Building on incoming student summer programming to get started in the Biological Sciences in CBS. Providing transition programming, academic success tools, college learning, and guidance as a foundation for success in the biological sciences. Introduction to the College of Biological Sciences community and opportunities through class content, guild activities, and peer mentoring. prereq: Fr in College of Biological Sciences

Second semester of Nature of Life with focus on building intentional pathway in CBS/student success/engagement. prereq: 1805

Reflect on aspirations, personal characteristics, experiences. Resources/practical tools to reach educational/professional goals. Special focus on developing personal/professional goals, articulating personal experiences in light of aspirations. prereq: 1805, 1806

Reflect on aspirations, personal characteristics, experiences. Resources/practical tools to reach educational/professional goals. Special focus on developing personal/professional goals, articulating personal experiences in light of aspirations. prereq: 2905

Explore how to read/use research papers. Role of research ethics. Financial, legal, regulatory oversight on research/other topics. **This course is for new CBS transfer students from other institutions. prereq: College-level biology

Course structured to provide career planning and exploration guidance based on individual's specific goals. Option to focus coursework on identifying career interests, exploring career options in the biological sciences, preparing for job or internship applications, or organizing graduate school application materials. Provides career coaching on topics related to resume writing, interviewing and professional relationship building, and introduces resources to engage in effective career exploration and planning in the biological sciences.

Differential calculus of functions of a single variable, including polynomial, rational, exponential, and trig functions. Applications, including optimization and related rates problems. Single variable integral calculus, using anti-derivatives and simple substitution. Applications may include area, volume, work problems. prereq: 4 yrs high school math including trig or satisfactory score on placement test or grade of at least C- in [1151 or 1155]

Differential/integral calculus with biological applications. Discrete/continuous dynamical systems. Models from fields such as ecology/evolution, epidemiology, physiology, genetic networks, neuroscience, and biochemistry. prereq: [4 yrs high school math including trig or satisfactory score on placement test or grade of at least C- in [1151 or 1155]], CBS student

Fundamental programming concepts using Python language. Problem solving skills, recursion, object-oriented programming. Algorithm development techniques. Use of abstractions/modularity. Data structures/abstract data types. Develop programs to solve real-world problems. prereq: concurrent registration is required (or allowed) in MATH 1271 or concurrent registration is required (or allowed) in MATH 1371 or concurrent registration is required (or allowed) in MATH 1571H or instr consent

This course builds computational skills needed to carry out basic data analysis tasks common in modern biology. Students will learn computing concepts (algorithm development, data structures, complexity analysis) along with practical programming skills in Python and R. No previous programming knowledge assumed. Prereq: introductory biology course.

Differential/integral calculus with biological applications. Discrete/continuous dynamical systems. Models from fields such as ecology/evolution, epidemiology, physiology, genetic networks, neuroscience, and biochemistry. prereq: [4 yrs high school math including trig or satisfactory score on placement test or grade of at least C- in [1151 or 1155]], CBS student

Techniques of integration. Calculus involving transcendental functions, polar coordinates. Taylor polynomials, vectors/curves in space, cylindrical/spherical coordinates. prereq: [1271 or equiv] with grade of at least C-

Linear algebra: basis, dimension, matrices, eigenvalues/eigenvectors. Differential equations: first-order linear, separable; second-order linear with constant coefficients; linear systems with constant coefficients. prereq: [1272 or 1282 or 1372 or 1572] w/grade of at least C-

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Conceptual basis of statistical analysis. Statistical analysis of biological data. Data visualization, descriptive statistics, significance tests, experimental design, linear model, simple/multiple regression, general linear model. Lectures, computer lab. prereq: High school algebra; BIOL 2003 recommended

Conceptual basis of statistical analysis. Statistical analysis of biological data. Data visualization, descriptive statistics, significance tests, experimental design, linear model, simple/multiple regression, general linear model. Lectures, computer lab. prereq: High school algebra; BIOL 2003 recommended.

Atomic theory, periodic properties of elements. Thermochemistry, reaction stoichiometry. Behavior of gases, liquids, and solids. Molecular/ionic structure/bonding. Organic chemistry and polymers. energy sources, environmental issues related to energy use. Prereq-Grade of at least C- in [1011 or 1015] or [passing placement exam, concurrent registration is required (or allowed) in 1065]; intended for science or engineering majors; concurrent registration is required (or allowed) in 1065; registration for 1065 must precede registration for 1061

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1061

Chemical kinetics. Radioactive decay. Chemical equilibrium. Solutions. Acids/bases. Solubility. Second law of thermodynamics. Electrochemistry/corrosion. Descriptive chemistry of elements. Coordination chemistry. Biochemistry. prereq: Grade of at least C- in 1061 or equiv, concurrent registration is required (or allowed) in 1066; registration for 1066 must precede registration for 1062

