Catalogue 2020-2021 [ARCHIVED CATALOG]
Biology Department
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Chair: Margaret Ronsheim;
Professors: John H. Long, Jr.ab, Nancy Jo Pokrywka, Margaret Ronsheim, Mark A. Schlessman, Kathleen M. Susman (and Associate Dean of the Faculty);
Associate Professors: Lynn Christensonb, Kelli A. Duncan, David Justin Esteban, Megan D. Gall, Jennifer Kennella, Jodi Schwarz, J. William Straus;
Assistant Professors: Colin Aitken, Leroy Coopera, Myra Hugheya, Dianne Pater, Justin Touchon;
Lecturer: Mary Ellen Czesak;
Visiting Assistant Professors: Robert Augustine, Aude Lochet;
Post Doctoral Fellow: Funmilola Ayeni;
Adjunct Assistant Professor: Candido Diaz.
a On leave 2020/21, first semester
b On leave 2020/21, second semester
ab On leave 2020/21
Early Advising: Those students considering a concentration in biology should consult a departmental adviser early in their first year to discuss appropriate course sequences. After declaration of the major, no NRO work is permissible in the major.
Postgraduate Work: Students considering graduate school or other professional schools should be aware that such schools usually require courses beyond the minimum biology major requirements. In general, students should have at least a full year of organic chemistry, a year of physics, computer science, statistics and calculus. Students are urged to begin their chemistry and other correlated sciences coursework as soon as possible, since this will assist them in successful completion of the biology major. Students should consult with the chair of biology or the pre-medical adviser at their earliest opportunity.
Further Information: For additional information on research opportunities, honors requirements, etc., please see the biology department. http://biology.vassar.edu/
Advisers: Any of the faculty members of the Biology Department can serve as Major Advisors. Students who have a preference for a particular faculty adviser may ask that individual whether s/he would be willing to serve as adviser. Students who have no preference should make an appointment to see the Chair of the Department to be assigned an adviser.
Major
Correlate Sequences in Biology
Biology: I. Introductory
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BIOL 107 - Energy Flow in Biological Systems Semester Offered: Fall and Spring
1 unit(s)
All life requires the transformation of energy, from plant growth to animal behavior. The focus of this course is to delve into the flow of energy through different levels of biological systems, from within cells to the biosphere. At a cellular level, we examine how and why eukaryotic and prokaryotic organisms transform energy. We then shift to a population and community level to explore how energy is transferred between organisms, starting with photosynthesis in autotrophs (e.g., food webs and trophic interactions). At an ecosystem level, we discuss the flow of energy in biogeochemical cycles and the implications for energy flow in the biosphere under global change. The Department.
Three 50-minute periods.
Course Format: CLS -
BIOL 108 - Information Flow in Biological Systems Semester Offered: Fall and Spring
1 unit(s)
What is information, and what is its role in biological systems? The focus of this course is on the flow of information through different levels of biological systems, from within cells to the biosphere. At a cellular level, we examine the flow of information within cells (e.g., gene expression) and between cells (e.g., hormones). We then shift to the population and community levels to explore how information is transferred between organisms (e.g., communication, trophic interactions). At an evolutionary level, we discuss the flow of information between (e.g., reproduction) and across generations (e.g., evolutionary mechanisms), as well as the implications for information flow in the biosphere under global change.
BIOL 108 has a 3-hour lab per week. The overarching theme of the laboratory experience is the consequence of global change on energy flow (e.g., photosynthesis) and information flow (e.g., gene expression). In lab, students acquire basic laboratory skills (e.g., microscopy, molecular techniques) by working with a plant species (duckweed) and also with a marine anemone. Students design an experiment, collect and analyze data with basic statistics, connect findings to the primary literature, and present findings in a professional written format. The Department.
Prerequisite(s): BIOL 107
Three 50-minute periods and one 3-hour lab.
Course Format: CLS -
BIOL 141 - Introduction to Statistical Reasoning
1 unit(s)
(Same as MATH 141 ) The purpose of this course is to develop an appreciation and understanding of the exploration and interpretation of data. Topics include display and summary of data, introductory probability, fundamental issues of study design, and inferential methods including confidence interval estimation and hypothesis testing. Applications and examples are drawn from a wide variety of disciplines. When cross-listed with biology, examples will be drawn primarily from biology.
Prerequisite(s): Three years of high school mathematics.
Not open to students with AP credit in statistics or students who have completed ECON 209 or PSYC 200 .
Not offered in 2020/21.
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BIOL 152 - Smallpox: The Biology and History of a Disease Semester Offered: Spring
1 unit(s)
(Same as HIST 152 , STS 152 , and VICT 152 ) Smallpox was one of the deadliest diseases in history: it killed millions, often leaving survivors scarred or blinded. Its eradication in 1980 also marks one of the great medical victories of the modern era. This course examines smallpox from both biological and historical perspectives. Students explore the workings of the virus, the effects of the disease, the popularization of inoculation in the eighteenth century, Edward Jenner’s development of the cowpox vaccine and how it protects, and efforts to enforce vaccination globally through some of the earliest state public health initiatives. We also investigate the nineteenth-century origins of the anti-vaccination movement with particular attention to its class, anti-imperial, and religious underpinnings. David Esteban and Lydia Murdoch.
Two 75-minute periods.
