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• Thesis Guidelines

A thesis for Distinction in Biology is a wonderful way for you to close the loop on your undergraduate research experience and showcase your scientific scholarship. Your thesis will be evaluated by the Faculty in Biology and answers the following questions: What did you do? Why did you do it? What is the significance of your results? What else would you do, were you to continue the project?

In answering the above questions, you have an opportunity to demonstrate your understanding and intellectual ownership of a project; not simply your productivity in the lab. The volume of results or completeness of the study is not critical for a successful thesis. Instead, we will be looking for the following:

• An argument for the significance of your research, contextualized within the scientific literature;
• A review of appropriate literature as evidence in support of claims you make in your argument;
• A statement of your research goals, i.e., a meaningful question of biological importance;
• A description of experimental approaches and methods ;
• Appropriate presentation of results through tables, figures, and images;
• A discussion of the meaning and significance of your results;
• A description of limitations and future directions for the project.

Expanded guidelines can be found in the Biology Thesis Assessment Protocol (BioTAP):

Format of the Thesis

The basic format of the thesis should resemble that of any scientific journal article that is common in your subdiscipline. It generally includes the following sections: Introduction & Background; Methods; Results; Discussion; Acknowledgements; and References. In some instances, it may be useful to sub-divide the Methods & Results section to correspond to multiple aims. However, if you chose to take this route, remember that there should still be a general Introduction and Discussion sections that address the project as a whole. The thesis should not consist of several "mini-papers" that are unconnected.  

Submission Guidelines

The format of the final copy should follow these guidelines:

• Cover Page ( sample ): Title; student's name; supervisor's name; date of submission; 3 signature lines at bottom right (Research Supervisor, DUS, Reader). Please follow the format and language of the sample.
• Abstract Page: single-spaced, roughly 250 words.
• Thesis should be double-spaced
• Pages should be numbered at the top right corner of the page
• It is preferred that figures are embedded within the document instead of all at the end
• There is no minimum page requirement or limit, although most are approximately 25 pages. 

Sample Theses

Examples of Distinction papers from previous years are available for examination in the Undergraduate Studies Office (Rm 135 BioSci).  Several samples are also available below as PDF files.

• Tracing the origins of antimalarial resistance in Plasmodium vivax
• Interaction network optimization improves the antimicrobial efficacy of phage cocktails
• Identifying how ufmylation of RAB1B regulates IFN-β signaling

Additional Resources

• Library Resources for Students Writing Theses
• How to write and publish a scientific paper by Barbara Gastel and Robert A. Day
• Biology 495(S): Scientific Argument in Writing . This course is particularly appropriate for seniors working on an undergraduate thesis or major research paper and is recommended, although not required, for all candidates for Graduation with Distinction in biology. The course is writing intensive and carries a “W” designation and, in the fall semester only, is a seminar and carries an “S” designation.
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BIOLOGICAL SCIENCES MAJOR

Senior thesis examples.

Graduating seniors in Biological Sciences have the option of submitting a senior thesis for consideration for Honors and Research Prizes .  Below are some examples of particularly outstanding theses from recent years (pdf):

Sledd Thesis

BS Thesis Guidelines and Timeline

Bachelor of science in biological sciences.

Bachelor of Science (BS): The BS is designed for students who wish to delve more deeply into the field of their major through additional electives, participation in scientific research, and completion of a BS thesis that summarizes their research. Successful BS students will (1) learn how scientists design and conduct scientific experiments; (2) collect data as part of a research effort; (3) evaluate the strengths and weaknesses of that data; (4) interpret the data in the context of a specific scientific discipline; and (5) describe their work in a BS Thesis

Students can earn a Bachelor of Science (BS) degree in Biological Sciences in any of the tracks by:

(1) completing three upper-level elective courses in Biological Sciences beyond those required for the BA degree, including  BIOS 28900  Undergraduate Bachelor of Science Research (or both quarters of  BIOS 00296  Undergraduate Honors Research if also pursuing Biology Research Honors)

(2) writing a BS thesis under the supervision of an adviser who is a member of the Biological Sciences Division research faculty.

Guidelines and Timeline for the BS in Biological Sciences

If you are participating in the BSCD honors program or a specialization that requires a thesis, you do not need to prepare a separate proposal (or thesis) for the BS degree, but you should submit copies of these materials to the BS program. Honors and specialization students are required to submit the BS Faculty Consent form in Spring of the 3rd year as directed below. You should adhere to the honors or specialization guidelines as you prepare your proposal, select faculty readers, and write your thesis. BS students who are writing a specialization thesis but are not in the BSCD Honors program are required to register for the BS research course (BIOS 28900) as directed below.

Spring of 2nd year

Declare your major as BA or BS in Biological Sciences. Remember that, in addition to the thesis, a BS requires three upper-level BIOS courses (numbered BIOS 21xxxx through 28xxx) beyond the five required for the BA degree. One of these courses must be BIOS 28900 unless you are taking BIOS 00296 for Research Honors.

Autumn of 3rd year

Start looking for a member of the BSD research faculty to serve as your thesis adviser and start developing ideas for your thesis research.

Description of the BS thesis

BS students will write a thesis based on original research. The topic must be a current issue in Biology, including basic science, medicine, and other applied fields, be described in a compelling thesis proposal, and be supported by a willing and appropriate Mentor. In most cases the thesis will present and analyze primary data collected by the student during their time in a mentor's lab. Students may also conduct critical and novel analysis of existing primary data (e.g., a critique of a healthcare policy such as methadone maintenance, a meta-analysis of recent clinical trials of antidepressants, or an argument against punctuated equilibria based on a fossil collection or genomic data). In either case, the work must be hypothesis driven and present evidence that tests the hypothesis. Topics related to global and public health will be accepted only for majors in the global and public health track. Please contact Chris Andrews if you have questions about the appropriateness of your topic. The thesis should follow the format of a published paper in a target journal appropriate for your topic but should include more extensive literature review and context in the introduction and conclusion.  A typical BS thesis is approximately 30 pages of double-spaced text (not including figures, tables and references).

Spring of 3rd year

To declare your interest in pursuing the BS in Biological Sciences, please submit the BS Faculty Consent Form  by 11:59 PM on Friday of finals week. If you have not already done so, please make sure you have officially declared your major as a BS in Biological Sciences so your college adviser can correctly slot courses into your degree program.

All BS students who will not be registered for BIOS 00296 (Undergraduate Honors Research) must register to take the BS research course (BIOS 28900 Undergraduate BS Research) in Autumn of their 4th year. We will add BIOS 00296 students to the BIOS 28900 Canvas site as unregistered students so they will receive announcements and can submit their materials for the BS degree. BS students who are writing a specialization thesis but are not in the BSCD Honors program are required to register for BIOS 28900.

Summer between 3rd and 4th year

BS students will typically conduct the bulk of their thesis research during this summer.

Autumn of 4th year

Unless you are in the BSCD Honors program and registered for BIOS 00296, make sure you are registered for the BS research course (BIOS 28900, Undergraduate BS Research) and have access to the associated Canvas site. BS students who are writing a specialization thesis but are not in the BSCD Honors program are required to register for the BS research course.

Submit a 1-2 page (single-spaced) thesis proposal (approved by your thesis adviser) as an assignment on the BIOS 28900 Canvas site by the end of Week 1.

Minimally, this proposal should include:

• the name, e-mail address, and department of your thesis adviser.
• a working title for your thesis.
• one introductory paragraph giving the background and rationale for your project.
• three to five paragraphs outlining your research question, hypotheses, predictions, and proposed methods.
• a few sentences regarding your proposed research timeline.
• a list of references cited in the proposal.

Winter of 4th year (by end of quarter)

During finals week , submit the names and e-mail addresses of two faculty readers from BSD research departments (other than your thesis adviser) to review your thesis in the spring. You will submit these names as an assignment on the BIOS 28900 Canvas site.

Spring of 4th year

By 11:59 PM on Friday of Week 4

Submit your thesis to your thesis adviser, who must approve it before you send it to readers for review. You do not need to submit this version of the thesis to the BSCD. This checkpoint allows your adviser to confirm that your thesis is in acceptable shape to send to readers.

By 11:59 PM on Friday of Week 5

Submit your thesis, approved by your thesis adviser, to your two faculty readers, along with the faculty review form (make a copy of the review form to share with readers here ). You should request that these readers return their reviews to you by Wednesday of Week 7 so you have time to respond to their feedback by the final deadline at the end of Week 8.

Between Weeks 7 and 8

In collaboration with your thesis adviser, revise your thesis in accordance with the feedback from your faculty reviewers. Both your thesis adviser and your two readers must sign off on the revisions before your final submission.  

By 11:59 PM on Friday of Week 8 

Submit the final version of the approved thesis, with confirmation of approval by your thesis adviser and two additional readers. You may collect signatures on a cover page ( here's the TEMPLATE)  or ask your adviser and readers to provide confirmation of approval by email to: [email protected]. 

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Digital Commons @ USF > College of Arts and Sciences > Molecular Biosciences > Theses and Dissertations

Molecular Biosciences Theses and Dissertations

Theses/dissertations from 2024 2024.

Androgen Drives Melanoma Invasiveness and Metastatic Spread by Inducing Tumorigenic Fucosylation , Qian Liu

Theses/Dissertations from 2023 2023

Exploring strain variation and bacteriophage predation in the gut microbiome of Ciona robusta , Celine Grace F. Atkinson

Distinct Nrf2 Signaling Thresholds Mediate Lung Tumor Initiation and Progression , Janine M. DeBlasi

Thermodynamic frustration of TAD2 and PRR contribute to autoinhibition of p53 , Emily Gregory

Utilization of Detonation Nanodiamonds: Nanocarrier for Gene Therapy in Non-Small Cell Lung Cancer , Allan E. Gutierrez

Utilizing neoantigen-specific CD4* T cells and immune checkpoint modulation to advance adoptive cell therapy with tumor-infiltrating lymphocytes for metastatic melanoma patients , Maclean Scott Hall

Role of HLA-DRB1 Fucosylation in Anti-Melanoma Immunity , Daniel K. Lester

Targeting BET Proteins Downregulates miR-33a To Promote Synergy with PIM Inhibitors in CMML , Christopher T. Letson

The Role of the DNA Helicase Rrm3 under Replication Stress , Julius Muellner

Regulated Intramembrane Proteolysis by M82 Peptidases: The Role of PrsS in the Staphylococcus aureus Stress Response , Baylie M. Schott

Histone Deacetylase 8 is a Novel Therapeutic Target for Mantle Cell Lymphoma and Preserves Natural Killer Cell Cytotoxic Function , January M. Watters

Theses/Dissertations from 2022 2022

Ceramide-1-Phosphate: A Novel Regulator of Golgi Fragmentation, Golgi-ER Vesicle Trafficking, and Anaplasma phagocytophilum Pathogenesis , Anika Nayar Ali

Regulation of the Heat Shock Response via Lysine Acetyltransferase CBP-1 and in Neurodegenerative Disease in Caenorhabditis elegans , Lindsey N. Barrett

Establishment of a Melanoma ESC-GEMM Platform and Its Use to Study PTEN Tumor Suppressor Functions , Ilah Bok

Adrenergic Modulation of Precursor Cells of Ovarian Cancer , Sweta Dash

Determining the Role of Dendritic Cells During Response to Treatment with Paclitaxel/Anti-TIM-3 , Alycia Gardner

To be or not to be: A Tale of Staphylococcal GpsB , Lauren R. Hammond

Origin and Epigenetic Regulation of Cutaneous T Cell Lymphoma , Carly M. Harro

Cell-free DNA Methylation Signatures in Cancer Detection and Classification , Jinyong Huang

The Role Of Eicosanoid Metabolism in Mammalian Wound Healing and Inflammation , Kenneth D. Maus

A Holistic Investigation of Acidosis in Breast Cancer , Bryce Ordway

Characterizing the Impact of Postharvest Temperature Stress on Polyphenol Profiles of Red and White-Fruited Strawberry Cultivars , Alyssa N. Smith

Identification of Secondary Structural Elements Contained Within the Intrinsically Disordered N-Terminal Tail of the Bloom’s Syndrome Helicase. , Vivek Somasundaram

Defining the role of Oxidized Mitochondrial DNA in Myelodysplastic Syndromes , Grace Anne Ward

Lord of the Z-rings: Uncovering the Role of MraZ and FtsL in Bacillus subtilis Cell Division , Maria Louise White

Theses/Dissertations from 2021 2021

Multifaceted Approach to Understanding Acinetobacter baumannii Biofilm Formation and Drug Resistance , Jessie L. Allen

Cellular And Molecular Alterations Associated with Ovarian and Renal Cancer Pathophysiology , Ravneet Kaur Chhabra

Ecology and diversity of boletes of the southeastern United States , Arian Farid

CircREV1 Expression in Triple-Negative Breast Cancer , Meagan P. Horton

Microbial Dark Matter: Culturing the Uncultured in Search of Novel Chemotaxonomy , Sarah J. Kennedy

The Multifaceted Role of CCAR-1 in the Alternative Splicing and Germline Regulation in Caenorhabditis elegans , Doreen Ikhuva Lugano

Unraveling the Role of Novel G5 Peptidase Family Proteins in Virulence and Cell Envelope Biogenesis of Staphylococcus aureus , Stephanie M. Marroquin

Cytoplasmic Polyadenylation Element Binding Protein 2 Alternative Splicing Regulates HIF1α During Chronic Hypoxia , Emily M. Mayo

Transcriptomic and Functional Investigation of Bacterial Biofilm Formation , Brooke R. Nemec

A Functional Characterization of the Omega (ω) subunit of RNA Polymerase in Staphylococcus aureus , Shrushti B. Patil

The Role Of Cpeb2 Alternative Splicing In TNBC Metastasis , Shaun C. Stevens

Screening Next-generation Fluorine-19 Probe and Preparation of Yeast-derived G Proteins for GPCR Conformation and Dynamics Study , Wenjie Zhao

Theses/Dissertations from 2020 2020

Understanding the Role of Cereblon in Hematopoiesis Through Structural and Functional Analyses , Afua Adutwumwa Akuffo

To Mid-cell and Beyond: Characterizing the Roles of GpsB and YpsA in Cell Division Regulation in Gram-positive Bacteria , Robert S. Brzozowski

Spatiotemporal Changes of Microbial Community Assemblages and Functions in the Subsurface , Madison C. Davis

New Mechanisms That Regulate DNA Double-Strand Break-Induced Gene Silencing and Genome Integrity , Dante Francis DeAscanis

Regulation of the Heat Shock Response and HSF-1 Nuclear Stress Bodies in C. elegans , Andrew Deonarine

New Mechanisms that Control FACT Histone Chaperone and Transcription-mediated Genome Stability , Angelo Vincenzo de Vivo Diaz

Targeting the ESKAPE Pathogens by Botanical and Microbial Approaches , Emily Dilandro

Succession in native groundwater microbial communities in response to effluent wastewater , Chelsea M. Dinon

Role of ceramide-1 phosphate in regulation of sphingolipid and eicosanoid metabolism in lung epithelial cells , Brittany A. Dudley

Allosteric Control of Proteins: New Methods and Mechanisms , Nalvi Duro

Microbial Community Structures in Three Bahamian Blue Holes , Meghan J. Gordon

A Novel Intramolecular Interaction in P53 , Fan He

The Impact of Myeloid-Mediated Co-Stimulation and Immunosuppression on the Anti-Tumor Efficacy of Adoptive T cell Therapy , Pasquale Patrick Innamarato

Investigating Mechanisms of Immune Suppression Secondary to an Inflammatory Microenvironment , Wendy Michelle Kandell

Posttranslational Modification and Protein Disorder Regulate Protein-Protein Interactions and DNA Binding Specificity of p53 , Robin Levy

Mechanistic and Translational Studies on Skeletal Malignancies , Jeremy McGuire

Novel Long Non-Coding RNA CDLINC Promotes NSCLC Progression , Christina J. Moss

Genome Maintenance Roles of Polycomb Transcriptional Repressors BMI1 and RNF2 , Anthony Richard Sanchez IV

The Ecology and Conservation of an Urban Karst Subterranean Estuary , Robert J. Scharping

Biological and Proteomic Characterization of Cornus officinalis on Human 1.1B4 Pancreatic β Cells: Exploring Use for T1D Interventional Application , Arielle E. Tawfik

Evaluation of Aging and Genetic Mutation Variants on Tauopathy , Amber M. Tetlow

Theses/Dissertations from 2019 2019

Investigating the Proteinaceous Regulome of the Acinetobacter baumannii , Leila G. Casella

Functional Characterization of the Ovarian Tumor Domain Deubiquitinating Enzyme 6B , Jasmin M. D'Andrea

Integrated Molecular Characterization of Lung Adenocarcinoma with Implications for Immunotherapy , Nicholas T. Gimbrone

The Role of Secreted Proteases in Regulating Disease Progression in Staphylococcus aureus , Brittney D. Gimza

Advanced Proteomic and Epigenetic Characterization of Ethanol-Induced Microglial Activation , Jennifer Guergues Guergues

Understanding immunometabolic and suppressive factors that impact cancer development , Rebecca Swearingen Hesterberg

Biochemical and Proteomic Approaches to Determine the Impact Level of Each Step of the Supply Chain on Tomato Fruit Quality , Robert T. Madden

Enhancing Immunotherapeutic Interventions for Treatment of Chronic Lymphocytic Leukemia , Kamira K. Maharaj

Characterization of the Autophagic-Iron Axis in the Pathophysiology of Endometriosis and Epithelial Ovarian Cancers , Stephanie Rockfield

Understanding the Influence of the Cancer Microenvironment on Metabolism and Metastasis , Shonagh Russell

Modeling of Interaction of Ions with Ether- and Ester-linked Phospholipids , Matthew W. Saunders

Novel Insights into the Multifaceted Roles of BLM in the Maintenance of Genome Stability , Vivek M. Shastri

Conserved glycine residues control transient helicity and disorder in the cold regulated protein, Cor15a , Oluwakemi Sowemimo

A Novel Cytokine Response Modulatory Function of MEK Inhibitors Mediates Therapeutic Efficacy , Mengyu Xie

Novel Strategies on Characterizing Biologically Specific Protein-protein Interaction Networks , Bi Zhao

Theses/Dissertations from 2018 2018

Characterization of the Transcriptional Elongation Factor ELL3 in B cells and Its Role in B-cell Lymphoma Proliferation and Survival , Lou-Ella M.m. Alexander

Identification of Regulatory miRNAs Associated with Ethanol-Induced Microglial Activation Using Integrated Proteomic and Transcriptomic Approaches , Brandi Jo Cook

Molecular Phylogenetics of Floridian Boletes , Arian Farid

MYC Distant Enhancers Underlie Ovarian Cancer Susceptibility at the 8q24.21 Locus , Anxhela Gjyshi Gustafson

Quantitative Proteomics to Support Translational Cancer Research , Melissa Hoffman

A Systems Chemical Biology Approach for Dissecting Differential Molecular Mechanisms of Action of Clinical Kinase Inhibitors in Lung Cancer , Natalia Junqueira Sumi

Investigating the Roles of Fucosylation and Calcium Signaling in Melanoma Invasion , Tyler S. Keeley

Synthesis, Oxidation, and Distribution of Polyphenols in Strawberry Fruit During Cold Storage , Katrina E. Kelly

Investigation of Alcohol-Induced Changes in Hepatic Histone Modifications Using Mass Spectrometry Based Proteomics , Crystina Leah Kriss

Off-Target Based Drug Repurposing Using Systems Pharmacology , Brent M. Kuenzi

Investigation of Anemarrhena asphodeloides and its Constituent Timosaponin-AIII as Novel, Naturally Derived Adjunctive Therapeutics for the Treatment of Advanced Pancreatic Cancer , Catherine B. MarElia

The Role of Phosphohistidine Phosphatase 1 in Ethanol-induced Liver Injury , Daniel Richard Martin

Theses/Dissertations from 2017 2017

Changing the Pathobiological Paradigm in Myelodysplastic Syndromes: The NLRP3 Inflammasome Drives the MDS Phenotype , Ashley Basiorka

Modeling of Dynamic Allostery in Proteins Enabled by Machine Learning , Mohsen Botlani-Esfahani

Uncovering Transcriptional Activators and Targets of HSF-1 in Caenorhabditis elegans , Jessica Brunquell

The Role of Sgs1 and Exo1 in the Maintenance of Genome Stability. , Lillian Campos-Doerfler

Mechanisms of IKBKE Activation in Cancer , Sridevi Challa

Discovering Antibacterial and Anti-Resistance Agents Targeting Multi-Drug Resistant ESKAPE Pathogens , Renee Fleeman

Functional Roles of Matrix Metalloproteinases in Bone Metastatic Prostate Cancer , Jeremy S. Frieling

Disorder Levels of c-Myb Transactivation Domain Regulate its Binding Affinity to the KIX Domain of CREB Binding Protein , Anusha Poosapati

Role of Heat Shock Transcription Factor 1 in Ovarian Cancer Epithelial-Mesenchymal Transition and Drug Sensitivity , Chase David Powell

Cell Division Regulation in Staphylococcus aureus , Catherine M. Spanoudis

A Novel Approach to the Discovery of Natural Products From Actinobacteria , Rahmy Tawfik

Non-classical regulators in Staphylococcus aureus , Andy Weiss

Theses/Dissertations from 2016 2016

In Vitro and In Vivo Antioxidant Capacity of Synthetic and Natural Polyphenolic Compounds Identified from Strawberry and Fruit Juices , Marvin Abountiolas

Quantitative Proteomic Investigation of Disease Models of Type 2 Diabetes , Mark Gabriel Athanason

CMG Helicase Assembly and Activation: Regulation by c-Myc through Chromatin Decondensation and Novel Therapeutic Avenues for Cancer Treatment , Victoria Bryant

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Undergraduate Theses, Department of Biology, 2022-2023

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23 catalog results, online 1. a predictive model of human transcriptional activators and repressors [2023].

• Liongson, Ivan (Author)
• May 4, 2023

Online 2. A Representative Role for the Alternative Splicing of Synaptic Genes [2023]

• Choeb, Reyan (Author)

Online 3. Building a B Cell Differentiation Model for X-Linked Agammaglobulinemia Using Pluripotent Stem Cells [2023]

• Hernández González, Elaine (Author)
• May 5, 2023

Online 4. Dissecting the Parasympathetic Neural Circuits of the Heart [2023]

• Nguyen, Annie (Author)

Online 5. Early Life Stress Moderates the Relation Between Inflammation and Nucleus Accumbens Gray Matter Volume in Adolescents [2023]

• Jaeger, Emma L. (Author)

Online 6. Identification of DNA Termini in Sequencing Data through Combined Analysis of End Capture and Local Strand Bias [2023]

• Wang, William (Author)

Online 7. Identifying Endocrine Bases of Parental Neglect and Infanticide in the Mimic Poison Frog [2023]

• Lewis, Amaris (Author)

Online 8. Injectable Biomimetic Hydrogels Providing Prolonged Delivery of GLP-1 Analogues for Enhanced Diabetes Treatment [2023]

• Lu, Katie (Author)

Online 9. Internalization of anti-GD2 antibodies as a key component of the antibody-induced cell death mechanism in pediatric neuroblastoma [2023]

• Wang, Alice (Author)

Online 10. Investigating impacts of heat stress on symbiosis in cnidarian larvae using high-throughput fluorescence-based quantification [2023]

• Paul, Maitri (Author)

Online 11. Mechanisms of Ferroptosis Evasion Promoted by Extracellular Metabolites [2023]

• Alchemy, Grace (Author)

Online 12. Morphological Analysis of Axo-Axonic Cell Variability [2023]

• Linker, Lexi (Author)

Online 13. Mosquitoes in the Anthropocene: A Multi-Decade Study at Jasper Ridge Biological Preserve [2023]

• Dutta Gupta, Tanvi (Author)

Online 14. Propagule size has context-dependent effects on colonization success in mixtures of gut microbial communities [2023]

• Goldman, Doran (Author)

Online 15. Spatiotemporal gene expression mapping of brain aging in mice [2023]

• Kedir, Blen (Author)

Online 16. Specific extrusion of Enterovirus-A71-infected cells from human colonoids and consequences for viral spread [2023]

• Craven, Ailsa (Author)

Online 17. Stuck in the Matrix- Patch Matrix Dynamics in Florida Scrub [2023]

• Narasimhan, Sriram (Author)

Online 18. The Junctional Epithelium Organoid: A Novel System for Periodontitis Research [2023]

• Dawid, Isaiah (Author)

Online 19. Using inducible signaling receptors for in vivo fate determination of hematopoietic stem cells to erythroid-specific lineages [2023]

• Majeti, Kiran (Author)

Online 20. We Are What We Eat: The Impact of Agricultural Intensity on the Microbiome of Honeybee Guts [2023]

• Murran, Aisling (Author)
• May 17, 2023

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How to Tackle Your Bachelor’s or Master’s Thesis in Science* Without Losing Your Mind

* Based on my personal experience in successfully writing a bachelor’s thesis in biology and a master’s thesis in neurosciences in Germany. My view might be biased, but a lot of things probably apply across different fields and borders.

First of all, congrats! You made it! You are currently taking your first step into the direction of independent research. The only thing that is still separating you from your degree is your bachelor’s or master’s thesis work (and maybe some assignments and the last exam). You already heard from other people that stressful times are coming ahead and you are worried that everything will go wrong? It will not! To help you not loose your mind during the process, I put together some tips for you. I was lost in the beginning, too, and as a firstgen I thought I would never be able to find through the jungle and graduate. But here I am, holding a bachelor’s and master’s degree, and currently starting the most scary one so far: the PhD.

The Research Process

The research process of a bachelor’s or master’s thesis itself typically starts with an idea and is followed by a literature research identifying the status quo in the research field, resulting in refinement of the idea and the formation of a research question. Then, adequate methods to answer the question are decided, followed by data collection and analysis. The whole work is then finished off by writing the ‘thesis’.

As a bachelor’s or master’s student, you can technically jump in at any point of this process. Some labs have already decided on a question and the methodology you are going to use because it belongs to an ongoing project. This was for example the case in my bachelor’s thesis. As the bachelor’s thesis at my university needed to be conducted in a time frame of 12 weeks, I was working together with a PhD student collecting data (I was mainly staining brain sections, imaged them, and counted cells!). In my master’s thesis work (duration: 6 months), however, I was allowed to design my own project from beginning to the end and worked independently.

“Es ist noch kein Meister vom Himmel gefallen”

German for: A master has never come falling from heaven.

Lab work can be scary, you can feel like you are not good enough. I still remember how insecure I was on my first day in the lab as a bachelor’s student. I was shaking while pipetting under supervision because I was so nervous and didn’t want to do anything wrong. I thought my supervisor would think I was not made for the lab. But oh boy, was I wrong! No one, and I say NO ONE, expects you to be a perfect scientist already! You are in the process of learning the scientific method and getting trained! It is ok to make mistakes and ask for help, it is part of the learning process and will help you when conducting research in the future! Back then, thanks to great supervision, I gained confidence over time and was rewarded with beautiful immunofluorescence-stained brain sections!

How Do I Start?

1. choose a project you find interesting and a supervisor you feel comfortable with.

BOTH are important. You should choose a project you find interesting, in which you would enjoy working towards answering the research question and reading up on the literature. This will make it way easier to stay motivated. However, you should also be comfortable in your research environment. You will probably spend a lot of time with your supervisor and your supervisor might be the one grading you.

2. Ask for Important Literature and Example Theses

In order to gain a good overview of the field you will conduct your research in it is helpful to read up on literature straight ahead. A good way to do so and not miss the key concepts is to ask your supervisor. They are the expert in the field and can give you the most important papers. From there on you can guide your literature research looking through the names and references and checking related topics. Also, ask which data base (PubMed, WebOfScience, etc.) is commonly used in your field.

Since every university, even every faculty, and every professor has different guidelines and expectations for the thesis, try to get hold of theses from prior bachelor or master students. Often your supervisor or university library can provide them.

3. Create an Outline of Your Thesis

Maybe start out with a mind map. Write down EVERYTHING that comes to your mind when thinking about your topic. Write down what you already know. Write down your questions, which methods you are using. And then, connect the dots . Try to find a ‘red thread’ (= Roten Faden ) that you can weave through your text. Find the story you want to tell and arrange it in an order.

Then, open a word document and create the skeleton of your thesis. Put all headings and subheadings in an order. Start with the most obvious things: Create a space for your cover, the table of contents. Add the title ‘abstract’, introduction, material and methods, results, discussion, and conclusion. Then add subheadings and a few bullet points about what you would like to write about in this section. This way you will already have a document that you can slowly feed with more information. And you will see your pages filling faster, which will give you a boost in motivation.

You don’t need to finish this all in one day. This can be a growing document meanwhile you are working in the lab.

4. Create a Schedule

If you are like me, you will probably still end up working up until the last minute, even if you scheduled everything perfectly and worked accordingly. However, it is definitely important to make a schedule of the whole time-frame of your research project. Schedule your experiments and when you are writing which chapter. Schedule how long the data analysis will probably take. Schedule the proof-reading, corrections, and formatting. Schedule the printing. Leave one- to two weeks extra for emergencies. Also, because it WILL take longer than you initially think. Especially, because you WILL probably be procrastinating at some points. But keep in mind: In case you get sick or something doesn’t work, most universities offer an extension of the deadline.

Also, try to schedule normal workdays for your thesis, include regular breaks, and enjoy time off (Feierabend!) of your thesis, too! This will keep you sane.

Tip: Check out how long copy shops take for printing BEFORE it is time for printing. Also make sure to put away some money, as it can sadly be quite expensive.

5. Invest Time in Learning a Citation Manager

It might take a moment, but will definitely pay off. When working on my bachelor’s thesis I made the mistake to not use one. I had more than 10 pages of references and sorting and formatting them took several days. Days that I could have used for proof-reading, or, finally relaxing for a bit 😉 Some examples are EndNote, Mendeley, Zotero.

Actually, I don’t understand why they don’t teach this in uni…

What to Think About When Writing the Different Parts of Your Thesis

Some general things on writing: don’t try to show off too much. Yes, it is important to use the adequate vocabulary when writing, but don’t make your sentences unnecessarily complicated. On a side note: not everyone is a native English speaker. I’m not. I actually wrote my bachelor’s thesis in German and only my master’s thesis in English. Looking back at it, I would choose to write the bachelor’s thesis in English, too, as it is easier to stick to the specific terms of the field, because most findings are reported in English. Besides, try to write every other day, even if it is just one sentence. Just write down what comes to your mind and directly put the reference next to it. It does not have to be a beautiful sentence. Beautiful sentences get born in the editing process. The flow of your text comes with time. Since we got that sorted now, let’s get to the different parts of your thesis!

Introduction

In this part you want to give an overview of the field of your research. Why is this research important (why important for scientists? why for the general public?)? Is it about a disease? How many people suffer from it? Why should people care? What has been done in this field already? Where are the gaps? Maybe there are controversial results? Typically the introduction ends with the aim/research question that is based on the literature review. How does the aim relate to findings of previous studies? What is the main question? What are the subquestions? With which methods are you going to tackle them?

Tip: As you do your literature research for the introduction, summarize the main findings of the paper already with the reference in form of bullet points and put them in the corresponding chapter of the introduction. This way you will already have a skeleton that you can use for writing. The introduction should have the ‘shape’ of an inverted cone in the end, meaning that you should go from the broader topic to the specific question.

Material and Methods

Here you want to describe the material and methods you have used and why you have used them. Don’t only write down the steps of the protocol you applied, but also write down how the method works and why you used the substances (for example: To remove DNA, an additional DNAse treatment was performed applying DNAsI solved in RDD buffer directly on the column and incubating it for 15 minutes at room temperature).

Don’t forget to explain your analysis

Your results depend on the analysis/statistics you applied, therefore it is crucial to describe the program and the statistical tests you used and WHY they fit your data. What kind of data do you have? What results to you consider as significant (p-value below 0.05?)?

Tip: Write the methods as you apply them in the lab. Since you are basically writing down a protocol, it is a fast way to fill your pages and feel like you already made progress. Also your memory is still fresh. Make sure to write down from which company your substances and programs are.

Describe your results, but don’t interpret them yet. Put the description of a table ABOVE the table and the description of a figure BELOW the figure. The description should be written in a way that one can understand the table/figure without reading the main text. You don’t need to arrange the results in a chronological order, you can also put them in an order that helps you tell your story. This order should be consistent over sections (use the same order in the discussion!). Besides, don’t put too many figures. Put the most important ones that help you tell your story. Any additional figures can be put into the appendix.

