47 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 1010Human Anatomy and Physiology I. An4
introductory study of the structure and function of the human organ systems including the nervous, sensory, muscular, skeletal, and integumentary. This course, which is required for admission to some health science programs, can be used to meet the natural science core education requirement. Three hours of lecture, two hours of lab each week ................................................
continuing study of the structure and function of the human organ systems including the cardiovascular, respiratory, gastrointestinal, reproductive, renal, and endocrine. Three hours of lecture, two hours of lab each week...................................................................... 4 s.h. 245
biology with lab for non-majors offered only in the traditional format. This course is required for the Teacher Education Program. This course should not be taken by those intending to major in the natural sciences, exercise science, nursing, and/or psychology. Topics covered include structures & functions of life, the cell, heredity, physiology, evolution, biodiversity, and ecology. Also covered are scientific methodologies to verify scientific information. Three hours of lecture and two hours of lab each week ................................
BIOL 21102120 General Biology I and II. The first4
courses taken by all Biology majors and minors and by those preparing for a career in the health sciences. Topics include molecules of living organisms, energetics, cell structure and function, metabolism, survey of kingdoms, flowering plants, cell reproduction, ecological relationships, population dynamics, and evolutionary relationships. Three hours of lecture, two hours of laboratory each week ........
fundamental principles of morphology, physiology, virulence of microbes, and vertebrate immune responses. Laboratory experiments in pure culture techniques, classification, and epidemiology will be conducted. This course is not recommended for Biology majors. Three hours of lecture, two hours of laboratory each week ..................................................
study of lakes and other freshwater systems with applications to planning and management. Includes an introduction to limnology and investigation of representative lakes, streams, and wetlands of the region and compares the North American Great Lakes with the other great lakes of the world and their stewardship ............................................... of general chemistry BIOL/AGRIC/GEOG 303 Ecological Agriculture. Ecological Agriculture focuses on how agricultural systems can be developed to better resemble natural ecosystems to achieve multiple outcomes: food for communities, vibrant economies, and healthy ecosystems. The focus is on learning agricultural principles that can be applied in rural, urban, temperate, and tropical settings. Issues of justice and public policy are also discussed. This course employs a discussion format both in classroom and field settings. It grapples with difficult practical and ethical problems and issues that require interdisciplinary analysis ... 4 s. BIOL/GEOG 304 International Development & Environmental Sustainability. Principles of sustainable development, examining ecological sustainability and sustainable society in the context of various factors that are bringing environmental degradation and impoverishment to people and cultures. The course addresses problems associated with tropical agriculture, hunger, poverty, international debt, appropriate technology, relief programs, missionary earth-keeping, conservation of wild nature, land tenure, and land stewardship and the resolution of practical and ethical issues associated with these problems, employing a discussion format both in classroom and field settings...............................
principles and practices in agroecology. The course will emphasize ecological factors required to produce food in a more environmentally sustainable way, seeking to steward Creation well. We will identify and apply ecological concepts of healthy natural ecosystems to design and manage agroecosystems more sustainably. ................ h. ........ 4 s.h. Visits to various farm types, in comparison to natural ecosystems, will contrast food production practices varying in sustainability. Students will engage in food production practice, recognizing complexities and subtleties of food production ...............................
BIOL 3100Plant Biology. This course explores topics
unique to plants, including plant evolution, diversity, and domestication; physiological strategies that plants use to harvest light for energy, obtain and conserve water, and respond to various environmental cues; and the importance of plants to the local, national, and global economies. Laboratory sessions consist of mostly outdoor sessions in plant identification and field trips to various local sites. Three hours of lecture, 4 s.h. three hours of laboratory each week .........................4 s.h.
