Biology

New technologies and new ideas have contributed to making the biological sciences one of the most explosive areas of modern intellectual pursuit. The study of biology is rich in history and our modern understanding of the living world is predicated on centuries of observations, analysis, debate, and reassessment and reinterpretation of previous discoveries. The biology program seeks to challenge students to explore the living world and to use the study of biology as a means to develop their full cognitive potential. The program embraces the philosophy that to understand science, a student must participate actively in the scientific process. Understanding and engaging in the scientific method within the context of the life sciences prepares the student to succeed in graduate study in an area of specialization, health professional schools, a technical career, or science education. Students may choose courses best suited to meet their vocational goals within the larger structure of a curriculum designed to insure breadth of experience.

Major Program. The biology program balances instruction in "content" and "process" with active participation on the part of all students in research projects throughout their undergraduate careers. This research-driven curriculum has at its base an initial three course sequence comprising two semesters of introductory biology followed by a semester of scientific methodology and experimental design. The first course, "Principles of Biology I: Biological Processes," provides a solid foundation in the study, scope, and processes of biology, including basic biochemistry, cell biology, genetics, ecology, evolution, and population biology. The second course, "Principles of Biology II: Diversity of Biological Systems," applies a comparative approach to understanding the evolutionary basis for biological classification of organisms, continuity and diversity in the various kingdoms of life, and the central features of plant and animal physiology. The third course, "Research Methods in the Biological Sciences," immerses the student in the actual practice of science. In this course, students actively practice the scientific method by observing natural phenomena, asking questions, formulating alternative hypotheses, designing and instrumenting controlled experiments to test their hypotheses, carrying out these experiments by collecting and analyzing data, drawing conclusions from their experimental results, presenting their findings in written and oral forms, defending their procedures and results, and critically evaluating the work of others.

Nearly all upper-level coursework in biology draws upon this platform of practical experience and knowledge by requiring students to design and carry out experimental extensions of their laboratory exercises. Upper-level courses span subprograms, organism, population, and integrative biology. Most students choose to participate in collaborative research with faculty members during their college careers. Due to the highly integrative nature of modern biology, coursework in chemistry, physics, and mathematics is also required. A capstone experience is provided by the Senior Integrative Exercise in Biology, in which the student integrates her knowledge of biology and other academic disciplines to research and present a focused interdisciplinary topic in an open forum.

The goals of this curriculum are to graduate biology majors who can demonstrate a rich understanding of the current content and subject area of the biological sciences, who can apply a firm foundation of practical experience with the scientific method to actual research projects, and who can present themselves and their work in professional settings.

Department faculty can be contacted to help with initial course selection and the development of a long-range plan for course sequencing. Aspirants to medical, dental, allied health and veterinary schools must satisfy the specific entry requirements for those schools. Biology majors contemplating a career in Allied Health ( e.g., Nursing, Physician's Assistant, Medical Technologist, Physical Therapist) should complete both BIO 210 and BIO 211 in order to meet professional school requirements for a two-semester sequence in Human Anatomy and Physiology.

Major Requirements for Biology. A major in biology requires a minimum of 60 semester hours, including the following:

37 semester hours of Biology, including at least three 300-level Biology courses

Five student learning outcomes have been identified for the required courses in the Biology major:

I. Foundational understanding in the study, scope, and processes of the core concepts of biology and of the scientific method;
II. Expanding understanding of subprograms, organism, population and integrative biology;
III. Diversifying understanding through exposure to a broad base of knowledge gained from different subdivisions of biology;
IV. Integrating knowledge previously gained in biology coursework and developing experience in application of knowledge, research, and critical thinking;
V. Associating knowledge in other disciplines through coursework in physical science and in mathematics
 
I. Foundational Courses (all 3 courses required; 12 hours):
BIO 110 Principles of Biology I: Biological Processes 4 hours
BIO 112 Principles of Biology II: Diversity of Biological Systems 4 hours
BIO 203 Research Methods in the Biological Sciences 4 hours
 