This section can naturally feel like it is the most important part of your thesis. A lot of people were stressing out about not having good results or not having the results they wanted. I can assure you: IT DOESN’T MATTER. Experiments do not always work how we wanted it and in such a limited time frame it is totally normal that you might not get ‘good’ results. No one will give you a bad grade for that. The point of your thesis is to show that you understood how scientific research is conducted and how to wrap it up. YOU DON’T NEED TO WIN THE NOBEL PRIZE (if you do tho, congrats!). If you don’t have good results, put more effort into a great discussion and the introduction and you will be fine.

Tip: It can help to arrange your results figures in a PowerPoint first to create your story. Put the numbers to the figures last. Make sure you refer to the correct figures.

Discuss your results based on previous literature/similar studies and your aims. Did you answer your question? Are your data analysed correctly? Were there any problems while running the experiments? Did the problems influence the results? How could one eliminate the problems? How can you apply your results on further research? Write a good conclusion of your findings after the discussion.

Usually the first thing after the table of contents, but often written last. THIS IS PROBABLY THE MOST IMPORTANT PART OF YOUR THESIS. It is the part, that everyone will read first. It is there to quickly give an overview of your work and should include a few words about the background, the question, the methods, and the main findings. Try to not exceed one page.

Acknowledgements

You can put these in the beginning (before the table of contents) or the end (before or after literature) of your thesis. They are not only a way of showing your gratitude towards your supervisors, but also a way to state the resources you used for your thesis, such as intellectual input! So maybe also consider including the technical assistant or fellow student that helped you or teached you a new technique.

Make Your Supervisor Your Best Friend

Maybe not literally, but definitely stay in contact, send them the chapters of your thesis for feedback, and don’t be afraid to ask questions. Your supervisor might be the one grading your thesis or writing a recommendation letter for you.

I had weekly meetings with the direct supervisor of my master’s thesis. These were extremely helpful to stay on track, give updates, and receive valuable input. If you are stuck somewhere (e.g. data analysis), your supervisor can help you. Asking for help it is not a sign of weakness. In fact, your supervisor might even get suspicious if you don’t ask for help at all.

But please, also keep in your mind that your supervisors are busy people (they are first of all people!). Don’t expect them to tell you each and every step and plan all the meetings. Do your work and initiate meetings. They will happy to meet with you. Don’t send them your thesis one week before handing in and give them enough time to get back to you.

General Tips for Motivation

Find the right workplace for you. Some people work best in the library, some at home in pajamas (but keep the work out of your bedroom!). Try to incorporate rituals to condition yourself into a working mood. I was for example always lighting a scented candle when working and drinking coffee. I liked to have music or even Netflix in the background. Others prefer it quiet. Try what works for you.

Also, finding yourself a group of other students working on their theses, too, can be very helpful for motivation, but also for helping each other proof reading. Try to update each other regularly.

Accept That You Will Find Typos After Submission

Despite having it proof-read by supervisor and friends, I still had an extra word in the abstract of both my bachelor’s and my master’s thesis. After submission, I noticed several typos. THIS IS NORMAL. After having worked on your thesis for so long, it is hard to notice mistakes. As long as you don’t get stuck in every paragraph, no one will care.

Last but not Least: Make it Pretty!

You shouldn’t underestimate the importance of good formatting. If your thesis looks good to begin with, your examiners will be more pleased to read it (even if it might be subconscious) and vice versa . Try to deep dive a bit into the formatting functions of Word/your writing program (but of course stay also within the guidelines of your university).

Here are some of my suggestions:

• Use ‘styles’ for your headers and sub-headers. This way they will be already assembled in a hierarchy in the table of contents you are going to add in the end. Additionally, when converting your document into a PDF, you can just click the chapter titles and it will automatically jump to the corresponding section. Keep in mind that your examiner might read your thesis as a PDF 🙂
• Justify your text .
• Put conceptual paragraphs within chapters for easier reading.
• Turn on the non-printable signs to check for double-spaces and returns .
• Make sure you wrote out each term before you make it an abbreviation. If you created an abbreviation, use it throughout the whole text. If you have a lot of abbreviations, create a table of them.
• Use margins big enough for binding your printed thesis. The margins in my bachelor’s and master’s thesis were 3cm on both sides.
• Add a page number and automatically add the name of the chapter in header or footer. This helps orientation when reading the printed version of your thesis. For adding the name of the chapter, create a header. Go to the design tab and choose quick parts > field… A dialog box should pop up. Select Link and references from the drop down list, in field names you choose ‘StyleRef’. Then choose ‘Heading 1’ so you always get the heading of the first level displayed. Click ok. The name of the chapter can only be added automatically if a header style is applied.
• Use page breaks to arrange your text and figures so they don’t break off in weird places. I for example prefer to have the beginning/heading of the introduction/material and methods/results/discussion always at the top of the page. Also I don’t like it when the figure description is cut off.
• Use the same color scheme for figures throughout the whole thesis . Be consistent, for example the control group is always blue and the treatment group orange. You can find inspiration for well-fitting colors googling color palettes.
• Create your own figures. If you have that extra time, definitely invest it in creating ‘your own’ scientific illustration. A great website that makes it very easy in a consistent style is biorender.com .

Take Home Message

Remember, the first version will never be the final one. The beautiful sentences get born in the editing process. You will be stressed, but you will be able to handle it. You are not alone! Ask for help when you need it. I wish you all the best in your process, and hope that your labs find a way to still operate during these difficult times. If you have any further questions, leave a comment.

Remember: YOU CAN DO IT. YOU HAVE COME THIS FAR.

Stay safe. Stina. ❤

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Published by Stina Börchers

Stina Börchers is a German neuroscience PhD student at the University of Gothenburg, Sweden. She completed her undergrad studies in biology in 2017 and her master's in neurosciences in 2020. Next to studying, Stina blogs about scientific topics, her daily life and experiences as a student here and on instagram. View all posts by Stina Börchers

6 thoughts on “ How to Tackle Your Bachelor’s or Master’s Thesis in Science* Without Losing Your Mind ”

I am currently writing my Master’s thesis. This is incredibly helpful, thank you 🥰

Oh great to hear that! I wish you the best of luck, you are going to nail this! ♥️

Thank you so much ! deffo really helpful and motivating to finally complete my thesis 🙂

Yay! Happy to hear that! Good luck with your thesis! Take care!

Ausgezeichnet, sogar glänzend! 🤠🎷🎼🎶🎶🎶

Thannks for this

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Bachelor of science in biology, prescribed work common to all options, option i: ecology, evolution, and behavior, option ii: human biology, option iii: marine science, option iv: microbiology and infectious diseases, option v: cell and molecular biology, option vii: plant biology, option viii: teaching, option ix: biology honors, option x: computational biology, option xii: genetics and genomics, special requirements, order and choice of work.

The Bachelor of Science in Biology degree program offers 11 Options. The Options have certain prescribed work in common, and each Option has additional requirements. Many fields in the study of biological systems require broadly based training that transcends the classical boundaries of biology. In planning a program of work to meet his or her degree requirements, a student interested in specializing in these interdisciplinary areas should choose courses both in biology and in sciences that complement biology.

Students who plan to follow Option IX, Biology Honors, must be admitted to the Dean’s Scholars Honors Program .

In the process of fulfilling degree requirements, all students must complete: 

• Core curriculum
• Writing: two flagged courses beyond Rhetoric and Writing 306 or its equivalent, including one at the upper-division level
• Quantitative reasoning: one flagged course
• Global cultures: one flagged course
• Cultural diversity in the United States: one flagged course
• Ethics: one flagged course
• Independent inquiry: one flagged course

Courses that may be used to fulfill flag requirements are identified in the Course Schedule . They may be used simultaneously to fulfill other requirements, unless otherwise specified. Please note, students may not earn the cultural diversity in the United States and the global cultures flags from the same course. Students are encouraged to discuss options with their academic advisors. 

• Mathematics 408C , 408R , or 408N and 408S . Students who intend to take additional calculus coursework should begin the sequence with 408C or 408N
• Statistics and Data Sciences 320E
• Chemistry 301 or 301C , 302 or 302C , and 204
• Physics 317K , 117M , 317L , and  117N
• Physics 301 , 101L , 316 , and 116L
• Physics 303K , 103M , 303L , and 103N
• Physics 302K , 102M , 302L , and 102N

Option VIII Teaching majors may substitute  Science 365  and  Physics 108  for  Physics 316  and  116L ,  317L  and  117N ,  303L  and  103N , or  302L  and  102N ;  Physics 108  is offered on the pass/fail basis.

• ​​​ Biology 311C , 311D , and 325 , or 315H and 325H .
• Biology 206L , Integrative Biology 208L , or Molecular Biosciences 226L . This requirement must be completed prior to progressing to additional laboratory requirement in the degree options. Students pursuing Option III, Marine and Freshwater Science, and Option IV, Microbiology and Infectious Diseases, must complete Molecular Biosciences 226L . Students pursuing Option VIII, Teaching, must complete either Biology 206L or Integrative Biology 208L .
• Integrative Biology 370
• All students must complete at least 36 semester hours of upper-division coursework; at least 21 semester hours of upper-division coursework in biology must be completed in residence at the University.

Additional Prescribed Work for Each Option 

• Ecology: Integrative Biology 373 , or Marine Science 320 and 120L
• Behavior and comparative physiology: Integrative Biology 322 and 122L , 359K , or 361T
• Taxon-based course: Integrative Biology 321L , 324 and 124L , 440L , 448L , 351 , 352 , 353F , 453L , 354L , 455L , 463L , 369F , 369L , Marine Science 352D , 354 , 354C , 354E
• Three additional courses or pair of courses chosen from coursework in 5a through 5c and from Integrative Biology 438L , 471G , Biology 456L , Integrative Biology 364 , 373L , 374 and 174L , 375 , 478L , Marine Science 352C , and 354Q
• One course in cellular, developmental, genetics, microbiology, or molecular biology: Molecular Biosciences 320 , 320L , Biology 325L , Molecular Biosciences 325T , 326R , 328 , 331L , 344 , 350 , 349L , 350M , 366R
• One laboratory course or pair of courses containing a substantial field component: Integrative Biology 321L , 440L , 353F , 453L , 354L , 455L , Biology 456L , Integrative Biology 369L , 373L , Marine Science 320 and 120L , 352C , 352D , 354 , 354C , 354E . A laboratory course or pair of courses may also count toward requirements 5 through 7
• One additional laboratory course: Molecular Biosciences 320L , Integrative Biology 321L , 124L , Biology 325L , Molecular Biosciences 331L , Integrative Biology 438L , 440L , 448L , Molecular Biosciences 349L , Integrative Biology 353F , 453L , 354L , 455L , Biology 456L , Integrative Biology 369L , 373L , 174L , 478L , 359L , 470L ,  Marine Science 120L , 352C , 352D , 354 , 354C , 354E , 354Q . One-hour laboratory courses may require credit for or registration in a complementary lecture course. A laboratory course may also count toward requirements 5 through 7. A course counted toward requirement 8 may not also count toward requirement 9.
• One course chosen from the following: Integrative Biology 323 ,  Chemistry 320M ,  Computer Science 303E or 313E , Geological Sciences 401 or 303 , SDS 324E or 322E
• Enough additional coursework to make a total of 120 semester hours
• Chemistry 320M , 320N , 220C
• Biochemistry 369 or 339F
• Integrative Biology 346
• Three hours from genetics, genomics, and computational biology: Biochemistry 339N , Integrative Biology 321G , Molecular Biosciences 325T , 356E , 327G , 366 , 366R , Integrative Biology 471 , SDS 322E
• Six hours from cellular, developmental, and molecular biology: Biochemistry 339J , 339M , 364F , Molecular Biosciences 320 ,  326R ,  330 , 336 , 355 ,  339M , 344 , 360K , 350 , 350M , 361
• Three hours from ecology, environment, and health: Molecular Biosciences 326R , 327D , 330 , 361 , Integrative Biology 364 , Nutrition 306 or 312
• Four hours from physiology and anatomy: Integrative Biology 446L , 365S and 165U , 478L
• One additional laboratory course from: Molecular Biosciences 320L , Integrative Biology 122L , 124L , Molecular Biosciences 128L , Integrative Biology 323 ,  Biology 325L , Molecular Biosciences 328D , 230L ,  331L , Integrative Biology 440L , 446L , 448L , Molecular Biosciences 349L , Integrative Biology 353F , 453L , 354L , 455L , Biology 456L , Molecular Biosciences 260L ,  361L , Integrative Biology 463L , 165U , 369F , 369L , 371L , 373L , 174L , 478L , 359L , 470L ,  Marine Science 120L , 152L . One-hour laboratory courses may require credit for or registration in a complementary lecture course.
• Chemistry 320M
• Molecular Biosciences 326R and Integrative Biology 373
• Marine Science 101 , 310 , 320 , and 120L
• Eighteen hours of coursework including 12 hours in Marine Science, chosen from: Molecular Biosciences 320 , Integrative Biology 321L , Molecular Biosciences 328 , 344 , Integrative Biology 354L , 361T , 364 , Molecular Biosciences 366 , Integrative Biology 375 , Geological Sciences 341G , Marine Science 440 , 348 (Topic 1: Training Cruise(s) : Research in Biological Oceanography ), 352 , 352C , 352D , 352E , 152L , 152S , 252S , 152T , 252T , 353 , 354 , 354C , 354E , 354J , 354Q , 354T , 354U , 355C , 356 , 357 , 367K , 170 , 270 , 370 . Six hours in Marine Science must be completed at the Marine Science Institute in Port Aransas, Texas.
• Biochemistry 369 or 339F , and Chemistry 320M
• Molecular Biosciences 320 , 326R ,  330 , 339M , 360K , 361 , 366
• Two upper-division biology laboratory courses chosen from: Molecular Biosciences 230L , 260L , and 361L . Biology 377  or one semester of  379H  may be used for one of the laboratory courses if approved by the faculty advisor.
• Three hours of a capstone experience (research, Molecular Biosciences 368R or a second semester of Biology 379H ; internship, Natural Sciences 322 ; or a course/experience approved by the Capstone Faculty Advisor) and Molecular Biosciences 175C taken in the semester of or the semester immediately after the capstone experience.
• Twelve additional hours in upper-division coursework.
• Molecular Biosciences 320 , 326R , 350 , 343 , and 344 or 350M
• Two upper-division biology laboratory courses chosen from: Molecular Biosciences 320L , Biology 325L , Molecular Biosciences 331L , 349L . Biology 377 or one semester of Biology 379H may be used for one of the laboratory courses if approved by the faculty advisor.
• Three hours of a capstone experience (research,  Molecular Biosciences 368R  or a second semester of  Biology 379H ; internship,  Natural Sciences 322 ; or a course/experience approved by the Capstone Faculty Advisor) and  Molecular Biosciences 175C  taken in the semester of or the semester immediately after the capstone experience.
• Twelve additional hours in upper-division biochemistry, biology, chemistry, computer science, neuroscience, and statistics and data science. 
• Biochemistry 369  or  339F , and  Chemistry 320M
• Molecular Biosciences 320 , Integrative Biology 322 and 122L , Molecular Biosciences 328 and 350M
• Two upper-division biology laboratory courses chosen from: Molecular Biosciences 226L , 320L , Biology 325L , Molecular Biosciences 328D , 331L , or 349L . Biology 377 or one semester of Biology 379H may be used for one of the laboratory courses if approved by the faculty advisor.
• Fifteen additional hours in upper-division biochemistry, biology, chemistry, computer science, marine science, and statistics and data science.
• Enough additional coursework to make a total of 120 semester hours.

This Option is designed to fulfill the course requirements for certification as a middle grades or secondary school science teacher in Texas; the student chooses either composite science certification with biology as the primary teaching field or life science certification. However, completion of the course requirements does not guarantee the student’s certification. Information about additional certification requirements is available from the UTeach-Natural Sciences academic advisor.

• Chemistry 320M , 320N , and 220C or 320M  and Biochemistry 369
• Molecular Biosciences 320 , 226L , 326R , and either Integrative Biology 324  and 124L , 322 and 122L , or Molecular Biosciences 328 and 128L
• At least three semester hours chosen from the following courses in physiology, neurobiology, and behavior: Integrative Biology 438L ,  359K , 361T , 365S , Molecular Biosciences 367C
• At least three semester hours chosen from: Integrative Biology 440L , 448L , 453L , 455L , Biology 456L , Integrative Biology 463L , 364 , 369L , 373 , Marine Science 352D , 354 , 354C
• One of the following research methods courses: Molecular Biosciences 328D , Biology 337 (Topic 2: Research Methods: UTeach ), Chemistry 368 (Topic 1: Research Methods: UTeach ), Physics 341 (Topic 7: Research Methods: UTeach )
• History 329U or Philosophy 329U
• For composite science certification: Biochemistry 369 (to be counted as upper-division biology hours) and six semester hours of coursework in geological sciences. Courses intended for nonscience majors may not be counted toward this requirement. The remaining composite certification content requirements are met by the chemistry, physics, and science courses used to fulfill requirements 3c, 3d, 3ei, and 5.
• For life science certification: Integrative Biology 373 , and three additional semester hours of biology chosen from the courses listed in requirement 6b and 6c
• Curriculum and Instruction 651S  (Topic 4: Secondary School Teaching Practicum: Science )
• Curriculum and Instruction 365C or UTeach-Natural Sciences 350
• Curriculum and Instruction 365D or UTeach-Natural Sciences 355
• Curriculum and Instruction 365E or UTeach-Natural Sciences 360
• UTeach-Natural Sciences 101 , 110 , and 170
• Students seeking middle grades certification must complete the following courses: Educational Psychology 350G , or  Psychology 301 and 304 ; and  Curriculum and Instruction 339E
• Enough additional coursework to make a total of 126 semester hours
• Breadth requirement: An honors mathematics course; Biology 315H and 325H ; Chemistry 301C and 301C ; and an additional three-hour honors-designated course from a department in College of Natural Sciences. Credit earned by examination may not be counted toward this requirement.
• Physics 301 , 101L , 316 , and 116L ;
• Physics 317K , 117M , 317L , and 117N ; or
• Biology 206L  or  Integrative Biology 208L  and  Chemistry 204
• Cellular, developmental, and molecular biology: Biochemistry 369 or 339F , 339J , 339M , 364F , Molecular Biosciences 320 , 326R , 330 , 336 , 355 , 339M , 344 , 360K , 350 , 350M , 361
• Genetics and genomics: Biochemistry 339N , Integrative Biology 321G , 325T , 356E , 327G , Molecular Biosciences 366 , 366R , Integrative Biology 471 , SDS 322E
• Physiology, neuroscience, and behavior: Molecular Biosciences 328 , Integrative Biology 438L , 359K , 361T , Molecular Biosciences 367C , Integrative Biology 365S , 374 , Marine Science 355C
• Ecology, evolution, and biodiversity: Integrative Biology 322 , 323 ,  324 , 346 , 351 , 364 , 471G , 373 , 375 , Marine Science 320 , 352C , 352D , 352E , 353 , 354 , 354C , 354E , 354Q , 356 , 357
• Three upper-division laboratory courses in biology;  Biology 377 or 379H may be used as only one of the three required upper-division laboratory courses. Courses used to fulfill this requirement may also be counted toward requirement 8.
• A section of Undergraduate Studies 302 or 303 that is approved by the departmental honors advisor
• A section of Rhetoric and Writing 309S that is restricted to students in the Dean’s Scholars Honors Program 
• Two semesters of Biology 379H
• Fifteen additional semester hours of coursework approved by the departmental honors advisor
• Six semester hours of coursework from the College of Liberal Arts and/or the College of Fine Arts
• Statistics and Data Sciences 329C or Mathematics 340L or 341 ; Mathematics 362K or Statistics and Data Sciences 321 ; and Statistics and Data Sciences 322E
• Two courses from: Computer Science 303E , 313E , 323E , 323H , 324E , 326E , 327E , 329E ,  Mathematics 408D , 358K , 378K , Statistics and Data Sciences 322 , 326E , 324E , 335 , 352 , 353 , 358 , 374C , 374E .
• Two courses from genetics, genomics, and computational biology: Biochemistry 339N , Integrative Biology 321G , Molecular Biosciences 325T , 356E , 327G ,  366 , 366R , Integrative Biology 471
• Cellular, development, and molecular biology: Biochemistry 369 or 339F , 339J , 339M , 364F , Molecular Biosciences 320 , 326R , 330 , 336 , 355 , 339M ,  344 , 360K , 350 , 350M , 361
• Physiology, neuroscience, and behavior: Molecular Biosciences 328 , Integrative Biology 438L , 359K , 361T , Molecular Biosciences 367C , Integrative Biology 365S , 374 ; Neuroscience 330 ;  Marine Science 355C
• One additional laboratory course chosen from: Molecular Biosciences 320L , Integrative Biology 122L , 124L , Molecular Biosciences 128L , Biology 325L , Molecular Biosciences 328D , 230L , 331L , Integrative Biology 440L , 446L , 448L , Molecular Biosciences 349L , 353F , Integrative Biology 453L , 354L , 455L , Biology 456L , Molecular Biosciences 260L , 361L , Integrative Biology 463L , 165U , 369F , 369L , 371L , 373L , 174L , 478L , 359L , 470L ,  Marine Science 120L , 152L
• Nine hours of additional upper-division biochemistry, biology, chemistry, marine science, mathematics, physics, and statistics and data sciences
• Molecular Biosciences 320 , 325T , 344 , and 350
• Biology 325L , and Molecular Biosciences 320L or 349L
• Three hours from: Biochemistry 339N , Integrative Biology 321G , Statistics and Data Sciences 322E
• Six hours from: Molecular Biosciences 326R , 356E , 327G , 366 , 366R
• Three hours of a capstone experience (research,  Molecular Biosciences 368R , Biology 377 , or a second semester of  Biology 379H ; internship,  Natural Sciences 322 ; or a course/experience approved by the Capstone Faculty Advisor) and  Molecular Biosciences 175C  taken in the semester of or the semester immediately after the capstone experience.
• Nine additional hours in upper-division biochemistry, biology, chemistry, computer science, mathematics, neuroscience, and statistics and data sciences

Students in all Options must fulfill both the University's General Requirements for graduation and the college requirements . They must also earn a grade of at least C - in each mathematics and science course required for the degree, and a grade point average in these courses of at least 2.00. More information about grades and the grade point average is given in the  General Information Catalog . 

To graduate and be recommended for certification, students who follow the teaching Option must have a University grade point average of at least 2.50. They must earn a grade of at least C- in the supporting course in requirement 8, and in each of the professional development courses listed in requirement 10 and must pass the final teaching portfolio review; those seeking middle grades certification must also earn a grade of at least C- in each of the courses listed in requirement 11. For information about the portfolio review and additional teacher certification requirements, students should consult the UTeach-Natural Sciences academic advisor.

To graduate under Option IX, students must remain in good standing in the Dean’s Scholars Honors Program , must submit an honors thesis approved by the departmental honors advisor, and present their research in an approved public forum, such as the college’s annual Undergraduate Research Forum. More information about the Undergraduate Research Forum is available at  https://cns.utexas.edu/ .

Students begin the Bachelor of Science in Biology degree program with six hours of introductory biology for science majors ( Biology 311C and 311D ), as well as Chemistry 301 or 301C and 302 or 302C and Mathematics 408C , 408N , or 408R . Students should consult with academic advisors about specific concentrations within biology, about appropriate courses in mathematics and physical sciences, and about course load and the balance between laboratory and nonlaboratory work. Most students select an Option by the end of the second year and take at least 21 hours of upper-division coursework in the major in the third and fourth years.

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Biology, BS (L&S)

The biology major is designed for students with broad interests in the biological sciences. It is intended primarily to:

• prepare undergraduates for graduate studies in diverse areas of biology;
• prepare certain preprofessional students (e.g., medicine, veterinary medicine, dentistry) for advanced study in the health professions;
• provide a broad exposure to biology for students who want a general science education as biologists; and
• serve as initial preparation for students who later choose a more specialized major.

The major is offered by the College of Letters & Science and the College of Agricultural and Life Sciences.

• How to Get in

Students interested in declaring the biology major should set up an appointment to speak with biology academic advisor. Information can be found at advising .

Students who intend to major in Biology in either the College of Letters and Science (L&S) or the College of Agricultural and Life Sciences (CALS) may not combine this major ("double major") with the Molecular and Cell Biology Major or the Neurobiology Major.

University General Education Requirements

College of letters & science degree requirements: bachelor of science (bs), requirements for the major, biology named option, residence & quality of work, honors in the major, university degree requirements.

All undergraduate students at the University of Wisconsin–Madison are required to fulfill a minimum set of common university general education requirements to ensure that every graduate acquires the essential core of an undergraduate education. This core establishes a foundation for living a productive life, being a citizen of the world, appreciating aesthetic values, and engaging in lifelong learning in a continually changing world. Various schools and colleges will have requirements in addition to the requirements listed below. Consult your advisor for assistance, as needed. For additional information, see the university Undergraduate General Education Requirements section of the Guide .

Students pursuing a Bachelor of Science degree in the College of Letters & Science must complete all of the requirements below. The College of Letters & Science allows this major to be paired with either the Bachelor of Arts or the Bachelor of Science degree requirements.

Bachelor of Science Degree Requirements

Non–L&S students pursuing an L&S major

Non–L&S students who have permission from their school/college to pursue an additional major within L&S only need to fulfill the major requirements. They do not need to complete the L&S Degree Requirements above.

Students must complete a minimum of 31 credits of Biological Science courses within the Introductory Biology, Foundation Course, Upper-Level Breadth in the Major, and Additional Lab or Field Research requirements.  Unless specifically stated otherwise, courses may not be used to meet multiple requirements of the major.  

In addition to the standard Biology major, there is a Named Option in Evolutionary Biology. Students may complete only one Biology major/named option and must declare the named option they are pursuing.

Core Requirements

Mathematics and statistics.

Introductory Biology

Foundation Course (complete one of the following):

Students may use BIOCORE 381 and BIOCORE 383 toward both Introductory Biology and Foundation.

Upper-Level Breadth in the Major

Minimum of 13 credits required and must include  one approved lab course.  Approved lab courses are indicated by footnote. A course taken to meet the Foundation requirement may not also count as Upper-Level Breadth in the Major.

• Complete at least two credits from either category A or B.
• Complete at least two credits from either category C or D.
• Complete at least two credits from an unused category (A, B, C, D or E).

A.  Cellular and Subcellular Biology

 B. Organismal Biology

D. Evolution and Systematics

E. Applied Biology, Agriculture and Natural Resources

Additional Lab or Field Research

In addition to the Lab requirement, complete one of the following requirements: 

• Complete one additional lab course and at least two credits from categories A–E in the Upper-Level Breadth in the Major course lists, or
• Complete at least two credits of directed study in a biological science discipline, or
• Complete a two-semester thesis in biological science. 2

Approved Directed Study Courses

To have Directed Study count for the Additional Lab/Field Research requirement, students must first complete an Introductory Biology sequence.  

Approved Thesis Sequences

Instead of completing the requirements above, students may choose to select the named option below.

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• Biology: Evolutionary Biology
• 2.000 GPA in all BIOLOGY and major courses
• 2.000 GPA on at least 15 credits of Upper-Level work in the major, in Residence 2
• 15 credits in the major, taken on the UW–Madison campus

Students may declare Honors in the Biology major with permission of the major advisor.  

Honors in the Major Requirements

To earn Honors in the Major, students must satisfy both the requirements for the major and the following additional requirements:

• Earn a 3.300 University GPA
• Earn a 3.300 GPA in the major
• Complete 13 credits from Foundation and Upper-Level Breadth in the Major requirements, taken for Honors
• Complete an approved two-semester Senior Honors Thesis for a total of 6 credits

Course also approved for lab credit

Foundation and Upper-Level Breadth in the Major are considered Upper-Level for purposes of this requirement.

• Learning Outcomes
• Know and understand core concepts that unify the breadth of biological sciences including: evolution; structure and function; information flow, exchange, and storage; pathways for transformations of energy and matter; and systems.
• Demonstrate practical skills of a professional biologist including: problem‐solving by engaging the process of science; written and verbal proficiency; laboratory skills; quantitative analysis skills; and teamwork skills.
• Graduates will be able to engage and make broader connections to other scientific disciplines and society.
• Four-Year Plan

This Four-Year Plan is only one way a student may complete an L&S degree with this major. Many factors can affect student degree planning, including placement scores, credit for transferred courses, credits earned by examination, and individual scholarly interests. In addition, many students have commitments (e.g., athletics, honors, research, student organizations, study abroad, work and volunteer experiences) that necessitate they adjust their plans accordingly. Informed students engage in their own unique Wisconsin Experience by consulting their academic advisors, Guide, DARS, and Course Search & Enroll for assistance making and adjusting their plan.

Four-year Plans for the Biology major are designed to support biological science major exploration and planning your academic career. Your specific program of study could, and probably will, look different. You should customize the Four-Year Plan to fit your unique interests at UW–Madison. Consult with your advisor about the best plan for you.

Sample Biology Major Four-Year Plan

Follow the guidance of Math placement scores when choosing a Mathematics and/or Statistics course.

Students may complete one of three Introductory Biology sequences.  See the Requirements tab for more information.

• Advising and Careers

Your advisor is here to guide you through the biology major. We can address your questions and concerns, provide advice, help you create a four-year degree plan that meets your major and professional goals, and connect you to resources. It is important to remember that advising is about the process, and some questions do not have a quick and easy answer. Your advisor will challenge you to self-reflect, to critically think about your goals and strategies, and to develop decision-making skills. For more information about what to expect during your advising appointment, visit UW Undergraduate Advising .

In the biology major, students are assigned to an adviser according to last name. Please visit us here to schedule an advising appointment.

The biology major encourages our students to begin working on their career exploration and preparation soon after arriving on campus. We partner with SuccessWorks at the College of Letters & Science. L&S graduates are in high demand by employers and graduate programs. It is important to us that our students are career ready at the time of graduation, and we are committed to your success.

L&S Career Resources

Every L&S major opens a world of possibilities.  SuccessWorks at the College of Letters & Science helps students turn the academic skills learned in their major, certificates, and other coursework into fulfilling lives after graduation, whether that means jobs, public service, graduate school or other career pursuits.

In addition to providing basic support like resume reviews and interview practice, SuccessWorks offers ways to explore interests and build career skills from their very first semester/term at UW all the way through graduation and beyond.

Students can explore careers in one-on-one advising, try out different career paths, complete internships, prepare for the job search and/or graduate school applications, and connect with supportive alumni and even employers in the fields that inspire them.

• SuccessWorks
• Set up a career advising appointment
• INTER-LS 210 L&S Career Development: Taking Initiative (1 credit)
• INTER-LS 215 Communicating About Careers (3 credits, fulfills Comm B General Education Requirement)
• INTER-LS 260 Internship in the Liberal Arts and Sciences
• Activate your Handshake account to apply for jobs and internships from 200,000+ employers recruiting UW-Madison students
• Learn about the impact SuccessWorks has on students' lives

Advising Leadership and Staff

Brian Asen Carley Garvens Sarah Kuba, Program Director Brittany Magrady Damien Parks

Biology Major Program Committee

(voting members)

Joseph Dillard Nazan Gillie, ex officio Anna Kowalkowski Sarah Kuba, ex officio Kate McCulloh, L&S Co-Chair Timothy Paustian, ex officio Federico Rey Nathaniel Sharp, Evolutionary Biology Named Option Representative Jon Woods Jae-Hyuk Yu, CALS Co-Chair

• Wisconsin Experience

The following opportunities can help students connect with other students interested in biology, build relationships with faculty and staff, and contribute to out-of-classroom learning:

Many study abroad programs offer a plethora of excellent upper level bioscience courses. Students often complete courses abroad that meet upper-level breadth in the major requirements (categories A-E) while others use this opportunity to focus on non-science coursework and explore other topics that interest them. Review the Biology Major advising page  on the Study Abroad website to explore international academic programs.

• Students are encouraged to get involved in research in any life science department. Research can be performed for either course credit or pay, depending on the opportunity.  Research opportunities can be identified by inquiring directly with faculty members, reading the Biology Major Newsletter , or announcement on the Student Job Center .
• Requirements

Contact Information

Integrative Biology College of Letters & Science Biology, BS http://www.ls.wisc.edu/

Biology [email protected] 608-890-0677 2523 Microbial Sciences Building 1550 Linden Dr., Madison, WI 53706 http://biologymajor.wisc.edu/

Integrative Biology 608-262-1051 145 Noland Hall 250 N. Mills St., Madison, WI 53706 https://integrativebiology.wisc.edu/

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Bachelor's thesis in Biology

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The Biology Department considers a basic understanding of biological systems to be an essential skill in our increasingly technological society and offers a range of courses for both biology majors and non-majors. Courses are designed to promote scientific literacy and a sophisticated understanding of complex biological systems. Our courses introduce students to life at various levels of organization, with topics ranging from the molecular basis of cellular function, to the coordination of organ systems in the physiology of organisms, to the interactions of organisms with each other and the environment. The importance of research and experimentation in biology is stressed throughout the curriculum, which includes both lab courses and research experiences.