Course Format: CLS -
BIOL 172 - Microbial Wars
1 unit(s)
(Same as STS 172 ) This course explores our relationship with microbes that cause disease. Topics including bioterrorism, vaccinology, smallpox eradication, influenza pandemics, antibiotic resistance, and emerging diseases are discussed to investigate how human populations are affected by disease, how and why we alter microorganisms intentionally or unintentionally, and how we study disease causing microbes of the past and present. The use of new technologies in microbiology that allow us to turn harmful pathogens into helpful medical or industrial tools are also discussed. David Esteban.
Not offered in 2020/21.
Course Format: CLS -
BIOL 178 - Special Projects in Biology Semester Offered: Fall or Spring
0.5 unit(s)
Execution and analysis of a laboratory or field study. Project to be arranged with individual instructor. The Department.
Open to first-year students and sophomores only.
Course Format: INT -
BIOL 198 - Faculty Mentored Research Semester Offered: Fall or Spring
0.5 1 unit(s)
Small groups of students will work closely with a faculty mentor on special projects or topics in Biology. The projects might involve travel to research sites or might involve individualized writing or data analysis projects, grouped around a common theme. The Department.
Prerequisite(s): Permission of the instructor.
Course Format: INT
Biology: II. Intermediate
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BIOL 202 - Plant Physiology and Development Semester Offered: Spring
1 unit(s)
An examination of the cellular and physiological bases of plant maintenance, growth, development, and reproduction; with emphasis on the values of different plants as experimental systems. To get a complete introduction to the biology of plants, you should also take BIOL 208 . The Department.
Prerequisite(s): BIOL 106 or BIOL 108 .
Three 50-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 205 - Introduction to Microbiology Semester Offered: Fall
1 unit(s)
An introduction to the world of microbes, including bacteria, fungi, and viruses. The study of bacteria is stressed. Studies of the morphology, physiology, and genetics of bacteria are followed by their consideration in ecology, industry, and medicine. David Esteban.
Prerequisite(s): BIOL 106 or BIOL 108 .
Two 75-minute periods; two 2-hour laboratories.
Course Format: CLS -
BIOL 208 - Plant Diversity and Evolution Semester Offered: Fall
1 unit(s)
Plant structure and function is examined in a phylogenetic context. Emphasis is placed on adaptations to novel and changing environments as well as plant-animal and plant-fungal coevolution, including plant-pollinator and plant-herbivore interactions. Laboratories include comparative study of the divisions of plants and the identification of locally common plants and fungi in the field. Margaret Ronsheim.
Prerequisite(s): BIOL 106 or BIOL 108 , or ENST 124 , or permission of the instructor prior to registration.
Two 75-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 217 - Human Physiology
1 unit(s)
What happens when you go on a ski trip and stay at high altitude? How do diuretics help with the regulation of blood pressure? How do we maintain our body temperature or respond to an infection? This course considers the fundamental principles of physiology using the human body as the model system. We examine genetic, cellular, organismal and evolutionary aspects of how our bodies operate to enable us to eat, sleep, move, breathe and reproduce. We consider how our mammalian bodies tackle the problems of terrestrial life. The laboratory includes independent, experimental investigations with an emphasis on experimental design, data collection and analysis. The Department.
Prerequisite(s): BIOL 106 and either AP Biology with a 4 or 5 AP score, or IB higher level 5, 6 or 7 test score, unless otherwise noted.
Two 75-minute periods and one 4-hour laboratory
Not offered in 2020/21.
Course Format: CLS -
BIOL 218 - Cellular Structure and Function Semester Offered: Spring
1 unit(s)
An introduction to cell biology, with a focus on subcellular organization in eukaryotes. The regulation and coordination of cellular events, and the specializations associated with a variety of cell types are considered. Topics include organelle function, the cytoskeleton, and mechanisms of cell division. Laboratory work centers on investigations of cell function with an emphasis on biological imaging. Nancy Jo Pokrywka.
Prerequisite(s): BIOL 106 or BIOL 108 .
Two 75-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 226 - Animal Structure and Diversity Semester Offered: Spring
1 unit(s)
The members of the animal kingdom are compared and analyzed in a phylogenetic context. Emphasis is placed on the unique innovations and common solutions evolved by different taxonomic groups to solve problems related to feeding, mobility, respiration, and reproduction. Laboratory work centers on the comparative study of the anatomy of species representative of the major animal phyla. Justin Touchon.
Prerequisite(s): BIOL 106 or BIOL 108 .
Two 75-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 228 - Animal Physiology Semester Offered: Fall
1 unit(s)
A comparative examination of the mechanisms that animals use to move, respire, eat, reproduce, sense, and regulate their internal environments. The physiological principles governing these processes, and their ecological and evolutionary consequences, are developed in lecture and applied in the laboratory. Megan Gall.
Prerequisite(s): BIOL 106 or BIOL 108 .
Recommended: PSYC 200 or MATH 141 ; CHEM 125 and PHYS 113 .
Two 75-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 232 - Developmental Biology Semester Offered: Fall
1 unit(s)
The study of embryonic development including gametogenesis, fertilization, growth, and differentiation. Molecular concepts of gene regulation and cell interactions are emphasized. The laboratory emphasizes classical embryology and modern experimental techniques. J Straus.
Prerequisite(s): BIOL 106 or BIOL 108 .