II. Expanding (Upper-level Core Courses; 4 courses required, 1 from each pair, 15-16 hours):
BIO 311 Genetics, or
BIO 320 Molecular Cell Biology 4 hours
BIO 270 Vertebrate Zoology, or
BIO 340 Animal Physiology 4 hours
BIO 256 Reproductive Biology , or
BIO 341 Developmental Biology 4 hours
BIO 280 Ecology , or
BIO 350 Principles of Evolution 3 or 4 hours
 
III. Diversifying (elective courses to complete total of 36 hours of Biology):
Any additional course(s) from II above,
OR
BIO 208 Field Biology
BIO 210 Human Anatomy and Physiology I*
BIO 211 Human Anatomy and Physiology II*
BIO 235 Histology
BIO 245 Microbiology
BIO 265 Immunology
BIO 315 Animal Behavior
BIO 318 Biochemistry
BIO 325 Neurophysiology
BIO 345 Forensic Biology
BIO 360 Conservation Biology
OR
Special Opportunities in Biology (recommended):
BIO 155 Introduction to Research
BIO 396 Special Topics in Biology
BIO 451 Independent Study
BIO 452 Field Study
BIO 499 Honors Thesis
 
IV. Integrating (Required)
BIO 440 Senior Integrative Exercise in Biology 3 hours
 
V. Associating (required courses in other science and math disciplines, 23 semester hours):
MAT 220** Statistical Methods
CHM 101 General Chemistry I
CHM 102 General Chemistry II
CHM 221** Organic Chemistry I
PHY 115** College Physics I
PHY 116** College Physics II
 
*Note: A maximum of 4 semester hours from the BIO 210/BIO 211 sequence may be counted toward the biology major.
**Note: Pre Calculus (MAT 140) or any one course in calculus may be substituted for MAT 220. Organic Chemistry II (CHM 222) is strongly recommended for students preparing for graduate or professional programs. PHY 121, PHY 122 General Physics may be substituted for PHY 115, PHY 116.
 

Integrative Experience: The integrative experience requirement is met with BIO 440 Senior Integrative Exercise in Biology. In this course, students work individually to research a focused topic integrating biological concepts and methods with those of another discipline. Students work collaboratively in a small group to organize oral presentations which integrate individual topics into a broader theme, question, or problem. Students present their work at the end of the semester.

Professional Development in Biology: Throughout her Wesleyan education each student is given opportunities to explore professional and career choices, and to develop and demonstrate the knowledge and skills essential for professional success. Each student will complete a PDE 400 Professional Development Experience and submit a PDE 401 Professional ePortfolio prior to graduation.

The biology professional experience requirement can be met by involvement in any of the following biology related activities: internship, independent study, assisting a faculty member with the instruction of a regular teaching laboratory (teaching assistant), working with a faculty member as part of a laboratory or field research project. With faculty approval, these activities may also be used to fulfill the general education requirement that each student, "must develop her understanding of how a liberal arts education enhances students' preparation for careers and further professional growth" (general education learning objective #7). Registration for and completion of at least 1 credit hour of PDE 400, Professional Development Experience, is required to fulfill this aspect of the general education requirement.

Biology majors contemplating a career in Allied Health (e.g., Nursing, Physician's Assistant, Medical Technologist, Physical Therapist) should complete both BIO 210 and BIO 211 in order to meet professional school requirements for a two-semester sequence in Human Anatomy and Physiology.

Course Sequencing for the Biology Major. For optimal progress, students considering a major in biology should begin with BIO 110 in the fall semester and BIO 112 in the spring semester of their first year. BIO 203 should be taken in the fall of the sophomore year. Students with some high school chemistry are strongly encouraged to take CHM 101 and 102 in their first year and CHM 221, 222 in their sophomore year. Physics is normally taken in the second or third year. A recommended sequence of courses for the student majoring in biology is shown below.

