Catalogue 2024-2025
Biology Department
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Chair: Nancy Jo Pokrywka;
Professors: Lynn Christensona, Kelli A. Duncan, John H. Long, Jr., Nancy Jo Pokrywka, Margaret Ronsheimab, Kathleen M. Susmanb;
Associate Professors: Leroy Cooper, David Justin Esteban, Megan D. Gall, Jennifer Kennella, Jodi Schwarzab, J. William Strausb, Justin Touchon;
Assistant Professors: Colin Echeverría Aitken, Myra Hughey, Dianne Patera;
Senior Lecturer: Mary Ellen Czesak;
Lecturer: Haley Affronti, Timothy Lampasona;
Visiting Associate Professor: Shaghayegh Harbi;
Visiting Assistant Professor: Jesse Delia.
a On leave 2024/25, first semester
b On leave 2024/25, second semester
ab On leave 2024/25
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 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
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 . Dianne Pater.
Prerequisite(s): BIOL 108 .
Three 50-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 205 - Microbiology Semester Offered: Fall
1 unit(s)
Microbiology is the study of microorganisms. This course focuses on prokaryotic biology but will also briefly cover viruses, bacteriophages and eukaryotic microorganisms. Microbiology is a rapidly changing field with new technologies that allow us to study microorganisms from the molecular to the community level. The major themes that are covered include: prokaryotic cell biology, microbial diversity, microbial genetics, microbial metabolism, and the interaction of microbes and humans in medicine and the environment. David Esteban.
Prerequisite(s): BIOL 108 .
Two 75-minute periods; two 2-hour laboratories.
Course Format: CLS -
BIOL 208 - Plants and Fungi
1 unit(s)
Plants and fungi are key components of the biosphere. By focusing on their evolutionary ecology, this course explores their distinctive biological features, evolution of life history strategies, and how we have modified them for our own uses. Field trips to natural areas in the Hudson Valley focus on observing and describing variation in plant form, learning locally common plant species, and recognizing the primary plant communities of the Hudson Valley. Labs include a comparative study of the structure and function of plants such as moss, ferns, conifers and flowering plants, as well as the diversity of the major groups of fungi, including pathogens, mutualists, and mushrooms. Margaret Ronsheim.
Prerequisite(s): BIOL 108 or permission of the instructor.
Three 50-minute periods; one 4-hour laboratory.
Not offered in 2024/25.
Course Format: CLS -
BIOL 217 - Human Physiology Semester Offered: Fall
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? How does the environment affect our physiology, particularly heat waves, noise pollution, or chemical toxins? This course considers the fundamental principles of human physiology. We examine genetic, cellular, organismal and evolutionary aspects of how our bodies operate to enable us to eat, sleep, move, breathe and reproduce. We consider how our mammalian bodies tackle the problems of terrestrial life, particularly during the Anthropocene. A weekly four hour workspace offers a unique opportunity for community engagement. Students work with a local agency focused on human health, nutrition or education and collaborate on a community-based project that applies knowledge of human physiology to important community efforts. Kathleen Susman.
Prerequisite(s): BIOL 108 .
Students can take only one of BIOL 217 or BIOL 218 .
Two 75-minute periods; one 4-hour laboratory.
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.
Prerequisite(s): 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 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 108 .
Recommended: PSYC 200 or MATH 141 ; CHEM 125 and PHYS 113 .
Students can take only one of BIOL 217 or BIOL 228.
Two 75-minute periods; one 4-hour laboratory.
Course Format: CLS -
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 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 108 .
Students can take only one of BIOL 238, BIOL 244 or BIOL 248 .
Three 50-minute periods; one 4-hour laboratory.
Course Format: CLS -
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.
Prerequisite(s): 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.
Prerequisite(s): BIOL 108 .
Students can take only one of BIOL 238 , BIOL 244, or BIOL 248 .
Three 50-minute periods; one 4-hour laboratory.
Course Format: CLS -
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 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)
Evolutionary Genetics is the field within biology that studies how genetic variation leads to evolutionary change. In this course, you learn about the mechanisms by which genetic variation arises, the processes that cause evolutionary change in a population, and how the phenomena of adaptation and speciation occur. BIOL 248 is especially appropriate for Biology majors focusing on ecology and evolution; Environmental Studies majors doing biology concentrations; and Neuroscience majors focusing on behavioral ecology and evolution. Students can take only one of BIOL 238 , 244 , or 248. Myra Hughey.
Prerequisite(s): BIOL 108 , or permission of the instructor prior to registration.
Two 75-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 272 - Biochemistry Semester Offered: Fall and Spring
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 Echeverría Aitken, Krystle McLaughlin, Rebecca Pollet.