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1062

Organic compounds, constitutions, configurations, conformations, reactions. Molecular structure. Chemical reactivity/properties. Spectroscopic characterization of organic molecules. prereq: C- or better in 1062/1066 or 1072H/1076H

Laboratory techniques in synthesis, purification and characterization of organic compounds with an emphasis on green chemistry methodologies. prereq: Grade of at least C- in [2302] or [concurrent registration is required (or allowed) in 2302

Reactions, synthesis, and spectroscopic characterization of organic compounds, organic polymers, and biologically important classes of organic compounds such as lipids, carbohydrates, amino acids, peptides, proteins, and nucleic acids. prereq: Grade of at least C- in 2301

Use of fundamental principles to solve quantitative problems. Motion, forces, conservation principles, structure of matter. Applications to mechanical systems. Prereq or Concurrent: MATH 1271/1371/1371H or equivalent

Use of fundamental principles to solve quantitative problems. Motion, forces, conservation principles, fields, structure of matter. Applications to electromagnetic phenomena. Prereq: PHYS 1301 or equivalent, Prereq or Concurrent: MATH 1272/1372/1572H or equivalent

Second of two courses. Biological concepts, from biomolecules to ecosystems. Ecology/biochemistry concepts within problem solving/application.

Second of two courses. Biological concepts, from biomolecules to ecosystems. Ecology/biochemistry concepts within problem solving/application.

This course follows BIOL 1961 and is required for all CBS majors. Students design and perform research projects that will require an additional 4-to-6 hours per week of work outside of class; times to be arranged. Each section is devoted to a single research area; check the section details to see which sections correspond to each research area. Research projects in zebrafish environmental toxicology and zebrafish microbiome sections will require in-person work in the BIOL 3004 laboratory. Only students with previous command line coding experience should enroll for a computational microbiology section. All projects involve applying quantitative skills, scientific method, and modern biological tools to real-world questions. Prerequisite is Foundations of Biology Lab I: BIOL 1961, 1961H, 2002, or 2002H AND CHEM 1021, 1061, 1071H, or 1081. Credit will not be granted if credit has been received for: BIOL 3004H.

In this course we will learn general principles governing the evolution of animal behavior. Being conducted at a field station, the approach is hands-on experiential learning through the application of the scientific method to the study of animal behavior. Thus, we will learn animal behavior by becoming animal behaviorists. Animal behaviorists communicate to one another through written reports in peer-reviewed literature and through oral talks at meetings. We will do both of these. All of these experiences culminate in the design, execution and presentation (written and oral) of an independent research project. Therefore, it is appropriate that this course is designated as writing-intensive. Writing comprises 90 points out of the course total of 140 points, representing 64% of the course grade. This is course meets two days per week from 8AM to 12N and from 1PM to 5PM over a 5-week period in May/June at the Itasca Biological Station and Labs. prereq: Undergrad biology course Credit granted for only one of the following: EEB 3411, EEB 3412W, EEB 3811W, EEB 5412

Study of the various solutions to common physiological problems faced by humans, other vertebrates, and invertebrates. Core concepts in physiology including flow down gradients, homeostatsis, cell-cell communication, interdependence of body systems, cell membrane dynamics, and mathematical modeling of physiological processes. Active learning format. prereq: [1009 or 2003], [CHEM 1062/1066 or 1082/1086], [2005 is recommended]

Dissection, direct observation of representatives of major animal groups.

How major organ systems function (nerve, muscle, circulation, respiration, endocrine, renal, gastrointestinal, temperature regulation and energy metabolism). Three one-hour lectures, two-hour lab. prereq: [BIOL 1009 or 1 yr college biol], 1 yr college chem

Dissection, direct observation of representatives of major animal groups.

Human physiology with emphasis on quantitative aspects. Organ systems (circulation, respiration, gastrointestinal, renal, endocrine, muscle, peripheral and central nervous systems), cellular transport processes, and scaling in biology. prereq: 1 year college chem and physics and math through integral calculus

Dissection, direct observation of representatives of major animal groups.

Fundamentals of biochemistry. Structure/function of nucleic acids, proteins, lipids, carbohydrates. Enzymes. Metabolism. DNA replication and repair, transcription, protein synthesis. Recommended prerequisites: Introductory biology (BIOL 1009 or BIOL 2003 or equivalent), organic chemistry (CHEM 2301 or CHEM 2081/2085 or equivalent). Note: CBS students should take BIOC 3022 not 3021.