Fall /Spring
FIRST YEAR
BIO 110 / BIO 112
CHM 101 / CHM 102
WIS 101 / Writing Competency Course
Electives, General Education / Electives, General Education
SECOND YEAR
BIO 203 / BIO core or electives
CHM 221 / CHM 222
Electives, General Education / Electives, General Education
(In the first or second year of study: MAT 140, 205, 206, or 220)
THIRD YEAR
PHY 115 (or PHY 121) / PHY 116 (or PHY 122)
BIO core or elective / BIO core or electives, BIO Independent Study
Electives, General Education / Electives, General Education
FOURTH YEAR
BIO core or elective / BIO core or electives
BIO Independent Study / BIO Independent Study
Electives, General Education / Electives, General Education
BIO 440
 

Minor Requirements: Biology. The biology minor consists of a minimum of six courses within the discipline, for a total of 22 semester hours. These six courses will include BIO 110, 112, and 203, plus any three regularly-offered 200-300 level courses.

Resources for Non-Majors. Principles of Biology I (BIO 110) and Human Biology (BIO 103) are designed to fulfill the General Education learning outcomes for exploring how the natural world functions. Research Methods (BIO 203) is designed to fulfill the General Education learning outcomes for the Speaking Competency. Principles of Biology I (in addition to Principles of Biology II) also provides the necessary background for advancement to additional coursework within the biology major, biology minor, environmental science minor, and neuroscience minor programs. Human Biology (BIO 103) does not directly fulfill any course requirements of the biology major or minor. Non-majors can elect to take additional coursework in biology within the prerequisite structure. Prerequisites can, in some cases, be waived with the consent of the instructor and program director. Students contemplating a career in Allied Health ( e.g., Nursing, Physician's Assistant, Medical Technologist, Physical Therapist) should complete both BIO 210 and 211 in order to meet professional school requirements for a two-semester sequence in Human Anatomy and Physiology.

Undergraduate Research Opportunities. All biology majors are exposed to the research environment of science in their sophomore year in the required course BIO 203. This experience is furthered by research components in many of the upper-level courses for which BIO 203 serves as a prerequisite. Independent laboratory or field research experience is strongly encouraged as a means to gain further knowledge of how science is conducted and as a prelude to post-graduate study in both research and clinically-based programs. Faculty members welcome the opportunity to support and direct the research efforts of students enrolled in BIO 155, 451, 452, and 499 and to have students participate as research assistants in ongoing faculty research programs. Also, students are welcome to participate in the College intern program and receive academic credit for participation in research conducted at other institutions.

Biology (BIO) Gen. Ed. Course Descriptions

103: Human Biology.
Goal: To familiarize the student with the practice and issues of applying the scientific method and modern biological techniques to the study of the human condition.
Content: An exploration of the biological approaches to the study of the human species, human populations, and the human body. The first part of the course examines cell theory, Mendel and molecular genetics, population biology, ecology, evolution, and modern advances in biotechnology. These serve as contexts in which to evaluate applications of the scientific method to understanding human existence and our interactions with the natural world as individuals and societies. The second part of the course focuses inward on functions of the human body, including nutrition, maintenance of the internal environment, neural and endocrine control, immune responses, circulation, respiration, reproduction, development, and aging. Laboratories involve data collection and analysis of experiments directly related to human biology, using both classic and modern technological approaches, computers, biochemical and physiological test equipment, simulations and case studies.
Taught: Fall, Spring.
Prerequisites: None.
Gen. Ed. Category: Exploring how the natural world functions; (SM).
Credit: 4 hours.
 
110: Principles of Biology I-Biological Processes.
Goal: To expose the student to the underlying principles of biology, including the requirements of living systems, the interaction of life with the physical world which supports it, and the molecular basis that unifies all living things.
Content : The principles of evolution, ecology, and genetics. An introduction to the biome that comprises all living things. An introduction to the cellular basis of life.
Taught: Fall.
Prerequisites: None.
Gen. Ed. Category: Exploring how the natural world functions; (SM).
Credit: 4 hours.
 