Two 75-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 238 - Molecular Genetics Semester Offered: Spring
1 unit(s)
Principles of genetics and methods of genetic analysis at the molecular, cellular, and organismal levels. Emphasis is placed on classical genetic experiments, as well as modern investigative techniques such as recombinant DNA technology, gene therapy, genetic testing, and the use of transgenic plants and animals. Jennifer Kennell.
Prerequisite(s): BIOL 106 or BIOL 108 .
Three 50-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 241 - Ecology Semester Offered: Fall
1 unit(s)
Population growth, species interaction, and community patterns and processes of species or groups of species are discussed. The course emphasizes these interactions within the framework of evolutionary theory. Local habitats and organisms are used as examples of how organisms are distributed in space, how populations grow, why species are adapted to their habitats, how species interact, and how communities change. Field laboratories at Vassar Farm and other localities emphasize the formulation of answerable questions and methods to test hypotheses. Lynn Christenson.
Prerequisite(s): BIOL 106 or BIOL 108 .
Three 50-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 244 - Genetics and Genomics Semester Offered: Fall
1 unit(s)
From understanding the role of a single gene in a single organism to understanding how species evolve, the field of genomics provides a lens for studying biology at all scales. In this course we develop a foundational understanding of genetics concepts and processes, and then deploy this foundation to probe some of the hottest questions in genomics. How do genomes evolve? What makes us human? How can we combat emerging diseases? In the lab component, students learn molecular biology and bioinformatics techniques, design and engineer a synthetic bio-machine from standard genomic parts, and use genomic approaches to understand how organisms interact with the environment. Jodi Schwarz.
Prerequisite(s): BIOL 106 or BIOL 108 .
Three 50-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 246 - Epidemiology Semester Offered: Spring
1 unit(s)
This course focuses on the fundamental concepts and methods of epidemiology. Introduction to the principles of the quantitative approaches to clinical and public health problems are presented. Study design and validity of epidemiologic research, measures of frequency and association, and methods of data analysis are discussed and applied in the laboratory. Critical interpretation of epidemiologic evidence and literature are emphasized throughout the course. Leroy Cooper.
Prerequisite(s): BIOL 106 or BIOL 108 or permission of the instructor.
Two 75-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 248 - Evolutionary Genetics Semester Offered: Spring
1 unit(s)
This course focuses on the genetic bases of evolutionary processes and the applications of genetics in evolutionary studies. Topics include reviews of transmission (Mendelian) genetics, DNA replication, transcription, and translation; the origin of meiosis and sexual reproduction; the microevolutionary processes of mutation, selection, genetic drift, and gene flow; the genetics of speciation; the origins of new genes; gene regulation and macroevolution; epigenetics and evolution; evolutionary genomics; and applications of evolutionary genetics to pressing societal concerns such as antibiotic, herbicide, and pesticide resistance; conservation biology; GMOs; and climate change. This course is especially appropriate for Biology majors focusing on ecology and evolution, Environmental Studies majors doing biology concentrations, and Neuroscience majors focusing on behavioral ecology and evolution. Myra Hughey.
Prerequisite(s): BIOL 106 or BIOL 108 , or ENST 124 , or permission of the instructor.
Three 50-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 272 - Biochemistry Semester Offered: Fall and Spring
0 or 1 unit(s)
(Same as CHEM 272 ) Basic course covering protein structure and synthesis, enzyme action, bio-energetic principles, electron transport and oxidative phosphorylation, selected metabolic pathways in prokaryotic and eukaryotic cells. Colin Aitken, Robert Augustine, Eric Eberhardt, Jennifer Herrera, Krystle McLaughlin, Straus.
Prerequisite(s): CHEM 244 and BIOL 106 or 108 .
Three 50-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 275 - Paleontology and the Fossil Record
1 unit(s)
(Same as ESCI 275 ) Paleontology isn’t just a “dead science”- by studying processes that have occurred in the past, we can deepen our understanding of the current biota inhabiting the Earth. Conversely, by studying the modern distribution of organisms and the environmental, taphonomic, and ecological processes that impact their distribution and preservation, we can enhance our understanding of the processes that have controlled the formation and distribution of fossils through time. In this course, we explore the methodology used to interpret the fossil record, including preservational biases and how we account for them when studying fossil taxa. We also explore large-scale ecological changes and evolutionary processes and discuss how they manifest across geologic time, and how these relate to Earth’s changing fauna. We additionally learn about how paleontology has developed as a field in the context of different historical and social perspectives. Lab exercises focus on applying paleontological methods to a variety of different fossil and recent samples.
Two 75-minute periods and one 4-hour laboratory period.
Not offered in 2020/21.
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BIOL 276 - Plants and Plant Communities of the Hudson Valley
0.5 unit(s)
(Same as ENST 276 ) Plants are the most conspicuous components of terrestrial ecosystems. In this course, you learn how to observe and describe variation in plant form so you can recognize locally common plant species and determine their scientific names. You also learn to recognize the characteristic plant communities of the Hudson Valley. This course is structured around weekly field trips to local natural areas. Locations are chosen to illustrate the typical plant species and communities of the region, the ecosystem services provided by plants, environmental concerns, and conservation efforts. This course is appropriate for students interested in biology, environmental science, and environmental studies, and anyone wishing to learn more about our natural environment. Mark Schlessman.
Environmental Studies majors may take this course instead of ENST 291 .
