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Seminars
Fall 2007
Barbara EhrenreichJonathan HaidtHoward RachlinCarlo MaleyJeffrey CarpenterPeter TurchinJack SchultzScott Turner
Spring 2008
Anthony BiglanWilliam CreskoPatricia HawleyAndrew DeWoodyJoseph LeDouxJames NoonanBarbara FinlayGordon GallupRichard PouyatElizabeth Adkins-ReganJames MacKillop
Fall 2008
David Sloan WilsonBarbara OakleyBNP SymposiumRichard MichodMichael BellRandy OlsonWilliam RomeyChris ReiberSteven BrownBrian Boyd
Spring 2009
Dennis EmbryDavid HackerSteven PlatekSue MargulisSue Savage-RumbaughSteven NeubergHarvey WhitehouseThomas SeeleyGeorge LevineHelen Fisher
Video: "The Drive to Love and Who We Choose"
Fall 2009
Liza MoscoviceDiane M. Doran-SheehyKaren HollisPeter O. GrayChris KuzawaSteven SiegelRolf Quam
Rolf Quam 10/30/2009 EvoS Seminar Presentation
Bill JankowiakBaba BrinkmanPeter B. GrayMassimo Pigliucci
Massimo Pigliucci 12/4/2009 EvoS Seminar Presentation
Spring 2010
John GowdyDaniel LendeWilliam Harcourt-SmithTodd K. ShackelfordIain CouzinBruce HoodMelissa Emery ThompsonNancy EasterlinSteve NowickiJohn Marshall TownsendJoan Silk
Fall 2010
Josh BongardFred SmithDarryl de RuiterJay BelskyKari SegravesJulie SeamanLisa Karrer and David SimonsRick HarrisonRebecca SearTom LangenDaniel Kruger
Spring 2011
Steven C. HayesAndreas Duus PapeJessica LightMaryanne FisherGreg UrbanAndreas Koenig & Carola BorriesDaniel NettleDeane BowersCharles T. Snowdon
Fall 2011
David Sloan WilsonDavid C. LahtiRichard R. ShakerSergio AlmécijaHugo MercierLeslie C. AielloMark E. RitchieAdam LaatsLinda IvanyRalph M. GarrutoAdam Siepel
Spring 2012
John RieffelDr. Linda S. RayorDan EisenbergKevin L. PolkAndrew C. GallupKevin M. KniffinDavid DobbsNicole CameronJonathan HaidtDr. Joseph L. Graves, Jr.
Fall 2012
Barry X. KuhleCraig Eric MorrisCarin PerillouxDavid Sloan WilsonEric AlaniJesse BeringEli BridgeJaak Panksepp
Spring 2013
John TeehanRobert HolahanJenny Kao-KniffinShara BaileyHod LipsonDominic JohnsonMatthew HareCraig Eric MorrisBrooks MinerMichael RoseDavid Sloan Wilson
Fall 2013
Steven BrownNina FeffermanJohn Gowdy and Lisi KrallWarren Douglas AllmonTrenton HollidayJonathan GottschallArnab RoyDavid SchafferMichele GelfandJames SobelPatrick RoosEvoS Food Panel
Spring 2014
Daniel O’BrienBruce RobertsonRobert S. FeranecHeather FiumeraLuther H. MartinBjorn GrindeSarah RadtkeAleksey KolmogorovKathleen Sterling & Sébastien LacombeDebate! Evolutionary Psychology vs. Feminist CritiqueEducation Brown Bag
Fall 2014
Gad SaadT. Joel WadeNelson G. Hairston, Jr.Francis J. YammarinoDerek TurnerMatthew M. GervaisBernd BlosseyRolf QuamKelsey DancauseSharon Street
Spring 2015
Debra LiebermanMichael BerkmanDavid Sloan WilsonJason Munshi-SouthMa’ikwe Schaub LudwigJustin GarsonRéginald AugerDavid DaviesPatrica WrightCraig Eric MorrisMeredith E Coles
Fall 2015
Aaron J. Sams
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Students
Undergraduate Students
Undergraduate Student AssociationSUNY Broome Transfer Course ListUndergraduate RequirementsUndergraduate Courses
Graduate Students
Graduate Student OrganizationGraduate RequirementsGraduate Courses
Others
EvoS from a DistanceNon-Matriculated Students
Faculty
Becoming InvolvedEvoS as an Institute for Advanced StudiesLeslie HeywoodCo-hosting
Projects
Early Childhood Education WorkshopInsect SamplingEvoS Lifestyle Project"What's New in EvoS" Podcast
Alumni Corner
Andrew C. GallupLiza R. MoscoviceJustin R. GarciaJennifer Campbell-SmithMichael L MillerCraig Eric MorrisDaniel Weinstein
 

Students

New Webpage here

Undergraduate, graduate, and non-matriculated students at Binghamton University can participate in the EvoS program – and anyone else can get started from a distance.

Program Objectives

The three most important objectives of the EvoS curriculum are breadth, depth, and general conceptual development.

Breadth

Breadth refers to the fact that evolutionary theory provides a single conceptual framework for understanding a vast diversity of subjects. Darwin himself studied everything from earthworms, to barnacles, to orchids, to human emotions, to the nature of morality. It was the theory that he developed, in addition to his personal genius, that enabled him to make sense of so many subjects. We might not be lucky enough to possess Darwin’s personal genius, but all of us can use the theory of evolution to make sense of a diversity of subjects that matter to us professionally, socially, and personally. The integrated curriculum is designed in part to stress this connectedness.

Depth

Depth refers to the fact that evolutionary studies can enhance career development in your own area of interest, whatever it may be. To convince yourself of this fact, search Amazon.com for books on the profession that you contemplate for yourself and you will very likely find a number that employ an evolutionary perspective and are generating considerable interest. The integrated curriculum is designed to allow you to explore your particular interest from an evolutionary perspective. Almost any student can benefit professionally from a sophisticated knowledge of evolution, especially those who are planning on graduate education.

General Conceptual Development

General conceptual development refers to the fact that education, at its best, should improve one’s general ability to think in addition to learning specific bodies of knowledge. Research on conceptual development shows that students who enter college often suffer from a number of misconceptions, such that a subject consists of a large number of facts or that all views are equally valid. Few students appreciate the tentative nature of most bodies of knowledge or the cognitive skills that are required to evaluate alternative views in a way that allows the accumulation of knowledge, while respecting the values of a given person or society rather than pretending that they can be ignored.

Most college curricula are not designed to teach general conceptual development and some courses unwittingly retard it. Not only is evolutionary studies exceptionally well suited for teaching general conceptual development, but our integrated curriculum is designed in consultation with leading experts on how to teach general conceptual development in addition to specific bodies of knowledge.

Finally, EvoS is designed to maximize interactions among undergraduate studentsgraduate studentsfaculty, and visiting experts, which we regard as members of a single intellectual community at various stages of development.


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