223 courses with the subject BIOL, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
BIOL 100Principles of Biology 1: Fundamentals of Living Things4
An introduction to plant science featuring horticultural techniques and plants that have impacted society. Intended for non-majors. Lecture and laboratory.
An introduction to the natural history of plants and animals with an emphasis on the ecosystems of Central Minnesota. The laboratory is field-oriented, concentrating on developing an understanding of basic ecological interactions. Intended for non-majors. Lecture and laboratory.
An examination of the role microorganisms play in various aspects of human affairs. Consideration will be given to both the beneficial activities and the harmful effects of microbes. The laboratory emphasizes the morphological diversity and physiological activities of microorganisms. Intended for non-majors. Lecture and laboratory.
A survey of the scientific basis of human interactions with nature. Topics include global environmental problems, analysis of local and regional issues, population biology and conservation of ecological systems. Intended for non-majors. Lecture and laboratory.
Exploration of fundamental principles and processes of biology through their application to biological topics of interest to the liberal arts studen The concepts and topics examined will help students to interpret and understand important scientific events affecting society. Intended for non-majors. Lecture and laboratory. CSBSJU Undergraduate Academic Catalog 2026-2027 235
Human biology is a non-majors course that will explore the biology, evolution, and interactions that exist between humans and their environment. Structural components and how these elements change to trigger diseases such as cancer will be explored. Lecture and laboratory.
This course builds on the material covered in BIOL 101 and 201 by examining evolutionary processes, and some of the tools used to understand these processes, in the context of important biological themes. Laboratories provide opportunities to investigate these topics while building on the skills acquired in BIOL 101 and 201. BIOL 200 or BIOL 201Z) or (BIOL 121 or BIOL 121Z and BIOL 221 or BIOL 221Z) Equivalent courses: BIOL 115, BIOL 116, BIOL 222, BIOL 222Z
This course is specifically designed to introduce nutrition and dietetics students to basic principles of human physiology from cellular processes, to the workings of organ systems, to homeostasis. The course will use a case study, problem-based learning approach to teach basic physiology from applied examples that students will likely be exposed to in their future clinical practice. Equivalent courses: BIOL 214 BIOL 270AA Human Structure and Function - Australia (4 Credits) This unit will examine the structural organization of cells and tissues and the functioning of the skeletal, muscular, nervous, circulatory and respiratory systems in the support of life and movement. Students will also identify anatomical and physiological characteristics and features within each system that are important in understanding the control and support of movement and physical activity.
Supervised reading or research at the lower-division level. Permission of department chair required. Does not count toward major requirements. Not available to first-year students.
An introduction to plant sciences and their role in human society, with a focus on food security, conservation, climate change, and Ojibwe and Dakota plant sciences. Labs will explore using the scientific method to answer justice-related questions regarding plant cultivation and conservation. Intended for nonmajors. Identity (CI). CI course may be taken prior to or concurrently with Focus Course. BIOL 277A Lab must be taken at the same time as BIOL 277A. Attributes: Natural World (NW), Quantitative Reasoning (QR), Thematic
Protists are eukaryotic organisms that are not plants, animals, or fungi. They include algae, protozoans, slime molds, and countless diverse microbes. Protists play many important ecological roles, such as human parasites, primary producers, beneficial mutualists, plant pathogens. As the ancestors of all other eukaryotes, they experimented with cell structure, sex, multicellularity, and complex life cycles. Special attention given to their morphology, evolution, ecology, and importance to humans.
A survey of the various groups of organisms belonging to the kingdom Fungi. These organisms are important decomposers, plant pathogens, human parasites, and as mutualist with plants and algae. Special attention is given to their morphology, phylogeny, ecology, and importance to humans. Laboratories include examination of living and prepared specimens as well as experimental work with fungi. (BIOL 200 or BIOL 201)
An overview of the evolution of the major groups of terrestrial plants from their green algal ancestors. We will follow the changes that took place as these organisms have become better adapted to living on dry land, from mosses to ferns, conifers, and flowering plants. Special attention is given to their morphology, phylogeny, ecology and importance to humans. Laboratories entail the examination of living and prepared specimens. Spring. (BIOL 200 or BIOL 201)
Classification, evolution, structure, life cycles and ecology of representative invertebrate animals. Laboratories include a study of representative species from major taxa. Spring.
