Academics
Department of Biology > Course Descriptions
Courses for Non-Majors
Courses in the series 100-119 and 209 are appropriate for all students and count toward the GEC in natural sciences. Students are urged to consult the latest online catalog for new titles. Not applicable toward the major or minor. Prerequisites: none.
102 People and the World of Plants
This course introduces students to the fascinating world of the botanical sciences, and to the long legacy of plant-human interaction. We will study traditional modes of herbal healing found in different cultures, explore the origins and development of world agriculture, and consider the effects of stimulant, depressive, and psychotropic plants on the human mind. Field trips to the Chicago Botanic Garden and local prairie and woodland restoration projects will be an important component of this course. (Meets GEC Cultural Diversity Requirement.)
103 Human Biology
This course examines the structure and function of many of the major organ systems of the human body. In so doing, it will introduce students to a range of important topics related to human beings. These will include the nature of science as a discipline, and the biological basis of health, disease, nutrition, exercise, sensation, and reproduction.
104 Human Genetics
An introduction to the inheritance of human characteristics. The nature of the genes, structure and function of chromosomes, developmental genetics, and the relationship between genes and human disease are discussed. Cloning, genetic engineering, and gene therapy are also covered. Three hours per week.
105 Public Health
Food poisoning outbreaks, strains of antibiotic-resistant bacteria, and the rise of infectious diseases including AIDS and TB have brought new awareness and the realization that public health is not just a concern of Third World countries. These and other topics including environmental factors that influence health, vaccine schedules, and how antibiotics work will be covered. Lectures, discussion, and student group projects. Three hours per week.
106 Food
American culture is obsessed with food, but what do we really know about food? This course will explore multiple biological aspects of food. The course will begin with basic nutrition and then study diets, vitamins, and other supplements to determine if they really work. The biological, genetic, and environmental aspects of disorders such as obesity, anorexia, diabetes, heart disease, and cancer will be examined. The safety of food has become a greater concern in society due to genetic engineering, irradiation of food, use of pesticides, and food-borne illness such as “mad cow” and E. coli. These risks will be studied. The course will conclude with an exploration of the effects of meat- or grain-based diets on the environment.
108 Environmental Worldviews
An introduction to a range of topics in environmental biology including, but not limited to, global climate change, endangered species, ozone depletion, population biology, and acid rain, from an international point of view. The course will include independent student research projects, interviews, videos, and an international panel of guest speakers. The class will consist of discussions, debates, and mini-lectures; some field trips are possible. Two meetings per week. (Meets GEC Cultural Diversity Requirement.)
109 Learning About the Living World
(Cross-listed as Education 108.)
111 Astrobiology: In Search of Life Beyond Planet Earth
The principal goal of this course will be for participants to gain a holistic appreciation of life on Earth and to learn why recent discoveries have intensified interest in determining if life exists elsewhere in the universe. It will examine characteristics that define life on Earth and examine theories addressing the origin of life including cosmological events that gave rise to the universe, galaxies, and solar system. Lecture, discussion, and student projects.
114 Truth and Lies in Medical News
Students will learn to critically review health research from a variety of sources including professional and academic journals, popular magazines and newspapers, other media sources reporting on medical topics, and the Internet. We will apply analytic skills from a variety of disciplines including human biology, medicine and nursing, biostatistics and public health. Students will be introduced to health research, beginning with application of the scientific method, through study design data collection, quantitative analysis methods, and research reporting. Topical examples will be drawn from medicine, nursing, nutrition, alternative health care, public health, gerontology, exercise, and general health.
115 Science and Popular Culture
For many individuals, an understanding of science is often obtained from popular entertainments such as novels, television shows, and movies. In this course, students will examine science from a biological perspective as it is portrayed in popular culture. Students will critically assess the validity of science and scientific assumptions presented in popular culture, while also assessing how scientists are portrayed. As a result, students will better understand science both as a process and as a way of understanding the natural world. Specific topics will include genetic engineering, biological warfare, and plagues. The course will include lectures, student presentations, and papers.
