Acknowledgments

As a new graduate student at Harvard, I heard from experienced teaching fellows that if you were interested in learning how to be an effective teacher, it was essential to seek out extraordinary mentors. Based on word of mouth, I became involved with E. O. Wilson’s course in Evolutionary Biology and Irven DeVore’s course in Human Behavioral Biology. Both were known to be unusually provocative, challenging, and entertaining classes for non-science majors. I aggressively pursued teaching positions in both classes—which I held onto tightly for twelve semesters. Working under these legendary educators, I was set on a course that inspired and prepared me to write this book.

The two courses were quite different from each other, but at their core both were built on two beliefs that are central to this book and to my thinking about education: (1) Biology is creative, interesting, and fun. (2) Biology is relevant to the daily life of every person. There was a palpable sense that, in teaching non-science majors especially, we had a responsibility to provide our students with the tools to thrive in a society increasingly permeated by scientific ideas and issues, and that one of our most effective strategies would be to convey the excitement we felt for biology and the enormous practical value it has to help us understand the world. I thank Professors Wilson and DeVore for all that they have shared with me.

My development as a scientist and, particularly, my appreciation for rigorous and methodical critical thinking have been shaped by the kind support and wise guidance of Richard Lewontin. I have also been fortunate to have as a long-time mentor and collaborator Michael Rose, who has instilled in me a healthy skepticism about any observation in life that is not fivefold replicated. And for almost daily insightful input on matters relating to scientific content, teaching, writing, and more, I thank Terry Burnham.

There are many other friends and colleagues I wish to thank for helping me with What Is Life?

In researching and writing the book and in developing the numerous courses I teach, I have benefited from more than a decade of perceptive and valuable contributions, too numerous to list, from Glenn Adelson, Alon Ziv, and Michael Cooperson. I am tremendously appreciative of all they have done for me.

For a project covering so many topics and years, it is essential to have a close group of trusted, tolerant, and knowledgeable colleagues. I am grateful to Alicia Moretti, Harold Owens, Greg Graffin, Brian Swartz, Greg Laden, Jeff Egger, Andy Tobias, Elisabeth Tobias, Joshua Malina, Melissa Merwin-Malina, Bill U’ren, Chris Bruno, and Michelle Richmond, who have offered advice, guidance, and support, far beyond the call of duty.

Numerous colleagues at UCLA provided assistance and support, including Steve Strand, Cliff Brunk, Fred Eiserling, Victoria Sork, Deb Pires, Lianna Johnson, Gaston Pfluegl, Frank Laski, Jeff Thomas, and Tracy Knox. As a result of their commitment to excellence in the UCLA Department of Life Science Core Education, I have been able to acquire a wealth of experiences that have helped me continue improving as a teacher.

I owe a tremendous debt to Sara Tenney, without whose encouragement and support this project could never have been begun or completed.

W. H. Freeman is an extremely author-centric publisher. Throughout the process of creating this book, Liz Widdicombe, John Sargent, and Susan Winslow have been tremendously supportive. I am grateful for their welcoming me into their publishing family. Publisher Peter Marshall has been a tenacious, versatile, and skillful manager of the entire team. I am very fortunate to have such a wise leader and friend overseeing all aspects of this project. The team of editors that worked with me on this book improved it immeasurably. Most importantly, development editor Beth Marsh oversaw every aspect of the writing and production of the book, attending to issues of content, production, and design while making insightful contributions throughout and expertly managing the thousand details necessary to put everything together. I could not have completed this book without Beth’s commitment and guidance. I must also convey my gratitude to development editor Jane Tufts, whose meticulous attention to detail, commitment to accuracy, and almost obsessive drive to create a thorough and readable book are apparent on every page.

It is impossible to teach biology without illustrations. My deepest gratitude goes to Tommy Moorman for creating such innovative and effective figures for the book. Tommy’s vision for an elegant and beautiful art program completely integrated with the text is apparent on every page. Working with him to develop each illustration in this book has been (and continues to be) one of my most enjoyable and satisfying professional collaborations. Thanks also go to Alison Kendall, Tamara Lau, and Erin Daniel for assisting with the creation of the illustrations. For the design of the book, I thank Tom Carling. And for excellent assistance with photo research, thanks to Julia Phelan, Jennifer Atkins, and Christine Buese.

For creating the innovative media and print materials that accompany the book, I am thankful for the contributions of Mike Jones and for the extensive input of Amanda Dunning and Elaine Palucki. I thank all of the contributors and advisors who helped create the student and instructor resources; your efforts have been invaluable. I thank Jennifer Warner and Meredith Norris for their work on the Student Success Guide. I also appreciate the contributions of Troy Williams and the PrepU team. Sheri Snavely provided significant input in developing pedagogical strategies throughout the book; I also appreciate her thoughtful and wise advice at nearly every step in the publishing process. Copyeditor Linda Strange helped to ensure consistency, accuracy, and readability throughout the text. The rest of the life sciences editorial team at W. H. Freeman, too, have been knowledgeable and supportive, particularly Anna Bristow, Lisa Samols, Susan Moran, Kate Parker, and Elaine Palucki. For their efficiency and commitment to producing a beautiful book, I am most grateful to the W. H. Freeman production team: Sheridan Sellers, Elizabeth Geller, Paul Rohloff, Diana Blume, and Catherine Woods.