A study of the principles of identifying and classifying flowering plants with a focus on plant species that are found on campus, exemplify conservation concerns, or are of special interest to human health and society. Labs will involve identifying plants on campus in order to answer conservation questions, analyzing data, and preparing herbarium specimens. Attributes: Natural World (NW), Thematic Encounter3 - Justice, Writing
Examination of the morphology, systematics, behavior, ecology, evolution and economic importance of major groups. Laboratory and field studies of local insects. Fall. (BIOL 200 or BIOL 201)
A study of the organization and function of plant and animal cells, emphasizing the experimental basis of current concepts in cell biology. Laboratory work includes light and electron microscopy, cell culture, cytochemistry and other techniques of cellular investigation. Fall. HONR 210E) and (CHEM 250 or CHEM 250A) and (CHEM 201 or CHEM 201A) and (CHEM 202 or CHEM 202A)
Structure and chemical composition of viruses. Host-virus interactions with emphasis on bacterial and animal viruses, subviral particles and viral evolution. Laboratory focuses on techniques for culturing and characterizing bacterial viruses.
4 BIOL 307 Biology of Microorganisms 4 4 BIOL 317 Biochemistry 4 4 BIOL 325 Human Anatomy and Physiology I 8 16 & BIOL 326 and Human Anatomy and Physiology II
4 BIOL 318L Laboratory Total Hours 135 Integrations Curriculum Requirements The standard requirements for the Biochemistry major will fulfill the following integrations requirements: AS, NW, QR, WR, EX. Depending on 17 elective course selection, it may also satisfy 1 to 2 Theme requirements. Please see below for a list of integrations requirements you will need to satisfy via elective courses.
A study of the initiation and the biological/chemical aspects of the immune response. Emphasis is placed on the innate response, B and T cell development, T cell receptor and antibody protein and gene structure, and the adaptive response to an infection. Attention will be given to hypersensitivities (allergies), autoimmunity and tumor and transplant immunology. (CHEM 125 or CHEM 125A or HONR 210E)
Mechanisms by which a fertilized egg becomes a mature organism are explored at both the molecular and cell-tissue level. These patterns and principles of development are considered for a variety of animal species. Laboratories include observation of normal development and experimental manipulations of the normal processes.
Structure, function and physiological adaptations in a variety of animal including humans. Metabolism, cardiovascular physiology, nerve and muscle function, salt and water balance, excretion, temperature regulation and endocrinology. Fall. Attributes: Natural World (NW), Thematic Encounter3 - Movement
This course studies vertebrate anatomy in developmental and evolutionary contexts. We examine each of the body’s major organ systems within the framework of vertebrate phylogeny so as to begin to understand how and why vertebrate structure has changed over time. Structures are illustrated and compared through dissection of representative vertebrates in the laboratory portion of the course. Fall. (BIOL 200 or BIOL 201)
BIOL 332Natural History of Terrestrial Vertebrates4
Amphibians, reptiles (including birds), and mammals comprise the Tetrapoda, or terrestrial-vertebrate group. In this course we examine tetrapod anatomy, physiology, behavior, and evolution. Laboratories emphasize identification of, and field experience with, the tetrapods of central Minnesota. Spring. (BIOL 200 or BIOL 201)
An exploration of the historical, theoretical and empirical development of the science of ecology. Topics include dynamics of populations, interactions among species, and the organization and function of ecosystems. We devote special attention to the interplay between theoretical and empirical studies, with emphasis upon current research whenever possible. In the laboratory, students are expected to work in teams to design and implement a research project and present their findings in a public forum. Recommended prerequisite MATH 124. Fall. (BIOL 200 or BIOL 201) Attributes: Natural World (NW), Thematic Encounter3 - Movement
A study of animal behavior with emphasis on the ways in which the ecological circumstances surrounding animals help shape their behavior. Laboratory experience in the observation and analysis of behavior in living organisms. Spring. (BIOL 200 or BIOL 201)
This course offers an in-depth exploration of the ecology of lakes, streams, wetlands, and other aquatic ecosystems. We will examine how these bodies of water and their diverse inhabitants are integral to our landscape, serving as crucial habitats and resources. Key topics include the formation and seasonal dynamics of lakes, ecological interactions within lakes and streams, with a particular emphasis on native fish species, and strategies for effective lake management. Laboratory sessions will be conducted on campus lakes, along the shore, and in the lab. Attributes: Natural World (NW), Thematic Encounter3 - Movement
This course provides a historical and societal context for evolutionary theory, surveys the evidence for evolution, and emphasizes the processes of genetic change. The laboratory focuses on collaborative group projects and deepening students' appreciation for key components of the scientific process including: methodological troubleshooting, interacting with scientific literature, and technical writing. (BIOL 200 or BIOL 201)
This course combines on-campus instruction with an international field experience in Belize during Spring Break. Students are introduced to the ecology of tropical marine ecosystems with a focus on coral reefs, mangroves, seagrass beds, and associated fisheries along the Belize Barrier Reef. Topics include reef formation, marine organisms, human impacts on marine systems, and conservation and management of coastal resources. During the field experience, students conduct snorkeling-based observations and ecological data collection. After returning to campus, students analyze their data and complete a formal research paper and scientific poster, which may be presented at Scholarship and Creativity Day. (BIOL 200 or BIOL 201) Equivalent courses: ENVR 341, GEOL 341