Prerequisite(s): CHEM 244 and BIOL 108 .
Three 50-minute periods; one 4-hour laboratory.
Course Format: CLS -
BIOL 290 - Community-Engaged Learning Semester Offered: Fall or Spring
0.5 to 1 unit(s)
Course Format: INT -
BIOL 293 - Special Topics in Biology Semester Offered: Fall
0.5 to 1 unit(s)
A variety of current and timely topics in Biology is considered by these intensive mentored experiences. Each of these involves closely mentored work in small groups of students around a key topic in biology. A variety of formats is used, including field experiences, field trips, different types of media and different approaches. Topics and instructors vary each semester.
a) Getting the Word Out. (0.5 or 1 unit, ungraded) (Same as MEDS 293 ) This intensive focuses on communicating about biology research and concepts for different non-science audiences using blogs, podcasts and other current media. We work as a media team developing a series of articles relevant to human impacts, including climate change, on biological organisms and systems. We visit a large media organization and conduct video interviews as well as more traditional literature- based research. Kathleen Susman.
Prerequisite(s): Permission of the instructor.
One 4-hour period.
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 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 neuroimmune interactions, mechanisms of neural communication and plasticity and topics in environmental neurobiology. Emphasis is placed on current thinking and research and course material is drawn from the recent neurobiological literature. Kathleen Susman.
Prerequisite(s): Two units of 200-level Biology or one unit of 200-level Biology and one of the following: PSYC 241 , PSYC 229 , PSYC 249 .
Recommended: BIOL 217 or BIOL 228 .
Two 75-minute periods.
Not offered in 2024/25.
Course Format: CLS -
BIOL 323 - Epigenetics
1 unit(s)
Most cells in our bodies contain the same set of DNA, yet there are ~200 different cell types, each with unique patterns of gene expression. How do those cells establish and maintain their identities? How do environmental factors such as temperature, nutrition and social stress exert long lasting effects on organisms and their progeny? The field of epigenetics is shedding new light on these and many other interesting questions in biology. Epigenetics is the study of heritable changes in gene expression (and hence traits) that cannot be explained by alterations in the DNA sequence. These changes instead involve chemical modifications to DNA and its associated histones. Some of these changes can be passed down through mitosis and some even through meiosis. Exploration of this topic will involve student presentations and active discussion of primary research articles and will expand upon the participants’ previous coursework in genetics. The Department.
Prerequisite(s): One unit of genetics (BIOL 238 , BIOL 244 , BIOL 248 or class taken abroad) and one unit of any 200-level biology or NEUR 105 , PSYC 229 , or PSYC 249 .
Two 2-hour periods.
Not offered in 2024/25.
Course Format: CLS -
BIOL 324 - Molecular Biology Semester Offered: Fall
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. Colin Echeverría Aitken.
Prerequisite(s): One unit of any 200-level biology and one unit of biochemistry (BIOL 272 /CHEM 272 or CHEM 325 ).
Two 2-hour periods.
Course Format: CLS -
BIOL 330 - Cancer Biology Semester Offered: Spring
1 unit(s)
One in two men and one in three women in the United States will be diagnosed with cancer in their lifetime according to the AACR Cancer Statistics report from 2023. Now, more than ever it is imperative to learn what cancer is, what causes it, how it is diagnosed and how it is treated. In this course, we will work to develop a deeper understanding of cancer at the molecular and cellular level. We start by learning about cancer statistics and disparities. Then, we explore the hallmarks of cancer and reinforce concepts from genetics and cell biology by identifying alterations in cellular pathways and genetic mutations that drive cancer development, progression and drug resistance. Each week we learn about a topic in the context of cancer biology and then read and discuss recent, peer-reviewed scientific literature on the latest cancer findings. Throughout the course you develop your ability to read, interpret, discuss and present research papers. By the end of the course, students should be able to describe the diversity, morphology, and physiology of cancer; understand the impact of cancer on human health and disease and describe the cellular, molecular and genetic mechanisms involved in cancer. Hayley Affronti.
Prerequisite(s): Two 200-level courses including one of the following: BIOL 218 , BIOL 238 , BIOL 244 , BIOL 248 or BIOL 272 , and at least one semester of organic chemistry.
Two 75-minute periods.
Course Format: CLS -
BIOL 340 - Experimental Animal Behavior Semester Offered: Fall
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. 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: One unit of any 200-level biology and one of the following: BIOL 226 , BIOL 228 , NEUR 105 , PSYC 221 , or PSYC 229 .
Two 75-minute periods.
