Parkland's course offerings include anatomy and other biological science courses for health professions and pre-professional medicine students. Some classes feature field trips to nearby prairies and ecosystems, while another takes students on a two-week Caribbean exploration. Other biology classes cover evolution, nutrition, microbiology, and the new field of biotechnology. All courses are laboratory-based, and many are offered online or during evening hours.
Another, more advanced classroom technology for providing instructional feedback in a large class with only minimal grading pain, is the use of student response (clicker) systems (Wood, 2004). Each student or student team is given a wireless, handheld response pad that sends student responses to a receiver at the instructor's computer station via an infrared or radio signal. Student response patterns can be stored, tabulated, and graphed relatively quickly. In addition, individual (with students identified anonymously by number) or collective class responses can be displayed nearly instantaneously to the class for immediate feedback and discussion. In the case of complex questions that connect with common student misconceptions, initial responses can be redisplayed for a side-by-side comparison with a second round of responses to the same question (Wood, 2004). The reasons for particular choices can become the basis for class discussion leading to better understanding of the implications of the course material. These systems can engage students in the material through survey, practice, review, or pretest of course material and through personal interactions with peers and the instructor. The instructor now has a record of the alternate conceptions that can be used to plan future instruction, or he or she can use the stored data on individual responses for assigning points toward the students' grades (or both). For the interested reader, Knight and Wood (2006) more fully describe how they use these strategies in a large-enrollment developmental biology course in this issue of Cell Biology Education.
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While PBL and the case study method seem easier to manage in a small-class setting, there are some examples of their adaptation to the large-class environment. (Donham et al., 2001; Shipman and Duch, 2001). Briefly, in the classic model of PBL, students use a learning-cycle approach as they work together in small groups to resolve complex, real-world scenarios. The problems launch students' learning, on a need-to-know basis. As originally formulated, in the case study method, the instructor leads a whole-class discussion about student insights into a contextually rich dilemma or situation requiring extensive analysis that requires application of content previously learned by other means (Herreid, 1994). As these methods have been adapted to under-graduate contexts, the original distinctions between them have become blurred. Additional adaptations for the large class include using problems and cases that provide natural break points for instructor guidance at 15- to 20-minute intervals, instructor-led whole-class discussions (added to PBL) and short lecturettes, and use of peer group facilitators (Allen and White, 2001).
What is biology? The study and characterization of living organisms and the investigation of the science behind living things. Broad areas include: anatomy, biology, cell and molecular biology, computational biology, ecology and evolution, environmental biology, forensic biology, genetics, marine biology, microbiology, molecular biosciences, natural science, neurobiology, neurology, physiology, and zoology.
The North Central program emphasizes research and will likely start you off on a research project from your first day of class. Talented, experienced faculty will give you the chance to do extensive scientific investigation into areas you are passionate about and lead you on fieldwork excursions from Costa Rica to Arizona with study away opportunities at world-class facilities right in the area, like the Shedd Aquarium and Morton Arboretum. Find out more about North Central College and what they can do for your career in biology today.
Biology is the study of all living things from microscopic bacteria and viruses to plants and animals. UWL's biology program is home to a wide variety of disciplines spanning from the molecular to the ecosystem level.
UWL offers an aquatic science concentration within the biology major to prepare students for exciting and challenging careers in the study and management of aquatic resources such as wetlands, streams, lakes, rivers, springs and groundwater.
Biomedical science concentration coursework focuses on human and mammalian biology. An excellent choice for pre-med, pre-vet and pre-health professions students, the concentration includes a highly regarded, two-semester human anatomy and physiology series and additional chemistry classes.
Plant & Fungal Biology concentration coursework will help you learn to identify plants and fungi, study their evolution, and understand their physiology. Students can also conduct research with faculty who study plants and fungi. UWL offers one of the only plant and fungal biology degrees in the U.S.
Biology is the study of life: the cells, physiology, and behavior of all living things. The biological sciences impact almost every aspect of modern life and interface with a multitude of fields and disciplines, including the basic sciences and medicine, social sciences, law, and engineering. This makes studying biology an ideal preparation for a wide range of careers. The Department of Biology at the University of Utah offers a wide range of courses involving field, laboratory, lecture, and library experience. Students pursuing a degree in Biology may complete one of the following emphases:
You can study biology without any previous experience or skills, but a background in science may help you better understand it. Previous courses or experience in topics like zoology, microbiology, biochemistry, chemistry, physics, ecology, and genetics can be especially helpful. A strong math background is also good to have if you want to study biology. Jobs or internships in the scientific field can help prepare you for studying biology as well. Even volunteer work can help start you on your path towards learning about biology. This could include experience in labs, research institutions, hospitals, doctors' offices, zoos, aquariums, private companies, government agencies, and museums.
People with a passion for science are well-suited to study biology, but there is more to the subject than simply learning about life and living organisms. Those who study biology should be good at math and be able to pay close attention to detail. You'll find yourself having to think analytically, but you'll also need to be good with your hands when you're in the field. Those who study or pursue a career in biology should have good written and verbal communication skills so they can share their research and discoveries with others.
BIOL 105 - Biology Orientation I. 1.000 Credit hours
This course will introduce students to the university and the Department of Biology. Special emphasis will be placed on succeeding as a biology major, the challenges and expectations, effective study skills, university support services, and university policies and procedures. Students are expected to leave the course with an awareness of how to cope with and overcome the demands of college life and to take advantage of opportunities at the university. Restricted to biology majors. Prerequisite: None.
BIOL 205 - Biology Orientation II. 1.000 Credit hours
This course is a continuation of BIOL 105. Emphasis will be placed on effective study skills, career planning, professional development, university support services, and university policies and procedures. Students are expected to leave the course with an awareness of career options in the biological sciences, requirements for pursuing advanced studies, and job-seeking skills. This course is restricted to biology majors. Prerequisites: BIOL 105 or FRST 100, Biology Major.
BIOL 350 - Human Anatomy and Physiology I. 4.000 Credit hours
This course, which provides a comprehensive study of the anatomy and physiology of the human body with an emphasis on health and medical issues, is designed for biology majors and/or students preparing for careers in the health professions. It will include an overview of organ systems, basic chemical organization, cell structure and function, and tissues; followed by the study of the skeletal, muscular, and nervous systems. The laboratory includes studies of histology, physiology experiments, model studies, computer simulations, and multimedia presentations. Prerequisites: BIOL 100 or 101, CHEM 103 or 104 or 106.
BIOL 366 - Principles of Genetics. 3.000 Credit hours
This course is a study of the traditional, classical areas of genetics as well as an introduction to gene action at the molecular level, including DNA and RNA structure, function and interactions in cellular systems. The laboratory features exercises with Drosophila. Prerequisites: BIOL 221, CHEM 107 and 117.
BIOL 496 - Senior Project. 3.000 Credit hours
This course will require that students develop an independent hypothesis-based project in the area of biology. Each student will be required to submit a written paper followed by a public analysis, scientific writing and presentation will be major elements of the course. Prerequisites: Biology major, senior classification.
*BIOL 615 - Principles of Virology. 3.000 Credit hours
This course is a study of viruses and their effects on living organisms. Special emphasis will be placed on virus structure and classification, virus replication, viruses that infect bacteria, plants, and humans, and strategies for preventing virus infections. The contribution of viruses to the development of immunology, biotechnology, and other areas of science, and the role of viruses in evolution, the development of cancer, and bioterrorism will be examined. Prerequisites: BIOL 101, BIOL 221. 2351a5e196
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