45 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 101The Biosphere in Translation1
The biosphere is all the living parts of Plant Earth. The living parts of land, air and sea. Earth teems with life, and has for the past almost 4 billion years or so. Life comes in many different forms and can be found everywhere, from the bottom of the ocean to the hot springs of Yosemite. Even in the clouds! And, like in The Lion King, all of this life interacts in complex and wondrous ways. The biosphere is strongly connected with nonliving parts of the planet, like the atmosphere (upper, lower) and wind/weather, water, rocks and soils. And, it turns out that life also affects the wind/weather, water currents, and the type of soils. So, the living part of the planet collaborates with the nonliving parts of the planet to create our livable Earth. This first year writing seminar examines the biosphere from multiple perspectives: biological, environmental, societal and philosophical. We read and discuss the work of a variety of influential writers, including Henry David Thoreau, Charles Darwin, Rachel Carson, John R. McNeill, and James Lovelock, among others. Through different types of media, we examine our own place in the biosphere. An important focus of the course is developing reading, writing and speaking skills to translate aspects of our biosphere into different forms and for different audiences. Open only to first-year students; satisfies the college requirement for a First-Year Writing Seminar. Two 75-minute periods. Not offered in 2026/27. Course Format: CLS
All life requires the transformation of energy, from plant growth to animal behavior. The focus of this course is to delve into the flow of energy through different levels of biological systems, from within cells to the biosphere. At a cellular level, we examine how and why eukaryotic and prokaryotic organisms transform energy. We then shift to a population and community level to explore how energy is transferred between organisms, starting with photosynthesis in autotrophs (e.g., food webs and trophic interactions). At an ecosystem level, we discuss the flow of energy in biogeochemical cycles and the implications for energy flow in the biosphere under global change. The Department. Three 50-minute periods and one 50-minute discussion session. Course Format: CLS
What is information, and what is its role in biological systems? The focus of this course is on the flow of information through different levels of biological systems, from within cells to the biosphere. At a cellular level, we examine the flow of information within cells (e.g., gene expression) and between cells (e.g., hormones). We then shift to the population and community levels to explore how information is transferred between organisms (e.g., communication, trophic interactions). At an evolutionary level, we discuss the flow of information between (e.g., reproduction) and across generations (e.g., evolutionary mechanisms), as well as the implications for information flow in the biosphere under global change. BIOL 108 has a 3-hour lab per week. The overarching theme of the laboratory experience is the consequence of global change on energy flow (e.g., photosynthesis) and information flow (e.g., gene expression). In lab, students acquire basic laboratory skills (e.g., microscopy, molecular techniques) by working with a plant species (duckweed) and also with a marine anemone. Students design an experiment, collect and analyze data with basic statistics, connect findings to the primary literature, and present findings in a professional written format. The Department.
BIOL 107 . Three 50-minute periods and one 3-hour lab. Course Format: CLS
Offered
Fall and Spring
BIOL 152Smallpox: The Biology and History of a Disease1
(Same as GNCS 152 , HIST 152 , and STS 152 ) Smallpox was one of the deadliest diseases in history: it killed millions, often leaving survivors scarred or blinded. Its eradiation in 1980 also marks one of the great medical victories of the modern era. This course examines smallpox from both biological and historical perspectives. Students explore the workings of the virus, the effects of the disease, the popularization of inoculaton in the eighteenth century, Edward Jenner’s developmemt of the cowpox vaccine and how it protects, and efforts to enforce vaccination globally through some of the earliest state public health initiatives. We also investigate the nineteenth-century origins of the anti-vacciation movement with particular attention to its class, anti-imperial, and religious underpinnings. David Esteban. Two 75-minute periods. Course Format: CLS
Execution and analysis of a laboratory or field study. Project to be arranged with individual instructor. The Department. Open to first-year students and sophomores only. Course Format: INT
An examination of the cellular and physiological bases of plant maintenance, growth, development, and reproduction; with emphasis on the values of different plants as experimental systems. To get a complete introduction to the biology of plants, you should also take BIOL 208 . Dianne Pater.