116 Exploring the Brain
This course will address how the mind and brain work by exploring current and classical neurobiological topics, particularly those of interest to college students, through the use of professional and academic journals, textbooks, popular magazines and newspapers, as well as other media sources. Topics will include neuronal development and neuronal death; diseases of the brain, such as Alzheimer’s disease, schizophrenia, depression, and psychiatric disorders; and topics such as drugs and alcoholism. Three hours per week.
117 Age of Dinosaurs
Dinosaurs fascinate people of all ages. In this class, participants will go beyond Jurassic Park to gain an in depth knowledge of the great diversity of this group of animals and how they lived their lives. Additionally, the plants and animals that lived alongside the dinosaurs will be examined in order to introduce students to ecological principles and patterns that transcend time. Participants should expect active in-class discussions, hands-on activities, and a multi-disciplinary introduction to the field of dinosaur paleontology. The course includes local field trips. Three hours per week.
Major/Minor Courses
These courses are intended for students who are pursuing a major or minor in biology as specified in a previous section.
Biology Core Courses
Biology 120, one of the core Biological Inquiry courses(130-139), 220, and 221 make up a core sequence in general biology for students pursuing the major or minor in biology.
120 Organismal Biology
This course will address the organization and function of multicellular organisms. Although focused primarily on plants and animals, other kinds of organisms will be discussed. Regulation, homeostasis, and integration of function; nutrient acquisition, processing, and assimilation; photosynthesis; gas exchange; reproductive patterns; and development are all topics that are included in this course. Readings from an introductory text and the secondary and primary scientific literature will be required. Corequisite: Chemistry 110.
Core Biological Inquiry Courses
The Core Biological Inquiry course is the second course in the sequence of required courses for the major and minor. Students select one inquiry course to satisfy this requirement. The format of these courses encourages active participation and informed discussion. Although the topics may change from year to year, the basic emphases in each course remain the same: critically read scientific literature, communicate effectively about science, appreciate how and why we do science, and use electronic tools to search scientific literature. Students should consult the most recent catalog supplement for available titles. Three to four hours per week; satisfies First-Year Writing Requirement. Prerequisite and corequisite for all Biological Inquiry courses: Biology 120, Chemistry 116, respectively.
130 Biological Inquiry: Deadly Shapes, Hostage Brains
Age-related neurological diseases that hold our brain hostage are major 21st-century global health burdens and are among the most actively funded areas of medical research. In this course, students will delve into primary literature through research projects that investigate how deadly protein shapes underlie complex neurodegenerative illnesses, like Alzheimer’s, Huntington disease, and Parkinson disease and discover how little we still know, despite astonishing advances. Students will dissect human brains to understand the underlying brain pathology. Trips to Chicago to visit neurology laboratories, neuroscience research centers, and attend a major neuroscience conference will present the latest advances in neurological research. Additionally, students will debate ethical dilemmas that face society as neuroscientists race towards solving current medical mysteries and experiment with potential new treatments. Students who have taken FIYS106 will not receive credit for this course. Two discussion/lecture and two laboratory hours per week. Prerequisite: Biology 120, Corequisite: Chemistry 116.
131 Biological Inquiry: Biology of Sex and Gender
An examination of the biology of sex and gender, including topics such as the evolution of sex, sex determination and differentiation, parthenogenesis, sex ratios, sex change, sexual selection, and mate choice. Prerequisite: Biology 120, Corequisite: Chemistry 116.
132 Plant-Animal Interactions
This course will introduce students to the ecological and evolutionary relationships between plants and the animals that eat them, defend them, or carry their pollen or seeds. The course will address chemical and physical plant defenses against animals, ecological interactions among plants and animals, and relationships in a community context, using examples from tropical, temperate, and marine ecosystems. The course includes local field trips. Prerequisite: Biology 120, corequisite: Chemistry 116.
