30 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 1120Biology of Human Function (with Lab)4
Goals: To introduce non-science majors to human structure and function. To develop an appreciation of advances in biological technologies. Content: The function of cells and organ systems, emphasizing the physical mechanisms used to maintain a state of dynamic equilibrium.
BIOL 1130Biodiversity and Conservation Biology (with Lab)4
Goals: To understand the ecological, evolutionary, geological, and historical factors which have led to the current distribution and abundance of organisms; to examine the changes in these distributions due to human activities; and to evaluate conservation strategies for different types of organisms. Content: Fundamentals of population ecology, community ecology and evolution; classification of organisms; patterns of biodiversity in space and time; extinctions and their causes; conservation genetics; design of nature preserves.
Goals: To introduce students to the principles of heredity, genetic technology, examples of hereditary diseases, and related societal concerns. To confront students with ethical choices that society will need to make regarding new genetic technologies. Content: Modes of inheritance, gene and chromosomal behavior, hereditary disease, DNA structure, mutation, gene regulation, cancer, genetic engineering, gene therapy.
Goals: To introduce students to the basic aspects of reproductive biology, biological bases of gender differences, and women’s health. The course will also provide a context for examining the social and political framework within which science is done, and the extent to which scientific studies may be conducted as objective or value-neutral activities. Content: Course topics will include reproductive anatomy and physiology, sexual development and differentiation, hormones and reproductive cycle regulation, pregnancy and childbearing, reproductive technologies, STDs and AIDS, women and aging, and women and cancer. Students will practice methods of scientific inquiry and analysis, and assess the strengths and limitations of scientific approaches toward understanding the biology of women.
Goals: Engage non-science majors in thinking about biotechnology, its controversies and promises. To develop skills in critical thinking and analysis by testing claims of superior qualities of various biotechnology products. Content: This course examines major products of biotechnology and their effects on our life today. We will talk about ethical and scientific aspects of genetically modified food, human cloning, recombinant drugs and much more… We will look into news, talk about your groceries, and think about new approaches to regulate new technologies. We will also try to understand how all that biotech works! Taught: Summer
Goals: Engage non-science majors in thinking about biotechnology, its controversies and promises. To develop skills in critical thinking and analysis by testing claims of superior qualities of various biotechnology products. Content: This course examines major products of biotechnology and their effects on our life today. We will talk about ethical and scientific aspects of genetically modified food, human cloning, recombinant drugs and much more… We will look into news, talk about your groceries, and think about new approaches to regulate new technologies. We will also try to understand how all that biotech works!
Goals: To learn fundamental concepts of the ecology of aquatic ecosystems; to understand how human activities affect the functioning of aquatic ecosystems and the goods and services that these ecosystems provide; and to learn about the process of science and to practice science. Content: In this course, designed for non-majors, students will learn fundamental concepts of the ecology of aquatic ecosystems (e.g., lakes, rivers, oceans) and how different types of human disturbances (e.g., draining of wetlands for agriculture, damming of rivers for hydroelectric power generation, introduction of non-native species) and sources of pollution (e.g., nutrient pollution, acid rain) impact these ecosystems. The understanding of this content will be gained through interactive lectures, class discussion of readings from a variety of sources, investigation of lake and stream data using data visualization tools, and ‘wet lab’ experiments. Activities that students will do that relate to learning the process of science include 1) evaluating a scientific claim using scholarly literature, and 2) learning about the peer review process by which scientific literature is published by reading and discussing reviews of a manuscript that was submitted for publication in a peer-reviewed journal. In addition, students will practice ‘hands-on’ science through a multi-week team project in which they will investigate the impact of a particular type of pollution on aquatic organisms. For this project, the research teams will 1) investigate the scientific literature to identify specific topics and to develop a research hypothesis, 2) design an experiment to test their hypothesis, 3) collect and analyze data from the experiment, and 4) interpret the results, and convey the findings to the class in a research presentation.