BIOL 108 . Three 50-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Spring
BIOL 205Microbiology1
Microbiology is the study of microorganisms. This course focuses on prokaryotic biology but will also briefly cover viruses, bacteriophages and eukaryotic microorganisms. Microbiology is a rapidly changing field with new technologies that allow us to study microorganisms from the molecular to the community level. The major themes that are covered include: prokaryotic cell biology, microbial diversity, microbial genetics, microbial metabolism, and the interaction of microbes and humans in medicine and the environment. Julian Damashek, David Esteban.
BIOL 108 . Two 75-minute periods; two 2-hour laboratories. Course Format: CLS
Offered
Fall
BIOL 208Plants and Fungi1
Plants and fungi are key components of the biosphere. By focusing on their evolutionary ecology, this course explores their distinctive biological features, evolution of life history strategies, and how we have modified them for our own uses. Field trips to natural areas in the Hudson Valley focus on observing and describing variation in plant form, learning locally common plant species, and recognizing the primary plant communities of the Hudson Valley. Labs include a comparative study of the structure and function of plants such as moss, ferns, conifers and flowering plants, as well as the diversity of the major groups of fungi, including pathogens, mutualists, and mushrooms. Margaret Ronsheim.
BIOL 108 or permission of the instructor. Three 50-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Fall
BIOL 217Human Physiology1
What happens when you go on a ski trip and stay at high altitude? How do diuretics help with the regulation of blood pressure? How do we maintain our body temperature or respond to an infection? How does the environment affect our physiology, particularly heat waves, noise pollution, or chemical toxins? This course considers the fundamental principles of human physiology. We examine genetic, cellular, organismal and evolutionary aspects of how our bodies operate to enable us to eat, sleep, move, breathe and reproduce. We consider how our mammalian bodies tackle the problems of terrestrial life, particularly during the Anthropocene. A weekly four hour workspace offers a unique opportunity for community engagement. Students work with a local agency focused on human health, nutrition or education and collaborate on a community-based project that applies knowledge of human physiology to important community efforts. Kathleen Susman.
BIOL 108 . Students can take only one of BIOL 217 or BIOL 228 . Two 75-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Spring
BIOL 218Cellular Structure and Function1
An introduction to cell biology, with a focus on subcellular organization in eukaryotes. The regulation and coordination of cellular events, and the specializations associated with a variety of cell types are considered. Topics include organelle function, the cytoskeleton, and mechanisms of cell division. Laboratory work centers on investigations of cell function with an emphasis on biological imaging. Jennifer Hayashi, Nancy Pokrywka.
BIOL 108 . Two 75-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Fall
BIOL 226Animal Structure and Diversity1
The members of the animal kingdom are compared and analyzed in a phylogenetic context. Emphasis is placed on the unique innovations and common solutions evolved by different taxonomic groups to solve problems related to feeding, mobility, respiration, and reproduction. Laboratory work centers on the comparative study of the anatomy of species representative of the major animal phyla. Justin Touchon.
BIOL 108 . Two 75-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Spring
BIOL 228Animal Physiology1
A comparative examination of the mechanisms that animals use to move, respire, eat, reproduce, sense, and regulate their internal environments. The physiological principles governing these processes, and their ecological and evolutionary consequences, are developed in lecture and applied in the laboratory. Stephanie Jackvony.
BIOL 108 . Recommended PSYC 200 or MATH 141 ; CHEM 125 and PHYS 113 . Students can take only one of BIOL 217 or BIOL 228. Two 75-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Spring
BIOL 232Developmental Biology1
The study of embryonic development including gametogenesis, fertilization, growth, and differentiation. Molecular concepts of gene regulation and cell interactions are emphasized. The laboratory emphasizes classical embryology and modern experimental techniques. Jesse Delia.
BIOL 108 . Two 75-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Spring
BIOL 238Molecular Genetics1
Principles of genetics and methods of genetic analysis at the molecular, cellular, and organismal levels. Emphasis is placed on classical genetic experiments, as well as modern investigative techniques such as recombinant DNA technology, gene therapy, genetic testing, and the use of transgenic plants and animals. Jennifer Kennell.
