Teaching

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Anthropology classes I teach at Vassar College

Anth 120 – Human Origins (Syllabus-Fall 2016)
Anth 232 – Biocultural Perspectives on Human Variation and Race (Syllabus-Fall 2016)

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Biological anthropology courses I taught at Nazarbayev University

Ant 179 – Introduction to Biological Anthropology (Syllabus-Fall 2015)
Ant 262 – Monkey Business: Primate Society and Behavior (Syllabus-Winter 2015)
Ant 263 – Humans and Race (Syllabus-Spring 2016)
Ant 274 – Bones, Stones and Genomes: Human Evolution (Syllabus-Fall 2015)
Ant 364 – Building Babies: Human Evolutionary Developmental Biology (Syllabus-Spring 2016)
Ant 399 – Special Topics in Anthropology (Archaeology fieldwork)

Biological anthropology lab activities

Lab activities create hands-on opportunities for students to learn about data collection, hypothesis testing, and other concepts. Below are links to posts describing labs I’ve developed for different courses (i.e., Ant 179, 274, 364), and which you can use in your own classes if you wish. Included also is the link to the materials from the R workshop from the 2016 American Association of Physical Anthropologists conference.

Estimating students’ brain sizes

Sexual size dimorphism

Estimating Miocene ape body mass

Do toe bones make Ardipithecus a biped?

Primate limb proportions

Determining fossil species

Estimating hominin brain size

Chimpanzee developmental osteology

Materials from the R workshop (AAPA 2016)

9 thoughts on “Teaching

  1. Pingback: A new year of bioanthro lab activities | Lawn Chair Anthropology

  2. Pingback: Gracile & robust Australopithecus | Lawn Chair Anthropology

  3. Pingback: Bioanthro lab activity: Sexual dimorphism | Lawn Chair Anthropology

  4. Pingback: Bioanthro lab activity: Hominin brain size | Lawn Chair Anthropology

  5. Pingback: Updated bioanthro syllabi | Lawn Chair Anthropology

  6. Hi Dr. Cofran,

    If you don’t mind my asking, for your Bioanthro lab activity: Primate proportions, it looks as though you are having your students use the raw MeshLab measurement and then creating indices with that. Am I interpreting that correctly? Or are you converting the raw unit measurement into mm? Apologies if this was made apparent somewhere in the documents you have uploaded, I was just curious as I am crafting something that uses similar techniques that I hope to also convert into a classroom activity. Thanks so much for any information you can give!

    Best,
    Jessica Skinner

    • Hi Jessica,
      I’ll need to review this exercise (it’s syllabus time!) but I think that the measurements are already in mm. I could be wrong. Either way, if you’re making indices they will become dimensionless so it shouldn’t matter (although students may get suspicious if a marmoset has a smaller humerus than a macaque). I hope this helps!
      Zach

  7. Hi Zach,

    Thanks so much for your response! I feel you, it is definitely that time again. This was a big help as I am working with some skeletal material, and most of the measurements I am conducting are dimensionless, but I was playing around with MeshLab and testing some of its capabilities and had a brainwave for using it in Lab. Here’s to a successful semester for you!

    Cheers,
    Jess

  8. Pingback: #AAPA2017 – Modularity & evolution of the human canine | Lawn Chair Anthropology

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