Catalog of Courses for Biology
Imagine a world where your DNA is sequenced for free and any human gene can be altered at will. The goal of this course is to address the question: can our society be better prepared for this transformation in science? Is genetic privacy achievable or genetic discrimination avoidable? Who owns your genes? Do your genes drive your medical future? Classes involve student perspectives and discussions with experts in science, policy, ethics and law.
New course in the subject of Biology.
BIOL 2100 is one of two semester courses that together provide an intensive introduction to biology for prospective Biology majors and pre-health (med, vet, dental) students. This course focuses on the fundamentals of cell biology and genetics with an emphasis on classical and modern experimental approaches. Lecture topics and concepts are reinforced and extended during once-weekly laboratory/small group discussions.
BIOL 2200 is one of two semester courses that together provide an intensive introduction to biology for prospective Biology majors and pre-health (med, vet, dental) students. This course focuses on evolution, physiology and development. Lecture topics and concepts are reinforced and extended during once-weekly laboratory/small group discussions. The Introductory courses are not sequenced and may be taken in either order.
BIOL 2100 is one of two semester courses that together provide an intensive introduction to biology for prospective Biology majors and pre-health (med, vet, dental) students. This course focuses on the fundamentals of cell biology and genetics with an emphasis on classical and modern experimental approaches. Lecture topics and concepts are reinforced and extended during once-weekly laboratory/small group discussions.
BIOL 2200 is one of two semester courses that together provide an intensive introduction to biology for prospective Biology majors and pre-health (med, vet, dental) students. This course focuses on evolution, physiology and development. Lecture topics and concepts are reinforced and extended during once-weekly laboratory/small group discussions. The Introductory courses are not sequenced and may be taken in either order.
Examines the fundamental principles of eukaryotic cell biology at the molecular level. Topics include: structure and function of the plasma membrane, transport of small molecules, ions and macromolecular complexes across membranes, protein trafficking, the cytoskeleton, signal transduction pathways, and the control of cell division and cellular proliferation. Prerequisites: completion of BIOL 2100 or BME 2104 and either CHEM 1410,1420, or CHEM 1810,1820.
What makes humans different from fruit flies? Why does your brain have neurons and not liver cells? This course is all about the answer to these questions: It's the genes! This course covers the chemical make-up of genes, how they are passed on through generations, how they are expressed and how that expression is regulated, how disruption in the structure and expression of genes arise and how those disruptions lead to cellular defects and disease. Prerequisite: Must have completed BIOL 2100 or BME 2104 and either CHEM 1410 or CHEM 1810.
Examines the mechanisms of evolutionary change, with an emphasis on the genetic and evolutionary principles needed to understand the diversification of life on earth. Covers the ecology of individuals and population dynamics. Major topics include the genetics and ecology of natural populations, adaptation, molecular evolution and macroevolution, and the application of evolutionary and ecological concepts to conservation biology. Required for all Biology majors. Prerequisite: Must have completed BIOL 2200.
Biochemistry underlies nearly every biological process, from environmental science to medicine. When living systems are in chemical and energetic balance, organisms thrive. When they're out of balance, as in disease or unpredictable environments, life is compromised. This course will explain how simple chemical and physical principles apply to the major classes of biological macromolecules that maintain life. Prerequisite: BIOL 2100 or BME 2104 and BIOL 2200 and either CHEM 2410 or CHEM 1820
Are developmental biology and regenerative biology one and the same? Throughout this course, we will emphasize both classical and modern experimental approaches that have been used to unravel the genetic, molecular and cellular mechanisms of development. Additionally, the practical value of understanding development is enormous, and the relationship between embryology and clinical applications will be a theme that runs throughout the course. Pre-requisites: BIOL 2100 and BIOL 2200.
Analyzes the concepts of general neurobiology, including basic electrophysiology and electrochemistry, origin of bioelectric potentials, sensory, motor, integrative and developmental neurobiology, and conceptual models of simple learning. Prerequisites: BIOL 2100 (or BME 2104) and BIOL 2200. Recommended: Prior completion of BIOL 3000
Infectious disease impacts every human, plant and animal on earth. What is the most deadly disease in human history? What is killing our ocean's turtles? Why is Zika so scary? We will explore questions related to the biology, transmission, and pathogenicity of infectious agents across the world. We will also place special emphasis on what it takes to successfully control an infectious disease. Prerequisites: BIOL 2100 (or BME 2104) AND BIOL 2200.