BIOL 311Field Botany. Field and lab identification
systematics, natural history, and ecology of vascular plants as components of natural communities and their relationships to ecological features, including stratification, history, plant zonation, adaptation, and animal interactions are examined. Taxonomic relationships of plant families and higher groups are covered. Projector plant collection required ........... 4 s. semester of botany
Science is a course designed to introduce students to the complex interactions between living and environmental systems. Students will gain knowledge of environmental principles and the role humans play in the environment. Students will also gain an understanding of living and environmental systems and how physical resources are managed. Students will read and discuss case studies .....................................
introduces the history and foundational concepts of toxicology in the context of human health and the environment. Topics include principles of metabolism, basic anatomy & physiology as it relates to toxicology and concepts of toxicology including major classes of toxicants, principles underlying dose-response relationships, absorption, distribution, metabolism and elimination of toxins, risk assessment, epidemiological and environmental and regulatory toxicology. Many of these concepts are reinforced through the use of case studies, group work and will include class discussions and presentations ......................................................... 4 s.h
and animals in the field. The focus of the course is on intertidal life and marine ecology in oceanic and geophysical context. Includes trophic dynamic relationships of eelgrass communities and the intertidal zone, workings of the island systems of Puget Sound, ecological roles of sea birds and fishes, population and community structure dynamics, exploitation and oceanic microbialization, and biogeochemical processes and their linkages with the biosphere. Marine stewardship and the effects of human activity on the marine environment are examined in all course components ..................................................
BIOL 3200Histology. Histology is the study of tissues
and organs at the microscopic level. This course focuses on understanding the microscopic anatomy of the human body with emphasis on structure/function relationships. All levels of organization from the cellular through the system level are incorporated into a holistic integration of microscopic anatomy with physiology. Special emphasis is placed on understanding the physiological and metabolic role of individual tissues, glands, and organs with regards to homeostasis, metabolism, and reproduction. The laboratory component uses both physical and virtual microscopy to integrate structure with function. Three hours lecture and three hours of laboratory each week ......................................................
systematics, culture, and care of aquatic plants and animals, and adaptations to freshwater environments as determined by direct investigation in lakes, ponds, bogs, marshes, streams, and in the laboratory. The course assesses human impacts on aquatic species and ecosystems, presents procedures for the stewardship of aquatic habitats, and introduces aquatic restoration ecology. Prerequisite: one year of general biology or one semester each of general zoology and general botany. W, F. Field..................................... semester each of general zoology and general botany
emphasizing the unique organisms inhabiting them. Using field-oriented approaches, the course invites students to recognize the intimate connections between streams and their watersheds, explore lotic community ecology, and study fascinating aquatic creatures. Students will gain appreciation for both the intrinsic value of lotic habitats and ecosystem services they provide. The course also addresses human impacts on freshwater systems and approaches to their stewardship. Students will receive training in standard techniques used to assess stream quality and contribute to an ongoing river monitoring project ................. semester each of general BIOL/ENVST/GEOG 330 Geographic Information Systems. An introduction to the theory and application of Geographic Information Systems (GIS) for applied social and ecological problem-solving. Through a series of readings, videos, and hands-on exercises covering a variety of environmental themes, issues, and scales, participants will learn the fundamentals of the types of maps, map projections, symbology, classification, analysis, and web mapping applications, and gain skills and confidence to be able ............ 4 s ................ .. 4 s.h. to conduct their own field studies, do spatial analysis, and create their own maps and visualizations ......... 4 s.h. .h. BIOL/ENVST 331 Ecological Analysis in R. Unlock the power of R for analyzing ecological data. Explore the fundamentals of statistical analysis and discover how R can revolutionize ecological studies, equipping you with essential skills for graduate school and enhancing your proficiency in conducting impactful ecological research. Consult with your major advisor to see whether this course fulfills your major's statistics requirement. Applied, Interdisciplinary. ................. 4 s.
students to the cutting-edge field of bioinformatics, with emphasis on fundamental concepts of computational models and statistical analysis of high- throughput data. Students will become familiar with various DNA sequence analysis and alignment algorithms, and the application to genomic and phylogenetic analyses. Students will learn how to create and use algorithms, databases, systems, and web applications to solve problems in molecular biology. In addition, students will be introduced to the latest techniques in protein and microarray analysis. Three hours lecture and three hours of laboratory each week ......................................................