The Biology Department offers the following degrees:

Bachelor of Science (B.S.) in Biology  is a structured program for biology majors who are interested in pursuing those aspects of the field that require a strong background knowledge in physics, chemistry, and mathematics and for students who want to fulfill premedical/predental requirements.

Bachelor of Arts (B.A.) in Biology  is a flexible program that can prepare students for graduate school in the life sciences or can be integrated with other areas, including law, ethics, history, sociology, computer science, and management. The B.A. provides a solid foundation in biology but allows more flexibility in course selection by removing some of the chemistry and quantitative requirements that characterize the B.S. program. Thus, students in the B.A. program can either add more depth and focus around a sub-discipline or have more breadth, either within the biology curriculum or by taking advantage of the B.A. elective options. Students should note that, unlike the B.S. program, the B.A. program does not fulfill medical school admission requirements.

The Biology Department offers a  minor in Biology, a concentration in Bioinformatics , and also co-sponsors a  Bachelor of Science (B.S.) in Biochemistry  together with the Chemistry Department. The Biochemistry degree is described separately in this Catalog. Requirements for the Biology minor and bioinformatics concentration can be found on the Biology Department website.

Biology Courses

Biology Faculty

Biology Website

Bachelor of Science (B.S.) and Bachelor of Arts (B.A.) Program Requirements

• BIOL2000 Molecules and Cells
• BIOL2010 Ecology and Evolution
• BIOL2040 Investigations in Molecular Cell Biology
• BIOL3050 Genetics                          
• BIOL3060 Introduction to Genetics ( summer only )                        
• BIOL3150 Introduction to Genomics
• BIOL3030 Introduction to Physiology
• BIOL4110 Ornithology
• BIOL4320 Developmental Biology
• BIOL4330 Human Physiology with Lab
• BIOL4450 Behavioral Ecology
• BIOL4540 Neuroscience
• One course from the Advanced Experience list—a minimum of 2 credits
• Microbiology
• Cell Biology and Development
• Genetics and Genomics
• Physiology and Organismal Biology
• A complete listing of Biology courses is available on the departmental website.
• For the B.A.: Additional electives numbered 3000 and above to reach a minimum of  33 credits for ALL Biology courses . (9 credits can be from the B.A. elective list available on the departmental website or pre-approval from the department).

Advanced Experience courses include undergraduate research, research lab courses, and smaller classes involving the primary literature and data analysis. Courses fulfilling this requirement are available on the Biology Department website. Note: While independent undergraduate research courses can be taken over several semesters for credit, only 3 of these credits can be applied toward the 30 required credits for the Biology major (B.A. or B.S.). Students using undergraduate research to fulfill the Advanced Experience requirement and/or to have the 3 credits applied to the Biology major must complete at least two semesters.

Students wishing to focus their studies on biology subdisciplines, can choose biology electives from the following concentrations: Microbiology, Cell Biology and Development, Genetics and Genomics, and Physiology/Organismal Biology. A list of elective courses and directions for completing a concentration are found on the departmental website.

Corequisite Courses for the Bachelor of Science (B.S.) Program

Chemistry (15–16 credits).

• General Chemistry I and II with Labs (CHEM1109–1110, CHEM1111–1112)
• Organic Chemistry I with Lab (CHEM2231–2232)
• Organic Chemistry II with Lab (CHEM2233–2234)  or  Biological Chemistry (BIOL4350)

Quantitative Requirements: Mathematics, Physics, and Computer Science

• Calculus I (MATH1100)
• PHYS2100 Physics I (calculus) with Lab
• PHYS2101 Physics II (calculus) with Lab
• BIOL2300 Biostatistics (or EC1151 or MATH3353)
• BIOL3140 Experimental Methods in Organismal Biology
• BIOL4250 Population Genetics*
• CSCI1101 Computer Science I
• CSCI1102 Computer Science II
• CSCI2291 Topics: Data Science
• CSCI2257 Database Systems and Application
• MATH1101 Calculus II
• Mathematics courses numbered 2000 or higher

Additional options are noted on the  Biology Department  website.

*BIOL3140 and BIOL4350 cannot be used to satisfy both a corequisite and a biology elective.

Calculus Placement

• Calculus I requirement is satisfied by completing MATH1100 or with an AP score of 4 or 5 on the AB exam or a score of 3 on the BC exam
• Calculus I and II can be satisfied by completing MATH1101 or with an AP score of 4 or 5 on the BC exam

Corequisite Courses for the Bachelor of Arts (B.A.) Program (8–12 Credits)

Advanced placement programs for the b.a. and b.s. degrees.

Students who received a score of 5 on the AP exam and wish to consider advanced placement may enroll in a 3000 level BIOL course in place of BIOL2000. Freshmen should enroll in BIOL2010 first semester (there is no AP substitution for BIOL2010), and take a 3000 level course in the second semester, if they wish to continue with the AP substitution for BIOL2000. The AP substitution does not reduce the total number of credits for the major; students will still need a total of 30 credits in biology courses.

Information for First Year Students: Biology Majors and Others Considering a Major in Biology

Biology majors in the regular B.A. and B.S. programs are advised to enroll in BIOL2000 Molecules and Cells and BIOL2010 Ecology and Evolution their freshman year. Freshmen are also advised to enroll in CHEM1109/CHEM1110 General Chemistry (with corequisite Labs) and Calculus I or II, depending on their AP scores. First-term AP students should enroll in BIOL2010 Ecology and Evolution. Second term, students using the AP option will enroll directly in a 3000 level course, or they can continue with the regular program by enrolling in BIOL2000 Molecules and Cells. 

Information for Study Abroad and Summer Programs

With Department approval, students may apply ONE course taken either abroad or during an off-campus summer session to their biology elective requirements. To be considered as a possible substitute for a biology elective, a course must be a second level course with published biology prerequisites and not be an introductory level course or a course intended for professional study or for non-biology majors. As an exception, students studying abroad for two full academic semesters may apply two courses taken abroad to the biology elective requirement.

This policy does not apply to Biology Department major elective courses offered through the Boston College Summer School; such courses are applied to the Biology major as regular academic-year electives.

Research Opportunities for Undergraduates

Research is a fundamental aspect of undergraduate training in the sciences, and the Biology Department actively encourages interested majors to take advantage of the undergraduate research programs that are available. There are two distinct options for engaging in research activity.

Option 1: Students do research in the laboratory of a Biology Department faculty member or at an off-site laboratory with departmental approval. Undergraduate research can be taken for course credit over multiple semesters. Two semesters must be completed to fulfill a Biology elective requirement. Only 3 credits of the undergraduate research are applied to the Biology major; all credits are applied to the 120 credits for graduation

Option 2: The Department offers a number of research lab courses where students build technical skills in the context of an ongoing research project. These one-semester courses are taught by Biology faculty and focus on their current area of research. Students have full access to dedicated lab space throughout the semester and present their data at the departmental Undergraduate Research Day.

Biology Senior Thesis

Students doing undergraduate research may elect to write a Senior Thesis with the approval and support of their faculty research adviser. Students writing a thesis are recognized at Undergraduate Research Day. The student producing the “Best Senior Thesis,” as judged by a faculty committee, is awarded the Balkema Prize.

Information for Non-majors

Non-majors may fulfill their Natural Science Core requirements through the introductory major courses (BIOL2000 or BIOL2010) or one of several university Core courses offered for non-majors by the Department. Information about preparation for the allied health professions is available online at  bc.edu/premed .

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Evolution of recombination rate variation in a natural population of house sparrows , identification of mutants that affect mono-orientation in meiosis through a mutagenesis screen , investigation of rnai-dependent heterochromatin establishment in schizosaccharomyces pombe , investigating crispr-mediated gene editing and its relationship with dna repair in chlamydomonas reinhardtii , understanding the role of glucose-sensor hexokinase in seedling establishment in arabidopsis thaliana , metagenomic, metabolic and functional characterisation of polyextremophilic microbial consortia endogenous to acid mine drainage , understanding the genetic basis of ramularia disease resistance in barley , impact of nutrition and helminth infection on gut health and the microbiome using a lab-to-wild mouse mode , roles of nucleosome asymmetry and kat6b-mediated histone acetylation in the regulation of bivalent promoters , novel extremophilic metalloproteases for consumer product application , biosynthesis of methacrylate esters in saccharomyces cerevisiae , evolution of the legume flower: case studies in the early-branching papilionoid legumes (papilionoideae, leguminosae) , investigating the genetic architecture of complex traits in soay sheep , dgcr8-dependent control of antiviral immunity in human cells , evaluating assumptions & predicting impact in antimicrobial resistance research , optogenetic manipulation of cellular energetics in escherichia coli , genetic validation of the function of pfemp1 in plasmodium falciparum rosette formation , deciphering essential roles of camp signalling during malaria parasite transmission , elucidating the arabidopsis phytochrome a shade-signaling mechanism , specificity and mechanism of rna trafficking from mouse to bacteria in the gut .

Bachelor's thesis in Biology

Selection is usually based on your grade point average from upper secondary school or the number of credit points from previous university studies, or both.

This course is included in the following programme

• Biology programme (studied during year 3)

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Contacts | Program of Study | General Education Requirements for the Biological Sciences | Advanced Placement Credit | Bachelor of Arts Degree in Biological Sciences | Biology Track | | Specialization Programs in the Biological Sciences | Interdisciplinary Biology Tracks | Ecology and Evolution Track | Global and Public Health Track | Computational Biology Track | Program Requirements for the Bachelor of Science in Biological Sciences | Honors | Research Opportunities | Minor in Biological Sciences | Grading and Academic Honesty | Biological Sciences (BIOS) Courses | Upper-level Elective Courses | Big Problems Courses | Specialized Courses | Independent Study and Research Courses | Graduate-Level Courses

Department Website: https://college.uchicago.edu/academics/biological-sciences-collegiate-division

Program of Study

Biology is the study of life, past and present. Our curriculum offers courses in many fields, from theoretical to experimental biology, and from molecular and genetic mechanisms underlying life to the complex interactions of organisms in ecosystems. As a major research institution, the University of Chicago focuses all courses in the Biological Sciences Collegiate Division on scientific reasoning, research, and discovery. The goals of the Biological Sciences curriculum are to give students (1) an understanding of currently accepted concepts in biology and the experimental support for these concepts, and (2) an appreciation of the gaps in our current understanding and the opportunities and tools available for new discoveries. A major in Biological Sciences can prepare students for careers in a wide range of areas, including health professions, basic or applied research in academia or industry, education, and policy related to human, animal, and planetary health.

Students can choose from multiple tracks to complete the Major in Biological Sciences:

Biology Track (BA and BS) : Majors in the Biology Track take a series of foundational courses that span biological knowledge across fields and scales. They may then explore the breadth of biology with free electives to complete the major OR they may specialize in one area of biology through a focused selection of electives. Specializations are listed below and will be recognized on student transcripts (e.g., Biological Sciences – Specialization: Immunology). Research opportunities , internships , and courses at the Marine Biological Laboratory and Paris campuses are available for students in this track. See bscd.uchicago.edu for more information about research opportunities.

Paths through the Biology Track:

Biological Sciences – No Specialization (free choice of BIOS electives)

Biological Sciences – Cancer Biology Specialization

Biological Sciences – Cellular and Molecular Biology Specialization

Biological Sciences – Developmental Biology Specialization

Biological Sciences – Endocrinology Specialization

Biological Sciences – Genetics Specialization

Biological Sciences – Immunology Specialization

Biological Sciences – Microbiology Specialization

Interdisciplinary Biology Tracks (BA and BS) : Increasingly, the biological sciences are incorporating knowledge and tools from physics, chemistry, computer science, statistics, public health, technological sciences, and the study of culture and society. Each Interdisciplinary Biology Track requires unique foundational courses that reflect these intersections. These tracks also allow students to choose electives from multiple departments to complete the major. Research opportunities , internships, and courses at the MBL  and  Paris  campuses are available for students in these tracks. Interdisciplinary tracks are available in the following areas and will be recognized on student transcripts (e.g., Biological Sciences – Interdisciplinary Focus: Global and Public Health). Specializations are not available within the Interdisciplinary Biology Tracks. 

Interdisciplinary Biology Tracks:

• Biological Sciences – Ecology and Evolution
• Biological Sciences – Global and Public Health
• Biological Sciences – Computational Biology

BA and BS Degrees and Honors

Several types of degrees can be earned in all tracks:

Bachelor of Arts (BA) : The BA is designed for students who wish to gain extensive training in the field of biology but also retain the flexibility to take elective courses outside the major. Scientific research is required for some tracks , but a thesis is not required to obtain a BA (although a thesis is required for some specializations; see details below).

Bachelor of Science (BS) : The BS is designed for students who wish to delve more deeply into the field of their major through additional electives and completion of a BS thesis. Successful BS students will (1) learn how scientists design and conduct scientific experiments; (2) collect data as part of a research effort; (3) evaluate the strengths and weaknesses of that data; (4) interpret the data in the context of a specific scientific discipline; and (5) describe their work in a BS Thesis.

Bachelor of Arts/Bachelor of Science with Research Honors ( Research Honors ): Biology Research Honors is reserved for students who excel in the coursework of the major and have completed original research of high quality suitable for inclusion in a professional publication. Successful Research Honors students will (1) gain a scholarly understanding of a specific area of biology; (2) conduct scientific experiments, collect original data, analyze that data using appropriate statistics, and evaluate the strengths and weaknesses of the data; (3) interpret their findings in the context of their field; (4) describe their work in an Honors Thesis; and (5) present and defend their work in an oral presentation. 

Bachelor of Arts/Bachelor of Science with Scholar Honors ( Scholar Honors ): Scholar Honors recognizes exceptional academic performance including submission and acceptance of a scholarly thesis. 

General Education Requirements for the Biological Sciences

Students in  all tracks must take 200 units of Biological Sciences, 200 units of Mathematics, and 200 units of Chemistry from the selected list described below. 

Biological Sciences General Education Courses

Students majoring in Biological Sciences choose one of the following options:

A score of 4 or 5 on the AP Biology test AND three quarters of the Advanced Biology Fundamentals Sequence (BIOS 20234-20236) (see Advanced Placement Credit below).

A score of 4 or 5 on the AP Biology test will fulfill the general education requirement in the  biological sciences ONLY for students who complete three quarters of the Advanced Biology  Fundamentals Sequence.

Note: There are two additional options for completing the general education requirement for students who are NOT Biological Sciences majors:

1. A two-quarter general education sequence for non-majors

2. The Health Professions Preparation Sequence for Non-Majors ( BIOS 20170 Microbial and Human Cell Biology- BIOS 20175 Biochemistry and Metabolism)

Mathematics General Education Courses

Chemistry General Education Courses

Advanced Placement Credit

Students with a score of 4 or 5 on the AP Biology test who complete the first three quarters of the Advanced Biology Fundamentals Sequence will be awarded three credits toward the Biological Sciences major and credit for completing the general education requirement in the Biological Sciences. This option is especially appropriate for students who plan to major in Biological Sciences and prepare for a career in research, but it is open to all qualified students including those planning a career in the health professions. 

Bachelor of Arts Degree in Biological Sciences

All Tracks require students to take 1600 units.

The basic degree in Biological Sciences is the BA. Students can qualify for a BA by following one of several tracks: 

1)  Biology Track – Provides a comprehensive education in biology across scales, focusing on the research that leads to discovery.  Students may explore the breadth of biological science or choose to specialize in a particular area.

2)  Interdisciplinary Track – Ecology and Evolution – Provides an in-depth education in ecology and evolution through course work, field work, advanced statistical skills, and research. Coursework opportunities at the Marine Biological Laboratory are particularly suited for this track.

3)  Interdisciplinary Track – Global and Public Health – Provides a cross-cutting education through coursework and research in the biology of disease, as well as economic and social factors influencing health outcomes worldwide. Coursework offered in Paris is particularly suited for this track.

4)  Interdisciplinary Track – Computational Biology  – Provides an interdisciplinary education in biology and the design and use of computational tools that can be used to address biological questions.

To qualify for a BA in one of these tracks, students must satisfy the general education requirements in biology, chemistry, and mathematics as described above AND:

1)  complete the required foundational courses, termed “Fundamentals Sequence”, for the track chosen;

2)  complete the required physical and mathematical sciences courses for the track chosen;

3)  complete appropriate upper-level electives for the track chosen.

Biology Track

Fundamentals Sequence Requirement

Students completing the major in the Biology Track will choose one of the following Fundamentals sequences:

1.  Fundamentals of Biological Science sequence —begins in the Winter Quarter of the first year and is structured to provide students with a broad-based understanding of contemporary biology. Note that  BIOS 20151 Introduction to Quantitative Modeling in Biology and  BIOS 20153 Fundamentals of Ecology and Evolutionary Biology  fulfill the general education requirement in biological sciences and are not counted towards the major.

2. Advanced Biology sequence —begins in the Autumn Quarter of first year and requires a high level of preparedness in Biology as well as a deep interest in research. The sequence is open to students who have achieved a score of 4 or 5 on the AP Biology test or by consent. + Students seeking consent should contact Michael Glotzer ( [email protected] ).

After completion of three quarters of a Fundamentals Sequence, students begin taking upper-level elective courses in the biological sciences and may start a specialization.

Physical and Mathematical Sciences Requirement

Students completing the major in the Biology Track are required to take courses in mathematical and physical sciences as follows:

NOTE 1: The Biology Track does NOT require the third quarter of calculus. Students MUST take  BIOS 20151 Introduction to Quantitative Modeling in Biology , and students in the Advanced Biology sequence MUST take  BIOS 20236 Biological Dynamics . NO Mathematics courses may be substituted for these requirements.

NOTE 2: Students planning to apply to medical school should be aware of individual medical school admissions requirements and should tailor their program accordingly with the help of UChicago Careers in Healthcare . 

Upper-Level Elective Requirements

Students completing the major in the Biology Track must take five upper-level courses (course numbers BIOS 21000 to 28999) to complete the Bachelor of Arts degree. These courses may be selected by the student or in consultation with the BSCD Senior Advisers (Megan McNulty, [email protected] ; Chris Andrews, [email protected] ). 

If the student following the Biology Track chooses to focus their coursework in a specific area, they can complete a specialization. In this case, courses should be chosen in consultation with the specialization adviser (listed below). 

NOTE: BIOS 00199 Undergraduate Research , BIOS 00206 Readings: Biology , and BIOS 00299 Advanced Research: Biological Sciences may not be used to meet requirements for the Biological Sciences degree. 

Summary of Requirements for a BA in Biological Sciences: Biology Track  

Specialization Programs in the Biological Sciences

Specializations represent recommended programs of study for students interested in one particular field within the biological sciences. Students who wish to complete a specialization should discuss their plans with the specialization director by Spring Quarter of their second year. Students may complete only one specialization. All courses must be taken for a quality grade in order to count toward a specialization.

Specialization in Cancer Biology Specialization in Cellular and Molecular Biology Specialization in Developmental Biology Specialization in Endocrinology Specialization in Genetics Specialization in Immunology Specialization in Microbiology

NOTE: Beginning with the entering class of Autumn Quarter 2022, the Specializations in Global Health Sciences and Ecology and Evolution will no longer be available. * Beginning with the entering class of Autumn Quarter 2023, the Specialization in Quantitative Biology will no longer be available. **  Students interested in focusing their major coursework in one of these fields can pursue an Interdisciplinary Biology track in Global and Public Health, Ecology and Evolution, or Computational Biology.

Specialization in Cancer Biology

Students who complete the requirements detailed below will be  recognized as having completed a Specialization in Cancer Biology.

To be eligible to carry out a Specialization in Cancer Biology, students must average a B grade in one of the Fundamentals Sequences.

Students who plan to specialize in cancer biology are advised to begin the required specialization courses in their second or third year in the College. Students who elect to specialize should email the Director of the Specialization, Dr. Kay F. Macleod ( [email protected] ), providing the details outlined  here .

Course Work. The following courses are required for a Specialization in Cancer Biology. To continue in the specialization, students must achieve an A or a B grade in both courses.

To complete the Specialization in Cancer Biology, students should also take one of the following courses in either their third or fourth year, having successfully completed BIOS 25108 and BIOS 25308 above, and started work in their chosen research laboratory.

Laboratory Research and Thesis Requirement:

To complete the Specialization in Cancer Biology, students will also carry out individual guided  research in a cancer research laboratory and are also encouraged to attend cancer biology–related seminars.  Independent research projects performed by students in the Specialization in Cancer Biology must be of sufficiently high standard to qualify as a senior honors project and ideally to produce data that contributes to peer-reviewed publication. Participation in the research component of the Specialization in Cancer Biology requires the student to identify a research project and mentor, participate in an original research project for at least one year, and submit a research thesis. This project must be approved by the director of the specialization, no later than Spring Quarter of the third year.

The completed thesis must be reviewed and approved first by the student’s faculty research mentor and then by an expert faculty thesis committee, selected by the student. If the thesis will be counted toward the requirements for the BS or Honors in Biological Sciences, it must also be approved by the directors of those programs. More detailed information can be found on the  Cancer Specialization here . For questions, contact Dr. Kay F. Macleod ([email protected]). 

Specialization in Cellular and Molecular Biology

Biological Sciences majors can complete the Specialization in Cellular and Molecular Biology by either:

1. Successful completion of CHEM 22200 Organic Chemistry III or CHEM 23200 Honors Organic Chemistry III plus four upper-level BIOS courses selected from the list below.

NOTE: The third quarter of organic chemistry is required for the specialization but does not count towards the major. 

2. Successful completion of CHEM 22200 Organic Chemistry III or CHEM 23200 Honors Organic Chemistry III plus three upper-level BIOS courses selected from the list below and completion of a senior thesis on an independent research project. This project must be approved by the directors of the specialization no later than Spring Quarter of the third year. If the thesis will be counted toward the requirements for the BS or Honors in Biological Sciences, it must also be approved by the directors of those programs.

Please consult Chris Andrews ( [email protected] ) or Megan McNulty ( [email protected] ) for approval of research projects or to request approval for any non-listed course with significant content in cellular and molecular biology.

Specialization in Developmental Biology

Students majoring in Biological Sciences who complete the requirements detailed below will be recognized as having completed a Specialization in Developmental Biology. 

The following requirements must be met:

1. Successful completion of BIOS 20189 Fundamentals of Developmental Biology or  BIOS 20236 Biological Dynamics plus five upper-level courses selected from the list below.

2. Successful completion of BIOS 20189 Fundamentals of Developmental Biology  or  BIOS 20236 Biological Dynamics  plus three upper-level courses selected from the list below and completion of a senior thesis on an independent research project. This project must be approved by the director of the specialization no later than Spring Quarter of the third year. If the thesis will be counted toward the requirements for the BS or Honors in Biological Sciences, it must also be approved by the directors of those programs.

Please consult Akira Imamoto ( [email protected] ) for approval of research projects or to request approval for any non-listed course with significant content in developmental biology.

Three of the following (with research thesis) or five of the following (without research thesis):

Specialization in Endocrinology

Students majoring in Biological Sciences who complete the requirements detailed below will be recognized as having completed a Specialization in Endocrinology. Students who complete the specialization will be well-versed in all aspects of endocrinology, ranging from basic cell signaling to the integration of endocrine systems and their dysregulation in human disease. Students must take three introductory courses listed below plus two additional courses from the elective list. The prerequisite for these courses is completion of the Fundamentals Sequence. It is strongly recommended that students complete a Biochemistry course before enrolling; however, the introductory courses can be completed as Endocrinology I–II-III or Endocrinology II-III-I. 

Introductory Courses

Elective Courses

The Specialization in Endocrinology is administered by the Section of Endocrinology, Diabetes, and Metabolism, the Committee on Molecular Metabolism and Nutrition, and the NIH-funded Diabetes Research and Training Center. For more information, consult Matthew Brady ( [email protected] ).

Specialization in Genetics

Students majoring in Biological Sciences who complete the requirements below will be recognized as having completed a Specialization in Genetics. 

Students must successfully complete a Fundamentals Sequence for Biological Sciences majors and  STAT 22000 Statistical Methods and Applications  (or higher).

Students must take  BIOS 21236 Genetics of Model Organisms  and either:

1. Four additional courses from the categories listed below, including at least one from each category.

2. Complete two courses chosen from the categories listed below, including one course in each category, and complete a senior thesis or an independent research project. This project must be approved by the directors of the specialization no later than Spring Quarter of the third year. If the thesis will be counted toward the requirements for the BS or Honors in Biological Sciences, it must also be approved by the directors of those programs.

Please consult Chris Andrews ( [email protected] ) or Megan McNulty ( [email protected] ) for approval of research projects or to request approval for any non-listed course with significant genetics content.

Please consult Megan McNulty ( [email protected] ) or Chris Andrews ( [email protected] ) for more information.

Specialization in Immunology

Students majoring in Biological Sciences will be recognized as having completed a Specialization in Immunology if they complete the following: (1) three of the courses listed below, and (2) either two additional elective courses or a research project approved by the director of the specialization. “Core” immunology courses may also be chosen as further electives.

For more information, including advice on focuses within immunology (e.g., genetics/genomics, evolution/development, tumor immunology, host-microbiome/pathogen interface, human immunology), students should consult with the Director of the Specialization, Daria Esterhazy ( [email protected] ). Note: If you intend to study abroad in Autumn Quarter of your 3rd year please reach out to Dr. Esterhazy by May 1 of your 2 nd  year at the latest to discuss your options.

Specialization in Microbiology

Students majoring in Biological Sciences who complete the requirements detailed below will be recognized as having completed a Specialization in Microbiology. Students must take the three courses listed below and either two additional courses or a research project. This project must be approved by the director of the specialization no later than Spring Quarter of the third year. If the thesis will be counted toward the requirements for the BS or Honors in Biological Sciences, it must also be approved by the directors of those programs. With prior approval from the director of the specialization, students may substitute a required course with an elective.   

Students are encouraged to begin this sequence in Autumn Quarter of their third year, carry out individual guided research, participate in the honors research program, and attend the Microbiology Seminar series .

For additional information, please contact the director of the specialization, Tatyana Golovkina ( [email protected] ). 

Interdisciplinary Biology Tracks

Ecology and evolution track.

Students completing the Biological Sciences major in the Ecology and Evolution Track must choose one of the following Fundamentals sequences:

1.  Fundamentals of Ecology and Evolution sequence —begins in the Winter Quarter of the first year and is structured to provide students with a foundation for interdisciplinary study in this field. Note that  BIOS 20151 Introduction to Quantitative Modeling in Biology  and BIOS 20153 Fundamentals of Ecology and Evolutionary Biology  fulfill the general education requirement in biological sciences and are not counted towards the major.

2. Advanced Biology Ecology and Evolution Fundamentals sequence —begins in the Autumn Quarter of first year and requires a high level of preparedness in biology as well as a deep interest in research. The sequence is open to students who have achieved a score of 4 or 5 on the AP Biology test or by consent. +  Students seeking consent should contact Michael Glotzer ( [email protected] ).

Field Ecology Requirement

In addition, students following either the Fundamentals of Ecology and Evolution sequence or the Advanced Biology Ecology and Evolution Fundamentals sequence must complete the sequence with one of the following field ecology courses:

Students completing the Biological Sciences major in the Ecology and Evolution track must take:

* Students can satisfy this requirement with quantitative upper-level BIOS courses or courses from other departments (e.g., MATH, PHYS, STAT, GISC, or CMSC). Biological Sciences majors pursuing this track should confirm their quantitative course selections with Senior Biology Advisor Chris Andrews ( [email protected] ).

NOTE 1: The Ecology and Evolution Track does NOT require the third quarter of calculus. Students MUST take  BIOS 20151 Introduction to Quantitative Modeling in Biology , and students in the Advanced Biology sequence MUST take  BIOS 20236 Biological Dynamics . NO Mathematics courses may be substituted for these requirements.

NOTE 2: Students planning to apply to medical school should be aware of individual medical school admissions requirements and should tailor their program accordingly with the help of  UChicago Careers in Healthcare . 

Students completing the Biological Sciences major in the Ecology and Evolution Track must take five upper-level courses (BIOS 21000 to 28999) after the Fundamentals of Ecology and Evolution sequence to complete the Bachelor of Arts degree; three of these electives must be in the area of ecology, evolution, genetics, or behavior (notated with an E after the course title in the catalog). 

Four upper-level electives are required for students who have completed the Advanced Biology Ecology and Evolution Fundamentals sequence ; three of these electives must be in the area of ecology, evolution, genetics or behavior (notated with an E after the course title in the catalog).

NOTE:  BIOS 00199  Undergraduate Research,  BIOS 00206  Readings: Biology, and  BIOS 00299  Advanced Research: Biological Sciences may not be used to meet requirements for the Biological Sciences degree. Courses listed under the heading  Specialized Courses  (course numbers in the 29000 range) may not be used to meet requirements for the Biological Sciences degree.

Additional Requirements:  Completion of the major through this track requires one quarter of independent field or research work in the area of Ecology and Evolution (approval of the Ecology and Evolution Track Director Cathy Pfister ( [email protected] ) or Chris Andrews ( [email protected] ) is required).

Research opportunities of particular interest to students in this track  can be found on the Interdisciplinary Biology Ecology and Evolution page. 

Summary of Requirements: Ecology and Evolution Track

For further questions about this track please contact Ecology and Evolution Track Director Cathy Pfister ( [email protected] ) or Chris Andrews ( [email protected] ). 

Global and Public Health Track

Students completing the Biological Sciences major in the Global and Public Health Track must choose one of the following Fundamentals sequences:

1. Fundamentals of Global and Public Health sequence —begins in the Winter Quarter of the first year and is structured to provide students with a foundation for interdisciplinary study in this field. Note that  BIOS 20151 Introduction to Quantitative Modeling in Biology  and BIOS 20153 Fundamentals of Ecology and Evolutionary Biology  fulfill the general education requirement in the biological sciences and are not counted towards the major.

*#  BIOS 20151 and BIOS 20153 fulfill the general education requirement in the biological sciences and are prerequisites for the rest of the courses in the Fundamentals Sequence. BIOS 20151 may be taken simultaneously with BIOS 20186.

2. Advanced Biology Global and Public Health Fundamentals sequence —begins in the Autumn Quarter of the first year and requires a high level of preparedness in biology as well as a deep interest in research. The sequence is open to students who have achieved a score of 4 or 5 on the AP Biology test or by consent.* Students seeking consent should contact Michael Glotzer ( [email protected] ).

In addition, students following either the Fundamentals of Global and Public Health Sequence or the Advanced Biology Global and Public Health Sequence must complete the sequence with the following courses:

The Chicago series of foundational courses in Global and Public Health:

The Paris series of foundational courses in Global and Public Health (offered during Winter Quarter) † :

Students pursuing the major in the Global and Public Health Track will complete the following:

NOTE 1: The third quarter of Calculus is NOT required for the Global and Public Health Track. Students MUST take  BIOS 20151 Introduction to Quantitative Modeling in Biology  and students in the Advanced Biology sequence MUST take  BIOS 20236 Biological Dynamics . NO Mathematics courses may be substituted for these requirements.

Students completing the major in the Global and Public Health Track must take eight upper-level electives distributed as follows: Four upper-level BIOS courses (BIOS 21000 to 28999) and four courses from the approved non-BIOS course list (see list below). Two of the BIOS electives must be in the area of global and public health (notated with a GP after the course title in the catalog).

Students who have completed the Advanced Biology Global and Public Health sequence must take three BIOS upper-level electives , two of which must be in the area of global and public health (notated with a GP after the course title in the catalog).

Note: Students in this track can use BIOS 20200 Introduction to Biochemistry  as one of the GP BIOS upper-level electives and CHEM 22000 Organic Chemistry I as one of the non-BIOS upper-level electives.

Non-BIOS upper-level electives:

Additional Requirements : One quarter of independent field or research work in the area of Global and Public Health (approval of the Track Director Kathleen Beavis is required [email protected] ).

Research opportunities of particular interest to students in this track can be found on the Interdisciplinary Biology Track Global and Public Health page.

Summary of Requirements: Global and Public Health Track

Honors for the Global and Public Health Track

Students wishing to complete an honors thesis should see Honors . When appropriate for their research topic and methods, students in this track may instead enroll in  SOCI 29998 Sociology BA Thesis Seminar  with approval. 