Microbes rule. In this course, we will explore how microbes rule the world and how genomics has revolutionized the way we study them. Fundamental principles of microbiology, together with the basics of genomics will be introduced. Topics include microbial cell structure, metabolism, genetics, microbial diversity and ecology, epidemiology, genome sequencing technologies and bioinformatics. Prerequisites: Must have completed BIOL 2010 or BIOL 2100 or BME 2104 and BIOL 2020 or BIOL 2200
An introduction to microorganisms and to basic microbiological principles through laboratory experimentation. Emphasis is on the structure, physiology and genetics of bacteria and bacterial viruses. Prerequisite: BIOL 3120
Analyzes the concepts of general neurobiology, including basic electrophysiology and electrochemistry, origin of bioelectric potentials, sensory, motor, integrative and developmental neurobiology, and conceptual models of simple learning. Prerequisites: BIOL 2100 (or BME 2104) and BIOL 2200. Recommended: Prior completion of BIOL 3000
This is an introductory course that takes a multidisciplinary approach to studying the relationship between plants and people. The course focuses on providing students foundational information on the growth, development, physiology and genetics of plants and explores the connection between plants and people by looking at the use of plants as sources of food, shelter, medicinals and manufactured goods.
Focuses on selected vertebrate organ systems; considers other systems where relevant. Prerequisite: BIOL 2010 and 2020.
Studies the genetics and cell biology of the vertebrate immune system, with a focus on adaptive immunity. Classic and current experimental systems are emphasized. Prerequisite: BIOL 2100 or BME 2104
An introduction to comparative studies of animal behavior from neuroethological and evolutionary prospectives. The first deals with proximate causes of behavior, with emphasis on motor, sensory and central aspects of the nervous system. The second deals with ultimate causes, with emphases on natural selection, natural history, and adaptive aspects of behavior.
Genome databases contain a wealth of information that enable us to answer myriad questions in biology. Working with genome data requires foundational knowledge in molecular genetic concepts, as well as technical knowledge of how to read and analyze sequence data. This class will provide students with the skills to understand genomic data and its applications in biology and medicine.
Microbes rule. In this course, we will explore how microbes rule the world and how genomics has revolutionized the way we study them. Fundamental principles of microbiology will be introduced. Topics include microbial cell structure, metabolism, genetics, diversity, evolution and infectious disease. Laboratory work will complement lecture topics and cover the core themes & concepts, as recommended by the American Society of Microbiology. Pre-requisites: BIOL 2100 (or BME 2104) and BIOL 2200.
This seminar course revolves around student-led presentations of primary literature in the field of cancer therapy using novel approaches including immunotherapies. Objectives include providing the student with significant exposure to primary literature and the development of critical thinking skills. Prerequisite: BIOL 3240.
This course, the first in a two-course sequence, is an introduction to the structure and function of the human body. Review of the structure and physiology of cells and tissues leads to in-depth study of the musculoskeletal and nervous systems. Control mechanisms and the contributions of each system to overall homeostasis are emphasized.
This course, the second in a two-course sequence, examines structures and functions of the endocrine, cardiovascular, urogenital, respiratory, renal, gastrointestinal and reproductive systems. Control mechanisms and functional integration of these systems in overall homeostasis is emphasized.
Emphasis on the functions and integration of human nervous, cardiovascular, respiratory, digestive, and renal systems in maintaining homeostasis, and by extension, health. Normal function, from cells to organs, of each system provides a foundation for study of mechanisms that lead to dysfunction and the identification of potential therapeutic targets and strategies.
Introduction to the fundamental principles of conservation biology (e.g., global species numbers, value of biodiversity, causes of extinction, genetic diversity, island biogeography, priority setting) and current topics of debate (including zoo versus field conservation, effects of global change on species extinction). Conservation case studies will allow students to judge the relevance of biological theory to practical problems in conservation.
In this course, new transfer students will get to know the scientists and research going on in the Biology Department. We'll read scientific papers and participate in weekly departmental seminars. Together, we'll identify the many ways in which new transfer students can be part of the scientific community at UVA. We will engage with resources that will promote your success as a student of biology and help you navigate the paths to turn your degree into a meaningful career.
New course in the subject of biology.
Independent wet-lab or dry-lab research, under the supervision of a University of Virginia faculty member who does not have primary affiliation with the Biology Department, with emphasis on learning basic experimental approaches and techniques. See Biology Department website for application instructions. Instructor permission required; prior completion of BIOL 2100 or BIOL 2200 strongly recommended.
Independent wet-lab or dry-lab research for Biology majors, under the supervision of a University of Virginia faculty member in the Department of Biology, with emphasis on learning basic experimental approaches and techniques. Instructor permission required; prior completion of BIOL 2100 or BIOL 2200 strongly recommended.
