This course examines the application of evolutionary theory to understand human behaviour.

It provides a primer on the basic principles related to the evolution of behaviour, and surveys the various frameworks that have been employed by anthropologists, psychologists, biologists, and others in this pursuit. The strengths and weaknesses of these frameworks—which include human behavioural ecology, evolutionary psychology, and various cultural evolutionary approaches—are addressed in a critical manner with the aim of establishing an integrated approach that borrows the best from each. A wide range of case studies will be used to illustrate the application of these principles. Topics include conflict and cooperation, foraging and resource use, mating and parenting, life history and fertility, and the individual in society. Some attention will be paid to the history of the evolutionary study of human behaviour, including the nature-nurture debate and the “sociobiology controversy.”

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon Successful completion of this course, students will be able to:

1. Master basic principles related to the evolution of behavior, and the various frameworks used to study the evolution of human behavior.
   
2. Discuss the history and controversies in the development of an evolutionary approach to the study of human behavior.
   
3. Prepare and develop a critical perspective on an independent study topic related to the evolution of human behavior.
   
4. Explain a topic or argument in the field orally using a selective case study approach.
   
5. Interpret material from a range of scholarly sources relevant to a topic or argument in the field, balancing general argument and evidence.

Research-Led Teaching

Students will use evolutionary theory to develop hypotheses to be tested using a cross-cultural dataset. They will gain experience writing research reports.

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

READINGS:

1. Alvard MS (1998). Evolutionary ecology and resource conservation. Evol Anth, 7, 62-74.
2. Apicella CL, Silk JB (2019). The evolution of human cooperation. Curr Biol, 29, R447-50.
3. Arnot M, et al. (2020). How evolutionary behavioural sciences can help us understand behaviour in a pandemic. Evol Med Pub Health, 2020, 264-78.
4. Bateson P, Laland KN (2013). Tinbergen’s four questions: an appreciation and an update. Trends Ecol Evol, 28, 712-8.
5. Benyshek DC, Watson JT (2006). Exploring the thrifty genotype's food-shortage assumptions: A cross-cultural comparison of ethnographic accounts of food security among foraging and agricultural societies. Am J Phys Anth, 131, 120-6.
6. Bergstrom C, Dugatkin L (2016). Evolution (2E). NY: WW Norton. Ch 3 “Natural Selection” (pp. 65-108).
7. Boyd R, Richerson PJ (2009). Culture and the evolution of human cooperation. Phil Trans Royal Soc B, 364, 3281-8.
8. Cronk L (1999). Gethenian nature, human nature, and the nature of reproduction: A fantastic flight through ethnographic hyperspace. In Cooke B, Turner F (eds.), Biopoetics (pp. 205-18). Lexington, KY: ICUS Books.
9. Davies N, Krebs J, West S (2012). An introduction to behavioural ecology (4E). NY: Blackwell. Chapter 2 “Testing Evolutionary Hypotheses” (pp. 24-51).
10. Gross, M. (2019). Uncovering the roots of religion. Curr Biol, 29, R426-9.
11. Henrich K, McElreath R (2003). The evolution of cultural evolution. Evol Anth, 12, 123-35.
12. Kushnick G, Hanowell B, Kim JH, Langstieh B, Magnano V, Oláh K (2015). Experimental evidence for convergent evolution of maternal care heuristics in industrialized and small-scale populations. Royal Soc Open Sci, 2, 140518.
13. Laland K, Brown G (2011). Sense and nonsense (2E). Oxford: Oxford University Press. Ch 2 “A history of evolution and human behaviour” (pp. 19-48).
14. Layton R (2010). Why social scientists don’t like Darwin and what can be done about it. J Evol Psych, 8, 139-52.
15. Mesoudi A, Chang L, Dall SRX, Thornton A (2016). The evolution of individual and cultural variation in social learning. Trends Ecol Evol, 31(3), 215-5.
16. Moya C, Cruz y Celis Peniche P, Kline MA, Smaldino PE (2020). Dynamics of behavior change in the COVID world. Am J Hum Biol, 32: e23485.
17. Nettle D (2010). Dying young and living fast: variation in life history across English neighborhoods. Behav Ecol, 21(2), 387-95.
18. Puts, D. (2016). Human sexual selection. Curr Opinion Psych, 7, 28-32.
19. Sear, R. (2016). Beyond the nuclear family: an evolutionary perspective on parenting. Curr Opinion Psych, 7, 98-103.
20. Sear R, et al. (2016). Understanding variation in human fertility: what can we learn from evolutionary demography? Phil Tran Roy Soc B, 371(1692), 20150144.
21. Seitz BM, et al. (2020). The pandemic exposes human nature: 10 evolutionary insights. Proc Roy Acad Sci USA, 117(45), 27767-76.
22. Slocombe, K. E., & Seed, A. M. (2019). Cooperation in children. Curr Biol, 29(11), R470-3.
23. Smith EA (2000). Three styles in the evolutionary analysis of human behavior. In Cronk L, Irons W (eds.), Human behavior and adaptation: an anthropological perspective (pp. 27-46). Hawthorne, NY: Aldine de Gruyter.
24. White DR (2007). Standard Cross-Cultural Sample. In International Encyclopedia of the Social Sciences (2E, pp. 88-95). NY: Macmillan Reference.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction	Readings: Cronk 1999; Layton 2010
2	Three Styles in Evolution and Human Behaviour	Readings: Bateson & Laland 2013; Smith 2000
3	History of Evolution as Applied to Human Behaviour	Readings: Laland & Brown 2011; White 2007
4	Natural Selection and Behaviour	Readings: Davies et al 2012; Bergstrom & Dugatkin 2016
5	Culture and Human Adaptation	Readings: Henrich & McElreath 2003; Mesoudi et al 2016
6	Contemporary Issues	Assessment: Online Exam 1 Readings: Moya et al 2020; Arnot et al 2020; Seitz et al 2020
7	Production	Readings: Alvard 1998; Benyshek & Watson 2006
8	Reproduction	Assessment: Problem Statement Readings: Kushnick et al 2015; Puts 2016; Sear 2016
9	Life History Theory	Readings: Nettle 2010; Sear et al 2016
10	Cooperation and Conflict	Readings: Apicella & Silk 2019; Boyd & Richerson 2009; Slocombe & Seed 2019
11	Humans in Society	Readings: Gross 2019; Curtin et al 2020
12	Synthesis	Assessment: Online Exam 1
13	No class	Assessment: Research Report

