Year 1, Semester 1: The Evolution of Birds

• The Origin and Diversification of Birds (6 weeks, 1.5-2.5 hr per week)

• Bird Evolutionary Biology and Systematics (6 weeks, 1.5-2.5 hr per week)

Year 1, Semester 2: Bird Anatomy, Physiology, and Adaptations for Flight 

• Bird Anatomy and Physiology (6 weeks, 1.5-2 .5 hr per week)

• Bird Feathers and Flight (6 weeks, 1.5-2.5 hr per week)

Year 2, Semester 1: Bird Behavior

• Bird Foraging Behavior  (6 weeks, 1.5-2 .5 hr per week)

• Breeding Biology of Birds (6 weeks, 1.5-2 .5 hr per week)

Year 2, Semester 2: Ecology of Birds

• Bird Migration and Dispersal  (6 weeks, 1.5-2 .5 hr per week)

• Bird Population and Community Ecology (6 weeks, 1.5-2 .5 hr per week)

Year 3, Semester 1: Avian Research and Scientific Writing

• Avian Research and Scientific Writing (12 weeks, 3-4 hr per week)

Year 3, Semester 2: Mentoring in Field Research and Scientific Writing

• After completing the course Avian Research and Scientific Writing, dedicated ornithology students often use subsequent semesters to refine their scientific writing/presentation skills and pursue research interests through the  1-to-1 independent research mentoring opportunities.

Weekly Office Hour:

Each week, students may choose to participate in an optional, live, 55-minute office hour for instructor support and interaction with other students taking courses in the Ornithologist in Training curriculum series. During this time, students may ask the instructor questions, work on course materials independently, or work on course materials with other students in small groups. The office hour begins with a brief greeting and goal-setting session to help students identify their goals for the office hour session and ends with a brief opportunity to share learning insights and course material progress.      

Weekly Lessons:

Each week students receive a link to an interactive lesson using Pear Deck. Lessons are designed to take 30-45 minutes to complete. Pear Deck lessons include slide visuals, audio recordings, video, and website links to explore as well as opportunities for students to respond to questions and prompts embedded in the lesson. Pear Deck Lessons are due at the end of the week on Sunday, and students completing the lesson on time will receive instructor feedback.   

Weekly Quizzes:

Each week students receive a link to a 10 question quiz on Google Forms.  Quizzes are “open notes”, and students may refer to the Pear Deck lesson and any additional notes they have taken. Quizzes are due at the end of the week on Sunday. They are designed to take 15-20 minutes, and will provide immediate feedback that students may use to check for understanding of the course material.     

Weekly Assignments: 

Assignments allow students to extend the lesson or synthesize what they have learned by completing a hands-on activity, lab, scientific paper analysis, or classroom discussion. Assignments are due at the end of the week on Sunday and are designed to take 30-45 minutes to complete. Students completing the assignment on time will receive instructor feedback.

Final Project:

The final project is completed during the last week of the course. Final projects should integrate knowledge and understanding from at least 2 lessons and will require the student to create something new. Final projects can take many forms, including but not limited to: a 3-D model/craft, artwork, an infographic, a video, a photo collage, etc. Students will be provided with project examples and a rubric at the beginning of the week. Projects are designed to take 1-2 hours to complete. Students will share their work and comment on other student's projects through a discussion post. Students receive feedback from the instructor based on the guidelines in a rubric. 

Optional Textbook:

Courses in the Ornithologist in Training curriculum series are organized by topics that are similar to the chapters in The Cornell Lab of Ornithology’s Handbook of Bird Biology (Third Edition, ISBN# 978-1-118-29105-4).  This text is not required for the course, and assignments will not be given in the textbook; however, some learners may wish to supplement the Ornithologist in Training curriculum series courses by reading text sections that correspond closely with the course content. These text sections will be listed in the syllabus provided at the beginning of class.