203: Research Methods in the Biological Sciences.
Goal: To learn basic methods and techniques of research in the natural sciences, especially biology and chemistry. To become proficient in the conduct of science and presentation of scientific information. To explore practical, philosophical, and ethical aspects of science. To improve public speaking skills in both large and small group settings.
Content : A "hands-on" introduction to all aspects of the scientific method and scientific research. Students conduct experimental practical and self-designed research projects, including initial formulation of hypotheses, experimental design and instrumentation, data analysis, and preparation of results for presentation. Students prepare critical reviews of published papers, formal written research reports, and presentations of original research designs and results in written, graphical, and oral formats.
Taught: Fall.
Prerequisites: BIO 110, MAT 140.
Gen. Ed. Category: Developing; Speaking Competency; (SM).
Credit: 4 hours.
 

Biology (BIO) Other Course Descriptions

112: Principles of Biology II-Diversity of Biological Systems.
Goal: To expose the student to the unity and diversity of the living organisms that inhabit the earth. To examine the mechanisms involved in the structures and processes used by living things to accomplish the requirements of continued existence.
Content : The systematic survey of the major groups of organisms from the bacteria to the higher vertebrates. A systems approach to the functioning of living organisms from the cellular to the whole organism levels.
Taught: Spring.
Prerequisite: BIO 103 or BIO 110 or permission of program director.
Credit: 4 hours.
 
155: Introduction to Research.
Goal: This course is intended to give students an introduction to scientific research methods and practices.
Content: The focus of the course will be skill building, basic laboratory techniques, research design and execution of a short research project, development of oral and written presentations.
Prerequisites: BIO 110 and BIO 112 or CHM 101 and CHM 102.
Taught: Occasionally.
Credit: 1-3 hour.
 
208: Field Biology.
Goal: To practice field techniques and quantitative skills commonly used in outdoor scientific disciplines. To learn to identify the conspicuous plant and animal species of Georgia and consider how they are adapted to their environments.
Content: Students will be introduced to the flora, fauna, and ecosystems of the southeastern United States in this field-intensive course. Emphasis will be on practical aspects of conducting scientific investigation outdoors, namely: taxonomic skills, field identification of plants and animals, use of dichotomous keys, techniques for sampling and describing natural populations and communities, and quantitative skills for analysis of data.
Taught: Fall. Alternate Years.
Prerequisites: BIO 110 and BIO 112; or ESC 150.
Credit: 4 hours; cross-listed as ESC 208.
 
210: Human Anatomy and Physiology I.
Goal: To introduce the student to human gross and microscopic anatomy and physiology. To encourage the student to think synthetically about the interrelationships among form, function, development, and pathology of the human body.
Content: An introduction to organism structure, basic biochemistry, cytology and cell physiology, and histology and tissue physiology. A practical study of the structure and function of the human integument, skeletons, nervous, and sensory systems. The emphases of the course are on relating structure to function, relating gross and microscopic anatomy, developing 3-dimensional visualization skills, and becoming comfortable with the terminology of human anatomy and physiology. This is the first semester of the two-semester sequence in Human Anatomy and Physiology at an intermediate level.
Taught: Every Fall.
Prerequisite: BIO 103 or BIO 110.
Credit: 4 hours.
 
211: Human Anatomy and Physiology II.
Goal: To continue the introduction of the student to human gross and microscopic anatomy and physiology. To encourage the student to think synthetically about the interrelationships among form, function, development, and pathology of the human body.
Content: A practical study of the structure and function of the human endocrine, cardiovascular, lymphatic/immune, respiratory, digestive, excretory, and reproductive systems. An introduction to human nutrition, development, health, and pathology. The emphases of the course are on relating structure to function, relating gross and microscopic anatomy, developing 3-dimensional visualization skills, and becoming comfortable with the terminology of human anatomy and physiology. This is the second semester in the two-semester sequence in Human Anatomy and Physiology at an intermediate level.
Taught: Every Spring.
Prerequisite: BIO 210.
Credit: 4 hours.
 
