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. The Department. The Department.

Topic One: Getting the Word Out. 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. Kate Susman.

Topic Two: Advanced Biostatistics. The goal of this course is to teach students how to analyze common types of data collected in the life sciences. Students will learn the statistical programming language R and will gain skills in 1) basic coding, 2) understanding various data structures, 3) data manipulation and 4) plotting data. Students will learn specific statistical techniques including linear models (ANOVA, regression, etc.), generalized linear models, and mixed-effects models. The intensive will end with an independent project to explore in depth a dataset of the students choosing (or one can be provided if necessary). Justin Touchon.

Topic Three: Restoration and management on the VFEP. Working in collaboration with Keri Van Camp, Field Station and Ecological Preserve Manager, we work as a team to implement 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 241 , 208 , ENST 124 is desirable but not required. Special permission. Margaret Ronsheim.

Topic Four: Plant Biodiversity – Floras and Herbaria. Participants in this intensive work on two projects: documentation of the plant biodiversity of the Vassar College Ecological Preserve, and curation of the Vassar College Herbarium. You 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; how to properly identify, collect, and prepare herbarium specimens; how to make digital images of herbarium specimens and digitize specimen metadata. If you elect a full unit, you conduct a personal mini-project involving either curation of a specific portion of the herbarium, or answering a research question using the herbarium. Satisfactory completion of this intensive prepares you for an internship or an entry level position at an herbarium. Relevant prior course work, e.g., BIOL 241 , 208 , ENST 124 is desirable but not required. Special permission. Mark Schlessman.

Topic Five: Investigating chronic disease. (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 help plan and organize a documentary film screening and panel discussion for local healthcare providers. David Esteban.

Topic Six: Biology in the Community: Public Health. (Same as STS 393 ) 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 Seven: Biology in Board Games. (Same as NEUR 393 ) Board games are growing in popularity and there are a number that feature biological themes from disease spread, to cell biology, to evolution. Biology is complicated: so can you make a game that is both fun to play and accurately represents biological processes? In this intensive we interrogate the representation and simulation of biological processes in board games by reading primary literature, discussing scientific concepts, and playing games. Following gameplay we evaluate the ways in which the scientific concepts are or are not accurately represented by the mechanics, art and overall presentation of the game. For the final project, students work in teams to design a board game that represents a biological process of their choosing, with a rulebook that includes an analysis of the biology and the design choices that were used to represent the process. Megan Gall.

Course Format: INT