{"id":211,"date":"2017-10-27T22:06:07","date_gmt":"2017-10-27T22:06:07","guid":{"rendered":"https:\/\/www.macalester.edu\/160-biology\/courses\/"},"modified":"2024-03-13T16:33:16","modified_gmt":"2024-03-13T16:33:16","slug":"courses","status":"publish","type":"page","link":"https:\/\/www.macalester.edu\/biology\/courses\/","title":{"rendered":"Course Descriptions"},"content":{"rendered":"
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Biology<\/h2>\n \n
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BIOL 101 - Creatures and Curiosities<\/h3>\n
\n This course deals with unfamiliar, mysterious, beautiful, grotesque, and overlooked animals all around us: the invertebrates. We will explore animal evolution and focus on the biology of creatures such as sponges, jellyfish, insects, and corals. In addition, we will discuss the cultural role of animals as curiosities - as specimens in cabinets and museums, or the subjects of phobias and urban legends. Drawing on topics in marine biology and entomology, students will learn about the ecology, life cycles, and anatomy of major groups of animals through lectures, observation of live animals, and dissections. Students must complete two field trips outside of class time. Two 1-hour lectures and one 1-hour lab per week.<\/span>\n \n

Frequency: Offered most years, fall semester.<\/p>\n \n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 104 - Biotechnology and Society<\/h3>\n
\n This course will serve as an introduction to the development and application of biotechnologies, and the impact these technologies have on society. Discussions will include stem cell research, genetic testing in the clinical setting, personal (\"recreational\") genomics, DNA fingerprinting and forensic applications, gene editing, and gene therapy. This course will introduce students to some basic concepts and methodologies used in the fields of genetics, and molecular, developmental and cell biology. We will also discuss sociocultural and ethical issues that emerge from the application of these technologies. Three lecture hours each week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 106 - Lakes, Streams and Rivers<\/h3>\n
\n Minnesota, the land of 10,000 lakes, is also home to numerous streams and rivers. In this course we will examine the nature of these aquatic ecosystems; exploring their ecology, geology and chemistry. We will also investigate human impacts through such practices as agriculture, urbanization and industrialization, on these important ecosystems. Students will complete projects exploring various aspects of local waterbodies, especially the Mississippi, Minnesota, and St. Croix Rivers. Three lecture hours each week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>ENVI 106<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 110 - Plants, Environment, and Society<\/h3>\n
\n The food we eat, the air we breathe, and the landscapes we inhabit are shaped by plants. Plants are also at the heart of many global issues impacting society: food security, climate change, development and land degradation, and environmental inequity. In this course, we focus on the physiology, ecology, and biodiversity of plants, as well as their role in human life and society. We will explore topics that span agriculture and biotechnology, climate change and biodiversity, historical and modern use of plants as commodities, and urban ecology. Three lecture hour each week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 117 - Women, Health and Reproduction<\/h3>\n
\n This course will deal with aspects of human anatomy<\/span> and physiology of special interest to women and\/or those who identify as women, especially relating to sexuality and reproduction. Biological topics covered will include menstruation and menopause, sexuality, conception, contraception, infertility, abortion, pregnancy, cancer, and AIDS. Advances in assisted reproductive technologies, hormone therapies, and genetic engineering technologies will be discussed. Three lecture hours each week.<\/span>\n \n