For questions about this track, please contact Global and Public Health Track Director Kathleen Beavis ( [email protected] ) or the Senior Biology Advisors . 

Computational Biology Track

Students completing the Biological Sciences major in the Computational Biology Track must choose one of the following Fundamentals sequences:

1. Fundamentals of Computational Biology sequence —begins in the Winter Quarter of the first year and is structured to provide students with a foundation for interdisciplinary study in this field. Note that  BIOS 20151 Introduction to Quantitative Modeling in Biology  and BIOS 20153 Fundamentals of Ecology and Evolutionary Biology  fulfill the general education requirement in the biological sciences and are not counted towards the major.

2. Advanced Computational Biology Fundamentals sequence —begins in the Autumn Quarter of the first year and requires a high level of preparedness in biology as well as a deep interest in research. The sequence is open to students who have achieved a score of 4 or 5 on the AP Biology test or by consent. * Students seeking consent should contact Michael Glotzer ( [email protected] ).

In addition, students following either the Fundamentals of Computational Biology Sequence or the Advanced Computational Biology Sequence must complete the sequence with the following courses in computer programming:

Two courses in computer programming:

One course in Computational Approaches to Biological Problems †:

Physical Sciences Requirements

 Upper-Level Elective Requirements

Students completing the major in the Computational Biology Track must take five upper-level electives distributed as follows: Three upper-level BIOS courses in the area of computational biology  (annotated CB ) and two courses from the approved non-BIOS course list (see list below).

Students who have completed the Advanced Computational Biology Fundamentals sequence must take two BIOS upper-level courses in the area of computational biology  (annotated CB).

Other courses from quantitative programs may be counted by consent of the Track Director Anindita Basu ( [email protected] ) and Dmitry Kondrashov ( [email protected] ).

Additional Requirements : One quarter of independent field or research work in the area of Computational Biology is required. This requirement can be fulfilled by approved independent research with a faculty mentor or by completion of DATA 27100 Data Science Clinic I  or DATA 27200 Data Science Clinic II . More information on track-specific opportunities can be found on the Interdisciplinary Biology Computational Biology page. For approval of independent research, contact Track Directors Dmitry Kondrashov ( [email protected] ) and Anindita Basu ( [email protected] ). 

Summary of Requirements: Computational Biology Track

For questions about this track, please contact the Track Directors Dmitry Kondrashov ( [email protected] ) and Anindita Basu ( [email protected] ) or the Senior Biology Advisors . 

Program Requirements for the Bachelor of Science in Biological Sciences

Students can earn a Bachelor of Science (BS) degree in Biological Sciences in any of the tracks by:

(1) completing three upper-level elective courses in Biological Sciences beyond those required for the BA degree, including BIOS 28900 Undergraduate Bachelor of Science Research (or both quarters of BIOS 00296 Undergraduate Honors Research if also pursuing Biology Research Honors)

(2) writing a BS thesis under the supervision of an adviser who is a member of the Biological Sciences Division research faculty. The topic of the BS thesis must be appropriate for the track chosen. 

Students completing the honors program or a specialization in the Biology Track that requires a senior thesis can submit the same thesis for the BS degree. Candidates must declare their intent by submitting a faculty consent form no later than the end of the Spring Quarter of their third year in the College. Details of the BS degree and a timeline for completion of requirements are provided on the BSCD website,  bscd.uchicago.edu .

Honors in Biological Sciences can be earned via one of two ways.

Research Honors: Emphasizes exceptional achievement in a program of original research (minimum cumulative GPA of 3.30 or above), plus submission and acceptance of an in-depth research thesis.

Scholar Honors: Recognizes exceptional academic performance (minimum cumulative GPA of 3.75 or above), including submission and acceptance of a scholarly thesis. 

Both programs require formal declarations of intent to seek honors by the candidates. The details of each program are provided on the  BSCD website . Candidates must apply for either program no later than the beginning of Spring Quarter of their third year in the College. 

Research Opportunities

Students in all tracks are encouraged to carry out individual guided research in an area of their interest. A student may propose an arrangement with any faculty member in the Biological Sciences Division to sponsor and supervise research. Students may register for  BIOS 00199  Undergraduate Research or  BIOS 00299  Advanced Research: Biological Sciences at any time if they want to receive course credit for their research work, but this is not required. (Please note that there are required research courses for the BS and Research Honors programs.) For more information, see  bscd.uchicago.edu/content/undergrad-research  or contact Paul Strieleman ( [email protected] ). NOTE: Course credit cannot be given for work that is compensated by a salary. BIOS 00199 and BIOS 00299 may not be used to meet the requirements of the Biological Sciences degree.

Students interested in research are also encouraged to work in a research lab over the summer. In addition to individual arrangements with faculty, students may take advantage of fellowship programs. Application deadlines for fellowships range from mid-February to early April. Please see  bscd.uchicago.edu/content/undergrad-research  for more information about fellowship opportunities and funding for research in the Biological Sciences at the University of Chicago, or the College Center for Research and Fellowships ( ccrf.uchicago.edu ), and Career Advancement for a searchable database of internal and external research and fellowship opportunities.

Prospective biology majors interested in learning more about the variety of labs conducting biological research on campus can attend one or more quarters of BIOS 10098 Pizza with the PIs: Introduction to Biology Research at The University of Chicago .

BIOS 10098. Pizza with the PIs: Introduction to Biology Research at The University of Chicago. 000 Units.

This is an optional, non-credit course for students interested in carrying out research at the University of Chicago. It provides students with an opportunity to get to know the research faculty, identify potential labs to join, and be inspired by the research advances happening on our campus. Each week, a different faculty member from any of the various departments in the Biological Sciences Division (BSD) will present their own research work in a 50 minute, lunch-time seminar. Registration for the course is required to be able to attend these seminars. Pizza will be served.

Instructor(s): N. Bhasin     Terms Offered: Spring Winter Prerequisite(s): This course is for prospective biology majors only. Students should have attended, or be enrolled in, at least one quarter of any Fundamentals sequence in biology. Note(s): This course is non-credit. Students will get a grade of P/F based on attendance at 7 out of 9 weekly seminars. This course can be taken along-with 4 other regular courses and the grade of P/F from this course will not affect student GPA. This course does not confer any credit towards the biology major, biology minor, or general education requirement in biology.

Minor in Biological Sciences

Students who wish to complete a Minor in Biological Sciences should meet with one of the BSCD Senior Advisers, Chris Andrews ( [email protected] ) or Megan McNulty ( [email protected] ), by the Spring Quarter of their second year in order to obtain formal consent and to plan out the appropriate program of study.

A student may earn a Minor in Biological Sciences with the following coursework:

General Education Requirement in the Biological Sciences

Two quarters of one of the following sequences:

Fundamentals in Biological Sciences Sequence

Health Professions Preparation Sequence

 General Education Sequence for Non-Majors

Note: It is recommended that students minoring in the Biological Sciences take  BIOS 20153  and  BIOS 20151  to fulfill their general education requirement (unless they are taking the Health Professions Preparation Sequence), as these offer the best preparation for the fundamentals sequence courses and the upper-level electives. However, any of the courses above will be accepted. 

General Education Requirement in the Physical Sciences

Three courses from the Fundamentals in Biological Sciences Sequence:

Three courses from the Health Professions Preparation Sequence :

Upper-Level Electives Requirement

Four upper-level electives (BIOS 21000-28999)

No course in the minor can be double counted with the student's major(s) or with other minors, nor can they be counted toward general education requirements. More than half of the requirements for the minor must be met by registering for courses with University of Chicago course numbers.  All courses for the minor must be taken for quality grades.

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Grading and Academic Honesty

Students must receive quality grades in all courses that fulfill requirements for the BA or BS degree in Biological Sciences.

Academic dishonesty is a matter of grave concern to the faculty of the Biological Sciences Collegiate Division and will not be tolerated. Students should become familiar with the guidelines presented in  Doing Honest Work in College  by Charles Lipson and consult with each of their instructors to make sure they understand the specific expectations of each course. Consequences of academic dishonesty (including plagiarism) may include suspension or expulsion from the University.

Biological Sciences (BIOS) Courses

Students must confirm their registration with their instructors by the second class meeting or their registration may be canceled.

In the following course descriptions:

L indicates courses with a laboratory.

E indicates a course that can be counted towards a degree in Biological Sciences through the Ecology and Evolution Track.

GP indicates a course that can be counted towards a degree in Biological Sciences through the Global and Public Health Track.

CB indicates a course that can be counted towards a degree in Biological Sciences through the Computational Biology Track. 

Health Professions Preparation Sequence for Non-Majors

This sequence (BIOS 20170- BIOS 20175) is an integrated set of biology courses designed to prepare non-biological sciences majors for application to medical school. This sequence cannot substitute for the Fundamentals Sequence in any of the tracks in the Biological Sciences major but can be used to fulfill requirements in the Biological Sciences Minor. However, completion of the Health Professions Preparation Sequence qualifies a student to take upper-level BIOS elective courses. Students who are not Biological Sciences majors may also complete their pre-health biological sciences requirements in the Fundamentals Sequence  or the Advanced Biology Sequence . 

BIOS 20170. Microbial and Human Cell Biology. 100 Units.

This course is the entry point into an integrated biology sequence designed to prepare non-biology majors for application to schools in the health professions. We explore topics in human cell biology within the context of evolutionary biology, chemistry, microbiology, and medicine. We pay special attention to the influence of prokaryotes on the history of life and to the ecological interactions between humans and their microbiota, which have major implications for human health and disease. Students read and discuss papers from the scientific literature, attend discussions and gain experience with microbiological basic microscopy techniques in lab.

Instructor(s): C. Andrews, R. Bednarczyk     Terms Offered: Winter. L. Prerequisite(s): This sequence is open only to students who are not planning to major in Biological Sciences or Biological Chemistry and cannot be applied to either of these majors. It is recommended that students start the sequence in their first or second year.

BIOS 20171. Human Genetics and Developmental Biology. 100 Units.

This course covers the fundamentals of genetics, with an emphasis on human traits and diseases. Topics include Mendelian genetics, simple and complex traits, genetic diseases, the human genome, and testing for human traits and diseases. After establishing a foundation in genetics, we will discuss mechanisms underlying differentiation and development in humans. We will focus on events that lead to gastrulation and the establishment of the body plan (how humans develop from an un-patterned egg into a recognizable human form). Other topics may include limb development and stem cell biology.

Instructor(s): O. Pineda-Catalan, R. Dutt.     Terms Offered: Spring. L. Prerequisite(s): Not open to students who have not completed BIOS 20170. Must be taken concurrently with BIOS 20172.

BIOS 20172. Mathematical Modeling for Pre-Med Students. 100 Units.

This course covers mathematical approaches in biology and medicine, including basic statistics and hypothesis testing, mathematical modeling of biological systems, and an introduction to bioinformatics. Students will apply what they learn as they analyze data and interpret primary papers in the biological and clinical literature. BIOS 20172 lays the foundation for biomathematical approaches explored during subsequent courses in the BIOS 20170s sequence.

Instructor(s): E. Haddadian, R. Dutt.     Terms Offered: Spring. L. Prerequisite(s): Not open to students who have not completed BIOS 20170. Must be taken concurrently with BIOS 20171.

BIOS 20173. Perspectives of Human Physiology. 100 Units.

This course will explore the structure and function of the human body as a set of integrated, interdependent systems. We will continue the cellular, genetic, and developmental themes of the previous courses to explore the emergent functions of the human body, from cells to systems. The laboratory exercises will allow the students to experience the concepts discussed in lecture in a way that introduces them to the methods of academic research, including the application of mathematical models to physiological questions. Students will be asked to serve as test subjects in several of the laboratory exercises. Required weekly discussions include student presentations on papers from the scientific literature.

Instructor(s): C. Andrews, M. Osadjan.     Terms Offered: Autumn. L. Prerequisite(s): Not open to students who have not completed all previous courses in this sequence: BIOS 20170, BIOS 20171 & BIOS 20172.

BIOS 20175. Biochemistry and Metabolism. 100 Units.

The course introduces cellular biochemical metabolism. The chemical characteristics, biochemical properties, and function of carbohydrates, proteins, and lipids are introduced. Basic protein structure and enzyme kinetics including basic allosteric interactions are considered. The integration of carbohydrates, proteins, and lipids in cellular intermediary metabolism is examined including pathway regulation and bioenergetics. Adaptation of the pathways to changes in nutritional or disease state is used to highlight interrelationships in cellular metabolism.

Instructor(s): Wen Yi Low     Terms Offered: Winter Prerequisite(s): This course is not open to students who have not completed all previous courses in this sequence (BIOS 20170, BIOS 20171, BIOS 20172 & BIOS 20173).

Fundamentals Sequence Courses for Biological Sciences Majors

Students registering for Fundamentals Sequence courses in the Biological Sciences major must have completed or placed out of general or honors chemistry or be enrolled concurrently in general or honors chemistry. These courses are also open to non-majors completing the minor in Biological Sciences or satisfying pre-health biological sciences requirements. 

BIOS 20151. Introduction to Quantitative Modeling in Biology. 100 Units.

The goal for this course is to give future biologists the quantitative tools to fully participate in modern biological research. These include descriptive statistics, linear regression, stochastic independence and hypothesis testing, Markov models and stationary probability distributions, solutions of linear differential equations, equilibria and stability analysis of nonlinear differential equations. The ideas are applied to different areas of biology, e.g. molecular evolution, allometry, epidemiology, and biochemistry, and implemented by students in computer assignments using the R computational platform.

Instructor(s): Section 1: D. Kondrashov; Section 2: A. Basu, K. Bader.     Terms Offered: Spring. L. Prerequisite(s): Two quarters of calculus of any sequence (MATH 13200 or 15200 or 16200). First-year Biology Major standing only. Note(s): This course is required to partially fulfill the general education requirement in biology for Biological Sciences majors in all tracks except for students in the Advanced Biology sequence. This course cannot be used as a Topics course for the general education requirement for non-Biological Sciences majors.

BIOS 20153. Fundamentals of Ecology and Evolutionary Biology. 100 Units.

This course surveys the basic principles of ecology and evolutionary biology to lay the foundation for further study in all fields of biology. Broad ecological concepts, such as population growth, disease dynamics, and species interactions, will be explored through a combination of published data, simulations, and mathematical models. The emphasis is placed on "ecological thinking". Essential topics in the modern study of evolutionary biology will be covered with a focus on both theory and empirical examples. Examples of topics include history of evolutionary thought, evidence for evolution, mechanisms of microevolution, phylogenetics, molecular evolution, and speciation.

Instructor(s): M. Kronforst, C. Brook, C. Andrews, A. Hunter.      Terms Offered: Winter. L. Note(s): This course is required to partially fulfill the general education requirement in biology for Biological Sciences majors in all tracks, except for students taking the Advanced Biology sequence.

BIOS 20186. Fundamentals of Cell and Molecular Biology. 100 Units.

This course is an introduction to molecular and cellular biology that emphasizes the unity of cellular processes amongst all living organisms. Topics are the structure, function, and synthesis of nucleic acids and protein; structure and function of cell organelles and extracellular matrices; energetics; cell cycle; cells in tissues and cell-signaling; temporal organization and regulation of metabolism; regulation of gene expression; and altered cell functions in disease states.

Instructor(s): Section 1: B. Glick, D. Kovar, C. Schonbaum; Section 2: R. Fehon, D. Pincus, P. Smith     Terms Offered: Spring. L. Prerequisite(s): BIOS 20153 & at least concurrent registration in 20151 or similar math prep. Avg. grade of C or higher in, and completion of, CHEM 10100-10200 or 11100-11200 or 12100-12200, a 5 on the AP Chem. exam, or consent. Reg. by lab sec. Note(s): NSCI majors and other students may take BIO20186 without BIOS 20151 and 20153 unless they plan to pursue a double major in Biological Sciences. All students in BIOS 20186 will be expected to possess the competency in mathematical modeling of biological phenomena covered concurrently in BIOS 20151.

BIOS 10086. Collaborative Learning in Biology- Cell & Molecular Biology. 000 Units.

Optional, limited enrollment workshop for students concurrently enrolled in BIOS 20186 Fundamentals of Cell and Molecular Biology. An instructional professor will guide small groups of students in weekly workshops. Students will analyze problem sets designed to complement, but not duplicate, assignments and material in Cell and Molecular Biology. Students will work collaboratively in small groups on assigned problems, with reference to course materials such as lecture notes and assigned texts. These workshops are also designed to develop communication skills and teamwork. Collaborative learning requires being present and engaged, so this zero-credit course is graded P/F based on student's participation and attendance.

Instructor(s): T. Sosa     Terms Offered: Spring Prerequisite(s): Concurrent enrollment in BIOS 20186.

BIOS 20187. Fundamentals of Genetics. 100 Units.

The goal of this course is to integrate recent developments in molecular genetics into the structure of classical genetics with an emphasis on recent advances in genetics and genomics. Topics include Mendelian inheritance, genotype-phenotype relationships, linkage analysis, modern gene mapping techniques, gene expression, model systems genetics and analysis of genetic pathways.

Instructor(s): Section 1: J. Malamy, H-C. Lee, C. Schonbaum. Section 2: E.Green, K. Butler, A. Brock.      Terms Offered: Autumn. L. Prerequisite(s): BIOS 20186

BIOS 10087. Collaborative Learning in Biology- Genetics. 000 Units.

Optional, limited enrollment workshop for students concurrently enrolled in BIOS 20187. An instructional professor will guide small groups of students in weekly workshops. Students will analyze problem sets designed to complement, but not duplicate, assignments and material in Genetics. Students will work collaboratively in small groups on assigned problems, with reference to course materials such as lecture notes and assigned texts. These workshops are also designed to develop communication skills and teamwork. Collaborative learning requires being present and engaged, so this zero-credit course is graded P/F based on student's participation and attendance.

Instructor(s): T. Sosa     Terms Offered: Autumn Prerequisite(s): Concurrent enrollment in BIOS 20187.

BIOS 20188. Fundamentals of Physiology. 100 Units.

This course focuses on the physiological problems that animals (including humans) face in natural environments; solutions to these problems that the genome encodes; and the emergent physiological properties of the molecular, cellular, tissue, organ, and organismal levels of organization. Lectures and labs emphasize physiological reasoning, problem solving, and current research.

Instructor(s): Winter: M. Osadjan; Spring: D. McGehee, M. Osadjan     Terms Offered: Spring Winter. L. Prerequisite(s): BIOS 20186 & 20187, or BIOS 20234 & 20235.

BIOS 10088. Collaborative Learning in Biology- Physiology. 000 Units.

Optional, limited enrollment workshop for students concurrently enrolled in BIOS 20188. An instructional professor will guide small groups of students in weekly workshops. Students will analyze problem sets designed to complement, but not duplicate, assignments and material in Physiology. Students will work collaboratively in small groups on assigned problems, with reference to course materials such as lecture notes and assigned texts. These workshops are also designed to develop communication skills and teamwork. Collaborative learning requires being present and engaged, so this zero-credit course is graded P/F based on student's participation and attendance.

Instructor(s): T. Sosa     Terms Offered: Winter Prerequisite(s): Concurrent enrollment in BIOS 20188.

BIOS 20189. Fundamentals of Developmental Biology. 100 Units.

This course covers both the classical experiments that contributed to our understanding of developmental biology and the recent explosion of information about development made possible by a combination of genetic and molecular approaches. Examples from both vertebrate and invertebrate systems are used to illustrate underlying principles of animal development.

Instructor(s): Winter: R. Ho, S. Horne-Badovinac, C. Schonbaum. Spring: W. Du, A. Imamoto, A. Brock.     Terms Offered: Spring Winter. L. Prerequisite(s): BOIS 20186 & 20187.

BIOS 20200. Introduction to Biochemistry. 100 Units.

This course meets the biochemistry requirement in the Biological Sciences major. This course examines the chemical nature of cellular components, enzymes, and mechanisms of enzyme activity, energy interconversion, and biosynthetic reactions. Strong emphasis is given to control and regulation of metabolism through macromolecular interactions.

Instructor(s): M. Makinen, M. Zhao, E. Özkan, Staff.     Terms Offered: Autumn Spring. L. Prerequisite(s): Completion of a Biological Sciences Fundamentals Sequence with an average grade of C and CHEM 22000-22100/23100 with an average grade of C. Note(s): GP. L.

BIOS 20196. Ecology and Conservation. 100 Units.

This course focuses on the contribution of ecological theory to the understanding of current issues in conservation biology. We emphasize quantitative methods and their use for applied problems in ecology (e.g., risk of extinction, impact of harvesting, role of species interaction, analysis of global change). Course material is drawn mostly from current primary literature; lab and field components complement concepts taught through lecture. Prerequisite(s): BIOS 20150, BIOS 20151 or BIOS 20152 Note(s): BIOS 20196 is identical to the previously offered BIOS 23251. Students who have taken BIOS 23251 should not enroll in BIOS 20196. Equivalent Course(s): ENSC 24400

Instructor(s): C. Pfister, E. Larsen     Terms Offered: Autumn. L. Prerequisite(s): BIOS 20151 Equivalent Course(s): ENSC 24400

BIOS 20198. Biodiversity. 100 Units.

Section 1. Students will review the three biodiversity levels, i.e., genetic, species, and ecosystem, using a systemic approach to appraise the complex network of interactions among living organisms on our planet. During the course, students will survey the main taxonomic groups, such as archaea, bacteria, single-celled eukaryotes, fungi, plants, and animals, to identify their defining characteristics, describe their evolutionary origin, and evaluate their role in ecosystems. Students will integrate knowledge and analytical tools to assess the biodiversity in their neighborhoods, as well as differentiate parameters that impact distribution and abundance of organisms in their local ecosystems. Section 2. This course presents an overview of the diversity of living organisms, including archaea, bacteria, single-celled eukaryotes, fungi, plants, and animals, with an emphasis on their evolutionary histories, relationships, and the biological and evolutionary implications of the characteristic features of each group. We will explore how these different lineages have evolved remarkable solutions to challenges in locomotion, metabolism, and life in extreme environments. Work in the lab will take advantage of the diversity of organisms that live around, or are maintained at, the Marine Biological Laboratory at Woods Hole, MA.

Instructor(s): Section 1: O. Pineda, C. Andrews; Section 2: A. Gillis.     Terms Offered: Spring. L. Section 1 will be taught on the Chicago campus. Section 2 will be taught during Spring Quarter at MBL in Woods Hole, MA (https://college.uchicago.edu/academics/mbl-spring-quarter-biology) Prerequisite(s): PQ: BIOS 20153 for Biological Sciences majors; not required for GeoSci majors or students taking BIOS 20198 as part of a general education sequence Equivalent Course(s): CEGU 20198

Advanced Biology Fundamentals Sequence 

This is an accelerated four-quarter Fundamentals sequence (BIOS 20234-20236 and BIOS 20188) designed for motivated first-year students with exceptionally strong science and mathematics backgrounds and an intense interest in research in the biological sciences. A score of 4 or 5 on the AP Biology test or consent is required; students seeking consent should contact Michael Glotzer ( [email protected] ). Successful students usually also have strong preparation in biology, chemistry, and calculus as well as some experience in computer programming. Students are expected to devote significant time to this sequence (minimum four to eight hours/week for reading primary literature and background information and for working problem sets, in addition to attendance at lectures and participation in laboratory exercises and discussion sections). Upon completion of the first three quarters of the Advanced Biology sequence, students will have three credits towards the Biological Sciences major and they will have met the general education requirement in the biological sciences. 

Note: Biological Sciences majors who opt not to complete the sequence after the first quarter ( BIOS 20234 ) should take BIOS 20151 , which will be applied to their general education requirement in the biological sciences along with their AP Biology credit. BIOS 20234 will be counted as a credit towards the Biological Sciences major. Students will then complete the major by following the requirements for either the Biology Track or an Interdisciplinary Biology Track starting with BIOS 20187 . 

Note:  Students who complete the Advanced Biology sequence but do not have a score of 4 or 5 on the  AP Biology exam will need to take one additional course to fulfill the general education  requirement in the Biological Sciences. Students should consult with BSCD Senior Advisers  (Megan McNulty, [email protected] , and Chris Andrews, [email protected] ) to  select an appropriate course.

BIOS 20234. Molecular Biology of the Cell. 100 Units.

This course covers the fundamentals of molecular and cellular biology. Topics include protein structure and function; DNA replication, repair, and recombination; transcription, translation, control of gene expression; cytoskeletal dynamics; protein modification and stability; cellular signaling; cell cycle control; mitosis; and meiosis.

Instructor(s): M. Glotzer, A. Ruthenburg, N. Bhasin. L.     Terms Offered: Autumn Prerequisite(s): Score of 4 or 5 on the AP biology test or consent. Note(s): To continue in the sequence, students must receive a minimum grade of B- in BIOS 20234

BIOS 20235. Biological Systems. 100 Units.

Students preparing for the health professions must take BIOS 20235 and 20188 in sequence. This course builds upon molecular cell biology foundations to explore how biological systems function. Topics include classical and molecular genetics, developmental signaling networks, genomics, proteomics, transcriptomics, and biological networks.

Instructor(s): I. Rebay, J. Novembre, N. Bhasin. L.     Terms Offered: Winter Prerequisite(s): A grade of B- or above in BIOS 20234

BIOS 20236. Biological Dynamics. 100 Units.

This class introduces the use of quantitative approaches to study biological dynamics. Deeper exploration of cellular and developmental processes introduced in BIOS 20234 and BIOS 20235 will emphasize the use of quantitative analysis and mathematical modeling to infer biological mechanisms from molecular interactions. The lab portion of the class will introduce basic approaches for simulating biological dynamics using examples drawn from the lectures.

Instructor(s): E. Munro, M. Rust.     Terms Offered: Spring. L. Prerequisite(s): BIOS 20234 and BIOS 20235 with a minimum grade of B- in each course.

Upper-level Elective Courses

Course numbers 21000-28999 .

These courses assume mastery of the material covered in the Fundamentals Sequences and explore specific areas of biology at an advanced level. In most cases, students will be reading primary scientific literature. Students who have not yet completed a Fundamentals Sequence, including at least cell biology and genetics, should consult with the course instructor and the BSCD Senior Advisers before registering for an upper-level elective course. Students must confirm their registration with their instructors by the second class meeting or their registration may be canceled.

BIOS 21216. Introduction to Statistical Genetics. 100 Units.

In this course, we will cover the core concepts and statistical procedures that are used in the mapping of genetic traits from observational data. We will cover statistical techniques used in genome-wide association studies and tools for "post-GWAS" analysis. Proficiency in R programming and the command line needs to be achieved early on to keep up with the course's demanding homework problems.

Instructor(s): Xin He, Hae Kyung Im     Terms Offered: Winter Prerequisite(s): Students are expected to have had: • Strong statistics foundation from taking HGEN 47400 Introduction to Probability and Statistics for Geneticists, or STAT 24400 Statistical Theory and Methods I, or equivalent. Note that STAT 22000 or 24300 Statistical Models and Methods, are not sufficient. • An introductory course in genetics: BIOS 20187 Fundamental of Genetics or equivalent. • Knowledge of programming (R) and Unix command lines. Computational labs will quickly move towards using unix-command-line tools, file and data management, and the software package R. The course can be challenging for students unfamiliar with the Unix command line This course is catered toward graduate students in Genetics, Genomics, and Systems Biology. It is not an introductory course for undergrads who will need consent from the instructors. Note(s): E. GP. CB. Equivalent Course(s): HGEN 47100

BIOS 21236. Genetics of Model Organisms. 100 Units.

A small number of organisms have been chosen for extensive study by biologists. The popularity of these organisms derives largely from the fact that their genomes can be easily manipulated, allowing sophisticated characterization of biological function. This course covers modern methods for genetic analysis in budding yeast (Saccharomyces cerevisiae), fruit flies (Drosophila melanogaster), plants (Arabidopsis thaliana), and mice (Mus musculus). Case studies demonstrate how particular strengths of each system have been exploited to understand such processes as genetic recombination, pattern formation, and epigenetic regulation of gene expression.

Instructor(s): D. Bishop, H-C. Lee, E. Ferguson, X. Zhang.     Terms Offered: Autumn Prerequisite(s): The first three quarters of a fundamentals sequence including a course in genetics (BIOS 20187, BIOS 20235, or BIOS 20171). Note(s): E.

BIOS 21237. Developmental Mechanisms. 100 Units.

This course provides an overview of the fundamental questions of developmental biology, with particular emphasis on the genetic, molecular and cell biological experiments that have been employed to reach mechanistic answers to these questions. Topics covered will include formation of the primary body axes, the role of local signaling interactions in regulating cell fate and proliferation, the cellular basis of morphogenesis, and stem cells.

Instructor(s): E. Ferguson, R. Fehon     Terms Offered: Winter Prerequisite(s): For undergraduates only: Three quarters of a Biological Sciences Fundamentals Sequence including BIOS 20189, or BIOS 20235. AND CONSENT OF INSTRUCTOR Equivalent Course(s): DVBI 36400, MGCB 36400

BIOS 21238. Cell Biology II. 100 Units.

This course covers the mechanisms with which cells execute fundamental behaviors. Topics include signal transduction, cell cycle progression, cell growth, cell death, cancer biology, cytoskeletal polymers and motors, cell motility, cytoskeletal diseases, and cell polarity. Each lecture will conclude with a dissection of primary literature with input from the students. Students will write and present a short research proposal, providing excellent preparation for preliminary exams.

Instructor(s): M. Glotzer, D. Kovar     Terms Offered: Spring Prerequisite(s): For undergraduates: Three quarters of a Biological Sciences Fundamentals Sequence. Equivalent Course(s): MGCB 31700, DVBI 31700, BCMB 31700

BIOS 21306. Human Genetics and Evolution. 100 Units.

The goal of this course is to provide an evolutionary perspective on the molecular genetic bases of human diseases and non-clinical human traits. The course covers fundamental concepts and recent progress in Mendelian and complex trait mapping as well as evolutionary principles as they apply to genomics analyses of DNA sequence variation in human populations. These topics will be introduced through lectures and will be complemented by discussion and student presentations of original research papers.

Instructor(s): Y. Li and R. Blekhman     Terms Offered: Autumn Prerequisite(s): Three quarters of a Biological Fundamentals Sequence including BIOS 20187 or BIOS 20235. Note(s): E. GP.

BIOS 21317. Topics in Biological Chemistry. 100 Units.

Required of students who are majoring in biological chemistry. This course examines a variety of biological problems from a chemical and structural perspective, with an emphasis on molecular machines. Topics include macromolecular structure-function relationships, DNA synthesis and repair, RNA folding and function, protein synthesis, targeting and translocation, molecular motors, membrane proteins, photosynthesis, and mechanisms of signal transduction. Computer graphics exercises and in-class journal clubs complement the lecture topics.

Instructor(s): C. Hayes, R. Keenan     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals sequence and BIOS 20200.

BIOS 21328. Biophysics of Biomolecules. 100 Units.

This course covers the properties of proteins, RNA, and DNA, as well as their interactions. We emphasize the interplay between structure, thermodynamics, folding, and function at the molecular level. Topics include cooperativity, linked equilibrium, hydrogen exchange, electrostatics, diffusion, and binding.

Instructor(s): Sosnick, T.     Terms Offered: Spring Equivalent Course(s): BPHS 31000, BCMB 32200

BIOS 21349. Protein Structure and Functions in Medicine. 100 Units.

This course explores how molecular machinery works in the context of medicine (vision, fight or flight, cancer, and action of drugs). We first explore the physical and biochemical properties of proteins in the context of cellular signaling. We then examine how proteins and other cellular components make up the signal transduction pathway of humans and conduct their biological functions. The course engages students to strengthen their scientific communication and teaching skills via the in-class podcast, oral examinations, computer-aided structural presentations, student lectures, and discussions.

Instructor(s): W-J. Tang     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals sequence. Biochemistry strongly recommended. Equivalent Course(s): NURB 33500, CABI 31900

BIOS 21356. Vertebrate Development. 100 Units.

This advanced-level course combines lectures, student presentations, and discussion sessions. It covers major topics on the developmental biology of embryos (e.g. formation of the germ line, gastrulation, segmentation, nervous system development, limb pattering, organogenesis). We make extensive use of the primary literature and emphasize experimental approaches including embryology, genetics, and molecular genetics.

Instructor(s): V. Prince, P. Kratsios.     Terms Offered: Winter Prerequisite(s): For Biological Sciences majors: Three quarters of a Biological Sciences Fundamentals Sequence including BIOS 20189 or BIOS 20235 Equivalent Course(s): ORGB 33600, DVBI 35600, MGCB 35600

BIOS 21358. Simulation, Modeling, and Computation in Biophysics. 100 Units.