BIOL 1191Human Impacts on Aquatic Ecology (with Lab)4
Goals: To learn fundamental concepts of the ecology of aquatic ecosystems; to understand how human activities affect the functioning of aquatic ecosystems and the goods and services that these ecosystems provide; and to learn about the process of science and to practice science. Content: In this course, designed for non-majors, students will learn fundamental concepts of the ecology of aquatic ecosystems (e.g., lakes, rivers, oceans) and how different types of human disturbances (e.g., draining of wetlands for agriculture, damming of rivers for hydroelectric power generation, introduction of non-native species) and sources of pollution (e.g., nutrient pollution, acid rain) impact these ecosystems. The understanding of this content will be gained through interactive lectures, class discussion of readings from a variety of sources, investigation of lake and stream data using data visualization tools, lab experiments, and field labs. Activities that students will do that relate to learning the process of science include 1) evaluating a scientific claim using scholarly literature, 2) learning about the peer review process by which scientific literature is published by reading and discussing reviews of a manuscript that was submitted for publication in a peer-reviewed journal. In addition, students will practice ‘hands-on’ science in the weekly 2-hour laboratory component of the course. Lab activities will include field trips to sample streams, and on-campus labs that will include a multi-week team project in which they will investigate the impact of a particular type of pollution on aquatic organisms. For this project, the research teams will 1) investigate the scientific literature to identify specific topics and to develop a research hypothesis, 2) design an experiment to test their hypothesis, 3) collect and analyze data from the experiment, and 4) interpret the results, and convey the findings to the class in a research presentation.
BIOL 1510Integrated Concepts in Biology I (with Lab)4
This is one of two introductory courses in biology. The other course is BIOL 1520, and students may take these courses in either order. Goals: This course provides an introduction to biology’s core concepts from molecules through cells including information, evolution, cells, emergent properties, and homeostasis. This flipped course emphasizes collaborative learning and problem solving. The weekly laboratory focuses on core competencies of the process of science, the interdisciplinary nature of modern biology, data interpretation, quantitative skills, communication in multiple formats, and experience with large databases. Content: Introduction to biology’s core concepts from molecules through cells including information, evolution, cells, emergent properties, and homeostasis. Many course examples emphasize human biology. This course is using a new approach to teaching introductory biology that is based on the first principles of learning: students learn best when they construct their own knowledge, when their learning builds upon previous knowledge, and when knowledge is relevant to students’ lives. Taught: Fall term
None This course is open to first year students only. Exceptions are made by permission of the instructor. First first-year students who transferred enough credits that they have sophomore status are welcomed, but will need to get permission of the instructor and request a
BIOL 1520Integrated Concepts in Biology II (with Lab)4
This is one of two introductory courses in biology. The other course is BIOL 1510, and students may take these courses in either order. Goals: This course is an introduction to biological concepts and principles at and above the level of the organism. The weekly laboratory emphasizes core competencies of the process of science, the interdisciplinary nature of modern biology, data interpretation, quantitative skills, communication in multiple formats, and experience with large databases. This course is using a new approach to teaching introductory biology that is based on the first principles of learning: students learn best when they construct their own knowledge, when their learning builds upon previous knowledge, and when knowledge is relevant to students’ lives. Content: Broad topic areas in this course include evolution, information transmission, the cell as the fundamental unit of life, homeostasis, and emergent properties, and they will be explored from the organismal to ecological system levels. Taught: Spring term
None This course is open to first year students only. Exceptions are made by permission of the instructor. First first-year students who transferred enough credits that they have sophomore status are welcomed, but will need to get permission of the instructor and request a
BIOL 1700Inclusive STEM4
Goals: To identify actions we can take as individuals and within institutions to promote inclusion and equity in STEM. Content: In this course, we will explore how identities such as race, gender, sexuality, and ability influence the practice of Western science. Through current statistics, data, primary literature, and other media, we will examine the historical context of bias and exclusion in science, technology, engineering, and math (STEM) and the barriers faced by different groups that allow disparities to persist.