Frequency: Offered every year.<\/p>\n \n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>WGSS 117<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 170 - Ecology and the Environment<\/h3>\n
\n This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three hours lecture and one three-hour laboratory each week. <\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>ENVI 170<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 180 - Biodiversity and Evolution<\/h3>\n
\n An introduction to the diversity and history of life. We begin with basic evolutionary patterns and processes that have shaped living things, and then move on to the major groups of organisms (their morphology, physiology, reproductive cycles) and their evolutionary origins and relationships. Using recent findings from such diverse fields as molecular phylogenetics, developmental biology, and paleontology, this course introduces students to the major branches on the tree of life. Three lecture hours and one three-hour lab each week.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 190 - Genetics<\/h3>\n
\n An introduction to the principles of genetics, including patterns of inheritance, structure and function of genetic material, flow of genetic information, and control of gene expression. This course also introduces students to the methodologies used in genetics research, such as gene mapping, gene expression techniques, DNA sequencing, introductory genomics, and gene manipulation. Bioethical and sociocultural issues that emerge from the applications of genetic concepts and methodologies are discussed. Three lecture hours and one three-hour laboratory each week.<\/span> <\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 194 - Topics Course<\/h3>\n
\n Varies by semester. Consult the department or class schedule for current listing. <\/span>\n \n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 200 - Cell Biology<\/h3>\n
\n Cells are the foundational organizing units of all life on our planet. In this course, we study the ways in which these nanomachines use the shapes and interactions of molecules to store and convert information, energy, and mass, and to communicate with their environments. The workings of single-celled bacteria to multicellular organisms, and the complex behaviors of multi-species ecosystems all depend on the working of these miniscule molecular gears packed inside cells. This course covers the structures and behavior of biological molecules, the metabolic reactions that power life, the properties of the fluid, complex membranes that organize biological molecules in space and time, the ways in which information is sent and received within and between cells, and molecular-scale understandings of health and disease processes. Three lecture hours each week.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 190<\/a>; and CHEM 112<\/a> or CHEM 115<\/a> <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 275 - Outdoor Environmental Education in Theory, Policy and Practice<\/h3>\n
\n This course provides an introduction to outdoor education as an opportunity to promote social justice and environmental sustainability in a globalized world. Informed by relevant philosophical, psychological, cultural and political-economic frameworks, in addition to critical issues in public education policy and practice, we will explore interdisciplinary approaches to outdoor environmental education appropriate for students across the K-12 continuum. We will utilize the Katharine Ordway Natural History Study Area (Ordway Field Station) as an outdoor classroom and will adapt curriculum from the Minnesota Department of Natural Resources (DNR) and other outdoor education organizations to assist elementary school teachers and students in fulfilling Minnesota K-12 Academic Standards. Early in the semester, all students will participate in a weekend retreat at the Ordway Field Station. Weekly lab sessions will include field days during which course members design and implement educational experiences for elementary school children at Ordway, small group work days for preparing field day lesson plans, trips to local outdoor environmental education sites within the Twin Cities, and other experiential learning opportunities. Weekly seminar sessions incorporating readings, reflective writing, and individual and small group projects complement the experiential aspects of the course. As the semester progresses, each course member will develop a curricular unit aimed at teaching an important environmental issue to diverse adolescents attending urban public schools. The curricular unit is a significant undertaking that provides students with the opportunity to synthesize all aspects of the course material in a creative, pragmatic and integrative manner. <\/span>\n \n

Frequency: Every fall.<\/p>\n \n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>EDUC 275<\/a> and ENVI 275<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 277 - Sustainable Cities: Urban Environmental Science<\/h3>\n
\n The world is becoming more and more urban, with over 80% of the US population and half of the world's population living in cities. This trend (and the environmental problems it creates) will only increase throughout the 21st century, yet ecologists are just beginning to understand humans as organisms that influence their environment. Cities are hubs of activity that influence the physical structure, climate, element and energy cycling, and plant and animal communities within the urban footprint. However,these urban environments are influential well beyond their perceived borders. Urban ecologists are expanding their focus from ecology in cities, where they studied urban plants and wildlife, to the ecology of cities, where they consider human-biologicalinteractions with increasing attention to the complex interplay among people, society, and environment. Importantly, this course acknowledges how the lived experiences of urban dwellers vary tremendously, both within and across cities. This course examines current developments in urban ecology and looks at the role it can play in planning and managing urban environments to create equitable futures for all.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>ENVI 277<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 294 - Topics Course<\/h3>\n
\n Varies by semester. Consult the department or class schedule for current listing. <\/span>\n \n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 302 - Invertebrate Animal Diversity<\/h3>\n
\n An introduction to the science of invertebrate zoology. The vast majority of animals are invertebrates, including beautiful and charismatic organisms such as corals and butterflies, and also pests and parasites such as mosquitoes and tapeworms. Students will become familiar with all major and some minor phyla of marine, terrestrial, and freshwater animals. Through lectures, discussions, field trips, dissections, and laboratory observations of live organisms students will learn to identify invertebrates and understand their anatomy, life cycles, and evolutionary history. Students will complete independent projects involving field collection and identification of either insects or shells (mollusks). Three lecture hours and one three-hour lab each week.<\/span>\n \n

Frequency: Offered most years, fall semester<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 180<\/a> <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 304 - Neuroanatomy<\/h3>\n
\n The structure and function of the vertebrate nervous system, with a focus on the human nervous system, will be explored through analysis of human brain specimens and sections, and artistic photographic and computer graphic representations of nervous system structures at both the microscopic and systems levels. This course is designed to provide an understanding of both the peripheral and central nervous system with a focus on brain, brainstem, and spinal cord structure and function through observation and study of normal brain tissue and discussion of clinical cases. This course is intended for students with a strong interest in neuroscience. Three lecture hours and one three-hour lab each week.<\/span>\n \n

Frequency: Offered most years, fall semester.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 190<\/a> and BIOL 200<\/a> <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 306 - Ornithology<\/h3>\n
\n This course is for students interested in the biology of birds, Topics covered will include: functional morphology, physiology, distribution and systematics with an emphasis on avian ecology, behavior and evolution. The course format will include integrated lectures, laboratories, field trips, and discussion of the primary literature. Students will learn the major avian taxa with special emphasis on the common birds of Minnesota in general and the Twin Cities in particular. Three lecture hours and one three-hour laboratory per week.<\/span>\n \n