Advanced survey of structure/catalysis, metabolism/bioenergetics. prereq: (BIOL 1009 or 2003 or equiv) AND (Chem 2302 or CHEM 2081/2085 or equiv)

Genetic information, its transmission from parents to offspring, its expression in cells/organisms, and its course in populations. prereq: Biol 2003/2003H or BioC 3021 or BioC 4331 or grad

Processes fundamental to cells. Emphasizes eukaryotic cells. Assembly/function of membranes/organelles. Cell division, cell form/movement, intercellular communication, transport, secretion pathways. Cancer cells, differentiated cells. prereq: Completion of Biol 4003 is preferred, Biol2003/2003H or Biol4003 or grad

This course discusses the basic principles of cellular and molecular neurobiology and nervous systems. The main topics include: Organization of simple networks, neural systems and behavior; how the brain develops and the physiology and communication of neurons and glia; the molecular and genetic basis of cell organization; ion channel structure and function; the molecular basis of synaptic receptors; transduction mechanisms and second messengers; intracellular regulation of calcium; neurotransmitter systems, including excitation and inhibition, neuromodulation, system regulation, and the cellular basis of learning, memory, and cognition. The course is intended for students majoring in neuroscience, but is open to all students with the required prerequisites. This course is offered in person in the fall and spring semesters and online ONLY in the summer semester. The online summer section covers the same material at the same depth and breadth as the in person fall and spring sections of the course. However, the summer session is 13 weeks (fall and spring are 14 weeks), so the summer course will progress at a slightly faster pace. This is a 3 credit course, so it is expected that students will spend about 150 hours working on course material. This means that the average student can expect to spend ~12 hrs/week on the course. How much time individual students need to spend working on course material will depend on their learning styles.

This is the second of the introductory neurobiology courses. It introduces fundamental concepts in systems and behavioral neuroscience with emphasis on the neural circuits underlying perception and sensorimotor integration. Lectures will examine the neural basis of specific behaviors arising from the oculomotor, visual and auditory systems and notes are available on Canvas. Topics include: retinal processing, functional organization in the cerebral cortex, neural circuit development, language, reward, and addiction. Students must learn to read scientific papers, and to understand the main ideas well enough to synthesize them and communicate them both orally and in writing. The course is writing intensive: exams are in essay and short answer format, and a 10-15 page term paper is required. The course is required for students majoring in neuroscience. The course consists of two hours of lecture and one hour of discussion per week.

This course will extend students? understanding of fundamental concepts of biology and neuroscience through study of the cellular and molecular mechanisms that underlie development of the nervous system. Neurodevelopment provides a context in which to study processes active in many biological functions and diseases. Students will learn about each of the major cellular processes involved in development of the nervous system such as cell division and cell migration, and will learn about the function of molecules and signaling pathways active in each process. Human developmental pathologies will be studied as a means to better understand normal developmental processes. Some lectures will focus on current research, and students will be expected to read some scientific literature.

Principles, methods, and laboratory exercises for investigating neural mechanisms and examining experimental evidence.

Writing Intensive Directed Research is an individual-study, laboratory or field research experience in which the student is mentored directly by a faculty member. This course is not for students starting out in research. It is intended for students who already have been working in the research group of the mentor and have developed an independent research project. In this course the student will receive writing instruction through a writing support course (corresponding to 1 credit in addition to the credits of directed research time) that will meet weekly throughout the semester. The written output usually is in the form of a scientific paper describing the results of the student's project. Written output of the course must be revised during the semester and a schedule for writing, assessment, and revision needs to be in place at the beginning of the semester. The project needs to be explained in the campus Directed Research contract and the project and participation in the writing support course agreed on by both the student and faculty mentor. The contract must be approved by the Director of Undergraduate Studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, agreement about how writing instruction will take place, confirmation of understanding of the timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course - near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. The DUGS can call for a final revision before a grade is given. This course is graded S/N by the writing support course instructor, and approval of both the DUGS and the research mentor is required before a grade of S can be given by the writing support course instructor. This course is for non-Honors students. Students should register for the number of research credits they intend to pursue plus 1 cr for the writing support component (for example: 2-4 cr of research + 1 cr writing support = 3-5 cr). prereq: department consent, instructor consent, no more than a total of 7 credits of 4793W, 4794W, 4993, 4994 combined can count towards CBS major requirements.

Lab or field investigation of selected areas of research. prereq: instr consent, dept consent; max of 7 cr of 4993 and/or 4994 may count toward major requirements

Theoretical basis. Signal processing techniques. Modeling of nervous system, its response to stimulation. Electrode design, neural modeling, cochlear implants, deep brain stimulation. Prosthetic limbs, micturition control, prosthetic vision. Brain machine interface, seizure prediction, optical imaging of nervous system, place cell recordings in hippocampus. prereq: 3401 recommended

Mechanisms of signal production/perception, signal propagation. How signals can convey information. How signalers, signals, receivers are adapted for communication by natural/sexual selection. prereq: (BIOL 1951 or BIOL 1951H or Biol 1009) and (EEB 3412W or EEB 3411 or EEB 3811W)