Preparation of a paper and a seminar presentation on a topic of current biological interest. Source materials will be the current research literature. Restrictions: Enrollment limited to students with a class of Junior or Senior. CSBSJU Undergraduate Academic Catalog 2026-2027 239
This course consists of attendance at department sponsored seminars and seminar preparation sessions. At the preparation sessions students will familiarize themselves with the seminar topic through appropriate readings and discussion with faculty. Fall and Spring. Restrictions: Enrollment limited to students with a class of Junior or Senior. Equivalent courses: BIOL 200 BIOL 370AA Australian Ecology:from Theory to Practice - Australia (4
Supervised reading or research at the upper-division level. Permission of department chair and completion and/or concurrent registration of 12 credits within the department required. Credits in 371 cannot be applied towards major requirements.
Original research conducted under the supervision of a staff member. Students will design their own project in consultation with their moderator. Permission of department chair required. Credits in 372 may be applied towards major requirements.
Exploring Medicine 373A is a course designed for students interested in the health professions, particularly students seeking a career as a medical doctor, doctor of osteopathy, physician assistant, or nurse practitioner. Students will go, with their physician instructor, to the bedside of actual recorded patient encounters and experience how the process of diagnosis and treatment of disease actually works. Students will study selected systems of the body and learn the pathophysiology and treatment of a variety of human diseases and conditions, then apply that knowledge to selected patient scenarios. In addition, students will delve deeply into discussions of social and financial aspects that influence health. The purpose of this course is to help students see the relevance of their basic sciences, be better prepared for the MCAT, be better prepared for medical school, and be a step ahead in their decision to pursue a career in medicine. Credits in 373A cannot be applied toward major requirements.
Like Exploring Medicine 373A, Exploring Medicine 373B is a course designed for students interested in the health professions, particularly students seeking a career as a medical doctor, doctor of osteopathy, physician assistant, or nurse practitioner. In order to be a doctor (or other medical provider) you need to learn to think like a doctor, and this course will introduce an entirely new set of exciting clinical experiences. In the fashion of Exploring Medicine 373A, we will go to the bedside of actual patients and review actual clinical cases. In this course, however, there will be a greater focus on the social determinants of health and aspects of wellness that are affected by elements beyond what we do as medical providers. Though we cannot directly control all obstacles to patient wellness, being aware of these encumbrances will allow us to better serve our patients and engage proper available resources. The purpose of this course, then, is to help students see the relevance of their basic sciences, be better prepared for the MCAT, be better prepared for medical school, and be a step ahead in their decision to pursue a career in medicine. Students do not need to take Exploring Medicine 373A before taking 373B; credits in 373B, like those in 373A, cannot be applied toward major requirements.
This course provides an introduction to the field of bioinformatics. Topics will include sequences of DNA, RNA and proteins, comparing sequences, predicting sequences, predicting species; computational techniques such as substitution matrices, sequence databases, dynamic programming and bioinformatics tools. The course will have a seminar format. Equivalent courses: CSCI 317D
BIOL 373GEcology and Evolution of the Galapagos Islands4
This course allows students to explore the following disciplines: evolutionary biology, terrestrial ecology, history of science, geology, oceanography and conservation biology. Thus, these islands represent an ideal place to study the interaction of multiple scientific disciplines in one of the most intellectually stimulating place on Earth (not to mention one of the most beautiful). The object of this program is to provide students with a hands-on field experience in conjunction with traditional classroom work. The ultimate goal: to obtain both an academic and an experiential understanding of an iconic ecosystem. Required ability to work well in groups, and a degree of physical fitness that allows for extensive snorkeling in cold water and hiking a minimum of five miles over rough terrain. Summer. (BIOL 200 or BIOL 201)
How will proteomics, genomics impact the study and practice of medicine? This course will use primary literature, real data, and hands- on student research projects to study the impact of modern day “omics” on the field of medicine. Discussions and topics include the role of proteomics and genomics in preventive medicine, diagnostics, and treatments. In addition, students will research the role of “omics” in understanding the evolution of infectious disease in terms of a pathogen’s virulence (ability to cause disease) and the growing resistance to antibiotics. Independent group projects will be a component of the bench work to encourage and develop not only research skills but to also better understand its role in medicine. BIOL 317 or 318 is highly recommended as additional prerequisite. Spring AB mod.