Two 75-minute periods; one 4-hour laboratory.
Not offered in 2020/21.
Course Format: CLS -
BIOL 290 - Community-Engaged Learning Semester Offered: Fall or Spring
0.5 to 1 unit(s)
Course Format: INT -
BIOL 294 - Le Labo: The Culture and Language of the French and Francophone Labs Semester Offered: Fall and Spring
0.5 unit(s)
(Same as FFS 294 ) This half-unit intensive meets several times over the course of the semester to prepare students wishing to enroll in a course in the sciences while on a Francophone program abroad. Students learn to navigate francophone laboratory setting and cultures while reading scientific articles in the French language and work on building technical vocabulary in a field of their choice. Texts studied depend on student interest, but may include readings from any of the disciplines in the natural sciences and mathematics. Students also learn to write scientific material in the target language. Independent work between course meetings is emphasized. Offered in conjunction with the department of Biology/French and Francophone Studies. Vinay Swamy and Tom Parker (French and Francophone Studies).
Prerequisite(s): FFS 210 or the equivalent recommended; can be taken simultaneously with 210.
Course Format: INT -
BIOL 297 - Faculty Mentored Research Semester Offered: Fall and Spring
0.5 1 unit(s)
Faculty Mentored Research experiences enable a small group of students to work with faculty on research projects. Students may be engaged in individual research projects or work in teams under the guidance and direction of the faculty member. These may involve fieldwork, lab work, literature reviews, data collection, data analysis, research design, etc. and will vary depending on the discipline and area of research. The Department.
Prerequisite(s): Permission of the instructor.
Course Format: INT -
BIOL 298 - Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
Execution and analysis of a field, laboratory, or library study. The project, arranged with an individual instructor, is expected to have a substantial paper as its final product.
Prerequisite(s): Permission of the instructor.
Course Format: INT
Biology: III. Advanced
Two units of 200-level biology are prerequisites for entry into 300-level courses; see each course for specific courses required or exceptions. -
BIOL 303 - Senior Research Semester Offered: Fall or Spring
1 unit(s)
Critical analysis, usually through observation or experimentation, of a specific research problem in biology. A student electing this course must first gain, by submission of a written research proposal, the support of a member of the biology faculty with whom to work out details of a research protocol. The formal research proposal, a final paper, and presentation of results are required parts of the course. A second faculty member participates both in the planning of the research and in final evaluation.
Prerequisite(s): Permission of the instructor.
Course Format: INT -
BIOL 312 - Peer Mentoring in Biology Semester Offered: Fall or Spring
0.5 1 unit(s)
This half-unit intensive offers senior biology majors with an interest in teaching to be in charge of a recitation/discussion section taken by introductory biology students. The faculty member holds meetings throughout the semester to help the peer mentors plan their course and develop instructional materials. These peer-mentored sessions are modeled off of the graduate student TA experience. Each student enrolled in BIOL 107 is required to register for a recitation/discussion section taught by the senior, meeting once a week for an hour. The Department.
Prerequisite(s): BIOL 107.
Course Format: INT -
BIOL 316 - Seminar in Neurobiology
1 unit(s)
A multi-level examination of nervous systems, this course is an advanced and integrative evaluation of current topics in neurobiology. Topics vary but may include glia, evolution of nervous systems, neuroimmune interactions, mechanisms of neural communication and plasticity. Emphasis is placed on current thinking and research and course material is drawn from the recent neurobiological literature. Kathleen Susman.
Prerequisite(s): Two units of 200-level Biology or one unit of 200-level Biology.
Recommended: BIOL 217 or BIOL 228 .
Two 75-minute periods
Not offered in 2020/21.
Course Format: CLS -
BIOL 323 - Seminar in Cell and Molecular Biology
1 unit(s)
An intensive study of selected topics at the cellular and subcellular level. Topics vary, but may include organelle structure and function, advanced genetics, and mechanisms of cellular organization. Emphasis is placed on current models, issues, and research areas, and course material is drawn largely from primary literature.
Prerequisite(s): CHEM 244 and one unit of Genetics (BIOL 238 , BIOL 244 , or BIOL 248 ), and one other 200-level Biology course (or NEUR 201 ).
Two 2-hour periods.
Not offered in 2020/21.
Course Format: CLS -
BIOL 324 - Molecular Biology Semester Offered: Spring
1 unit(s)
(Same as CHEM 324 ) An examination of the macromolecular processes underlying storage, transfer, and expression of genetic information. Topics include the structure, function, and synthesis of DNA; mutation and repair; the chemistry of RNA and protein synthesis; the regulation of gene expression; cancer and oncogenes; the molecular basis of cell differentiation; and genetic engineering. Robert Augustine.
Prerequisite(s): One unit of any 200-level biology and one unit of biochemistry (BIOL 272 /CHEM 272 or CHEM 325 ).
Two 75-minute periods.
Course Format: CLS -
BIOL 340 - Experimental Animal Behavior
1 unit(s)
Examination of the relationship between behavior and the individual animal’s survival and reproductive success in its natural environment. Evolutionary, physiological, and developmental aspects of orientation, communication, foraging, reproductive tactics, and social behavior are considered. Methodology and experimental design are given particular emphasis. Aude Lochet, Justin Touchon.
Prerequisite(s): One unit of any 200-level biology and one of the following: BIOL 226 , BIOL 228 , NEUR 201 , PSYC 221 , or PSYC 229 .