133 Biological Inquiry: Tropical Rain Forests
Much of the diversity of life is all but out of sight in the treetops. From the cathedrals of old-growth conifers of the Pacific Northwest to the rich mosaic of the Amazon rain forest, crowns of trees rooted in the earth capture energy, create organic matter, make oxygen, and fashion natural toxins that we use as medicines. But treetops also are home for a myriad of ferns and birds, bromeliads and bats, and orchids and insects, and exist as one of the last ecological frontiers on Earth. The course includes local field trips. Prerequisite: Biology 120, Corequisite: Chemistry 116.
134 Biological Inquiry: Emerging World Diseases
In this age of antibiotics and vaccines, why do millions die each year from infectious diseases worldwide? With new viruses and pathogens continually emerging, can we ever hope to win the battle? This course will address the biological mechanism of infectious disease and the socio- economic and ecological factors that influence the outbreak of disease in various world populations. Emerging (e.g. SARS, Ebola, West Nile) and re-emerging (e.g. tuberculosis) diseases will be studied, as well as other major threats to global public health (e.g. malaria, anthrax). Discussion, lecture, student presentations, and laboratory sessions. Prerequisite: Biology 120, Corequisite: Chemistry 116. (Meets GEC Cultural Diversity Requirement.)
135 Biological Inquiry: Human Ecology
Human beings are some of the most interesting, complicated, self serving, expressive, destructive, and beautiful organisms to evolve on Earth. Participants in Human Ecology will investigate the many ways in which the Earth is an ecosystem for humans, with the principal goal of this course to compare and contrast how humans have changed the Earth to better suit its needs as a species, and the consequences that have and are arising from such ecosystem modification. Topics covered through the course include human evolution, food acquisition, economics, and climate change among many others. Participants will be required to attend multiple field trips throughout the semester. One 3-hour meeting per week. Prerequisite: Biology 120, Corequisite: Chemistry 116.
136 Biological Inquiry: Sensing the Environment
Virtually everything an animal does depends on receiving and correctly interpreting information from its external and internal environments. This course will examine the nature of different stimuli and the general properties of sensory reception. Specific biological examples will be chosen by students, and could include topics such as photoreception, chemoreception, mechanoreception, electroreception, thermoreception, magnetoreception, and nociception. Two discussion/lecture and two laboratory hours per week. Prerequisite: Biology 120, Corequisite: Chemistry 116.
137 Biological Inquiry: Diet and Disease
The leading causes of disability and death in developed countries are multifactoral diseases that have a strong behavioral component, including: diabetes, heart disease, obesity and cancer. Are we truly what we eat? This course will examine the relationship between diet and human diseases. The semester will begin with a foundation of basic nutritional concepts including metabolism, daily requirements during growth, development and athletic training, as well as digestion and energy needs. In addition, we will examine the genetic, endocrine and neurological controls of eating and hunger and learn the cellular and physiological basis of the major food related diseases. We will critically analyze some popular diets and food supplements, in addition to analyzing different eating habits from around the world and assess if food groups promote or prevent different types of diseases. Prerequisite: Biology 120, Corequisite: Chemistry 116.
138 Biological Inquiry: Endocrine Diseases
Seven percent of the United States population cannot properly regulate blood glucose levels. Five to ten percent of women of reproductive age produce too much testosterone and insulin. These are two examples of common endocrine disorders that may be examined in this course. The course will overview the regulation of the endocrine system and will focus on specific student-selected endocrine diseases. Topics may include diseases such as diabetes, infertility, thyroid disorders, and stress hormone disorders. Prerequisite: Biology 120, Corequisite: Chemistry 116.
139 Biological Inquiry: Biology of Aging
From yeast to humans, virtually all organisms change with time. Various explanations have been proposed for aging and senescence, including environmental factors such as accumulated DNA damage, metabolism, and oxidative stress, as well as genetic factors regulating molecular clocks, cellular repair, and homeostasis. This course will investigate the physiology and underling mechanisms of aging focusing on current research. Students will explore the topics through reading of primary literature, discussion, writing assignments, and presentations. Three discussion/lecture hours per week. Prerequisite: Biology 120, Corequisite: Chemistry 116.