With over 10,000 species worldwide today, birds are one of the most recognizable and diverse groups of living animals on the planet.  Learn about the fossils and phylogenetic studies that provide evidence of how the highly successful avian body plan evolved gradually over millions of years, primarily during the Jurassic and Cretaceous from theropod dinosaurs. The earliest birds diversified during the Late Jurassic and Cretaceous and then experienced a massive die-off (like their dinosaur relatives) at the end of the Cretaceous.  After the end-Cretaceous mass extinction event, the surviving avian lineage explosively diversified into the groups of living birds that we see today.   

Week 1: Archaeopteryx and early discoveries in the quest for the origin of birds

Birds are an incredibly diverse and recognizable group of living vertebrates whose evolutionary origins began to be uncovered with the emergence of Darwin’s Origin of Species and the discovery of the fossil Archaeopteryx.  

Week 2: Introduction to theropod dinosaurs and bird-like features in non-avian theropod dinosaurs

Birds are theropod dinosaurs and many of the hallmark features of modern living birds like feathers, wishbones, and egg brooding first evolved in the dinosaur ancestors of birds.  

Week 3: The evolution of feathers and flight

The earliest feathers evolved in non-flying dinosaurs for purposes such as display and insulation, and flight evolved later in primitive birds and in their close non-avian relatives.  

Week 4: Early avian history (Avialae/Aves)

The transition from non-bird dinosaurs to birds was gradual and the earliest birds did not possess all of the distinguishing features of today’s living birds such as a keeled sternum, pygostyle, and a beak.  

Week 5: Diversification of Neornithes (modern birds)

After mass-extinction at the end of the Cretaceous Period, birds underwent explosive diversification resulting in more than 10,000 living species of birds that we see today.  

Week 6: Final Project

Complete a creative project to demonstrate learning.

- Learners will be able to describe the key principles of Darwin’s Origin of Species and how this and the discovery of Archaeopteryx allowed scientists to begin to uncover the origins of birds.  

- Learners will be able to name 2-3 characteristics of birds that first evolved in the theropod dinosaur ancestors of birds.  

- Learners will recognize the evidence that indicates that flight evolved in primitive birds as well as their close non-avian relatives.  

- Learners will be able to name 2-3 characteristics of living birds that evolved slowly in the earliest avian ancestors.  

- Learners will be able to explain why the surviving avian lineage after the end-Cretaceous extinction event explosively diversified into the groups of living birds that we see today. 

Today’s living bird species have undergone and continue to undergo changes as evolution shapes their physiology, morphology, behavior, and ecology.  The scientific field of systematics, focused on uncovering avian phylogeny (i.e. the evolutionary relationships connecting birds), has changed dramatically due to rapid advances in genetic technologies. But no study of systematics would be complete without a firm foundational understanding of evolutionary biology and the evolutionary processes that drive speciation and even hybridization of today’s living birds.  In this course students will gain a firm foundation in avian evolutionary biology and will learn about the work being done by systematists to uncover the evolutionary relationships of the world’s living bird species. 

Week 1: The phylogeny of living birds and the science of systematics

Scientists work to classify birds according to their evolutionary relationships  through a science called systematics.

Week 2: How systematists create phylogenetic trees

Systematists work to uncover avian evolutionary relationships by placing birds with shared derived traits into groups to generate the most parsimonious phylogenetic tree.  

Week 3: Avian evolutionary biology and natural selection

The evolutionary process called natural selection explains the various ways that avian lineages can split apart over time to form new species.  

Week 4: Avian evolutionary biology and sexual selection

Sexual selection, a special form of natural selection driven by access to mating opportunities, has produced a variety of traits in birds.  

Week 5: Speciation and hybridization

Speciation is an ongoing process, driven by reproductive isolation, by which one ancestral lineage splits into two or more descendent species. When reproductive isolation is not complete, hybridization may occur. Speciation and hybridization together help drive the evolution and survival of bird species.

Week 6: Final Project

Complete a creative project to demonstrate learning.