Molecular genetics and genomics of eukaryotes. Course emphasizes mechanisms of gene regulation and how these are studied. Current strategies used to study the activity and function of genes and genomes, including the role of chromatin, will be covered. Techniques will include gene knockouts/knockdown, genome engineering, genome-wide analysis of RNA and protein expression and function, as well as genome-wide protein binding and chromatin interaction mapping. Technologies covered will include next-generations and third-generation sequencing and CRISPR-based strategies for gene modification and precision gene regulation. Students will analyze and present recent primary papers in molecular genetic and genomics. Prerequisite: BIOL 4003

Regulatory pathways involved in directing normal development of complex eukaryotic organisms, how disruptions of these pathways can lead to abnormal cell growth/cancer. Causes, detection, treatment, prevention of cancer. prereq: Biol 4003

Analysis of dynamic cellular activities at the molecular level in cell biological fields that are experiencing new research advances not yet reflected in textbooks. Significant emphasis is placed on understanding the experimental basis of our current knowledge of cellular processes through analysis of scientific papers. Project and presentation-based assessments of learning outcomes. prereq: BIOL 4004 or GCD 4005W or grad

Molecular, genetic and cellular basis for innate and adaptive immune responses. The immune systems role in; transplantation, autoimmune disease, cancer immunotherapy, vaccinololgy, acquired and genetic immunodeficiencies. Prereq: Biol 2003 or Biol 1009 and [Junior or senior]

Basic and clinical vision science. prereq: instr consent

Lectures by team of faculty, problem sets in important physiological concepts, discussion of original research papers. prereq: NSc grad student or instr consent

Principles of organization of neural systems forming the basis for sensation/movement. Sensory-motor/neural-endocrine integration. Relationships between structure and function in nervous system. Team taught. Lecture, laboratory. prereq: NSc grad student or instr consent

Neural coding/representation of movement parameters. Neural mechanisms underlying higher order processes such as memorization, memory scanning, and mental rotation. Emphasizes experimental psychological studies in human subjects, single cell recording experiments in subhuman primates, and artificial neural network modeling. prereq: Grad NSc major or grad NSc minor or instr consent

Advanced seminar. prereq: 5561 or instr consent

Medicinal chemistry/pharmacology/toxicology of substances of abuse. Synthesis/natural product extraction of illicit drugs. Dangers of clandestine lab practices. Sociological aspects of abuse.

Applications of psychology, neuroscience, computer science to design principles underlying visual perception, visual cognition, action. Compares biological/physical processing of images with respect to image formation, perceptual organization, object perception, recognition, navigation, motor control. prereq: [[3031 or 3051], [Math 1272 or equiv]] or instr consent

Parallel distributed processing models in neural/cognitive science. Linear models, Hebbian rules, self-organization, non-linear networks, optimization, representation of information. Applications to sensory processing, perception, learning, memory. prereq: [[3061 or NSC 3102], [MATH 1282 or 2243]] or instr consent

Consequences of different types of brain damage on human perception/cognition. Neural mechanisms of normal perceptual/cognitive functions. Vision/attention disorders, split brain, language deficits, memory disorders, central planning deficits. Emphasizes function/phenomenology. Minimal amount of brain anatomy. prereq: Grad or [[jr or sr], [3011 or 3031 or 3051 or 3061]] or instr consent

Conceptual basis of statistical analysis. Statistical analysis of biological data. Data visualization, descriptive statistics, significance tests, experimental design, linear model, simple/multiple regression, general linear model. Lectures, computer lab. prereq: High school algebra; BIOL 2003 recommended.

Introduction to intellectual/social history of European/American medicine, health care from classical antiquity through 18th century.

Introduction to intellectual/social history of European/American medicine, health care in 19th/20th centuries.

Changing conceptions of life and aims and methods of biology; changing relationships between biology and the physical and social sciences; broader intellectual and cultural dimensions of developments in biology.

In this course we grapple with the impact of Darwin's theory of evolution in the scientific community and beyond. We'll examine and engage the controversies that have surrounded this theory from its inception in the 19th century through its applications in the 21st. What made Darwin a Victorian celebrity, a religious scourge, an economic sage and a scientific hero? We'll look closely at the early intellectual influences on theory development; study the changing and dynamic relationship between science and religion; and critically analyze the application of Darwin's theory to questions of human nature and behavior.

Topics in neurobiology and neurophysiology.

Ethical implications. Readings, personal reflections, class discussions, debates, and formal writing. Development of logical arguments, writing skills, oral presentation skills, and teamwork. Students present/argue both their own personal views and those of others. What it is like to have altered mentation, i.e. a brain disease or disability. Readings/multimedia reports from primary neuroscience literature as well as philosophy, policy, and law literature and popular media.

Principles, methods, and laboratory exercises for investigating neural mechanisms and examining experimental evidence.