explores the relationship between the location of ............ 4 s.h .................. .................. various neuroanatomical structures and their function within the nervous system. Students learn how to read and correctly interpret patient charts, basic neuroradiology, and how various signs and symptoms help point to distinct locations in the brain and spinal cord. Highly anatomical in nature, the course begins . with the basic anatomy of the brain and spinal cord, and quickly integrates clinical diagnostic tests and neural function. Furthermore, actual case studies are used to demonstrate the importance of taking detailed patient histories, and how to match signs and symptoms with their neuroanatomical correlates. Three hours of lecture, three hours of laboratory each week.......................................................... BIOL 2110 and 2120
BIOL 3300Cell Biology. A study of the molecules of
living systems, including physical and chemical principles applicable to cells. Course topics include the structure and function of proteins, eukaryotic organelles, and cellular and organellar membranes, as ...... 4 s.h. well as cellular energetics, transport mechanisms, signal transduction pathways, cell cycle, and development of cancer. Three hours of lecture, three hours of laboratory each week ................................
Anatomy. A study of the morphological and evolutionary relationships among various vertebrates. The laboratory involves dissection of a dogfish shark, an amphibian, and a mammal. Three hours of lecture, three hours of laboratory each week .........................4
Introduction to the relation of freshwater fish species and their environments in lakes and streams with concurrent examination of techniques and technologies employed to manage populations and species for conservation, recreational use, and commercial harvest. This course will provide understanding of freshwater fish taxonomy and phylogenetic relationships, habitat requirements of major fish species by life stages, stream habitat assessment, population measuring and monitoring, and strategies for management of recreational and commercial species and conservation of threatened and endangered species. ........................................... BIOL/AGRIC/GEOG 343 Sustainability, Tropical Agriculture, and Development. An introduction to sustainability and tropical agriculture with applications for working with resource-poor farmers. Topics include the scientific basis of low-cost techniques, tropical crops and their requirements, and on-site 241 h. ................. 4 s.h. ..........
...... 4 s.h. molecular and cell biology over the last 20 years have changed the science of organismal development. Once more popularly known as the field of embryology, the incorporation of molecular and cellular research has evolved the field into developmental biology, where life is tracked and studied from fertilization to birth. From 247 ..................... 4 s.h. ... 4 s.h. s.h.
and stewardship of wildlife and their habitats. Includes examination of growth and structure of populations, environmental and human social factors affecting wildlife communities, and theories and applications of wildlife conservation. Set in the context of the historical development of the field from management to ecology to the land ethic of Leopold. Includes management and stewardship of non-game and endangered species, and long-term prospects of wildlife in changing environmental, climatic, and social contexts .......... 4 s.h. professor BIOL/ENVST 354 Environmental Justice. History, core concepts, and theories of the environmental justice movement that provide a framework for understanding and addressing inequalities of human interactions with the environment. Examination of gender, race/ethnicity, and economic class in a justice framework and application to the distribution and burden of environmental hazards. Structural and community factors at the local, regional, and global scales are addressed with an emphasis on consequences to human health and effective responses .................
comprehensive overview of wetland ecosystem processes, values, legislation, and quantification. Students will learn to evaluate and quantify soils, hydrologic status, and vegetation in a variety of wetland ecosystems including bogs, emergent marshes, forested wetlands, and wetlands converted for agriculture, and to apply standard tools developed by the US Army Corps of Engineers and Michigan Department of Environmental Quality to assess wetland extent and habitat quality ........................... 4 s.h. semester of general ecology
ecology, identification, and conservation of the marine mammals of the Pacific Northwest. This course examines habitats of marine mammals in Puget Sound and the Salish Sea, with special attention to diving physiology, social behavior, and communications of whales and seals. The course aims to develop a stewardship perspective rooted in biological principles and directed at the global conservation of marine mammals and their ecosystems. Special attention is given to their use by cultures of the region and the relation of such use to current controversies in the management of marine mammals ............................ 4 semester of zoology (a course in anatomy and/or physiology is recommended)
Advanced study of the physiology of human and mammalian organ systems. Mechanisms are studied from the cellular, tissue, organ, and system levels. The laboratory emphasizes computer simulations, and experimental human physiology. Three hours of lecture, three hours of laboratory each week .......... 4 s
introduction to the natural history of northern Michigan and its plants and animals, including their field identification, field biology, behavior and landscape context, with a focus on spring activity of biological communities. This course provides prospective teachers and naturalists with an opportunity to investigate the natural history in this very active time of year .................................. BIOL/ENVST/GEOG 362 Environmental Applications for Geographic Information Systems (GIS). Introduction to the theory and application of spatial analysis for environmental conservation and planning using geographic information system (GIS) technology in the context of real-world conservation problems. This course combines instruction in AGS field data collection; ArcGIS use for storage, analysis, interpretation, and presentation of spatial data; and remote sensing techniques and their integration with GIS applications. Examines theories of environmental planning at regional and landscape levels and their importance for conservation. Instruction in these skills will be integrated around an environmental project applying GIS techniques to actual conservation problems associated with protecting or restoring degraded environments ..................................... 242 s.h. ............. 4 s.h. .........