Frequency: Offered most years, spring semester.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 170<\/a> <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 310 - Agroecology<\/h3>\n
\n As a field, agroecology considers agricultural landscapes in the context of ecological principles and concepts. We will investigate the ecological underpinnings of agriculture, including interactions between soils, microbes, plants and animals, always in the context of climate change, land use change and other global change drivers. In addition to exploring the water and nutrient demands of agricultural systems from a physiological perspective and conventional agricultural systems, we will also discuss sustainable agricultural practices and sustainability in the global food system. This class will feature case studies from around the globe. <\/span>\n \n

Frequency: Alternate years.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 170<\/a> or permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>ENVI 310<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 312 - Microbiology<\/h3>\n
\n This course is an introduction to the diverse field of microbiology, including prokaryotes, archaea, viruses, and eukaryotic microorganisms. We will explore the ways microbes interact with their environments, in particular their diverse and complex relationships with humans. The course includes regular discussion of primary literature and an emphasis on written and oral communication. In the laboratory, students will practice fundamental microbiology techniques and data analysis, and lead hypotheses-driven independent investigations. Three lecture hours and one three-hour laboratory each week. <\/span>\n \n

Frequency: Offered most years, fall semester.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 170<\/a>, BIOL 190<\/a> and BIOL 200<\/a>; CHEM 211<\/a> recommended.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 316 - Cellular and Molecular Neuroscience<\/h3>\n
\n A study of the cellular and molecular mechanisms underlying the biological basis of behavior. While particular emphasis is placed on the molecular and cellular components of the nervous system, these components are the foundation for the analysis of various systems. Discussion topics may include the role of neurotransmitters, neuromodulators and receptors in learning and memory, multiple sclerosis, Alzheimer's disease and drug addiction. The laboratory will be used to introduce major research techniques in neurobiology. These techniques will be used in independently designed research projects. Three lecture hours and one three-hour laboratory per week.<\/span>\n \n

Frequency: Offered every year.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 190<\/a> and BIOL 200<\/a> <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 320 - Computational Biology<\/h3>\n
\n This interdisciplnary course will examine selected topics in computational biology, including basic bioinformatics, algorithms used in genomics and genome analysis, computational techniques for systems biology, and synthetic biology.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>COMP 123<\/a>; BIOL 190<\/a> recommended<\/span><\/p>\n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>COMP 320<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 322 - Advanced Genetics<\/h3>\n
\n The principles of genetics explain how the information in the genome is used to build cells and organisms, how traits are inherited, and how mutations can lead to genetic diseases and cancer but also evolutionary innovation and new species. This course provides an in-depth study of the principles of modern genetics and will cover gene mapping of Mendelian and non-Mendelian traits as well as concepts and methodologies of molecular genetics, including gene expression analysis, next generation sequencing, and gene editing. We will also explore the field of epigenetics and discuss the mechanisms by which nature and nurture together affect the phenotype of an individual. Finally, we will discuss bioethical and sociocultural issues related to the application of genetic principles such as genetic testing, genome manipulation, and gene therapy. Three lecture hours each week.<\/span>\n \n

Frequency: Offered every year.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 190<\/a> and BIOL 200<\/a> <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 344 - Aquatic Ecology<\/h3>\n
\n This course investigates the major factors that structure biological communities in freshwater systems, including both abiotic (physical\/chemical) and biotic (organism interactions) components. We also explore the function of these ecosystems, including carbon cycling and the movement of energy and water through lakes and streams. Importantly, we consider the myriad human impacts on aquatic ecosystems.<\/span>\n \n

Frequency: Offered alternate years.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 170<\/a>\/ENVI 170<\/a> <\/span><\/p>\n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>ENVI 344<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 350 - Evolutionary Biology<\/h3>\n
\n An exploration of one of the central organizing ideas of modern biology, the theory of evolution. Topics that will be covered include natural and sexual selection, adaptation, comparative methods, phylogeny, speciation, population genetics, molecular evolution, the origin of life, and others. The course will consist of lectures and discussions based on readings drawn from a variety of sources with an emphasis on primary literature. Three lecture hours each week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 180<\/a> and BIOL 190<\/a> <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 351 - Biochemistry I<\/h3>\n
\n A study of biological processes at the molecular level with an emphasis on the chemistry of biological molecules, elements of physical biochemistry, the structure of proteins, the mechanisms and kinetics of enzyme catalyzed reactions, and selected topics in intermediary metabolism, including the metabolism of carbohydrates and lipids. Three lecture hours and one three-hour laboratory per week.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 200<\/a> and CHEM 212<\/a>, or permission of the instructor. Students must earn a C- or higher in prerequisite courses.<\/span><\/p>\n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>CHEM 351<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 352 - Biochemistry II<\/h3>\n
\n A continuation of BIOL 351<\/a>. A study of biological processes at the molecular level with an emphasis on the metabolism of amino acids, nucleotides, the regulation of biochemical pathways, and topics in molecular biology such as gene replication, the synthesis of proteins and nucleic acids, and recent advances in genomics and proteomics. Three lecture hours each week.<\/span>\n \n