How drugs function as applied to the treatment of a single medical condition. Pharmacology, pharmacokinetics, pharmacodynamics, pharmacogenetics, pharmacogenomics. prereq: Upper div or instr consent; [prev or concurrent] courses in [biology, biochemistry] recommended

Science influences us daily, shaping how we understand ourselves and interpret nature. This course is an introduction to how scientists reason about the world, what that means for our lives, and the status of science as a human activity. What is science and what?s so great about it? Is science the ultimate authority on the world and our place in it? This course examines the authority of science, how scientists reason, and science?s status as a human activity. prereq: One course in philosophy or natural science

Biology dominates the landscape of contemporary scientific research, and yet "biology" consists of a variety of different disciplinary approaches: from protein biochemistry to field ecology, from developmental biology to evolutionary genetics. Many philosophical issues can be found in the concepts and practices of life science researchers from these different disciplines. What is the structure of evolutionary theory? What is a gene? What are the units of selection? What is an individual? What counts as a "cause"? What is the relationship between evolution and development? Are all biological phenomena reducible to genes or molecules? What are adaptations, and how do we identify them? What is an ecological niche? Is there a progressive trend in the history of life? Is there such a thing as 'human nature'? This course is an introduction to these and other related issues in the biological sciences with an emphasis on their diversity and heterogeneity. It is designed for advanced undergraduates with an interest in conceptual questions and debates in biology that are manifested across a variety of majors (e.g., animal science; anthropology; biochemistry; biology, society and environment; biosystems and agricultural engineering; chemistry; ecology, evolution and behavior; genetics, cell biology and development; microbiology; neuroscience; physiology; plant biology; psychology). Some of these issues will appear familiar from previous coursework or opportunities, whereas new issues will be intriguing because of their similarities and differences with those that have been encountered in other contexts.

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

This is an introductory course in statistics whose primary objectives are to teach students the theory of elementary probability theory and an introduction to the elements of statistical inference, including testing, estimation, and confidence statements. prereq: Math 1272

Writing Intensive Directed Studies is an individual-study, literature-based investigation in which the student is mentored directly by a faculty member. One main feature of this course is that the student will receive writing instruction and the written output of the course will be revised during the semester. The project needs to be explained in a Research/Directed Studies contract and agreed on by both the student and faculty mentor. The contract must be approved by the director of undergraduate studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, how writing instruction will take place, a timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. This course is graded S/N and approval of the DUGS is required before a grade of S can be given by the faculty mentor. prereq: department consent, instructor consent, no more than 7 credits of 4793W, 4794W, 4993, 4994 counts towards CBS major requirements.

Writing Intensive Directed Research is an individual-study, laboratory or field research experience in which the student is mentored directly by a faculty member. This course is not for students starting out in research. It is intended for students who already have been working in the research group of the mentor and have developed an independent research project. In this course, the student will receive writing instruction through a writing support course (corresponding to 1 credit in addition to the credits of directed research time) that will meet weekly throughout the semester. The written output usually is in the form of a scientific paper describing the results of the student's project. Written output of the course must be revised during the semester and a schedule for writing, assessment, and revision needs to be in place at the beginning of the semester. The project needs to be explained in the campus Directed Research contract and the project and participation in the writing support course agreed on by both the student and faculty mentor. The contract must be approved by the Director of Undergraduate Studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, agreement about how writing instruction will take place, confirmation of understanding of the timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course - near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. The DUGS can call for a final revision before a grade is given. This course is graded S/N by the writing support course instructor, and approval of both the DUGS and the research mentor is required before a grade of S can be given by the writing support course instructor. This course is for non-Honors students. Students should register for the number of research credits they intend to pursue plus 1 cr for the writing support component (for example: 2-4 cr of research + 1 cr writing support = 3-5 cr). prereq: department consent, instructor consent, no more than a total of 7 credits of 4793W, 4794W, 4993, 4994 combined can count towards CBS major requirements.

In this lab course, students will use a variety of biological techniques to study plant structure and anatomy, plant physiology, cell biology, and plant growth. This includes topics related to climate change, plant adaptation, crop domestication, and genetic engineering. Includes hands-on laboratory activities and writing focus. While this course is paired with the PMB3002 lecture course, the courses do not need to be taken together or in a specific order. Prereq: BIOL 1009, BIOL 2003, or equiv.

Evolution/Ecology/Diversity of plants, fungi, and algae. Lectures highlight phylogenetic diversity among and within multiple eukaryotic groups as well as adaptations and strategies for survival in varied environments. Includes both hands-on laboratory activities and writing focus. prereq: One semester college biology

Writing Intensive Directed Studies is an individual-study, literature-based investigation in which the student is mentored directly by a faculty member. One main feature of this course is that the student will receive writing instruction and the written output of the course will be revised during the semester. The project needs to be explained in a Research/Directed Studies contract and agreed on by both the student and faculty mentor. The contract must be approved by the director of undergraduate studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, how writing instruction will take place, a timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. This course is graded S/N and approval of the DUGS is required before a grade of S can be given by the faculty mentor. prereq: department consent, instructor consent, no more than 7 credits of 4793W, 4794W, 4993, 4994 counts towards CBS major requirements.