This course develops skills for modeling biomolecular systems. Fundamental knowledge covers basic statistical mechanics, free energy, and kinetic concepts. Tools include molecular dynamics and Monte Carlo simulations, random walk and diffusion equations, and methods to generate random Gaussian and Poisson distributors. A term project involves writing a small program that simulates a process. Familiarity with a programming language or Mathlab would be valuable.

Instructor(s): B. Roux     Terms Offered: Winter Prerequisite(s): Three quarters of a Biological Sciences Fundamentals sequence, BIOS 20200 and BIOS 26210-26211, or consent from instructor Note(s): CB Equivalent Course(s): CHEM 31358, BCMB 31358, CPNS 31358

BIOS 21360. Advanced Molecular Biology. 100 Units.

This course covers genome structures, transcription of DNA to RNA, messenger RNA splicing, translation of RNA to protein, transcriptional and post-transcriptional gene regulations, non-coding RNA functions, epigenetics and epi-transcriptomics. Basic methods in molecular biology will also be covered. The course also includes special, current topics on genomics, single molecule studies of gene expression, epi-transcriptomics, and others.

Instructor(s): J. Fei, T. Pan.     Terms Offered: Winter Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence including BIOS 20187 or BIOS 20235 and Organic Chemistry, or consent of instructor.

BIOS 21415. Stem Cells in Development and Diseases. 100 Units.

This course will provide a survey of concepts and biology of stem cells based on experimental evidence for their involvement in developmental processes and human diseases. Topics will discuss classic models as well as recent advance made in the biomedical research community.

Instructor(s): A. Imamoto, X. Wu     Terms Offered: Winter Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence, including BIOS 20186 and BIOS 20187

BIOS 21416. Stem Cells and Regeneration. 100 Units.

The course will focus on the basic biology of stem cells and regeneration, highlighting biomedically relevant findings that have the potential to translate to the clinic. We will cover embryonic and induced pluripotent stem cells, as well as adult stem cells from a variety of systems, both invertebrate and vertebrates.

Instructor(s): H. Marlow, E. Ferguson, V. Prince, J. Cunningham,      Terms Offered: Spring Prerequisite(s): For undergraduates only: Three quarters of a Biological Sciences fundamentals Sequence Equivalent Course(s): DVBI 36200

BIOS 21506. Biological Physics. 100 Units.

This course will focus on unifying problems and themes found across biology that benefit from a quantitative approach. Questions covered include: How do evolved non-equilibrium mechanisms get around the constraints of equilibrium thermodynamics? What are the minimal requirements for matter to become life by replicating and evolving? How do living systems partition limited resources (energy, matter) acquired from the environment? How do living systems exploit dynamical systems behaviors to store and retrieve memories of past environments on different timescales? No specialized biological knowledge assumed.

Terms Offered: Winter Prerequisite(s): PHYS 13300 or PHYS 14300, or permission of Instructor. Note(s): Students majoring in Physics may use this course either as a Physics elective OR as a upper level elective in the Biological Sciences major. Equivalent Course(s): PHYS 25500

BIOS 21507. Stem Cell Biology, Regeneration, and Disease Modeling. 100 Units.

In this course, students will gain an understanding of the science and application of tissue engineering, a field that seeks to develop technologies for restoring lost function in diseased or damaged tissues and organs. The course will first introduce the underlying cellular and molecular components and processes relevant to tissue engineering: extracellular matrices, cell/matrix interactions such as adhesion and migration, growth factor biology, stem cell biology, inflammation, and innate immunity. The course will then discuss current approaches for engineering a variety of tissues, including bone and musculoskeletal tissues, vascular tissues, skin, nerve, and pancreas. Students will be assessed through in-class discussions, take-home assignments and exams, and an end-of-term project on a topic of the student's choice.

Instructor(s): Huanhuan Chen     Terms Offered: Winter Prerequisite(s): BIOS 20186 or BIOS 20234 Note(s): CB Equivalent Course(s): MENG 33110, MPMM 34300, MENG 23110

BIOS 21508. Cellular Engineering. 100 Units.

Cellular engineering is a field that studies cell and molecule structure-function relationships. It is the development and application of engineering approaches and technologies to biological molecules and cells. This course provides a bridge between engineers and biologists that quantitatively study cells and molecules and develop future clinical applications. Topics include fundamental cell and molecular biology; immunology and biochemistry; receptors, ligands, and their interactions; nanotechnology/biomechanics; enzyme kinetics; molecular probes; cellular and molecular imaging; single-cell genomics and proteomics; genetic and protein engineering; and drug delivery and gene delivery.

Instructor(s): Jun Huang      Terms Offered: Winter Prerequisite(s): Completion of the first two quarters of a Biological Sciences Fundamentals Sequence Equivalent Course(s): MOMN 34310, MENG 22200, MENG 32200

BIOS 21510. Chromatin & Epigenetics. 100 Units.

This course presents the dynamic nature of the physiological genome - an exquisitely regulated macromolecular polymer termed chromatin - that gives rise to hundreds of cellular identities, each adaptable to various environmental milieu. Students will explore the mechanisms and determinants that shape distinct chromatin conformations and their influences on gene expression and cell fate. Topics include histone modifications, ATP-dependent chromatin remodeling, DNA methylation, Polycomb, heterochromatin, topologically associating domains, phase transition, and non-coding RNA. Students will apply their knowledge to understand the role of chromatin structure in development (e.g. lineage specification), disease (e.g. cancer) and potential therapeutics (e.g. cellular reprogramming). Students will leave the course with an in-depth knowledge of cutting-edge epigenetic methodologies as well as the ability to critically evaluate primary literature and propose original scientific research.

Instructor(s): A. Koh     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence Equivalent Course(s): IMMU 33000

BIOS 22233. Comparative Vertebrate Anatomy. 100 Units.

This course covers the structure and function of major anatomical systems of vertebrates. Lectures focus on vertebrate diversity, biomechanics, and behavior (from swimming and feeding to running, flying, seeing, and hearing). Labs involve detailed dissection of animals (muscles, organs, brains) and a focus on skull bones in a broad comparative context from fishes to frogs, turtles, alligators, mammals, birds, and humans. Field trip to Field Museum and visit to medical school lab for human dissection required.

Instructor(s): M. Westneat. L.      Terms Offered: Winter Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence. Note(s): Offered Winter during odd years. E. Equivalent Course(s): ORGB 32233

BIOS 22245. Biomechanics: How Life Works. 100 Units.

This course will explore form and function in a diversity of organisms, using the principles of physics and evolutionary theory to understand why living things are shaped as they are and behave in such a diversity of ways. Biomechanics is at the interface of biology, physics, art, and engineering. We will study the impact of size on biological systems, address the implications of solid and fluid mechanics for organismal design, learn fundamental principles of animal locomotion, and survey biomechanical approaches. Understanding the mechanics of biological organisms can help us gain insight into their behavior, ecology and evolution.

Instructor(s): M. Westneat     Terms Offered: Spring. L. Spring. Prerequisite(s): Three quarters of a Biological Sciences Fundamentals sequence. Physics useful. Note(s): This course will include a lab and will alternate years with BIOS 22233. E. Equivalent Course(s): EVOL 32245, ORGB 32245

BIOS 22250. Chordates: Evolution and Comparative Anatomy. 100 Units.

Chordate biology emphasizes the diversity and evolution of modern vertebrate life, drawing on a range of sources (from comparative anatomy and embryology to paleontology, biomechanics, and developmental genetics). Much of the work is lab-based, with ample opportunity to gain firsthand experience of the repeated themes of vertebrate body plans, as well as some of the extraordinary specializations manifest in living forms. The instructors, who are both actively engaged in vertebrate-centered research, take this course beyond the boundaries of standard textbook content.

Instructor(s): M. Coates     Terms Offered: Winter. L. Prerequisite(s): Three quarters of a Biological Sciences Fundamentals sequence, including BIOS 20187 or BIOS 20235 Note(s): Offered Winter during even years. E. Equivalent Course(s): ORGB 30250, EVOL 30200

BIOS 22260. Vertebrate Structure and Function. 100 Units.

This course is devoted to vertebrate bones and muscles, with a focus on some remarkable functions they perform. The first part takes a comparative look at the vertebrate skeleton via development and evolution, from lamprey to human. The major functional changes are examined as vertebrates adapted to life in the water, on land, and in the air. The second part looks at muscles and how they work in specific situations, including gape-feeding, swimming, leaping, digging, flying, and walking on two legs. Dissection of preserved vertebrate specimens required.

Instructor(s): P. Sereno. L.     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence and consent of instructor. See also http://paulsereno.uchicago.edu/fossil_lab/classes/vertebrate_structure_and_function for more information. Note(s): E.

BIOS 22265. Human Origins: Milestones in Human Evolution and the Fossil Record. 100 Units.

This course aims at exploring the fundamentals of human origins by tracking the major events during the course of human evolution. Starting with a laboratory based general introduction to human osteology and muscle function, the latest on morphological and behavioral evidence for what makes Homo sapiens and their fossil ancestors unique among primates will be presented. Our knowledge of the last common ancestor will be explored using the late Miocene fossil record followed by a series of lectures on comparative and functional morphology, adaptation and biogeography of fossil human species. With focus on the human fossil record, the emergence of bipedalism, advent of stone tool use and making, abandonment of arboreality, advent of endurance walking and running, dawn of encephalization and associated novel life histories, language and symbolism will be explored. While taxonomic identities and phylogenetic relationships will be briefly presented, the focus will be on investigating major adaptive transitions and how that understanding helps us to unravel the ecological selective factors that ultimately led to the emergence of our species. The course will be supported by fresh data coming from active field research conducted by Prof. Alemseged and state of the art visualization methods that help explore internal structures. By tracing the path followed by our ancestors over time, this course is directly relevant to reconnoitering the human condition today and our place in nature.

Instructor(s): Z. Alemseged. L.     Terms Offered: Autumn. Will be offered Autumn 2025. Offered every other year. Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence, or consent of Instructor. Note(s): E. Equivalent Course(s): ORGB 33265, ANTH 28110

BIOS 22270. Bones and Genes: The Story of Homo Sapiens. 100 Units.

The primary aim of this course is to explore the biological and behavioral makings of our species, anatomically modern Homo sapiens, by considering hypotheses, models, evidence, and the latest consensus from the complementary fields of paleoanthropology and genetics. The course is divided into two blocks, one focusing on our origins and the other on migrations across the globe. After a brief introduction to the human skeleton, students will learn about the pool of potential direct ancestors that lived before Homo sapiens emerged 300,000 year ago, as well as the environmental and cultural environments that may have led to the arrival of our species. This will be complemented by an evaluation of competing genetic models for the origin of our species and evidence for genetic intermixing with archaic humans such as Neanderthals and Denisovans. We will, then, follow modern humans out of Africa and study the fossil, archaeological, and genetic evidence for the peopling of the planet and adaptations to novel environments. Finally, the contributions of paleoanthropology and genetics to our understanding of behavior, cognition, physical traits/phenotypes, diet, and disease evolution will be explored. Complementary laboratory and discussion sessions will expose students to state-of-the-art methods and current research endeavors in these fields.

Instructor(s): M. Raghavan, Z. Alemseged.      Terms Offered: Spring. L. This course will be taught during even years. Prerequisite(s): BIOS Majors: Three quarters of a Biological Sciences Fundamentals Sequence. Also open to students in Anthropology and Genetics with an interest in human evolution, or consent of instructors. Note(s): E.

BIOS 22306. Evolution and Development. 100 Units.

The course will provide a developmental perspective on animal body plans in phylogenetic context. The course will start with a few lectures, accompanied by reading assignments. Students will be required to present a selected research topic that fits the broader goal of the course and will be asked to submit a referenced written version of it after their oral presentation. Grading will be based on their presentation (oral and written) as well as their contributions to class discussions. Prerequisite(s): Advanced undergraduates may enroll with the consent of the instructor.

Instructor(s): U. Schmidt-Ott     Terms Offered: Spring Prerequisite(s): Advanced undergraduates may enroll with the consent of the instructor. Note(s): E. Equivalent Course(s): EVOL 33850, ORGB 33850, DVBI 33850

BIOS 23232. Ecology and Evolution in the Southwest. 100 Units.

This lecture course focuses on the ecological communities of the Southwest, primarily on the four subdivisions of the North American Desert, the Chihuahuan, Sonoran, Mohave, and Great Basin Deserts. Lecture topics include climate change and the impact on the flora and fauna of the region; adaptations to arid landscapes; evolutionary, ecological, and conservation issues in the arid Southwest, especially relating to isolated mountain ranges; human impacts on the biota, land, and water; and how geological and climatic forces shape deserts.

Instructor(s): E. Larsen     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence, or consent of instructor Note(s): E.

BIOS 23233. Ecology and Evolution in the Southwest:Field School. 100 Units.

This lecture/lab course is the same course as BIOS 23232, but includes a lab section preparatory to a three-week field trip at end of Spring Quarter, specific dates to be announced. Our goal in the lab is to prepare proposals for research projects to conduct in the field portion of this course. Field conditions are rugged. Travel is by fifteen-passenger van. Lodging during most of this course is tent camping on developed campsites.

Instructor(s): E. Larsen     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence and consent of instructor Note(s): E.

BIOS 23247. Bioarchaeology and Forensic Anthropology: Approaches to the Past. 100 Units.

This course is intended to provide students with a thorough understanding of bioanthropological, osteological and forensic methods used in the interpretation of past and present behavior by introducing osteological methods and anthropological theory. In particular, lab instruction stresses hands-on experience in analyzing human remains, whereas seminar classes integrate bioanthropological theory and its application to specific archaeological and forensic cases throughout the world. At the end of this course, students will be able to identify, document, and interpret human remains from archaeological and forensic contexts. Lab and seminar-format classes each meet weekly.

Note(s): This course qualifies as a Methodology selection for Anthropology majors. Equivalent Course(s): ANTH 38800, ANTH 28400, LACS 28400, LACS 38400

BIOS 23248. Primate Behavior and Ecology. 100 Units.

This course explores the behavior and ecology of nonhuman primates with emphasis on their natural history and evolution. Specific topics include methods for the study of primate behavior, history of primate behavior research, socioecology, foraging, predation, affiliation, aggression, mating, parenting, development, communication, cognition, and evolution of human behavior.

Instructor(s): D. Maestripieri     Terms Offered: Autumn Prerequisite(s): Completion of the first three quarters of a Biological Sciences fundamentals sequence. Note(s): E. Equivalent Course(s): CHDV 21800, CHDV 34300, EVOL 37300

BIOS 23249. Animal Behavior. 100 Units.

This course introduces the mechanism, ecology, and evolution of behavior, primarily in nonhuman species, at the individual and group level. Topics include the genetic basis of behavior, developmental pathways, communication, physiology and behavior, foraging behavior, kin selection, mating systems and sexual selection, and the ecological and social context of behavior. A major emphasis is placed on understanding and evaluating scientific studies and their field and lab techniques.

Instructor(s): J. Mateo     Terms Offered: Winter. odd years Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence. Note(s): CHDV Distribution: A E. Equivalent Course(s): CHDV 23249, PSYC 23249

BIOS 23254. Mammalian Ecology. 100 Units.

This course introduces the diversity and classification of mammals and their ecological relationships. Lectures cover natural history, evolution, and functional morphology of major taxonomic groups. Lab sessions focus on skeletal morphology, identifying traits of major taxonomic groups, and methods of conducting research in the field. Participation in field trips, occasionally on Saturday, is required.

Instructor(s): E. Larsen     Terms Offered: Spring. L. Offered every other year in odd years. Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence and third-year standing or consent of instructor. Note(s): E.

BIOS 23261. Invertebrate Paleobiology and Evolution. 100 Units.

This course provides a detailed overview of the morphology, paleobiology, evolutionary history, and practical uses of the invertebrate and microfossil groups commonly found in the fossil record. Emphasis is placed on understanding key anatomical and ecological innovations within each group and interactions among groups responsible for producing the observed changes in diversity, dominance, and ecological community structure through evolutionary time. Labs supplement lecture material with specimen-based and practical application sections. An optional field trip offers experience in the collection of specimens and raw paleontological data. Several "Hot Topics" lectures introduce important, exciting, and often controversial aspects of current paleontological research linked to particular invertebrate groups. (L)

Instructor(s): M. Webster     Terms Offered: Autumn Prerequisite(s): GEOS 13100 and 13200 or equivalent; completion of the general education requirement in the Biological Sciences, or consent of instructor. Note(s): E. Equivalent Course(s): GEOS 26300, EVOL 32400, GEOS 36300

BIOS 23262. Mammalian Evolutionary Biology. 100 Units.

This course examines mammalian evolution-the rise of living mammals from ancient fossil ancestors stretching back over 300 million years. Lectures focus on the evolutionary diversification of mammals, including anatomical structure, evolutionary adaptations, life history, and developmental patterns. Labs involve detailed comparative study of mammalian skeletons, dissection of muscular and other systems, trips to the Field Museum to study fossil collections, and studies of human anatomy at the Pritzker School of Medicine. Students will learn mammalian evolution, functional morphology, and development, and will gain hands-on experience in dissection. Taught by instructors who are active in scientific research on mammalian evolution, the course is aimed to convey new insights and the latest progress in mammalian paleontology, functional morphology, and evolution. Prerequisite(s): Second-year standing and completion of a Biological Sciences Fundamentals sequence; or GEOS 13100-13200 or GEOS 22300, or consent of instructors.

Instructor(s): Z. Luo, K. Angielczyk     Terms Offered: Autumn. L. Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence or consent of instructors. Note(s): E. Equivalent Course(s): ORGB 31201, EVOL 31201

BIOS 23266. Evolutionary Adaptation. 100 Units.

This course deals with the adaptation of organisms to their environments and focuses on methods for studying adaptation. Topics include definitions and examples of adaptation, the notion of optimization, adaptive radiations, the comparative method in evolutionary biology, and the genetic architecture of adaptive traits. Students will draw on the logical frameworks covered in lecture as they evaluate primary papers and prepare a writing assignment on an adaptive question of their choice.

Instructor(s): C. Andrews     Terms Offered: Autumn Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence including BIOS 20153 and BIOS 20187 or BIOS 20234 and 20235 or BIOS 20170 and 20171 or consent of instructor. Note(s): E.

BIOS 23289. Marine Ecology. 100 Units.

This course provides an introduction into the physical, chemical, and biological forces controlling the function of marine ecosystems and how marine communities are organized. The structures of various types of marine ecosystems are described and contrasted, and the lectures highlight aspects of marine ecology relevant to applied issues such as conservation and harvesting.

Instructor(s): T. Wootton     Terms Offered: Winter Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence and prior introductory course in ecology or consent of instructor. Note(s): E. Equivalent Course(s): ENST 23289

BIOS 23299. Plant Development and Molecular Genetics. 100 Units.

Genetic approaches to central problems in plant development will be discussed. Emphasis will be placed on embryonic pattern formation, meristem structure and function, reproduction, and the role of hormones and environmental signals in development. Lectures will be drawn from the current literature; experimental approaches (genetic, cell biological, biochemical) used to discern developmental mechanisms will be emphasized. Graduate students will present a research proposal in oral and written form; undergraduate students will present and analyze data from the primary literature, and will be responsible for a final paper.

Instructor(s): J. Greenberg     Terms Offered: Spring Prerequisite(s): For undergraduates only: Three quarters of a Biological Sciences Fundamentals Sequence including BIOS 20187 or BIOS 20235. Note(s): E. Equivalent Course(s): DVBI 36100, ECEV 32900, MGCB 36100

BIOS 23404. Reconstructing the Tree of Life: An Introduction to Phylogenetics. 100 Units.

This course is an introduction to the tree of life (phylogeny): its conceptual origins, methods for discovering its structure, and its importance in evolutionary biology and other areas of science. Topics include history and concepts, sources of data, methods of phylogenetic analysis, and the use of phylogenies to study the tempo and mode of lineage diversification, coevolution, biogeography, conservation, molecular biology, development, and epidemiology. One Saturday field trip and weekly computer labs required in addition to scheduled class time. This course is offered in alternate (odd) years.

Instructor(s): R. Ree.; A. Hipp     Terms Offered: Autumn. This course is offered in alternate (odd) years. L. Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence or consent of instructor Note(s): E. CB. Equivalent Course(s): EVOL 35401

BIOS 23406. Biogeography. 100 Units.

In this course, we examine the uneven distribution of life on Earth and how ecology, evolution, and Earth sciences help us understand its past, present, and future. Topics include diversity gradients and hotspots, islands, methods for inferring the boundaries and histories of biotas, models and laws in biogeography, and the relevance of biogeography in the Anthropocene.

Instructor(s): J. Bates (odd years); R. Ree (even years)     Terms Offered: Autumn Prerequisite(s): Three quarters of a Biological Sciences Fundamentals sequence and a course in either ecology, evolution, or earth history; or consent of instructor Note(s): E. GP. Equivalent Course(s): GEOG 25500, GEOG 35500, ENST 25500, EVOL 45500

BIOS 23409. The Ecology and Evolution of Infectious Diseases. 100 Units.

Understanding the ecology and evolution of infectious diseases is crucial for both human health and for preservation of the natural environment. In this course, we combine mathematical modeling with ecological and evolutionary analyses to understand how fundamental mechanisms of host-pathogen interactions are translated into disease dynamics and host-pathogen co-evolution.

Instructor(s): G. Dwyer     Terms Offered: Spring. L. Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence and Integral calculus. Note(s): E. GP. CB.

BIOS 23410. Complex Interactions: Coevolution, Parasites, Mutualists, and Cheaters. 100 Units.

This course emphasizes the enormous diversity of interactions between organisms. It is an introduction to the biology and ecology of parasitic and mutualistic symbiotic associations and their evolution. Topics include endosymbioses and their impact on the evolution of photosynthetic organisms, bacterial symbioses (e.g., nitrogen fixation), symbioses that fungi evolved with plants and animals (e.g., endophytes, mycorrhizae, lichens), pollination biology, insect-plant associations, and associations of algae with animals. Methods to elucidate the evolution of these associations are discussed with a focus on coevolutionary events and the origin of cheaters.

Instructor(s): T. Lumbsch     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals sequence. Note(s): E.

BIOS 23413. Quantitative Microbial Ecology. 100 Units.

Microbes live in nearly every niche on the planet from our bodies to the soil beneath our feet. In all of these habitats, microbes live in communities that harbor staggering complexity with thousands of species possessing almost unimaginable variation in traits and interactions. From all of this complexity emerge global nutrient cycles, the functional microbiota within higher organisms, and many industrial processes upon which life depends. In recent years ecologists and microbiologists have joined forces with physicists, engineers, chemists, and computer scientists to try and build quantitative and predictive formalisms to understand these systems. This course gives students a front-row seat to this emerging field through a "physics-style approach" to understand the structure, dynamics, and function of complex communities of microbes. We engage with the general principles of microbial physiology. These considerations connect our inquiry to consumer-resource models and computational studies of resource-mediated interactions in microbial communities.

Instructor(s): Seppe Kuehn     Terms Offered: Spring Prerequisite(s): Calculus. Basic familiarity with programming in Python, Matlab or R is beneficial but not required. Biology majors: Completion of three quarters of a Biological Sciences Fundamentals sequence. Note(s): E. CB. Equivalent Course(s): ECEV 36500

BIOS 24101. Foundations of Neuroscience. 100 Units.

This course is an introduction to the broad field of neuroscience. This is a lecture-based course that aims to introduce undergraduate students to concepts and principles that explain how the nervous system is built and how it functions. Examples of thematic areas covered in lectures include: (a) cellular anatomy of the nervous system, (b) development and evolution of the nervous system, (c) sensory systems, (d) motor systems, (e) cognition and behavior.

Instructor(s): D. Freedman, P. Kratsios, M. McNulty     Terms Offered: Autumn Equivalent Course(s): PSYC 24450, NSCI 20101

BIOS 24111. Cellular Neurophysiology. 100 Units.

This course describes the cellular and subcellular properties of neurons including passive and active electrophysiological properties and their synaptic interactions. Readings are assigned from a general neuroscience textbook.

Instructor(s): M. Sheffield     Terms Offered: Winter Prerequisite(s): NSCI 20101 AND MATH 13100, MATH 15100, or MATH 16100 or consent of instructor Equivalent Course(s): NSCI 20111, PSYC 24470

BIOS 24130. Systems Neuroscience. 100 Units.

This course covers vertebrate and invertebrate systems neuroscience with a focus on the anatomy, physiology, and development of sensory and motor control systems. The neural bases of form and motion perception, locomotion, memory, and other forms of neural plasticity are examined in detail. We also discuss clinical aspects of neurological disorders.

Instructor(s): J. MacLean     Terms Offered: Spring Prerequisite(s): NSCI 20101, NSCI 20111 or consent of instructors Equivalent Course(s): PSYC 24010, NSCI 20130

BIOS 24133. Neuroscience of Seeing. 100 Units.

This course focuses on the neural basis of vision, in the context of the following two questions: 1. How does the brain transform visual stimuli into neuronal responses? 2. How does the brain use visual information to guide behavior? The course covers signal transformation throughout the visual pathway, from retina to thalamus to cortex, and includes biophysical, anatomical, and computational studies of the visual system, psychophysics, and quantitative models of visual processing. This course is designed as an advanced neuroscience course for undergraduate and graduate students. The students are expected to have a general background in neurophysiology and neuroanatomy.

Instructor(s): W. Wei, J. Maunsell, M. Sherman, S. Shevell     Terms Offered: Autumn Prerequisite(s): NSCI 20101 and NSCI 20111, or consent of instructor Equivalent Course(s): PSYC 34133, NURB 34133, CPNS 34133, PSYC 24133, NSCI 22400

BIOS 24136. Photons to Consciousness: Cellular and Integrative Brain Functions. 100 Units.

This course uses the visual system as a model to explore how the brain works. We begin by considering the physical properties of light. We then proceed to consider the mechanism of sensory transduction, cellular mechanisms of neuron to neuron communication, the operation of small neural networks, strategies of signal detection in neuron networks, and the hierarchical organization of cortical function. We conclude with visually guided behavior and consciousness.

Instructor(s): E. Schwartz     Terms Offered: Spring Winter Prerequisite(s): NSCI 20101 or NSCI 20121 Equivalent Course(s): NSCI 21100

BIOS 24137. Social Neuroscience. 100 Units.

Humans are intensely social animals. Our lives are intertwined with other people, and our well-being depends on others. Social neuroscience examines how the brain mediates social cognition and behavior. It spans diverse species, disciplines (evolutionary biology, neuroscience, anthropology, psychology, behavioral economics, sociology, and political science), and levels of analysis across the biological organization. Social neuroscience provides an overarching paradigm to investigate social cognition and behavior and to determine where we as a species fit within a broader biological context. A wide range of topics will be examined, including social connections and friendship, sex, mating and aggression, cooperation and social preferences, social and environmental influences on decision-making and behavior, empathy, social contagion, and group coalitions. Interdisciplinary analyses, by integrating approaches from social sciences and biological sciences, significantly expand our knowledge and have the potential to improve our social and living conditions.

Instructor(s): J. Decety     Terms Offered: Autumn Equivalent Course(s): HLTH 22350, CHDV 22350, ECON 21830, PSYC 22350

BIOS 24140. Neuropharmacology. 100 Units.

This is a one quarter course that will explore neuronal pharmacology. Both the autonomic and central nervous system will be examined. The course has a clinical orientation. The course starts with an overview of the nervous system. In this section, we will explore the cellular aspects of neurons and their basic membrane and electrophysiological properties as will cellular and molecular aspects of synaptic transmission. The majority of the course will explore different neurotransmitter systems and drugs that interact with these systems.

Instructor(s): A. Fox     Terms Offered: Spring Prerequisite(s): NSCI 20101, NSCI 20111 Equivalent Course(s): NSCI 21900

BIOS 24143. Molecular and Translational Neuroscience. 100 Units.

This lecture/seminar course explores the application of modern cellular and molecular techniques to clarify basic mechanisms that underlie neural development , synaptic transmission, protein trafficking, and circuit function and the dysfunction of these fundamental processes that results in neurodevelopmental disorders and age-associated neurological diseases.

Instructor(s): S. Sisodia     Terms Offered: Winter Prerequisite(s): Neuroscience Fundamental Series (NSCI 20101-20130) Equivalent Course(s): NSCI 22110

BIOS 24217. Conquest of Pain. 100 Units.

This course examines the biology of pain and the mechanisms by which anesthetics alter the perception of pain. The approach is to examine the anatomy of pain pathways both centrally and peripherally, and to define electrophysiological, biophysical, and biochemical explanations underlying the action of general and local anesthetics. We discuss the role of opiates and enkephalins. Central theories of anesthesia, including the relevance of sleep proteins, are also examined.

Instructor(s): K. Ruskin     Terms Offered: Winter Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence, CHEM 2200-22100-22200 or BIOS 20200 and prior course in neurobiology or physiology is recommended. Equivalent Course(s): NSCI 22450

BIOS 24231. Methods in Computational Neuroscience. 100 Units.

Topics include (but are not limited to): relating neural data to behavior, Signal Detection theory, models of vision and artificial neural networks, Information Theory, Generalized Linear Models, dimensionality reduction, classification, and clustering.

Instructor(s): M. Kaufman     Terms Offered: Spring Prerequisite(s): For Neuroscience Majors: NSCI 20130, BIOS 26210 and BIOS 26211 which must be taken concurrently, or consent of instructor. Note(s): CB. Equivalent Course(s): NSCI 23700, PSYC 24231, CPNS 34231

BIOS 24248. Biological Clocks and Behavior. 100 Units.

This course will address physiological and molecular biological aspects of circadian and seasonal rhythms in biology and behavior. The course will primarily emphasize biological and molecular mechanisms of CNS function, and will be taught at a molecular level of analysis from the beginning of the quarter. Those students without a strong biology background are unlikely to resonate with the course material.

Instructor(s): B. Prendergast     Terms Offered: Spring Prerequisite(s): A quality grade in PSYC 20300 Introduction to Biological Psychology. Additional biology courses are desirable. Completion of Core biology will not suffice as a prerequisite. Equivalent Course(s): HLTH 21750, NSCI 21400, PSYC 21750

BIOS 24251. Neurons and Glia: A Cellular and Molecular Perspective. 100 Units.

This course will be an interactive, in-depth analysis of the cell biology of neurons and glia. We will learn and discuss the latest techniques used, for example, to study the structure and function of neuronal proteins. In this way we will illuminate the central concepts that define our understanding of the cell and molecular biology of neurons and glia. The course will consist of lectures and critical reading of contemporary literature.

Instructor(s): R. Carrillo; W. Green     Terms Offered: Spring Prerequisite(s): Neuroscience Majors: NSCI 20101-20130 (Fundamental Neuroscience Sequence) Biological Sciences Majors: NSCI 20101-20130, or three quarters of a Biological Sciences Fundamentals Sequence Equivalent Course(s): NSCI 23810, NURB 34810

BIOS 24408. Modeling and Signal Analysis for Neuroscientists. 100 Units.

The course provides an introduction into signal analysis and modeling for neuroscientists. We cover linear and nonlinear techniques and model both single neurons and neuronal networks. The goal is to provide students with the mathematical background to understand the literature in this field, the principles of analysis and simulation software, and allow them to construct their own tools. Several of the 90-minute lectures include demonstrations and/or exercises in Matlab.

Instructor(s): W. van Drongelen     Terms Offered: Spring. L. Prerequisite(s): Undergraduates: Biology Major - BIOS 26210 and 26211, or consent of instructor. Neuroscience Major - NSCI 20130, BIOS 26210 and 26211, or consent of instructor. Note(s): CB. Equivalent Course(s): NSCI 24000, CPNS 32111

BIOS 25108. Cancer Biology. 100 Units.

This course covers the fundamentals of cancer biology with a focus on the story of how scientists identified the genes that cause cancer. The emphasis is on "doing" science rather than "done" science: How do scientists think, how do they design experiments, where do these ideas come from, what can go wrong, and what is it like when things go right? We stress the role that cellular subsystems (e.g., signal transduction, cell cycle) play in cancer biology, as well as evolving themes in cancer research (e.g., ongoing development of modern molecular therapeutics).

Instructor(s): A. Muir, A. Piunti     Terms Offered: Autumn Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence. Note(s): GP.

BIOS 25109. Topics in Reproduction and Cancer. 100 Units.

This course focuses on several aspects of the molecular and cellular biology of human reproduction. We also discuss the basis of chemical/viral carcinogenesis and the progression, treatment, and prevention of cancer. The role of steroid hormones and their receptors in the control of growth, development, and specialized cell function is discussed in the context of normal and abnormal gene expression in human development and disease. Key historical events, research approaches, utilization of knowledge, recent advances in drug design and herbal medicines, and philosophies of scientific research are also covered.