205 Introduction to Forensics
Elements of both biology and law are integrated within the field of forensics and how scientific evidence is interpreted in the courtroom. As scientific techniques evolve to identify individuals (e.g. DNA fingerprinting and blood typing) or to understand an individual's responses to injury (e.g. physiological responses to drugs and murder weapons), the legal system must reply with how that evidence will be admissible within the court system. This course will discuss how scientific evidence can be admissible in court using the standards of Frye and Daubert. This course will also involve numerous hand-on labs where the students will complete a forensic analysis and then discuss how that evidence is viewed within the legal system. (Cross-listed as Politics 205.)
220 Ecology and Evolution
The roles of ecological and evolutionary processes in shaping life’s diversity are examined. Specific topics may include adaptive evolution, origins of species, reconstruction of evolutionary history, population dynamics and extinction, species interactions, community processes, ecosystem functioning, and conservation. Lab will include a combination of field research projects and field and laboratory activities. Prerequisites: Biology 120 or a previous college science course.
221 Cellular and Molecular Biology
This course will examine cells as the fundamental units of life. Topics will include the structure and function of the cell and its molecular constituents; energy relationships at the cellular level; and an introduction to the nature and organization of the genetic material. Laboratory sessions will emphasize student-designed projects. Classroom sessions will involve group work, discussions, seminars, problem-solving sessions, and lectures. Three lecture and four laboratory hours per week. Prerequisites: Biology 220, Chemistry 116.
Advanced, Subject-Area Courses
Majors in biology are required to choose three 300-level courses (two for minors) from at least two of the three subject areas: cellular and molecular biology (320, 322, 324, 340, 346, 352), organismal biology (340, 342, 346, 348) and ecology and evolution (344, 370, 375, 380, 384, 389).
320 Microbiology
This course will focus on the biology of single-celled organisms, with emphasis on bacteria and infectious disease. Topics include antibiotic mechanisms and resistance, bacterial gene swapping, epidemiology, host-microbe interactions, and the immune response. Several weeks of independent study will allow the student to isolate, research, and identify three bacterial species. Three lecture and four laboratory hours per week. Prerequisites: Biology 221, Chemistry 116.
322 Molecular Biology
The structure and function of nucleic acids and proteins in prokaryotic and eukaryotic cells: DNA replication, transcription, translation, and regulation. Laboratories will apply current molecular techniques to an open-ended research problem. Three lecture and four laboratory hours per week. Prerequisites: Biology 221, Chemistry 116.
324 Advanced Cell Biology
The structure and function of the cell and its organelles, with emphasis on membrane-related processes including transport, energetics, cell-to-cell signaling, and nerve and muscle cell function. Research reports will include extensive library and Internet exploration and analysis. Three lecture and four laboratory hours per week. Prerequisites: Biology 221, Chemistry 116.
325 Topics in Advanced Cell Biology
The structure and function of the cell and its organelles, with emphasis on the extracellular matrix, membrane-related processes including transport, cell-to-cell signaling, protein processing, and post-transcriptional regulation. Current techniques will be explored in the context of primary research literature. Research reports will include extensive library and Internet exploration and analysis. Three lecture hours per week. Prerequisites: Biology 221, Chemistry 116 (Not open to students who have taken Biology 324).
330 Applied Data Analysis for Biologists
This course introduces students to statistical analysis procedures as they are applied in biological research. Statistical content will introduce univariate and bivariate methods, moving on to multi-variable approaches. Classroom sessions will consist of lectures, discussions, and demonstrations. In addition to these more-formal sessions, a supervised laboratory in which students conduct hands-on computer-assisted statistical analyses, will take place weekly. Sample data will be drawn from multiple sub-disciplines within biology. These may include any of the following topics: cellular and molecular biology, organismal research, ecology, evolutionary biology, human physiology and medicine. Two 80-minute classroom and one four-hour laboratory meeting per week. Prerequisites: Biology 220.