Writing Intensive Directed Research is an individual-study, laboratory or field research experience in which the student is mentored directly by a faculty member. This course is not for students starting out in research. It is intended for students who already have been working in the research group of the mentor and have developed an independent research project. In this course, the student will receive writing instruction through a writing support course (corresponding to 1 credit in addition to the credits of directed research time) that will meet weekly throughout the semester. The written output usually is in the form of a scientific paper describing the results of the student's project. Written output of the course must be revised during the semester and a schedule for writing, assessment, and revision needs to be in place at the beginning of the semester. The project needs to be explained in the campus Directed Research contract and the project and participation in the writing support course agreed on by both the student and faculty mentor. The contract must be approved by the Director of Undergraduate Studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, agreement about how writing instruction will take place, confirmation of understanding of the timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course - near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. The DUGS can call for a final revision before a grade is given. This course is graded S/N by the writing support course instructor, and approval of both the DUGS and the research mentor is required before a grade of S can be given by the writing support course instructor. This course is for non-Honors students. Students should register for the number of research credits they intend to pursue plus 1 cr for the writing support component (for example: 2-4 cr of research + 1 cr writing support = 3-5 cr). prereq: department consent, instructor consent, no more than a total of 7 credits of 4793W, 4794W, 4993, 4994 combined can count towards CBS major requirements.

Mechanisms of signal production/perception, signal propagation. How signals can convey information. How signalers, signals, receivers are adapted for communication by natural/sexual selection. prereq: (BIOL 1951 or BIOL 1951H or Biol 1009) and (EEB 3412W or EEB 3411 or EEB 3811W)

Regulation of energy and elements cycling through ecosystems. Dependence of cycles on kinds/numbers of species within ecosystems. Effects of human-induced global changes on functioning of ecosystems.

Writing Intensive Directed Studies is an individual-study, literature-based investigation in which the student is mentored directly by a faculty member. One main feature of this course is that the student will receive writing instruction and the written output of the course will be revised during the semester. The project needs to be explained in a Research/Directed Studies contract and agreed on by both the student and faculty mentor. The contract must be approved by the director of undergraduate studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, how writing instruction will take place, a timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. This course is graded S/N and approval of the DUGS is required before a grade of S can be given by the faculty mentor. prereq: department consent, instructor consent, no more than 7 credits of 4793W, 4794W, 4993, 4994 counts towards CBS major requirements.

Writing Intensive Directed Research is an individual-study, laboratory, or field research experience in which the student is mentored directly by a faculty member. This course is not for students starting out in research, it is intended for students who already have been working in the research group of the mentor and have developed an independent research project. In this course the student will receive writing instruction through a writing support course (corresponding to 1 credit in addition to the credits of directed research time) that will meet weekly throughout the semester. The written output usually is in the form of a scientific paper describing the results of the student's project. Written output of the course must be revised during the semester and a schedule for writing, assessment, and revision needs to be in place at the beginning of the semester. The project needs to be explained in the campus Directed Research contract and the project and participation in the writing support course agreed on by both the student and faculty mentor. The contract must be approved by the Director of Undergraduate Studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, agreement about how writing instruction will take place, confirmation of understanding of the timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course - near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. The DUGS can call for a final revision before a grade is given. This course is graded S/N by the writing support course instructor, and approval of both the DUGS and the research mentor is required before a grade of S can be given by the writing support course instructor.

Processes fundamental to cells. Emphasizes eukaryotic cells. Assembly/function of membranes/organelles. Cell division, cell form/movement, intercellular communication, transport, secretion pathways. Cancer cells, differentiated cells. prereq: GCD major, Biol2003/2003H or Biol4003 or grad

Writing Intensive Directed Studies is an individual-study, literature-based investigation in which the student is mentored directly by a faculty member. One main feature of this course is that the student will receive writing instruction and the written output of the course will be revised during the semester. The project needs to be explained in a Research/Directed Studies contract and agreed on by both the student and faculty mentor. The contract must be approved by the director of undergraduate studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, how writing instruction will take place, a timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. This course is graded S/N and approval of the DUGS is required before a grade of S can be given by the faculty mentor. prereq: department consent, instructor consent, no more than 7 credits of 4793, 4794, 4993W, 4994W counts towards CBS major requirements.