Recommended: BIOL 238 , BIOL 244 , BIOL 248 or PSYC 200 .
Two 75-minute periods.
Not offered in 2020/21.
Course Format: CLS -
BIOL 352 - Conservation Biology Semester Offered: Spring
1 unit(s)
(Same as ENST 352 ) Conservation Biology uses a multidisciplinary approach to study how to best maintain the earth’s biodiversity and functioning ecosystems. We examine human impacts on biodiversity and ecosystem function and discuss how to develop practical approaches for mitigating those impacts. We start the semester by assessing the current human footprint on global resources, asking questions about what we are trying to preserve, why we are trying to preserve it, and how we can accomplish our goals. We critically examine the assumptions made by conservation biologists throughout, using case studies from around the world to explore a range of perspectives. Discussion topics include conservation in an agricultural context, the efficacy of marine protected areas, the impact of climate change on individual species and preserve design, restoration ecology, the consequences of small population sizes, conservation genetics, the impacts of habitat fragmentation and invasive species, and urban ecology. Margaret Ronsheim.
Prerequisite(s): Two units of 200-level biology or one unit of 200-level biology and one of the following: ESCI 221 , ESCI 361 , GEOG 224 , GEOG 260 , or GEOG 356 .
Course Format: CLS -
BIOL 353 - Bioinformatics
1 unit(s)
(Same as CMPU 353 ) DNA is the blueprint of life. Although it’s composed of only four nucleotide “letters” (A, C. T, G), the order and arrangement of these letters in a genome gives rise to the diversity of life on earth. Thousands of genomes have been partially sequenced, representing billions of nucleotides. How can we reach this vast expanse of sequence data to find patterns that provide answers to ecological, evolutionary, agricultural, and biomedical questions? Bioinformatics applies high-performance computing to discover patterns in large sequence datasets. In this class students from biology and computer science work together to formulate interesting biological questions and to design algorithms and computational experiments to answer them. Jodi Schwarz.
Prerequisite(s): For students registering under the BIOL prefix, the prerequisites are one unit of any 200-level biology and one unit of Genetics (BIOL 238 , BIOL 244 , or BIOL 248 ); BIOL students do not need to have any Computer Science background.
For students registering under the CMPU prefix, the prerequisite is CMPU 203 or permission of the instructor; CMPU students do not need to have any Biology background.
Two 2-hour periods.
Not offered in 2020/21.
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BIOL 355 - Ecology and Evolution of Sexual Reproduction Semester Offered: Fall
1 unit(s)
Sex: “nothing in life is more important, more interesting - or troublesome.” This quotation from Olivia Judson, Ph.D., (a.k.a. Dr. Tatiana) is just one recent example of the long-standing fascination that ecologists and evolutionary biologists have had with sexual reproduction. This course begins with the question: What is sex? We then examine the current status of competing hypotheses for the evolution of sex, and then turn our attention to the myriad ecological and evolutionary consequences of sexual reproduction. We consider such questions as: Why are there only two sexes? Why do males and females look and behave differently? When is it advantageous to produce more sons than daughters (or vice versa)? When is it advantageous to be a hermaphrodite or to change sex? To address such questions in a biologically rigorous way, we need to draw on a wide range of theoretical work and empirical evidence from cellular and molecular biology, genetics, developmental biology, ecology, and evolutionary biology. Mark Schlessman.
Prerequisite(s): One unit of any 200-level Biology and One of the following: BIOL 208 , BIOL 226 , BIOL 241 , or Genetics (BIOL 238 , BIOL 244 or BIOL 248 ).
Two 2-hour periods.
Course Format: CLS -
BIOL 356 - Plants, Climate, and Society Semester Offered: Fall
1 unit(s)
An examination of plant physiological ecology through the lens of climate change.This course considers the specific effects of global temperature change and changes in atmospheric composition on organisms and ecosystems. We use primary literature to understand how the different aspects of climate variability affect plant physiology, including photosynthesis, plant water relations, reproduction and morphology. Class discussions focus on the application of ecological knowledge to evaluate the interactions between biology and society. Dianne Pater.
Prerequisite(s): Two units of any 200-level science (including ENST and STS) or permission of the instructor.
Two 75-minute periods.
Course Format: CLS -
BIOL 360 - Animal Communication
1 unit(s)
All animals use communication to navigate interactions with other individuals. At its most basic animal communication is a feedback loop. Senders produce signals which travel through the environment and are picked up by a receiver. The reception of the signal changes the behavior of the receiver through either voluntary or involuntary neural and hormonal changes; this, in turn, changes the behavior of the sender. In this course we discuss (1) how animal signals are produced, transmitted, and received; (2) how information transfer has evolved and been optimized; (3) how animals use communication in mate attraction, social integration, and predator-prey interactions; and (4) the controversy surrounding the definition of communication. Animal communication is a highly interdisciplinary field and we explore the chemical and physical properties of signals, as well as the mathematical models, neural and hormonal control, and the ecological and evolutionary underpinnings of animal communication. This course also examines animal communication in the wild and thus some self-scheduled field work is required. Megan Gall.
Prerequisite(s): Two 200-level courses with at least one of the following: BIOL 226 , BIOL 228 , or BIOL 241 .
One 3-hour period plus one 75-minute period.
Not offered in 2020/21.