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Online Exam 1	25 %	31/03/2023	1
Online Exam 2	25 %	26/05/2023	1
Tutorial Participation	10 %	*	1,2
Problem Statement	10 %	25/04/2023	3,4,5
Research Report	30 %	05/06/2023	3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation requirements are outlined above as an assessment item.

Examination(s)

Examinations will be conducted online. More information provided above in the individual assessment items.

Assessment Task 1

Online Exam 1

The online exams will be done on the Wattle site.

You will have 45 minutes to complete each exam. The exam ‘window’ starts at 12pm and closes at 2pm. It is suggested that you start between 12-1pm. If you start later than 12:15pm, you will have less than the full 45 minutes.

Each exam consists of 25 questions. They will cover material from lectures, tutorials, and readings. The exams are not cumulative. That is, the first exam will cover material from Weeks 1 to 6; the second exam will cover material from Weeks 7 to 12.

You should work independently on the exam. Find a quiet, private place away from others. The exams are open note, but not open discussion. That is, you may not discuss class materials, or anything related to the exam with your classmates, family, or friends during the window. Breaches will result in a grade of 0 for the exam. The convenor will be available by email during the exam window.

Rescheduled or makeup exams will only be offered under the most serious circumstances, and at the discretion of the course convener. If you have a timetable clash for tutorial, you may be allowed to have your exam window shifted (but only enough to accommodate the clash), but you must arrange this at least 3 days before the quiz and you must provide documentation.

Marking Criteria. Each quiz will be marked out of 100 converted to 25% of your course grade for each quiz (50% total). Your marks on the quiz will be determined by the number of questions you get correct.

