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) Introduction to animal and dairy science. (1 unit, ungraded) The introduction to animal and dairy science intensive is designed to introduce students to the biological, physical, technical and economical aspects of beef, horse, sheep, goat and swine production. The intensive examines basic principles of selection, breeding, nutrition, reproduction, feeding and management of livestock for the production of meat, milk and wool. This intensive would be ideal for students who desire a career in science related fields or who wish to pursue graduate or professional degrees. “Hands on” experience with some of the above species will be conducted via local tours and workshops.

Topic Two: (a) Botanical fibers and dyes. (1 unit, ungraded) This intensive explores the relationship between people and plants, with an emphasis on how people have used plant products in their creative endeavors. Students learn about the biochemistry and processes that allow plants to create the products that we use in our everyday lives. During the course, students work with plant materials to create their own fiber products, dyes, and art, culminating in a final project to communicate scientific concepts to the campus community.

Topic Three: (a) 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.

Topic Four: (a) Intertwined: The Human/Microbial Ecosystem and Health. (1 unit, ungraded) Microbes that live in and on humans provide a multitude of ecosystem services that shape human development and physiology. We work together to explore the biology of human and microbial elements, to explore various ways in which human health is shaped by our microbial partners, and create a group project that will be shared with the larger campus community. Must have completed at least one 200 level BIOL course. Jodi Schwarz.

Topic Five: (a) Restoration and Management on the Preserve. (0.5 unit, ungraded) Working in collaboration with Keri Van Camp, Director of the Preserve and Jen Rubbo, Director of the Environmental Cooperative, this Intensive will involve group and individual restoration projects on the Preserve, centered on the area near the Barns. The projects will focus on maintaining and improving overall ecosystem resilience, restoring native plant communities, and community engagement. Possible projects include propagating and planting native plants, developing an educational trail by the Barn, management of invasive species to protect vulnerable areas, developing plans to increase carbon sequestration on the Preserve, and creating outreach materials for community members, among others. The specific project(s) are chosen by the participants in the Intensive. Margaret Ronsheim.

Topic Six: (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 Seven: (b)The Microbiology of Beer. (0.5 unit, ungraded). This intensive explores the process of making beer from a microbiological and biochemical perspective. Hops get a lot of attention in the world of brewing, but in this intensive focuses on the importance of yeast and, in particular, explores its role in generating aromatic compounds in beer. We learn the process and biology of brewing by making our own beers and visiting a local brewery. We characterize recently available genetically engineered commercial
strains of yeast as well as wild varieties to see how different strains of yeast can alter the flavor and aroma profiles of the resulting beer. Jennifer Kennell.

Prerequisite(s): Permission of the instructor.

Two 75-minute periods.

Course Format: INT