This course introduces students to scientific-based discovery of how molecular dysfunction leads to disease. It also exposes them to the most current tools used in biomedical research to find novel genes and compounds that could help treat human disease. The course includes discovery-oriented lab, workshops, and lectures. Prerequisite: BIOL3000 and BIOL3010
The human body maintains stable energy levels, hydration, and temperature despite the challenges of ever-changing external environment, a process known as homeostasis. This course explores biological models and mechanisms of homeostasis, including how survival needs are monitored and met through changes in behavior and physiology. Students will gain a state-of-the-art perspective on homeostatic biology and its research methods and technology.
In this course, we'll dive into our current understanding of the evolution and ecology of parasitic interactions through primary literature, modeling, and experimental design. Throughout, we will focus on generating and testing hypotheses, evaluating theoretical models with evidence, drawing parallels between diverse domains of life, and connecting evolutionary and ecological ideas to today's past, present, and future epidemics.
The course will deep dive into what stem cells are, what they do, where and how they function, and how we can use stem cells in the clinic to repair damaged tissue and restore tissue function. The course will consist of a series of lectures and student run discussions related to current scientific literature.
Animals are incredibly diverse, but they all evolved from the same single-celled ancestor that lived hundreds of millions of years ago. This course takes a cell-biological approach to explore key questions in animal evolution such as the origins of multicellularity and differentiation. Students will gain a cutting-edge perspective on current research that integrates cell, developmental, and evolutionary biology to explore animal origins.
This course addresses the impact of the human genome project on understanding human genetic disease, focusing on the invaluable role for animal models of diseases in augmenting evaluation of genomic information to develop strategies for precision medicine. Animal models are an invaluable asset in reaching this goal because they allow experimental manipulations that go far beyond what is possible in human patients.
One of the most important characteristics of life is the ability to reproduce. In order to produce new life, multicellular organisms evolved specialized cells whose only purpose is reproduction --- the germ cells. Germ cells are the only cells that persist from one generation to the next and are often called immortal. We will decipher how these totipotent stem cells function in order to faithfully create the next generation of organisms.
Microbes rule. This course will teach microbial genomics using the cutting edge next-generation DNA sequencing technology and its applications to study microbes around us. Topics covered include microbial genomics, DNA sequencing and sequence analysis.
This course begins with discussion of pharmacological principles and normal function of the nervous and endocrine system. As we continue, we will describe how exogenous substances derived from plants (like drugs) impact the nervous system to restore normal or near-normal function, or alter normal function, in humans. The use of agents from plants in the alleviation of depression and anxiety will be emphasized.
The evolutionary history of a population can be studied by examining patterns of genetic variation among individuals. Using information about genetic variation, we can infer historical evolutionary events like migration and adaptation. In this lab course, you will learn to utilize genomic data to conduct evolutionary inference. We will learn fundamentals of population genetics, bioinformatic skills, and research methods applied to real short-read sequencing data.
This course will provide an in-depth exploration of the field of regenerative biology, focusing on the molecular and cellular mechanisms underlying tissue regeneration and repair in animals. We will explore the cellular basis of different types of regeneration and search for shared molecular mechanisms. With an eye towards the future, we'll also explore the implications for advancing regenerative medicine.
This course introduces students to foundational and modern neuroscience research techniques through laboratory investigations. Neuroscience is explored at the molecular, systems, and behavioral level. Topics covered include neuroanatomy, electrophysiology, biopotentials, development, histology, and microscopy. An emphasis is placed on structure-function relationships, experimental design, and application of techniques in research.
Introduces students to experimental approaches, including mammalian cell culture, gel electrophoresis, western blotting and immunofluorescence microscopy, that are used to study both normal and pathological processes at the level of individual cells. The biological theme of the course will be Alzheimer's disease (AD) and related neurodegenerative disorders. One laboratory lecture and one afternoon laboratory per week. Prerequisite: BIOL 3000
This course for advanced undergrads focuses on Alzheimer's disease research. The first 3 weeks are didactic. The remainder of the course emphasizes a "journal club" format where teams of students lead research paper discussions. Assessment: how well students lead/ participate in journal club discussions, periodic quizzes, and a final exam. Requirements: Students must have completed BIOL 3000 AND BIOL 3050 or PSYC 2200 or PSYC 3200. Anti-Requisite: BIOL 4559 topic: Neurodegenerative Diseases.
This course explores the cellular and molecular mechanisms underlying a variety of neurological disorders, such as Traumatic Brain Injury, Alzheimer's Disease, and more. Research and treatment of these disorders is addressed in historical and current contexts. This course uses primary-literature discussions to develop skills in reading, analyzing, and interpreting scientific data, with additional emphasis on practical scientific writing and oral communication skills.