Course Format: CLS -
BIOL 352 - Conservation and Restoration Ecology
1 unit(s)
(Same as ENST 352 ) Conservation Biology and restoration ecology use multidisciplinary approaches to study the maintenance and restoration of earth’s biodiversity. We examine human impacts on biodiversity and ecosystem function and discuss how to develop practical approaches for mitigating those impacts. We assess the current human footprint on global resources, asking questions about what we are trying to preserve/restore, why we are trying to preserve/restore it, and how we can accomplish those goals. We critically examine the assumptions made by conservation biologists and restoration ecologists throughout, using case studies from around the world to explore a range of perspectives. Discussion topics include conservation in an agricultural context, the efficacy of marine protected areas, the impact of climate change on ecosystem resilience, restoration and management of forests, the management of invasive species, and urban ecology. Margaret Ronsheim.
Prerequisite(s): Two units of 200-level biology or one unit of 200-level biology and one unit of 200-level Earth Science, or permission of the instructor.
Two 75-minute periods.
Not offered in 2024/25.
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 2024/25.
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BIOL 355 - Rethinking the Invasive Species Challenge
1 unit(s)
(Same as STS 355 ) What would it mean to approach the phenomenon of biological invasion in North America as an environmental justice issue? This course, “Rethinking the Invasive Species Challenge,” situates prevailing engagements with biological invasion in both the natural sciences and the humanities by re-routing the conversation through Native studies. Focusing on North America, the course will historicize biological invasion, paying careful attention to its entanglements with settler colonialism and racial capitalism. Through multi-disciplinary engagement with biological invasion and the field of invasion biology, students explore the historical roots of a pressing ecological challenge, the connections between scientific research and its applications, and critical Indigenous engagements with colonial epistemologies and land practices. In addition to honing valuable interpretative and synthetic reading skills, students have an opportunity to pursue their own interests through a significant research project related to course themes. Course texts are drawn from across the disciplines and divisions. Fields represented include environmental history, anthropology, invasion biology, environmental studies, and Indigenous STS.
One 2-hour period.
Not offered in 2024/25.
Course Format: CLS -
BIOL 356 - Plants, Climate, and Society
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.
Not offered in 2024/25.
Course Format: CLS -
BIOL 370 - Immunology
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.
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.
Not offered in 2024/25.
Course Format: CLS -
BIOL 371 - Cardiovascular Physiology and Epidemiology
1 unit(s)
Cardiovascular diseases (CVD) are the leading cause of morbidity and mortality in the United States. This course examines the human cardiovascular system in both health and disease. In addition, this course enables students to understand major aspects of cardiovascular epidemiology (i.e., CVD distribution, risk factors, and natural history) and current strategies for CVD prevention.
Two 75-minute periods.
Not offered in 2024/25.
Course Format: CLS -
BIOL 373 - Biomechanics Semester Offered: Spring
1 unit(s)
How does it work? This simple question drives biomechanics. Analysis is made possible by understanding the physical and engineering principles that operate in different organisms in their different ecological circumstances. Solid mechanics helps us understand how a redwood supports its own weight or a human foot employs elastic recoil during running. Fluid mechanics helps us understand how a maple samara stays aloft in a breeze or a bat hovers as it collects nectar from a flower. To test mechanistic hypotheses, we build instruments and develop techniques to carefully measure motions and forces inside and outside of the behaving organism. The result is a mathematical, computational, and/or robotic model of the lifeform as a machine that can lead to a better understanding of the proximal causes of behavior and the ultimate drivers of evolution. We delve into theory, techniques, and models by reading, critiquing, and designing biomechanical experiments. John Long.
Prerequisite(s): Two 200-level Biology courses. COGS 211 can count as one of the two required units.
Two 75-minute periods.
Course Format: CLS -
BIOL 374 - Microbial Ecology Semester Offered: Fall
1 unit(s)
(Same as ENST 374 ) Microbes are the tiniest organisms on Earth, yet they have a huge impact on us and on our environment. This course builds your knowledge and appreciation of the ubiquity and importance of microbial life. 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. Myra Hughey.
Recommended: BIOL 205 , BIOL 241 .
One 2-hour period.
Course Format: CLS -
BIOL 375 - Sensory Ecology Semester Offered: Spring
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 discuss the concept of information, the types of information available in the environment, the diversity of sensory systems animals have evolved to exploit that information, and how sensory information and processing influence behavior. Sensory ecology is a highly interdisciplinary field and we make use of mathematical, physical, chemical and biological principles. The class is divided among traditional lectures, student led discussions of the primary literature, and hands-on experiences with sensory ecology data collection and analysis. The Department.