This course is a hands-on introduction to biological illustration theory and techniques. The class meets weekly. In the first five weeks students are introduced to some of the basic techniques of biological illustration. Students will be encouraged to work with techniques that fit well with their main interest area(s) in biology. Then, students will be required to apply this knowledge by designing and completing an independent project. This project will involve preparing a set of materials that illustrate a concept or topic of interest, and that can be used to help others understand the topic. Each student will be asked to work on an independent project that incorporates their illustrations in a real setting, whether preparing a poster for a research presentation, teaching a lesson, preparing a resource that others could use to teach a lesson, preparing an educational brochure for the Arboretum or a nature center, preparing posters for an elementary school science class, or other similar project. A student who successfully completes this course should have a basic understanding of the techniques and purposes of biological illustration and be able to use his or her knowledge to successfully convey significant biological information to a target audience. Spring AB mod.
Traditional approaches to mathematical modelling in biology have relied primarily on differential equations models. However, new approaches have and are being developed that rely instead on discrete methods, such as those coming from graph theory, polynomial manipulation and elementary linear algebra. For example, gene regulatory networks have been successfully modelled using Boolean logic. The spread of tick- borne diseases and methods of control have been well described using agent-based models. Graph theoretic models have been used to explore aspects of neuronal network connectivity. This course will survey a variety of discrete modelling approaches, including Boolean models, polynomial dynamical systems, graph theory, agent based modelling, and hidden Markov models. Emphasis will be on examples and applications, which will be drawn from various areas of biology, including problems in gene regulation, population dynamics and neuroscience. The necessary mathematical background will be included in the course. Equivalent courses: MATH 340A
BIOL 373QEcology and Evolution of the Serengeti Ecosystem4
Additional Requirements: General Education Requirements: All undergraduate students must complete the requirements of the Integrations Curriculum (IC) which is designed to ensure all of our students receive a liberal arts education. Please review details of the Integrations Curriculum (p. 23) requirements here (p. 23). Graduation Requirements: In addition to the Integrations Curriculum, all undergraduate students must meet the following minimum degree requirements to earn their degree from CSB and SJU. Credits: 124 total credits, 40 of which must be from upper division coursework GPA: 2.0 or higher* 47 Residency: At least 24 of your last 32 credits must be completed at CSB and SJU Please visit Graduation (p. 23) under the Academic Policies and Regulations (p. 14) portion of the catalog for additional details regarding , degree requirements. * Cumulative GPA as well as major(s)/minor(s) GPA. Please note some majors/minors may require a higher GPA to earn their degree. Suggested Plan of Study rs The Suggested Plan of Study is a recommended semester-by- 4 semester program roadmap and assumes full-time enrollment unless 4 otherwise noted. This plan is not a substitute for regular advising appointments with your primary advisor. Students should meet with their advisor prior to registration each semester to review their plans. Course 4 availability, and sequencing are subject to change. Transfer credits, 4 double majors or minors, and study abroad plans may impact suggested 4 sequencing and coursework. Course Title Hours
BIOL 373RDark Side of Science: Experimental Procedures2
This course re-examines 'scientific’ experimentation, bringing to light astonishing chapters in science history. While many assume science to be conducted in a morally neutral environment, that assumption is untenable. This course will help students to better assess and judge science’s obligation to the citizens and society that it serves. Students will use writing and discussion to: • Recognize and comprehend how the basis of applied experimental medicine can lead to abuse of subjects especially those at a disadvantage when human subject protocols are violated. • Understand the potentially unwelcomed consequences of medical experimentation for both the medical as well as patient community when studies or treatment are conducted without restrictions and appropriate guidelines. • Raise the level of ethical consciousness in all those who in the future may be responsible for the use and care of patients undergoing experimental procedures. Credits in 373R cannot be applied towards major requirements
Learn how to process biological data using the programming language and environment of R. After covering key concepts in biostatistics, including measures of central tendency, common distributions, t-tests, linear regressions, and ANOVAs, students will apply their knowledge to produce graphs and test hypotheses using biological data. Students will build the skills necessary for their final project, which will include selecting data, importing it into R, performing an appropriately chosen statistical test, and representing the results in both graphical and written form. Attributes: Quantitative Reasoning (QR)
Independent work to develop expertise in special techniques such as electron microscopy, chromosome preparation, tissue culture, and the preparation of specimens of plants, insects or vertebrates. Does not count toward the biology major.