Frequency: Offered every spring.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 190<\/a>, BIOL 200<\/a>, and BIOL 351<\/a>, or permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>CHEM 352<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 353 - Molecular Medicine<\/h3>\n
\n How are therapeutic and diagnostic agents designed? How are these chemicals used to detect and treat illnesses? In this class, we aim to answer these questions by exploring molecular medicine from a (bio)chemical perspective. We will discuss the chemical basis of different diseases and how they can be targeted by therapeutics and monitored using chemical diagnostics. We will examine the fundamentals of drug design and development and dive into primary literature to explore cutting edge research in the field of medicinal chemistry.<\/span>\n \n

Frequency: Alternate years.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 351<\/a> (or concurrent registration)<\/span><\/p>\n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>CHEM 353<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 354 - Chemical Biology<\/h3>\n
\n Chemical biology is a field of study that applies chemistry to advanced problems in biology and medicine. This course will cover the fundamentals of the field, starting with a review of relevant biology, as well as advanced topics and state-of-the-art research. Through lectures, critical reading of recent literature, student presentations, and proposals, students will learn about the development of chemical tools to study and manipulate biological systems in novel ways. Topics may include: protein engineering and unnatural amino acid incorporation, targeted drug delivery, small molecule and protein-based imaging tools, bio-orthogonal reactions, synthetic biology, and combinatorial chemistry. Three lecture hours each week.<\/span>\n \n

Frequency: Alternate years.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>CHEM 212<\/a> .<\/span><\/p>\n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>CHEM 354<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 357 - Immunology<\/h3>\n
\n This course is an introduction to vertebrate immunity. Its evolution, cellular and molecular mechanisms, health and disease functions and therapeutic manipulations are explored through approaches including lectures, clinical case studies, extensive reading of the primary literature, problem-solving and an intensive focus on scientific writing. The course typically includes a civic engagement component where students work with health organizations and schools in the Twin Cities area. The course laboratory uses guided exercises and independent projects to focus on current immunological techniques including flow cytometry, magnetic cell sorting and antibody assays. Three hours of lectures and four to six hours of laboratory per week.<\/span>\n \n

Frequency: Offered every year.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 190<\/a> and BIOL 200<\/a>; CHEM 112<\/a>; junior or senior standing.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 359 - Big Data in Ecology<\/h3>\n
\n Ecology and environmental science are increasingly using 'big data' to expand and refine research questions. We will examine, analyze, and interpret datasets that represent a wide range of ecological topics and approaches, including nutrient cycling, hydrology, climate change, human and animal migration, satellite remote sensing, and biodiversity. The course will examine recent literature and apply novel analyses using open-access data and code every week. We will build skills in R programming, science communication, data visualization, and critical examination of literature. The course is project-oriented and students will work independently and in small groups to dive deeply into large data using R\/RStudio, and produce original analyses and results. Three lecture hours and three hours of laboratory each week.<\/span>\n \n

Frequency: Alternate years.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 170<\/a>; and STAT 112<\/a> or STAT 155<\/a> <\/span><\/p>\n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>ENVI 359<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 362 - Arctic Ecology<\/h3>\n
\n The Arctic is Earth's most rapidly warming region. It is also home to massive carbon reservoirs and diverse biological adaptations to extreme elements, as well as home to Indigenous populations and the site of oil extraction and vanishing sea ice. We will examine how climate change is impacting the biodiversity, ecophysiology, and biogeochemistry of this crucial biome, and as a result, the rest of the world. As anupper-level biology course, Arctic Ecology aims to challenge students to improve their science communication skills through varied written, spoken, and visual presentations. Students will also be challenged to synthesize content across systems and create novel hypotheses about current and future impacts of change at a species, community, ecosystem, and landscape scale. Three lecture hours each week.<\/span>\n \n

Frequency: Alternate years.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 170<\/a> <\/span><\/p>\n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>ENVI 362<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 365 - Comparative Vertebrate Anatomy<\/h3>\n
\n Vertebrates are backboned organisms that include more than 50,000 living species ranging in size from a fish weighing less than an aspirin to a whale weighing nearly 300,000 pounds. They live in virtually every habitat on Earth and include species that fly higher, swim deeper, and move faster than other organisms. In this course, we will investigate vertebrate form and function through the lens of evolutionary history and dissection of representative vertebrates. Emphasis is placed on the origin and diversification of the basic vertebrate body plan and the morphological, functional, and evolutionary patterns that result. This course fulfills the coursework in anatomy recommended for most pre-health programs. Three lecture hours and three hours of dissection-based laboratory each week.<\/span>\n \n