Writing Intensive Directed Research is an individual-study, laboratory or field research experience in which the student is mentored directly by a faculty member. This course is not for students starting out in research. It is intended for students who already have been working in the research group of the mentor and have developed an independent research project. In this course, the student will receive writing instruction through a writing support course (corresponding to 1 credit in addition to the credits of directed research time) that will meet weekly throughout the semester. The written output usually is in the form of a scientific paper describing the results of the student's project. Written output of the course must be revised during the semester and a schedule for writing, assessment and revision needs to be in place at the beginning of the semester. The project needs to be explained in the campus Directed Research contract and the project and participation in the writing support course agreed on by both the student and faculty mentor. The contract must be approved by the Director of Undergraduate Studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, agreement about how writing instruction will take place, confirmation of understanding of the timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course - near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. The DUGS can call for a final revision before a grade is given. This course is graded S/N by the writing support course instructor, and approval of both the DUGS and the research mentor is required before a grade of S can be given by the writing support course instructor. This course is for non-Honors students. Students should register for the number of research credits they intend to pursue plus 1 cr for the writing support component (for example: 2-4 cr of research + 1 cr writing support = 3-5 cr). prereq: department consent, instructor consent, no more than a total of 7 credits of 4793W, 4794W, 4993, 4994 combined can count towards CBS major requirements. prereq: department consent, instructor consent, no more than 7 credits of 4793, 4794, 4993W, 4994W counts towards CBS major requirements.

Cell biology of higher eukaryotes, animal/plant pathogenesis, evolution, industrial microbiology. Tetrahymena/Chlamydomons/Paramecium/Toxoplasma/Aspergillus/ Neurospora. prereq: Biol 4003

Yeast is used as a model organism for microbial molecular genetic principles and methods such as ultraviolet mutagenesis, isolation and creation of mutant strains, plasmid design and construction, PCR, Sanger sequencing, gene replacement, and bioinformatics. Students will design and execute their own independent research project using hands-on experimentation with advanced molecular methods prereq: MicB 3301 and [Biol 4003 or permission]; priority for seats from waitlist to graduating Microbiology majors

Writing Intensive Directed Studies is an individual-study, literature-based investigation in which the student is mentored directly by a faculty member. One main feature of this course is that the student will receive writing instruction and the written output of the course will be revised during the semester. The project needs to be explained in a Research/Directed Studies contract and agreed on by both the student and faculty mentor. The contract must be approved by the director of undergraduate studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, how writing instruction will take place, a timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. This course is graded S/N and approval of the DUGS is required before a grade of S can be given by the faculty mentor. prereq: department consent, instructor consent, no more than 7 credits of 4793, 4794, 4993W, 4994W counts towards CBS major requirements.

Writing Intensive Directed Research is an individual-study, laboratory or field research experience in which the student is mentored directly by a faculty member. This course is not for students starting out in research. It is intended for students who already have been working in the research group of the mentor and have developed an independent research project. In this course the student will receive writing instruction through a writing support course (corresponding to 1 credit in addition to the credits of directed research time) that will meet weekly throughout the semester. The written output usually is in the form of a scientific paper describing the results of the student's project. Written output of the course must be revised during the semester and a schedule for writing, assessment, and revision needs to be in place at the beginning of the semester. The project needs to be explained in the campus Directed Research contract and the project and participation in the writing support course agreed on by both the student and faculty mentor. The contract must be approved by the Director of Undergraduate Studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, agreement about how writing instruction will take place, confirmation of understanding of the timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course - near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. The DUGS can call for a final revision before a grade is given. This course is graded S/N by the writing support course instructor, and approval of both the DUGS and the research mentor is required before a grade of S can be given by the writing support course instructor. This course is for non-Honors students. Students should register for the number of research credits they intend to pursue plus 1 cr for the writing support component (for example: 2-4 cr of research + 1 cr writing support = 3-5 cr). prereq: department consent, instructor consent, no more than a total of 7 credits of 4793W, 4794W, 4993, 4994 combined can count towards CBS major requirements. prereq: department consent, instructor consent, no more than 7 credits of 4793, 4794, 4993W, 4994W counts towards CBS major requirements.

Ethical implications. Readings, personal reflections, class discussions, debates, and formal writing. Development of logical arguments, writing skills, oral presentation skills, and teamwork. Students present/argue both their own personal views and those of others. What it is like to have altered mentation, i.e. a brain disease or disability. Readings/multimedia reports from primary neuroscience literature as well as philosophy, policy, and law literature and popular media.

This is the second of the introductory neurobiology courses. It introduces fundamental concepts in systems and behavioral neuroscience with emphasis on the neural circuits underlying perception and sensorimotor integration. Lectures will examine the neural basis of specific behaviors arising from the oculomotor, visual and auditory systems and notes are available on Canvas. Topics include: retinal processing, functional organization in the cerebral cortex, neural circuit development, language, reward, and addiction. Students must learn to read scientific papers, and to understand the main ideas well enough to synthesize them and communicate them both orally and in writing. The course is writing intensive: exams are in essay and short answer format, and a 10-15 page term paper is required. The course is required for students majoring in neuroscience. The course consists of two hours of lecture and one hour of discussion per week.

