Russian-American geneticist and evolutionary biologist Theodosius Dobzhansky once wrote, “Nothing in biology makes sense except in the light of evolution.” How might this perspective help us unpack the complexities of our contemporary world? This thought-provoking question underpins HumBio 17SI, Human Biology in the Light of Evolution, a student-initiated course created by HumBio senior Kat Alexander. In the course, students apply evolutionary perspectives and concepts to contemporary challenges, exploring topics that span from genomics to cultural evolution. In connecting real-world examples to evolutionary theory, they explore our species’ past, not merely as an academic exercise, but as essential context for interpreting the complexities of the world around us.
Alexander’s journey into human biology began at a young age, blossoming in high school during her AP Biology course. “It was fascinating to understand the life around me and how biology could be used to understand and explain behavior,” she reflected. Her curiosity deepened upon discovering Dr. Robert Sapolsky’s lectures on human behavioral biology on YouTube. Already recruited for the rowing team at Stanford, Alexander jokes that the opportunity to take a class with the renowned professor who studied baboon behavior was the final nudge she needed to commit to the university.
At Stanford, Alexander sought to combine her passions for human behavior, evolution, and human performance. She quickly found a home in HumBio, declaring with a concentration in Human Growth: Evolution and Performance. “From my early AP Biology days and Sapolsky’s lectures, I had this driving idea that evolution was the underlying process of all biology. And that to understand biology, we have to understand what drives it,” she shared.
The creation of HumBio 17SI has not only been an academic endeavor but also a labor of love. Motivated by her passion for biological anthropology, Alexander partnered with HumBio Associate Director, Dr. Katherine Preston, to develop a course that encourages students to view the world through an evolutionary lens. “My whole point [with this class] is to encourage people to examine the world they live in as evidence for evolution and the theories we discuss,” she said. At the heart of the class lies the fundamental question: ‘Why?’” This inquiry drives students to assess problems on multiple levels and from multiple perspectives. For instance, when analyzing health outcomes, students are encouraged to think beyond individual lifestyles to consider broader evolutionary explanations, linking these lifestyle choices to their underlying evolutionary contexts.
HumBio 17SI is structured as an interactive seminar, where student conversations build upon course readings and Alexander’s introductory presentation. In one class, discussions about our species’ deep-rooted practice of enforcing social norms evolved into a broader discussion about cancel culture and its implications. “It’s been fascinating to see how [the students] internalize the material and apply these concepts to their own experiences and to other topics,” Alexander remarked, recalling another lively debate about online community spaces, the differing enforced norms in these spaces, and the implications of anonymity on social dynamics. In discussing gender dynamics, students examine how certain cultural structures have persisted due to their evolutionary advantages, but also learn that traditional divisions of labor are becoming less relevant in the modern context. Each week, Alexander also dedicates time to meet with Preston to explore the course materials in depth, discussing additional theories or possibly connections that can be applied across different contemporary issues.
Creating an open and vulnerable discussion environment is central to Alexander’s teaching philosophy–a “playbox for ideas,” as she describes it. “Dr. Preston, the students and I are all co-learners. We actively brainstorm and discover together, each bringing our unique lenses and ideas to the table.” By fostering an atmosphere of receptivity and mutual respect, the class allows students and teachers alike to openly explore and challenge evolutionary theories, examining not only how they apply to their lives but also where they might fall short.
Reflecting on her experience developing HumBio 17SI, Alexander said the course has enriched her understanding of both evolution and human behavior. “This experience has shaped my perspective on how intertwining evolution with contemporary issues can lead to meaningful insights,” she explained. As she looks to the future, Alexander plans to continue exploring her interests in evolution through graduate studies and eventually a PhD in human evolution or biological anthropology, with aspirations to bring a deeper understanding of evolutionary processes to her future research.
Ultimately, Alexander hopes students leave the class equipped to ask difficult questions and explore complex issues through the lens of evolution. “Human evolution is so critical to understanding all facets of human biology,” she stated. “I hope a part of the students will continue to make connections in their daily lives to the evolutionary theories we’ve discussed and ask the all-important question, ‘why?’” By continually asking ‘why’ in their future endeavors–whether in medicine, public health, or other fields–they will be better equipped to understand and address the complexities of human behavior.