Instructor(s): G. Greene, L. Becker     Terms Offered: Spring Prerequisite(s): For Biology majors: Three quarters of a Biological Sciences Fundamentals Sequence including BIOS 20187 or BIOS 20235 and Biochemistry, or consent of Instructor. Note(s): GP.

BIOS 25126. Animal Models of Human Disease. 100 Units.

This course introduces the use of animals in biomedical research for the purposes of understanding, treating, and curing human disease. Particular emphasis is placed on rodent models in the context of genetic, molecular, and immunologic manipulations, as well as on the use of large animal surgical models. University veterinarians also provide information regarding humane animal care.

Instructor(s): K. Luchins, A. Ostdiek     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence including a course in genetics, or consent of instructor Note(s): GP.

BIOS 25206. Fundamentals of Bacteria. 100 Units.

This course meets one of the requirements of the microbiology specialization. This course introduces bacterial diversity, metabolism, ultra-structure, envelope assembly, genetics, bacterial communities, interbacterial interactions, and symbioses. In the discussion section, students review recent original experimental work in the field of bacteriology.

Instructor(s): L. Comstock     Terms Offered: Autumn Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence, or consent of instructor Note(s): GP. Equivalent Course(s): MICR 30600

BIOS 25207. Fundamentals and Applications of the Human Microbiota. 100 Units.

Thousands of microbes colonize the human body to collectively establish the human microbiota. Research findings over the past two decades have led to a growing appreciation of the importance of the microbiota in various facets of human health. This course will explore the human microbiota through a critical review of the primary scientific literature. The first portion of the course will cover distinct ways by which the human microbiota impacts mammalian health. The second part of the course will focus on established and developing microbiota-targeting biotechnologies. Students will leave the course with a general understanding of the current state of human microbiota research and its therapeutic and diagnostic applications.

Instructor(s): S. Light, M. Mimee     Terms Offered: Winter Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence. Third or fourth year standing or consent of instructor. Note(s): GP. Equivalent Course(s): MENG 23210, MENG 33210, MICR 38000

BIOS 25216. Molecular Basis of Bacterial Disease. 100 Units.

This course meets one of the requirements of the microbiology specialization. This lecture/discussion course involves a comprehensive analysis of bacterial pathogens, the diseases that they cause, and the molecular mechanisms involved during pathogenesis. Students discuss recent original experimental work in the field of bacterial pathogenesis.

Instructor(s): J. Chen     Terms Offered: Winter Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence. Note(s): GP. Equivalent Course(s): MICR 31600

BIOS 25226. Endocrinology I: Cell Signaling. 100 Units.

The subject matter of this course considers the wide variety of intracellular mechanisms that, when activated, change cell behavior. We cover aspects of intracellular signaling, the latter including detailed discussions of receptors, G-proteins, cyclic nucleotides, calcium and calcium-binding proteins, phosphoinositides, protein kinases, and phosphatases.

Instructor(s): M. Brady.     Terms Offered: Autumn Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence and BIOS 20200. Equivalent Course(s): NPHP 33600

BIOS 25227. Endocrinology II: Systems and Physiology. 100 Units.

Endocrinology is the study of hormones, which are chemical messengers released by tissues that regulate the activity of other cells in the body. This course covers the classical hormone systems, including hormones regulating metabolism, energy mobilization and storage, calcium and phosphate metabolism, reproduction, growth, "fight or flight," and circadian rhythms. We focus on historical perspective, the mechanisms of action, homeostatic regulation, and relevant human diseases for each system.

Instructor(s): M. Brady, R. Cohen     Terms Offered: Winter Prerequisite(s): Completion of the first three quarters of a Biological Fundamentals Sequence. Note(s): GP.

BIOS 25228. Endocrinology III: Human Disease. 100 Units.

A Fundamentals Sequence (BIOS 20180s or 20190s, or AP 5 sequence) and BIOS 25227 recommended but not required. This course is a modern overview of the patho-physiologic, genetic, and molecular basis of human diseases with nutritional perspectives. We discuss human diseases (e.g., hypertension, cardiovascular diseases, obesity, diabetes, osteoporosis, alopecia).

Instructor(s): Y. C. Li     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence is required and BIOS 25227 is strongly recommended. Note(s): GP.

BIOS 25256. Immunobiology. 100 Units.

This comprehensive survey course presents an integrated coverage of the tactics and logistics of innate and adaptive immunity in mammalian organisms. It conveys the elegance and complexity of immune responses against infectious agents. It introduces their implications in autoimmune diseases, cancer and organ transplantation and presents some of the emerging immunotherapeutics that are transforming health care. Prior knowledge of microbiology (e.g., BIOS 25206) will be advantageous. Prerequisite(s): Completion of a Biological Sceinces Fundamentals Sequence which includes, Cell, Genetics, Developmental Biology, and Physiology

Instructor(s): M. Alegre     Terms Offered: Autumn Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence including BIOS 20187 or BIOS 20235, and BIOS 20188 and BIOS 20189 Note(s): GP.

BIOS 25258. Immunopathology. 100 Units.

Five examples of diseases are selected each year among the following categories: autoimmune diseases, inflammatory bowel diseases, infection immunity, immunodeficiencies and gene therapy, and transplantation and tumor immunology. Each disease is studied in depth with general lectures that include, where applicable, histological analysis of diseased tissue samples and discussions of primary research papers on experimental disease models. Special emphasis is placed on understanding immunopathology within the framework of general immunological concepts and on experimental approaches to the study of immunopathological models.

Instructor(s): D. Esterhazy; RR. Chowdhury     Terms Offered: Winter Prerequisite(s): BIOS 25256 with a grade of B or higher. Note(s): GP. Equivalent Course(s): PATH 30010, IMMU 30010

BIOS 25260. Host Pathogen Interactions. 100 Units.

This course explores the basic principles of host defense against pathogens, including evolutionary aspects of innate and adaptive immunity and immune evasion strategies. Specific examples of viral and bacterial interactions with their hosts are studied in depth. A review of immunological mechanisms involved in specific cases is incorporated in the course.

Instructor(s): A. Chervonsky     Terms Offered: Autumn Prerequisite(s): BIOS 25206 and BIOS 25256 Note(s): GP. Equivalent Course(s): IMMU 31200, MICR 31200

BIOS 25266. Molecular Immunology. 100 Units.

This discussion-oriented course examines the molecular principles of immune recognition. We explore the roles of protein modification, protein-protein and protein-DNA interactions in the discrimination between self and non-self, and study the molecular fundamentals of cell stimulation and signaling. Primary literature focused on molecular research of the immune system is integrated with lectures on commonly used biochemical, structural and immunological techniques used in the research papers examined.

Instructor(s): E. Adams     Terms Offered: Spring. Offered in odd years Prerequisite(s): BIOS 20200 or 25256, or consent of instructor. Offered during odd years. Equivalent Course(s): IMMU 30266

BIOS 25287. Introduction to Virology. 100 Units.

This class on animal viruses considers the major families of the viral kingdom with an emphasis on the molecular aspects of genome expression and virus-host interactions. Our goal is to provide students with solid appreciation of basic knowledge, as well as instruction on the frontiers of virus research.

Instructor(s): T. Golovkina     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence and third- or fourth-year standing Note(s): GP. Equivalent Course(s): MICR 34600

BIOS 25308. Heterogeneity in Human Cancer: Etiology and Treatment. 100 Units.

This course addresses the importance of understanding human tumor heterogeneity (organ site by organ site) in terms of predicting whether tumors will progress to malignancy and how tumors will respond to standard treatments or require tailored molecular therapeutics. Alternating lecture and discussion lectures will explore and tease apart the controversies in the field that limit progress in cancer prevention, diagnosis and treatment. At the end of the course, students should have an in-depth understanding of the complexities, challenges and opportunities facing modern cancer researchers and clinical oncologists and be able to discuss novel scientific approaches to solving these issues.

Instructor(s): K. MacLeod     Terms Offered: Winter Prerequisite(s): A grade of B or better in BIOS 25108 Note(s): GP.

BIOS 25326. Tumor Microenvironment and Metastasis. 100 Units.

The tumor microenvironment regulates disease progression and chemoresistance in most cancers. This course addresses the functional contribution of the different cellular and non-cellular constituents of the tumor that surround the malignant cancer cells in cancer progression and metastasis. We will thoroughly discuss the function of stroma, inflammation, tumor senescence, immunity and the interactome in cancer progression and metastasis. Moreover, we will evaluate the translational impact of targeting the tumor microenvironment. Laboratory studies will introduce key techniques and organotypic model systems to elucidate these functions. At the end of the course, students should be able to understand the biology behind cancer metastasis and to evaluate manuscripts reporting novel findings in cancer biology. Prerequisite(s): BIOS 25108 and BIOS 25308

Instructor(s): H. Kenny, E. Lengyel     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence. Note(s): Three optional weekend, one-day workshops will be offered during the quarter. This course qualifies in the Cancer Specialization.

BIOS 25327. Health Disparities in Breast Cancer. 100 Units.

Across the globe, breast cancer is the most common women's cancer. In the last two decades, there have been significant advances in breast cancer detection and treatment that have resulted in improved survival rates. Yet, not all populations have benefited equally from these improvements, and there continues to be a disproportionate burden of breast cancer felt by different populations. In the U.S., for example, white women have the highest incidence of breast cancer but African-American women have the highest breast cancer mortality overall. The socioeconomic, environmental, biological, and cultural factors that collectively contribute to these disparities are being identified with a growing emphasis on health disparities research efforts. In this 10-week discussion-based course students will meet twice weekly and cover major aspects of breast cancer disparities.

Instructor(s): E. Dolan, S. Conzen     Terms Offered: Winter Prerequisite(s): BIOS 25108 Note(s): GP. Equivalent Course(s): CCTS 40400, CCTS 20400, GNSE 30408, GNSE 20408, HLTH 20400

BIOS 25328. Cancer Genetics and Genomics. 100 Units.

Unprecedented technological progress over the last decade, especially high throughput sequencing technologies, has transformed the basic and translational research of cancer as well as other diseases. In this course, we will introduce the current state of the field, discuss how germline and somatic factors drive cancer initiation and progression, and demonstrate how to use omics data to advance our understanding of cancer. We will review recent literature in cancer genetics and genomics, learn about the standing questions in the field, and practice the analytical techniques to address these questions. Computational exercises will be an integral part of the course and provide you with a hand-on experience of state-of-the-art techniques.

Instructor(s): H.K. Im, L. Yang     Terms Offered: Spring Prerequisite(s): A course in genetics (BIOS 20187, BIOS 20235 or 20171) Note(s): CB.

BIOS 25329. Tissue Immunity and Cancer. 100 Units.

This course explores classical and contemporary cancer immunology and immunotherapy concepts. It covers fundamental knowledge in cancer immunity, immune evasion, and immunotherapy design through lectures and primary literature reviews. The unique aspect of this course is its focus on tissue-specific immunity and how it impacts tumor surveillance or aids cancer progression. This perspective leads students to the forefront of cancer research, investigating why tumors vary in aggressiveness across different tissues and why treatments differ in effectiveness. Students will also learn about the principles of adaptive and innate immune system coordination against tumorigenesis and how these systems can be manipulated to facilitate or hinder tumor progression. The course uses colon, skin, and pancreas as examples to illustrate how various tissues establish distinct immune-cancer interactions, leading to diverse responses against primary or metastatic tumors and promoting cancer immune evasion. Additionally, the course discusses advancements in cancer immunotherapy, spanning pre-clinical and clinical testing stages, with an emphasis on using tissue-specific immunity to design optimal treatments. Students will be assessed through in-class discussions, take-home assignments, exams, and an end-of-term project on a topic of their choice.

Instructor(s): D. Esterhazy and Y. Miao     Terms Offered: Autumn Prerequisite(s): Three quarters of a biology fundamentals sequence and one of the following: BIOS 25108 Cancer Biology, BIOS 25256 Immunobiology, or BIOS 25258 Immunopathology. Note(s): This course counts as a required course in the Immunology Specialization for biology majors. Equivalent Course(s): IMMU 35300

BIOS 25426. From Diagnostics to Therapy: The Application of Translational Research in Cancer. 100 Units.

With the tremendous strides in medicine and healthcare, cancer is still a leading cause of mortality worldwide. Why is this? Cancer is a complex disease, which ultimately makes treatment challenging. Reasons for this disease complexity include the cancer origin/type; impact of cancer heterogeneity; complex interactions between cell types within the tumor microenvironment; tendency of disease to recur; and whether metastasis has occurred. Although cancer is still a major problem, there is hope founded on the recent advancements in technology/methodology in cancer diagnosis/treatments, which translational research has a significant role. In this course, students will learn about what cancer is and the characteristics that make it a complex disease. Translational research and its role in increasing the cure rate/prolonging survival will be defined. The course will cover the advancements in cancer diagnostics from imaging, sequencing, body fluids, and digital pathology using machine learning. The course will also include introducing methods of long-term monitoring of cancer progression/relapse and dynamic evaluation of the treatment effectiveness. Novel cancer treatments based on successes in translational research will be presented. Guest speakers that are experts in fields of cancer diagnostics, clinical pathology, and immunology will provide lectures on relevant topics pertaining to application of translational research to improve cancer patient outcomes.

Instructor(s): E. Izumchenko and R. Bednarczyk     Terms Offered: Spring Prerequisite(s): Three quarters of a biology fundamentals sequence.

BIOS 26120. An Introduction to Bioinformatics and Proteomics. 100 Units.

Modern biology generates massive amounts of data; this course is devoted to biological information and the models and techniques used to make sense of it. Students learn about biological databases, algorithms for sequence alignment, phylogenetic tree building, and systems biology. They will also learn about the basics of large-scale study of proteins, particularly their structures and functions. Students will be introduced to basics of high performance computation (HPC) and its application to the field of bioinformatics. They will learn how to use our in-house Super Computer to process and analyze next generation sequencing data. Using state of the art tools, students will align and genotype a group of genes in order to identify disease-relevant variants. The course will be taught as a hands on computer approach (a computation background would be helpful, but not needed).

Instructor(s): E. Haddadian     Terms Offered: Autumn Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence or BIOS 20172 or consent of Instructor. No computation background required. Note(s): CB.

BIOS 26121. Introduction to Transcriptomics. 100 Units.

Transcriptomics is the study of the transcriptome -the complete set of RNA or transcripts that are produced by the genome, using high-throughput methods. In this course, students will learn about modern techniques used to capture and analyze mRNA and the connections of transcriptomics to epi-genomics (study of the epi-genome) and proteomics (study of proteins). The course will be divided into three parts: 1) Introduction of technologies that generate transcriptomics data, 2) Statistical analysis of the data, and 3) Case studies and applications. A range of topics relevant to the current practices in the field will be discussed, including introduction to microarrays, Next-Generation Sequencing (NGS), bulk and single-cell RNA processing, machine learning techniques used in data analyses, data pre-processing, differential expression analysis, and correcting batch effects and other experimental artifacts. Students will obtain hands-on experience in downloading public-domain data and performing analyses using different packages written in R and Python. After taking the class, students will have a working knowledge of the field and acquire experience in RNA-seq data analyses that are currently used in research labs. We will also organize visits to research laboratories and sequencing facility for the students to observe experimental workflows used in cutting-edge research.

Instructor(s): A. Basu, M. Chen     Terms Offered: Winter Prerequisite(s): BIOS 20151 Intro to Quantitative Modeling or BIOS 20152 Intro to Quantitative Modeling (Adv.) Note(s): CB.

BIOS 26122. Introduction to Machine Learning for Biology. 100 Units.

Machine learning techniques are essential in many fields of biology that rely on large amounts of data. This course is intended to introduce key concepts in this field and illustrate their applications to biological questions. Students will learn about methods for supervised and unsupervised learning; regression and classification algorithms, and dimensionality reduction approaches. With every method we will emphasize model selection and validation on real data sets. Computational labs are an integral part of the course for students to work on applying these methods using R in the Quarto document system.

Instructor(s): D. Kondrashov     Terms Offered: Winter Prerequisite(s): BIOS 20151, BIOS 20172 or BIOS 20236. STAT 22000 or equivalent. Note(s): L. CB. Equivalent Course(s): NSCI 21710, NSCI 27710

BIOS 26123. Introduction to Python for Biologists & Neuroscientists. 100 Units.

This course aims to provide a basis for solving problems in biology and neuroscience using the Python Programing Language. You will learn how to utilize Jupyter notebooks to code in python. By the end of the course you will develop comfortability in utilizing key Python libraries for biological and/or neuroscience datasets. No prior knowledge of Python is expected or required.

Instructor(s): R. Dutt     Terms Offered: Autumn Note(s): CB. Equivalent Course(s): NSCI 21820

BIOS 26210-26211. Mathematical Methods for Biological Sciences I-II.

The following two courses are intended to be taken as a sequence.

BIOS 26210. Mathematical Methods for Biological Sciences I. 100 Units.

This course builds on the introduction to modeling course biology students take in the first year (BIOS 20151 or 152). It begins with a review of one-variable ordinary differential equations as models for biological processes changing with time, and proceeds to develop basic dynamical systems theory. Analytic skills include stability analysis, phase portraits, limit cycles, and bifurcations. Linear algebra concepts are introduced and developed, and Fourier methods are applied to data analysis. The methods are applied to diverse areas of biology, such as ecology, neuroscience, regulatory networks, and molecular structure.The students learn to implement the models using Python in the Jupyter notebook platform.

Instructor(s): D. Kondrashov     Terms Offered: Autumn. L. Prerequisite(s): BIOS 20151 or BIOS 20152 or equivalent quantitative experience by consent of instructor, and three courses of a Biological Sciences Fundamentals Sequence or consent of the instructor. Equivalent Course(s): CPNS 31000, PSYC 36210

BIOS 26211. Mathematical Methods for Biological Sciences II. 100 Units.

This course is a continuation of BIOS 26210. The topics start with optimization problems, such as nonlinear least squares fitting, principal component analysis and sequence alignment. Stochastic models are introduced, such as Markov chains, birth-death processes, and diffusion processes, with applications including hidden Markov models, tumor population modeling, and networks of chemical reactions. In computer labs, students learn optimization methods and stochastic algorithms, e.g., Markov Chain, Monte Carlo, and Gillespie algorithm. Students complete an independent project on a topic of their interest.

Instructor(s): D. Kondrashov     Terms Offered: Winter. L. Prerequisite(s): BIOS 26210 or equivalent. Note(s): CB. Equivalent Course(s): PSYC 36211, CPNS 31100

BIOS 26311. Introduction to Mathematical Modeling in Public Health. 100 Units.

Modeling is a simplified representation of reality that aims to capture essential features of a real-life object or process. Mathematical modeling in public health encompasses a wide array of methodologies offering a powerful toolkit to approach questions that would otherwise be extremely difficult or impossible to answer. This course will introduce students to the conceptual framework of mechanistic modeling and cover the basics of the most widely used mathematical modeling approaches in public health. The course will combine lectures and interactive computer sessions to help students develop practical skills of using basic quantitative techniques.

Instructor(s): O. Morozova     Terms Offered: Spring Prerequisite(s): The course assumes that students have prior coursework in basic probability and statistics and have basic coding skills. Familiarity with R statistical computing environment is recommended but not required. Courses that would provide the appropriate background include BIOS 20151, STAT 22000, STAT 25100 and PBHS 32100. Undergraduates: First 3 quarters of a Biology Fundamentals Sequence. Note(s): E. CB. GP. Equivalent Course(s): PBHS 31100

BIOS 26318. Fundamentals of Biological Data Analysis. 100 Units.

This course is intended for students who have original data from a research project and are looking to produce a thesis or publication. Students will learn to organize, process, visualize, and make inferences from biological data sets using the data processing tools of R. We will review statistics concepts, such as probability distributions, linear and nonlinear fitting, estimation and hypothesis testing, and introduce new concepts relevant for the specific research questions identified by the students. The end result will be a written report that can function as a methods and results section of a research publication and contains high-quality graphics.

Instructor(s): D. Kondrashov, S. Allesina     Terms Offered: Autumn. L. Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence, STAT 22000 or higher, and fourth-year standing, or consent of Instructor. Primarily intended for students that have a data set from original research. Note(s): CB.

BIOS 26403. Quantitative Immunobiology. 100 Units.

The science of immunology was born at the end of the 19th century as a discipline focused on the body's defenses against infection. The following 120+ years has led to the discovery of a myriad of cellular and molecular players in immunity, placing the immune system alongside the most complex systems such as Earth's global climate and the human brain. The functions and malfunctions of the immune system have been implicated in virtually all human diseases. It is thought that cracking the complexity of the immune system will help manipulate and engineer it against some of the most vexing diseases of our times such as AIDS and cancer. To tackle this complexity, immunology in the 21st century - similar to much of the biological sciences - is growing closer to mathematics and data sciences, physics, chemistry and engineering. A central challenge is to use the wealth of large datasets generated by modern day measurement tools in biology to create knowledge, and ultimately predictive models of how the immune system works and can be manipulated. The goal of this course is to introduce motivated students to the quantitative approaches and reasoning applied to fundamental questions in immunology.

Instructor(s): Nicolas Chevrier      Terms Offered: Winter Prerequisite(s): Completion of the first two quarters of a Biological Sciences Fundamentals Sequence. Knowledge of R is recommended but not required. Courses in immunology and microbiology are an advantage but not required (e.g., BIOS 25256 Immunobiology; BIOS 25206 Fundamentals of Bacterial Physiology). Note(s): CB Equivalent Course(s): MENG 23300, IMMU 34800, MENG 33300

BIOS 26404. Quantitative Genetics for the 21st Century. 100 Units.

This course has three parts. In the first four weeks, we take a deep look at some fundamentals of quantitative genetics, focusing on underlying mathematical theory and causal interpretations of basic quantitative genetic models. These include the breeder's equation and related descriptions of the response to natural selection, various methods of estimating heritability, GWAS methods accounting for environmental effects, and explicit causal inference methods like Mendelian randomization. In the next three weeks of the course, we discuss the scientific opportunities and pitfalls of applying these fundamental quantitative genetic tools in challenging settings. This section covers phenotypic prediction with polygenic scores, inferences about quantitative trait evolution, and the application of quantitative genetic tools to complex social traits like educational attainment. Finally, in the third section we examine the relationship between race, genetics, and complex traits. In this section we discuss definitions of race and how they are (or are not) related to genetics, as well as ongoing legitimate scientific debates over how racial classifications are used in medicine. We will also critique pseudoscientific arguments about the relationship between race, genetics and complex traits.

Instructor(s): Jeremy Berg, Andrew Dahl      Terms Offered: Spring Prerequisite(s): R/Python proficiency. Equivalent Course(s): HGEN 47800

BIOS 26405. From Data to Understanding: Computational Biology in Microbial Ecosystems. 100 Units.

This course focuses on transforming biology from descriptive to predictive science through quantitative data analysis. Central to this shift are statistical, mathematical, and computing tools. Students will learn to extract meaning from data, understanding both what it reveals and its limitations. The course isn't about machine learning, statistics, or mathematical modeling per se. Instead, it emphasizes how these tools help us interpret data. We'll explore these concepts through the practical problem of identifying significant dynamics and patterns in data. Our learning context is microbial communities, ubiquitous across various habitats and exhibiting immense complexity and diversity. Despite advances in DNA sequencing, predicting and controlling these systems remains challenging. This course combines insights from ecology, microbiology, physics, engineering, chemistry, and computer science to build quantitative, predictive models for these complex systems. Students will be introduced to forefront methods and questions in this evolving field, focusing on computational data analysis.

Instructor(s): S. Kuehn     Terms Offered: Spring. Spring quarter in even years. Prerequisite(s): Three quarters of a biological sciences Fundamentals Sequence AND 2 quarters of calculus, statistics, or physics, or BIOS 26210-26211 and any course that includes programming in Python (e.g. Intro to Data Science I (DATA11800), II (DATA11900), Introduction to Computer Programming I (CMSC 14100). Note(s): CB.

BIOS 27710-27711-27712-27713-27714-27715. MARINE BIOLOGICAL LABORATORY SEMESTER IN ENVIRONMENTAL SCIENCE.

Marine Biological Laboratory Semester in Environmental Science Sequence (SES). Courses BIOS 27710-27715 are the College designations for the Semester in Environmental Science that is taught at the Marine Biological Laboratory (MBL) in Woods Hole, Massachusetts. Registration in BIOS 27710, 27711, and 27712, plus one of BIOS 27713, 27714, or 27715 is required. Admission to the Semester in Environmental Science program is by application, which must be received by the MBL in March of the year preceding the start of the semester. Admissions decisions will be mailed in April. Note that these courses start at the beginning of September, typically four weeks prior to the start of the College’s Autumn Quarter and are completed by the end of Autumn Quarter. More information on the course content and the application process can be found at https://college.uchicago.edu/academics/semester-environmental-science.

BIOS 27710. Ecology - Marine Biological Laboratory. 100 Units.

This course examines the structure and functioning of terrestrial and aquatic ecosystems including the application of basic principles of community and ecosystem ecology. The course also examines contemporary environmental problems such as the impacts of global and local environmental change on community composition and food webs within forest, grassland, marsh and nearshore coastal ecosystems on Cape Cod. This course examines the structure and functioning of terrestrial and aquatic ecosystems including the application of basic principles of community and ecosystem ecology. The course also examines contemporary environmental problems such as the impacts of global and local environmental change on community composition and food webs within forest, grassland, marsh and nearshore coastal ecosystems on Cape Cod.

Instructor(s): Marine Biological Laboratory Staff     Terms Offered: Autumn. L. Prerequisite(s): Consent only. Admission by application to the Semester in Environmental Science program at the Marine Biological Laboratory in Woods Hole, MA; concurrent registration in BIOS 27711 and BIOS 27712 along with one of BIOS 27713, BIOS 27714 or BIOS 27715. Note(s): E. Equivalent Course(s): ENSC 24100

BIOS 27711. Biogeochemical Analysis in Terrestrial and Aquatic Ecosystems – Marine Biological Laboratory. 100 Units.

This course examines the interface of biological processes with chemical processes in ecological systems. Course content emphasizes aquatic chemistry and the role of microbes in the cycling of nitrogen, carbon, and other elements. Effects of global changes on chemical cycling are emphasized.

Instructor(s): Marine Biological Laboratory Staff.     Terms Offered: Autumn. L. Prerequisite(s): Consent only. Admission by application to the Semester in Environmental Science program at the Marine Biological Laboratory in Woods Hole, MA; concurrent registration in BIOS 27710 and BIOS 27712 along with one of BIOS 27713, BIOS 27714 or BIOS 27715. Note(s): E. Equivalent Course(s): ENSC 23820

BIOS 27712. Independent Undergraduate Research in Environmental Sciences Marine Biological Laboratory. 100 Units.

This course is the culmination of the Semester in Environmental Science at the Marine Biological Laboratory. An independent research project, on a topic in aquatic or terrestrial ecosystem ecology, is required. Students will participate in a seminar for scientific communication as well as submit a final paper on their project.

Instructor(s): Marine Biological Laboratory Staff     Terms Offered: Autumn. L. Prerequisite(s): Consent only. Admission by application to the Semester in Environmental Science program at the Marine Biological Laboratory in Woods Hole, MA; concurrent registration in BIOS 27710 and BIOS 27711 along with one of BIOS 27713, BIOS 27714 or BIOS 27715. Note(s): E. Equivalent Course(s): ENSC 29800

BIOS 27713. Quantitative Environmental Analyses – Marine Biological Laboratory. 100 Units.

This course emphasizes the application of quantitative methods to answering ecological questions. Students apply mathematical modeling approaches to simulating biological and chemical phenomena in terrestrial and marine ecosystems.

Instructor(s): Marine Biological Laboratory Staff     Terms Offered: Autumn. L. Prerequisite(s): Consent Only. Admission by application to the Semester in Environmental Science program at the Marine Biological Laboratory in Woods Hole, MA; concurrent registration in BIOS 27710, BIOS 27711 and BIOS 27712. Note(s): E. Equivalent Course(s): ENSC 28100

BIOS 27714. Methods in Microbial Ecology - Marine Biological Laboratory. 100 Units.

This course explores the biology of microbes found in the environment, including relationships with the physical, chemical, and biotic elements of their environment. Emphasis is placed on understanding the science underlying the various methodologies used in the study of these organisms and systems. In the laboratory, students will work with the latest techniques to measure microbial biomass, activity, extracellular enzymes, and biogeochemical processes. Students are also introduced to molecular methods for assessing microbial genomic diversity.

Instructor(s): Marine Biological Laboratory Staff     Terms Offered: Autumn. L. Prerequisite(s): Consent only. Admission by application to the Semester in Environmental Science program at the Marine Biological Laboratory in Woods Hole, MA; concurrent registration in BIOS 27710, BIOS 27711 and BIOS 27712. Note(s): E. Equivalent Course(s): ENSC 24200

BIOS 27715. Roles of Animals in Ecosystems – Marine Biological Laboratory. 100 Units.

This course addresses the question, How do animals, including man, affect the structure and function of ecosystems. The course takes an interdisciplinary approach focused on the interactions of animal diversity, migration patterns, population dynamics, and behavior with biogeochemical cycles, productivity, and transport of materials across ecosystems. This course is an elective option within the Semester in Environmental Science program at the Marine Biological Laboratory in Woods Hole, MA.

Instructor(s): Marine Biological Laboratory Staff     Terms Offered: Autumn Prerequisite(s): Consent only. Admission by application to the Semester in Environmental Science program at the Marine Biological Laboratory in Woods Hole, MA; concurrent registration in BIOS 27710, BIOS 27711, and BIOS 27712. Note(s): E. Equivalent Course(s): ENSC 24300

BIOS 27720-27723-27725-27726. SEPTEMBER COURSES AT MARINE BIOLOGICAL LABORATORY, WOODS HOLE.

The September courses combine lecture with hands-on learning and development of independent research ideas and projects. All are taught by University of Chicago or MBL faculty, and take advantage of the unique research strengths and the natural environmental resources found at MBL. These are intensive, three-week-long courses that meet for up to eight hours per day for 5–6 days per week, combining morning lectures with afternoon labs and fieldwork. Each student can only enroll in one course at a time. The September courses at MBL have no prerequisites, and can count either to fulfill the general education requirement in Biology OR as an upper-level elective. Also offered in this program is HIPS 18507 Science, Culture, and Society III: From Natural History to Biomedicine. More information, including application details and program fees, can be found at https://college.uchicago.edu/academics/mbl-september-courses. The MBL September courses end before classes commence in Chicago.

BIOS 27720. Microbiomes Across Environments. 100 Units.

Microbiomes Across Environments provides a comprehensive introduction to microbiome research, tools and approaches for investigation, and a lexicon for biological understanding of the role of microbial communities in environmental and host environments. Microbiome science is an emerging field that bridges disciplines, merging microbiology with genomics, ecosystem science, computation, biogeochemistry, modeling, medicine and many others, including architecture, social science, chemistry and even economics. In this course we will uncover the vast biochemical and metabolic diversity of the microbial world by examining life in coastal and marine systems, (including) host-associated contexts. Students will develop or strengthen biological field/lab techniques, analyze and compare data prepared from student-collected samples, and will integrate fundamental knowledge, modeling, and theory as it pertains to microbiome research.

Instructor(s): D. Mark-Welch, E. L. Peredo.     Terms Offered: Summer. L. September term. Note(s): This course will be given at Marine Biological Laboratory, Woods Hole, Massachusetts. E.GP.

BIOS 27723. Biodiversity and Genomics: Exploring the Marine Animal Diversity of Woods Hole Using Molecular Tools. 100 Units.

In this course, student will have the opportunity to explore the large diversity of marine animal species in Woods Hole, Massachusetts and its surroundings. We will combine fieldwork with genomic and bioinformatic approaches to study different aspects of the evolution, ecology, taxonomy, physiology, and biogeography of marine animals in this unique location. Student will integrate knowledge and analytical tools from different biological disciplines to develop short research projects. During the three weeks of the course, student will have access to the Marine Biological Laboratory's collection of living marine animals, participate in ongoing research projects at MBL, and contribute data that will advance our understanding of marine biodiversity.

Instructor(s): O. Pineda-Catalan     Terms Offered: Summer. L. September term. Note(s): This course will be given at Marine Biological Laboratories, Woods Hole, Massachusetts. E.

BIOS 27725. Biogeography and Distribution of Species. 100 Units.

