56 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 100The Nature of the Biological World
Survey of the discipline of biology designed for the non- major. Content varies with the expertise of the instructor, but all sections focus on the relevance/importance of biology in everyday life. Laboratory focuses on understanding science as a process and includes an independent research project with oral presentation. Three lectures and one lab per week. CL General Education: Scientific Study of Nature Credits 4
Introduction to the biological sciences covering macroevolution (systematic, taxonomy, phylogenetics), ecology and biodiversity. Intended for biology and environmental science majors. Three lectures and one lab per week. Credits 4
Designed to prepare biology and environment science students for entry into the job market, or further study at the graduate level. Meets once a week to address topics of relevance to postgraduates, including interview preparation, resume writing, certifications, graduate program admissions, etc. Students will prepare a career portfolio, individually designed to meet their specific needs, which will include a range of materials for professional and graduate school applications. The portfolio will be fully assessed at the end of the semester. (Cross-listed as ENVR-200) Credits 1
BIOL 215Biology of Human Diversity & Pseudoscience
of Racism Human populations throughout the world differ in their physical appearance, behavior, customs, lifestyles, etc. Students learn about the biological basis of human homogeneity and diversity, and critically examine the construct of race as a sanctioned method of classifying human species into different groups. Consideration of biological principles that define species and subgroups, and discussion of key differences between early and modern techniques that biologists use to classify organisms. Case studies and examples from geographic locations around the world address some of the enormous social implications (health care, education, law enforcement) of using faulty science to group human beings into distinct racial categories. Credits 3
BIOL 256/ ENVR-256 : Conservation Biology of Florida
Due to its location, geology and climate, Florida supports a variety of unique species and ecosystems. It also supports rapidly growing human populations and diverse economic activities. This course provides an overview of environmental and conservation issues that have arisen as human activity has increased (including water quality, decline of biodiversity, invasive species, and wetland loss and restoration). The class travels to Florida where they learn about environmental and conservation problems and solutions. Students examine the science as well as the economic, political and social aspects of the issues. (Cross- listed as ENVR-256) Credits 3
Field-based introduction to the biology and ecology of marine organisms and their habitats. Students learn about 1) the ocean as an environment, 2) the characteristics of organisms living in and near the ocean with a focus on marine invertebrates and fishes, and 3) ecological principles that govern the distribution and abundance of those organisms. Applied aspects of marine ecology including human impacts, managements, conservation, fisheries and tourism are included throughout the course. There is also time to explore the terrestrial ecosystems. Travel to marine locations enables students to apply academic and theoretical knowledge to natural settings and experiences. Assignments while traveling will emphasize reflection on and analysis of the intersection of course content and field experiences. Credits 3
For students intending to enter the health professions. Students learn basic medical terms and their meanings, etymologies, and rules for combining prefixes and suffixes. Content is taught online and students apply what they are learning through concurrent field experiences at health care institutions. Students reflect upon the integration of on-line content, experiential learning, and their own career goals. Credits 3
Introduction to the structure and function of the human body, examining the skeletal, muscular, circulatory, nervous, digestive, respiratory, urinary and reproductive systems. Lecture focuses on topics of physiology/ function, histology, and their relation to anatomical structure, while the lab focuses on descriptive anatomy. Three lectures and one lab per week. Credits 4
Introduction to nutrition in animals, with a primary focus on mammalian systems. Topics include nutrient functions, energy requirements, digestive systems, and chemical analysis of feeds. Credits 3
3 additional 300-400 level BIOL 9-12 elective courses Total Credits 21-24 For the elective BIOL courses, only 3 credits may be chosen from BIOL-460, BIOL-461, BIOL-462, BIOL-490, BIOL-491 or BIOL-499, while Internship (BIOL-480X) cannot be used to meet this requirement. NOTE: Only two courses may overlap with a major or any other minor.