Individual study of selected topics. Emphasis on readings, use of scientific literature. Writing intensive. prereq: instr consent, dept consent; no more than 7 cr of [4793, 4794, 4993, 4994] may count toward major requirements

Writing Intensive Directed Research is an individual-study, laboratory or field research experience in which the student is mentored directly by a faculty member. This course is not for students starting out in research. It is intended for students who already have been working in the research group of the mentor and have developed an independent research project. In this course the student will receive writing instruction through a writing support course (corresponding to 1 credit in addition to the credits of directed research time) that will meet weekly throughout the semester. The written output usually is in the form of a scientific paper describing the results of the student's project. Written output of the course must be revised during the semester and a schedule for writing, assessment, and revision needs to be in place at the beginning of the semester. The project needs to be explained in the campus Directed Research contract and the project and participation in the writing support course agreed on by both the student and faculty mentor. The contract must be approved by the Director of Undergraduate Studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, agreement about how writing instruction will take place, confirmation of understanding of the timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course - near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. The DUGS can call for a final revision before a grade is given. This course is graded S/N by the writing support course instructor, and approval of both the DUGS and the research mentor is required before a grade of S can be given by the writing support course instructor. This course is for non-Honors students. Students should register for the number of research credits they intend to pursue plus 1 cr for the writing support component (for example: 2-4 cr of research + 1 cr writing support = 3-5 cr). prereq: department consent, instructor consent, no more than a total of 7 credits of 4793W, 4794W, 4993, 4994 combined can count towards CBS major requirements.

In this course, we will cover current important research topics in plant cell biology. We will cover many plant-specific topics such as gravitropism, plant cell wall biosynthesis, structure and function, plasmodesmatal connections, signal transduction, tip growth, plant cytokinesis, cell energetics. We will also cover some topics that are important for both plant, fungal, and animal cell biology such as cell polarity, the cytoskeleton, protein sorting, and the secretory system. Since we will be using recent literature as the course text, some important and classic cell biology topics will not be covered. In the field of cell biology, new discoveries are often the result of improvements in technology especially in imaging, so we will cover some recent advances in methodology. This is also a writing class with the goal of helping students become familiar and comfortable with writing in a scientific style. There will be writing instruction and there will be some reading assignments on scientific writing. There are no enforced prerequisites. Introductory courses on plants, genetics, and biochemistry are helpful.

Writing Intensive Directed Studies is an individual-study, literature-based investigation in which the student is mentored directly by a faculty member. One main feature of this course is that the student will receive writing instruction and the written output of the course will be revised during the semester. The project needs to be explained in a research/directed studies contract and agreed on by both the student and faculty mentor. The contract must be approved by the director of undergraduate studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, how writing instruction will take place, a timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. This course is graded S/N and approval of the DUGS is required before a grade of S can be given by the faculty mentor. prereq: department consent, instructor consent, no more than 7 credits of 4793W, 4794W, 4993, 4994 counts towards CBS major requirements.

Writing Intensive Directed Research is an individual-study, laboratory or field research experience in which the student is mentored directly by a faculty member. This course is not for students starting out in research. It is intended for students who already have been working in the research group of the mentor and have developed an independent research project. In this course the student will receive writing instruction through a writing support course (corresponding to 1 credit in addition to the credits of directed research time) that will meet weekly throughout the semester. The written output usually is in the form of a scientific paper describing the results of the student's project. Written output of the course must be revised during the semester and a schedule for writing, assessment, and revision needs to be in place at the beginning of the semester. The project needs to be explained in the campus Directed Research contract and the project and participation in the writing support course agreed on by both the student and faculty mentor. The contract must be approved by the Director of Undergraduate Studies (DUGS) for the major before the student is allowed to register. The contract includes a description of learning objectives for the course, agreement about how writing instruction will take place, confirmation of understanding of the timeline for when student writing will be handed in and how it will be assessed, methodology to be used by the student, and how assessment of learning will be conducted by the mentor. Additional oversight is established for this course - near the end of the semester the written output is submitted to the DUGS for the major. The DUGS is responsible to determine that the writing meets standards set by the CBS Education Policy Committee for quality of writing, appropriate citation of literature, well-constructed figures, tables, and legends (if present), appropriate use and interpretation of statistics (if present), conclusions that are supported by evidence, and well-formatted references. The DUGS can call for a final revision before a grade is given. This course is graded S/N by the writing support course instructor, and approval of both the DUGS and the research mentor is required before a grade of S can be given by the writing support course instructor. This course is for non-Honors students. Students should register for the number of research credits they intend to pursue plus 1 cr for the writing support component (for example: 2-4 cr of research + 1 cr writing support = 3-5 cr). prereq: department consent, instructor consent, no more than a total of 7 credits of 4793W, 4794W, 4993, 4994 combined can count towards CBS major requirements.