Scroll over the images for descriptions of courses I used to teach at the University of Toronto, Department of Ecology and Evolutionary Biology.  Full syllabi and details are available on U of T Portal/Blackboard.
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Behaviour and Behavioural Ecology
(EEB 322)

This 3rd year course is comprised of both lectures and laboratory/field projects. The goal is to provide students with a broad introduction to animal behaviour emphasizing concepts from ethology and behavioural ecology. The topics I cover include aims and methods of the study of animal behaviour, foraging, behaviour genetics, parental care, mating systems, other aspects of social behaviour (e.g. reproductive skew), migration and navigation, and behaviour syndromes.

Seminar in Ecology and Evolution
(EEB 495, co-taught with Ben Gilbert)

This is a seminar-based course for 4th year students interested in ecology and evolution. The goal is to allow students to read, digest and present papers to their peers. My section covers exemplary papers on phenotypic evolution, often in a quantitative genetics framework. The aim is the synthesis of concepts and observations ultimately to reconcile patterns observed at both microevolutionary and macroevolutionary scales.

Temperate Field Biology
(EEB 405, co-taught with Art Weis)

This is a 4th year course conducted for 2 weeks at the Koffler Scientific Reserve. Students will be directly engaged with biodiversity in the Oak Ridges Moraine while learning key skills in conducting field research. In addition to planned exercises and discussions of relevant literature, a major component of the course is student independent research projects. The course culminates in student presentations on their research projects.

Statistics for Biologists
(EEB 225, co-taught with Laurel Duquette)

This 2nd year course provides an introduction to the fundamentals of data analysis and experimental design, and is comprised of both lectures and tutorials. Although the concepts covered are universally applicable, the course is directed primarily at students in the biological sciences. My approach is to use biological examples (real data) to illustrate when/where various statistical tools can help us interpret natural phenomena.