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BIOL 370 - Immunology Semester Offered: Spring
1 unit(s)
An examination of the immune response at the cellular and molecular levels. Topics include innate and adaptive immunity, the role of the microbiome in immunity, and the structure, function, and synthesis of antibodies. Mechanisms for recognition, communication, and cooperation between different classes of lymphocytes in producing immune responses are also stressed, as are the genetic basis of immunological diversity and the cellular definition of “self” which makes each individual unique. Immune tolerance, the immunological basis of transplantation, allergic responses, tumor immunology, and immune deficiency diseases are discussed. J. Straus.
Prerequisite(s): CHEM 244 and two units of 200-level Biology.
Recommended: BIOL 218 , BIOL 238 , BIOL 244 , BIOL 248 , or BIOL 272 .
Two 75-minute periods.
Course Format: CLS -
BIOL 374 - Microbial Ecology
1 unit(s)
Microbes are the tiniest organisms on Earth, yet they have a huge impact on us and on our environment. This course builds your knowledge and appreciation of the ubiquity and importance of microbial life. Topics may include biodiversity of the microbial world; how ‘omics’ methods have revolutionized microbial ecology; microbial diversity and ecosystem function; microbial community assembly, succession, and population dynamics; microbial symbionts; and how humans are harnessing the power of microbes.
Recommended: BIOL 205 , BIOL 241 .
One 2-hour period.
Not offered in 2020/21.
Course Format: CLS -
BIOL 375 - Sensory Ecology
1 unit(s)
There are many behaviors that are critical to the survival and reproduction of animals including finding food, avoiding predators, attracting mates, and raising offspring. The ability to successfully engage in these behaviors is dependent on the ability of organisms to acquire and respond to information in their environment. In this course we will discuss the concept of information, the types of information available in the environment, the diversity of sensory systems animals have evolved to exploit that information, and how sensory information and processing influence behavior. Sensory ecology is a highly interdisciplinary field and we make use of mathematical, physical, chemical and biological principals. The class is divided among traditional lectures, student led discussions of the primary literature, and hands-on experiences with sensory ecology data collection and analysis.
Prerequisite(s): One unit of any 200-level Biology and One of the following: BIOL 226 , BIOL 228 , BIOL 241 , or NEUR 201 .
Two 75-minute periods.
Not offered in 2020/21.
Course Format: CLS -
BIOL 376 - Hormones and Behavior Semester Offered: Fall
1 unit(s)
This course is a comparative examination of hormones and behavior in animals. We take an evolutionary approach to this topic by emphasizing (1) the common selective pressures that act on all animals and the common hormonal and behavioral responses to these pressures, and (2) how extreme selective pressures drive the evolution of unique mechanisms in the field of behavioral endocrinology. Half lecture, half student-led discussions from the primary literature. Kelli Duncan.
Prerequisite(s): Two units of 200-level Biology or one unit of 200-level Biology and either PSYC 249 or PSYC 229 .
Two 75-minute periods.
Course Format: CLS -
BIOL 377 - Advanced Research Methods
1 unit(s)
Design and conduct an original research project in a small collaborative group. Develop experience with experimental techniques in biology, develop a working knowledge of relevant research literature, practice scientific writing and participate in the peer review process. Research time: 6-10 hours a week.
Prerequisite(s): Two units of 200-level Biology and permission of the instructor.
Students enrolled in BIOL 377, Advanced Research Methods, may not also register for BIOL 303 to fulfill biology graduation requirements.
One 2-hour period.
Not offered in 2020/21.
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BIOL 378 - Engaging Biologists and Their Research
1 unit(s)
A close examination of the active research programs of several biologists who will visit Vassar to present their research to the Biology Department. By reading and discussing the primary literature and interacting with biologists at different stages of their careers, students develop a deep understanding of several current areas of biological research, and gain a better understanding of the scientific process. Students write a substantial paper focusing on one or more of the research areas discussed in class.
Prerequisite(s): Two units of any 200-level Biology.
Three 75-minute periods.
Not offered in 2020/21.
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BIOL 379 - Today’s News in Biology
1 unit(s)
This course explores trending topics in the media that are related to biology. We examine how the topic is portrayed by different media sources, research the scientific literature to develop an independent understanding of the topic, and discuss related social and ethical issues. Possible topics may include: emergence of antibiotic resistance; probiotics; overfishing; sports-related head injuries; genetic engineering; climate change; degradation of natural ecosystems; emerging infectious diseases; vaccines.
Prerequisite(s): Two units of any 200-level Biology.
Two 2-hour periods.
Not offered in 2020/21.
Course Format: CLS -
BIOL 381 - Topics in Ecosystem Ecology - Ecosystem Structure and Function
1 unit(s)
(Same as ENST 381 )
Prerequisite(s): One course in Ecology, e.g., BIOL 241 or BIOL 356 .
Two 75-minute periods.
Not offered in 2020/21.
Course Format: CLS -
BIOL 382 - Topics in Biology
1 unit(s)
A multi-level examination of advanced topics in biology, this course is an integrative evaluation of current topics in biology, particularly topics in animal or human biology. Emphasis is placed on current thinking and research and course material is drawn from the recent biological literature.