- Learners will be able to define the vocabulary words systematics, phylogeny, classification, and monophyletic group and use them to describe the methods used in the science of systematics.  

- Learners will be able to describe the principles of natural selection and explain how this process can result in evolutionary change.  

- Learners will be able to describe the process of sexual selection and explain how this process has produced a variety of traits in birds.  

- Learners will be able to describe how reproductive isolation drives speciation.  

- Learners will be able describe 2-3 specific ways that hybridization can influence the evolution of or survival of bird species.  

Birds have evolved the ability to live in nearly every habitat on earth.  Despite changing external environments they are able to maintain homeostasis and regulate their internal systems effectively and efficiently.  This course focuses on learning not only the name and location of bird anatomy, but also understanding the physiology of how these anatomical parts function within body systems and how systems of the body interact to enable all of the aspects of avian life including flight and movement, thermoregulation, respiration, song, metabolism, and reproduction while sensing and responding to a changing external environment. We will also take a look at the microstructures of bones, muscles, lungs, and nerves in order to understand how these components perform their functions at a microscopic level. In this course students will gain a firm foundation in avian anatomy and physiology that will help them better understand the behavior and ecology of birds all around them.   

Week 1: Musculoskeletal System

 A bird’s skeleton provides a framework for muscle attachment and together the skeleton and muscles support the weight of the bird, protect its body, and help it move and fly.  

Week 2: Circulatory, Endocrine, Lymphatic, and Immune Systems

A bird’s circulatory system is a network of vessels and organs that works with other body systems to distribute oxygen, nutrients, hormones, antibodies, and heat while also removing waste products.

Week 3: Respiratory System and Vocal Apparatus

A bird’s respiratory system includes lungs and many air sacs that exchange gasses and deliver oxygen efficiently to the circulatory system.  

Week 4: Digestive System and Urogenital System

A bird’s digestive system allows it to take in nutrients and eliminate waste.  The urogenital system contains a urinary system for removal of nitrogenous wastes as well as a reproductive system.  

Week 5: Nervous System and Senses

A bird’s nervous system transmits sensory stimuli, stimulates motor responses, and regulates body functions. Birds have many senses for detecting changes in their environment.  

Week 6: Final Project

Complete a creative project to demonstrate learning.

- Learners will be able to locate, name, and describe the functions of 5-10 parts of each of the musculoskeletal, circulatory, respiratory, digestive, urogenital, and nervous systems.  

- Learners will understand how the systems of the body interact to maintain homeostasis and regulate the body through thermoregulation, respiration, and metabolism.  

- Learners will understand how systems of the body allow birds to move, fly, and reproduce.   

- Learners will be able to describe how the microstructures of bones, muscles, air capillaries, and nerves allow them to perform specific functions within the avian body.   

- Learners will be able to describe 3–5 examples of bird species with adaptations found within one or more of the basic avian body systems that allow them to survive and thrive in unique environments.

One of the most intriguing aspects of birds are their feathers and their incredible ability to fly.  Feathers are unique to birds and essential for flight. The evolution of powered flight in birds has influenced nearly all aspects of a bird’s life including their internal and external anatomy, behavior, and movement.  This course focuses on learning the types, structural basics, development, molt, and visual properties of feathers. Feather functions, beyond flight, will be explored as well. This course also focuses on understanding the biomechanics of flight by studying the basic principles of flight aerodynamics, how birds power their flight, and how different types of birds have adapted flight for specific flight styles and behaviors.   

Week 1: Structure and Types of Feathers

Feathers are made of keratin and are composed of a central shaft with many barbs. Different types of feathers have slightly different structures and are found in different places on a bird's body.  

Week 2: Feather Molting and Plumage Patterns

Most feathers are shed and regrow from a feather follicle with seasonal molting cycles.  Though it may change seasonally, the patterns and colors in a bird’s plumage are often helpful in identification.  

