Genomics in Ecology and Evolution

Thursday 2:30-3:20, Lilly G456

Course description

Over the last ten years, technological developments have led to a tremendous increase in available sequence data. These data are generated through a variety of approaches- whole genome sequencing, genome resequencing, and reduced representation sequencing- and are increasingly applied to ecological and evolutionary research involving non-model organisms. This course will highlight how analyses that utilize these genomic data are enhancing our ability to understand the relationships between the environment, phenotypes, and genotypes through a survey of current literature. Potential topics include population genomics, conservation, speciation, and genome adaptation to environmental change. Special emphasis will be placed on the use of genomic data as a tool for understanding complex, biological relationships to informing long-term management of wild populations.

Class readings

We will read and discuss an article each week, chosen, lead, and presented by a student in the class. In order to facilitate discussion, we will use a web-based annotation program called (class group,  usage instructions ). If you are not familiar with leading a class discussion, see below for hints. Please sign up for the week you would like to lead discussion.

Hints for leading a good discussion

One good way to leading a discussion is to move through the article from start to finish. Begin with why you chose article and then give very brief overview – 3 minutes or less – and then  consider comments/questions on title and abstract, then intro. (You should get through these sections in ~ 8 minutes total.) Next cover the methods. Depending on paper, this may take more time. Move on to results by explaining (or asking question about) figures and tables. You will probably spend the most time on this section. Finally, consider questions about discussion, and end with what you thought was important about the work. It is 100% ok if you didn’t understand the paper fully – the parts that were confusing for you are good places to talk about in class.