235: Histology.
Goal: To deepen student understanding of tissue function by examining tissue form at the microscopic level. Special emphasis will be made in helping students understand the dimensional context of structures and the function of these structures in relation to organ and organ system physiology.
Content: Identification of cell structure and relation of form to function. Microscopic analysis of all major organ systems. Development of proficiency in common histologic techniques, including tissue fixation, embedding, sectioning and counterstaining. Identification of select pathologic forms and the impact of these alterations on normal organ function.
Taught: Fall. Alternate years.
Prerequisites: BIO 110 and 112.
Credit: 4 hours.
 
245: Microbiology.
Goal: To survey the general characteristics of microorganisms, including morphology, classification, and ecology. To practice sterile techniques and procedures for identifying and culturing microorganisms.
Content: An introduction to the structure, physiology, and reproduction of bacteria, viruses, and fungi; disease effects and control of pathogenic microorganisms; and principles of immunology.
Taught: Every Spring.
Prerequisites: BIO 110 or BIO 103.
Credit: 4 hours.
 
256: Reproductive Biology.
Goal: To examine the mechanisms which govern reproductive tract function in vertebrate animals, using a combination of theoretical and experimental techniques. A major focus of this course will be human reproductive biology, with additional emphasis on the use of animal models to illustrate underlying molecular principles which regulate reproductive function.
Content: Examination of reproductive strategies and the utility of sexual versus asexual reproduction in maintaining diversity. Microscopic exploration of embryonic reproductive tract development and examination of disorders in this process. Introduction of conserved molecular mechanisms which govern reproductive tract function. Discussion of environmental and social factors which impact reproductive success. Consideration of ethical implications of new reproductive technologies.
Taught: Fall. Alternate years.
Prerequisites: BIO 110, 112, 203 or permission of instructor.
Credit: 4 hours.
 
265: Immunology.
Goal: To introduce students to the fundamental principles underlying the formation and function of the mammalian immune system.
Content: This course focuses on differences in innate versus acquired immunity, antigen/antibody interactions, B and T cell activation, genes and genetic rearrangements involved in the development of lymphocytes and mechanisms underlying immune disorders.
Taught: Spring, Alternate years.
Prerequisites: BIO 110 and 112.
Credit: 4 hours.

270: Vertebrate Zoology.
Goal: To survey the classes of vertebrates in order to develop an understanding of their phylogeny and adaptations.
Content: An anatomical, physiological, and behavioral comparison of vertebrates with an emphasis on functional morphology, structural design, ecological adaptations, natural history, and evolution.
Taught: Spring. Alternate years.
Prerequisites: BIO 110 and 112.
Credit: 4 hours.

280: Ecology.
Goal: To understand the interrelationships between living organisms and their physical and biological environment. To develop a broad understanding of the field of ecology. To conduct ecological research.
Content: Ecological principles at the level of the individual, population, community, and ecosystem. Specific topics include nutrient cycles, flow of energy in ecosystems, population dynamics, evolutionary ecology, life histories, competition and other community interactions, succession, and island biogeography. Current topics in anthropogenic global change.
Taught: Fall. Alternate years.
Prerequisites: BIO 110 and 112; or ESC 150.
Credit: 4 hours; cross-listed ESC 280.

311: Genetics.
Goal: To explore the principles involved in the inheritance of characteristics from generation to generation, from the molecular basis of heredity through the population as a unit of evolution.
Content: Mendel, molecular, and population genetics. Biomedical applications of new, genetically based technologies.
Taught: Fall. Alternate years.
Prerequisites: BIO 110, 112, and 203.
Credit: 4 hours.