Topic for 2019/20b: Animal Migration. From zooplankton, to monarch butterfly, to humpback whale, migration is a widespread phenomenon among taxa that has fascinated humans for centuries. While migrating is vital for some organisms, it comes with many challenges to overcome. This course provides an introduction to the study of animal migration and explores fundamental questions (e.g., “why do animals migrate?”, “How do they migrate?”) by focusing on some major physiological, behavioral, and ecological components of migration. In particular, participants examine 1) how organisms balance the energetic needs of migration, 2) how organisms navigate their journey, 3) the mechanisms triggering migration, and 4) the contribution of migratory organisms to the functioning of ecosystems. Upon completion of the course, participants should be able to a) understand and explain major concepts and theories in animal migration, b) be familiar with key scientific literature in the field, c) critically evaluate research studies in the field and lead discussion, and d) appreciate the interdisciplinary aspect of the study of animal migration.
Prerequisite(s): Two units of 200-level Biology.
Two 75-minute periods.
Not offered in 2020/21.
Course Format: CLS -
BIOL 383 - Traditional Medicine Systems Semester Offered: Spring
1 unit(s)
(Same as STS 383 ) There have been age long debate about the veracity of traditional medicine. This class focuses on the concept/issues surrounding some traditional medicine systems and the use of food as therapeutic agents. Topics include a holistic study of the following traditional medicine system: Traditional African medicine, Native American traditional medicine, Chinese traditional medicine (TCM), Ayurveda, medicine and faith in Christianity, Traditional Arabic & Islamic Medicine (TAIM) and the use of edible substances (lemon, ginger, onion, garlic, pomegranate, elderberry, honey, fermented foods, aloe vera and herbs) as therapeutic agents. The Department.
Two 75-minute periods.
Course Format: CLS -
BIOL 384 - The Ecology of Evolution
1 unit(s)
This course explores the causes of adaptive radiation, possibly the most common syndrome of proliferation of taxa, through evidence that has accumulated since the formulation of the theory. The course reviews the ecological theory of adaptive radiation, the progress of adaptive radiation and phenotypic evolution, the origins of ecological diversity, divergent natural selection between environments, the ecological basis of speciation, and ecological opportunity. Primary literature is used to develop a richer understanding of the theory of adaptive radiation, whose origins trace back to Darwin (1859).
Prerequisite(s): Two units of 200-level Biology courses.
Two 75-minute periods.
Not offered in 2020/21.
Course Format: CLS -
BIOL 385 - Beneficial Microbes: Their Role in Human Health and the Environment Semester Offered: Fall
1 unit(s)
Microbes are known for their disease causing potential, but the majority of bacteria have the potential to improve human health. This class will focus on the discovery, application, and development of microbial products and whole microorganisms for human use. Topics include nutraceutical as antimicrobial agents, production and applications of microbial products (such as antibiotics, enzymes, organic acids), recombinant DNA technology for producing vaccines, enzymes, and agricultural products, use of live microorganisms as bio-pesticides, in bioremediation, as probiotics and in gut microbiota manipulation. Funmilola A. Ayeni.
Prerequisite(s): Two units of 200-level Biology or one unit of 200-level Biology and permission of the instructor. NEUR 249 /PSYC 249 .
Recommended: BIOL 205 Introduction to Microbiology or BIOL 244 Genetics and Genomics .
Two 75-minute periods.
Course Format: CLS -
BIOL 386 - Stem Cell Biology Semester Offered: Fall
1 unit(s)
Stem cell biology lies at the intersection of developmental/cell biology and medicine. This fast-moving field brings together many aspects of basic and applied biology and medicine including development, regeneration/repair, and cancer. This course covers a broad range of topics relevant to stem cell biology. We also consider the potential consequences and limitations of stem cell therapy, particularly the connection between stem cells and cancer. The format gives students both a broad background and the opportunity to apply critical thinking skills to recent data in this field. Since this is an upper level course, it assumes a basic understanding of genetics, biochemistry, and molecular biology, and so concepts drawing from these fields will not be covered in depth. This means that some students may find additional background reading necessary. Class material draws from primary literature and students participate in active discussion and presentations. Nancy Pokrywka.
Prerequisite(s): Two 200-level courses including one of the following: BIOL 218 , 238 , 244 , 248 , or 272 , and at least one semester of organic chemistry.
Two 75-minute periods.
Course Format: CLS -
BIOL 388 - Virology
1 unit(s)
Viruses cause significant diseases in humans, such as AIDS, influenza, and ebola. On the edge between living and non-living things, viruses invade, take over and alter cells in order to reproduce and transmit. Virus structure, replication and pathogenesis, major viral diseases, the immune response to viruses, and vaccination are major topics of discussion. David Esteban.
Prerequisite(s): Two units of 200-level biology, including one of BIOL 205 , BIOL 218 , BIOL 238 , BIOL 244 , BIOL 248 , BIOL 272 ; or permission of the instructor.
Two 2-hour periods.
Not offered in 2020/21.
Course Format: CLS -
BIOL 389 - Animal Behavior in a Changing Climate Semester Offered: Spring
1 unit(s)
Throughout geological history, animal populations responded to environmental change through movement and migration, adaptation, or extinction. With the current onset of climate change, some animal populations have not dispersed fast enough or adapted to environmental changes of this magnitude. Climate change can directly impact animal populations, as through changes in temperature and precipitation, but also indirectly, as through changes in food sources or habitat structure. We explore the behavioral and physiological responses of animal populations to direct and indirect impacts of climate change, including reproductive, feeding and foraging, and predator avoidance behaviors, as well as responses through dispersal and migration. We consider the responses of a wide variety of animal groups, including marine invertebrates, insects, fish, amphibians, reptiles, birds and mammals. Understanding the responses of animal populations to climate change, and their ability to adapt, can inform our predictions on the state of biodiversity in the future. Mary Ellen Czesak.