Goals: To demonstrate empirical and theoretical understanding of the relationships between organisms and their biological and physical environment; to examine the distribution and abundance of organisms; to apply quantitative analysis to field-collected ecological data. Content: Energy flow, ecosystem organization, community structure, organismal interactions, population dynamics, physiological ecology, and biome structure. Taught: Alternate years, fall term
Goals: To introduce the basic principles of cellular and organismal physiology emphasizing structure-function relationships, mechanisms of integration of cellular, tissue and organ functions, and the concept of homeostatic balance. To gain experience in the practice of science by posing scientific questions, designing experiments or observations to answer these questions, and presenting the results of these studies in a public forum. To continue developing oral and written communication skills and quantitative reasoning skills. Content: Physiological mechanisms for the regulation of water balance, gas exchange, and energy balance in both plants and animals will be covered. The role of cells, tissues, and organs in physiological process; function and regulation of the endocrine, digestive, respiratory, vascular, and nervous systems in animals. Taught: Alternate years, fall term
Goals: To acquire an understanding of the basic principles of transmission genetics, molecular genetics, and population genetics. Students will be able to explain these principles and discuss projects and problems in which these principles are relevant. To gain experience in the practice of science by posing scientific questions, designing experiments or observations to answer these questions, and presenting the results of these studies in a public forum. To increase skills in the following areas: oral and written communication, use of the computer as a scientific tool, functioning as a member of a goal-directed team. Content: Mendelian genetics, genetic mapping, cytogenetics and chromosome abnormalities, genetic engineering methods and applications, genomics, gene regulation and developmental genetics, the genetics of cancer, population genetics, and microevolution. Taught: Fall term
BIOL 1510, BIOL 1520, and CHEM 1130 (or concurrent registration in CHEM); grades of C- or higher
BIOL 3060Principles of Cell Biology (with Lab)4
Goals: To introduce students to the structure and function of prokaryotic and eukaryotic cells, and to the dynamic nature of cellular function. To introduce investigative skills such as information searching, research design and analysis, and scientific writing. Content: The chemical basis of cellular function; macromolecules; organelles; membranes and membrane transport; enzymes and the catalysts of cellular reactions; information storage and information flow within and between cells; cell division and its regulation; cellular metabolism including cellular respiration. Taught: Spring term
BIOL 1510, BIOL 1520, and CHEM 1140 (or concurrent registration in CHEM 1140); grades of C- or higher
BIOL 3300Neurobiology (with Lab)4
Crosslisted: Also listed as NEUR 3300 Goals: To comprehend and appropriately use the language and terms of neurobiology; to describe the function of the nervous system at the molecular, cellular, and systems levels; to interpret and discuss experimental findings in neuroscience. Content: An analysis of the biology of neurons and the nervous system. Topics include the molecular basis of electrical excitability in neurons, synaptic transmission and plasticity, motor control, mechanisms of sensation, and construction and modification of neural circuits. Taught: Spring term
BIOL 3400Comparative Vertebrate Evolution and Anatomy (with Lab)4
Goals: To investigate the form and function of anatomical features of a variety of animals, using the comparative method to assess the relative importance of evolutionary history and differing environments on morphology. Dissection will be emphasized. Content: The evolution and integration of morphology, with emphasis on the roles of homology, ontogeny, and adaptation to diverse environments as influences on form and function. Taught: Alternate years, fall term
Goals: To examine the form, function, reproduction, ecology, and phylogeny of invertebrate animals. To recognize characteristics unique to particular taxa, and homologies that reveal relatedness among taxa. Content: Principles of phylogenetic analyses; characteristics of major invertebrate taxa; investigation of the ecological relevance of invertebrates through reading and discussion of primary literature. Laboratories will include behavioral and physiological experiments, field trips to study invertebrates in their natural habitats, and surveys of invertebrate phyla. Taught: Alternate years, fall term
BIOL 3770Population Genetics and Evolution (with Lab)4
Goals: To understand the basis of microevolution through population genetics; to demonstrate the uses of molecular genetic data in evolutionary biology; to explore the mechanisms of evolutionary change; and to show how these mechanisms have led to the evolutionary history seen in the fossil record. Content: The nature of biological variation, genetic structure of populations, Hardy-Weinberg equilibrium, quantitative genetics, principles of evolutionary phylogenetics, evolutionary processes, and the evolutionary history of major taxa.