BIOL 108 . Students can take only one of BIOL 238, BIOL 244 or BIOL 248 . Three 50-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Spring
BIOL 241Ecology1
Population growth, species interaction, and community patterns and processes of species or groups of species are discussed. The course emphasizes these interactions within the framework of evolutionary theory. Local habitats and organisms are used as examples of how organisms are distributed in space, how populations grow, why species are adapted to their habitats, how species interact, and how communities change. Field laboratories at Vassar Farm and other localities emphasize the formulation of answerable questions and methods to test hypotheses. Lynn Christenson.
BIOL 108 . Three 50-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Fall
BIOL 244Genetics and Genomics1
From understanding the role of a single gene in a single organism to understanding how species evolve, the field of genomics provides a lens for studying biology at all scales. In this course we develop a foundational understanding of genetics concepts and processes, and then deploy this foundation to probe some of the hottest questions in genomics. How do genomes evolve? What makes us human? How can we combat emerging diseases? In the lab component, students learn molecular biology and bioinformatics techniques, design and engineer a synthetic bio-machine from standard genomic parts, and use genomic approaches to understand how organisms interact with the environment. Jodi Schwarz.
BIOL 108 . Students can take only one of BIOL 238 , BIOL 244, or BIOL 248 . Three 50-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Spring
BIOL 246Epidemiology1
This course focuses on the fundamental concepts and methods of epidemiology. Introduction to the principles of the quantitative approaches to clinical and public health problems are presented. Study design and validity of epidemiologic research, measures of frequency and association, and methods of data analysis are discussed and applied in the laboratory. Critical interpretation of epidemiologic evidence and literature are emphasized throughout the course. Leroy Cooper.
BIOL 108 or permission of the instructor. Two 75-minute periods; one 4-hour laboratory. Course Format: CLS
Offered
Spring
BIOL 248Evolutionary Genetics1
Evolutionary Genetics is the field within biology that studies how genetic variation leads to evolutionary change. In this course, you learn about the mechanisms by which genetic variation arises, the processes that cause evolutionary change in a population, and how the phenomena of adaptation and speciation occur. BIOL 248 is especially appropriate for Biology majors focusing on ecology and evolution; Environmental Studies majors doing biology concentrations; and Neuroscience majors focusing on behavioral ecology and evolution. Students can take only one of BIOL 238 , 244 , or 248. Myra Hughey.
0.5 to 1 unit(s) A variety of current and timely topics in Biology is considered by these intensive mentored experiences. Each of these involves closely mentored work in small groups of students around a key topic in biology. A variety of formats is used, including field experiences, field trips, different types of media and different approaches. Topics and instructors vary each semester.
Permission of the instructor. One 4-hour period. Course Format: INT
Offered
Fall
BIOL 298Independent Work
0.5 to 1 unit(s) Execution and analysis of a field, laboratory, or library study. The project, arranged with an individual instructor, is expected to have a substantial paper as its final product.
Critical analysis, usually through observation or experimentation, of a specific research problem in biology. A student electing this course must first gain, by submission of a written research proposal, the support of a member of the biology faculty with whom to work out details of a research protocol. The formal research proposal, a final paper, and presentation of results are required parts of the course. A second faculty member participates both in the planning of the research and in final evaluation.
A multi-level examination of nervous systems, this course is an advanced and integrative evaluation of current topics in neurobiology. Topics vary but may include neuroimmune interactions, mechanisms of neural communication and plasticity and topics in environmental neurobiology. Emphasis is placed on current thinking and research and course material is drawn from the recent neurobiological literature. Kathleen Susman.
Two units of 200-level Biology or one unit of 200-level Biology and one of the following: PSYC 241 , PSYC 229 , PSYC 249 . Recommended BIOL 217 or BIOL 228 . Two 75-minute periods. Not offered in 2026/27. Course Format: CLS
BIOL 323Epigenetics1
Most cells in our bodies contain the same set of DNA, yet there are ~200 different cell types, each with unique patterns of gene expression. How do those cells establish and maintain their identities? How do environmental factors such as temperature, nutrition and social stress exert long lasting effects on organisms and their progeny? The field of epigenetics is shedding new light on these and many other interesting questions in biology. Epigenetics is the study of heritable changes in gene expression (and hence traits) that cannot be explained by alterations in the DNA sequence. These changes instead involve chemical modifications to DNA and its associated histones. Some of these changes can be passed down through mitosis and some even through meiosis. Exploration of this topic will involve student presentations and active discussion of primary research articles and will expand upon the participants’ previous coursework in genetics. The Department.