BIOL 365Insect Ecology. Life history, behavior, and
ecology of terrestrial and aquatic insects and their roles in pollination, herbivory, predation, agroecosystems, disease and vector epidemiology, invasion ecology, soil ecology, biodiversity, and freshwater ecology. Practical applications include the study of Integrated Pest Management (IPM) approaches to reduce negative impacts of pest species in agricultural, structural, and medical settings while preserving biodiversity and ecosystem functionality.....................................
home to towering lowland temperate rain forests, montane forests on the slopes of the Cascades, and subalpine parkland near tree line in the Olympics. Join us as we study the abiotic environment, species interactions, and ecosystem processes in these contrasting forest ecosystems. Research approaches relevant to forest systems will be introduced. Quantitative skills including data collection, management, and basic analysis will be emphasized .................................................
structural and functional properties of carbohydrates, lipids, proteins, and nucleic acids. Additional topics include pH in living systems, biosynthesis, and catabolism. Three hours of lecture, three hours of laboratory each week ...................................... recommended
level, landscape and multi- stakeholder approaches to forest management, including strategies of climate change adaptation and mitigation. Theory, application, and techniques of forest management for specified values and objectives including instrumental (economic/utilitarian and life support such as wood production, habitat and watershed protection and climate moderation) and non-instrumental values (such as aesthetic, moral/spiritual values e.g. recreation). The course will address the evolution of forest management practice and some specific practices, methods and techniques of growing trees and the development and care of forests (silviculture) as applied to natural forests managed for various objectives .................................................
is designed to give students first-hand experience in biological experimentation. Students will work closely with Biology faculty members to learn about hypothesis formation, experimental design, data collection and analysis. By the end of the course, students will present their research to their peers. This course is also designed to prepare students for additional research opportunities, and is required for students who want to complete a senior thesis project ................. .h. ............ 4 s. and Honors in Independent Study in Biology. Three hours of lecture, three hours of laboratory each week............................................................ of the instructor
heredity, from chromosomes to genes, to DNA. Emphasis in this course will be placed on classical Mendelian, non-Mendelian, complex and population genetics. Personal genomics, bioinformatics, and bioethics are also covered. Lectures, literature reading, ... 4 s.h. group projects and laboratory exercises will be used to provide students with a foundation in classical and modern genetics. Three hours of lecture, three hours of laboratory each week ...........................................
BIOL 3770Molecular Biology. This course is required
for the Cell and Molecular Biology track and is an upper-level course that expands on most materials covered in the cell biology and genetics courses. It investigates the complex nature and mechanisms of biological macro-molecules; and explores the control of genes and their expression in specifying physical traits, mutations, and genomic maintenance. This course emphasizes the comprehension and interpretation of experimental evidences in an array of molecular biology sub-topics; these include gene regulation, h. translation, editing and evolution. Most major laboratory techniques for DNA/RNA manipulation will be covered in lectures and will be selectively used in lab. Three hours of lecture, three hours of laboratory each week.......................................................
Integrate faculty-led opportunity into education through participation in planned, supervised experiential-learning. Students will apply related skills by following a set of objectives, reflecting on activities, and obtaining feedback from their supervisors. For a complete description of Internships and Cooperative 248 ................... 4 s.h. ....... 4 s.h. ...............
human populations and the heavy dependence on technology have intensified the human impact on ecosystems. Urban areas have expanded and are increasingly altering environmental conditions. It is ......... 4 s.h. ................. ................. important to understand the conditions present in these human-altered environments and the impact on wildlife. This course focuses on issues relating to the vertebrates that have chosen to live in urban areas. Using Chicago as a resource, we will explore real issues and concepts including the impact of habitat fragmentation and modification, synanthropy, and issues such as the predator paradox and population management. Site visits frame opportunities for active engagement ..................................................
and fascinating role of the immune system is studied in-depth. Students will gain a clear understanding of normal relationships between structure, function, and regulation of the immune system as a foundation for exploring abnormalities present in a myriad of medical conditions. Information is provided through lecture, group discussion and projects, and study of the primary literature. Three hours of lecture each week ..................................................... Recommended Prerequisite: BIOL 3300 strongly recommended.