Goals: To understand the differences and similarities among the various freshwater aquatic ecosystems (lakes, streams, wetlands), and to understand the ecological principles and interactions that govern the distribution and abundance of aquatic organisms. To develop computer skills and writing skills. Content: Lake origins; glacial history of Minnesota; water chemistry; aquatic ecosystem structure; food web interactions; survey of important aquatic organisms; linkages among terrestrial and aquatic ecosystems; human impacts on aquatic environments (e.g., eutrophication, acidification). Laboratories will include field studies of aquatic environments, case studies, and controlled laboratory experiments. Taught: Alternate years, fall term
BIOL 1510, 1520, and any one 3000-level biology elective, grades of C- or higher
BIOL 5550Microbiology (with Lab)4
Goals: Introduction to the biology of microorganisms and the aseptic techniques used to grow and maintain microbial cultures. Practice molecular biology procedures and apply them to the study of microbial function and metabolism. Read and discuss current research in microbiology and related fields. Content: Microorganisms: their structure, classification and physiological characteristics. Study of the basic principles of bacterial biochemistry and metabolism, genetics and pathogenicity. Introduction to common methods used to control microbial growth, including antibiotics and their mode of action. Overview of viruses, fungi and their role in common diseases. Study the relevance of microorganisms in industrial and environmental processes. Taught: Alternate years, spring term
Goals: To survey developmental processes in a variety of protists, plants and animals. To design and perform experiments that address topics chosen by students, using developmental systems. To practice writing skills. Content: The genetic basis of development, sexual reproduction, morphogenesis, and embryonic development in animals, plant development, pattern formation, regeneration, metamorphosis, and aspects of cancer and aging. Taught: Alternate years
Goals: To investigate how and why animals have developed their particular solutions to problems of life such as finding food, shelter, and mates, avoiding predators and disease, and producing offspring; to develop skills in observation, experimental design and analysis; to enhance oral and written communication skills; and to develop an appreciation for the alien nature of animal experiences. Content: Evolutionary theory, behavioral genetics, and behavioral ecology will be used to develop methods for exploring the immediate causes, development, adaptive value, and evolutionary history of behavioral traits. We will discuss and critique various ethological models and current controversies in the field. Laboratory sessions will stress appropriate experimental design and statistical analysis. Students will gain further skills in experimental design and analysis while conducting independent research in the field or in the laboratory on a topic of their choice. Taught: Alternate years, fall term
BIOL 1510, 1520, and any one 3000-level biology elective, grades of C- or higher
BIOL 5700Research in Biology4
Goals: Introduction to research methodologies and the ways that graduate school research groups operate. The intent is to foster close student/faculty interaction as these parties join together in a research venture. Content: Introduction to research methods including survey of relevant literature, experimental design, conducting a series of experiments, and analysis and presentation of data. Students enrolled in the course will work independently and with the instructor, and also attend biweekly laboratory group meetings. Students will learn research techniques and conduct investigations in a focused area of biology to be decided by the instructor.
Goals: To develop an understanding of the fundamental molecular processes that underlie gene expression, replication, and regulation in living systems. Students will become familiar with experimental approaches used to study nucleic acids and gene function and will apply these concepts to contemporary challenges in medicine, forensics, and biotechnology. Through lectures, discussions of primary research articles, and hands-on laboratory work, students will gain practical skills in molecular techniques such as DNA manipulation, PCR, and gene editing, as well as experience in analyzing and communicating experimental results. Content: This course explores the molecular mechanisms that control life at the genetic level. Students will investigate the structure and function of nucleic acids, the processes of DNA replication, transcription, and translation, and the regulation of gene expression in prokaryotic and eukaryotic systems. The course integrates foundational concepts with modern applications, highlighting how molecular biology informs advances in medicine, forensics, and biotechnology. Weekly sessions will alternate between lectures and hands-on laboratory exercises, giving students the opportunity to connect theory with practice. Laboratory topics include computational analyses of DNA sequences and genomes, DNA extraction from different sources, PCR amplification, protein production in cell free systems, gene cloning, reporter genes, and CRISPR-based gene editing. Through experimental design and data analysis, students will develop technical skills and scientific reasoning essential for careers in the biological sciences.
BIOL 3050 or BIOL 3060 or BIOC 3820, grade of C- or higher Credits: 4
BIOL 5960Senior Capstone4
Goals: To examine recent scientific literature in the field. Content: Seminar structure includes class discussions of primary literature and individual investigation of an aspect of the course topic theme. Topics for this course change each time it is taught. Taught: Fall and Spring terms
Goals: The seminar program aims at introducing students to cutting edge research in the fields of biology and neuroscience. Content: The seminar program includes presentations by outside speakers, Hamline faculty, and students. Taught: Each semester
BIOL 1510 and 1520, grades of C- or higher Credits: 1
BIOL 5962Biology & Neuroscience Seminar II1
Goals: The seminar program aims at introducing students to cutting edge research in the fields of biology and neuroscience. Content: The seminar program includes presentations by outside speakers, Hamline faculty, and students. Taught: Each semester
Goals: The seminar program aims at introducing students to cutting edge research in the fields of biology and neuroscience. Content: The seminar program includes presentations by outside speakers, Hamline faculty, and students. Taught: Each semester
Goals: The seminar program aims at introducing students to cutting edge research in the fields of biology and neuroscience. Content: All Biology majors and Neuroscience majors must present the results of a research project as part of the degree requirements for the major. Seniors in their last semester of the Biology or Neuroscience major should register for this course and present a research seminar to the department. Taught: Each semester; to be taken in final semester, senior year