Frequency: Offered most years, spring semester.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 180<\/a> and BIOL 190<\/a>; junior standing or permission of instructor<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 366 - Plant Ecophysiology<\/h3>\n
\n Plant physiological processes in the environment regulate local, regional, and global climate and control ecosystem functioning. However, climate change is altering these processes across diverse ecosystems. We will learn about plant physiological processes, including converting light to energy, carbon cycling and storage, water transport, nutrient acquisition, growth, and the responses of these processes to an increasingly variable and potentially stressful environments. This course will also focus on scaling of carbon cycling, diving into remote sensing and global datasets, as well as novel data we collect in class to analyze with R\/RStudio. We will learn about current techniques available to measure physiological processes. We will also focus on the broader process of science: how do we turn ideas into questions, questions into data, and data into compelling stories about the natural world? Three hours of lecture and one three-hour laboratory each week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 170<\/a>; BIOL 190<\/a> recommended<\/span><\/p>\n <\/div>\n \n \n \n

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Cross-Listed as: <\/strong>ENVI 366<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
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BIOL 369 - Developmental Biology<\/h3>\n
\n This course aims to integrate organismal, cellular, genetic and molecular approaches to the study of animal development. We will analyze a diversity of mechanisms, ranging from ones that set up pattern formation in the unfertilized egg to those governing morphogenesis of organ systems. Evolution of developmental mechanisms will also be discussed. The lab component will incorporate both descriptive and experimental embryological techniques. Three hours of lecture and one three-hour laboratory each week.<\/span>\n \n

Frequency: Offered most years, fall semester.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>BIOL 180<\/a>, BIOL 190<\/a> and BIOL 200<\/a>, or permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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BIOL 370 - Ecosystem Ecology<\/h3>\n
\n How are ecosystem carbon stocks responding to climate change? What controls primary production? How is agricultural land use change altering the nitrogen cycle? How do ecosystems respond to elevated atmospheric CO2 concentrations, and how does nutrient availability affect this CO2 response? What is the relationship between biodiversity and ecosystem function? These are all questions that ecosystem ecologists seek to answer. In this course, we will investigate the principles and processes that govern the structure and function of ecosystems, with an emphasis on how nutrients, water and energy cycle through ecosystems. Ecosystem ecology is interdisciplinary in nature, and draws from fields such as physiological, microbial and community ecology, soil science, atmospheric science, and geology. We will cover both fundamental principles and recent, cutting-edge research that focuses on global change drivers (e.g., climate change, nitrogen deposition, land use change, and altered disturbance regimes). Includes 3 hours of lab per week. <\/span>\n \n

Frequency: Every year.<\/p>\n \n <\/div>\n \n

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Prerequisite(s): <\/strong>STAT 155<\/a> and BIOL 170<\/a>. Recommended: CHEM 111<\/a> or CHEM 115<\/a> <\/span><\/p>\n <\/div>\n \n \n \n

\n

Cross-Listed as: <\/strong>ENVI 370<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
\n \n

\n

BIOL 380 - Animal Behavior: Fundamentals and Applications<\/h3>\n
\n Why do animals behave the way they do? Why do lions have manes while leopards don't? Why do elephants and bees live in groups but many other species do not? Why does your friendly neighborhood squirrel get so busy late in the fall and again in the spring? Why do certain wolves 'fish' but others never learn the technique? In this course we will explore the fundamentals of animal behavior and use that foundation to understand how we can better manage and conserve biodiversity. Outdoor and analytical labs will allow us to quantify animal behavior, develop ethograms, and understand species' behavioral repertoires based on observation and manipulation of wolves, deer, bears, mountain lions and other species. Three hours of lecture plus three hours of lab each week.<\/span>\n \n

Frequency: Fall semester only.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 170<\/a>. Recommended: STAT 155<\/a> <\/span><\/p>\n <\/div>\n \n \n \n

\n

Cross-Listed as: <\/strong>ENVI 380<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
\n \n

\n

BIOL 385 - Wildlife Monitoring Techniques<\/h3>\n
\n Biodiversity is fast disappearing from the face of the planet. To keep a check on wildlife species, populations, and individuals, we need robust methods to enumerate individual and population scale processes such as abundance, distribution, resource use, and behavior. In this course you will be exposed to the fundamentals of wildlife monitoring techniques and their relevant applications. We will learn about wildlife census techniques and how these methods have been used to expand and champion wildlife conservation. We will engage in hands-on, outdoor experiences such as camera trapping, distance sampling, diet monitoring, animal handling, and telemetry. Three hours of lecture\/discussion and three hours of laboratory each week.<\/span>\n \n

Frequency: Spring semester only.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 170<\/a>; and either BIOL 180<\/a> or ENVI 240<\/a>. Recommended: STAT 155<\/a>.<\/span><\/p>\n <\/div>\n \n \n \n

\n

Cross-Listed as: <\/strong>ENVI 385<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
\n \n

\n

BIOL 394 - Topics Course<\/h3>\n
\n Varies by semester. Consult the department or class schedule for current listing. <\/span>\n \n <\/div>\n \n \n \n \n <\/div>\n
\n \n
\n