One unit of genetics ( BIOL 238 , BIOL 244 , BIOL 248 or class taken abroad) and one unit of any 200-level biology or NEUR 105 , PSYC 229 , or PSYC 249 . Two 2-hour periods. Not offered in 2026/27. Course Format: CLS
BIOL 324The Molecular Biochemistry and Biophysics of Translation1
(Same as CHEM 324 ) This course explores our current mechanistic understanding of mRNA translation by the ribosome as illuminated by recent and ongoing research leveraging biochemical, biophysical, and whole-genome approaches. Students read cutting-edge primary literature articles and lead or participate in journal club discussion of these. In parallel, students identify novel questions within the translation field and craft and present a research proposal to address these questions. Throughout the semester, we focus on developing each student’s ability to approach, interpret, criticize, and communicate advanced scientific topics, with an emphasis on confronting and working through confusion and difficulty.
One unit of any 200-level Biology or Neuroscience course and BIOC / CHEM 272 Biochemistry . In some instances, BIOL 238 Molecular Genetics can satisfy the requirement for BIOL/CHEM 272 Biochemistry, but only upon consultation with the instructor. Students can take only one of BIOL/CHEM 324 or BIOC 356 . Two 2-hour periods. Not offered in 2026/27. Course Format: CLS
BIOL 330Cancer Biology1
One in two men and one in three women in the United States will be diagnosed with cancer in their lifetime according to the AACR Cancer Statistics report from 2023. Now, more than ever it is imperative to learn what cancer is, what causes it, how it is diagnosed and how it is treated. In this course, we will work to develop a deeper understanding of cancer at the molecular and cellular level. We start by learning about cancer statistics and disparities. Then, we explore the hallmarks of cancer and reinforce concepts from genetics and cell biology by identifying alterations in cellular pathways and genetic mutations that drive cancer development, progression and drug resistance. Each week we learn about a topic in the context of cancer biology and then read and discuss recent, peer-reviewed scientific literature on the latest cancer findings. Throughout the course you develop your ability to read, interpret, discuss and present research papers. By the end of the course, students should be able to describe the diversity, morphology, and physiology of cancer; understand the impact of cancer on human health and disease and describe the cellular, molecular and genetic mechanisms involved in cancer. Hayley Affronti.
Two 200-level courses including one of the following: BIOL 218 , BIOL 238 , BIOL 244 , BIOL 248 or BIOC 272 , and at least one semester of organic chemistry. Two 75-minute periods. Not offered in 2026/27. Course Format: CLS
BIOL 340Experimental Animal Behavior1
Examination of the relationship between behavior and the individual animal’s survival and reproductive success in its natural environment. Evolutionary, physiological, and developmental aspects of orientation, communication, foraging, reproductive tactics, and social behavior are considered. Methodology and experimental design are given particular emphasis. Justin Touchon.
One unit of any 200-level biology and one of the following: BIOL 226 , BIOL 228 , NEUR 201 , PSYC 221 , or PSYC 229 . Recommended One unit of any 200-level biology and one of the following: BIOL 226 , BIOL 228 , NEUR 105 , PSYC 221 , or PSYC 229 . Two 75-minute periods. Not offered in 2026/27. Course Format: CLS
BIOL 352Conservation and Restoration Ecology1
(Same as ENST 352 ) Conservation Biology and restoration ecology use multidisciplinary approaches to study the maintenance and restoration of earth’s biodiversity. We examine human impacts on biodiversity and ecosystem function and discuss how to develop practical approaches for mitigating those impacts. We assess the current human footprint on global resources, asking questions about what we are trying to preserve/restore, why we are trying to preserve/restore it, and how we can accomplish those goals. We critically examine the assumptions made by conservation biologists and restoration ecologists throughout, using case studies from around the world to explore a range of perspectives. Discussion topics include conservation in an agricultural context, the efficacy of marine protected areas, the impact of climate change on ecosystem resilience, restoration and management of forests, the management of invasive species, and urban ecology. Margaret Ronsheim.