Students will explore various aspects of the biota of the region surrounding the Marine Biology Laboratory, Woods Hole, MA. The focus of the course will be to examine various patterns in the distribution and abundance of the flora/fauna in the islands and associated mainland habitats over the course of 3 weeks through a combination of in class lectures and laboratory sessions, combined with field studies. Penikese Island will receive special focus for extensive inventory of the biota, to update previous contributions to the flora of the island and begin an inventory of mammals, birds, and invertebrates. Similar surveys will be made of nearby mainland habitats for biogeographic comparisons between island and mainland patterns of abundance.

Instructor(s): Larsen, E.     Terms Offered: Summer. L. September term. Note(s): This course will be given at Marine Biological Laboratories, Woods Hole, Massachusetts. E.

BIOS 27726. Marine Ecosystems: From Microbiomes, to Conservation, Climate & Beyond. 100 Units.

This course is designed for rising 2nd years with interests in microbiology, the environment, and society. More specifically, the course is designed for students considering a science major, as well as non-majors, who are looking for broad exposure to geosciences, environmental and climate science, microbiology, molecular biology, and the intersection between society and science. Students will study coastal marine habitats, connectivity to ocean and climate, dynamics of microbial community structure, and marine conservation alongside gaining experience on laboratory microbiome science and environmental field work. Students will gain firsthand experience with the types of microbes that that influence climate and that impact health through laboratory experiments on culturing and analyzing microbes in 'pristine' and highly impacted coastal ecosystems. Methods to be learned include plating, epifluorescence microscopy, flow cytometry, DNA extraction, and sequencing. Lectures will cover marine microbiology, CO2 sequestration (natural and engineered), geochemistry, coastal and open ocean habitat structure, and links to climate and the climate crisis. We will also address equity issues in marine conservation and the climate crisis. While all field work will be coastal, students will also learn about the open ocean due to the key linkages of water masses as well as climate feedback.

Terms Offered: Summer Equivalent Course(s): ENSC 24600

BIOS 27724-27750-27751. BIOLOGY SPRING QUARTER COURSES AT MARINE BIOLOGICAL LABORATORY.

These courses are part of an interdisciplinary four-course program given during Spring Quarter at the Marine Biological Laboratory in Woods Hole, Massachusetts. BIOS 20198 Biodiversity (Section 2) will also be offered in this program. The non-BIOS courses in this program are PHYS 12400 Waves, Optics, and Modern Physics at MBL and ARTV 10100 Visual Language: On Images. For more information, see https://college.uchicago.edu/academics/mbl-spring-quarter-biology.

BIOS 27724. Introduction to Imaging for Biological Research. 100 Units.

Many breakthroughs in science have been made possible by revolutionary advances in our ability to visualize biological processes, and recent progress in microscopy has led to important breakthroughs in understanding life at the molecular, cellular, and organismal level. In this course, we will introduce the students to basic techniques in microscopy, starting with an opportunity for students to build their own simple microscopes, and then proceeding all the way to using state-of-the-art confocal, light sheet, and electron microscopes. Students will explore the challenges of sample preparation, of imaging processes in living cells, and in the computational analysis of imaging data. Throughout the course, students will be able to design their own experiments, and undertake a student-designed research project.

Instructor(s): Wolff, C., Kerr, L.     Terms Offered: Spring Prerequisite(s): Second-year standing or greater (or by consent). Note(s): Course meets for three weeks, (5-6 days/week, 8 hours per day), at Marine Biological Laboratories, in Woods Hole Massachusetts as part of Spring quarter at MBL. For more information see https://college.uchicago.edu/academics/mbl-spring-quarter-biology Equivalent Course(s): NSCI 21515

BIOS 27750. Stem Cells and Regeneration: from aquatic research organisms to mammals. 100 Units.

This course will focus on contemporary stem cell biology and regeneration with emphasis on molecular mechanisms and applications. The course will cover the history of stem cell discoveries through the latest advances, including genome-wide profiling, targeted gene editing, and other techniques used in stem cell and regeneration research. A portion of the course will consist of modules where specific stem cell types will be discussed together with relevant diseases they could impact (i.e. stem cells and neurodegeneration). A focus of the course will be around how discoveries in aquatic research organisms have driven the progress in regeneration biology. In this classroom and lab based course, students will have the opportunity to work on an independent research project under the supervision of a Resident Faculty at MBL. The lab portion of the course will introduce and provide hands-on experience on experimental approaches and techniques used in cell biology, development, and regeneration research. There will be a focus on microscopy (brightfield, fluorescence, high-resolution microscopy) and use of open source software to analyze images. There will be an introduction into the use of stains, antibodies, and genetically-encoded fluorescent markers to analyze cellular structures in aquatic organisms that include axolotls, Nematostella, worms, cephalopods and zebrafish. In addition, this course will provide hands-on experience through labs.

Instructor(s): K. Echeverri     Terms Offered: Spring Prerequisite(s): Second-year standing or greater (or by consent). Note(s): Course meets for three weeks. (5-6 days/wek, 8 hours per day) at Marine Biological Laboratories, in Woods Hole Massachusetts as part of the Spring Quarter at MBL. For more information see https://college.uchicago.edu/academics/mbl-spring-quarter-biology

BIOS 27751. Biological Oceanography. 100 Units.

This intensive four-week course addresses fundamental oceanographic processes that maintain and structure marine biodiversity and productivity, including physical oceanographic processes of dispersal and upwelling, environmental selection, biogeography, nutrient dynamics, primary production, and food web dynamics. Students will design an original research project during an initial week-long shore component at Marine Biological Laboratory (MBL) in Woods Hole, MA, and then address their own questions by collecting samples and data aboard Sea Education Association (SEA)'s oceanographic research sailing vessel, the SSV Corwith Cramer, on a 10-day offshore voyage. At sea students will deploy oceanographic instruments, interpret various data streams, and work as research teams and watch members as they navigate and sail the vessel. During a final week-long shore component at MBL, students will analyze and interpret the data they collected and present their results in written and oral reports.

Instructor(s): SEA Staff.     Terms Offered: Spring. MBL Spring Quarter- Biology. L. Prerequisite(s): Second-year standing or greater (or by consent). Note(s): Course meets for three weeks (5-6 days/week, 8 hours per day) at Marine Biological Laboratories, in Woods Hole Massachusetts as part of the Spring Quarter at MBL. For more information see https://college.uchicago.edu/academics/mbl-spring-quarter-biology E. Equivalent Course(s): ENSC 25000

BIOS 27752. Dynamic Camouflage: Behavior, Visual Perception and Neural Skin Patterning in Cephalopods. 100 Units.

This course takes an integrative approach to understanding a neurally controlled system of dynamic defense against visual predators. Camouflage is a widespread form of defense throughout the animal kingdom in every known habitat - land or sea. In the oceans, cephalopods (cuttlefish, octopus, squid) have evolved a sophisticated sensorimotor system called Rapid Adaptive Coloration, which can instantaneously change their total body appearance within a fraction of a second to range from highly camouflaged to startlingly conspicuous for a wide range of behaviors. The forms and functions of this dynamic system will be teased apart in integrative fashion in a top-down approach from ecology to organismal biology to organs, tissues and cells. The course touches on neural anatomy, sensation, visual perception (including psychophysics) and animal behavior. There are also applied biology aspects of this system that will be presented as well.

Instructor(s): R. Hanlon     Terms Offered: Spring Prerequisite(s): Acceptance into the MBL Neuroscience Spring Quarter Program Note(s): E. Equivalent Course(s): NSCI 21530

BIOS 27753. Fundamentals of Synapses. 100 Units.

In this course, students will learn about the fundamentals of synapses, from molecular analysis to structure and function. Marine and aquatic models have historically provided a unique opportunity to investigate synaptic function due to the large size of their neurons, including the synaptic connections. Today, these synapse models are used to study basic principles of neuron-to-neuron communication (synaptic transmission), as well as disease mechanisms. In addition to lectures and discussions of key literature, this course will feature hands-on laboratory-based exercises in molecular genetics, imaging and physiology of synapses, as well as independent "discovery" projects to explore new topics in synapse biology.

Instructor(s): J. Morgan, J. Rosenthal     Terms Offered: Spring Prerequisite(s): Acceptance into a Spring Quarter program at MBL Equivalent Course(s): NSCI 21510

BIOS 27760. An Introduction to Parasitology. 100 Units.

This course introduces the diversity of parasitic organisms, both protozoan and metazoan, and explores the life cycles, morphology, genomics, pathology, immunology, epidemiology, and treatment and control of major parasite groups. The focus will be on aquatic species, including those that cause disease in humans and livestock. The course will involve lectures, a journal club and lab work including carrying out a research project. The lab work and research project will include working on parasitic flatworms; in particular investigating the molecular and cellular biology of a tropical species, Schistosoma mansoni, that is medically important. Here, in this research-led institute, you will contribute novel data and information to ongoing research at MBL that will advance our understanding of parasites. The lab portion will introduce the morphological and molecular techniques that form part of the toolkit used by parasitologists to understand the biology of these organisms, an essential step in the search and development of novel control strategies and therapeutics.

Instructor(s): K. Rawlinson     Terms Offered: TBD Note(s): Offered at The Marine Biological Laboratory in Woods Hole, MA.

BIOS 27810. Epidemiology and Population Health. 100 Units.

Epidemiology is the basic science of public health. It is the study of how diseases are distributed across populations and how one designs population-based studies to learn about disease causes, with the object of identifying preventive strategies. Epidemiology is a quantitative field and draws on biostatistical methods. Historically, epidemiology's roots were in the investigation of infectious disease outbreaks and epidemics. Since the mid-twentieth century, the scope of epidemiologic investigations has expanded to a fuller range non-infectious diseases and health problems. This course will introduce classic studies, study designs and analytic methods, with a focus on global health problems.

Instructor(s): D. Lauderdale     Terms Offered: Autumn Prerequisite(s): STAT 22000 or other introductory statistics highly desirable. For BIOS students-completion of the first three quarters of a Biological Sciences Fundamentals sequence. Note(s): This course does not meet requirements for the biological sciences major. Equivalent Course(s): PBHS 30910, ENST 27400, STAT 22810, HLTH 20910, PPHA 36410

BIOS 27815. Infectious Diseases. 100 Units.

This course will examine infectious diseases with global health impact, analyzing their historic and projected impact, biological foundations, and preventive control. Course topics include gastrointestinal infections (e.g., cholera, bacillary dysentery, typhoid fever, rotavirus infections), sexually transmitted diseases (HIV), infections transmitted via aerosol droplets (tuberculosis, meningitis), and vector borne diseases (e.g., malaria, typhus, dengue fever, plague). Special emphasis will be placed on emerging infectious diseases (Ebola, Coronavirus) and the role of vaccines and other strategies for infectious disease elimination (smallpox, polio, malaria, river blindness). The course encompasses lectures and student presentations. Students have the option to write a paper in lieu of a final exam

Instructor(s): Beavis, K; Brook, C.     Terms Offered: Winter Prerequisite(s): Three quarters of a Biological Sciences Fundamentals Sequence or consent of instructor. Note(s): This course is offered in Paris. For more information see: https://study-abroad.uchicago.edu/paris-global-health

BIOS 28101-28102. Science Communication.

The ability to communicate the importance, excitement, and rigor of science to the general public is a critical skill for scientists. By translating scientific research scientists can, among other things, shape public policy, create an informed voting population, and encourage funding for research. In these two courses, open to third- and fourth-year undergraduates, students will critically analyze different communication strategies and practice communicating science through assignments and interactive skill-building sessions. In BIOS 28101, students will translate primary research into written story form and publish their work on a digital platform. In BIOS 28102, students will communicate primary research by creating a TED Talk–style video. Students can take a single course or both courses. Either BIOS 28101 or BIOS 28102 (but not both) can be applied toward a major in Biological Sciences. Students who would like to explore science communications in greater detail are encouraged to consider the minor in science communications and public discourse (http://collegecatalog.uchicago.edu/thecollege/sciencecommunicationpublicdiscourse).

BIOS 28101. Science Communication: Writing a Digital Science Story. 100 Units.

Students will gain skills in written and digital communication, focusing on translating primary scientific research to a general audience. Students will learn what makes an engaging written article and how to write for the public without sacrificing scientific accuracy or complexity. We will explore platforms such as newspapers, magazines, blogs and social media. Students will work with faculty mentors to complete two written pieces that communicate research findings and their significance to a general audience. Student articles may be disseminated on the websites of the Illinois Science Council, Marine Biology Laboratory, the Institute for Translational Medicine, or the National Institutes of Health. Students will walk away with a polished, published work.

Instructor(s): S. Serritella; S. Kron     Terms Offered: Autumn Prerequisite(s): Three quarters of physical or biological (including neuroscience) sciences. Third- or fourth-year standing. This course does not satisfy the general education requirement in the physical sciences. Equivalent Course(s): SCPD 11100, PHSC 28101

BIOS 28102. Science Communication: Producing a Science Video Story. 100 Units.

Students will gain skills in oral communication and will apply these skills to produce a TED Talk-style video communicating primary research in a scientific area of the student's choice. The goal is effective, engaging communication of science to a general audience without sacrificing scientific accuracy or complexity. Students will work with faculty to write scripts and design visual and audio elements. The talks will be filmed and edited in collaboration with UChicago Creative, who will assist with visual aids and animation. Students will leave the course with a professionally produced video that they can use to advance their career and promote their topic. While this course naturally follows BIOS 28101, that course is not a pre-requisite.

Instructor(s): S. Serritella      Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals sequence. Third- or fourth-year standing. This course does not satisfy the general education requirement in the physical sciences. Equivalent Course(s): PHSC 28102, SCPD 11200

BIOS 28105. Ethics through a Neurobiological Lens. 100 Units.

This class surveys a range of ethical dilemmas as viewed from a neurobiological perspective. Using their working knowledge of functional neuroanatomy, students will be expected to understand and articulate the reasoning behind multiple viewpoints for each topic. Then, students will be asked to discuss a particular case study that revolves around the week's topic, and write a one-page summary of what they learned from the week's discussion. For a final project, students will study one of the dilemmas presented or one of their own choosing.

Instructor(s): P. Mason     Terms Offered: Spring Prerequisite(s): At least one course in the Neuroscience Major Fundamental Sequence (NSCI 20101, OR NSCI 20111, OR NSCI 20130) Equivalent Course(s): NSCI 21750

BIOS 28407. Genomics and Systems Biology. 100 Units.

This lecture course explores technologies for high-throughput collection of genomic-scale data, including sequencing, genotyping, gene expression profiling, and assays of copy number variation, protein expression and protein-protein interaction. In addition, the course will cover study design and statistic analysis of large data sets, as well as how data from different sources can be used to understand regulatory networks, i.e., systems. Statistical tools that will be introduced include linear models, likelihood-based inference, supervised and unsupervised learning techniques, methods for assessing quality of data, hidden Markov models, and controlling for false discovery rates in large data sets. Readings will be drawn from the primary literature. Evaluation will be based primarily on problem sets.

Instructor(s): Yang Li Sebastian Pott Joshua A. Weinstein     Terms Offered: Spring Prerequisite(s): Three quarters of a Biological Sciences Fundamentals sequence including BIOS 20187 or BIOS 20235 and STAT 23400 or BIOS 26210 and BIOS 26211 Note(s): CB. Equivalent Course(s): IMMU 47300, CABI 47300, BPHS 47300, HGEN 47300

BIOS 28411. Quantitative Systems Biology. 100 Units.

This course aims to provide students with knowledge on the use of modern methods for the analysis, manipulation, and modeling of complex biological systems, and to introduce them to some of the most important applications in quantitative and systems biology. We will first survey theoretical concepts and tools for analysis and modeling of biological systems like biomolecules, gene networks, single cells, and multicellular systems. Concepts from information theory, biochemical networks, control theory, and linear systems will be introduced. Mathematical modeling of biological interactions will be discussed. We will then survey quantitative experimental methods currently used in systems biology. These methods include single cell genomic, transcriptomic, and proteomic analysis techniques, in vivo and in vitro quantitative analysis of cellular and molecular interactions, single molecule methods, live cell imaging, high throughput microfluidic analysis, and gene editing. Finally, we will focus on case studies where the quantitative systems approach made a significant difference in the understanding of fundamental phenomena like signaling, immunity, development, and diseases like infection, autoimmunity, and cancer.

Instructor(s): Savas Tay     Terms Offered: Autumn Prerequisite(s): Completion of the first two quarters of a Biological Sciences Fundamentals Sequence Equivalent Course(s): MENG 22300, MENG 32300

BIOS 28700. Biodiagnostics and Biosensors. 100 Units.

This course focuses on the biological and chemical interactions that are important for the diagnosis of diseases and the design of new assays. The principles and mechanisms of molecular diagnostics and biosensors, as well as their applications in disease diagnosis, will be discussed. Bioanalytical methods including electrochemical, optical, chemical separation, and spectroscopic will be described. Surface functionalization and biomolecular interactions will be presented for the development of protein and DNA based biosensor applications. The goals for the course are to introduce the fundamental mechanisms of bioanalytical methods/tools, examples of specific methods for diagnostic purposes, and analytical methods necessary for developing new precision medicine tools.

Instructor(s): Mustafa Guler      Terms Offered: Spring Prerequisite(s): Completion of the first two quarters of a Biological Sciences Fundamentals Sequence Equivalent Course(s): MENG 33140, MENG 23140

BIOS 28900. Undergraduate Bachelor of Science Research. 100 Units.

Students who are completing the Biological Sciences major with a BS degree must register for this course in the autumn of the fourth year (see guidelines at https://college.uchicago.edu/academics/bs-guidelines-and-timeline) unless they are enrolled in the research course for the BSCD Honors program (BIOS 00296. Undergraduate Honors Research.) We will hold five mandatory evening sessions in Autumn Quarter and five mandatory evening sessions in Winter Quarter. Participants will give short presentations on their thesis research during these evening sessions. Students will receive a quality grade for the course upon submission of an approved BS thesis in Spring Quarter. BIOS 28900 can be counted as one upper-level elective toward the Biological Sciences major and may be counted among the three upper-level courses required for the BS.

Instructor(s): C. Andrews     Terms Offered: Autumn Prerequisite(s): Students must be Biological Sciences majors pursuing the BS degree. This course is not open to students in the BSCD Honors program who are enrolled in BIOS 00296. (Undergraduate Honors Research).

Big Problems Courses

The following two courses are part of the Big Problems Curriculum franke.uchicago.edu/big-problems-courses .

BIOS 02280. Drinking Alcohol: Social Problem or Normal Cultural Practice? 100 Units.

Alcohol is the most widely used psychoactive agent in the world, and, as archaeologists have recently demonstrated, it has a very long history dating back at least 9,000 years. This course will explore the issue of alcohol and drinking from a trans-disciplinary perspective. It will be co-taught by an anthropologist/archaeologist with experience in alcohol research and a neurobiologist who has experience with addiction research. Students will be confronted with literature on alcohol research from anthropology, sociology, history, biology, medicine, psychology, and public health and asked to think through the conflicts and contradictions. Selected case studies will be used to focus the discussion of broader theoretical concepts and competing perspectives introduced in the first part of the course. Topics for lectures and discussion include: fermentation and the chemistry and pharmacology of alcohol; the early history of alcohol; histories of drinking in ancient, medieval, and modern times; alcohol and the political economy; alcohol as a cultural artifact; styles of drinking and intoxication; how is alcohol metabolized; addiction; how does alcohol affect sensations; social problems; alcohol and religion; alcohol and health benefits; comparative case studies of drinking.

Instructor(s): M. Dietler, W. Green     Terms Offered: Not offered in 2024-2025 Prerequisite(s): Third or fourth-year standing. Note(s): This course does not meet requirements for the biological sciences major. Equivalent Course(s): HLTH 25310, ANTH 25310, BPRO 22800

BIOS 02490. Biology and Sociology of AIDS. 100 Units.

This interdisciplinary course deals with current issues of the AIDS epidemic.

Instructor(s): H. Pollack, J. Schneider     Terms Offered: Not offered in 2024-2025 Prerequisite(s): Third- or fourth-year standing Note(s): This course does not meet requirements for the biological sciences major. Equivalent Course(s): BPRO 24900, SSAD 65100

Specialized Courses

These courses may not be used as upper-level electives in the Biological Sciences major, nor can they be used to satisfy the general education requirement in the biological sciences, unless otherwise indicated in the course description or approved through petition to the BSCD Senior Advisors. They may count as upper-level electives in certain Interdisciplinary Biology Tracks. 

BIOS 29326. Introduction to Medical Physics and Medical Imaging. 100 Units.

This course covers the interaction of radiation with matter and the exploitation of such interactions for medical imaging and cancer treatment. Topics in medical imaging include X-ray imaging and radionuclide imaging, as well as advanced technologies that provide three-dimensional images, including X-ray computed tomography (CT), single photon emission computed tomography (SPECT), positron emission tomography (PET), magnetic resonance imaging (MRI), and ultrasonic imaging.

Instructor(s): S. Armato, P. La Riviere     Terms Offered: Spring Prerequisite(s): This course does not meet requirements for the Biological Sciences major. Equivalent Course(s): MPHY 29326

BIOS 29814. Biological and Social Determinants of Health. 100 Units.

Global health is an interdisciplinary and empirical field, requiring holistic and innovative approaches to navigate an ever-changing environment in the pursuit of health equity. This course will emphasize specific health challenges facing vulnerable populations in low resource settings including in the United States and the large scale social, political, and economic forces that contribute to them through topical events and case studies. Students will study the importance of science and technology, key institutions and stakeholders; environmental impacts on health; ethical considerations in research and interventions; maternal and child health; health and human rights; international legal frameworks and global health diplomacy. Students will gain skills in technical writing as they construct position statements and policy briefs on global health issues of interest. Career opportunities in global health will be explored throughout the course.

Instructor(s): C. Olopade, K. Beavis      Terms Offered: Winter. This course is offered every Winter quarter in Paris. Prerequisite(s): BIOS 27810 or consent of instructor. Note(s): This course counts towards the Biological Sciences major ONLY for students in the Global & Public Health Track. Equivalent Course(s): CCTS 42003, CCTS 22003

Independent Study and Research Courses

Bios 00199-00299.

Students pursuing independent research in the lab of a Biological Sciences Division faculty member may obtain credit by enrolling in the following courses. These courses cannot be counted toward the major in Biological Sciences.

BIOS 00199. Undergraduate Research. 100 Units.

This course may be elected for up to three quarters. Before Friday of fifth week of the quarter in which they register, students must submit a one-page summary of the research that they are planning to their research sponsor and to the director of undergraduate research and honors. A detailed two to three page summary on the completed work must be submitted to the research sponsor and the Master of BSCD before Friday of examination week.

Instructor(s): BSCD Master     Terms Offered: Autumn,Spring,Summer,Winter Prerequisite(s): Consent of research sponsor and the Master of BSCD. Note(s): Students are required to submit the College Reading and Research Course Form. This course is graded P/F. This course does not meet requirements for the biological sciences major.

BIOS 00206. Readings: Biology. 100 Units.

Students may register for only one BIOS 00206 tutorial per quarter. Enrollment must be completed by the end of the second week of the quarter. This tutorial offers individually designed readings.

Terms Offered: Summer,Autumn,Winter,Spring Prerequisite(s): Consent of faculty sponsor Note(s): Students are required to submit the College Reading and Research Course Form. This course is graded P/F. This course does not meet requirements for the biological sciences major.

BIOS 00296. Undergraduate Honors Research. 100 Units.

This course is required for students accepted into the BSCD Research Honors program. Students must register for this course both Autumn and Winter Quarters of their fourth year. This course can be counted toward the Biological Sciences major and may be counted among the three upper-level courses required for the BS. See also bscd.uchicago.edu/page/honors-biology. Quality grade. Prerequisite(s): Consent Only. Acceptance in BSCD Honors Research Program.

Instructor(s): S. Kron     Terms Offered: Autumn,Winter Prerequisite(s): Consent Only. Acceptance in BSCD Honors Research Program.

BIOS 00299. Advanced Research: Biological Sciences. 100 Units.

Before Friday of fifth week of the quarter in which they register, students must submit a one-page summary of the research that they are planning to their research sponsor and to the director of undergraduate research and honors. A detailed two to three page summary on the completed work must be submitted to the research sponsor and the Master of BSCD before Friday of examination week. This course does may be counted as a general elective but does not meet requirements for the Biological Sciences major. In the first quarter of registration, students must submit College Reading and Research form to their research sponsor and the director of undergraduate research and honors.

Instructor(s): BSCD Master     Terms Offered: Autumn,Spring,Summer,Winter Prerequisite(s): Fourth-year standing and consent of research sponsor and Master of BSCD. Note(s): Students are required to submit the College Reading and Research Course Form. This course is graded P/F.

Graduate-Level Courses

Many graduate-level courses in the Division of the Biological Sciences are open to qualified College students. Students should consult their advisers, the BSCD office, or the various departments and committees in the division to identify appropriate courses.

BSCD Master Jocelyn Malamy BSLC 300 773.702.9270 Email

Undergraduate Primary Contacts

Senior Adviser Chris Andrews BSLC 306 773.702.1214 Email

Senior Adviser Megan McNulty BSLC 304 773.834.7744 Email

Administrative Contacts

Division Administrator Kila Roberts BSLC 328 773.702.7962 Email

Manager of Technology Kris McDonald BSLC 312 773.702.4937 Email

Secondary Contacts

Laboratory Manager Tristan M. Clark BSLC 336 773.702.1930 Email

Undergraduate Research and Honors D. Allan Drummond GCIS W234 773.834.2017 Email

Undergraduate Research Paul Strieleman BSLC 338 773.702.5076 Email

Preceptors/BA Advisors

Faculty Adviser, Cancer Specialization Kay Macleod GCIS W-338 773.834.8309 Email

Faculty Advisor, Developmental Biology Specialization Akira Imamoto GCIS W332 773.834.1258 Email

Faculty Adviser, Endocrinology Specialization Matthew Brady KCBD 8124 773.702.2346 Email

Faculty Adviser, Immunology Specialization Daria Esterhazy 773.702.0402 Email

Faculty Adviser, Microbiology Specialization Tatyana Golovkina BSLC R110 773.834.7988 Email

Ecology and Evolution Track Co-Director Cathy Pfister Z401A 773.834.0071 Email

Ecology and Evolution Track Co-Director Chris Andrews BSLC 306 773.702.21214 Email

Global and Public Health Track Director Kathleen Beavis 5841 S. Maryland Ave., MC 0001 773.702.3689 Email

Computational Biology Track Co-Director Anindita Basu 5841 S. Maryland Ave., N417B 773.834.1512 Email

Computational Biology Track Co-Director Dmitry Kondrashov BSLC 301A 773.834.3387 Email

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Bachelor's Thesis in Biology

The theses is written during one semester under supervision, and can be done individually or in gorups of maximum two students.

The topic and supervisor are selected based on capacity and must be approved by the faculty. The approval must must be done 15th September for the autumn semester, 20th January for the spring semester.

The form and information about thesis writing can be found in Fronter.

Regular Norwegian grading system (A-F) is used.

On successful completion of the course:

Knowledge The student should:

• Possess broad knowledge of central theory, tools, and methodology within a specific topic
• Have knowledge of the main scientific and developmental status of relevance for the thesis topic
• Be able to collect, update, and apply biological scientific knowledge

Skills The student should:

• Be capable of locating, assessing, and referring to relevant scientific information from a broad range of sources in order to approach biological problems
• Be able to apply biological knowledge in the analysis of biological problems
• Be able to reflect over his/her own scientific work and adjust this work under supervision

General competence The student should:

• Be able to communicate central scientific topics such as theories, research questions, and scientific result
• Be able to exchange scientific knowledge and views with other biologists and, through this, be able to contribute to the development of the field

Elective: BSc in Biology.

Autumn or spring semester.

Igor Szczepan Babiak

Thesis: Bachelor & Master

The final thesis is one of the last sections of the degree program. For information on registration deadlines, please refer to your corresponding examination regulations, linked on the page Exams

The thesis must always be registered in the Student Administration Office (exception: Master IBT ). Please use the corresponding forms for this purpose:

Request for admission to the Bachelor thesis

Request for admission to the Master thesis

With the registration of a thesis, the student bindingly determines the title, start and submission of his/her thesis. The period of practical and written work until submission comprises six months. Each registered thesis is counted as an attempt. Without submission, final papers may be repeated once.

Further necessary information and forms from the examination boards of the biological sciences can be found on this page. If you are still missing something, please feel free to contact the appropriate contact person listed opposite.

External Bachelor thesis

External work can be done e.g. in researching companies, at institutes of other departments or faculties of the University of Ulm, at non-university research institutions or at institutes of other universities.

Bachelor theses in Biology B. Sc. programs are "external" if they are not officially supervised by a person who is appointed as an examiner in the aforementioned programs and is allowed to prepare the expert opinion. Appointed examiners are, in addition to the professors and post-doctoral lecturers of the Department of Biology, all post-doctoral lecturers (also from other subjects) who are regularly involved in teaching in the degree programs with an effort of at least 1 SWS in compulsory or elective courses.

If you want to do an external Bachelor thesis, you have to get it approved by the examination board Biology in time (at least two weeks) before starting the thesis. For this purpose, please submit an (informal) application to the Biology Examination Committee, including your complete sender (address), and addressed to the chairperson(s) of the Examination Committee.

The application must contain a brief description of the planned bachelor thesis. This must indicate where the work is to be carried out and who is responsible for supervision there. As a rule, this person must have a habilitation. Furthermore, it must be clear from the application which methods will be used.

The brief description of the project can also be prepared as a separate letter by the potential supervisor and attached to the application. External work must always be reviewed by an examiner from biology in the sense mentioned above. You should already indicate in the application whom you could win as a reviewer.

Please send the application by email to Mrs Theilacker.

Your application will then be reviewed by the Examination Committee (PA) and you will be informed of the decision made as soon as possible.

The following criteria are important for the PA's decision:

• adequate supervision must be ensured,
• the subject must be biologically oriented,
• the range of methods must also be biological and appropriate to a scientific thesis;
• Topics that could also be carried out at institutes of the University of Ulm in a very similar way should not be prepared externally; if necessary, cooperations or the like can be sought here.

Application for external theses for students in the subject Biology

The following professors are involved in teaching biology (list not complete):

All professors in the departments of Biology, Chemistry, Biophysics, Pharmaceutical Biotechnology, and additional:

• Central Facility Electron Microscopy: Prof. Dr. Walther
• Institute for Experimental Physics: Prof. Dr. Marti
• Institute of Biochemistry and Molecular Biology: Prof. Dr. Kühl
• Institute for Experimental and Clinical Pharmacology, Toxicology and Naturopathy: Prof. Dr. Barth, Prof. Dr. Syrovets, Prof. Dr. Möpps, Prof. Dr. Panagiotis Papatheodorou
• Institute of Physiological Chemistry: Prof. Dr. Wirth
• Institute of Human Genetics: Prof. Dr. Siebert, Prof. Dr. Ammerpohl, Prof. Kehrer-Sawatzki
• Institute of Molecular Virology: Prof Dr Kirchhoff, Prof Dr Münch, Jun.-Prof. Sauter
• Institute of Virology: apl Prof. Dr. von Einem, Prof. Dr. Sinzger, Prof. Dr. Stamminger
• Clinic for Internal Medicine 1: apl. Prof. Dr. Oswald, apl. Prof. Dr. Schirmbeck
• Clinic for Neurology: Prof. Dr. Steinacker

Handout for students for writing an external thesis

Model contract

Bachelor theses in the Biochemistry B. Sc. program are "external" if they are not done in institutes of the Department of Chemistry, Biology and Biophysics and not with certain associated lecturers (professors and private lecturers) who are substantially involved in the teaching of biochemistry (for a list of these institutes, as well as further notes on this, see below).

If you want to do an external bachelor thesis, you have to get it approved by the examination board Biochemistry in time before starting the thesis, at least six weeks before.

! Important for planning !

Applications for master theses to start in the period August to January have to be submitted for the May meeting of the examination board (submission until 30.4.). Applications for master theses to start in the period February to July have to be submitted for the November meeting of the examination board (submission until 31.10.).

To do this, please submit an application to the Biochemistry Examination Committee, including your full sender (address with email address) and addressed to the chair of the Examination Committee. The application must contain a short description of the planned Bachelor thesis. It must indicate where the work is to be carried out and who is responsible for supervision there. As a rule, this person must be a habilitated professor. The brief description of the project can also be prepared as a separate letter by the potential supervisor and attached to the application.

Furthermore, the application must indicate which methods will be used.

External work must always be reviewed either by a reviewer from the institutes of the Department of Chemistry, Biology and Biophysics or by associated faculty (professors and private lecturers) who are substantially involved in teaching biochemistry. A list of possible supervisors/reviewers can be found below.