A systematic treatment of the microscopic structure of tissues and organs surveying the major organ systems of the body with a focus on cellular anatomy and physiology. Three lectures and one lab per week. Offered alternate years. Credits 4
Explores the anatomy, physiology, ecology and behaviors that have produced an extraordinary biodiversity of bird species. The major groups of modern birds are introduced, and their origin and ecology are examined. Students learn to recognize local species in the field and examine them in the lab using the ornithology collections. Suitable for both biology majors and non-majors. Credits 4
Examination of the contribution of neuroscience techniques to the understanding of sensation/perception, attention, learning, memory, language and consciousness. Lectures and papers involve an analysis of the interdisciplinary methods such as functional neuroimaging, electrophysiological methods, and the neurological impairments of brain-damaged patients. Offered alternate years. (Cross-listed as PSY-317) Credits 3
Comprehensive analysis of the organization of vertebrate nervous systems is approached from a structural perspective with emphasis on the human central nervous system. Principles of organization are stressed. Laboratory component introduces students to neuroanatomical and neurohistological methods and techniques. Both the gross and fine microscopic anatomy of the nervous system are studied. Offered alternate years. (Cross-listed as PSY-319) Credits 3
Introduction to developmental biology with a focus on its fundamental aspects: embryogenesis, growth, cellular differentiation and morphogenesis. The study of theory is supplemented with hands-on observations of early development in animal embryos (salamander and/or mouse, or other animals). We also consider the impact of recent advances in developmental biology on our society by exploring the ethical, moral, and religious implications, as well as the legal issues that inevitably arise from work in this field. Credits 4
An introduction to the study of amphibians and reptiles. Lectures will focus on the origin and evolution of amphibians and reptiles, and on their biology, ecology and conservation. Lab will emphasize taxonomy, anatomy, species identification, and common field techniques used to study these groups. Credits 4
A comprehensive survey of mammals. Lectures will focus on phylogenetics, the origin and evolution of mammals and their biology, ecology and conservation. Lab will emphasize taxonomy, species identification and common field techniques used to study mammals. Credits 4
Intense field-based course that introduces students to the identification of plants in the field. The focus will be on the vascular flora of the Shenandoah Valley and surrounding mountain areas with trips to other parts of Virginia possible. Plant collection and specimen preservation are also included. Credits 3
A comprehensive survey of the plant kingdom that will include topics ranging from plant anatomy, physiology, diversity and ecology. Students interested in ecology, forestry and wildlife biology will find this course particularly useful. Three lectures and one lab per week. Credits 4
Multidisciplinary course in neuroscience, with clinical ties to neurology, psychiatry and psychology, as well as basic scientific links to biology, computer science and cognitive studies. Examines how the structure and function of the brain relate to specific cognitive processes and overt behaviors through the use of neuropsychological testing methods. Topics include orientation, learning and memory, intelligence, language, visuoperception, and executive functioning. The administration, scoring and interpretation of various neuropsychological measures are discussed. Offered alternate years. (Cross-listed as PSY-375) Credits 3
Introductory survey of microbiology with an emphasis on bacteriology. The lecture component covers the structure, nutrition, metabolism, and genetics of microbes, medical microbiology, diagnostic techniques, microbial ecology, and industrial microbiology. The lab component includes biological safety, microscopy, culture techniques, media, staining, identification of unknown bacteria and an independent research project. Two lectures and two labs per week. Credits 4
Development of immune responses through humoral and cell-mediated mechanisms transplantation and tumor immunology, hypersensitivity reactions, autoimmunity, and serology. Three lectures and one lab per week. Credits 4
Expands on several topics introduced in BIOL-305. Lecture explores how clinical tests and drug therapies are used to evaluate medical conditions associated with the cardiovascular, respiratory, urinary and nervous systems while the lab provides students with a more in-depth examination of skeletal and muscular anatomy. Three lectures and one lab per week. Credits 4
Comparative study of the major organ systems in vertebrate animals. Lectures examine topics such as the origin and adaptive evolution of vertebrate anatomy and the systematic relationships between vertebrate groups. The lab provides a detailed examination of vertebrate anatomy. Three lectures and one lab per week. Credits 4
Introduces the current and historical distributions of organisms in relation to all aspects of geography including climate, altitude, latitude, soils, etc. and how those distributions have changed over time. Combines information from physiology, ecology, and evolution. Field trips taken to illustrate local biogeographic patterns. Credits 3
Lecture and laboratory course exposing students to a variety of research techniques employed by neuroscientists including behavioral and cognitive procedures for measuring reward, memory, attention and emotion; neuroanatomical procedures for staining and examining brain tissues; physiological procedures for recording the electrical activity of nerve cells, as well as commonly used techniques used to explore brain- behavior relationships (EEG, lesions, electrical and chemical stimulation). (Cross-listed as PSY-425) Credits 4
Examination of the mechanisms of biological evolution including mutation, natural selection, genetic drift, nonrandom mating, the genetic structure of species populations, the origin of new species and evidence regarding relationships among species and higher taxa. Credits 3
Introduction to the theoretical framework and the methodology of animal behavior research. Students examine the causation, development, current function, and evolutionary history of behavior of invertebrates and vertebrates. Integrates concepts and principles from multiple disciplines to understand behaviors such as foraging and predation, mating systems, communication, parental care, social hierarchies, and territoriality. Student also review the history of the field of animal behavior and the contributions that animal behavior research can make to applied disciplines such as environmental conservation, biomedical research, and human psychology. Credits 4
Studies from the areas of physiology, genetics, ecology, plant systematics, plant anatomy or plant physiology, and invertebrate zoology or entomology. Offered on demand. Credits 3