Introduction to experimental methods in neural development research using zebrafish as a model system. Lectures focus on vertebrate nervous system development and teratogens. Labs build skills in brightfield and fluorescence microscopy, morphological and behavioral analysis, and histology. Course begins with guided inquiry labs and progresses to student-developed scholarly research projects, culminating in presentations of novel research findings.
The goal of this course is to provide an original, unknown outcome research experience in developmental biology. After training in basic methods and descriptions of selected research problems, students form teams and investigate a problem of their choosing. Team members work together in the lab, but each writes an independent research proposal, a notebook, and a final project report on which they are graded. Recommended prerequisites: BIOL 3000 and 3010.
From plants to humans, hormones shape various aspects of organismal form and behavior over contemporary and evolutionary time. Delve into endocrine pathways, hormones' influence on development, and their role in coordinating responses to environmental and physiological stimuli. Gain a deep understanding endocrinology theories, concepts, and methods, and the ability to critically evaluate hormonal impacts on ecosystem and human health.
The mathematical foundations of population dynamics and species interactions as applied to population and community ecology and problems in conservation biology. One semester of calculus is recommended. Prerequisite: BIOL 3020 or EVSC 3200
Despite the many benefits of asexual reproduction, the vast majority of eukaryotic organisms reproduce sexually. How sex evolved, and how it persists despite its many associated costs, are major unanswered questions in biology. We will explore the diversity of sexual reproduction and associated evolutionary phenomena with a focus on critically evaluating current research and theory in this field. Prerequisite: BIOL 3020 or permission from Instructor
This course will survey the diversity of sex determination systems observed across taxa. We will focus on the genetic mechanisms leading to sexual differentiation, the genomic consequences of sex determination, and the ways in which genetic sex impacts human health. Prerequisites: BIOL 3010 or BIOL 3020
Introduces biological timekeeping as used by organisms for controlling diverse processes, including sleep-wakefulness cycles, photoperiodic induction and regression, locomotor rhythmicity, eclosion rhythmicity, and the use of the biological clock in orientation and navigation. Prerequisite: BIOL 3000 or 3010 or 3020
Why do some diseases become global pandemics, while others die out? What happens to a food web when a species goes extinct? What roles do different organisms have within a social network? How does the structure of brain networks relate to cognitive function? Networks are all around us; we just need to learn to see them. This course will introduce network analysis as a tool for answering fundamental and applied questions across biological disciplines. Coding experience is strongly recommended.
Focuses on the fundamental knowledge about organization, expression, and inheritance of the human genome. Reviews classical Mendelian genetics and human genetic (pedigree) analysis. Emphasizes understanding human genetics in molecular terms. Includes gene mapping procedures, methodologies for identifying genes responsible for inherited diseases, the molecular basis of several mutant (diseased) states, the human genome project, and discussions about genetic screening and gene therapy. Prerequisite: BIOL 3010.
This course uses a case study approach to examine cellular processes that underlie diverse diseases and to identify the relevant molecular components that have been validated or that may serve as new therapeutic targets. We will discuss both established, transformative drugs as well as novel, emerging therapies under development. We will consider socio-economic and demographic issues that impact the accessibility and affordability of new drugs.
This laboratory course provides hands-on experience with animals to learn concepts & methodologies for studying animal behavior, using fruit fly larvae for all experiments. The methods & ideas apply to most animals. Learning objectives: Identify scientific questions; develop hypothesis-testing experiments; assemble an image capture system, train AIs to track animals, generate behavioral statistics; understand how sensory, genetic, internal state & individual variances influence animal behavior.
This course studies behavior paradigms in model animals and the modern genetic tools used study and dissect the circuits underlying them. Can an animal as simple as a fly or mouse learn simple tasks, show appetitive behaviors and cravings, and inform studies of human addiction? Readings from classic and current literature will show the historical context of this field and develop critical reading skills. Prerequisites: BIOL 3000, BIOL 3010
The process of speciation is fundamental to understanding life's diversity, with implications for how we study evolution, how we define species in nature, and the processes by which they form. In this course, we will explore models of adaptive and non-adaptive speciation and how we test and distinguish among these processes. We will explore examples from biological systems in nature, including syntheses of broad knowledge gained about the speciation process from studying each group of organisms.
This two-lectures-per-week course explores the basic principles of sensory neurobiology. The course consists of four modules. Each module represents one of the senses & consists of an introductory lecture, one or several lectures that will delve into the details of that sense, a current topic lecture on some recent finding, & finally, a guest lecture from a UVa researcher. Completion of BIOL 3050 or PSYC 2200 or PSYC 3200 strongly recommended.