BIOL 400 - Seminar in Neuropharmacology<\/h3>\n
\n This is an advanced course that will focus on the study of drugs used to alter the central nervous system. The course will begin with basic pharmacological principles and then concentrate on the various uses of drugs to alter brain neurochemistry. Topics for discussion will include the pharmacological treatment of schizophrenia, depression, pain, anxiety and generally, the neurochemical basis of behavior. In addition to discussion of the use of drugs for clinical purposes, a significant amount of time will be spent on the use of \"drugs of abuse\" (e.g. cocaine, marijuana, LSD). While the focus of the course will be on the biochemical mechanisms of these drugs, an effort will be made to investigate and discuss the sociological ramifications of drug use. Three discussion\/lecture hours per week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 316<\/a> or PSYC 248<\/a>; junior or senior standing; or permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 401 - Mechanisms of Memory<\/h3>\n
\n Research into the cellular and molecular mechanisms of memory often challenge our intuitions of how memory works and, indeed, our personal experiences of memory. In this course, we will explore classical and contemporary research into the mechanisms of memory with a focus on non-human animals. The goal is to understand the multifaceted and integrated way that molecules and cells in the nervous system work together to underlie memory. The course will rely on research articles and review papers in the field, and students will develop their skills in writing and presenting for scientific audiences. Students will have an opportunity to choose their own topics for assignments.<\/span>\n \n

Frequency: Alternate years.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 316<\/a> <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 404 - Seminar in Genome Editing<\/h3>\n
\n Recent advances in molecular biology have lead to the ability to directly manipulate genomes in highly precise ways. CRISPR-based genome editing is a type of genetic engineering that can be used to add, replace, or delete specific sequences in an organism's genes using specialized nucleases. The possible applications of this methodology are far-reaching and have already been used to correct disease-causing mutations in mouse models and human cells, leading to gene therapy clinical trials and the first reported case of manipulation of human embryos. We will discuss the primary literature from this emerging field, technical hurdles that may hamper medical applications of this technology such as \"off-target\" effects, and ethical and socio-cultural issues surrounding genome modification. Three lecture\/discussion hours each week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 190<\/a> and BIOL 200<\/a>; junior or senior standing; or permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 406 - Seminar in Immunology<\/h3>\n
\n This seminar course focuses on a particular topic of current interest within immunological research, such as cancer immunology, transplantation biology, allergy, autoimmunity and vaccine development. The course meets in a journal club format with weekly roundtable discussions of primary articles and secondary reviews in the area of study and emphasizes close and critical reading of experimental literature. Students will participate through discussion, written and oral presentation of critiques of the readings, and a final individual project. Three lecture\/discussion hours per week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 357<\/a> and junior or senior standing; or permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 412 - Seminar in Cancer Biology<\/h3>\n
\n This seminar course centers on our understanding of the molecular events underlying the development of various cancers, including cell cycle control, DNA damage, tumor microenvironment, as well as therapeutic approaches to treatment, and associated difficulties. Two major goals of the course include developing an ability to understand cancerous transformation and learning to critically evaluate literature in the field. We will discuss primary articles and secondary reviews in a roundtable format, and students will present written and oral critiques of the literature and develop a final individual project. Three lecture\/discussion hours each week. <\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 200<\/a>, and junior or senior standing; or permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 416 - Seminar in Vertebrate Paleobiology and Evolution<\/h3>\n
\n This course delves into the evolutionary history and paleobiology of vertebrates. We'll explore the 500-million year history of the group, and employ that framework to investigate originations and extinctions, innovative vertebrate body plans, and the functional changes associated with the invasion of new habitats. From mouths to jaws, jaws to ears, arms to wings, and fins to legs (and back again), we'll investigate living vertebrates as analogues of fossil organisms and integrate discoveries in paleontology, geology, and molecular and developmental biology. The class will include periodic field trips to the Science Museum of Minnesota's Paleontology Collections and hands-on paleobiological research. Three 1-hour lectures per week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 180<\/a> and GEOL 165<\/a>, or GEOL 300<\/a>; junior senior standing; or permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n

\n

Cross-Listed as: <\/strong>GEOL 416<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
\n \n

\n

BIOL 472 - Research in Molecular Biology<\/h3>\n
\n Collaborative research with a faculty member focused on understanding the molecular genetic mechanisms underlying developmental and physiological processes in plants and\/or animals. This research course requires students to use journal papers as the focus for class reading and critical analysis. Through class presentations, discussions, and intensive bench work, students will become familiar with several research methodologies for isolating and manipulating DNA, for analyzing gene expression, and for studying gene function. Three lecture\/discussion hours each week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 190<\/a> and BIOL 200<\/a>; junior or senior standing; or permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 473 - Research in Immunology<\/h3>\n
\n This course involves collaborative research with a faculty member on a current problem in immunology. Students participate in intensive reading of primary literature, journal-club style presentations, detailed experimental design and written and oral presentation of proposed research projects. The laboratory component focuses on acquiring independent research skills, gaining technical expertise and carrying out novel research. Three lecture\/discussion hours and four to six hours of laboratory per week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 190<\/a> and BIOL 200<\/a>; junior or senior standing; and permission of the instructor.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 474 - Research in Biochemistry<\/h3>\n
\n In this course students pursue a collaborative research project with a faculty member on a topic in contemporary biochemistry. In addition to extensive laboratory research, reading and discussion of the primary literature and oral and written presentation of research topics and results will be pursued. Three to six hours of lecture and\/or laboratory each week. Depending on the semester\/topic, this course may be taught be either Biology or Chemistry Faculty members. <\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 351<\/a>; junior or senior standing; and permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n

