Courses of Study 2017-2018 
    
    Apr 27, 2024  
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Courses of Study 2017-2018 [ARCHIVED CATALOG]

Course Descriptions

 

BIOEE—Ecology & Evolutionary Biology
  

  • BIOEE 3510 - Conservation Oceanography

    (crosslisted) EAS 3510  
    (OPHLS-AG, PBS-AS) (CU-CEL, CU-SBY)     
    Spring. 4 credits. Letter grades only.

    Permission of instructor required. Enrollment limited to: students enrolled in the Cornell Ocean Research Apprenticeship for Lynch Scholars program. Offered in Hawaii.

    C. Greene, D. Harvell.

    For description, see EAS 3510 .

  

  • BIOEE 3610 - Advanced Ecology


    (PBS-AS) (CU-SBY)     
    Fall. 4 credits. Student option grading.

    Prerequisite: one semester of calculus and BIOEE 1610  or equivalent, or permission of instructor.

    S. Ellner, J. Sparks, D. Winkler.

    This course provides an in depth survey of ecology emphasizing conceptual foundations and the integration of experimental and quantitative approaches, including population and community ecology, ecosystem biology, and ecological modeling. Current and classical ecological research is used to introduce major concepts and methods, derive major ecological principles, and critically discuss their applicability on multiple organizational levels, on multiple scales, and in a variety of ecosystems. Weekly discussion/lab sections focus on measurement techniques and computation (modeling, simulation and data analysis using the R language).

    Outcome 1: Students will be able to read, synthesize and critically discuss contemporary published research in ecology. Students will be able to analyze ecological systems in terms of proximate and ultimate causation, and be able to work with multi-level systems interactions.

    Outcome 2: Students will be able to use basic conceptual and analytical tools for describing and quantifying ecological relationships.

    Outcome 3: Students will be able to understand and use fundamental analytical methods to describe structure and dynamics of populations and communities. Students will be able to make predictions about population and community dynamics based on their knowledge about biotic and abiotic factors influencing species interactions. Students will be able to integrate their knowledge about species interactions to explain higher level ecosystem processes

    Outcome 4: Students will be able to evaluate differences across ecosystems in terms of differences in rates of metabolism and the relative open-ness of ecosystem cycles.

    Outcome 5: Students will be able to critically evaluate data from whole-ecosystem experiments and cross-ecosystem studies.

    Outcome 6: Students will be able to analyze some of the complex interactions between global change and ecological structure and function.

    Outcome 7: Students will be able to “read” a model, interpreting its equations as statements about underlying processes and assumptions about system structure and function.

    Outcome 8: Students will be able to modify existing models for applications to related systems or alternative scenarios.

    Outcome 9: Students will learn to use the R scripting language as an environment for implementing ecological models and studying their behavior.
  

  • BIOEE 3611 - Field Ecology


    (PBS-AS) (CU-UGR)     
    Fall. 3 credits. Student option grading.

    Prerequisite or corequisite: BIOEE 1610 . Enrollment limited to: 22 students. One weekend field trip.

    A. Kessler.

    Exercises designed to give students direct experience with field research to address ecological hypotheses, with emphasis on developing observational skills and basic methods in population and community ecology. Topics include methods in plant succession, niche relationships, influence of herbivores and competitors on plant communities, aquatic food web analysis, use of scientific collections, and presenting research results in written and oral form. We will visit a diversity of habitats and natural areas in Central New York.  Students will conduct an independent research project and present their findings.

    Outcome 1: Students will be able to identify habitat types and characterize habitats based on key structural features and organisms.

    Outcome 2: Students will be able to integrate text book knowledge with field observations, which allows them to formulate and discuss research questions in ecology based on personal observation and scientific theory.

    Outcome 3: Students will be creative about identifying research questions and derive appropriate scientific hypotheses.

    Outcome 4: Students will be able to design and plan experiments and surveys based on scientific hypotheses.

    Outcome 5: Students will be able to conduct field experiments/surveys and analyze and discuss the results.
  

  • BIOEE 3620 - [Dynamic Models in Biology]

    (crosslisted) MATH 3620  
    (MQR-AS)      
    Spring. Not offered 2017-2018. 4 credits. Student option grading.

    Prerequisite: two majors-level biology courses and completion of mathematics requirements for biological sciences major or equivalent.

    S. Ellner.

    Introductory survey of the development, computer implementation, and applications of dynamic models in biology and ecology. Case-study format covering a broad range of current application areas such as regulatory networks, neurobiology, cardiology, infectious disease management, and conservation of endangered species. Students also learn how to construct and study biological systems models on the computer using a scripting and graphics environment.

    Outcome 1: Students will be able to “read” a dynamic model, interpreting its equations as statements about underlying processes and the biological assumptions made about the rates and consequences of those processes.

    Outcome 2: Students will be able to adapt existing models for applications to related systems or alternative scenarios.

    Outcome 3: Students will be able to write computer programs (using R or Matlab) to numerically solve low-dimensional matrix equation (deterministic and stochastic), difference equation, differential equation, partial differential equation and agent-based models of biological systems.

    Outcome 4: Students will be able to use the Pplane software to perform phase-plane analyses of two-dimensional dynamical systems including nullclines, local stability, computing stable and unstable manifolds of saddles, and locating stable and unstable periodic orbits and their basins of attraction.

    Outcome 5: Students will be able to locate equilibria, compute Jacobians, evaluate local stability through eigenvalue calculations and other linear algebraic methods, and interpret these results in terms of asymptotic system dynamics and bifurcations.

    Outcome 6: Students will be able to read and understand biological research papers that use modeling as a primary methodology.

    Outcome 7: Students will be able to formulate meaningful research questions in biology that can be addressed using dynamic models, and will be able to apply the skills learned in the course to answer those questions.
  

  • BIOEE 3690 - Chemical Ecology

    (crosslisted) BIONB 3690 , ENTOM 3690  
    (OPHLS-AG, PBS-AS)      
    Spring. 3 credits. Student option grading.

    Prerequisite: one majors-level biology course and one semester introductory chemistry for majors or nonmajors or equivalents, or permission of instructor.

    A. Kessler, R. Raguso.

    Why are chilies so spicy? This course examines the chemical basis of interactions between species and is intended for students with a basic knowledge of chemistry and biology. Focuses on the ecology and chemistry of plants, animals, and microbes. Stresses chemical signals used in diverse ecosystems, using Darwinian natural selection as a framework. Topics include plant defenses, microbial warfare, communication in marine organisms, and human pheromones.

    Outcome 1: Students will be able to categorize ecological interactions and potential mechanisms by which they are mediated

    Outcome 2: Students will be able to discuss these mechanisms in light of evolutionary theory and draw conclusions about potential agricultural applications

    Outcome 3: Students will be familiar with the general structures of organic molecules and the relationship between structure and function

    Outcome 4: Students will be familiar with a number of analytical, behavioral, and experimental techniques used to analyze chemical compounds that mediate ecological interactions

    Outcome 5: Students will be able to read and synthesize findings from original scientific research in chemical ecology by studying and discussing the primary literature
  

  • BIOEE 3730 - Biodiversity and Biology of the Marine Invertebrates


    (PBS-AS)      
    Fall. Offered alternate years. 3 credits. Student option grading.

    Prerequisite: either Introduction to Evolutionary Biology or Introductory Oceanography or permission of instructor.

    D. Harvell.

    Introduction to the biology, natural history, and evolution of the major invertebrate phyla, concentrating on marine representatives. In addition to the evolution of form and function, lectures cover aspects of ecology, behavior, physiology, chemical ecology, and current research. The discussion section will focus on current research papers with marine invertebrates.

    Outcome 1: Learn the major phyla of marine invertebrates through lectures, videos, exposure to the Blaschka glass collection and a field trip.

    Outcome 2: Understand phylo genetic relationships among the major phyla and within selected major phyla.

    Outcome 3: Develop an appreciation for some major avenues of research with marine invertebrates and develop critical reading skills, by reading and discussing original research.

    Outcome 4: Develop critical research and thinking skills and oral presentation skills through a project.

    Outcome 5: Gain experience in giving a formal presentation.

    Outcome 6: Learn to work as a group through take home essays and paper discussion sessions.

    Outcome 7: Gain experience in organismal biology.
  

  • BIOEE 3750 - [The Vertebrates: Advanced Topics in Morphology, Development, and Evolution]


         
    Spring. Not offered 2017-2018. 2 credits. Letter grades only.

    Prerequisite or corequisite: BIOEE 2740  or equivalent. Course fee: $25.

    W. Bemis, B. McGuire.

    This course offers opportunities to work first hand with a variety of comparative morphological and embryological specimens and to learn techniques for preparation, photography, and illustration of anatomical structures. The course begins with detailed study of the morphology of adult and developing sharks, followed by studies of chick embryos to understand the evolutionary morphology of the cranial skeleton, brain, cranial nerves, and circulatory system. Students will learn techniques of dissection, photography, 3-D reconstruction of serial sections, and interpretation of 3-D reconstructions of CT-scanned specimens. Evaluation is based on project reports, which are labeled photographs and illustrations of specimens examined.

    Outcome 1: Students will be able to dissect for specific structures, present and explain their dissections to other students.

    Outcome 2: Students will be able to prepare specimens for various specific studies (e.g., skeletal anatomy, circulatory anatomy, neuroanatomy), present and explain specimens and preparations to other students.

    Outcome 3: Students will be able to prepare, label, and present labeled anatomical photographs to other students.

    Outcome 4: Students will understand fundamentals of 3D anatomical reconstruction using serially sectioned embryos and embryos studied using CT (computed tomography).
  

  • BIOEE 3780 - Computerized Tomography of Vertebrates


    (CU-UGR)     
    Fall, spring. Credit TBA. Letter grades only.

    Recommended prerequisite: BIOEE 2740 or BIOSM 2740.             Permission of instructor required.

    D. Winkler, Staff.

    This course is an introduction to CT visualization for its applications in comparative biology of the vertebrates. Students will learn and practice the exploration of vertebrate anatomy with OSIRIX 3-D visualization software or its future replacement; work on student-designed projects and/or a large survey of the vertebrates based on CT scans from specimens in the Cornell museum as well as the Smithsonian and other museums around the world.            

  

  • BIOEE 4460 - Plant Behavior and Biotic Interactions, Lecture

    (crosslisted) BIONB 4460 , PLSCI 4460 .
    (PBS-AS)      
    Spring. 3 credits. Student option grading.

    Co-meets with BIONB 4460 /PLSCI 4460 .

    A. Kessler, T. Pawlowska, R. Raguso.

    How do plants respond to antagonists, such as herbivores and pathogens? What are the checks and balances that keep mutualist organisms in their tight interactions? How are symbioses organized on molecular, metabolic and ecological levels? What are the molecular, plant hormonal, and metabolic mechanisms mediating plant biotic interactions with other organisms? What ecological and evolutionary consequences do these interactions have for the fitness of the plants and their interactors? This course provides an overview of plants’ myriad interactions with antagonists and mutualists, from microbes to multicellular organisms, and explains the underlying ecological and evolutionary concepts. It gives an introduction to the study of induced plant responses in the light of a behavioral biology framework.            

    Outcome 1: Students will be able to identify, explain, categorize and examine the ecological, physiological and molecular mechanisms of plant biotic interactions.

    Outcome 2: Students will be able to discuss these mechanisms and interpret associated data analyses in the light of evolutionary theory and draw conclusions about potential agricultural applications.

    Outcome 3: Students will be able to broadly apply and critically evaluate the four levels of proximate and ultimate causation for the study of biotic interactions in general.

    Outcome 4: Students will be able to apply, categorize and integrate basic conceptual and analytical tools to describe complex behavioral interactions.

    Outcome 5: Students will be able to discuss, contrast and design a number of experimental and synthetic approaches to analyzing and discovering chemical ecological processes including bioassays and chemical and molecular analyses including bioassays and chemical and molecular analyses.

    Outcome 6: Students will read and be able to discuss, evaluate and objectively criticize original studies in the field.

    Outcome 7: Provisioned with observations or a theoretical framework, students will be able to formulate scientific questions, derive hypotheses and design an appropriate experimental plan.
  

  • BIOEE 4461 - Plant Behavior and Biotic Interactions, Laboratory

    (crosslisted) BIONB 4461 , PLSCI 4461  
         
    Spring. 1 credit. Student option grading.

    Prerequisite or corequisite: BIOEE 4460 , BIONB 4460  or PLSCI 4460 . Enrollment limited to: 12 students.

    A. Kessler, T. Pawlowska, R. Raguso.

    Laboratory course covering topics presented in BIOEE 4460 /BIONB 4460 /PLSCI 4460 .

    Outcome 1: Students will be able to identify, explain, categorize and examine the ecological, physiological and molecular mechanisms of plant biotic interactions.

    Outcome 2: Students will be able to discuss these mechanisms and interpret associated data analyses in the light of evolutionary theory and draw conclusions about potential agricultural applications.

    Outcome 3: Students will be able to broadly apply and critically evaluate the four levels of proximate and ultimate causation for the study of biotic interactions in general.

    Outcome 4: Students will be able to apply, categorize and integrate basic conceptual and analytical tools to describe complex behavioral interactions.

    Outcome 5: Students will be able to discuss, contrast and design a number of experimental and synthetic approaches to analyzing and discovering chemical ecological processes including bioassays and chemical and molecular analyses including bioassays and chemical and molecular analyses.

    Outcome 6: Students will read and be able to discuss, evaluate and objectively criticize original studies in the field.

    Outcome 7: Provisioned with observations or a theoretical framework, students will be able to formulate scientific questions, derive hypotheses and design an appropriate experimental plan.
  

  • BIOEE 4500 - Mammalogy, Lectures


    (PBS-AS)      
    Fall. Offered alternate years. 3 credits. Letter grades only (S/U grades with permission of instructor).

    Recommended prerequisite:  BIOEE 2740 .

    J. Searle.

    Lectures cover the evolution, diversity, functional morphology, behavior, ecology, and biogeography of living mammals. Selective coverage of mammalian fossils, conservation status, domestication, and diseases.

    Outcome 1: Students will understand the critical differences between mammals and other organisms in all aspects of their biology.

    Outcome 2: Students will understand the evolutionary origins of mammals.