This advanced undergraduate course explores how cells communicate with each other and respond to their environment. This area of biology is referred to as signal transduction and is the basis for most if not all normal and disease processes in humans. Therefore, significant time is spent on defining archetypal signaling modules that all cells use to receive and communicate information to and from their environment. Prerequisites: BIOL 3000 & BIOL 3010
This course focuses on how relatively simple model systems provide the clues as to how certain synaptic connections form and lead to specific behaviors. This will be followed by discussion of how this knowledge can be applied to the understanding and treatment of human neural disorders. 25% of the course is standard lectures and the rest, student-led discussion of primary literature. Prereqs: BIOL 3000 & BIOL 3010; BIOL 3050 or PSYC 2200 or 3200
This seminar course revolves around student-led presentations of primary literature in the field of cancer therapy using novel approaches including immunotherapies. Objectives include providing the student with significant exposure to primary literature and the development of critical thinking skills. Prerequisite: BIOL 3240.
New course in the subject of biology.
Periodic seminar offerings to provide intensive study of the scientific literature in focused areas of Biology.
Through the analysis of patterns of genetic variation in DNA, the field of Molecular Evolution seeks to gain insight into the fundamental evolutionary forces that generate, maintain, and remove genetic diversity. These forces shape the abundance of deleterious and beneficial mutations and reflect physical and behavioral differences between populations. In this course, we will dive into theoretical population genetics as a framework to develop an intuitive understanding of these evolutionary processes. We will apply this understanding to diversity among humans and all other life on earth. Prerequisite: BIOL3010, BIOL3020 required; STAT 2020 and calculus (MATH 1210, 1220, 1310, or 1320) suggested.
How has a bioluminescent jellyfish saved lives? What does a Himalayan pond fish have to do with research into the origins of psychiatric disorders? Innovative methods in biomedical research have played a significant part in the development of revolutionary disease cures, treatments and diagnostics. This course will examine many of these technical approaches and how they have led to significant discoveries in biomedical research. Prerequisite: BIOL 3000 and 3010.
The extraordinary diversity of the southern Appalachians will be used to explore the world of plants. We will visit unique mountain habitats to study the different species assemblages in these ecologically wide-ranging sites. Based upon our observations and analyses, we will critique contemporary views of the most effective conservation units (individual, population, species, family, habitat) and the methods used to achieve conservation goals.
Students will integrate principles of stream and watershed ecology to gain insight into stream-dwelling organisms and their environments. Participants will be introduced to the physical, chemical and biological organization of aquatic ecosystems, current theories in stream and watershed ecology, and lab and field methods for conducting stream research, and will participate in field/lab explorations and student-led discussions.
The southern Appalachians provide an ideal setting to explore the biology of fungi. This class provides an introduction with emphasis on fieldID and current experimental methods used to study fungal genetics, ecology, and evolution. Lab exercises will use filamentous fungi to demonstrate methods for identification, culture techniques, breeding systems, genetic analysis, and interaction biology. Field trips will survey the taxonomic diversity.
We will focus on the ecology and evolution of reptiles and amphibians, leveraging their diversity in the southeastern US. In both the field and laboratory, we will study 1) the evolutionary relationships among reptiles and amphibians, 2) key evolutionary innovations that characterize each major lineage, 3) reptile and amphibian systems in ecological and evolutionary research, and 4) location and identification of reptiles and amphibians.
MLBS sits on the Eastern Continental Divide providing an incredible diversity of freshwater habitats. Proficiency in ichthyology will be developed through field trips and lab work. Themes include: fish ID; patterns and drivers of diversity; interactions on individual, population, community and ecosystem levels; evolution; and influences of human activities. Students will design and conduct a research project and present at a class symposium.
Insects are perhaps the most important animal group on the face of the earth. Their enormous diversity makes them important models for understanding many concepts in biology. Students will observe the bits and pieces of an insect, they will discover how adaptation relates to diversity, and they will learn to identify the major insect groups. Field trips to varied habitats allow students to collect insects and understand their natural history.
An introduction to field research methods for measuring and monitoring animals with an emphasis on testing biological and wildlife management hypotheses. We will survey small mammals, birds, reptiles and amphibians. Students will learn sampling designs, protocols, and types of studies. Exercises will include surveying, trapping, marking, and measuring animals. Skills learned will be used in hypothesis-driven group projects.
This course focuses on the ecology and evolution of infectious diseases in wild animal populations. Topics include the population biology of parasites and pathogens, host immune defenses and pathogen virulence, and wildlife conservation and disease. Students will gain experience with quantitative methods and field and laboratory techniques, including parasite identification and handling of insects, birds, amphibians, and small mammals.
This course will illustrate principles of behavior and provide experience with methods used in animal behavior research. Students will develop an understanding of the scientific process as applied to behavior research, learn how behavior evolves and why we see the behavioral patterns that we do, and learn how to conduct research in wild populations. The class will work collaboratively to develop and carry out a field research project.
