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