\n

Cross-Listed as: <\/strong>CHEM 474<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
\n \n

\n

BIOL 475 - Research in Neurobiology<\/h3>\n
\n This course involves collaborative research with a faculty member on a current problem in neurobiology. Students participate in intensive reading of primary literature, journal-club style presentations, detailed experimental design and written and oral presentation of proposed research projects. The laboratory component focuses on acquiring independent research skills, gaining technical expertise and carrying out novel research. Students enrolled in this course should expect to do lab activities for at least 6 hours\/week overall, which could be outside of the scheduled course hours.<\/span> <\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 316<\/a> or BIOL 200<\/a> <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 476 - Research in Biodiversity and Evolution<\/h3>\n
\n This course offers an opportunity to work with a faculty member on current research in animal diversity and evolution. Lab periods will be devoted to fieldwork, lab work, and data analysis. Lecture periods will focus on discussion of the scientific literature related to the research area undertaken. Research projects will be undertaken in the fields of population genetics, phylogenetic systematics, or biogeography. Techniques may include field collection of animals, species identification, DNA sequencing, analysis of genetic data sets, and scanning electron microscopy. Three hours of lecture\/discussion and three hours of laboratory each week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 180<\/a> and BIOL 190<\/a>; junior or senior standing; and permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 480 - Research in Paleobiology<\/h3>\n
\n This course offers an opportunity to conduct collaborative research with a faculty member on topics in paleobiology. Students will actively engage with the primary literature and will design and pursue an investigation independently. The lecture component of the course will center on discussions of literature related to projects, as well as peer-evaluation of oral and written work. The laboratory component focuses on lab research and data analysis. Three lecture\/discussion hours and one three-hour laboratory each week.<\/span>\n \n

Frequency: Offered occasionally.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 180<\/a> and GEOL 165<\/a>, or GEOL 300<\/a>; junior or senior standing, and permission of instructor.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 485 - Wildlife Conservation in the Anthropocene: An International Perspective<\/h3>\n
\n As we usher in the Anthropocene, where 'Amazon' is more likely to be recognized as a global marketing forum than a mighty river, the fate of biodiversity remains uncertain. Human growth has resulted in unprecedented changes in our planet's ecosystems. Species have been lost, modified, and forced to live in concrete jungles. Human history, culture and socio-political nuances in different parts of the world result in distinctive challenges as well as sometimes optimistic scenarios with respect to wildlife conservation. In this seminar we will investigate perspectives from South Asia where animals and humans coexist at very high density and proximity, consider the North American system where views about biodiversity can often be very polarizing, and explore conservation in Africa where pockets of pristine wilderness persist. We will engage with the primary literature of wildlife conservation, hear from scientists on the frontlines, make field trips, and discuss the idea that there could be a unifying model that safeguards biodiversity without detrimentally impeding human development.<\/span>\n \n

Frequency: Fall semester only.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>BIOL 170<\/a> <\/span><\/p>\n <\/div>\n \n \n \n

\n

Cross-Listed as: <\/strong>ENVI 485<\/a> <\/span><\/p>\n <\/div>\n \n \n <\/div>\n
\n \n

\n

BIOL 492 - Topics Course<\/h3>\n
\n Varies by semester. Consult the department or class schedule for current listing.<\/span>\n \n

Frequency: Offered Occasionally<\/p>\n \n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 494 - Topics Course<\/h3>\n
\n Varies by semester. Consult the department or class schedule for current listing. <\/span>\n \n <\/div>\n \n \n \n \n <\/div>\n
\n \n
\n