    Outcome 3: Students will understand the evolutionary processes that led to the diversification of mammals.

    Outcome 4: Students will understand the changing fashions in the classification of mammals.

    Outcome 5: Students will be able to classify mammals to the appropriate major group using correct scientific names, including extinct forms.

    Outcome 6: Students will be able to define the main biological characteristics of those groups.

    Outcome 7: Students will understand how humans exploit certain species of mammal and how humans are themselves exploited by particular mammals. They will appreciate how certain species of mammal need conservation following human activities.
  

  • BIOEE 4501 - Mammalogy, Laboratory


         
    Fall. Offered alternate years. 1-2 credits, variable. Letter grades only (S/U grades with permission of instructor).

    Prerequisite or corequisite: BIOEE 4500 . Course fee: $30. Enrollment limited to: 20 students. Travel to Cornell University Museum of Vertebrates (CUMV) at the Laboratory of Ornithology is necessary. Some laboratories involve studies of skeletons and museum specimens; dissection of both preserved and fresh material is possible.  Techniques relating to the  ecology of mammals in the field will be presented; an all-weekend field trip is intended.  Normally 1 credit, but up to 5 students in the class may do an additional project for 1 further credit involving field- or museum-based mammalogy.

    J. Searle.

    Laboratory topics include the methodology of mammalogy, and the characteristics and diversity of mammals. Focus is on terrestrial mammals of North America.

    Outcome 1: Students will be able to use the basic techniques of mammalogy as applied in museums, in the field and to captive mammals.

    Outcome 2: Students will be able to describe the functional anatomy of a mammal.

    Outcome 3: Students will be able to look at different types of mammal, identify them to major groups and be able to make logical predictions about their ways of life and how they may have evolved.

    Outcome 4: Students in the 2-credit option will be able to execute all stages of a research project, including experimental design, data collection, analysis, interpretation in the light of existing literature, and write-up.
  

  • BIOEE 4530 - [Speciation: Genetics, Ecology, and Behavior]

    (crosslisted) BIONB 4530  
    (PBS-AS)      
    Spring. Not offered 2017-2018 (offered alternate years). 4 credits. Student option grading.

    Prerequisite: BIOEE 1780  and BIOMG 2800  or equivalents, or permission of instructor. Enrollment limited to: 40 students.

    K. Shaw.

    Advanced course in evolutionary biology focusing on the pattern and process of speciation and the nature and origin of behavioral, morphological, physiological, and ecological traits that form the intrinsic barriers to gene exchange. Lecture topics include species concepts and definitions, the history of ideas about speciation, the biological basis of intrinsic barriers to gene exchange, current models for the origin of such barriers, genetic architecture of speciation, rates of speciation. Emphasis is on developing a rigorous conceptual framework for discussing speciation and on detailed analysis of a series of case histories.

    Outcome 1: Understand phylogenetics, how evolutionary trees serve as a framework for interpreting evolutionary history, and the distinction between gene trees and species trees

    Outcome 2: Understand basic principles of population genetics and the utility of population genetic analyses in estimating gene flow, inferring selection, etc.

    Outcome 3: Understand the diversity of species concepts and what they imply.

    Outcome 4: Understand how gene flow, natural and sexual selection, and recombination operate in natural populations to promote and/or inhibit divergence of populations.

    Outcome 5: Develop familiarity with basic models of speciation (e.g., vicariance, sympatric, reinforcement, polyploidy).

    Outcome 6: Develop familiarity with case histories that illustrate the above models.

    Outcome 7: Understand where and when barriers act in the life cycle of organisms.

    Outcome 8: Develop familiarity with specific examples of reproductive barriers.

    Outcome 9: Understand how data are collected and analyzed.

    Outcome 10: Develop the ability to think critically about data from observation and experiment.
  

  • BIOEE 4550 - Insect Ecology

    (crosslisted) ENTOM 4550  
    (PBS-AS) (CU-SBY)     
    Fall. Offered alternate years. 4 credits. Student option grading.

    Prerequisite: introductory biology recommended or permission of instructor.

    J. S. Thaler.

    For description, see ENTOM 4550 .

  

  • BIOEE 4560 - Stream Ecology

    (crosslisted) NTRES 4560  
    (PBS-AS)      
    Fall (offered alternate years). 4 credits. Student option grading.

    Prerequisite: BIOEE 1610  or permission of instructor. Field project with lab papers. One Sat. field trip.

    A. S. Flecker, C. E. Kraft.

    For description and learning outcomes, see NTRES 4560 .

  

  • BIOEE 4570 - [Limnology: Ecology of Lakes, Lectures]


    (PBS-AS)      
    Fall. Not offered 2017-2018 (offered alternate years). 3 credits. Letter grades only (S/U grades with permission of instructor).

    Prerequisite: BIOEE 1610  or written permission of instructor. Recommended prerequisite: Introductory Chemistry.

    N. Hairston.

    Limnology is the study of fresh waters (and other inland, nonmarine environments). This course focuses on lakes and ponds as aquatic environments with distinct terrestrial boundaries where the interactions between organisms are often strong and adaptations to the aquatic environment easily recognized. Physical (light, temperature, and mixing) and chemical (dissolved elements and compounds) properties of lakes affect organisms in important ways, and lake organisms, likewise, influence the physical and chemical properties of their environment. Lakes are exciting environments for study in their own right and for gaining perspective on ecological and evolutionary processes in general.

    Outcome 1: Students will understand how lakes with different basin shapes are formed, how basin shape and lake situation in the landscape and airscape influence physical water movement and the distribution of chemicals and organisms. Students will be able to infer the dynamics of lakes of different in basin shapes and situations in the landscape.

    Outcome 2: Students will understand how physical properties of lake water such as light penetration, viscosity, and turbulence determine the nature of interactions among organisms through competition, predation and parasitism.

    Outcome 3: Students will be able to interpret equations and graphs and will be able to use them to explain the outcomes of ecological interactions among organisms in lakes.

    Outcome 4: Students will be able to assemble the components of lake ecosystems into a coherent understanding of how the parts interact.

    Outcome 5: Students will become familiar with experimental and synthetic approaches to gaining knowledge about lake dynamics.

    Outcome 6: Students will be able to assess the effects of human impacts on lake organisms and ecosystems, to understand the ecological processes underlying those effects, and to explain possible mitigation management actions.

    Outcome 7: Students will appreciate lakes as exemplars of ecosystems and will understand how the interspecific interactions that take place in lakes provide models for understanding ecology more broadly.
  

  • BIOEE 4571 - [Limnology: Ecology of Lakes, Laboratory]


         
    Fall. Not offered 2017-2018 (offered alternate years). 2 credits. Letter grades only (S/U grades with permission of instructor).

    Prerequisite or corequisite: BIOEE 4570 . Fee for food on field trip: $20. One weekend field trip. Optional vertebrate dissection (fish) during one laboratory exercise and during a portion of the weekend field trip.

    N. Hairston, staff.

    Laboratories and field trips devoted to studies of the biological, chemical, and physical properties of lakes and other freshwater environments. Exercises focus on understanding the freshwater environment, on experimentation, and on understanding ecological processes within lakes.

    Outcome 1: Students will have direct experience with the kinds of data that can be collected to address scientific questions and hypotheses directed at understanding the nature of the environments.

    Outcome 2: Students will use modern equipment and procedures to collect samples from lakes and laboratory experiments, and carry out the analyses necessary to obtain numerical data.

    Outcome 3: Students will develop the ability to use microscopes and identification keys to determine what an organism is. They will learn to identify ecologically relevant parts of organisms (e.g., algal cell-types, consumer feeding appendages).

    Outcome 4: Students will be able to assemble the components of lake ecosystems into a coherent understanding of how the parts interact.

    Outcome 5: Students will be able to assess the effects of human impacts on lakes.
  

  • BIOEE 4620 - [Marine Ecosystem Sustainability]

    (crosslisted) EAS 4620  
    (PBS-AS) (CU-SBY)     
    Fall. Not offered 2017-2018 (offered alternate years). 3 credits. Letter grades only (S/U grades with permission of instructor).

    Prerequisite: BIOEE 1610 . Enrollment limited to: 50 students. Co-meets with EAS 5620 .

    C. Greene, D. Harvell.

    Lectures and discussion focus on current research in marine ecosystems with an emphasis on processes unique to marine systems and current issues of ocean sustainability. A synthetic treatment of multiple levels of organization in the ocean including organismal, population, community, and ecosystems. Examples are drawn from all types of marine habitats, including polar seas, temperate coastal waters, and tropical coral reefs.

    Outcome 1: Students understand how coral reefs work.

    Outcome 2: Students understand how microorganisms structure habitats.

    Outcome 3: Students understand role of major pelagic species.

    Outcome 4: Students can read and discuss a research paper.

    Outcome 5: Students understand oceanographic processes.

    Outcome 6: Students understand biological/ecological processes.

    Outcome 7: Students prepare by reading scientific papers and then produce their own research proposal.
  

  • BIOEE 4640 - [Macroevolution]


    (PBS-AS)      
    Spring. Not offered 2017-2018 (offered alternate years). 4 credits. Letter grades only (S/U grades with permission of instructor).

    Prerequisite: BIOEE 1780  or permission of instructor. Enrollment limited to: 35 students. Intended for juniors, seniors, and beginning graduate students; freshmen and sophomores with permission of instructor. Interested graduate students strongly encouraged to preregister.

    A. McCune.

    Advanced course in evolutionary biology centered on large-scale features of evolution. Areas of emphasis include phylogeny reconstruction, patterns and processes of speciation, the origin of evolutionary novelty, causes of major evolutionary transitions, and patterns of diversification and extinction in the fossil record. Discussion of these problems involves data and approaches from genetics, morphology, systematics, paleobiology, development, and ecology.

    Outcome 1: Students will understand how morphological and molecular data are used to reconstruct the history of life.

    Outcome 2: Students will be able to use their understanding of phylogenetic trees to analyze the evolution of characteristics of all kinds.

    Outcome 3: Students will be able to think critically about the relative roles of natural selection, speciation, and extinction in determining the large scale patterns of biotic evolution over geological time.

    Outcome 4: Students will augment their understanding of evolution by natural selection with an appreciation for the role of developmental processes in generating evolutionary novelties and forming the basis for major transitions of evolution.

    Outcome 5: Students will write synthetically about factors affecting the generation of variation as well as the effects of differential birth and death processes at multiple levels in the biological hierarchy.
  

  • BIOEE 4660 - Physiological Ecology, Lectures


    (PBS-AS)      
    Spring. 3 credits. Letter grades only (S/U grades with permission of instructor).

    Prerequisite: BIOEE 1610 , BIOG 1440 , BIOAP 3110  or permission of instructor. Enrollment limited to: 30 students.

    J. Sparks, M. Vitousek.

    Detailed survey of the physiological approaches used to understand the relationships between organisms (plants and animals) and their environment. Lectures explore physiological adaptation; limiting factors; resource acquisition and allocation; photosynthesis, carbon, and energy balance; water use and water relations; nutrient relations; linking physiology, development, and morphology; stress physiology; life history and physiology; the evolution of physiological performance; and physiology at the population, community, and ecosystem levels. Readings draw from the primary literature and textbooks.

    Outcome 1: Describe the ecological context and measurement of photosynthesis.

    Outcome 2: Interpret the relevance and controls over respiration in both plants and animals.

    Outcome 3: Recognize thermal adaptation in both plants and animals.

    Outcome 4: Identify water status in plants and animals.

    Outcome 5: Analyze water status data from the field within an ecological context.

    Outcome 6: Independently plan physiological ecological experiments.

    Outcome 7: Lucidly present their research findings.

    Outcome 8: Translate the methods and ideas covered in class to field and glasshouse experimental exercises.

    Outcome 9: Statistically analyze their data.

    Outcome 10: Structure and write scientific reports.
  

  • BIOEE 4661 - Physiological Ecology, Laboratory


         
    Spring. 2 credits. Letter grades only (S/U grades with permission of instructor).

    Prerequisite or corequisite: BIOEE 4660 . Enrollment limited to: 15 students. Most laboratories run past the three-hour period, with students spending an average of three hours per week in additional lab time for this course.

    J. Sparks, M. Vitousek.

    Detailed survey of the physiological approaches used in understanding the relationships between organisms and their environment with a focus on plants and vertebrate animals. Laboratories apply physiological techniques to specific ecological problems and cover aspects of experimental design and computer-aided data analysis.

    Outcome 1: Demonstrate a number of photosynthesis measurement methods, including gas exchange, porometry and Chlorophyll fluorescence.

    Outcome 2: Manage and calculate photosynthetic data and use simple models to conceptualize the process.

    Outcome 3: Describe basic methods of measuring plant water balance including potometry, lysimetry, and pressure chamber techniques.

    Outcome 4: Measure plant and animal respiration

    Outcome 5: Analyze water status data from the field within an ecological context.

    Outcome 6: Independently plan and conduct physiological ecological experiments.

    Outcome 7: Lucidly present their research findings.

    Outcome 8: Translate the methods and ideas covered in class to field and glasshouse experimental exercises.

    Outcome 9: Statistically analyze their data.

    Outcome 10: Structure and write scientific reports.
  

  • BIOEE 4690 - Food, Agriculture, and Society

    (crosslisted) BSOC 4691 , STS 4691  
    (PBS-AS) (CU-SBY)     
    Fall. 3 credits. Student option grading.

    Prerequisite: introductory ecology course or permission of instructor. Enrollment limited to: 20 students.

    A. Power.

    Multidisciplinary course dealing with the social and environmental impact of food production in the United States and developing countries. Agroecosystems of various kinds are analyzed from biological, economic, and social perspectives. The impacts of traditional, conventional, and alternative agricultural technologies are critically examined in the context of developed and developing economies. Specific topics include biodiversity and ecosystem services in agriculture, transgenic crops, biofuels, urban agriculture, and sustainable development.

    Outcome 1: Students will be able to use conceptual and analytical knowledge to understand the complexity of food systems.

    Outcome 2: Students will be able to identify biological, environmental, and social processes that influence agricultural systems.

    Outcome 3: Students will improve their ability to develop and articulate a position on a controversial agricultural topic.

    Outcome 4: Students will be able to participate actively in debate and appraisal of agricultural issues with peers.

