Translating Research on Evolutionary Transitions Into the Teaching of Hierarchical Complexity in University Biology Courses

The hierarchy of life is the organizing framework for biology. An analysis of commonly used U.S. undergraduate biology textbooks revealed that while introductory college biology textbooks teach this framework, its origin and evolution are not taught. In the next tier of college courses devoted to evolution, the hierarchy of life is given little or no emphasis as an organizing framework. Hierarchical structure was not present at the origin of life; it evolved, yet biology courses are not teaching how and why it evolved. Here, we use the theory of evolutionary transitions in individuality (ETIs) to teach the evolution of nested hierarchical structure. ETI theory explains how groups of cooperating individuals evolved into new kinds of evolutionary individuals that make up the hierarchy of life. We demonstrate how incorporating ETI theory into college courses unites common subjects and learning goals while aligning with “Vision and Change,” a common framework for designing effective and relevant university biology curricula. Since ETI theory is based on the same social principles students encounter in their lives, we expect this approach to be both engaging and intuitive to students. Teaching ETI theory addresses a major gap in biology instruction: the disconnect between using the hierarchy of life as an organizing framework, but not teaching how and why it evolved.