Open-ended research with a member of the biology faculty. A minimum of 40 hours of work in the library, laboratory, or field over the semester. May be repeated as necessary for credit. Credits 1
Internship (BIOL-485, BIOL-486, & BIOL-487X) cannot be used to meet this requirement. Students wishing to double major in biology and environmental science or in chemistry and environmental science may not overlap or double count the electives of the environmental science major to the other major. Track 2-Biology Secondary Education This track is for students interested in pursuing licensure biology education. Interested students should also see the Teacher Education Program section of the catalog for education curriculum requirements. Consists of 20 credits chosen from the following areas: Cell Biology/Physiology (1 course) Course Code Title Credits
Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. A Faculty Sponsor in the relevant academic department must approve a description and an internship learning plan at least eight weeks in advance of the start of the term in which the internship is to be completed. This internship learning plan must be filed with the Director of Internships in the Center for Career Development at least three weeks prior to the start of the internship. Approval of each application for an internship is made by the Director of Internships based upon s approved policies and guidelines. Supervision of the internship experience is provided by an appropriate Bridgewater College Cooperating Professor (who may or may not be the Faculty Sponsor) and by a Site Supervisor at the agency or business in which the student is an intern. Students must complete 40 hours (minimum two weeks) of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. Internships are graded by the Cooperating Professor on an S or U basis. A maximum of 12 credits in internships may be applied toward graduation. Students who successfully complete at least three credits of internship at one or more placements may petition the Associate Provost to accept those credits in fulfillment of the FILA general education experiential learning requirement. Credits 1
Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. A Faculty Sponsor in the relevant academic department must approve a description and an internship learning plan at least eight weeks in advance of the start of the term in which the internship is to be completed. This internship learning plan must be filed with the Director of Internships in the Center for Career Development at least three weeks prior to the start of the internship. Approval of each application for an internship is made by the Director of Internships based upon approved policies and guidelines. Supervision of the internship experience is provided by an appropriate Bridgewater College Cooperating Professor (who may or may not be the Faculty Sponsor) and by a Site Supervisor at the agency or business in which the student is an intern. Students must complete 80 hours (minimum four weeks) of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. Internships are graded by the Cooperating Professor on an S or U basis. A maximum of 12 credits in internships may be applied toward graduation. Students who successfully complete at least three credits of internship at one or more placements may petition the Associate Provost to accept those credits in fulfillment of the FILA general education experiential learning requirement. Credits 2
Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. A Faculty Sponsor in the relevant academic department must approve a description and an internship learning plan at least eight weeks in advance of the start of the term in which the internship is to be completed. This internship learning plan must be filed with the Director of Internships in the Center for Career Development at least three weeks prior to the start of the internship. Approval of each application for an internship is made by the Director of Internships based upon approved policies and guidelines. Supervision of the internship experience is provided by an appropriate Bridgewater College Cooperating Professor (who may or may not be the Faculty Sponsor) and by a Site Supervisor at the agency or business in which the student is an intern. Students must complete 120 hours (minimum six weeks) of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. Internships are graded by the Cooperating Professor on an S or U basis. A maximum of 12 credits in internships may be applied toward graduation. Students who successfully complete at least three credits of internship at one or more placements may petition the Associate Provost to accept those credits in fulfillment of the FILA general education experiential learning requirement. Credits 3
Upon approval of the department and the division head, a student with a cumulative grade point average of 2.20 or better may engage in an independent study or research project. One desiring to pursue independent study or research must submit a written description of the proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. At the end of the semester, the supervising professor files with the registrar a grade for the student and a description of the work accomplished. Credit may be received for no more than three independent studies or research projects. Credits 3
Upon approval of the department and the division head, a student with a cumulative grade point average of 2.20 or better may engage in an independent study or research project. One desiring to pursue independent study or research must submit a written description of the proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. At the end of the semester, the supervising professor files with the registrar a grade for the student and a description of the work accomplished. Credit may be received for not more than three independent studies or research projects. Credits 3
An honors project is one in which a student researches a subject, by examination of relevant literature or by experimentation or both; the student reports the results in an accurately documented and well-written paper or appropriate representation of the work. Whenever the study deals with the subject of an established course, the student is expected to go well beyond the usual work of the course in research and in assimilation of the results as revealed in the report. Juniors and seniors with a cumulative grade point average of 3.40 or above may register for an honors project. One desiring to pursue an honors project must submit a written description of his or her proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. Upon the completion of the honors project, the student must present an oral defense of his or her project. The final grade must include a satisfactory performance on the oral defense, assessed by a three-faculty member team. The project advisor will authorize the make-up of the oral defense team and will assign the final grade on the project. The honors project title will be noted on the student's transcript. It is the student's responsibility to provide a copy of the written paper or appropriate representation of the work to the library in compliance with specifications approved by the Council on Education. The library director arranges for binding and storage. Credits 3