    Outcome 5: Students will be able to analyze, synthesize, and write about diverse disciplinary perspectives on agricultural issues.
  

  • BIOEE 4700 - [Herpetology, Lectures]


         
    Spring. Not offered 2017-2018 (offered alternate years). 2 credits. Letter grades only (S/U grades with permission of instructor).

    Prerequisite: BIOEE 2740  recommended. Enrollment limited to: 50 students.

    K. Zamudio.

    Lectures cover various aspects of the biology of amphibians and reptiles, including evolution, zoogeography, ecology, behavior, and physiology.

    Outcome 1: Students will acquire knowledge of the major groups of amphibians and reptiles, with respect to their main diagnostic characteristics.

    Outcome 2: Students will be able to move freely back and forth between classifications and evolutionary trees of amphibians and reptiles on a global basis.

    Outcome 3: Students will be able to synthesize, integrate, and discuss details of morphology, ecology, behavior, and physiology for major lineages of amphibians and reptiles.

    Outcome 4: Students will have a working familiarity with the characteristics that distinguish ~50 species of amphibians and reptiles, including primarily those found in NY, as well as construct a key to an initially unknown fauna.

    Outcome 5: Students will be able to think integratively and synthetically about the biology and future of amphibians and reptiles on a global and local basis.
  

  • BIOEE 4701 - [Herpetology, Laboratory]


         
    Spring. Not offered 2017-2018 (offered alternate years). 2 credits. Letter grades only (S/U grades with permission of instructor).

    Prerequisite or corequisite: BIOEE 4700 . Course fee: $30. Occasional field trips and special projects. Live animals are studied in the field and are used in the laboratory for nondestructive demonstrations and experiments. The systematics laboratory exercises are based on museum specimens and dissection of preserved materials.

    K. Zamudio.

    Laboratory topics include systematics, morphology, and behavior.

    Outcome 1: Students will acquire knowledge of the major groups of amphibians and reptiles, with respect to their main diagnostic characteristics.

    Outcome 2: Students will be able to move freely back and forth between classifications and evolutionary trees of amphibians and reptiles on a global basis.

    Outcome 3: Students will be able to synthesize, integrate, and discuss details of morphology, ecology, behavior, and physiology for major lineages of amphibians and reptiles.

    Outcome 4: Students will have a working familiarity with the characteristics that distinguish ~50 species of amphibians and reptiles, including primarily those found in NY, as well as construct a key to an initially unknown fauna.

    Outcome 5: Students will be able to think integratively and synthetically about the biology and future of amphibians and reptiles on a global and local basis.
  

  • BIOEE 4750 - Ornithology


    (PBS-AS)      
    Spring. Offered alternate years. 5 credits. Letter grades only (S/U grades with permission of instructor).

    Recommended prerequisite: BIOEE 2740 . Permission of instructor required. Enrollment limited to: 35 students. Carpooling or taking the shuttle to the Lab of Ornithology is necessary. Occasional field trips and special projects. Students should enroll in the course and then complete a questionnaire form available in E241 Corson Hall.

    D. Winkler.

    Lectures cover various aspects of the biology of birds, including anatomy, physiology, systematics, evolution, behavior, ecology, and biogeography. Laboratory includes dissection of dead material, studies of skeletons and plumages, and specimen identification of avian families of the world and species of New York.

    Outcome 1: To be able to identify and describe the key components of all avian organ systems and compare them with those of mammals.

    Outcome 2: To understand in general how each of the organ systems functions.

    Outcome 3: To understand how avian organ systems condition avian performance.

    Outcome 4: To be able to identify birds from any of the 230+ Families of birds and give summaries of their distribution, number of species, larger group membership, and life history of each.

    Outcome 5: To be able to recognize 150 local common bird species, with common and Latin names, and Family membership.

    Outcome 6: To learn the pros and cons of different theories for the timing and pattern of avian diversification relative to the K-T extinctions.

    Outcome 7: To synthesize the biogeographic evidence for dispersal and endemism.

    Outcome 8: To develop a mind’s eye scenario for diversification and spread of birds across Earth that accounts for all current knowledge about distributions.

    Outcome 9: To learn about research methods such as mist-netting, banding, censusing, molts, digital databases, etc.

    Outcome 10: Research and write a life history account for a poorly known neotropical bird on the Neotropical Birds Online web-site.
  

  • BIOEE 4760 - [Biology of Fishes, Lectures]


    (PBS-AS)      
    Fall. Not offered 2017-2018 (offered alternate years). 3 credits. Letter grades only (S/U grades with permission of instructor).

    Recommended prerequisite: BIOEE 2740  or equivalent experience in vertebrate zoology and concurrent enrollment in BIOEE 4761  . Enrollment limited to: 24 students.

    W. E. Bemis.

    Introduction to the systematic study of fossil and living fishes: their anatomy, physiology and functional morphology, behavior, ecology, diversity, evolution, classification, and identification. Emphasizes marine fishes from different habitats (temperate, tropical coral reef, intertidal, and deep sea), local freshwater species, and interesting freshwater fishes from around the world, especially South America, Africa and Australia.

    Outcome 1: Students will understand the organismal biology of fishes, including their structure, physiology, functional morphology, and behavior.

    Outcome 2: Students will be able to use their knowledge of fishes in any basic research or applied context.

    Outcome 3: Students will understand the evolutionary history of fishes and phylogenetic interpretation based on morphological and molecular study.

    Outcome 4: Students will be able to interpret phylogenies and use tree thinking in the service of any kind of biological research field.

    Outcome 5: Students will become familiar with the taxonomy and phenotypic diversity of the world’s fishes as well as human-induced challenges to that diversity.

    Outcome 6: Through study of the local fish fauna, students will be able to apply the tools of fish identification to learn a new fauna in any region of the world.
  

  • BIOEE 4761 - [Biology of Fishes, Laboratory]


         
    Fall. Not offered 2017-2018 (offered alternate years). 1 credit. Letter grades only (S/U grades with permission of instructor).

    Prerequisite or corequisite:  BIOEE 4760 . Small lab fee may be required. Two field trips, including one full-day weekend trip required.  Live animals are studied in the field and are sometimes used in the laboratory for nondestructive demonstrations or experiments.  The systematics and dissection laboratories use preserved speciments.

    W. E. Bemis.

    Laboratory course covering topics presented in BIOEE 4760 , Biology of Fishes, Lectures.

    Outcome 1: Students will understand the organismal biology of fishes, including their structure, physiology, functional morphology, and behavior.

    Outcome 2: Students will be able to use their knowledge of fishes in any basic research or applied context.

    Outcome 3: Students will understand the evolutionary history of fishes and phylogenetic interpretation based on morphological and molecular study.

    Outcome 4: Students will be able to interpret phylogenies and use tree thinking in the service of any kind of biological research field.

    Outcome 5: Students will become familiar with the taxonomy and phenotypic diversity of the world’s fishes as well as human-induced challenges to that diversity.

    Outcome 6: Through study of the local fish fauna, students will be able to apply the tools of fish identification to learn a new fauna in any region of the world.
  

  • BIOEE 4780 - [Ecosystem Biology and Global Change]


    (PBS-AS) (CU-SBY)     
    Spring. Not offered 2017-2018. 4 credits. Student option grading.

    Prerequisite: BIOEE 1610  or equivalent.

    C. Goodale.

    Examines ecosystem structure, carbon and energy flow, and nutrient cycles, and contrasts terrestrial and aquatic systems. Reviews classic ecosystem experiments, and considers anthropogenic effects on ecosystems, such as from acid precipitation, fossil fuel combustion, nitrogen pollution, and climate change.

    Outcome 1: Students will understand the theory and measurement of central processes in ecosystem ecology, across a range of ecosystems.

    Outcome 2: Students will be able to predict the response of these processes to variation in biotic and abiotic factors, such as light, water, nutrient supply, community structure, and disturbance.

    Outcome 3: Students will be able to apply understanding of ecosystem processes to predict the impacts of human-accelerated environmental change on ecosystem processes and function.

    Outcome 4: Students will be able to apply a quantitative approach to ecosystem biology.

    Outcome 5: Students will be able to critically evaluate literature on ecosystem ecology through regular reading assignments throughout the term.

    Outcome 6: Students will synthesize information from the primary literature to address a central question of interest in ecosystem ecology.
  

  • BIOEE 4790 - Paleobiology

    (crosslisted) EAS 4790  
    (OPHLS-AG, PBS-AS)      
    Spring. 4 credits. Student option grading.

    Prerequisite: two majors-level biology courses and either BIOEE 2740 , BIOSM 3730 , EAS 3010 , or permission of instructor.

    W. Allmon.

    For description, see EAS 4790 .

  

  • BIOEE 4800 - Ecological Genetics

    (crosslisted) ENTOM 4700  
    (PBS-AS)      
    Spring. Offered alternate years. 4 credits. Student option grading.

    Prerequisite: BIOEE 1780 . Recommended prerequisite: introductory course in genetics and/or statistics.

    B. P. Lazzaro.

    For description and learning outcomes, see ENTOM 4700 .

  

  • BIOEE 4920 - Special Topics in Ocean Biodiversity: Ocean Biodiversity Research Apprenticeship


    (OPHLS-AG) (CU-CEL, CU-SBY, CU-UGR)     
    Spring. 4-6 credits, variable. Letter grades only.

    Prerequisite: Intro Biology or Intro Oceanography, and permission of instructor. This course is part of an off campus program at Friday Harbor Marine Labs that provides field research experience for advanced students in marine biology. You must apply to be accepted to the program by contacting the course coordinator, Phoebe Dawkins at pd298@cornell.edu.

    D. Harvell.

    The research apprenticeship aims to teach students critical hands-on research skills and team-building in a closely mentored environment. This research apprenticeship in a field marine setting will be based at Friday Harbor Laboratories in the San Juan Islands, Washington. Research-intensive field work provides students with a life-changing experience that cannot be replicated in even the best university laboratory, and that is especially true for Cornell students interested in ocean and marine life. The project planned is Climate Change and Health of Seagrass. It will involve field research to survey health of a range of the rich, but declining sea grass beds around the San Juans. Students will test the general hypothesis that a pathogen, Labyrinthula zosterae, is part of the cause of the decline. Students will bring samples back to the lab and learn methods of assaying health of blades and isolating the causative microorganism. They will perform PCR tests to identify the L zosterae and perform a test of Koch’s postulates. They will have an opportunity to run experiments in Friday Harbor’s Ocean Acidification Center. They will use the R statistics package to analyze their data and craft it into a paper. This project has been developed to date with graduate students over the last 6 summers at Friday Harbor Labs and with NSF funding and is now sufficiently developed to be productive for undergraduate research. The research apprenticeship course will be supported by 2 additional courses that will teach the biota of the San Juan islands and ecology of sea grass beds.

    Outcome 1: The students will be critically evaluating the biology of a host-pathogen system through field surveys and lab experiments. They will be incorporating host-pathogen theory and testing hypotheses about theory with a real world system.

    Outcome 2: They will be finding and accessing information about methodology and critically evaluating the methods we will be using. All new information gained will be used ethically.

    Outcome 3: They will be doing quantitative surveys to reach conclusions about the role of environment in causing variation in pathogen load, and using their qualitative observations about differences in sites to add to their analysis.

    Outcome 4: They will have extensive practice in presenting with visual aids: initial and final project proposal will be both written and orally presented.

    Outcome 5: They will work as a team which will require them to respect either others perspectives, which will not all be the same. In addition, they will experience the perspectives of local landowners, whose activities affect the health of ell grass beds. From local conservationists to cattle growers, whose animals contribute to stress on the ecosystem.

    Outcome 6: They will work as a team which will require both their independent contributions and cooperation with the entire group.

    Outcome 7: This project examines factors promoting sustainability of seagrass beds, which are an essential marine habitat and are highly endangered.
  

  • BIOEE 4930 - Marine Invertebrate Biodiversity


    (OPHLS-AG, PBS-AS) (CU-UGR)     
    Spring. 6 credits. Letter grades only.

    Prerequisite: Intro Biology or equivalent. This course is part of an off campus program at Friday Harbor Marine Labs that provides field research experience for advanced students in marine biology. You must apply to be accepted to the program by contacting the course coordinator, Phoebe Dawkins at pd298@cornell.edu.

    D. Harvell.

    The course will take advantage of the species diversity of marine invertebrates in the Salish Sea of the Pacific Northwest, the huge variation in easily accessible field habitats and the excellent research-oriented facilities of Friday Harbor Laboratories. Like BIOEE 3730 - Biodiversity and Biology of the Marine Invertebrates , the course will be a survey of phyletic diversity of all the marine invertebrates but will be more in depth in exploring class and order-level diversity within each phylum. The excellent running seawater facilities in each laboratory will allow detailed behavioral and morphological observation of different invertebrates. Students will be exposed to lectures and labs focused on each group and be responsible for weekly video summaries and notebook recordings of their observations.

    Outcome 1: Students learn all the characteristics of each phylum.

    Outcome 2: Students learn the phylogenetic relationships within phyla.

    Outcome 3: Students learn key aspects of the life history in many of the phyla.

    Outcome 4: Students collect all their own field specimens on low tides and so understand the habitats they come from.

    Outcome 5: Students study the behavior of animals in the field.

    Outcome 6: Students learn the major organ system in each phylum and class of invertebrate.

    Outcome 7: Students learn different body plans and taxonomy in high diversity sites.
  

  • BIOEE 4940 - Special Topics in Ecology and Evolutionary Biology


         

    Fall, spring. 1-4 credits, variable. Student option grading.

    Staff.

    The department offers “trial” courses or seminars under this number. Offerings vary by semester and are advertised by the department before the semester starts. Courses offered under this number will be approved by the Biological Sciences Curriculum Committee, and the same course is not to be offered more than twice under this number.

    Spring Topic: [Ecology and Biodiversity of Salish Sea Seagrass Beds]

    Not offered 2017-2018. The course will teach transect-based methods of field survey of seagrass beds and their high biodiversity. Seagrass beds are classified as essential marine habitats based on their valuable ecosystems services and value as habitat for a high biodiversity of marine organisms. Method and projects will be implemented across a range of approximately 10 different seagrass beds in the Salish Sea, including Padilla Bay, the largest sea grass bed in the Continental US. Students will be responsible for a series of reading and discussion about ecology of seagrass beds and implementing simple projects.