Week 3: Non-flight Functions of Feathers

In addition to flight, feathers can keep a bird warm and dry, allow a bird to sense its environment, camouflage a bird or help it stand out to potential mates, and allow a bird to produce special sounds.

Week 4: Aerodynamics of Avian Flight

A bird’s wing is shaped like an airfoil to help generate lift, and birds flap their wings to generate the thrust needed to power their flight.  

Week 5: Bird Flight Strategies

Different bird species have different wing shapes that are suited to the lifestyle and flight pattern of the bird.  

Week 6: Final Project

Complete a creative project to demonstrate learning. 

-Learners will be able to describe the structure, locations, and functions of 5-7 feather types.   

-Learners will understand how feathers are grown and the seasonal molt patterns that control their replacement.  

-Learners will be able to describe the pattern and colors of a bird’s plumage.    

-Learners will be able to describe 5-6 different functions of feathers that are not specifically related to flight.  

-Learners will be able to describe the basic principles of aerodynamics that allow birds to fly.  

-Learners will be able to describe several different wing shapes and what lifestyle and flight patterns each wing shape is best adapted for.  

Birds exhibit remarkable diversity in what they eat, how they acquire food, and when they feed. Each species possesses specialized adaptations that help it locate, capture, and consume specific food types using distinct foraging strategies. Explore the fascinating variety of avian diets and foraging methods. Learn how optimal foraging theory can be used to understand how birds optimize different aspects of feeding behavior given the available choices and constraints. Discover how interactions between birds and their prey drive the coevolution of unusual adaptations, as well as the strategies birds use to cooperate or compete for resources, including resource partitioning, flock foraging, and food caching.

Week 1: What Birds Eat

Birds have adapted to a wide range of diets, from carnivory to herbivory and omnivory. Their food choices are shaped by their environment, and in turn, birds influence ecosystems through their feeding behaviors.

Week 2: How Birds Eat

Birds exhibit diverse foraging patterns, with beaks, feet, wings, and tails often specialized for their feeding strategies. These adaptations shape how birds find and capture food.  

Week 3: Optimal Foraging Theory

All birds must balance energy intake with the effort and risk of finding food. When, how, and what they eat can be understood through optimal foraging theory, which explains how birds maximize feeding efficiency.

Week 4: Coevolution of Birds and Their Food Sources

Birds don’t just consume food—they interact with other organisms that evolve in response. From hummingbirds and nectar-rich flowers to the ongoing predator-prey arms race, coevolution shapes bird diets and feeding behaviors. 

Week 5: Competition and Cooperation in Foraging

Food resources are limited, and birds use various strategies to reduce competition. Behaviors such as resource partitioning, caching, and group foraging can reduce the negative impacts of competition and/or provide foraging benefits from cooperation.

Week 6: Final Project

Complete a creative project to demonstrate learning. 

-Learners will be able to describe the diversity of bird diets using terms like carnivore, omnivore, herbivore, generalist, and specialist.

-Learners will be able to describe 4-7 specific foraging patterns used by birds and the adaptations to a bird’s beak, foot, wings, and tail for this foraging pattern.

-Learners will explain the principles of optimal foraging theory and how birds balance energy intake with effort and risk when searching for food.

-Learners will recognize examples of coevolution between birds and their food sources, including predator-prey dynamics and mutualistic relationships.

-Learners will be able to describe 2-3 different strategies birds use to reduce competition, including resource partitioning, food caching, and cooperative foraging.

Weekly Office Hour:

Each week, students may choose to participate in an optional, live, 55-minute office hour for instructor support and interaction with other students taking courses in the Ornithologist in Training curriculum series. During this time, students may ask the instructor questions, work on course materials independently, or work on course materials with other students in small groups. The office hour begins with a brief greeting and goal-setting session to help students identify their goals for the office hour session and ends with a brief opportunity to share learning insights and course material progress.      