BIOL 4400Microbiology. This class focuses primarily
on the diversity of prokaryotic organisms and viruses, including morphological/ ultrastructural diversity, methods of culture and control, selected physiological and metabolic pathways, contributions of microbes to global biogeochemical cycles, the importance of microbes in relation to human disease, and the role of microbes in modern technology. The laboratory is focused on culturing and identifying medically important bacteria. Three hours of lecture, three hours of laboratory each week ..................................
the field of Systems Biology. Following the paradigm shift in the production of large scale biological data (also called ‘omics), Systems Biology has arisen as a new area of research that strives to make connections between metabolic, signaling and regulatory networks involved in cellular processes. Using a holistic rather than reductionist approach to understanding and controlling biological complexity, this course will introduce large-scale data sets used in genomics, proteomics, metabolomics, and epigenetics. Current be arranged ................... ........... 4 s.h. hot-topics and ethical considerations in science are also discussed. Techniques such as network analysis and modeling approaches will then be introduced, providing a framework for a systematic view of the etiology of complex traits. This course is intended as a capstone course for Biology majors who are interested in pursuing careers in graduate school, medical school, or the biotech industry. Three hours of lecture each week.......................................................... higher BIOL class
capstone for the biology major. Lectures, critical reading of primary literature, and a field trip will introduce students to fundamental evolutionary ...... 4 s.h. concepts, modern evolutionary biology research, and specific case studies of evolution in action. Discussions will be over numerous classical texts on evolution, especially those published during the formative years of the Theory of Evolution. Students will be trained to sharpen their scientific inquiry, hypothesis formation, evidence-based deduction, and general critical thinking. The course will cover the breadth of evolutionary biology: from the origins of life and investigation of fossil records, to studying the mechanisms of evolutionary changes that govern all living beings. Three hours of lecture each week......4 s.h. higher BIOL class
of the Pacific Northwest, with particular attention to the adaptation of plant and animal life to montane climates and altitudes, and analysis and interpretation of altitudinal zonation of biotic communities with applications to latitudinal biogeography. The course also examines physiological responses of organisms to reduced oxygen levels, low temperatures, and high altitude radiation regimes. Fieldwork includes on-site studies in the Olympic Mountains of the Olympic Peninsula ......................................................................
for ecosystem restoration and applications for restoring degraded and endangered species. Field studies include analysis of restoration and rehabilitation work with the Kirtland’s warbler, an officially designated wild river, coastal dunes, kettle-hole bogs, deforested lands, degraded residential and farming sites, and abandoned oil wells. A practical field lab is included in which techniques are applied to a specific site.................... 4 s.h. ecology or field biology, or permission of professor BIOL/CHEM/GEOG 499 Research. Participation in an ongoing research project of the Institute..................................................................... 1-6 s.h. objectives, methods, protocols for evaluation; to be signed by the professor and program director
One year of biology and one course in A research proposal including goals and
BIOL 49104920 Senior Thesis Research in Biology
This course is designed for biology majors, in their senior fall and spring semesters, who are pursuing original research projects with biology faculty with the intent of writing up their results as a senior thesis project. The course includes laboratory or field research, as well as literature research necessary for submitting a manuscript related to original research. Students will be required to present their work. Participation in this course will also allow students to work towards Honors in Independent Study in Biology ...................................................... *Credit determined by pre-arrangement with instructor. 249 ..................... 4 s.h. .............. 0-4 s.h.*
candidates for a degree from King are required to demonstrate competency in their major field. Students with more than one major must demonstrate competency in each of their major fields. For a B.A. or B.S. in Biology, students must earn a passing grade on the Biology Major Field Achievement Test ............. 0 s