  

  • BIOEE 4980 - Teaching Experience


         
    Fall, spring. 1-4 credits, variable. S/U grades only (letter grades with permission of instructor).

    Prerequisite: previous enrollment in course to be taught or equivalent. Permission of instructor required. Limited enrollment. Arts students may not count this course toward graduation but may, upon petition (one time only) to their class dean, carry fewer than 12 other credits and remain in good standing. This would affect Dean’s List eligibility but not eligibility for graduating with distinction.

    Staff.

    Designed to give qualified undergraduate students teaching experience through actual involvement in planning and assisting in biology courses. This experience may include supervised participation in a discussion group, assisting in a biology laboratory, assisting in field biology, or tutoring.

  

  • BIOEE 6601 - [Tropical Field Ecology]


         
    Spring. 2 credits. Letter grades only.

    Prerequisite for undergraduates: experience or course work with terrestrial, marine, or freshwater organisms. Fee to cover transportation and housing: TBA. Extended field trip over winter break. Optional vertebrate dissection (fish) during a portion of the course field trip.

    N. Hairston, I. Hewson, J. Sparks.

    Field trip to the big island of Hawaii, the Yucatan Coast of Mexico, or similar environment; check with instructors for planned location. Students employ experimental approaches to study ecological and evolutionary questions across a range of tropical biomes.

    Outcome 1: Students will be able to identify the most ecologically significant organism in three distinct habitats (upland forests, coastal/inland ponds, and marine coral reefs).

    Outcome 2: Students will be able to explain the ecological roles of these critical species in their habitats.

    Outcome 3: Students will be able to formulate two or more original hypotheses about the ecological functioning of one of the three tropical habitats listed above.

    Outcome 4: Students will be able to design experimental or observational tests of hypotheses that can be carried out in a week’s time.

    Outcome 5: Students will be able to work as a team, drawing on the strengths (theoretical and practical) of their fellow course participants, and contributing strengths of their own.

    Outcome 6: Students will be able to divide research tasks effectively among team members so that each component of the research is executed, each team member has a role and no one works more or less than the others.

    Outcome 7: Students will be able to design experiments that can be carried out using the equipment and supplies that can be carried with them. They will work out ways to sample, carry out experiments, and fill simple scientific needs with materials that can be purchased locally (such as at hardware stores, etc.).
  

  • BIOEE 6602 - Graduate Field Course in Ecology


         
    Spring. Offered alternate years. 3 credits. Letter grades only.

    Fee charged to help cover food and lodging for trip to Florida. Enrollment limited to: graduate students. Offered in central Florida.

    J. Sparks, K. Zamudio.

    Designed to give graduate students experience in defining questions and designing field investigations. The course is based at the Archbold Biological Station in central Florida over spring break and during the following week. The class visits several ecosystems including sand pine scrub, cattle ranches, cypress swamps, and the Everglades.

    Outcome 1: Students will be able to identify the most ecologically significant organisms in Florida scrub habitats.

    Outcome 2: Students will be able to explain the ecological roles of these critical species in their habitats.

    Outcome 3: Students will be able to formulate two or more original hypotheses about an ecological issue in the Florida scrub.

    Outcome 4: Students will be able to design experimental or observational tests of hypotheses that can be carried out in a week’s time.

    Outcome 5: Students will be able to design an experiment or set of observations (both theoretical and practical) to execute a meaningful research project.

    Outcome 6: Students will be able to accomplish research tasks effectively.

    Outcome 7: Students will be able to design experiments that can be carried out using the equipment and supplies that can be carried with them. They will work out ways to sample, carry out experiments, and fill simple scientific needs with materials that can be purchased locally (such as at hardware stores, etc.).
  

  • BIOEE 6680 - [Principles of Biogeochemistry]


    (CU-SBY)     
    Spring. 4 credits. Student option grading.

    Prerequisite: solid background in ecology, environmental chemistry, or related environmental science. Permission of instructor or graduate standing required. Enrollment limited to: 10 students.

    R. Howarth.

    Lectures cover the biotic controls on the chemistry of the environment and the chemical control of ecosystem function. Emphasis is on cycles of major elements and minor elements globally and in selected ecosystems, stressing the coupling of element cycles. A comparative approach is used to illustrate similarities and differences in element cycling among ecosystems. Analysis of both theoretical and applied issues, including global atmospheric changes and factors controlling the acidification of lakes and soils.

    Outcome 1: Students will understand how the metabolism of organisms and the interaction of ecological processes control the chemistry of the Earth’s atmosphere, waters, and soils.

    Outcome 2: Students will understand how the chemistry of the environment (waters, soils) affects key ecological processes and their controls.

    Outcome 3: Students will learn how the interactions of element cycles can modify the influences of environmental chemistry on ecological processes.

    Outcome 4: Students will be able to use the tools of basic aqueous chemistry and equilibrium thermodynamics in evaluating biogeochemical questions.

    Outcome 5: Students will develop the tools to critically evaluate contradictory information on major environmental issues, using the tools of biogeochemistry.

    Outcome 6: Students will write and give oral presentations showing biogeochemical approaches to understanding major environmental issues.
  

  • BIOEE 6900 - Seminar in Ecology and Evolution of Infectious Diseases

    (crosslisted) ENTOM 6900  
         
    Fall, spring. 1 credit. S/U grades only.

    C. D. Harvell, B. Lazzaro, staff.

    For description, see ENTOM 6900 .

  

  • BIOEE 7570 - Seminar in Spatial Population Ecology

    (crosslisted) ENTOM 7570  
         
    Spring. 1 credit (may be repeated for credit). S/U grades only.

    Permission of instructor required for undergraduates.

    S. van Nouhuys.

    For description, see ENTOM 7570 .

  

  • BIOEE 7600 - Special Topics in Evolution and Ecology


         
    Fall, spring. 1-3 credits, variable (may be repeated for credit). Letter grades only (S/U grades with permission of instructor).

    Enrollment limited.

    Staff.

    Independent or group-intensive study of special topics of current interest. Content varies each semester.

  

  • BIOEE 7640 - Plant-Insect Interactions Seminar

    (crosslisted) BIONB 7640 , ENTOM 7640  
         
    Fall, spring. 1 credit (may be repeated for credit). S/U grades only.

    Permission of instructor or graduate standing required.

    A. Agrawal, A. Kessler, K. Poveda, R. Raguso, J. Thaler.

    Group intensive study of current research in plant-insect interactions. Topics vary from semester to semester but include chemical defense, coevolution, insect community structure, population regulation, biocontrol, tritrophic interactions, and mutualism.

    Outcome 1: Students will be able to read, synthesize, and discuss findings from original scientific research in the ecology and evolution of plants interacting with their environment
  

  • BIOEE 7650 - [Professional Development in Ecology and Evolutionary Biology]


         
    Fall or spring. Not offered 2017-2018. 1 credit (may be repeated for credit). S/U grades only.

    Permission of instructor or graduate standing required.

    A. Agrawal, M. Vitousek.

    Group discussion on professional activities for academic ecologists and evolutionary biologists. Topics include: writing a CV, publication strategies, finding a postdoc, the tenure process, grant writing, manuscript reviews, networking, public speaking, and scientific collaboration.

    Outcome 1: Students will be able to evaluate factors that lead to success in academia that are not directly related to conducting research and teaching.

    Outcome 2: Students will be able to respond to expert critique of oral or written presentations.
  

  • BIOEE 7670 - Current Topics in Ecology and Evolutionary Biology


         
    Fall. 4 credits. S/U grades only.

    Permission of instructor or graduate standing required.

    M. Geber.

    Critical evaluation and discussion of theory and research in ecology and evolutionary biology. Lectures by faculty and student-led discussions of topics in areas of current importance.

    Outcome 1: Students will be familiar with major research questions in Ecology and Evolutionary Biology

    Outcome 2: Students will be able to discuss these questions with peers

    Outcome 3: Students will be able to develop a research project, including scientific justification, background, hypotheses, methods, and broader impacts

    Outcome 4: Students will be able to provide commentary and suggestions on proposals written by their peers

    Outcome 5: Students will be able to expand their fellowship proposal into a full research proposal including scientific justification, background, prior information, hypotheses, methods, and broader impacts

    Outcome 6: Students will be able to create personal reference list of papers and bibliographies
  

  • BIOEE 7800 - Graduate Seminar in Ornithology

    (crosslisted) NTRES 7800  
         
    Fall. 1 credit (may be repeated for credit). S/U grades only.

    Permission of instructor or graduate standing required.

    I. Lovette, E. Greig.

    Group intensive study of current research in ornithology built around a research seminar series covering a wide variety of projects and topics in ornithology and related disciplines, including avian ecology, evolution, conservation, behavior, and physiology. Each weekly seminar is followed by informal discussion and networking that builds connections among the large community of Cornell students and scholars with an interest in avian biology. Students at all stages are welcome (not just graduate students). The participation of ornithologically inclined undergraduates, graduate students, and postdocs who are in their first Fall at Cornell is particularly encouraged, as this venue creates connections that often lead to additional experiential opportunities.

    Outcome 1: To be able to describe research projects presented during the semester’s seminars.

    Outcome 2: To understand the concepts presented in seminars.

    Outcome 3: To see the implications of opportunities and research approaches and findings for developing the student’s own interests in ornithology.

    Outcome 4: To be able to name research programs that were at different levels of development during the seminar series.

    Outcome 5: To be able to offer a student’s own rendering of what the stages of research development are.

    Outcome 6: Greater linkages among students and Cornell researchers, providing students with new contacts and research opportunities.
  

  • BIOEE 8990 - M.S. Thesis Research


         
    Fall, spring. 1-15 credits, variable. S/U grades only.

    Enrollment limited to: Ecology and Evolutionary Biology students.

    Staff.

    Thesis research conducted by an M.S. student in the field of ecology and evolutionary biology with advice and consultation of a major professor who is a member of the field.

  

  • BIOEE 9990 - Ph.D. Dissertation Research


         
    Fall, spring. 1-15 credits, variable. S/U grades only.

    Enrollment limited to: Ecology and Evolutionary Biology Ph.D. students.

    Staff.

    Dissertation research conducted by a Ph.D. student in the field of ecology and evolutionary biology with advice and consultation of a major professor who is a member of the field.


BIOG—Biology: General Courses
  

  • BIOG 1035 - Academic Support for BIOMG 1350: Cell and Developmental Biology


         
    Fall, spring. 1 credit. S/U grades only.

    Corequisite: BIOMG 1350 . Students should contact their college for the most up-to-date information regarding if and how credits for this course will count toward graduation and/or be considered regarding academic standing.

    E. Jones.

    This course reviews material presented in BIOMG 1350  and provides problem-solving strategies and additional practice with material. BioG 1035 support is recommended for students who want to maximize their understanding of Cell and Developmental Biology and enhance their learning skills. BioG 1035 is not a substitute for BIOMG 1350 .

  

  • BIOG 1045 - Academic Support for BIOG 1445 Introduction to Comparative Physiology


         
    Fall, spring. 1 credit. S/U grades only.

    Corequisite: BIOG 1445 . Students should contact their college for the most up-to-date information regarding if and how credits for this course will count toward graduation and/or be considered regarding academic standing.

    A. D. MacNeill.

    Supplemental support for students who want to enhance their learning skills and maximize their understanding of BIOG 1445 - Introduction to Comparative Anatomy and Physiology, Individualized Instruction . Weekly meetings with professional lecturer to actively review material presented in BIOG 1445 . Concurrent enrollment in BIOG 1445  is required. Passing grade is earned through active participation.

    Outcome 1: Students will demonstrate a coherent understanding of the concepts presented in BIOG 1445 Introduction to comparative Physiology, Individualized Instruction.

    Outcome 2: Students will apply analytic thought to the body of knowledge presented in BIOG 1445 Introduction to Comparative Physiology, Individualized Instruction - identify relevant assumptions and formulate coherent arguments.

    Outcome 3: Students will demonstrate the ability to define problems; differentiate between cause and effect relationships and correlations; apply the scientific principles from BIOG 1445 Introduction to Comparative Physiology, Individualized Instruction to novel situations, including problems with no single correct answer and incomplete information.

    Outcome 4: During weekly activities, students will express ideas clearly and work effectively with other students. Students also will incorporate successful strategies for the deep learning of modern Biology such as effective note-taking, exam preparation, stress and time management, and procrastination reduction.

    Outcome 5: Students will work independently as well as in groups and take responsibility for strengthening their scientific thinking.
  

  • BIOG 1101 - Introductory Biology I


         
    Fall. 4 credits. Student option grading.

    Offered in Qatar.

    C. Gilbert.

    Biology I and Biology II are a two-semester course sequence designed to consolidate major biological concepts and practices offered in a setting that includes both lecture and lab in each semester. Biology I, offered in fall semester, focuses on biochemistry and cell biology with topics on biologically important molecules, enzyme kinetics, cellular metabolism and regulation, cell theory, cell structure and function, cell signaling, and introduction to genetics. The laboratory component connects the concepts with hands-on experiments using modern wet-lab technology with additional emphasis on research competency that focuses on the scientific method, experimental design, statistical testing, scientific writing, and information literacy.

  

  • BIOG 1102 - Introductory Biology II


         
    Spring. 4 credits. Student option grading.

    Prerequisite: BIOG 1101 . Offered in Qatar.

    R. Turgeon.

    Biology I and Biology II are a two-semester course sequence designed to consolidate major biological concepts and practices offered in a setting that includes both lecture and lab in each semester. Biology II, offered in the spring semester focuses on nucleic acid structure and function, gene expression and regulation in prokaryotes and eukaryotes, biotechnology, population genetics, systematics and biodiversity, population biology and demography. The laboratory component connects the concepts with hands-on experiments using modern wet-lab technology and bioinformatics. The coverage of research competency continues from Biology I with the development of research poster and poster presentation and the emphasis of ethical behavior in research.

  

  • BIOG 1130 - Topics in Introductory Biology


         
    Fall, spring, summer. 3 credits. Letter grades only.

    Permission of instructor required. Offered in Auburn, Five Points, Cayuga or Elmira. This course is part of the CPEP program.

    Staff.

    Topics in Introductory Biology is intended to encompass a range of non-majors level introductory biology courses offered through the Cornell Prison Education Program. The topics of individual offerings potentially cover the breadth of biology from cell and molecular biology to ecology, or genetics through evolution.