Weekly Lessons:

Each week students receive a link to one or two interactive lessons using Pear Deck. Lessons are designed to take 30-45 minutes to complete. Pear Deck lessons include slide visuals, audio recordings, video, and website links to explore as well as opportunities for students to respond to questions and prompts embedded in the lesson. Pear Deck Lessons are due at the end of the week on Sunday, and students completing the lesson on time will receive instructor feedback as well as a lesson review sheet. 

Weekly Discussion Assignments:

A discussion question assignment will be posted each week and is due at the end of the week on Sunday. Students should respond to the discussion prompt and comment on, expand on, or ask questions about what others share in a way that contributes productively to the class discussion. Students are encouraged to check back again at the end of the week to see if classmates have posted any new comments. These discussion assignments are designed to take 15-20 minutes and allow students to extend the lesson or synthesize what they have learned by sharing responses.     

Labs: 

There are 5 labs (assigned weeks 1,2,3,8, and 12). These labs are due at the end of the week on Sunday and provide students with an opportunity to try out several avian research techniques. Each lab is designed to take 1.5-2 hours to complete.  

Research and Writing Assignments:

Assignments for the independent research project are due at the end of the week on Sunday and will guide students through the process of selecting and designing a research project, researching existing scientific literature, gathering and analyzing field data, and writing up research results into a full scientific manuscript. Each research and writing assignment is designed to take 1.5-2 hours. Students completing the assignment on time will receive instructor feedback.

Optional Private Research Consultations: 

Some students find it helpful to speak face-to-face with the instructor when identifying a research project idea and when conducting the data analysis.  If desired, students may use existing office hour times to consult with the instructor or they may schedule 1-2 private, 20min research consultations with the instructor to receive this assistance. 

Have you ever wondered how ornithologists research birds in the field?  Learn about avian research techniques from an ecologist experienced in a variety of avian research methods including point counts, transects, bird banding, and nest monitoring. In this career-oriented class, students will learn about and try out some of the skills of a field ornithologist.  

This class assumes students are beginning with some basic bird identification skills, so we'll begin with a series of 3 accelerated interactive lectures in bird identification, firming up students' skills in identifying birds near them using shape, size, color pattern, sounds, habitat, behavior, and range. Then students will be introduced to 7 methods used in avian research: 1) point counts, 2) transects, 3) behavior observations, 4) bird banding, 5) citizen science, 6) spot mapping, and 7) nest monitoring.  As they are learning about avian research techniques, students design and conduct their own independent avian field research project using point counts, transects, or bird behavior observations.  Students then learn how to analyze their data and write up a full scientific manuscript (title, introduction, methods, results, discussion, and literature cited sections). The course ends with an opportunity for students to consider the variety of career paths available in ornithology as well other bird-related careers.

Assignments for the first several weeks will be a "boots in the field, binoculars in hand" lab in which students will try out bird census techniques (point counts and transects) and practice recording bird observations using a Grinnell Field Journal and eBird. For weeks 4-12 homework will revolve around designing, conducting, and then writing up an independent avian field research project in the format of a scientific manuscript. Writing guidelines and expectations are modeled after college introductory-level biology course expectations for final project write-ups.  These expectations are also similar to weekly lab write-up expectations for many upper-level college biology courses. The course is structured to provide "scaffolding" so that even students who are new to independent research projects will incrementally build the knowledge and skills needed to meet the project expectations. Heather will provide extensive individual feedback as students are guided through this writing process. Students who are able to invest the necessary time (typically about 3-4 hours weekly) into lessons and assignments will leave this class with a deeper understanding of avian research, a polished scientific paper, and the confidence to tackle field ecology research at an undergraduate level.

-Students will become familiar with 7 methods for avian field research and will practice skills in 3-4 of these methods.

-Students will gain skills in identifying birds using shape, size, color pattern, sounds, habitat, behavior, and range. 

-Students will participate in all steps on the scientific method including question formation, research design, conducting research, data analysis, conclusions, and project write-up.  

-Students will understand that there are many different career paths in avian research.

-Students will become familiar with scientific writing using college-level writing expectations and guidelines.