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Course Criteria
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3.00 Credits
G. Holm This course is an in-depth examination of the biology of viruses. Discussions of replication strategies used by specific viruses serve as the basis for understanding virus-host interaction and pathogenicity by particular viruses. Other topics include virus particle structure, vector relations, and viral genetics. Critical reading of the primary virological literature is an important element of the course. Prerequisite: BIOL 212.
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3.00 Credits
G. Holm This course provides an investigation of the molecular and cellular components of the vertebrate immune system, emphasizing human immunology. It investigates the general principles that govern different components of the immune system and integrates those principles to develop a broad understanding of immune function. Topics include the generation of immunologic memory, consequences of immune system malfunction, manipulation of the immune system to positively impact human health, and methods that facilitate investigation of new questions about immune system function. Prerequisite: BIOL 212.
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3.00 Credits
B. Hoopes This course provides students a firm foundation in classical and quantitative genetics and also covers topics in molecular genetics. Topics in the course include Mendelian and non-Mendelian inheritance, genetic mapping in eukaryotes and prokaryotes, molecular aspects of recombination and transposition, and quantitative traits and their analysis. In addition to exams, students are required to write an in-depth paper on a topic relevant to the course based on a review of scientific literature. Prerequisite: BIOL 212.
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3.00 Credits
N. Pruitt This course examines the relationship between structure and function in the human body, starting at the level of molecules and cells, and moving through tissues, organs, and organ systems. Major topics include the endocrine, nervous, and cardiovascular systems; digestive physiology; and water, salt, and pH balance in the body. The credit-bearing laboratory BIOL 381L must be taken concurrently with BIOL 381. Laboratory exercises address the study of the physiology and organ system function in living organisms. Prerequisite: BIOL 212 or permission of instructor.
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3.00 Credits
This course is crosslisted as NEUR 384 and PSYC 384. For course description, see "Neuroscience Program: Course Offerings" in the Psychology section.
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3.00 Credits
J. Meyers This course examines the cell biology behind the functioning of the nervous system. Students explore how cells make fate decisions during neural development, how neurons elaborate the complex structures they take on, how they form and refine specific connections, and how these together allow the precise transmissions of complex signals. The course also examines the molecular pathways by which sensory systems transduce physical stimuli into electrochemical signals and integrate that information into the nervous system. Prerequisite: BIOL 212 or permission of the instructor. This course is crosslisted as NEUR 389.
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3.00 Credits
G. Holm, B. Hoopes An in-depth study of biological processes at the molecular level, including transcription, RNA processing, translation, DNA replication, and recombination. Emphasis is on experiments that have led to current understanding of these processes and the means by which these processes are regulated. Experiments from the current literature are discussed. Each student is required to write a mock grant proposal that includes an extensive review of the current literature. Prerequisite: BIOL 212 or permission of instructor; seniors only. Offered every spring.
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3.00 Credits
F. Frey, K. Ingram, D. McHugh Evolutionary biology is a dynamic, interdisciplinary field that influences the way we think about topics as diverse as conservation biology, epidemiology, paleontology, population genetics, adaptive radiations, the evolution of developmental mechanisms, inter-specific competition, and human behavior. The material covered in this course is motivated by the types of questions evolutionary biologists ask about these and other subjects. Emphasis is on the formulation of these questions, the generation of hypotheses, and the testing of predictions. Using primary literature, students give written critiques of experiments designed to test competing hypotheses; they also provide informed suggestions for future directions of research. In addition, students debate competing hypotheses and differing interpretations of data. Each student is required to write a mock grant proposal that includes an extensive review of the current literature. Prerequisite: BIOL 211 or 212; seniors only. Offered every spring.
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3.00 Credits
C. Cardelús This research course offers students the opportunity to design their own studies. Research in the lab centers on the causes of species richness patterns and how perturbations (climate change) affect those patterns. Research projects often apply the lens of climate change (e.g., biodiversity loss, global warming, increased carbon dioxide, pollution) and test explicit hypotheses on plant, community, and ecosystem responses (i.e., N deposition, fire frequency) to perturbations. Students have the opportunity to use cutting-edge laboratory, computer, and field-based methods (e.g., mass spectrometry, ecophylogenetics, carbon dioxide flux) to address these questions. Students are expected to develop their own projects, execute the lab and field work associated with the projects, write a final paper, and present their work to the class. Prerequisite: permission of instructor.
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3.00 Credits
J. Meyers This research tutorial explores the molecular and cellular basis of the development and growth of the nervous system. With the guidance of the instructor, students design and carry out an experimental plan that applies techniques from molecular biology and cell biology to open questions in developmental neurobiology. Potential topics include signaling pathways that control neural stem cells, neural plasticity, and control of regeneration following damage. Weekly meetings provide a forum for discussion and research projects and papers from the primary literature. Each student is required to write a paper summarizing their results in scientific journal format and make a formal presentation of their research to the department. Prerequisite: permission of instructor.
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