    Outcome 1: Explain the science of biology and its relevance to students as individuals and to society as a whole.

    Outcome 2: Describe science as a process which in its many variations, provides a constantly evolving description of the world we live in.

    Outcome 3: Critically explain information derived from non-science sources (magazines, newspapers, websites, blogs).

    Outcome 4: Apply factual information through application to problems rather than simply knowing facts.
  

  • BIOG 1140 - Foundations of Biology


    (BIOLS-AG, PBS-AS)      
    Fall. 4 credits. Student option grading.

    E. R. Turgeon.

    The course offers an introduction to biology at the cell and molecular levels, including cell function, energetics, Mendelian genetics, molecular genetics, DNA technology and evolution. The emphasis is on key concepts that underlie living systems, rather than a myriad of unrelated facts. This is a lecture course with an integrated discussion section in which active learning and student engagement activities further emphasize the key concepts with compelling examples from living systems. Designed to meet the biology requirements of science students who need to fulfill the distribution requirement in CALS and Human Ecology. It does not meet the requirement for the premedical or prevet program nor the major in biological science. It, along with courses in the core major program, may be used to fulfill the Arts and Sciences distribution requirement. There is no laboratory for this course. Students that require a biology laboratory experience as part of their requirements should enroll in BIOG 1500 BIOG 1500 - Investigative Biology Laboratory .

  

  • BIOG 1190 - Introduction to General Biology


    (BIOLS-AG, OPHLS-AG, PBS-AS)      
    Fall. 3 credits. Student option grading.

    Offered in Qatar.

    A. Chaari, C. McVeigh.

    This course provides students with the necessary foundational knowledge and skills to continue studies in general biology in the pre-medical curriculum of the six-year medical program. Students will have the necessary biological language ability to enter the six-year medical program including reading and comprehending a college text, summarizing text material and identifying key concepts. Through the study of basic cellular level process, students can advance to organism and population level study.

    Outcome 1: Demonstrate a basic understanding of molecular and cellular biology.

    Outcome 2: Demonstrate a basic understanding of evolution and the diversity of life.

    Outcome 3: Demonstrate the basic lab skills needed for the practical study of general biology.

    Outcome 4: Communicate important biological concepts clearly using the correct terminology, and express opinions and knowledge of the subject with clarity.
  

  • BIOG 1191 - Introduction to Human Biology


    (BIOLS-AG, OPHLS-AG)      
    Spring. 3 credits. Student option grading.

    Offered in Qatar.

    A. Chaari, C. McVeigh.

    This course enables students to apply fundamental knowledge of general biology for higher level learning and critical thinking relating to human biology. The course will provide a basic understanding of particular human organ systems, their structure and function. It will also foster an understanding of the interaction between organ system function, and the maintenance of health. Lab dissections will provide students with the opportunity to improve manual dexterity and hand-eye coordination.

    Outcome 1: Demonstrate a basic understanding of the development, structure and function of the different organ systems covered by this module.

    Outcome 2: Explain the role of organ systems in the maintenance of health.

    Outcome 3: Demonstrate awareness of the effect of time upon the organ systems in relation to function and health

    Outcome 4: Communicate these concepts clearly, and express opinions and knowledge of the subject with clarity.
  

  • BIOG 1200 - Biology Scholars Program Freshman Seminar


         
    Spring. 1 credit. S/U grades only.

    Enrollment limited to: membership in the Biology Scholars Program.

    C. Gilbert, J. McCaffrey.

    This course is designed to help freshman biology majors make the transition to Cornell’s science courses, give exposure to career options in research and medicine, provide opportunities to meet and network with faculty, and to facilitate students’ pursuit of research on campus.

    Outcome 1: Be able to conduct an effective search for a research opportunity.

    Outcome 2: Become familiar with some research efforts on campus via lab tours and student presentations.

    Outcome 3: Become familiar with pathways to careers in science.

    Outcome 4: Understand Cornell faculty responsibilities and motivations for doing the work they do.
  

  • BIOG 1250 - Biology Seminar


         
    Fall, spring. 1-2 credits, variable. Student option grading.

    Staff.

    A first-year seminar designed for students with a strong interest in research. Students will interact with faculty while learning to read and evaluate scientific publications on current biological topics. Multiple topics and sections will be offered each semester.

  

  • BIOG 1440 - Introductory Biology: Comparative Physiology


    (BIO-AG, PBS-AS)      
    Fall, spring, summer. 3 credits. Student option grading.

    Forbidden Overlap: Students may not receive credit for both BIOG 1440 and BIOG 1445 .
    Biological sciences majors must take course for a letter grade.

    Fall, E. Loew, T. Silva; spring, N. Buchon, C. Gilbert; summer, D. Dean.

    An introductory physiology course intended for freshman and sophomore biology majors and other students majoring in life sciences. The course integrates physiology from the cell to the organism with comparisons among animals, plants and microbes. Emphasis is on understanding of basic physiological concepts, stressing structure-function relationships and underlying physio-chemical mechanisms.

    Outcome 1: To understand the principles of how organisms work at the molecular, cellular, and systems levels, how these principles are based on the rules of physics and chemistry, and how the processes of physiology at one level emerge from processes at the lower levels.

    Outcome 2: To be able to think like a physiologist. This involves understanding how the properties of cells determine function at all higher levels of biological organization including how cellular membranes create selective barriers and how substances cross these barriers, how biological processes are regulated, and how cells and organisms exchange energy and matter with the environment, respond to their environment (including stimulus transduction, intercellular communication, and information processing), and generate mechanical forces and movement.

    Outcome 3: To appreciate the similarities and differences between the physiologies of humans and other organisms, and so to appreciate how the study of comparative physiology is relevant to understanding your own life, and to understanding how evolution explains both the unity and diversity of life.
  

  • BIOG 1445 - Introduction to Comparative Anatomy and Physiology, Individualized Instruction


    (BIO-AG, PBS-AS)      
    Fall, spring. 4 credits. Letter grades only.

    Forbidden Overlap: Students may not receive credit for both BIOG 1445 and BIOG 1440 .
    No admittance after the first week of classes.

    D. Campbell.

    Designed primarily for freshman and sophomore biology majors who desire an introduction to concepts of physiology. The course focuses on the understanding of how different biological organisms (animals, plants, microbes) perform common physiological functions. Because some study and testing involves the use of preserved specimens, students who object to dissections should pursue other course options. The course is based on individualized instruction and offers flexibility in scheduling. Completion of the course requires mastery of a set of core units. Testing is primarily by oral examination. Students who elect to take the course must be able to meet deadlines. Four formal laboratory sessions are offered with additional laboratory work incorporated into the core units.

    Outcome 1: Identify and understand the underlying principles shared by physiological systems, at the molecular, cellular, and systems levels and relate these principles to the physical and thermodynamic laws that influence organismal design.

    Outcome 2: Recognize the diversity of physiological systems and understand the interactions of these systems with anatomical structure.

    Outcome 3: Utilize critical thinking and analytical skills when addressing physiological issues to understand organisms’ adaptations to their environments.
  

  • BIOG 1500 - Investigative Biology Laboratory


    (BIO-AG)      

    Fall, spring, summer. 2 credits. Student option grading.

    Biological sciences majors must take course for a letter grade.

    M. Sarvary.

    Designed for biology majors to provide lab experience with emphasis on processes of scientific investigations and to promote communication, literacy and collaboration in science. Students gain expertise in methods including instrumentation used by biologists to construct new knowledge. Lab topics include genetics, evolution, ecology, biochemistry, and molecular biology.

    The course modules follow the “crawl, walk, run” approach to develop a students’ capacity for solving increasingly challenging problems with greater independence.  First, the students fill their scientific “tool box” with skills needed to be able to design and carry out experiments.  The first module is structured (Antibiotic Resistance), followed by a module that provides more academic freedom (Limiting Nutrient).  Lastly, the Human Microsatellite DNA unit emphasizes the importance of accuracy and precision in science.

    Outcome 1: To expose students to realistic scientific questions and encourage critical thinking, teach how to design hypothesis-based experiments, choose appropriate statistical test(s), analyze data, and interpret results.

    Outcome 2: To fill students’ scientific “tool box” by demonstrating mastery of modern lab techniques and scientific methods that can later be applied across varied biological systems and scales.

    Outcome 3: To teach students how to find relevant scientific information using appropriate library tools, and to communicate effectively using both written and oral formats.

    Outcome 4: To teach students how to think through a scientific process with their research group while acquiring conceptual knowledge and understanding the benefits and challenges of collaborative work.

    Outcome 5: To teach how to use discovery science to explore patterns in nature, and understand the importance of accuracy and precision.

    Outcome 6: To provide students with the opportunity to learn and apply fundamental biological information in the context of the course modules.
  

  • BIOG 2000 - Special Studies in Biology


         
    Fall, spring, summer. 1-3 credits, variable. S/U grades only (letter grades with permission of instructor).

    Permission of department required. Students must register in 216 Stimson Hall.

    Staff.

    Registration device for students who want to take only a portion of a regular biological sciences course-for example, only the lectures or only the laboratory in a course that includes both. Only students who have already had training equivalent to the portion of the regular course that is to be omitted may register in this manner. This course may not be used to fulfill college distribution requirements except by permission from the Office of Undergraduate Biology.

  

  • BIOG 2010 - Physiology and Underlying Physics Foundations


    (OPHLS-AG)      
    Fall. 4 credits. Student option grading.

    Prererquisites: BIOG 1101 , BIOG 1102 , PHYS 2299 . Offered in Qatar.

    B, Aleksic, G, Bendriss, S. Holroyd.

    This course is an integration of human physiology and the underlying physics concepts. Lectures will cover basic physics concepts associated with physiology or medical application as well as the physiology underlying the human nervous, skeletomuscular and cardiovascular systems. Recitation sessions will support the lecture material with application of the principles covered. Practical classes will cover both the physics and physiological principles as they relate to the systems studied with an emphasis on application to medical practice. By the end of this course students should be able to demonstrate an understanding of the relationship between physics, anatomy and physiological functions.

    Outcome 1: Explain physiological mechanisms by applying the basic principles of physics.

    Outcome 2: Recognize and explain the principle of homeostasis and the use of feedback loops to control physiological systems in the human body.

    Outcome 3: Describe and explain the basic physiological principles underlying the normal function of the nervous, muscular, cardiovascular and pulmonary systems.

    Outcome 4: Document and maintain clear, understandable records of the work performed in the laboratory.

    Outcome 5: Interpret and draw inferences from experimental measurements recorded in the laboratory.
  

  • BIOG 2011 - Physiology and Immunology


    (OPHLS-AG)      
    Spring. 3 credits. Student option grading.

    Prerequisites: BIOG 1101 , BIOG 1102 . Offered in Qatar.

    S. Holroyd, D. Zakaria.

    This course follows on from BIOG 2011 (Physiology and Physics) last semester in further developing the students understanding of organ system Physiology. The organ systems covered will be the pulmonary, gastro-intestinal, renal, endocrine and reproductive. Students will also be introduced to the human immune system. This includes an introduction to the cells, molecules and tissues that comprise the immune system and the ways these components participate in immune responses to infectious microorganisms in the human. Tutorials will emphasize the clinical aspect of the organ systems as well as their response to immunological disruption.

    Outcome 1: Describe and explain the basic physiological principles underlying the normal function of the pulmonary, gastro-intestinal, renal, endocrine and reproductive systems.

    Outcome 2: Acquire a fundamental working knowledge of the structures and functions of the human immune system.

    Outcome 3: Describe how the cellular and molecular components of the immune system work together to resist infection by microorganisms and parasites.

    Outcome 4: Discuss how allergies and autoimmune diseases develop.

    Outcome 5: Explain the symptoms of medical disorders using physiological and immunological concepts.

    Outcome 6: Critically evaluate current scientific literature and write reports that synthesize and integrate data and hypotheses.
  

  • BIOG 2020 - Human Development and Structure


    (OPHLS-AG)      
    Fall. 2 credits. Student option grading.

    Prerequisite: BIOG 1101 . Offered in Qatar.

    C, McVeigh.

    This course will use a systems approach to study human structure, embedding medical terminology throughout. Each system will be examined in terms of early development, histology, functional anatomy, and evolutionary history. It will serve as a “sister course” to Physiology 1, and Physiology 2 so will be closely coordinated with them. Tutorials will be used to emphasize these connections and to introduce pathology. Systems covered will include: nervous system, endocrine system, integumentary system, skeletal system, muscular system, respiratory system, circulatory system, digestive system, reproductive system, and urinary system.

    Outcome 1: Demonstrate a basic understanding of the development and structure of the different organ systems covered by this module.

    Outcome 2: Demonstrate a basic understanding of histology, and be able to identify major tissue types.

    Outcome 3: Explain the role of organ systems in the maintenance of health.

    Outcome 4: Communicate these concepts clearly using the correct terminology, and express opinions and knowledge of the subject with clarity.
  

  • BIOG 2200 - Biology Scholars Program Sophomore Seminar


         
    Fall. 1 credit. S/U grades only.

    Enrollment limited to: membership in the Biology Scholars Program.

    C. Gilbert, J. McCaffrey.

    The first half of the semester will focus on interpreting and evaluating scientific literature. Students will do group presentations on a primary research or review paper. The second half will cover careers in science, personal and professional development, on-campus research, and summer opportunities.

    Outcome 1: Build and practice presentation skills.

    Outcome 2: Read, interpret, evaluate, and present scientific literature to peers and faculty.

    Outcome 3: Work effectively with small peer group.

    Outcome 4: Assess personal strengths and how they can best be used to meet goals.

    Outcome 5: Learn how to write an effective personal statement.
  

  • BIOG 2990 - Introduction to Research Methods in Biology


    (CU-UGR)     

    Fall, spring, summer. 1-3 credits, variable. S/U grades only.

    Applications available online at http://biology.cornell.edu/research/opportunities and must be submitted by the add deadline, two weeks after the start of classes.

    Staff.

    Any Cornell faculty member whose research field is biological in nature may serve as a supervisor for this course.  Non-Cornell supervisors are not acceptable.

    Intended for students who are new to undergraduate research. Students enrolled in BIOG 2990 may be reading scientific literature, learning research techniques, or assisting with ongoing research. The faculty supervisor determines the work goals and the form of the final report.

