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. (a) The Microbiology and Biochemistry of Beer-Making. (1 unit, ungraded). This intensive explores the process of making beer from a microbiological and biochemical perspective. In addition, we partner with a local brewery—Plan Bee Brewery—to characterize the microbial diversity of and biochemical pathways in their brewing process. At the end of the course, students have an opportunity to visit the brewery and present their results to the owners. A large portion of the course focuses on introducing you to contemporary microbiological, molecular, bioinformatic, and biochemical approaches used to study microorganisms. Jennifer Kennell and Myra Hughey.

Topic Two. (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 Three. (a and b) 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. In this intensive, you participate in a National Science Foundation funded project to digitize the herbaria of Vassar College and five other members of the Hudson Valley Environmental Monitoring and Management Alliance (EMMA). You learn how to prepare and care for herbarium specimens, make digital images of them, geo-reference them, and digitize label data. 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. If you elect a full unit, you also conduct a curation project on a specific set of specimens within our herbarium, researching the person(s) who collected those specimens and why those collections were made. Relevant prior coursework, e.g., BIOL 241, BIOL 208, ENST 124, is desirable but not required. Mark Schlessman.

Topic Four: (a) Restoration and Management on the Ecological Preserve. (0.5 unit, ungraded) In collaboration with Keri Van Camp, Field Station and Ecological Preserve Manager, we 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 241, BIOL 208, ENST 124, is desirable but not required. Margaret Ronsheim.

Topic Five. (a and 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 weekly discussion and develop blog pages to present their findings. Bill Straus.

Topic Six: (b) Applied Biostatistics. (0.5 unit, ungraded) The goal of this course is to teach students how to analyze common types of data collected in the life sciences. Students learn the statistical programming language R and gain skills in 1) basic coding, 2) understanding various data structures, 3) data manipulation and 4) plotting data. Students learn specific statistical techniques including linear models (ANOVA, regression, etc.), generalized linear models, and mixed-effects models. The intensive ends with an independent project to explore in depth a dataset of the students choosing (or one can be provided if necessary). Justin Touchon.

Topic Seven. (b) 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): Permission of the instructor.

One 4-hour period.

Course Format: INT