Two units of 200-level biology or one unit of 200-level biology and one unit of 200-level Earth Science, or permission of the instructor. Two 75-minute periods. Course Format: CLS
Offered
Spring
BIOL 353Bioinformatics1
(Same as CMPU 353 ) DNA is the blueprint of life. Although it’s composed of only four nucleotide “letters” (A, C. T, G), the order and arrangement of these letters in a genome gives rise to the diversity of life on earth. Thousands of genomes have been partially sequenced, representing billions of nucleotides. How can we reach this vast expanse of sequence data to find patterns that provide answers to ecological, evolutionary, agricultural, and biomedical questions? Bioinformatics applies high-performance computing to discover patterns in large sequence datasets. In this class students from biology and computer science work together to formulate interesting biological questions and to design algorithms and computational experiments to answer them. Jodi Schwarz.
For students registering under the BIOL prefix, the
BIOL 355Rethinking the Invasive Species Challenge1
(Same as STS 355 ) What would it mean to approach the phenomenon of biological invasion in North America as an environmental justice issue? This course, “Rethinking the Invasive Species Challenge,” situates prevailing engagements with biological invasion in both the natural sciences and the humanities by re-routing the conversation through Native studies. Focusing on North America, the course will historicize biological invasion, paying careful attention to its entanglements with settler colonialism and racial capitalism. Through multi-disciplinary engagement with biological invasion and the field of invasion biology, students explore the historical roots of a pressing ecological challenge, the connections between scientific research and its applications, and critical Indigenous engagements with colonial epistemologies and land practices. In addition to honing valuable interpretative and synthetic reading skills, students have an opportunity to pursue their own interests through a significant research project related to course themes. Course texts are drawn from across the disciplines and divisions. Fields represented include environmental history, anthropology, invasion biology, environmental studies, and Indigenous STS. One 2-hour period. Not offered in 2026/27. Course Format: CLS
(Same as ENST 358 ) An examination of plant physiological ecology through the lens of climate change.This course considers the specific effects of global temperature change and changes in atmospheric composition on organisms and ecosystems. We use primary literature to understand how the different aspects of climate variability affect plant physiology, including photosynthesis, plant water relations, reproduction and morphology. Class discussions focus on the application of ecological knowledge to evaluate the interactions between biology and society. Dianne Pater.
Two units of any 200-level science (including ENST and STS) or permission of the instructor. Two 75-minute periods. Course Format: CLS
Offered
Fall
BIOL 370Immunology1
An examination of the immune response at the cellular and molecular levels. Topics include innate and adaptive immunity, the role of the microbiome in immunity, and the structure, function, and synthesis of antibodies. Mechanisms for recognition, communication, and cooperation between different classes of lymphocytes in producing immune responses are also stressed, as are the genetic basis of immunological diversity and the cellular definition of “self” which makes each individual unique. Immune tolerance, the immunological basis of transplantation, allergic responses, tumor immunology, and immune deficiency diseases are discussed. Jennifer Hayashi.