By applying the principles of engineering to biology, students will design molecules, viruses, and cells to solve global problems in public health, food security, manufacturing, information processing, and the environment, changing the traditional question of 'How do cells work?' to 'How can I get a cell to work for me?' Students will gain experience in writing internationally competitive research project proposals. Prerequisite: Instructor Permission
Two-hour, weekly discussion of recent advances in biology; attend biology seminars, interact with seminar speakers, explore the philosophy and practice of science, and learn skills in oral and written research presentation. Prerequisite: Fourth-year DMP in Biology.
Two-hour, weekly discussion of recent advances in biology; attend biology seminars, interact with seminar speakers, explore the philosophy and practice of science, and learn skills in oral and written research presentation. Prerequisite: Fourth-year DMP in Biology.
This course will explore paths towards careers in biology and the skills and training required to pursue them. The course will include visits from professional biologists and UVA alumnae, who will provide advice on navigation of their careers in biology. The course will also offer guidance on additional training, advanced degrees, and internships. Skills are cultured by scientific abstracts, peer and mentor interaction, and interest statements. Prerequisites: BIOL 3000, 3010 and 3020. Students who have not completed these courses may be able to take them concurrently with permission.
Independent study under the direction of a Biology faculty member for students to read and critically assess primary research papers and current reviews in a focused area of the life sciences. Directed readings and discussions can be used to explore how contemporary topics and research areas can be incorporated into other formal courses. Students will have the opportunity to develop both scientific writing and oral presentation skills.
Independent wet-lab or dry-lab research for Biology majors (and other specific majors), under the supervision of a University of Virginia faculty member who does not have primary affiliation with the Biology Department, with emphasis on experimental design, data acquisition, and data interpretation. See Biology Department website for application instructions. Instructor permission required; prior completion of BIOL 3000, BIOL 3010, or BIOL 3020 strongly recommended.
Independent wet-lab or dry-lab research for Biology majors, under the supervision of a University of Virginia faculty member in the Department of Biology, with emphasis on experimental design, data acquisition, and data interpretation. Instructor permission required; prior completion of any one of BIOL 3000, BIOL 3010, or BIOL 3020 strongly recommended.
This course is the final semester of Independent Research for participants of the Biology Distinguished Majors Program. During this semester, students will complete their laboratory investigations, ultimately presenting the sum of their work in a written thesis. Prerequisite: Instructor Permission
This course will provide students with essential hands-on experience in experimental design, data collection, analysis, and science communication. Students will have the opportunity to think critically and creatively about biology and to develop research competencies. Students will work with a mentor to develop a project that makes a unique scientific contribution and will communicate their research to a broader audience at the University's Undergraduate Research Symposium or similar.
Independent study under the direction of a Biology faculty member for students to read and critically assess primary research papers and current reviews in a focused area of the life sciences. Directed readings and discussions can be used to explore how contemporary topics and research areas can be incorporated into other formal courses. Students will have the opportunity to develop both scientific writing and oral presentation skills.
Biochemistry underlies nearly every biological process, from environmental science to medicine. When living systems are in chemical and energetic balance, organisms thrive. When they're out of balance, as in disease or unpredictable environments, life is compromised. This course will explain how simple chemical and physical principles apply to the major classes of biological macromolecules that maintain life. Prerequisite: BIOL 2010 or BIOL 2100 or BME 2104 and BIOL 2020 or BIOL 2040 and either CHEM 2410 or CHEM 1820
Practical usage of various microscopy imaging methodologies to study the morphology and cellular function in various biological systems from single cell to single molecule in cells and tissues. Topics include basics theory of microscopy, imaging and image analysis to solve various biological questions, fluorophore labeling, technical and hands on training on various microscopy techniques applied in different biological and biomedical investigations. Lectures, discussion, student presentations and laboratory.
New course in the subject of biology.
The course will deep dive into what stem cells are, what they do, where and how they function, and how we can use stem cells in the clinic to repair damaged tissue and restore tissue function. The course will consist of a series of lectures and student run discussions related to current scientific literature.
The evolutionary history of a population can be studied by examining patterns of genetic variation among individuals from a species. In this lab course, you will learn how to utilize genomic data to make evolutionary inferences. Together, we will learn fundamentals of population genetics, how to conduct bioinformatic research on high-performance computers, how to take raw sequence data and turn it into biological insight, and how to present the results of your research.
This course will focus mainly on research about Alzheimer's disease, and will meet once a week for 3 hours The first 3 weeks will be primarily didactic, and the remainder of the course will be a "journal club" in which primary research paper discussions will be led by teams of students. Assessments will be based on how well students lead and participate in discussions, and on exams.