340 Animal Physiology
This course will focus on mechanisms of homeostasis in vertebrates and invertebrates. A particular emphasis will be placed on examining specific adaptations (functional, morphological, and behavioral) to different environmental conditions, as well as problems associated with physical size. Topics will include integration and response to stimuli, gas exchange, circulation, movement, buoyancy, metabolism, thermal regulation, osmoregulation, and excretion. Three lecture and four laboratory hours per week. Prerequisites: Biology 221, Chemistry 116.
342 Developmental Biology
Analysis of the genetic, molecular, and structural changes that occur between fertilization and the development of the adult form. This course will examine many concepts including establishment of cell fates, embryonic patterning, and morphogenesis. Students will also analyze key experiments and methods that have provided an understanding of development. The laboratory will demonstrate important developmental principles, such as fertilization, gastrulation, differentiation, and morphogenesis though the use of invertebrate and vertebrate organisms. Three discussion and four laboratory hours per week. Prerequisites: Biology 221, Chemistry 116.
344 Animal Behavior
A study of current ideas about the biological basis and evolution of animal behavior. Topics will include molecular, hormonal, and genetic bases of behavior; adaptive behavior patterns; mating systems and reproductive behavior; and evolution of altruism and helping behavior. Three lecture and four laboratory hours per week. Prerequisites: Biology 221, Chemistry 116.
346 Molecular Neuroscience
Neurobiology associated with brain function (perception, movement, homeostasis, affect, and cognition), neurological and psychiatric illnesses, and brain injury. A reading- and writing-intensive course with a problem-based learning approach that comprehensively explores the breadth of neurobiology (molecular, cellular, anatomical, physiological, behavioral, and medical). Laboratory exercises emphasize neuroanatomy and neuronal cell biology. Several experimental projects complement lecture and laboratory learning. Six hours per week. Prerequisites: Biology 221, Chemsitry 116.
347 Vertebrate Endocrinology
The endocrine system is responsible for maintaining homeostatic set points within the human body. These set points impact a number of processes including the regulation of metabolism, reproduction, and how the body responds to stressful stimuli. This course will focus on the following questions: What organs and tissues regulate homeostasis? What biological compounds communicate changes within the body providing feedback about the regulation of metabolism, reproduction, and stressful stimuli? What experimental tools have been developed to answer questions about how the endocrine system functions? What are the clinical characteristics of the different disease states that result when the control of these set points is lost? Three lecture and four laboratory hours per week. Prerequisites: Biology 221, Chemistry 116.
350 Reproductive Biology
The reproductive system is responsible to ensure the propagation of a species, yet there are a variety of factors that can influence the proper functioning of this physiological system. This course will focus on exploring the environmental, hormonal, molecular factors that regulate the reproductive axis in both males and females. The first portion of the course will investigate the normal regulation of the reproductive system, birth control mechanisms and advances in reproductive technology. The remaining portion of the class will be a student-directed discussion on current topics in reproductive biology and may include topics such as sexual development and differentiation, the onset of puberty, changes during menopause or andropause, changes during pregnancy, the impact of nutrition on reproduction, or the influence of circadian rhythms on the proper functioning of the reproductive system.
352 Molecular Genetics
A study of the molecular basis for inheritance, particularly with respect to human traits and disorders. Topics include the structure, expression, and segregation of genes and chromosomes, use of model organisms in the study of human disease, genetic engineering and gene therapy, and principles of genome science. Laboratory will apply current molecular techniques to an original research problem. Three lecture and four laboratory hours per week. Prerequisites: Biology 221, Chemistry 116.
360 Mechanisms of Neurodegeneration
This course will examine the cellular and physiological basis of neurodegenerative diseases, including Alzheimer’s disease, Parkinson’s disease, Huntington’s disease and prion disease. A special emphasis will be placed on investigating the primary causes of neurodegenerative diseases, such as the role of protein misfolding, genetics, and neurotransmitters. Cutting-edge primary literature will be used to provide a current understanding of neurodegeneration, as well as insights into the techniques and methods used in this field. Three lecture hours per week.