CHEM 244 and two units of 200-level Biology. Recommended BIOL 218 , BIOL 238 , BIOL 244 , BIOL 248 , or BIOC 272 . Two 75-minute periods. Not offered in 2026/27. Course Format: CLS
BIOL 371Cardiovascular Physiology and Epidemiology1
Cardiovascular diseases (CVD) are the leading cause of morbidity and mortality in the United States. This course examines the human cardiovascular system in both health and disease. In addition, this course enables students to understand major aspects of cardiovascular epidemiology (i.e., CVD distribution, risk factors, and natural history) and current strategies for CVD prevention. Two 75-minute periods. Not offered in 2026/27. Course Format: CLS
How does it work? This simple question drives biomechanics. Analysis is made possible by understanding the physical and engineering principles that operate in different organisms in their different ecological circumstances. Solid mechanics helps us understand how a redwood supports its own weight or a human foot employs elastic recoil during running. Fluid mechanics helps us understand how a maple samara stays aloft in a breeze or a bat hovers as it collects nectar from a flower. To test mechanistic hypotheses, we build instruments and develop techniques to carefully measure motions and forces inside and outside of the behaving organism. The result is a mathematical, computational, and/or robotic model of the lifeform as a machine that can lead to a better understanding of the proximal causes of behavior and the ultimate drivers of evolution. We delve into theory, techniques, and models by reading, critiquing, and designing biomechanical experiments. John Long.
Two 200-level Biology courses. COGS 211 can count as one of the two required units. Two 75-minute periods. Course Format: CLS
Offered
Spring
BIOL 374Microbes and the Environment1
(Same as ENST 374 ) Microbes are the tiniest organisms on Earth, yet they have a huge impact on us and on our environment. This course builds your knowledge and appreciation of the ubiquity and importance of microbial life. We explore the functional roles that microbial organisms play in ecological systems. In addition, we learn how humans are using microbial organisms to maintain the health of the planet, as well as our own bodies. Myra Hughey.
One unit of any 200-level natural science and one of the following: BIOL 205 , BIOL 208 , BIOL 241 , BIOL 248 . Recommended BIOL 205 , BIOL 241 . One 2-hour period. Course Format: CLS
Offered
Spring
BIOL 375Sensory Ecology1
There are many behaviors that are critical to the survival and reproduction of animals including finding food, avoiding predators, attracting mates, and raising offspring. The ability to successfully engage in these behaviors is dependent on the ability of organisms to acquire and respond to information in their environment. In this course we discuss the concept of information, the types of information available in the environment, the diversity of sensory systems animals have evolved to exploit that information, and how sensory information and processing influence behavior. Sensory ecology is a highly interdisciplinary field and we make use of mathematical, physical, chemical and biological principles. The class is divided among traditional lectures, student led discussions of the primary literature, and hands-on experiences with sensory ecology data collection and analysis.
One unit of any 200-level Biology and one of the following: BIOL 226 , BIOL 228 , BIOL 241 or NEUR 105 . Two 75-minute periods. Not offered in 2026/27. Course Format: CLS
BIOL 376Hormones and Behavior1
This course is a comparative examination of hormones and behavior in animals. We take an evolutionary approach to this topic by emphasizing (1) the common selective pressures that act on all animals and the common hormonal and behavioral responses to these pressures, and (2) how extreme selective pressures drive the evolution of unique mechanisms in the field of behavioral endocrinology. Half lecture, half student-led discussions from the primary literature. The Department.
Two units of 200-level Biology or one unit of 200-level Biology and either PSYC 249 or PSYC 229 . Two 75-minute periods. Not offered in 2026/27. Course Format: CLS
BIOL 377Molecular Virology1
Viruses are molecular machines that have evolved to disrupt normal host functions. One commonality among viruses is their ability to subvert intracellular innate immunity. Viral strategies to overcome these host barriers, and proposed approaches to combat these invaders are major topics of discussion. Jennifer Hayashi.
Two units of 200-level biology, including one of BIOL 205 , BIOL 218 , BIOL 238 , BIOL 244 , BIOL 248 , BIOC 272 ; or permission of the instructor. Two 2-hour periods. Course Format: CLS
Offered
Spring
BIOL 380Neuroimmunology1
This course aims to expose students to fundamental concepts and recent advances in neuroimmunology, providing a broad perspective into this growing field. Through the course, students are expected to become familiar with the basics of the immune system and nervous system, including different cell types, signaling pathways, and “normal” versus “pathogenic” mechanisms and factors. Furthermore, students develop an understanding of the relationships between the nervous system and immune system and the roles of these interconnected systems in various neurological and neuropsychiatric disorders. The Department.