BIOL 611 - Independent Project<\/h3>\n
\n This is an opportunity for students to do independent study or research on a biological topic. This may be done in the department under the direct supervision of a faculty member; it may be done at another college or university or similar institution under direct supervision; or in certain circumstances it may be done off campus with minimal direct supervision. Given the nature of independent projects, students need to demonstrate they have the necessary academic background, including appropriate coursework, in the area they are interested in pursuing before an independent will be approved. The independent may be undertaken during a semester, during January, or during the summer.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 612 - Independent Project<\/h3>\n
\n This is an opportunity for students to do independent study or research on a biological topic. This may be done in the department under the direct supervision of a faculty member; it may be done at another college or university or similar institution under direct supervision; or in certain circumstances it may be done off campus with minimal direct supervision. Given the nature of independent projects, students need to demonstrate they have the necessary academic background, including appropriate coursework, in the area they are interested in pursuing before an independent will be approved. The independent may be undertaken during a semester, during January, or during the summer.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 613 - Independent Project<\/h3>\n
\n This is an opportunity for students to do independent study or research on a biological topic. This may be done in the department under the direct supervision of a faculty member; it may be done at another college or university or similar institution under direct supervision; or in certain circumstances it may be done off campus with minimal direct supervision. Given the nature of independent projects, students need to demonstrate they have the necessary academic background, including appropriate coursework, in the area they are interested in pursuing before an independent will be approved. The independent may be undertaken during a semester or over the summer.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 614 - Independent Project<\/h3>\n
\n This is an opportunity for students to do independent study or research on a biological topic. This may be done in the department under the direct supervision of a faculty member; it may be done at another college or university or similar institution under direct supervision; or in certain circumstances it may be done off campus with minimal direct supervision. Given the nature of independent projects, students need to demonstrate they have the necessary academic background, including appropriate coursework, in the area they are interested in pursuing before an independent will be approved. The independent may be undertaken during a semester or during the summer.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 621 - Internship<\/h3>\n
\n This is an opportunity for students to work with professionals in the biological field outside of academia. Students will work with a faculty sponsor and their site supervisor to develop a set of learning goals, strategies to meet these goals, and methods of evaluation for the internship, including the nature of the final product. An internship is an excellent way for students to apply knowledge learned in the classroom and laboratory, to learn more biology, and to explore career options. The internship may be undertaken during a semester, during January, or during the summer and must encompass at least 35 hours of work (equal to 2.5 hours per week). S\/N grading.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 622 - Internship<\/h3>\n
\n This is an opportunity for students to work with professionals in the biological field outside of academia. Students will work with a faculty sponsor and their site supervisor to develop a set of learning goals, strategies to meet these goals, and methods of evaluation for the internship, including the nature of the final product. An internship is an excellent way for students to apply knowledge learned in the classroom and laboratory, to learn more biology, and to explore career options. The internship may be undertaken during a semester, during January, or during the summer and must encompass at least 70 hours of work (equal to 5 hours per week). S\/N grading.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 623 - Internship<\/h3>\n
\n This is an opportunity for students to work with professionals in the biological field outside of academia. Students will work with a faculty sponsor and their site supervisor to develop a set of learning goals, strategies to meet these goals, and methods of evaluation for the internship, including the nature of the final product. An internship is an excellent way for students to apply knowledge learned in the classroom and laboratory, to learn more biology, and to explore career options. The internship may be undertaken during a semester or during the summer and must encompass at least 105 hours of work (equal to 7.5 hours per week). S\/N grading.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair. <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 624 - Internship<\/h3>\n
\n This is an opportunity for students to work with professionals in the biological field outside of academia. Students will work with a faculty sponsor and their site supervisor to develop a set of learning goals, strategies to meet these goals, and methods of evaluation for the internship, including the nature of the final product. An internship is an excellent way for students to apply knowledge learned in the classroom and laboratory, to learn more biology, and to explore career options. The internship may be undertaken during a semester, during January, or during the summer and must encompass at least 140 hours of work (equal to 10 hours per week). S\/N grading.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 631 - Preceptorship<\/h3>\n
\n \n \n <\/div>\n \n
\n

Prerequisite(s): <\/strong>Permission of instructor. Initiate registration through Academic Programs. <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 632 - Preceptorship<\/h3>\n
\n \n \n <\/div>\n \n
\n

Prerequisite(s): <\/strong>Permission of instructor. Initiate registration through Academic Programs. <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 633 - Preceptorship<\/h3>\n
\n \n \n <\/div>\n \n
\n

Prerequisite(s): <\/strong>Permission of instructor. Initiate registration through Academic Programs. <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 634 - Preceptorship<\/h3>\n
\n \n \n <\/div>\n \n
\n

Prerequisite(s): <\/strong>Permission of instructor. Initiate registration through Academic Programs. <\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 641 - Honors Independent<\/h3>\n
\n Independent research, writing, or other preparation leading to the culmination of the senior honors project. The independent may be undertaken during a semester, during January, or during the summer.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair. S\/N grading only.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 642 - Honors Independent<\/h3>\n
\n Independent research, writing, or other preparation leading to the culmination of the senior honors project. The independent may be undertaken during a semester, during January, or during the summer. Honors students are required to register for a 2 credit honors independent during January of their senior year.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair. S\/N grading only.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 643 - Honors Independent<\/h3>\n
\n Independent research, writing, or other preparation leading to the culmination of the senior honors project. The independent may be undertaken during a semester or during the summer.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair. S\/N grading only.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
\n \n

\n

BIOL 644 - Honors Independent<\/h3>\n
\n Independent research, writing, or other preparation leading to the culmination of the senior honors project. The independent may be undertaken during a semester or during the summer.<\/span>\n \n

Frequency: Offered every semester.<\/p>\n \n <\/div>\n \n

\n

Prerequisite(s): <\/strong>Permission of instructor and department chair. S\/N grading only.<\/span><\/p>\n <\/div>\n \n \n \n \n <\/div>\n
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