Prerequisite(s): Two units of 200-level Biology or 1 unit of 200-level Biology and either PSYC 249 or PSYC 229 .
Two 75-minute periods.
Course Format: CLS -
BIOL 393 - Special Topics in Biology Semester Offered: Fall and Spring
0.5 to 1 unit(s)
A variety of current and timely topics in Biology is considered by these intensive mentored experiences. Each of these involve close mentored work in small groups of students around a key topic in biology. A variety of formats is used, including field experiences, field trips, different types of media and different approaches. Topics and instructors vary each semester.
Topic One: Restoration and Management on the Ecological Preserve. (0.5 unit) In collaboration with Keri Van Camp, Field Station and Ecological Preserve Manager, we will work on the implementation of one or more of the projects outlined in the Conservation Action Plan for the Vassar Ecological Preserve. Possible projects include management of invasive species to protect vulnerable areas, developing outreach materials on restoration and management opportunities for local landowners, working with Grounds to develop new practices to further support conservation efforts on campus, working to support pollinator networks in the Hudson Valley, and planting native species for restoration and to improve visitor experience, among others. The specific project(s) is chosen by the participants in the Intensive. Relevant prior coursework, e.g., BIOL 208 , BIOL 241 , ENST 124 , is desirable but not required. Margaret Ronsheim.
Topic Two: Environmental Change: More than Climate. (0.5 credit for first six weeks, 1.0 credit for entire fall semester) Climate change has a major impact on our environment, but it is not the only factor. This intensive course explores the other contributors to environmental change, including landuse, water quality, forest health and wildlife species changes. Field trips to local organizations studying these changes are part of the first six weeks of the semester (0.5 credits). The second six weeks of the semester are the development of specific projects associated with the field trips. Projects could include the development of forest or wildlife management plans to aid in conservation efforts at the organizations we visited on our field trips. Those students participating for the entire semester develop the project as an inclusive team. Relevant prior coursework, e.g., BIOL 208 , BIOL 241 , ENST 124 , is desirable but not required. Lynn Christenson.
Topic Three: Plant Biodiversity – Digitization of the Vassar College Herbarium. (0.5 or 1 unit, ungraded) Herbaria, collections of pressed and dried plants, are important for documenting plant biodiversity and for understanding how plant biogeography has changed over time. Advances in digital imaging, data capture, and georeferencing of herbarium specimens have made herbaria especially valuable for studies of the effects of climate change on plant distributions, flowering times, etc., and for pinpointing introductions and tracing the spread of invasive plant species. Because of this, scientists are making a concerted effort to make the information housed in herbaria available online. The Vassar College Herbarium houses over 15,000 specimens, with some dating to the mid 1800’s and many collected by Vassar faculty and students. In this intensive you learn how to prepare and care for herbarium specimens, make digital images of them, geo-reference them, and digitize label data. You also learn how to apply the international rules for assuring that each plant species has only one accepted scientific name, the science behind plant classification, and why the correct name and classification for a species can change. You conduct a curation project on a specific set of specimens within our herbarium, researching the person(s) who collected those collections and why those collections were made. Relevant prior coursework, e.g., BIOL 208 , BIOL 241 , ENST 124 is desirable but not required. Mark Schlessman.
Topic Four. Biology in the Community: Public Health. (Same as STS 393 ) (0.5 or 1 unit, ungraded) Students partner with staff at the Dutchess County Department of Behavioral & Community Health (or another local public health organization) to identify a current public health issue, design and execute an intervention, and assess its effectiveness. Supplemental readings are required in order to provide a framework to successfully engage with the community and complete the work. In addition, weekly group meetings encourage students to formulate and refine goals and to actively monitor the proposed initiative to help the Department or organization realize its vision. Special Permission. Leroy Cooper.
Topic Five. Investigating chronic disease. (0.5 unit, ungraded) (Same as STS 393 ) An examination of ME/CFS, a chronic disease with an unknown cause, no known biomarkers, and no specific treatments. We explore recent research to identify the underlying basis of the disease and explore the historical and social factors that underlie the stigmatization and insufficient understanding of the disease. Students develop projects that support patients, researchers, and/or physicians. David Esteban.
Prerequisite(s): Vary by topic.
One 2-hour period.
Course Format: INT -
BIOL 395 - Faculty Mentored Research Semester Offered: Fall and Spring
0.5 to 1 unit(s)
Faculty Mentored Research experiences enable a small group of students to work with faculty on research projects. Students may be engaged in individual research projects or work in teams under the guidance and direction of the faculty member. These may involve fieldwork, lab work, literature reviews, data collection, data analysis, research design, etc. and will vary depending on the discipline and area of research. The Department.
Prerequisite(s): Permission of the instructor.
Course Format: INT -
BIOL 399 - Senior Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
Execution and analysis of a field, laboratory, or library study. The project, to be arranged with an individual instructor, is expected to have a substantial paper as its final product.
Prerequisite(s): Permission of the instructor.
Course Format: OTH
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