Two 200-level Biology or one 200-level Biology and one of the following: PSYC / NEUR 241 , NEUR 229 , or 249 . Two 75-minute periods. Course Format: CLS
Offered
Spring
BIOL 382Special Topics in Cell and Molecular Biology1
(Same as CHEM 382 ) An intensive study of selected topics at the molecular, biochemical, and cellular level. Emphasis is placed on critical thinking and research with course material being drawn from primary and secondary literature. The Department.
Permission of the instructor. Two 75-minute periods. Course Format: CLS
Offered
Fall
BIOL 383Special Topics in Ecology and Evolution1
An in-depth study of selected topics at the ecological, environmental, and evolutionary level. Emphasis is placed on critical thinking and research with course material being drawn from primary and secondary literature.
One unit of any 200-level Biology course and one of the following: BIOL 226 , 228 , 241 , 248 . Two 75-minute periods. Course Format: CLS
Offered
Fall
BIOL 385Insect Behavior1
Insects are the most diverse organisms on the planet, occupying nearly every terrestrial landmass and filling countless niches. Over half of the 1.5 million living species described are classified as insects. Despite their overwhelming diversity, biomass, and ecological importance, insects are understudied compared to vertebrates. In this class, we explore Entomology and the fascinating world of insects. We discuss anatomy and physiology, taxonomy, evolution, and ecology, with an emphasis on the behavior of these animals. The course is divided between traditional lectures, student-led discussions about current entomological research, and some hands-on experience collecting and observing insects in the field. Timothy Lampasona.
Two 200-level Biology courses. Two 75-minute periods. Course Format: CLS
Offered
Fall
BIOL 386Stem Cell Biology1
Stem cell biology lies at the intersection of developmental/cell biology and medicine. This fast-moving field brings together many aspects of basic and applied biology and medicine including development, regeneration/repair, and cancer. This course covers a broad range of topics relevant to stem cell biology. We also consider the potential consequences and limitations of stem cell therapy, particularly the connection between stem cells and cancer. The format gives students both a broad background and the opportunity to apply critical thinking skills to recent data in this field. Since this is an upper level course, it assumes a basic understanding of genetics, biochemistry, and molecular biology, and so concepts drawing from these fields will not be covered in depth. This means that some students may find additional background reading necessary. Class material draws from primary literature and students participate in active discussion and presentations. Nancy Pokrywka.
Two 200-level courses including one of the following: BIOL 218 , 238 , 244 , 248 , or 272 , and at least one semester of organic chemistry. Two 75-minute periods. Course Format: CLS
Offered
Spring
BIOL 393Special Topics in Biology
0.5 to 1 unit(s) A variety of current and timely topics in Biology is considered by these intensive mentored experiences. Each of these involve close mentored work in small groups of students around a key topic in biology. A variety of formats is used, including field experiences, field trips, different types of media and different approaches. Topics and instructors vary each semester. Topic One: (a) Ocean Life in a Rapidly Changing Climate . (0.5 units, ungraded) The ocean is habitat for the majority of life on the planet. In this intensive we work together to examine how various oceanographic features give rise to diverse marine ecosystems, from open ocean phytoplankton-dominated systems to coastal kelp forests. We consider how the rapidly changing climate is affecting marine ecosystems, and how other human activities such as fishing and pollution impact life in the ocean. During the second half of the semester, you will develop an individual project based on your interests. Jodi Schwarz.
Two Biology courses at the 200 level. Topic Two: (b) Assisted Reproductive Technologies . (1.0 unit, normal grading) This intensive examines technologies relating to human reproduction and issues of bioethics and social ethics that arise from the uses of these technologies. We explore these issues through critical analysis of sources drawn from the sciences, humanities, social sciences and law. Students will develop an individual project based on their interests. Nancy Jo Pokrywka.
Offered
Fall and Spring
BIOL 399Advanced Independent Work
0.5 to 1 unit(s) Advanced Independent Work enables students to work with faculty on mentored research projects. Students work under the guidance of a faculty member to develop an individual or small team project that might involve biological field work, lab work, computational work, literature review, data collection, data analysis, research design, and/or other techniques. The topic, project design, and submitted work varies depending on the discipline and research area of the faculty mentor. The Department.