315: Animal Behavior.
Goal: To familiarize the student with the biological study of animal behavior. To introduce the student to the major historical and contemporary perspectives of behavioral study. To allow the student to practice field and laboratory methods of behavioral sampling and analysis. To encourage the student to practice critical evaluation and presentation of representative examples of contemporary ethological literature and studies.
Content: A practice-oriented survey of contemporary approaches to animal behavior, including behavioral genetics, behavioral development, neuropathology, behavioral endocrinology, behavioral ecology and evolution, ethnology and sociobiology.
Taught: Fall. Alternate years.
Prerequisites: BIO 103 or 110; BIO 203 or PSY 305.
Credit: 4 hours; cross-listed as NSC 315.

318: Biochemistry.
Goal: To survey the structure, function, and metabolism of the basic classes of organic molecules. To interrelate the various metabolic pathways into a unified concept of metabolism at the organism level.
Content: Protein, carbohydrate, lipid and nucleic acid structure and synthesis. The metabolic pathways in which these four classes of molecules participate.
Taught: Spring. Alternate years.
Prerequisites: BIO 110, 112 and CHM 101, 102, 221.
Credit: 3 hours; cross-listed CHM 318.

320: Molecular Cell Biology.
Goal: To introduce modern cell biology with an emphasis on the molecular structure, function, and regulation of proteins involved in fundamental metabolic processes including protein transport, cell signaling, cell attachment, and cell proliferation.
Content: Definition of cell structures, regulation of activities by membranes, derivation of energy from the environment, mechanisms of biosynthesis for growth and repair, transmission of genetic information, and strategies for cell recognition.
Taught: Fall . Alternate years.
Prerequisites: BIO 110, 112, and 203.
Credit: 4 hours.

325: Neurophysiology.
Goal: To familiarize the student with the theoretical bases and experimental methods of modern neurophysiology, appropriate to studying the structure and function of individual nerve cells and small neuronal systems.
Content: A practice-oriented introduction to functional cellular neurobiology, focusing on electrophysiology. Laboratory exercise and discussion topics will include electrophysiology, histology, and neurochemistry techniques, neuronal membrane dynamics, synaptic function and plasticity, sensory coding, sensor coordination, central pattern generation, and network function. The primary methods of laboratory study will be intracellular, extracellular, multicellular and whole animal electrophysiology, cell and synaptic simulations, and computer simulations of neuronal and network function.
Taught: Fall. Alternate years.
Prerequisites: BIO 103 or 110; BIO 203 or PSY 305.
Credit: 4 hours; cross-listed as NSC 325.

340: Animal Physiology.
Goal: To familiarize the student with the fundamental principles underlying the functioning of animals, from cellular to organism levels.
Content: A detailed survey of the mechanisms of animal physiology, taught primarily from an organ-systems perspective. Topics include membrane dynamics, neuronal and nervous system function, muscle physiology; cardiac function and circulation, respiration, digestion, excretion, endocrinology, and reproduction. This course takes a comparative approach to animal physiology, with a focus on physiological mechanisms in vertebrates, including humans.
Taught: Spring. Alternate years.
Prerequisites: BIO 110, 112; BIO 203 or PSY 305.
Credit: 4 hours.

341: Developmental Biology.
Goal: This course will allow the student to explore the mechanisms and structures involved in the ontogeny of animals.
Content: The development of animals from fertilization through birth/hatching; examination of molecular/structural/temporal regulation of developing vertebrate and invertebrate organisms.
Taught: Spring. Alternate years.
Prerequisites: BIO 110, 112, and 203.
Credit: 4 hours; cross-listed as NSC 341.