  

  • BIOG 3000 - Capstone Lab Experience


    (OPHLS-AG)      
    Spring. 2 credits. Student option grading.

    Prerequisites: BIOG 1101 , BIOG 1102 . Offered in Qatar. Students are required to complete one 3-week exercise in each of three course themes. These offered may vary due to availability of faculty.

    A. Chaari, C. McVeigh, J. Roach.

    This course is offered to students studying at Weill Cornell Medicine-Qatar. Advanced Lab provides an introduction to some key concepts integral to the study of medicine. The course affords students an opportunity to learn, apply, integrate, and demonstrate the knowledge and skills of biology, biochemistry, and chemistry. Students are required to complete one 3-week exercise in each of three course themes. These offered may vary due to availability of faculty.

    Outcome 1: Demonstrate hands-on experience with equipment and techniques used in modern laboratory investigations.

    Outcome 2: Communicate scientific results clearly and concisely through technical writing.

    Outcome 3: Develop proficiency in the use of technology for generating reports, analyzing and representing data, and disseminating scientific results.

    Outcome 4: Implement problem solving, teamwork, and design skills.

    Outcome 5: Further develop oral communication skills through poster or podium presentations.
  

  • BIOG 3010 - Seminar in Research Skills for Biologists: I


         
    Fall. 1 credit. S/U grades only.

    Previous research experience is not required. Students with significant research experience and considering graduate school or research careers should consider BioG 3020.

    C. Gilbert, C. Kearns.

    Designed for students new to research. Students do not need to be in a lab currently.  This course will introduce and develop skills used in all fields of life sciences research. Topics will include getting started in research, researching the primary literature and science citation software, how to read a scientific paper, research ethics, data management and an introduction to library services supporting research. Research faculty guests will help inform students on the breadth of research being conducted on campus.

  

  • BIOG 3020 - Research Skills for Life Sciences: II


         
    Spring. 1 credit. Student option grading.

    Permission of instructor required. Enrollment priority given to: students who have taken BIOG 2990 or BIOG 4990 or have previous research experience. Students new to research should consider BIOG 3010.

    Staff.

    Designed for juniors, this course will introduce and develop skills used in all fields of life sciences research. Topics will include researching the primary literature; data management and analysis; and writing research and grant proposals. After taking this course, you will be prepared to submit an honors thesis proposal and/or a proposal for undergraduate research funding. This course is especially relevant to those considering graduate school.

  

  • BIOG 3030 - STEM Women in Leadership: Lean In and Lead


    (CU-CEL)     
    Fall. 1 credit. S/U grades only (no audit).

    Prerequisites: Junior or senior status for Biological Sciences major. Permission of instructor required.

    C. Gilbert, C. Kearns, A, Kohut.

    This interactive seminar targets junior and senior women in STEM fields who are interested in leadership development. Students will explore leadership as it relates to being a woman in a STEM field. Students will consider their strengths, effective communication strategies, intercultural competence, role of gender, and conflict resolution. Students will receive a 360 leadership report that highlights their strengths and areas for growth. Cornell faculty women and alumnae in STEM fields will engage with participants and share their stories of success. Students will develop a leadership support network on and off campus.

    Outcome 1: Cultivate an awareness of leadership from the perspective of STEM women using the literature and by engaging alumnae and women faculty in STEM fields.

    Outcome 2: Identify effective leadership styles and define their own based on their strengths using the 360 Student Leadership Practice Inventory (SLPI).

    Outcome 3: Explore effective written, oral, and digital communication and produce an ePortfolio.

    Outcome 4: Develop a personal leadership action plan.
  

  • BIOG 3500 - Introduction to Applied Science Communication: Digital Platforms and Public Engagement


    (CU-CEL)     
    Fall, summer. 3 credits. Letter grades only.

    Prerequisite: BIOG 1500  or permission of instructor.

    K. Pacion, M. Sarvary.

    Do you want to use digital platforms to reach your audience and communicate science beyond conference seminars, posters and journal articles? You need a science communication strategy! Sharing scientific discoveries is a skill that all scholars should have. In this course you will learn from librarians, local science café curators, podcast producers and from scientists and communication professionals how to build an audience using digital platforms. Fill your science communication tool box, learn how to engage a non-scientist audience through storytelling using videos, podcasts, Wikipedia editing, public science events, social media platforms, blogging and press release writing. Work in groups to apply your skills to a topic of your own research interest. An Engaged Cornell grant will support students’ participation in a local science café.

    Outcome 1: Demonstrate how to engage the public in a scientific dialogue using a science communication strategy plan.

    Outcome 2: Learn how to translate scientific journal articles into easily consumable content for the public.

    Outcome 3: Gain hands-on experience with digital communication platforms and learn how to prepare information suitable for those platforms

    Outcome 4: Understand and apply the components of science literacy.

    Outcome 5: Improve their critical thinking skills as they analyze and evaluate potential media information sources. By doing so, students will gain a deeper appreciation for how information is produced and consumed.

    Outcome 6: Develop skills necessary for today’s education and tomorrow’s employment.
  

  • BIOG 4000 - Undergraduate Seminar in Biology


         
    Fall or spring. 2 credits. Letter grades only.

    Enrollment limited to: students in Weill Cornell Medical College in Qatar. Credits determined by individual seminar offerings.

    Staff.

    Specialized seminars on topics of interest to undergraduates studying at Weill Cornell Medical College in Qatar.

  

  • BIOG 4970 - Independent Study in Biology


         
    Fall, Spring. 1 credit (may be repeated for credit). Student option grading (no audit).

    Permission of instructor required.

    Staff.

    This course is designed for a student to study a problem or topic not covered in a regular course or undertake tutorial study of an independent nature in an area of interest in Biology, under the supervision of a faculty member in any biology department that does not have its own Independent Study course, i.e., Animal Physiology, Ecology & Evolutionary Biology, Microbiology, Molecular Biology & Genetics, Neurobiology & Behavior. The student’s academic advisor must approve the course for it to be used to satisfy a Biology concentration requirement. Students must register using the CALS Special Studies form available online.

  

  • BIOG 4980 - Teaching Experience


         
    Fall or spring. 1-4 credits, variable. S/U grades only (letter grades with permission of instructor).

    Prerequisite: previous enrollment in course to be taught or equivalent. Limited enrollment. Arts students may not count this course toward graduation but may, upon petition (one time only) to their class dean, carry fewer than 12 other credits and remain in good standing. This would affect Dean’s List eligibility but not eligibility for graduating with distinction.

    Staff.

    Designed to give qualified undergraduate students teaching experience through actual involvement in planning and assisting in biology courses. This experience may include supervised participation in a discussion group, assisting in a biology laboratory, assisting in field biology, or tutoring.

  

  • BIOG 4981 - Biology Study Group Leader Training and Teaching Experience


    (CU-CEL)     
    Fall, spring. 1-2 credits, variable. S/U grades only (no audit).

    Prerequisite: study group leaders must have taken and demonstrated excellence in the associated biology core course.

    A. MacNeill.

    Course offers training and experience for undergraduate study group leaders (SGLs) in the biology core courses. SGLs will meet weekly for training in collaborative, student-centered, active learning methods, facilitated by trainers from the Cornell Learning Strategies Center. SGLs will also facilitate one or two weekly study group meetings. SGLs will help study group members learn how to identify and analyze concepts presented in the associated courses, and learn how to analyze and answer questions on exams, quizzes, problem sets, worksheets, and other course materials. SGLs will be evaluated on their participation in weekly training meetings, observations of their study group meetings, mid-semester and end-of-semester evaluations, and written work, including weekly lesson plans, +–? evaluation sheets, and end-of-semester reports.

    Outcome 1: Study group leaders will: Facilitate discussion among study group members by redirecting questions about course content back to group members, demonstrating how to continue working together when group members disagree or misunderstand information, recognizing and responding to confrontational or disruptive behavior, and managing unequal participation by group members.

    Outcome 2: Create and maintain a comfortable working environment for diverse groups of learners.

    Outcome 3: Work with group members to establish ground rules, and respond to subsequent deviations or disagreements regarding the rules.

    Outcome 4: Help their group create plans for group meetings.
    Help group members generate a list of concepts, key terms, etc.
    Employ active listening techniques.

    Outcome 5: Ask questions that demonstrate their understanding that different levels of knowledge (e.g., remembering, applying) are necessary for learning and problem-solving.

    Outcome 6: Provide feedback to group members, taking into consideration their knowledge of issues such as stereotype threat, mindset, social belonging, etc.

    Outcome 7: Identify and refer study group members who need additional help.

    Outcome 8: Respond to emergencies, interruptions, and unanticipated problems; and receive feedback and use it for reflection and evaluation.
  

  • BIOG 4982 - Biology Senior Study Group Leader Training and Teaching Experience


    (CU-CEL)     
    Fall, spring. 2 credits. Letter grades only (no audit).

    Prerequisite: senior study group leaders must have served at least one semester as a study group leader for the associated biology course. Permission of instructor required.

    A. MacNeill.

    Course offers training and experience as undergraduate senior study group leaders (senior SGLs) in the biology core courses. Senior SGLs will meet weekly for training in collaborative, student-centered, active learning methods, facilitated by trainers from the Cornell Learning Strategies Center. Senior SGLs will facilitate one weekly study group meeting. Senior SGLs will also help train, observe, and mentor study group leaders. Senior SGLs will also provide office hour tutoring at the Biology Learning Strategies Center, and assist with some administrative functions. Senior SGLs will be evaluated on their participation in weekly training meetings, their mentoring and observations of SGLs, mid-semester and end-of-semester evaluations, and written work, including weekly lesson plans, +–? evaluation sheets, and end-of-semester reports.

    Outcome 1: Senior study group leaders will: Facilitate discussion among study group members by redirecting questions about course content back to group members, demonstrating how to continue working together when group members disagree or misunderstand information, recognizing and responding to confrontational or disruptive behavior, and managing unequal participation by group members.

    Outcome 2: Help their assigned study group leaders create plans for group meetings.

    Outcome 3: Employ active listening techniques.

    Outcome 4: Provide feedback to their assigned study group leaders, taking into consideration their knowledge of issues such as stereotype threat, mindset, social belonging, etc.

    Outcome 5: Mentor their assigned study group leaders by observing them facilitating their study groups, helping them practice collaborative, student-centered, active learning methods, and providing feedback to them about their performance.

    Outcome 6: Provide collaborative tutoring at the Biology Learning Strategies Center to students in the associated biology core ecourses.

    Outcome 7: Assist the study group coordinator and logistics coordinator(s) in performing administrative tasks.

    Outcome 8: Respond to emergencies, interruptions, and unanticipated problems; and receive feedback and use it for reflection and evaluation.
  

  • BIOG 4990 - Independent Undergraduate Research in Biology


    (CU-UGR)     
    Fall, spring, summer. 1-8 credits, variable. Student option grading.

    Prerequisite: one semester BIOG 2990  or equivalent or permission of instructor and Office of Undergraduate Biology. Arts students may not register for more than 6 credits per semester with one supervisor or 8 credits per semester with more than one supervisor. Students in CALS may use up to 15 credits of independent study (BIOG 4990, BIOG 4980 ) toward graduation. 

    Staff.

    For students with previous undergraduate experience conducting biological research at Cornell. Students enrolled for this credit should be doing independent work on their own project.  Applications available online at http://biology.cornell.edu/research/opportunities. Research supervisors must approve by the Add Deadline, two weeks after the start of classes.  Each student must submit a project description as part of the application. Any Cornell faculty member whose research field is biological in nature may serve as supervisor for this course.  Non-Cornell supervisors are not acceptable.


BIOMG—Molecular Biology and Genetics
  

  • BIOMG 1150 - Human Genetics and Society


    (BIOLS-AG, PBS-AS)      
    Fall. 3 credits. Letter grades only.

    S. Henry.

    Knowledge of the principles of genetics will be acquired through active discussion of human examples. Topics include transmission of genes and chromosomes, sex determination, and chromosomal abnormalities. Students will analyze and discuss problems and case studies using classical pedigree analysis and probability theory. They will acquire sufficient understanding the functions of DNA, RNA and proteins and the technologies for analyzing them to be able to participate in class discussions, concerning the human genome project, genomics, including personal genomics, and ethical implications for human society. The class will meet three times a week with two lecture style presentations and one session devoted to active participatory discussion of emerging social issues related to human genetics and genomics. Outside speakers will be brought in for some of these sessions.

    Outcome 1: After successfully completing BIOMG 1150, students should be able to: Explain, evaluate and effectively interpret factual claims, theories and assumptions in the student’s discipline(s).

    Outcome 2: Integrate both qualitative and quantitative evidence to draw conclusions about the potential mode of inheritance of genes and phenotypes and reach defensible conclusions on these topics.

    Outcome 3: Find, access, critically evaluate and ethically use information related to human inheritance.

    Outcome 4: Communicate effectively on issues concerning genetics through writing, speech and the development of visual tools such as pedigrees.

    Outcome 5: Demonstrate the ability to work both independently and in groups to achieve the goals listed above.
  

  • BIOMG 1290 - Personal Genomics and Medicine: Why Should You Care About What’s in Your Genes


    (BIOLS-AG, PBS-AS)      
    Spring. 3 credits. Letter grades only (no audit).

    Intended for: freshman and sophomores; however, everyone is welcome.

    C. Aquadro.

    Do you have allergies to milk or wheat? Curious about your family ancestry? Does a relative suffer from a genetic disease, and you wonder if you might also be at risk? How will medicine be impacted by DNA testing? How will your own future, your quality of life, your decisions regarding children be impacted? What are the ethical, legal, and social challenges we all face as this genetic technology becomes rapidly available to anyone with as little as $99 and a saliva sample? This course is not just for those interested in science, it is a topic we all need to have a basic understanding of to ensure we are prepared for what is rapidly becoming part of all of our futures.

    Outcome 1: To gain a basic knowledge of core concepts and methods in genomics, statistics, anthropology, law and social sciences which are relevant to genetic testing for ancestry and medical inference and diagnosis.

    Outcome 2: To be able to discuss intelligently the ethical, legal and social implication (ELSI) challenges and debates regarding the growing use of genetics in medicine.