Assessment Task 2

Online Exam 2

The online exams will be done on the Wattle site.

You will have 45 minutes to complete each exam. The exam ‘window’ starts at 12pm and closes at 2pm. It is suggested that you start between 12-1pm. If you start later than 12:15pm, you will have less than the full 45 minutes.

Each exam consists of 25 questions. They will cover material from lectures, tutorials, and readings. The exams are not cumulative. That is, the first exam will cover material from Weeks 1 to 6; the second exam will cover material from Weeks 7 to 12.

You should work independently on the exam. Find a quiet, private place away from others. The exams are open note, but not open discussion. That is, you may not discuss class materials, or anything related to the exam with your classmates, family, or friends during the window. Breaches will result in a grade of 0 for the exam. The convenor will be available by email during the exam window.

Rescheduled or makeup exams will only be offered under the most serious circumstances, and at the discretion of the course convener. If you have a timetable clash for tutorial, you may be allowed to have your exam window shifted (but only enough to accommodate the clash), but you must arrange this at least 3 days before the quiz and you must provide documentation.

Marking Criteria. Each quiz will be marked out of 100 converted to 25% of your course grade for each quiz (50% total). Your marks on the quiz will be determined by the number of questions you get correct.

Assessment Task 3

Tutorial Participation

Most tutorials will include an activity that should be completed and uploaded to the Wattle submission portal by Friday at 4pm of the week of the tutorial. Please see the ‘Tutorials’ document on the website for a schedule of the activities and requirements for tutorial participation.

Each tutorial activity will be marked out of 2 points as follows:

• Good effort to participate in a quality way (2 pts)
• You could have put in a better effort to participate (1 pt)
• You did not participate (0 pts)

Your total marks will then be converted to 10% of the course grade.

Assessment Task 4

Problem Statement

The Problem Statement and Research Report are two parts of the research project you will do over the course of the semester, using the Standard Cross-Cultural Sample (SCCS) to test an evolutionary-based hypothesis (or hypotheses). On the Wattle site, you will find the ‘Research Report Guide’ that provides details about choosing a topic, structuring your essays, and citing references, among other things. We will work together to develop the skills necessary to do the project, but you will work independently to develop and test your hypotheses and write a report on your investigation. Both assessment items should be original and adhere to good academic practices related.

The Problem Statement is a brief essay that describes the hypotheses you intend to test, what variables you will use to test them, and what references you have consulted. It provides a chance for formative feedback on your research project. More details about specific requirements included in the ‘Research Report Guide’.

It should fit on one side of one sheet of A4 paper (for both 3124 and 6124 students).

It will be marked out of 100 based on the following criteria:

• Quality of the hypotheses and variable choices—whether they fit with the themes of the course, whether they are feasible, and whether they reflect high-level critical thinking.
• Quality of the writing.
• Quality of the references.
• Adherence to instructions.

Assessment Task 5

Research Report

The Problem Statement and Research Report are two parts of the research project you will do over the course of the semester, using the Standard Cross-Cultural Sample (SCCS) to test an evolutionary-based hypothesis (or hypotheses). On the Wattle site, you will find the ‘Research Report Guide’ that provides details about choosing a topic, structuring your essays, and citing references, among other things. We will work together to develop the skills necessary to do the project, but you will work independently to develop and test your hypotheses and write a report on your investigation. Both assessment items should be original and adhere to good academic practices related.

The Research Report is a detailed essay structured in IMRAD (Introduction, Methods, Results, and Discussion) format. More details about specific requirements are included in the ‘Research Report Guide’. It should be 3,000 words for students in 3124 or 4,000 words for students in 6124. In both cases, the word count requirement excludes references, tables, and figures.

It will be marked out of 100 based on the following criteria:

• Quality of the report’s introduction and discussion, and hypotheses and analyses (in the methods and results), evidenced by a research report that reflects high-level critical thinking, clear understanding of the course’s principles, and the extent to which you have acted on feedback.
• Quality of the writing.
• Quality of the references.
• Adherence to instructions.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Student work will be returned digitally through Turnitin and Wattle.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

No resubmission allowed.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students