A springtime ritual throughout NE United States, including St. John's, is the production of maple syrup from the sap of the sugar maple tree. This course provides an introduction to the history of the process, methods for producing syrup, and the biological and chemical principles underlying the production of sap and syrup. Spring C mod. Equivalent courses: BIOL 379
From hunting, gathering, and the ability to control fire, through domestication of plants and animals, long-distance voyages, industry, to the editing of genomes, humans have been interacting with the rest of the biosphere to varying degrees for thousands, perhaps millions, of years. Few, if any, locations on Earth are free from the influence of humanity, and many of the challenges our ecosystems and societies face result from unintended consequences of human activity. In this course, students will analyze biological legacies of past actions or predict biological outcomes of choices that currently face humanity. They will then make recommendations for addressing the biological and societal impacts (extant or anticipated) they document. BIOL 101 or BIOL 101Z) and (BIOL 200 or BIOL 201) Attributes: Experiential Engagement (EX)
Bacterial systems present a multitude of questions of biological interest given their competition for resources, adaptability to distinct environments, and propensity to evolve new biochemical capabilities. Students in this course isolate, identify and characterize bacterial samples from sites in and around CSB/SJU of personal interest or in conjunction with other studies currently underway. These projects will include some combination of library, laboratory and written work that hopefully ties together many of the levels of current biological inquiry. Additional prerequisites 307 & 317 strongly recommended. BIOL 101 or BIOL 101Z) and (BIOL 200 or BIOL 201) Attributes: Experiential Engagement (EX)
Life is amazing. Some organisms can tolerate extreme desiccation, radiation, heat, cold, acidity, alkalinity, pressure or salinity. How do they do it? The focus of this course will be the organisms capable of surviving extreme environmental conditions. Students will select a phenomenon to study, prepare a review paper about the topic, and then present their results in a public forum. BIOL 101 or BIOL 101Z) and (BIOL 200 or BIOL 201) Attributes: Experiential Engagement (EX)
During the coming decades, Earth’s changing climate is likely to generate a diversity of disruptions ranging in severity from exasperating to existential. In this capstone, student teams will produce a research paper that explains the biological foundations for a projected consequence of climate change that interests them, and will also explain and evaluate adjustments that society might make to mitigate climate-associated challenges. Each team’s research will be presented on Scholarship and Creativity Day. or BIOL 100Z or BIOL 101 or BIOL 101Z) and (BIOL 200 or BIOL 201) Attributes: Experiential Engagement (EX)
CRISPR/Cas9 is one of the most exciting advancements in modern be biology. Students will learn about what CRISPR/Cas9 is, what is can be used for, and design/carry-out their own projects using CRISPR/Cas9 technology. Students will learn bioinformatics, and a number of wet- bench skills including molecular biology and biochemistry techniques to carry out their project. These projects will include some combination of library, laboratory, and written work that hopefully ties together many of the levels of current biological inquiry. Additionally, students will discuss the ethics implications of the variety of CRISPR/Cas9 applications and new developments in this rapidly evolving field. Restrictions: Enrollment limited to students with a class of Senior. Attributes: Experiential Engagement (EX)
By the end of this century the population of this planet is projected to exceed 10 billion people. How will we feed them? The solutions to this problem may depend on our understanding of biology from molecular biology (as in genetic engineering) to ecology (as in agronomy). BIOL 101 or BIOL 101Z) and (BIOL 200 or BIOL 201) Attributes: Experiential Engagement (EX)
This course provides students with an opportunity to learn about prairie pollinators with a focus on the monarch butterfly/milkweed interaction. After a review of basic prairie pollinator ecology, students will review proper planning and implementation of a research project. Students will then develop a research question, design an in-the-field research effort, implement their study design (St. John's Abbey Arboretum), analyze the results and write a scientific paper based on their data results. Finally, they will present their results in a public forum. Course offered for A-F grading only. Offered in fall semester. BIOL 101 or BIOL 101Z) and (BIOL 200 or BIOL 201) Restrictions: Enrollment limited to students with a class of Senior. Attributes: Experiential Engagement (EX)