370 Ecology
This course examines current concepts and research in ecology at the levels of populations, communities, landscapes, ecosystems, and global processes. Emphasis will be placed on field research methods and reading of the primary literature. Lectures, discussions, and other classroom activities will be combined with field and laboratory exercises. Three classroom and four laboratory/field hours per week. Prerequisite: Biology 220. (Cross-listed as Environmental Studies 370.)
372 Earth’s Ancient Ecology
The focus of this course will be utilizing modern ecological knowledge and techniques in combination with paleontological data in order to understand how ecology has changed through time. Content covered in class includes history of like, development of evolutionary trends and theory, relationship between geologic processes and life on Earth, and fossil preservation. Hypothesis and inference building and testing will also be strong components of this class. Three lecture and four laboratory hours per week (includes required field trips). Prerequisite: Biology 220. (Cross-listed as Environmental Studies 372.)
375 Conservation Biology
This course will examine how biological principles and information can be applied to conservation of species, ecosystems, and natural resources. Topics may include endangered species, conservation genetics, landscape and ecosystem-level conservation, restoration, biodiversity in human-influenced systems, and others. This course is scheduled to allow extended field trips and will also include lecture, discussion, and other classroom and laboratory activities. Prerequisite: Biology 220. (Cross-listed as Environmental Studies 375.)
379 Evolutionary Biology
This course will focus on the analysis of evolutionary mechanisms in populations and species. Topics will include evidence for evolution, short-term microevolutionary processes, natural selection, adaptation, phylogenetic reconstruction, divergence and speciation, “evo-devo”, and human evolution. Classroom sessions will consist of lectures, discussions, and student presentations. In addition, course work will include software simulation lab assignments to be completed outside of class. Two 80-minute lectures per week (plus simulation labs carried out independently). Prerequisite: Biology 221. Students who have taken Biology 389 may not receive credit for Biology 379.
384 Plant Biology
This course aims to provide a thorough knowledge and understanding of land and aquatic plants, photosynthetic protists and fungi, including: molecular biology; chemical organization and genetics; structures and functions of plant cells, tissues, and organs; principles of systematic botany, nomenclature, and classification; evolutionary relationships among the major groups; and the relationship between plants and their environments. An emphasis on hands-on experimentation will allow students to design experiments, analyze data, and present their results. Three 50-minute lectures and one 3-hour lab per week are required. Prerequisite: Biology 220. (Cross-listed as Environmental Studies 384.)
389 Evolution
This course will focus on the mechanisms of evolutionary change, ranging from short-term microevolutionary processes within populations to the origins of new species. Students will conduct projects based on work done over several weeks at the Field Museum of Natural History in Chicago. Classroom sessions will consist of lectures, discussions, and student presentations. Three lecture and four laboratory hours per week (including Field Museum trips). Prerequisites: Biology 221, Chemistry 116.
Senior Studies Requirement
Students majoring in biology are required to fulfill the College’s Senior Studies Requirement. This may be accomplished by enrolling in a senior seminar or through successful completion of a senior thesis. Seminar titles change every year. Students should consult the online catalog for available titles.
480 Senior Seminar: Neural Frontiers
This course is designed to provide a scholarship capstone for biology majors. Students will explore diverse topics of their interest at the frontiers of neuroscience, one of the most active research fields of the 21st century that is regularly considered as science’s final frontier. Students will select from topics as diverse as memory, language, cognition, sensation, movement, neural stem cells, and complex neurological diseases. Students will engage in the art of being a scientific scholar in three complementary ways. They will learn new knowledge by discussing the latest primary literature in journal clubs. They will seek new knowledge by authoring an original grant proposal. They will explore how a career in science extends knowledge by role-playing a world famous neuroscientist. Finally students will serve as consultants for First-Year Studies students. Open to biology seniors or permission by instructor.