Despite the many benefits of asexual reproduction, the vast majority of eukaryotic organisms reproduce sexually. How sex evolved, and how it persists despite its many associated costs, are major unanswered questions in biology. We will explore the diversity of sexual reproduction and associated evolutionary phenomena with a focus on critically evaluating current research and theory in this field. Prerequisite: BIOL 3020 or permission from Instructor
This intensive, graduate-level course is designed to provide a foundational understanding of the principles underlying the development, genetics, and molecular-cellular biology of the nervous system. Over the span of the semester, students will engage with three core areas of neuroscience: Genetics in Neuroscience, Neurodevelopment, Molecular and Cellular Biology (MCB) of Neurons.
This advanced undergraduate course explores how cells communicate with each other and respond to their environment. This area of biology is referred to as signal transduction and is the basis for most if not all normal and disease processes in humans. Therefore, significant time is spent on defining archetypal signaling modules that all cells use to receive and communicate information to and from their environment.
New course in the subject of biology.
The extraordinary diversity of the southern Appalachians will be used to explore the world of plants. We will visit unique mountain habitats to study the different species assemblages in these ecologically wide-ranging sites. Based upon our observations and analyses, we will critique contemporary views of the most effective conservation units (individual, population, species, family, habitat) and the methods used to achieve conservation goals.
We will focus on the ecology and evolution of reptiles and amphibians, leveraging their diversity in the southeastern US. In both the field and laboratory, we will study 1) the evolutionary relationships among reptiles and amphibians, 2) key evolutionary innovations that characterize each major lineage, 3) reptile and amphibian systems in ecological and evolutionary research, and 4) location and identification of reptiles and amphibians.
MLBS sits on the Eastern Continental Divide providing an incredible diversity of freshwater habitats. Proficiency in ichthyology will be developed through field trips and lab work. Themes include: fish ID; patterns and drivers of diversity; interactions on individual, population, community and ecosystem levels; evolution; and influences of human activities. Students will design and conduct a research project and present at a class symposium.
Insects are perhaps the most important animal group on the face of the earth. Their enormous diversity makes them important models for understanding many concepts in biology. Students will observe the bits and pieces of an insect, they will discover how adaptation relates to diversity, and they will learn to identify the major insect groups. Field trips to varied habitats allow students to collect insects and understand their natural history.
This course focuses on the ecology and evolution of infectious diseases in wild animal populations. Topics include the population biology of parasites and pathogens, host immune defenses and pathogen virulence, and wildlife conservation and disease. Students will gain experience with quantitative methods and field and laboratory techniques, including parasite identification and handling of insects, birds, amphibians, and small mammals.
This course will illustrate principles of behavior and provide experience with methods used in animal behavior research. Students will develop an understanding of the scientific process as applied to behavior research, learn how behavior evolves and why we see the behavioral patterns that we do, and learn how to conduct research in wild populations. The class will work collaboratively to develop and carry out a field research project.
Independent research for qualified graduates under the direction of a faculty member within the Biology Department.
A weekly conference in which students present reports covering various aspects of Integrative Biology. May be repeated for credit.
Integrative Biology seeks to understand how genetic, cellular, and developmental processes give rise to organismal phenotypes and how changes in these processes over time contribute to the evolution of form and function. In this course, graduate students will learn principles of genetics, cell, developmental, and organismal biology and apply this knowledge towards answering fundamental questions in biology.
This course will cover a range of evolutionary concepts and approaches, including levels of selection, the role of evolution in structuring ecological communities, game theoretical models of adaptation, frequency-dependence, neutral processes and drift, the evolution of sex, the evolution of virulence, the molecular basis of adaptation, population and quantitative genetics, and the evolution of genome structure.
A weekly conference arranged around a current topic. May be repeated for credit. Prerequisite: Instructor permission.
This weekly colloquium provides a forum for exploring cutting-edge research in fundamental neuroscience. The course format includes journal club discussions of recent high-impact publications, as well as presentations of ongoing research by both students and faculty members.
This course introduces grad students to a breadth and depth of concepts and theories in modern ecology and evolutionary biology. The couse is co-taught by two BIOL faculty each fall, with different faculty rotating into the course in alternate years, providing expertise in molecular population genetics, genomics, phylogenetics, integrative biology, speciation, microevolution, life-history evolution, and mating systems.
This course introduces grad students to a breadth and depth of concepts and theories in modern ecology and evolutionary biology.. The course is taught by a different BIOL faculty each spring, with different faculty rotating into the course in alternate years, providing expertise in molecular population genetics, genomics, phylogenetics, integrative biology, speciation, microevolution, life-history evolution, and mating systems.