    Outcome 3: To be able to critically read, interpret, evaluate and discuss new scientific as well as ELSI findings and debates regarding personal genomics and medicine.

    Outcome 4: To gain an understanding of and appreciation for the diverse views that people have concerning the application of genetic testing to their life choices and views of their own racial/ethnic/social identity.
  

  • BIOMG 1320 - Orientation Lectures in Molecular Biology and Genetics


         
    Spring (weeks 1-3). No credit. S/U grades only.

    Enrollment preference given to: freshmen, sophomores, and transfer students.

    J. Blankenship.

    Six professors discuss their research and promising new areas for research in the future.

  

  • BIOMG 1350 - Introductory Biology: Cell and Developmental Biology


    (BIO-AG, PBS-AS)      
    Fall, spring, summer. 3 credits. Student option grading.

    Biological sciences majors must take course for a letter grade. Students may not receive credit for BIOG 1140  after taking BIOMG 1350.

    Fall, T. Huffaker; spring, A. Bretscher, M. Garcia-Garcia; summer, S. Jesch.

    The course introduces molecular mechanisms that underlie the organization, division, and growth of individual cells; how they organize during embryonic development to form functional tissues and organs in multicellular organisms; and how their misbehavior contributes to disease. The learning outcomes below indicate the topics and skills that students should master upon completion of the course.

    Outcome 1: The internal organization of the cell, cellular organelles and their main functions.

    Outcome 2: The four major classes of macromolecules in cells.

    Outcome 3: The diversity of structures that allow proteins to execute nearly all of a cell’s myriad functions.

    Outcome 4: The molecular basis of various cellular processes such as secretory pathway and the cell cycle.

    Outcome 5: The signaling pathways used by cells to communicate with each other and with their environment.

    Outcome 6: Individual cell behaviors that act to promote form and function of embryonic tissue and organs.

    Outcome 7: How to apply concepts learned in class to interpret hypothetical experimental observations.

    Outcome 8: How to acquire scientific information from various databases and from the primary literature.
  

  • BIOMG 2800 - Lectures in Genetics and Genomics


    (PBS-AS)      
    Fall, spring, summer (eight-week session). 3 credits. Student option grading.

    Forbidden Overlap: NTRES 2830 .
    Biological sciences majors must take course for a letter grade.

    D. Barbash, T. D. Fox, M. Goldberg.

    General introduction to the fundamental principles of genetics in eukaryotes and bacteria. Topics include gene transmission, linkage, recombination, structure, mutations, and manipulation, as well as analysis of genomes in individuals and populations.

    Outcome 1: Understand and describe basic principles of inheritance, gene expression, and genomic structure in the context of biological evolution.

    Outcome 2: Think analytically and creatively about the applications of basic principles of inheritance and gene expression to interpretations of naturally occurring and experimental biological phenomena.

    Outcome 3: Understand how genetics provides an experimental approach that can be used to investigate almost any aspect of biology.

    Outcome 4: Develop an appreciation that genetics is important to future progress in medical sciences.

    Outcome 5: Develop problem solving skills employing logical thought.
  

  • BIOMG 2801 - Laboratory in Genetics and Genomics


         
    Fall, spring, summer. 2 credits. Student option grading.

    Prerequisite or corequisite: BIOMG 2800 ; BIOG 1500  recommended. Not open to: freshmen in the fall semester. Biological sciences majors must take course for a letter grade.

    K. Blake, M. Goldberg.

    General introduction to laboratory experimental genetics in eukaryotes and bacteria.  Topics include gene transmission, linkage, recombination, structure, mutations, and manipulation.

    Outcome 1: Apply quantitative reasoning, basic probability/statistics and experimental controls to accomplish the goals of the laboratory projects on Mendelian chromosome mapping and microbial genetics.

    Outcome 2: Develop an understanding of how the scientific method works and how analysis of raw experimental and control data is the foundation for scientific conclusions.

    Outcome 3: Develop an understanding of real-world biological constraints on the design and execution of experiments involving live organisms.
  

  • BIOMG 3300 - Principles of Biochemistry, Individualized Instruction


         
    Fall, spring. 4 credits. Student option grading.

    Forbidden Overlap: Students may receive credit for only one course in the following group: BIOMG 3300, BIOMG 3310 -BIOMG 3320 , BIOMG 3330 , BIOMG 3350 , NS 3200 .
    Prerequisite: one majors-level biology course and one year general chemistry and any of the following organic chemistry courses: CHEM 1570 , or CHEM 3530 , or CHEM 3570 , or CHEM 3590 , or equivalent, or permission of instructor. Recommended corequisite: BIOMG 3340 . Biological Sciences majors must take course for a letter grade.

    J. Blankenship, staff.

    Thirteen units that cover protein structure and function, enzymes, basic metabolic pathways, DNA, RNA, protein synthesis, and an introduction to recombinant DNA techniques. No formal lectures, auto-tutorial format.

    Outcome 1: After taking BIOMG 3300, students should be able to:
    -Discuss and describe in writing: The structure and function of biologically important macromolecules, the general catalytic and regulatory mechanisms of enzymes, the energetics, organization, and regulation of metabolic pathways, the mechanisms underlying DNA replication, DNA repair, transcription and its regulation, and translation (protein synthesis), the techniques used to study proteins, membranes, and nucleic acids.

    Outcome 2: Think analytically and use quantitative reasoning to solve biochemical problems.

    Outcome 3: Formulate conclusions based on the analysis of biochemical experimental results.

    Outcome 4: Students should recognize that the advancement of knowledge is facilitated by collaboration between individuals from a wide variety of backgrounds and beliefs.
  

  • BIOMG 3310 - Principles of Biochemistry: Proteins and Metabolism


    (PBS-AS)      

    Fall. 3 credits. Student option grading.

    Forbidden Overlap: Students may receive credit for only one course in the following group: BIOMG 3300 , BIOMG 3310-BIOMG 3320 , BIOMG 3330 , BIOMG 3350 , NS 3200 .
    Prerequisite: one majors-level biology course and one year general chemistry and any of the following organic chemistry courses:  CHEM 1570 , or CHEM 3530 , or CHEM 3570 , or CHEM 3590 , or equivalent, or permission of instructor. The organic chem pre-requisite should be completed before taking BIOMG 3310. An optional discussion section is held on most Fridays focusing on issues such as application to medical school or graduate school, and undergraduate research.

    G. Feigenson.

    The chemical reactions important to biology, and the enzymes that catalyze these reactions, are discussed in an integrated format. Topics include protein folding, enzyme catalysis, bioenergetics, and key reactions of synthesis and catabolism. 

     

     

    Outcome 1: In this lecture-based course, students start from fundamental principles of chemistry, physics, and mathematics as the framework for understanding biology. Homework problems every week, together with a quiz or else major exam every week, enable students to assimilate the fundamental principles while the complexity of biochemistry is being mastered systematically. Students will be able to explain how each component of biochemistry is connected to others.

    Outcome 2: Most of the information that students are asked to master is contained in approximately 800 pages of text reading assignments, along with the course-specific 320 page Lecture Guide. In addition, students are assigned to go online to the Protein Data Bank and examine primary scientific information about protein and carbohydrate structure. Students will be able to choose any protein or small molecule whose structure has been determined, and display that molecule on a computer screen.

    Outcome 3: Students learn to use simple but quantitative principles to understand important biological phenomena. We emphasize the interconnections of vast amounts of information, particularly in metabolism, that are the basis for how cells stay alive. Students will be able to explain principles such as protein folding, the chemiosmotic model, and enzyme kinetics using basic principles of physical chemistry.

    Outcome 4: Students are required to communicate their understanding of lecture material every week on a quiz or more midterm and final exams. Students learn to grasp visual representations of macromolecules, especially proteins, by means of a weekly molecular graphics assignment using the freeware PyMOL. By the end of the semester, students will be able to manipulate and explain protein and carbohydrate images by use of PyMOL, and explain these in terms of biochemical principles.
  

  • BIOMG 3320 - Principles of Biochemistry: Molecular Biology


         
    Spring. 2 credits. Student option grading.

    Forbidden Overlap: Students may receive credit for only one course in the following group: BIOMG 3300 , BIOMG 3310 -BIOMG 3320, BIOMG 3330 , BIOMG 3350 , NS 3200 .
    Prerequisite: one majors-level biology course; prerequisite or corequisite: one course in organic chemistry; or permission of instructor.

    A. Grimson, M. Smolka.

    Comprehensive course in molecular biology that covers the structure and properties of DNA, DNA replication and repair, synthesis and processing of RNA and proteins, the regulation of gene expression, and the principles and applications of recombinant DNA technologies, genomics, and proteomics.

    Outcome 1: After taking BIOMG 3320, students should be able to: Discuss and describe in writing:
    • Nucleic acids: chemical composition, biological function, DNA sequence evolution. Nucleic acid technologies and techniques; recombinant DNA.
    • Genomes: composition, complexity and diversity. Sequencing: from gene fragments to whole-genomes; comparative genomics.
    • Chromatin: genome and DNA topology, associated proteins, higher-order structures.
    • DNA replication and recombination: mechanisms, repair, telomeres.
    • Transcription, prokaryotic and eukaryotic; regulation.
    • RNA: classes, processing; non-coding RNA.
    • Translation: genetic code, mechanism, proteomics; post-translational modifications.

    Outcome 2: Think analytically and use quantitative reasoning to solve biochemical problems.

    Outcome 3: Formulate conclusions based on the analysis of biochemical experimental results.
  

  • BIOMG 3330 - Principles of Biochemistry: Proteins, Metabolism, and Molecular Biology


    (PBS-AS)      
    Summer (six-week session). 4 credits. Student option grading.

    Forbidden Overlap: Students may receive credit for only one course in the following group: BIOMG 3300 , BIOMG 3310 -BIOMG 3320 , BIOMG 3330, BIOMG 3350 , NS 3200 .
    Prerequisite: one majors-level biology course and one year general chemistry, and any of the following organic chemistry courses:  CHEM 1570 , or CHEM 3530 , or CHEM 3570  or CHEM 3590 , or equivalents, or permission of instructor. Biological sciences majors must take course for a letter grade.

    J. Blankenship.

    Comprehensive introduction to biologically important molecules and polymers. Topics include protein structure and function, enzyme catalysis, metabolic regulatory pathways, DNA and RNA structure, DNA replication and repair, gene expression, protein synthesis, and modern DNA technologies. This is a summer session class taught in a lecture format.

    Outcome 1: After taking BIOMG 3330, students should be able to:
    • Discuss and describe in writing: The structure and function of biologically important macromolecules, the general catalytic and regulatory mechanisms of enzymes, the energetics, organization, and regulation of metabolic pathways, the mechanisms underlying DNA replication, DNA repair, transcription and its regulation, and translation (protein synthesis), the techniques used to study proteins, membranes, and nucleic acids.

    Outcome 2: • Think analytically and use quantitative reasoning to solve biochemical problems.

    Outcome 3: • Formulate conclusions based on the analysis of biochemical experimental results.
  

  • BIOMG 3340 - Computer Graphics and Molecular Biology


         
    Fall, spring. 1 credit. Letter grades only.

    Prerequisite: BIOMG 3330 , BIOMG 3350 , BIOMG 3310 /BIOMG 3320  (BIOMG 3320  may be taken concurrently), or corequisite: BIOMG 3300 .

    J. Blankenship, staff.

    Visualization of complex biomolecules using computer graphics techniques. Group presentations on current topics in molecular biology.

    Outcome 1: After taking BIOMG 3340, students should be able to:
    -Use computer graphics techniques to study protein structure.
    -Discuss and/or describe in writing the function of several proteins in terms of their structures.
    -Read and critically evaluate some of the primary scientific literature in structural biology.
    -Research, organize, and present an advanced topic in biochemistry.
  

  • BIOMG 3350 - Principles of Biochemistry: Proteins, Metabolism, and Molecular Biology


    (PBS-AS)      
    Spring. 4 credits. Student option grading.

    Forbidden Overlap: due to an overlap in content, students will receive credit for only one course in the following group: BIOMG 3300 , BIOMG 3310 -BIOMG 3320 , BIOMG 3330 , BIOMG 3350, NS 3200 .
    Prerequisite: one majors-level biology course and one year general chemistry, any of the following organic chemistry courses: CHEM 1570 , or CHEM 3530 , or CHEM 3570 , or CHEM 3590 , or equivalent, or permission of instructor. Biological sciences majors must take course for a letter grade.

    C. Fromme, Y. Mao.

    Comprehensive introduction to biologically important molecules and polymers. Topics include protein structure and function, enzyme catalysis, metabolic regulatory pathways, DNA and RNA structure, DNA replication and repair, modern DNA technologies, gene expression, and protein synthesis.

    Outcome 1: After taking BIOMG 3350, students should be able to:
    Discuss and/or describe in writing: The structure and function of biologically important macromolecules General catalytic and regulatory mechanisms of enzymes, The energetics and organization of metabolic pathways, The mechanisms underlying gene expression (transcription), protein synthesis (translation), DNA replication, DNA repair, and DNA recombination.

    Outcome 2: Think analytically and use quantitative reasoning to solve biochemical problems.

    Outcome 3: Formulate conclusions based on the analysis of biochemical experimental results.
  

  • BIOMG 3800 - Advanced Genetics and Genomics


    (PBS-AS)      
    Spring. 3 credits. Student option grading.

    Prerequisite: BIOMG 2800 , BIOMG 2801 . Recommended: Biochemistry.

    T. D. Fox.

    An extension of BIOMG 2800 in which selected topics will be explored in greater depth. The course will not attempt to cover the breadth of Genetics and Genomics. Through readings, small class discussions, and problem solving, students will develop the background for understanding selected studies from the primary research literature, chiefly on model eukaryotic experimental organisms.

    Outcome 1: Understand the nature and primary effects of mutations, both randomly generated and targeted.

    Outcome 2: Understand the utility of using genetic variation to illuminate biological mechanisms.

    Outcome 3: Understand the experimental evidence revealing the many ways in which genetic variants interact.

    Outcome 4: Understand the interpretations of genetic interactions, their limitations, and what can be learned by studying these interactions on both a limited and a large scale.

    Outcome 5: Explain, evaluate, and effectively interpret claims, theories, and assumptions in the Biological Sciences, including those presented in the scientific literature.

