every
student will have the opportunity to serve as
editor. Students will evaluate themselves and
their peers for this exercise. Students will
reflect on assigned texts and other assigned
readings in an on-line journal, and in the final
Reflective Paper summarizing and analyzing these
writings.
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Using case studies, students will work in groups
to study, analyze, and assess information and its
limits. Students will complete several short
written exercises that document and assess their
comprehension. Students will gain experience
working with different styles of learning and
communication by changing group
compositions. For the two group research
projects, students will work in assigned groups.
Both projects are captured in written papers
derived from in-class case studies. The research
papers will be posted on the HumBio Journal. The
topic of the first research project will be
assigned. Students will collaborate to produce a
proposal for a research project, present the
proposal to another group for criticism, carry
out the project and analyze the results. Findings
and conclusions will be presented in class and
summarized in a written report posted to the
HumBio Journal. For the class presentation,
groups could make a short commercial, a Public
Service Announcement, design and conduct a
research experiment, work with a social agency,
or volunteer to shadow IU faculty, social
workers, health care providers, etc.
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Integrated into the group project will be a
retrospective analysis of how the group dynamic
developed over the semester. This assignment may
take any format the group desiresfrom a 5-7
minute long video presentation, to an essay, to a
poster presentation, etc. Reflections on the
evolution of the group as a social organism must
address the specific areas outlined in the
evaluation form as well as evaluate each members
role within the group and contribution to the
research project. Individual reflection is
another component to be included in the HumBio
Journal/Vlog Reflective Paper.
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Human Biology Court or HBC Students will serve
on a review panel, the HBC, that evaluates and
responds to group research presentations. In the
evaluation process the HBC will address research
design, content and presentation. Specific time
is allotted for open discussion to allow
additional points and dissenting opinions. The
schedule and make-up of the HBC teams will be
determined by midterm. Each member of the HBC
(think CDC) writes a judgment to ensure
performance. (Think game shows but act like
Supreme Court.
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Grading

• HBC 10
• HumBio Journal Editor/Review 10
• HumBio Journal/Vlog Reflective Paper 10
• Individual Research Projects 2 30
• Case Study Group Research 20
• Independent Study Group Research 20
• Total 100

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• Human Subjects Committee
• Kinsey Institute
• Faculty

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