This course introduces grad students to a breadth and depth of concepts and theories in modern ecology and evolutionary biology. The couse is co-taught by two BIOL faculty each fall, with different faculty rotating into the course in alternate years, providing expertise in molecular population genetics, genomics, phylogenetics, integrative biology, speciation, microevolution, life-history evolution, and mating systems.
This course introduces grad students to a breadth and depth of concepts and theories in modern ecology and evolutionary biology.. The course is taught by a different BIOL faculty each spring, with different faculty rotating into the course in alternate years, providing expertise in molecular population genetics, genomics, phylogenetics, integrative biology, speciation, microevolution, life-history evolution, and mating systems.
Introduces professional skills to first-year graduate students in the life sciences. This includes personal skills such as research management, ethics training and career awareness. Skills for communicating in science include small grant writing, poster creation and presentation. Emphasis will be placed on developing a scientific community that recognizes and values diversity.
Introduces professional skills to first-year graduate students in the life sciences. This includes personal skills such as time management, ethics training and professional identity. Skills for communicating in science include oral presentations to a variety of audiences. Emphasis will be placed on developing a scientific community that recognizes and values diversity.
Developing skill in communicating scientific principles and writing compelling research proposals is essential for successful graduate training in the biological sciences. This seminar and workshop course will focus on how to create effective grant and research proposals in preparation for thesis research. Students will be actively involved by presenting their research progress and plans, and critiquing each other's written proposals.
Introduces professional skills to first-year graduate students in the life sciences. This includes personal skills such as research management, ethics training and career awareness. Skills for communicating in science include small grant writing, poster creation and presentation. Emphasis will be placed on developing a scientific community that recognizes and values diversity.
This course will explore case studies of research on phenotypes that emphasize the insights and advances gained by bringing a multilevel integrative approach to a target question. Students will learn to apply an integrative perspective to their own research topics by developing a research proposal that expands across levels. This class is open to all life science PhD students with recommendation for those in their 1st or 2nd year.
This course uses a student-centered approach to explore the diverse careers available to life science PhD students. Students will identify their skills and experiences that match with professional opportunities, and they will develop a career individual development plan to guide their career planning. This class is open to all life science PhD students after the 2nd year in their program. This class is part of the PhD Plus Career Design series.
Students will develop the necessary skills and realistic plans for finishing their dissertations and acquiring a position. Website, curriculum vitae, cover letter, research description, teaching portfolio, and summary of professional experience will be developed. This class is open to all life science PhD students in their 4th or 5th year.
This course will integrate lectures and workshops to teach students how to analyze publicly available single-cell 'omic datasets relevant to their research interests, which students will perform as part of a scaffolded project. The course will cover a variety of methods, with a focus on single-cell RNA-seq.
New course in the subject of biology.
A discussion of current problems.
For master's thesis, taken under the supervision of a thesis director.
New course in the subject of biology.
An exposure to the working techniques and interactions of the modern Biological Laboratory. Required of all first-year biology graduate students.
An exposure to the working techniques and interactions of the modern Biological Laboratory. Required of all first-year biology graduate students.
Independent research with a member of the Biology faculty in preparation for thesis or dissertation research.
For doctoral research, taken before a dissertation director has been selected.
For doctoral dissertation, taken under the supervision of a dissertation director.
A weekly seminar co-organized by participating faculty to integrate students' independent research and coursework with contemporary issues at the intersection of biology, the humanities and social sciences. Students will have the opportunity to present their ongoing research and meet with outside speakers. This course will be taken in the fourth year. Prerequisite: DMP in Human Biology.
A weekly discussion and workshop co-organized by participating faculty to provide guidance and advice to students on completing their research or independent study and writing their thesis. Occasional seminars and opportunities to meet outside speakers will continue in this semester. This course will be taken in the fourth year. Prerequisite: DMP in Human Biology.
Independent research/independent study under the guidance of a primary mentor within the College of Arts and Sciences. Prerequisite: DMP in Human Biology.
Independent research/independent study under the guidance of a primary mentor within the College of Arts and Sciences. Prerequisite: DMP in Human Biology.
Independent research/independent study under the guidance of a primary mentor within the College of Arts and Sciences. Research/study forms the basis for the DMP thesis to be submitted at the end of the fourth year. This course must be taken in the first semester of the fourth year and should encompass the majority of the research for the thesis. Prerequisite: First-semester fourth-year DMP in Human Biology.
This course is designed to provide students the opportunity for hands-on learning in experimental sciences leading to a Capstone thesis project and written thesis. Students, working with a primary mentor (and in some cases a secondary mentor), design an original research study or other creative product in self-selected areas of interest, execute the study, analyze the data and report the findings in written form.