    Outcome 6: Communicate scientific arguments and ideas clearly and explicitly through writing and speech.

    Outcome 7: Demonstrate a deeper working knowledge of genetics and genomics.
  

  • BIOMG 3850 - Developmental Biology


    (PBS-AS)      
    Fall. 3 credits. Letter grades only.

    Prerequisite: BIOMG 2800  or permission of instructor.

    J. Liu.

    Introduction to the morphogenetic, molecular and cellular, and genetic aspects of the developmental biology of animals.

    Outcome 1: Appreciate the complexity and beauty of development.

    Outcome 2: Become familiar with the major animal model systems used in developmental biology, such as Sea urchin, Tunicates, C. elegan, Drosophila, Amphibians, Fish, Chick and Mouse.

    Outcome 3: Appreciate the nature of experimental research as the basis for our current understanding in developmental biology.

    Outcome 4: Be able to interpret experimental results and draw conclusions from them.

    Outcome 5: Become familiar with, and be able to describe in writing:
    –General developmental mechanisms, including terms and concepts of developmental biology, such as induction, automonous specification, morphogens, differential adhesion etc.
    –The biological information that underlies ethical issues such as stem cells and human cloning.

    Outcome 6: Be able to read critically primary literature on a chosen topic through literature enrichment exercises.
  

  • BIOMG 4000 - Genomics


    (PBS-AS)      
    Fall. 3 credits. Student option grading.

    Prerequisite: two majors-level biology courses and BIOMG 2800 ; or BIOMG 3300 , or BIOMG 3330 , or BIOMG 3350  or BIOMG 3310 /BIOMG 3320  or permission of instructor.

    J. Schimenti.

    Introduction to principles underlying the organization of genomes and the methods of studying them, emphasizing genome-wide approaches to research. Covers the application of genomics methodologies for addressing issues including gene regulation, evolution, complex systems, genetics, and gene: phenotype relationships. Landmark and timely genomics papers and other research developments will be discussed. Basic bioinformatics tools will be incorporated.

    Outcome 1: To learn modern Genomics technologies and how they are applied in scientific research.

    Outcome 2: To develop the ability to propose experiments designed to answer biological questions, with an emphasis on Genomics approaches.

    Outcome 3: To think independently and creatively in solving problems with the tools of Genomics.
  

  • BIOMG 4310 - Frontiers in Biophysics


         
    Fall. 0.5 credits (may be repeated for credit). S/U grades only.

    G. Feigenson, staff.

    Overview of current research in biophysics at Cornell by faculty from different departments across the university. Designed for undergraduates considering a career in biophysics and for graduate students interested in biophysics research opportunities at Cornell.

  

  • BIOMG 4320 - Survey of Cell Biology


    (PBS-AS)      
    Spring. 3 credits. Student option grading.

    Prerequisite: BIOMG 3300  or BIOMG 3330  or BIOMG 3350  or BIOMG 3310  and previous or concurrent registration in BIOMG 3320 , or equivalent. Recommended prerequisite: BIOMG 2800  and BIOMG 2801 . Undergraduate students must enroll in this course for letter grade; graduate students may enroll either for letter grade or S-U.

    C. Han, V. Vogt.

    Survey of a wide array of topics focusing on the general properties of eukaryotic cells. Topics include methods used for studying cells, the structure and function of the major cellular organelles, and analyses of cellular processes such as mitosis, endocytosis, cell motility, secretion, cell-to-cell communication, gene expression, and oncogenesis. Some of the material is covered in greater depth in BIOMG 4370 , BIOMG 4830, BIOMG 6360 , and BIOMG 6390 .

    Outcome 1: Understand the molecular function and make-up of the major organelles and structures in a eukaryotic cell, including the nucleus, the cytoskeleton, endoplasmic reticulum, Golgi, trafficking vesicles, lysozymes, mitochondria, membranes, and chromatin.

    Outcome 2: Understand the dynamic processes that underlie vesicular trafficking, endocytosis, the expression of genes, and inter- and intra-molecular signaling.

    Outcome 3: Have an appreciation of the methods used to study the above structures and processes, including molecular biology and molecular genetics, transfection of living cells, fluorescence and electron microscopy, subcellular fractionation, and detection of specific proteins using antibodies and green fluorescent protein fusions.

    Outcome 4: Be able to explain the experimental underpinnings of the current models for processes common to all eukaryotic cells.

    Outcome 5: Be able to write a short review, aimed at students who have not been exposed to cell biology, explaining some aspect of current cell biological research.
  

  • BIOMG 4330 - Research Papers in Cell Biology


         
    Spring. 1 credit. Letter grades only.

    Prerequisite: concurrent enrollment in BIOMG 4320  (expected), or previous BIOMG 4320  with a B grade or higher, or consent of instructor.

    C. Han, V. Vogt.

    This course, which is intended to go hand in hand with BIOMG 4320  (Survey In Cell Biology), will give practice in reading, critically interpreting, and presenting original scientific papers in cell biology.

    Outcome 1: Be able to read and understand modern research papers in cell biology.

    Outcome 2: Be able to follow the experimental logic used in such papers to make inferences about cellular processes.

    Outcome 3: Be able to distill out and explain orally the major conclusions of research papers in cell biology.
  

  • BIOMG 4370 - Regulation of Cell Proliferation, Senescence, and Death

    (crosslisted) TOX 4370  
    (PBS-AS)      
    Fall. 3 credits. Student option grading.

    Prerequisite: two majors-level biology courses and BIOMG 3300 , or BIOMG 3330 , or BIOMG 3350 , or BIOMG 3310 /BIOMG 3320 . Recommended prerequisite: BIOMG 2800  and BIOMG 4320 . Enrollment limited to: 45 students.

    S. Lee.

    Covers a wide spectrum of issues related to cell proliferation in eukaryotes. Lectures include various aspects of the regulation of cell division cycle and signal transduction pathways, with additional topics on oncogenesis, cell aging, and cell death. A discussion section covers primary literature in related areas.

    Outcome 1: After taking BIOMG 4370, students should be able to: Discuss and describe in writing:
    the major components of the core cell cycle machinery.
    the major regulatory loops that govern the progression of the cell cycle.
    the major components of several signaling pathways key to the regulation of cell proliferation.
    the key regulatory pathways that allow cells to decide between proliferation, senescence, or death.
    how feedback regulation are key to the proper functioning of regulatory pathways.

    Outcome 2: Think analytically and use reasoning to solve problems relating to cell proliferation regulation.

    Outcome 3: Formulate conclusions based on the analysis of biochemical, genetic, and molecular biology experimental results in areas related to cell proliferation regulation.

    Outcome 4: Work as a contributing member of a team to:
    Read and discuss primary literature on a chosen topic related to cell proliferation regulation.
    Prepare and deliver a Powerpoint presentation on a chosen topic related to cell proliferation regulation.
  

  • BIOMG 4380 - The RNA World


    (PBS-AS)      
    Fall. 3 credits. Student option grading.

    Prerequisite: BIOMG 3300 , or BIOMG 3330 , or BIOMG 3350  or BIOMG 3310 /BIOMG 3320  or permission of instructor.

    A. Ke.

    Part of the excitement about “the RNA world” stems from the recognition that RNA is ancient and that the evolution of life as we know it depended upon RNA evolving both informational and catalytic capabilities. This course explores these ideas but more generally provides a comprehensive introduction to RNA biology. Many of the most interesting topics in the RNA biology, such as the mechanism of the RNA interference and its widespread applications, will be covered in detail. Other topics require consideration of essential RNAprotein complexes such as ribosomes, spliceosomes, telomerase, and Signal recognition particles. Classical experiments as well as up-to-date research are covered in this course. A portion of each class is devoted to discussion and questions.

    Outcome 1: After completing this class, students should: Understand the chemical structure of RNA.

    Outcome 2: Understand the structure motifs in RNA.

    Outcome 3: Have a good understanding of the experimental and computational methods in RNA biology research.

    Outcome 4: Understand the catalytic strategies in ribozymes.

    Outcome 5: Understand the ligand recognition mechanism in riboswitches.

    Outcome 6: Understand the role of RNA in important RNA-protein complexes.

    Outcome 7: Understand the important topics in translation.

    Outcome 8: Understand the RNA splicing/processing/editing process.

    Outcome 9: Understand the mechanism of RNA interference in both eukaryotes and prokaryotes.
  

  • BIOMG 4390 - Molecular Basis of Disease


    (PBS-AS)      
    Spring. 3 credits. Student option grading.

    Prerequisite: BIOMG 3300 , or BIOMG 3310  and BIOMG 3320 , or BIOMG 3330 , or BIOMG 3350 , and BIOMG 2800 .

    C. Danko, H. Kwak.

    This course will examine how changes in the normal expression, structure, and activity of gene products caused by genetic mutations and environmental agents lead to disease in humans and other animals. The material will focus on how proteins with modified structures and biochemical activities cause alterations in normal cellular processes, as well as the physiological consequences of these changes. Topics will be selected from hormone insensitivity syndromes, gene fusions resulting in hybrid proteins, gene amplification, gene inactivation, disruption of signaling pathways, genetic variation in non-coding transcriptional regulatory elements, and the molecular actions of environmental poisons and toxins. The methods used to identify the underlying biochemical and genetic basis of diseases, as well as possible pharmaceutical and genetic therapies for treating the diseases, will be presented.

    Outcome 1: List examples of monogenic and polygenic diseases and describe how these relate to human genetic variation.

    Outcome 2: List the genetic drivers of cancer and discuss the mechanisms by which these genes affect cell growth pathways.

    Outcome 3: Describe the ways that non-coding genetic changes or environmental gene regulatory changes affect cellular function.

    Outcome 4: Describe how the immune system contributes to diseases.

    Outcome 5: Formulate experimental strategies to identify the genetic basis of an uncharacterized disease.

    Outcome 6: Describe the involvement of specific organ systems in cancer and other disorders.
  

  • BIOMG 4400 - Laboratory in Biochemistry and Molecular Biology


    (PBS-AS)      
    Fall, spring. 4 credits. Letter grades only.

    Prerequisite: BIOMG 3300 , or BIOMG 3330 , or BIOMG 3350 , or BIOMG 3310 /BIOMG 3320  (at least one of BIOMG 3310 /BIOMG 3320  completed but one may be taken concurrently). Priority given to undergraduate biology majors in Biochemistry or Molecular and Cell Biology programs of study and to graduate students with a minor in field of biochemistry. Limited enrollment.

    S. Jesch

    Students perform experiments in protein biochemistry  and in molecular biology in an engaging laboratory environment.  The protein biochemistry projects include protein purifications (salt fractionation, ion exchange chromatography, and affinity chromatography), protein analysis (SDS PAGE, BN PAGE, immunoblotting, mass and activity assays, and mass spectrometry), as well as a determination of enzyme kinetic parameters (Vmax, Km, and kcat).  The molecular biology projects include nucleic acid purifications (RNA, genomic DNA, and plasmid DNA), agarose gel electrophoresis, restriction endonuclease digestion, PCR and qPCR, DNA cloning, and DNA sequence analysis.

    Outcome 1: After completing BIOMG 4400, students should be able to: Plan, carry out, and interpret the results of laboratory experiments.

    Outcome 2: Use modern laboratory techniques to purify and study proteins and to purify and work with nucleic acids.

    Outcome 3: Understand the theoretical basis of the laboratory techniques.

    Outcome 4: Use on-line databases to assist in data analysis.

    Outcome 5: Create and use a laboratory notebook.

    Outcome 6: Effectively communicate results of laboratory work, in both oral and written form.
  

  • BIOMG 4450 - Stem Cell Biology: Basic Science and Clinical Applications


    (PBS-AS)      
    Spring. 3 credits. Student option grading.

    Prerequisite: BIOMG 4320  or BIOMG 3850  or permission of instructor.

    T. Tumbar.

    This course will cover basic aspects of tissue morphogenesis and homeostasis with emphasis on the biological role of embryonic and adult stem cells in development, and their possible clinical applications. The focus will be placed on mouse and human stem cells. The discussion will be structured around relevant research papers that allow more in-depth analysis of the material taught during lectures.

    Outcome 1: Comprehend how a leading edge medical research field has developed over the past couple decades.

    Outcome 2: Realize the implication of research data for translational science and bringing a field from bench to bed site.

    Outcome 3: Become comfortable in reading, understanding, critically assessing, presenting, and defending primary literature.

    Outcome 4: Become comfortable in presenting complex science data in a formal setting and test strategies for stimulating group discussion.

    Outcome 5: Examine implications of the field in the realm of science ethics and evaluate the possible impact of the field on the society as a whole.
  

  • BIOMG 4610 - Development and Evolution


    (PBS-AS)      
    Spring. Offered alternate years. 3 credits. Letter grades only.

    Prerequisite: BIOEE 1780 , BIOMG 2800  (formerly 2810), and BIOMG 3300  (or BIOMG 3320  or BIOMG 3330  or BIOMG 3350 ). Strongly recommended prerequisite: BIOMG 1350 . (BIOMG 3850  is helpful but not required).

    M. Wolfner.

    This course explores the molecular and genetic pathways and mechanisms that regulate animal development, and how they are modified through evolution to result in the dazzling array of forms and functions seen in the animal kingdom.

    Outcome 1: After completing this course, you can expect to: Possess a working knowledge of the developmental pathways that specify body form, and how they are used and integrated across organisms. [We will explore this first in the model systems in which they are best-understood, and then move on to other systems.] This knowledge includes understanding:
    a. where and how these conserved developmental pathways and genes are expressed, used, re-used, and co-opted to result in the diverse structures/phenotypes we see in the animal kingdom. [One flower-EvoDevo lecture will be presented as well, for comparison.]
    b. how these pathways and their use can be integrated into a phylogenetic context.
    c. the underlying molecular/genetic regulatory mechanisms, as well as the modifications and constraints on them that result in the expressions and functions discussed earlier in the course.

    Outcome 2: Be familiar with, and able to interpret and analyze critically, current and “classic” ideas, results and hypotheses in EvoDevo, through readings and lecture/discussion of scientific research papers.

    Outcome 3: Be able to communicate orally or (briefly) in writing the ideas, results and concepts in EvoDevo.

    Outcome 4: Have made intellectual connections across the content of this course with information that you learned in other biology courses.
 

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