The people on the marketing team at W. H. Freeman have contributed enormously in helping with the challenging task of introducing this book to students and instructors across the country. John Britch, Shannon Howard, and Todd Elder have been enthusiastic and dedicated in creating materials and strategies to assist instructors in evaluating the ways in which What Is Life? can aid them as they develop their own courses and strategies for success.

Finally, I thank my family—Kevin Phelan, Patrick Phelan, Erin Enderlin, and my parents—for their unwavering support and interest as I wrote this book. Reading draft after draft and following each revision, they made valuable contributions at every stage. I thank Charlie, Jack, and Sam, too. Most of all, for her generous and passionate support of this project from day one, her substantive contributions to both the content and presentation of ideas, and so much more, I thank Julia.

Contact the author with your feedback.

The content of this book has been greatly improved through the comments of reviewers and students. Your comments, suggestions, and criticism are also welcome; they are essential in guiding its ongoing evolution. Please contact the author at jay@jayphelan.com. I’m serious.

We thank the many reviewers who aided in the development of this text.

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Sharon Standridge, Middle Georgia State College

Wendy Stankovich, University of Wisconsin–Platteville

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Thomas Stege, Austin Community College

Mikel Stevens, Brigham Young University

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Qiang Sun, University of Wisconsin–Stevens Point

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David Tapley, Salem State University

Tatiana Tatum Parker, St. Xavier University

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Mike Taylor, Santiago Canyon College

Shervia Taylor, Southern University

Franklyn Te, Miami Dade College

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Rita Thrasher, Pensacola State College

Nina Thumser, Edinboro University of Pennsylvania

Candace Timpte, Georgia Gwinnett College

Jonathan Titus, SUNY Fredonia

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Willetta Toole-Simms, Azusa Pacific University

Michelle Tremblay, Georgia Southern University

Dan Trubovitz, San Diego Miramar College

Anh-Hue Tu, Georgia Southwestern State University

Marsha Turell, Houston Community College

Corey Turner, Lone Star College

Muatasem Ubeidat, Southwestern Oklahoma State University

Sophia Ushinsky, Concordia University

Jagan Valluri, Marshall University

Tom Vance, Navarro College

Pete van Dyke, Walla Walla Community College

Eric Vaught, Northwest Arkansas Community College

Jose Vazquez, New York University

Leticia Vega, Barry University

Aggie Veld, Olivet Nazarene University

William Velhagen, New York University

Uma Vithala, Des Moines Area Community College

Jennifer Vlk, Elgin Community College

Ann Vogelmann, Augustana College

Amie Voorhees, Fresno City College

Walt Wagner, Rowan University

Katherine Warpeha, University of Illinois Chicago

Kathy Webb, Bucks County Community College

Colby Weeks, Brigham Young University–Hawaii

Charles Welsh, Duquesne University

Michael Wenzel, Folsom Lake College

Alexander Werth, Hampden-Sydney College

Alicia Whatley, Troy University

Clay White, Lone Star College–CyFair

Jennifer Wiatrowski, Pasco-Hernando Community College

Rachel Wiechman, West Liberty University

Torelen Winbush, Westwood College

Donnell Young, Waubonsee Community College

John Zamora, Middle Tennessee State University

Lara Zerkowski, Albright College

Ted Zerucha, Appalachian State University

Brenda Zink, Northeastern Junior College

Contributors and Advisors

Instructor’s Manual—Classroom Catalysts

Verona A. Barr, Heartland Community College

Stephen M. Gómez, Central New Mexico Community College

Paul H. Marshall, Northern Essex Community College

Exploring Biology: Case Studies

Michelle Cawthorn, Georgia Southern University

Jennifer L. Holzman, Emory University

Figure Conversion Engine

Ann Aguanno, Marymount Manhattan College

Hands-On Biology: Laboratories for Distance Learning

Mimi Bres, Cassandra Moore-Crawford, and Arnold Weisshaar, Prince George’s Community College (all)

Image Bank Advisor

Jane J. Henry, Baton Rouge Community College

Keynote Lecture Presentation

Michael C. Bucher, College of San Mateo

PowerPoint Lecture Outlines

Kristen L. Curran, University of Wisconsin–Whitewater

Danielle DuCharme, Waubonsee Community College

Jennifer Lange, Chabot College

Mark S. Manteuffel, St. Louis Community College

Prep-U Instructor’s Test Bank and Prep-U for Students

Glenn Adelson, Lake Forrest College

Jay Phelan, University of California, Los Angeles

Alon Ziv, Prep-U

Student Worksheets

Michael C. Bucher, College of San Mateo

Active Learning Lecture Outlines

Kristen L. Curran, University of Wisconsin-Whitewater

Mark S. Manteuffel, St. Louis Community College

Bio 101 Tutorials

Amy Horner-Reber, Georgia State University

Kavita Oommen, Georgia State University

Biology Connections Articles

Amy Coombs

Paul H. Marshall, Northern Essex Community College