345: Forensic Biology.
Goal: The course will require students to apply fundamental cell biological, biochemical, histological, physiological and molecular biology principles and techniques to the analysis of trace materials that are typically found at crime scenes.
Content: This course will emphasize critical thinking and problem solving skills and will reinforce the importance of accuracy in laboratory science experiments. Course material will cover the biochemical, physiological and molecular basis of forensic methods and case studies will be used to contextualize the use of forensic biology techniques as they are applied to crime scene investigation and conservation biology. Laboratory exercises will include histological analysis of plant, animal and human tissues, basic and forensic serology techniques and forensic DNA analysis.
Taught: Fall. Alternate years.
Prerequisites: BIO 110 and BIO 112.
Credit: 4 hours; cross listed as FSC 345

350: Principles of Evolution.
Goal: To understand the mechanisms and results of evolution. To review historic and current controversies in evolutionary studies. To examine the diversity of approaches, both theoretical and empirical, used in the study of evolution.
Content: The principles of evolution, genetic variation, population genetics, adaptations, natural selection, population structure, speciation, biogeography, phylogeny, coevolution, and macroevolution.
Taught: Spring. Alternate years.
Prerequisites: BIO 110, 112, and 203, or permission of instructor.
Credit: 3 hours.

360: Conservation Biology.
Goal: To understand the reasons why many species are endangered, to examine possible solutions, and to consider the ethical and ecological ramifications of species extinctions. To appreciate the interdisciplinary nature of conservation biology by considering issues ranging from the level of the gene to the scale of the entire biosphere.
Content: Students read, review, and discuss current literature in this speaking-intensive course. Students will conduct both laboratory and field-based studies. Topics include defining diversity, threats to biodiversity, population genetics of rare species, conservation strategies and nature preserves, and legal and ethical issues.
Taught: Spring. Alternate years.
Prerequisites: BIO 110 and 112; or ESC 150.
Credit: 4 hours; cross-listed ESC 360.

396: Special Topics in Biology.
Goal: To provide the opportunity to explore topics outside those offered elsewhere within the biology curriculum or to explore in greater detail a subject covered by another course.
Content: An in-depth examination of a special topic within biology. Topics will vary from semester to semester.
Taught: Offered occasionally.
Prerequisites: BIO 110, 112, and 203, or permission of instructor.
Credit: 3 or 4 hours. A student may take a maximum of six to eight semester hours (two courses) of special topics in any one field.

440: Senior Integrative Exercise in Biology.
Goal: To provide a capstone integrative experience for senior biology majors. To prepare for careers and professional growth by discussing future goals and reflecting on past collegiate experiences, both in the major and in the general education curriculum.
Content: With faculty guidance, students will work individually to research a focused topic integrating biological concepts and methods with those of another academic discipline. Students will work collaboratively in a small group to organize oral presentations incorporating individual topics into a broader theme, question, or problem. Students will make their presentations at the end of the semester to students and faculty in the Division of Natural Sciences and Mathematics. Students will also critique resumes and prepare cover letters for a variety of postgraduate opportunities.
Taught: Fall.
Prerequisites: Declared major in biology and the completion of at least 19 semester hours in biology including BIO 110, BIO 112, and BIO 203.
Credit: 3 hours.

451: Directed Independent Study.
Goal: To enable a student to explore intensively a topic of special interest. To promote original, independent, creative, and critical thinking. To attempt to answer questions of a scientific nature. To provide an opportunity to conduct independent laboratory research and learn new techniques.
Content: Directed independent work of a scholarly nature. Emphasis on research methods.
Taught: Upon request of student, with approval of sponsoring faculty.
Prerequisites: BIO 110, 112, and 203, and permission of program director.
Credit: 1-6 hours.

452/199: Field Study.
Goal: To enable a student to experience a potential career opportunity. To acquire specific knowledge in the area of internship.
Content: An opportunity whereby a student may obtain credit in biology for experience gained in a biology-related internship or activity. Specific content is submitted by the student and should include objectives, anticipated activities, appropriate reading list, and nature of progress reports to be submitted to faculty sponsor.
Taught: Upon request of student, with approval of sponsoring faculty.
Prerequisites: Adequate coursework for the placement selected and permission of the faculty advisor; approval of the Director of Career Development.
Credit: 1-12 hours.

499: Honors Thesis. (Fee required)
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