Prerequisite(s): One unit of any 200-level Biology and one of the following: BIOL 226 , BIOL 228 , BIOL 241 or NEUR 105 .
Two 75-minute periods.
Not offered in 2024/25.
Course Format: CLS -
BIOL 376 - Hormones and Behavior
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.
Not offered in 2024/25.
Course Format: CLS -
BIOL 381 - Topics in Ecosystem Ecology - Ecosystem Structure and Function Semester Offered: Spring
1 unit(s)
(Same as ENST 381 ) Topic for 2024/25b: Structure and Function of Ecosystems. Ecosystems are complex systems, where biotic and abiotic factors interact to create the world we see around us. Understanding the nature of ecosystems is fundamental to understanding how disturbance and change in a dynamic world will influence ecosystem stability. This is especially critical as we enter the Anthropocene; a time in our planet’s history where one species, modern humans, dominate. Major changes brought about by increased human activity include changing climate regimes, invasive species spread and biodiversity loss. This course explores how ecosystems, both aquatic and terrestrial, are assembled (structured) and how different ecosystems process energy and matter (function). We use our understanding of structure and function to explore how different ecosystems respond to changes in the environment. Understanding ecosystems is important for making management decisions, but how we communicate that information is equally as important as the information itself. The second half of this class explores effective science communication strategies, with a class project tackling how to translate ecosystem science. Lynn Christenson.
Prerequisite(s): One course in Ecology, e.g., BIOL 241 or BIOL 356 .
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 2024/25.
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: (b) Investigating Chronic Disease. (Same as STS 393 ) (0.5 units, ungraded). An examination of chronic disease with a focus on ME/CFS, a disease with an unknown cause, no known biomarkers, and no cure. We explore recent research to identify the underlying basis of the disease and find treatments, and the role of viral infection, microbiome alterations, and immune dysfunction. We explore the historical and social factors that underlie the stigmatization and insufficient understanding of the disease. Students develop projects on this or other similar diseases. David Esteban.
Topic Two: (a and b) Conversations with scientists. (0.5 units, ungraded). How do you talk to a scientist? How do scientists talk to one another? In this intensive we learn how to talk to scientists about their scientific work in the context of department seminars and local or regional scientific meetings. We prepare to talk to these scientists by reading and discussing their academic papers and discussing the structure and expectations of a scientific seminar. We also talk about how scientific meetings work and why scientists attend these important networking events. Finally, we discuss how to reach out to scientists about their career paths, to request a paper, or inquire about graduate school. We meet from 12 - 2 PM on Fridays. If a seminar is scheduled during this time, students attend the seminar and meet with the seminar speaker afterwards. We also anticipate that we will take 1-2 field trips per semester to talk to scientists in other venues. These field trip may include meeting scientists where they work (e.g. American Natural History Museum, Cornell Lab of Ornithology), seminar series at other institutions (e.g. Cary Institute), or to local or regional conferences (e.g. Hudson Valley Life Science Guild, Regional SICB meeting, Northeast Regional Natural History Meeting). At the end of the semester, students use their skills to help us identify seminar speakers to invite for future semesters. Colin Aitken, Megan Gall, Myra Hughey, Justin Touchon.
Topic Three: (b) Investigating Nutritional Supplements & Alternative Medicines. (0.5 unit, ungraded) “Natural” supplements are part of a multi-billion dollar alternative health industry with little in the way of government regulation or consumer protections. We examine relationships between the health claims used to market supplements with the underlying scientific research. Students develop assessments on the depth and quality of scientific evidence, who performed and funded the research, and the extent to which the scientific evidence supports the manufacturer’s claims. We also explore potential harmful effects, historical uses of these materials, who profits from their sale, and any public record of legal or ethical concerns on the part of the manufacturers. In addition to their research, students participate in a biweekly discussion and develop oral/mixed media presentations their findings. Bill Straus.
Topic Four: (b) 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. Leroy Cooper.
Topic Five: (b) Mentored Research. Students work in teams to identify research questions, design experiments, and collect and analyze data. Hayley Affronti.
Prerequisite(s): Permission of the instructor.
Two 75-minute periods.
Course Format: INT -
BIOL 399 - Advanced Independent Work Semester Offered: Fall and Spring
0.5 to 1 unit(s)
Advanced Independent Work enables students to work with faculty on mentored research projects. Students work under the guidance of a faculty member to develop an individual or small team project that might involve biological field work, lab work, computational work, literature review, data collection, data analysis, research design, and/or other techniques. The topic, project design, and submitted work varies depending on the discipline and research area of the faculty mentor. The Department.
Prerequisite(s): Permission of the instructor.
Individual conferences with the instructor.
Course Format: INT
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