482 Senior Seminar: Sex and Evolution
An application of evolutionary principles to understanding phenomena related to sexual reproduction. This seminar will emphasize theory and empirical tests of theory reported in the primary literature in evolution, behavior, and genetics. Exact topics will depend on student interests. Classes will involve discussions, student presentations, and short lectures. Open to senior biology majors or by permission of the instructor. Two 80-minute meetings per week.
483 Senior Seminar: Plant and Animal Interactions
This course will examine the ecological and evolutionary relationships between plants and the animals that eat them, defend them, or carry their pollen or seeds. The course will address plant defenses against animals, ecological interactions among plants and animals, and relationships in a community context, using examples from tropical and marine ecosystems as well as those of North America and Europe. Particular attention will be given to changes over geological time and the central importance of these relationships in maintaining food production and conservation of biological diversity. Open to senior biology majors or by permission of instructor. Three hours per week.
485 The Nobel Prizes: A Century of Innovation and Discovery
Koch, Fleming, Muller, Watson, Crick, von Bekesy, Golgi, and y Cajal are all Nobel Prize winners. Why are some names known to non-science students, whereas others are not even recognizable to most scientists? Every fall the Nobel Prize committee announces their awards. While their deliberations are shrouded in secrecy, the fame of the award is such that the general public often knows the names of winners. This course will examine the work and life of select prize winners in physiology/medicine and chemistry over the past 100 years. Reading will include the original work by the Novel laureates, as well as biographies and autobiographies of the winners. Discussion, presentations and papers will examine the impact of the winners’ work, including a critical analysis of how important the work was at the time and how important it remains today, and why some awards were given years after the work was conducted, while others were recognized within a few years. The course will also include a history of the prize and of Alfred Nobel, and explore controversies associated with the award, including the dearth of female recipients. The semester will conclude with nominations for next year’s award winners.
487 Senior Seminar: Biological Implications of Climate Change
As our global climate changes, it is expected that the effects on biological systems will be wide-ranging. Changes in temperature, atmospheric CO2 concentrations, rainfall patterns, storm frequency and sea level have the potential to alter geographic distributions of species, change the spread of infectious diseases, reset plant phenologies, drive evolutionary change and even modify plant and animal physiology and biochemistry. An in depth analysis of primary literature will be used to explore and analyze the myriad biological effects that may occur in response to global climate change. Prerequisite: Senior standing in biology, or permission of the instructor.
488 Cellular Basis of Disease
A study of the cellular and molecular basis of infectious diseases and their treatments, including viral and acterial agents, through intensive library research, report writing, and student presentations. Two meetings per week. Prerequisite: Biology major with senior standing.
492 Independent Research Colloquium
This course fulfills a portion of the Senior Studies Requirement for students engaged in senior thesis research and is equivalent to Senior Seminar for non-thesis students. It is a workshop intended to help students develop their skills in scientific communication as they enter the world of professional scientists. The emphasis of the course will be the improvement of student oral and written communication skills through the development of a thesis, research report, or a review paper on a topic of their own choosing and the presentation of a public seminar. Students also will engage in formal peer review. Depending on the status of the laboratory or library research project, students will also have the opportunity to present their work at a regional student research symposium (fall) and/or at the collegewide Student Symposium (spring). This course fulfills the Senior Studies requirement. Senior thesis students are expected to enroll in Biology 492 in the fall semester and in Biology 494 (Senior Thesis) in the spring semester of their senior year. Attendance at department seminars and written critiques of the seminar are required. Prerequisite: Biology major with senior standing or permission of the instructor.
494 Senior Thesis
Research guided by a departmental faculty member culminating in a senior thesis, fulfilling the College’s Senior Studies Requirement. Consult any member of the department for further information.
Independent Study,Internships
The following study options may be used to enrich the individual student’s experience in the biological sciences. Although credits earned under these options count toward graduation, they are not applicable toward the major or minor.
490 Internship
Off-campus research experience supervised by a departmental faculty member. Consult the faculty member designated as the department’s internship liaison for application information.
493 Independent Study
Research in collaboration with a departmental faculty member. Consult with any member of the department for application information.