You should already indicate in the application whom you could win as an "internal" or associated supervisor or reviewer.

Please send the application by email to Mrs Theilacker (Office of the Examination Committee).

Your application will then be reviewed by the Examination Committee and you will be informed of the decision taken as soon as possible.

The following criteria are important for the decision of the examination board:

• Topics that could also be carried out at institutes of the University of Ulm in a very similar way should not be done externally, but if necessary, cooperations or the like can be sought,
• the subject must be a "biochemical" one,
• the range of methods must also be biochemical and sufficient,
• adequate supervision must be ensured.

Important information for external final projects at companies (with non-disclosure agreement) can be found here, with an example of an agreement.

List of internal and associated supervisors/reviewers

1. internal supervisors/ reviewers

• All professors and private lecturers of the Departments of Biology, Chemistry, the Institute of Biophysics, and Prof. Dr. Gottschalk.

2. associated supervisors/reviewers

• Institute for Quantum Physics: Prof. Dr. Freyberger
• Institute of Naturopathy and Clinical Pharmacology: Prof. Dr. Syrovets
• Institute for Pharmacology and Toxicology: Prof. Dr. Barth, Prof. Dr. Möpps
• Institute of Virology: Jun.Prof. Dr. von Einem
• Internal Medicine I: Prof. Dr. Oswald

External Master's thesis

External Master's theses can be written, for example, in research-based companies, at institutes of other departments or faculties of the University of Ulm, at non-university research institutions or at institutes of other universities.

Master's theses in the M. Sc. Biology program are "external" if they are not officially supervised by a person who is appointed as an examiner in the above-mentioned degree programs and who is allowed to prepare the expert opinion. Appointed examiners are, in addition to the professors and post-doctoral lecturers of the Department of Biology, all post-doctoral lecturers (also from other subjects) who are regularly involved in teaching in the degree programs with an effort of at least 1 SWS in compulsory or elective courses.

If you want to do an external Master's thesis, you have to get it approved by the Biology Examination Committee in due time (at least two weeks) before starting the thesis. To do so, please submit an (informal) application to the Biology Examination Committee, including your full sender (address), and addressed to the chairperson(s) of the Examination Committee.

The application must contain a short description of the planned master thesis. It must indicate where the work is to be carried out and who is responsible for supervision there. As a rule, this person must be a habilitated professor. Furthermore, it must be clear from the application which methods will be used.

Please send the application by email to the Examination Committee Biology .

• Institute of Molecular Virology: Prof. Dr. Kirchhoff, Prof. Dr. Münch, Jun.-Prof. Sauter
• Department of Neurology: Prof. Dr. Steinacker

Information for students on the preparation of external theses

Master's theses in the Biochemistry MSc program are "external" if they are not done in institutes of the Department of Chemistry, Biology and Biophysics and not with certain associated lecturers (professors and private lecturers) who are substantially involved in the teaching of biochemistry (for a list of these institutes, as well as further notes on this, see below).

If you want to do an external master thesis, you have to get the approval of the examination board Biochemistry in time before starting the thesis . The examination board decides on available applications in two meetings per year , usually one meeting takes place in May , the other in November . For the May meeting, applications must be submitted to the Examination Committee Biochemistry by 04/30, for the November meeting by 10/31. Please take this into account in your planning. Please also plan for the fact that your application may be rejected.

Application

To apply, please submit the following three documents:

• The filled out Application form for external Master thesis
• Project description prepared by the external supervisor (informal, 0.5 - 1 page)
• The filled out Declaration of the supervisor that he provides an assessment of the student

For external papers you need two reviewers , both reviewers must be appointed examiners, one reviewer must be from institutes of the Department of Chemistry, Biology or Biophysics. Please also include the names of both reviewers in the application (you must obtain their consent before doing so). Please send the application by email to Mrs Theilacker .

Your application will then be reviewed by the Examination Board in a meeting and you will be informed of the decision made as soon as possible. The review board meetings for external work requests are held twice a year, usually in May and November. Please keep this in mind when making your plans, please also be prepared for the possibility that your application may be rejected.

The following criteria are important for the decision of the review committee:

• Topics that could also be carried out at institutes of the University of Ulm in a very similar way should not be done externally, if necessary, one can then also strive for cooperation here. Please also note the offers of the internal working groups of the University of Ulm, which are linked here,
• it must be a biochemical issue,
• different methods should be used in the work and mainly biochemical methods should be used.

Important information for external final theses at companies (with non-disclosure agreement) you will find here . With an example of an agreement.

Wann müssen Sie einen Antrag stellen:

• Institutes of the Department of Chemistry,
• Biology and
• Biophysics and
• at Prof. Dr. Gottschalk.  
• Institute of Pharmacology and Toxicology: Prof. Dr. Barth, Prof. Dr. Möpps
• Institute of Virology: Jun. Prof. Dr. von Einem
• Internal Medicine I: Prof. Dr. Oswald  

or all other institutes of the university (which are not listed under 1 and 2) ... is to be carried out!

Master theses in the M.Sc. Industrial Biotechnology program are " external " if they are not officially supervised by a person who is appointed as an examiner in the M.Sc. Industrial Biotechnology program.

A list of possible internal examiners can be found at the bottom of this page.

If you want to do an external master thesis, you have to get it approved by the Examination Board Industrial Biotechnology in time before starting the thesis. Please take into account in your planning that the examination board usually only decides once per semester on available applications. Please also plan for the fact that your application may be rejected.

For approval, please submit an application to the Industrial Biotechnology Examination Committee. The application must contain a short description of the planned master thesis. It must state where the work is to be carried out and who is responsible for supervision there*. Furthermore, the description must indicate which methods will be used. External work must always be examined by an examiner in the sense mentioned above. You should already indicate in the application whom you could win as an examiner. Furthermore, please submit the signed form " Information for students on the preparation of external theses " together with the application.

Please submit the application to Dr. Eigenstetter, the program coordinator at Biberach University (House PBT, Room P3.04) or to Mrs Dr. John , the study program coordinator at Ulm University (M24 / 574).

• the topic must be oriented towards the subject of the curriculum,
• the range of methods must also be oriented to the subject orientation of the curriculum and be appropriate for a scientific thesis;
• Topics that could also be carried out in a very similar way at institutes of the University of Ulm or the Biberach University of Applied Sciences should not be prepared externally; if necessary, cooperations or similar can be sought here.

*: In addition to a Master's degree, the external supervisor should have at least 3 years of professional experience before the supervision of the Master's thesis begins.

The following persons are possible as internal examiners of the master thesis (this list may not be complete, please ask Dr. Eigenstetter or Dr. John if necessary):

Biberach University of Applied Sciences, Institute for Applied Biotechnology :

• Prof. Dr. Carsten Schips
• Prof. Dr. Sybille Ebert
• Prof. Dr. Heike Frühwirth
• Prof. Dr. Hartmut Grammel
• Prof. Dr. Friedemann Hesse
• Prof. Dr. Hans Kiefer
• Prof. Dr. Jürgen Hannemann
• Prof. Dr. Katharina Zimmermann
• Prof. Dr. Chrystelle Mavoungou
• Prof. Dr. Oliver Hädicke
• Prof. Dr. Kerstin Otte
• Prof. Dr. Annette Schafmeister
• Prof. Dr. Sabine Gaisser
• Prof. Dr. Bernd Burghardt
• Prof. Dr. Ute Traub
• Dr. René Handrick
• Dr. Gerhard Eigenstetter
• Dr. Sabine Arnold
• Dr. Barbara Bottenbruch
• Dr. Francoise Chamouleau
• Dr. Jens Geier
• Dr. Anna Gilles
• Dr. Kinga Gerber

Ulm University, Institute of Microbiology and Biotechnology:

• Prof. Dr. Bernhard Eikmanns
• Prof. Dr. Peter Dürre
• Dr. Frank Bengelsdorf
• PD Dr. Christian Riedel

Ulm University, Institute for Pharmaceutical Biotechnology:

• Prof. Dr. Dierk Niessing
• Dr. Frank Rosenau
• Dr. Thomas Monecke

Ulm University, Institute of Animal Molecular Endocrinology:

• Prof. Dr. Jan Tuckermann

Ulm University, Institute for Experimental Physics:

• Prof. Dr. Kay Gottschalk

Master theses and / or advanced internships in the M.Sc. Pharmaceutical Biotechnology program are " external " if they are not officially supervised by a person appointed as an examiner in the M.Sc. Pharmaceutical Biotechnology program.

If you want to do an external master thesis and / or an external advanced internship, you have to get it / them approved by the Examination Board Pharmaceutical Biotechnology in time before starting the thesis. Please submit your application at least 2 months before the start of the external master thesis and / or external advanced internship. Please also plan for the fact that your application may be rejected.

For approval, please submit an application ( FSPO 2016 / FSPO 2020 ) (preferably in digital form) to the Examination Committee Pharmaceutical Biotechnology. The application must include a brief description of the planned master's thesis and / or advanced internship. This must indicate where the thesis and / or the internship is to be carried out and who is responsible for supervision there*. Furthermore, the description must indicate which methods will be used. External work and advanced internships must always be reviewed by an internal examiner. You should already indicate in the application whom you could win as an internal examiner. Furthermore, please submit the signed form " Information for students on the preparation of external theses " together with the application.

Please hand in the application to Ms. Annetraut Scheiffele (secretary's office of the Institute of Pharmaceutical Biotechnology; room N27 2.076).

• adequate supervision must be ensured
• the topic must be oriented towards the subject of the curriculum
• the range of methods must also be oriented to the subject orientation of the curriculum and must be appropriate for a scientific final thesis
• Topics that could also be carried out at institutes of the University of Ulm or the Biberach University of Applied Sciences in a very similar way should not be prepared externally, if necessary, cooperations or the like can be striven for here

 *: In addition to a Master's degree, the external supervisor should have at least 3 years of professional experience before the supervision of the Master's thesis begins.

The following persons are possible as internal/examiners for the master thesis and / or the advanced internship (this list may not be complete, please check with Dr. John if necessary):

Ulm University,  Institute of Pharmacology and Toxicology (Ulm University Hospital):

• Prof. Dr. Barbara Möpps
• Prof. Dr. Holger Barth

Ulm University, General and Visceral Surgery (Ulm University Hospital):

• Prof. Dr. Uwe Knippschild
• PD Dr. rer. nat. Joachim Bischof
• Dr. med. Pengfei Xu

Ulm University, Institute of Virology (Ulm University Hospital):

• Jun.Prof. Dr. Jens von Einem

Ulm University, Department of Internal Medicine I (Ulm University Hospital):

• Prof. Dr. Franz Oswald

Extension of the thesis

Upon justified request, the Bachelor's or Master's thesis can be extended (see § 16c (7) of the framework regulations of UUlm).

A Bachelor's thesis can be extended by max. 2 weeks, a Master's thesis by max. 4 weeks (exception Master IBT: here an extension of the Master's thesis is limited to max. 2 months).

Please refer to the tab of your study program for the respective information on how to apply.

Requests for extension of the bachelor thesis must be submitted to the Biology Examination Committee 2 weeks before the first deadline. Bachelor's theses can be extended by 2 weeks depending on the circumstances.

For all extensions please fill in the following form:  Application form

Requests for extension of the master thesis must be submitted to the Biology Examination Committee 2 weeks before the first deadline. Master's theses can be extended by 4 weeks depending on the circumstances.

Please send the application by email tothe Examination Committee Biology .

Please send the application by email to the Examination Committee Biochemistry .

Please submit an informal application. This must contain the following information:

         1. the address of the sender,          2. the address of the person to whom the letter is addressed (chairperson(s) of the PBT Audit Committee),          3. the date the letter was written,          4. the date of the original deadline,          5. one - two sentences for a brief justification of why the extension is requested,          6. signature of the supervisor that he/she agrees with the extension.

Requests for an extension of the master's thesis must be submitted in original to the examination board at least 2 weeks before the first deadline. Master's theses can be extended by 4 weeks depending on the circumstances.

Please send the request to Ms. Annetraut Scheiffele (secretariat of the Institute of Pharmaceutical Biotechnology; room N27 2.076).

Requests for extension of the bachelor or master thesis must be submitted to the Examination Committee 2 weeks before the first deadline. Bachelor's theses can be extended by 2 weeks, master´s thesis by 4 weeks, depending on the circumstances.

"Methods course"

In the bachelor's and master's degree courses in biology and biochemistry, there is a so-called "methods course" before the thesis. This is carried out by the supervisor with whom the thesis is being carried out and, among other things, topic-specific working methods that are required for the respective thesis are learned.

After successful completion, the supervisor enters the relevant proof of achievement in the university portal. Independent registration is not possible. Please note that in the case of internships carried out externally, the internal supervisor must record the proof of achievement.

The "methods course" must be completed so that the thesis can be registered.

For students in the PO 2017, after passing the "methods course", a period begins to register the thesis in the study secretariat (in the bachelor: 2 weeks, in the master: 2 months).

Finally, you will find an overview of how the "methods course" is called in the individual courses and how many CP it includes:

 *: corresponds to regular participation in the working group seminar. In the Bachelor of Biochemistry, the supervisor registers the corresponding proof of achievement in the university portal. Independent registration is not possible. In the Master of Biology, please register yourself.

Office of the Study Commission Biology

• Rainer Pfaff
• Location: M24/573
• Phone: +49-(0)731-50 23 93 1
• Fax: +49-(0)731-50 23 93 2
• Office hours:
• Mon. 11 a.m. - 1 p.m. Wed. 9 - 11 a.m. & 1 - 3 p.m. Fri. 9 - 11 a.m.
• Please send enquiries by email to sekretariat.biologie(at)uni-ulm.de
• Dr. Stephanie Wittig-Blaich
• Location: M24/570
• Phone: +49-(0)731-50 22 25 9
• Consultation hours by arrangement*

*: Please arrange an appointment via sekretariat.biologie(at)uni-ulm.de

Pharmaceutical and Industrial Biotechnology

• Dr. Lena John
• Location: M24/574
• Phone: +49-(0)731-50 22 38 4

Teaching profession

• Prof. Dr. Christian Riedel
• Location: M23/2412
• Phone: +49-(0)731-50 24 85 3
• Fax: +49-(0)731-50 22 71 9
• Office hours by arrangement

Biochemistry

FAQs concerning Master theses

Info Master thesis Biochemistry and Biology

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Bachelor's-/Master's Theses and Internships

Applications from students who wish to do their Bachelor’s or Master’s thesis work at our institute are welcome. Please be aware that Max Planck Institutes do not award academic degrees and that theses are supervised in cooperation with a university. We also offer research internships as an opportunity for highly motivated high school and undergraduate students to work with and learn first-hand with world-class scientists at our institute.

If you are considering a career path in science and would like to experience groundbreaking science at our institute, please use our website to familiarize yourself with the research in our departments and research groups. This will help you to decide which groups best match your interests. To establish first contact, please send your CV and a short description of your interests and expertise to the head of the department or research group of your interest either by e-mail or mail or use the link below to apply.

Student trainees

Home > ETD > Biology > ETDB_BIO

Biology Bachelor's Theses

Theses/dissertations from 2024 2024.

Screening of enterobacteriaceae among selected cold beverages sold in Quiapo, Manila , Angela Kryztel D. Abrigo, Adrian Benedict E. Ang, Daniel B. Imbuido, Trishanne Louise T. Mendoza, and Charlene Annika B. Pandi

A bibliometric review on plant allantoin and nitrogen metabolism , Dayne Andrei dela Isla Aduna, Paulina Mikaela Valderama Cabero, Earl Dominic Palad Cristobal, Riley Jerard Dy Go, and Francine Clarisse C. Luakian

Isolation and identification of yeasts found in selected urban wastewater and assessment for in vitro antimicrobial resistance , Jana Karissa O. Arive, Angelo James M. Benedicto, Keesha Mikaela B. Castro, Juliana Rae M. Ibay, and Martha Alia M. Llamas

A novel approach to the decellularization of porcine skin as a potential bioink component for tissue engineering applications , Jean Andrea Nicola T. Banzon, Nathan Matthew S. Co, Glynis Jen J. Dawa, Anna Paula S. Policarpio, and Aika Angel F. Ubando

Effects of nicotine-colchicine induction in neurodegenerative behavioral signs in a zebrafish (danio rerio) model , Sean S. Borromeo, Mark G. Cortez, Linus C. Macasaet, and Ysabel T. Rivera

Prevalence of porcine cysticercosis with incidental detections of trichinella spp. in the National Capital Region of the Philippines , Claire Angela D. Crespo, Gilian Michel T. Flores, Jon Francis Rosseller E. Homires, and Miguel Alberto M. Ramos

An in silico analysis of the binding affinity of alliin from Allium sativum L. targeting HMGB-1 and IL-6 inflammatory cascade , Rejie May M. Cuabo, Katherine F. Gabia, Alyssa Bianca F. Palaypay, and Glen Andrei R. Roque

Assessing the effects of the leaf and seed ethanolic extracts of carica papaya against the brown dog tick (Rhipicephalus sanguineus) , Alexandra Ysabel H. Del Rosario, Danica Marie S.D. Carmelina, Ma. Czarina Angela E. Marciano, and Trixie B. Yau

Prevalence of foodborne parasites in common street food in Manila , Mary Corinne Dolar Escutin, Matthew Williamson Yao Mendoza, Czarinah Isabelle Ilagan Persia, Angel Nicole Benavides Villanueva, and Krystlelyn Mae Lao Tan

Parasitic contamination in Ipomoea aquatica (water spinach) in Laguna de Bay, Angono, Rizal, Philippines , Godspeed Garcia Feliciano, Uriel Anne Torralba Bumanlag, Andrea Noya Galvez, Anne Ricyl Tagala Kaw, and Mikaela Marie Venturanza Garcia

Relative prevalence of microplastics on mangrove crabs and soil in targeted crab harvesting sites in Luzon , Antonio Miguel C. Imperial, Michaella M. Martinez, and Jehan Ginette O. Tan

Bacterial community and antimicrobial resistant genes profile in hospital wastewater among economic classes: A systematic review , Aiko B. Ishimura

Meta-analysis of the antihyperglycemic effect of different forms of coffee on Mus musculus and Rattus norvergicus induced with type II diabetes mellitus , Miguela C. Maligat and Patricia Fe D.S. Sarrate

Reaction time and mental agility among multiplayer online battle arena (MOBA) gamers and non-MOBA gamers from De La Salle University Manila , Manuel Anthony A. Momongan, Angeline Gabrielle T. Pecina, Marianna Christia O. Pepingco, and Jimson C. Salapantan

Evaluation of secondary metabolites from commercially available Bacillus spp. probiotic products for their bioactivities , George Michael T. Nicolas, Orville Joshua R. Apostol, Keith Lauren S. Demdam, Margaux Sophia M. Mora, Richard Anthony F. Galian, and Glenn G. Oyong

A study on the characteristics of the reef flat bottom and its potential relationship on the size-structure and fine-scale distribution of protoreaster nodosus (Linnaeus, 1758) in Talim Bay, Lian, Batangas , John Anthony V. Olin, Augusta Loreine B. Arriola, and Eiren Gee B. Buenviaje

Cytotoxicity screening and phylogeny of isolated lactic acid bacteria from cabbage kimchi samples , Angelo Jamerodd A. Padilla, Alianna Franczesca Y. Constantino, Anne Bernadette R. De Leon, Ernest Gabriel C. See, and Jannah Miella V. Tomas

Soil-transmitted helminths (STH) contamination in De La Salle University grounds , Marc Carlos Aying Pimentel, Mia Lourdes Angelica P. Carandang, Ma. Gracles S. Dela Rosa, Justine Winna Go, and Aliyah Gynelle A. Viyar

Knowledge review on polyethylene terephthalate-degrading microbes and selection of soil microbes from Muntinlupa, Philippines with potential PET-degrading activity , Johann Timothy C. Que, Margarita Claire T. Mangubat, and Laviña Kate M. Dapapa

Detection of wolbachia in aedes aegypti collected from the provinces of Laguna and Cavite , Angelo F. Sambile, Karl Mc Haile U. Pablo, Jannika Mae C. Pariñas, and Jenika Mari B. Ponce

Molecular docking studies on the interaction of the Cryptosporidium parvum proteins, lactate dehydrogenase (LDH) and calcium-dependent protein kinase-1 (CpCDPK1), with selected plant compounds , Ivan Gregg O. Samson and Rupert C. Quijano Jr.

Evaluating the phytoremediation potential of Hibiscus tiliaceus Linn.: A comparative study with Ficus nota (Blanco) Merr. on oil absorption efficiency, microscopic structures, and chemical properties , Ma. Juliana Erin Neria Santos, Gian Timothy Delos Santos Chung, Carlos Rafael Dosdos Carmona, Leila Maxine Martinez Chang, and Sidney Steffan So Ang

Physiological study on the impact of sleep deprivation on accuracy of odor identification , Bianca Margaret C. Tria, Juan Alexandro V. Legaspi, Abigail Anne R. Pepino, Iliana P. Reyes, and Shiela Antoinette V. Villanueva

Theses/Dissertations from 2023 2023

Developing a dengue risk index using the index for risk management (INFORM) framework at a regional scale in the Philippines , Patricia Denise S. Ang, Nagyeong Heo, and Jan Christine D. Latonio

In silico analysis of isocoumarin compounds targeting lanosterol C-14 α-demethylase and its potential inhibition of ergosterol synthesis in Candida albicans , Gabrielle Vaughn Alyssa Avante, Cayne Ashley D. Dela Cruz, and Miles C. Fernandez

An evaluation between the antibacterial and anti-inflammatory bioactivites of ethnobotanical plants from the lamiaceae family found in the Philippines , Maria Czarina V. Beltran, Ana Maria Noelle O. Domingo, and Ellen Stephanie C. Sy

Methods used by small-scale mangrove crab (Scylla spp.) producers to maintain production during the southwest monsoon season in the Philippines , Jannella L. Bolaños

A meta-analysis on the geographical distribution and prevalence of parasitic nematodes infecting cattle in four top cattle-producing countries of Asia , Elizabeth Paige R. Cagurangan and Miguel Antonio P. Capistrano

A systematic review and correlation of risk factors associated with the occurrence of histoplasmosis in Asian individuals with AIDS , Michaela Bucasas Casingal, Christian Jeofferson Layag Galang, and Marie Yvette Bustamante Villareal

Synthetic biological approaches in PET biodegradation and bioplastic conversion: Current advances and future perspectives , Pearl P. Castillo and Robbie Engelo A. Tinio

Assessing machine learning methods in predicting dengue incidence using climatic factors in Region IV-A (CALABARZON), Philippines , Ian Kevin G. Castro, Nikki Elisha M. Elquiero, and Jericho D. Fradejas

Probing factors associated with ecological footprint through machine learning , Arabelle Raisa C. Chupeco, Cher Danica T. Recel, and John Albert R. Martinez

An epidemiological study of COVID-19 in selected barangays in the city of Manila from March 2021 to March 2023 , Pamela P. David and Alea B. Villanueva

Examining the etiologic association between toxoplasma gondii and schizophrenia: A comprehensive meta-analysis approach , Bea Ysabelle K. Deblois

A narrative review on wastewater-based epidemiology as a strategy for disease surveillance in the Philippines , Melissa Ellaine V. De Luna, Miriel A. Lacson, Kyle Gabriel R. Santos, Arabella Jannie A. Umali, and John Oliver M. Bagasbas

Cannabis sativa as a possible treatment for alleviating both motor and nonmotor symptoms of Parkinson’s disease: A meta-analysis , Lucy R. DeVera and Arcadia Marie Q. Pacaña

A study on the human lymphatic filariasis in selected countries in Southeast Asia: Transmission through migration , Nicolas Marcelle D. Dimaculangan, Therese Marie F. Dinopol, and Media Zofia S. Canlas

Anti-reflective coatings for photovoltaic module efficiency: A bibliometric review , Alistair V. Enhaynes, John Brian F. Anderson, and Jerik Adrian V. Bayon

The relationship between clostridium spp. and the incidence of colorectal cancer: A descriptive review , Louise Nicole C. Escueta

Preliminary assessment of microplastic contamination of fish from a Metro Manila wet market , Dennis Paolo M. Garcia

Virulence-associated genome plasticity of selected clinical candida albicans from a Philippine tertiary hospital , Maria Angelica R. Gerodias

Sequence analysis of antimicrobial resistance genes in staphylococcus aureus in selected Southeast Asian countries , Genevieve D. Giron, Marie Angeli N. Peña, and Therese Amber E. Oconer

Image-assisted assessment of the efficiency of comperiella calauanica as parasitoid of aspidiotus rigidus in Zamboanga Sibugay , Jona Marie Miranda Ilustre and Shannen Faye Marcayda Maiquez

Evaluation of pre-processing tools and provenance in RNA-Seq studies of breast cancer , Gillian Nicole A. Jamias

The association of the seroprevalence and associated risk factors of toxoplasmosis in Cebu, Philippines , Erika Ashley Meg G. Jayma and Catherine Bartolome Lee

A comprehensive study on the knowledge, attitudes, and practices (KAP) on intestinal parasitic infections among schoolchildren in developing countries , Jezzica D'Andre Raquel Laoque, Joelle Alessandra Cuesta Enrile, and Reggie Ballestar Saringan

An analysis on the behavioral, economic, and social patterning of Schistosoma japonicum infections in endemic areas in the Philippines and other endemic Southeast Asian countries , Ava Sabine L. Ledesma and Cyd Justin T. Solera

COVID-19 associated aspergillosis, candidiasis, cryptococcosis, and mucormycosis infections in patients with diabetes mellitus: A systematic review , Denise Vina Tan Li and Jasmine Gail F. Lizano

The effects of cannabidiol on skin: A bibliometric review , Shannen Meeka L. Lim and Brina Sabelle C. Secosana

An analysis on the variability of the tilapia lake virus (TiLV) whole genome to aid in detection and treatment target , Rain Allisha M. Lontok

Efficacy of antimalarial drug treatments for uncomplicated falciparum and vivax malaria in selected Southeast Asian countries: A meta-analysis , Jed Arvin S. Lurzano, Charles Paolo P. Platon, and Johan Christian T. Tansiongkun

Narrative synthesis on the antibacterial properties of plants from the apocynaceae family that can be found in the Philippines , Melice Mei Del Moro Mago and Jasmine Rose Colico Martinez

In silico screening of the SH3 resistance locus in coffea canephora and coffea arabica for candidate genes involved in coffee leaf rust resistance , Marc Lenard T. Merlin

A comparative study of the secondary metabolites contributing to the antimicrobial properties of plants belonging to Fabaceae and Lamiaceae families that are found in the Philippines , Jenny Anne Clanor Paloma, Raniel Angelo Guinto Ramos, and Bryll Jay Cerdan Carilla

Designing loop-mediated isothermal amplification primers for molecular-based nitrogen monitoring in Oryza sativa L. (rice) , Vivia Anne Lourdes O. Pepingco

Vitamin D deficiency as an indicator of asthma in children in developing countries: A meta-analysis , Benz Arielle T. Sabellon, Maria Patricia Micaela Y. Souza, and Camille Maxine Anne B. Viceral

A comprehensive study of maternal and congenital toxoplasmosis , Christiana J. Santiago, Jmelyn Nicole H. Sy, and Eunice Maryan S. Vargas

Caffeine as a preventive supplement for Parkinson’s disease: A meta-analysis , Swizza Rivera Siega, Lorraine Lim Simeon Cua, and Luis Reyes Oronce

Association of C-reactive protein and D-dimer with diffusing lung capacity for carbon monoxide as a pulmonary post-COVID-19 sequelae: A systematic review , Heidi Kristine C. Tan and Kimichiro B. Yagi

Prevalence and associated risk factors of waterborne parasitic infections in the Philippines, Malaysia, and Thailand: A systematic review and meta-analysis , Francesca Frigillana Villanueva, Franco Almino B. Libre, and Ryan T. Paras

Theses/Dissertations from 2022 2022

A comprehensive evaluation of medicinal plants from Mindanao, Philippines using secondary data reported between 1970 and 2020 , Derrick Myles Y. Acosta, Rolland Mae Z. Jose, and Josh Matthew R. Oronce

Exploring the effects of portulaca oleracea (olasiman) on maternal-neonatal wellness: ICR murine model , Christopher Sebastiano P. Almazar

Preliminary analysis of the biological response of sub-adult scylla serrata (mangrove crabs) on phosphate & on phosphate-containing shampoo , Kobee D. Bacolod

Clinical and nutritional outcomes of soil-transmitted helminthiasis and schistosomiasis on maternal and child health , Francees Raphaiel Fortu Cabaltera, Arienne Therese Pangilinan Evangelista, and Ramon Joaquin Amparo Isaguirre

A meta-analysis on the therapeutic effects of silver nanoparticles on colitis-induced mouse models , Yuen Kun Chelsea Cheuk

Narrative synthesis of the medicinal plants in Luzon, Philippines based on online publications from 1996 to 2020 , Koleen Faye Umali Constantino and Mark Joseph Condeno Salazar

An assessment of the potential of long-term storage of pemphis acidula J.R. Forst. & G. Forst. “Bantigue” (Family Lythraceae) seeds pre-treated under different relative humidity conditions , Miguel Lorenzo Z. De Leon

Efficiency assessment of regionally derived 16S rDNA and COI sequences for widescale detection of mangrove crab (Scylla serrata) (Forskål) population structure , Alexis Gwyneth P. Desuasido

A systematic review on the association between the climatic factors and the prevalence of disease in the Philippines with respect to the trends in other Southeast Asian countries , Kyle Justine R. Gregorio and Ysabelle Marian M. Guzman

Evaluating variability in interferon gamma and toll like receptor 4 in the chicken (gallus gallus, linnaeus, 1758) for comparison of known breeds with the native Philippine chicken , Jed Allyn T. Hernandez and Zaki L. Suficiencia

Using alignment-based methods in the phylogenetic inferencing of genus Andrographis Wall. ex Nees , Ma. Loren Elena C. Juaban

A narrative synthesis of studies on medicinal plants from Visayas, Philippines reported between the period 1970 to 2020 , Daeun Lee, Kyle Jigger D. Bartolome, and Francis Christian L. Luakian

A systematic review of biosensors suitable for environmental biomonitoring of heavy metal water pollution in the Philippines , Winona Abidin Peñafiel and Dominique Ma. Francesca A. Ybañez

Criteria for comparisons and recommendations for a next generation of Chimeric Antigen Receptor (CAR) T cells as HIV-1 treatment , Anne Kimberly Bueno Sabado

Analysis of the variation of age-specific life expectancies between sexes due to Covid-19 in the National Capital Region (NCR), the Philippines , Aubrey Christine C. Tatoy

Theses/Dissertations from 2021 2021

A comprehensive study on the prevalence of capillariasis associated with beliefs, practices, and dietary habits , Monica Louisse A. Briones and John Martin A. Borja

Zinc supplementation as an adjunct treatment for acute diarrhea among pediatric patients in developed countries: A meta-analysis , Claire Angelica A. Escueta

Meta-analysis of hypertension as a comorbid condition of COVID-19 patients , Margerie Zia Sayo Majarais and Princess Janna Bandrang Mala

Bioclimate-based species distribution modelling of the two key insect pests of Theobroma cacao in the Philippines , Tisha Marie F. Navarrosa, Camille Anne C. Angeles, and Gabriel John C. Tolentino

The influence of helminthiasis on the cognitive performance of school children: A meta-analysis , Katherina J. Soberano and Tiffany D. Blanquera

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Biology, MS

On this page:, at a glance: program details.

• Location: Tempe campus , or online
• Second Language Requirement: No

Program Description

Degree Awarded: MS Biology

The MS in biology is a flexible degree program based around a student's individual interests, allowing them to explore areas of biology that thrive outside of traditional boundaries. This degree complements other, more specialized life sciences programs, allowing both interdisciplinary and traditional approaches. Courses include laboratory, field and theoretical work.

This program currently admits students to either a thesis-based pathway or a coursework and capstone option. Students in the thesis pathway receive hands-on training and craft an individualized plan of study focused specifically on their own research interests. They work closely with an advisor from ASU's faculty of top-tier scientists doing research at the forefront of their fields. Students develop foundational research skills in the course of designing and completing their own research project.

In the coursework and capstone pathway, students build an individualized curriculum from a wide variety of courses taught by global experts. In their final semester, they delve more deeply into their own area of interest by completing a capstone project. This option is ideal for students who do not need intensive research training but want to deepen and expand their biological knowledge and skills. The coursework and capstone pathway is also available in an online format.

Program Faculty

Culminating experience options and information

Culminating experience options.

The MS in biology offers several culminating experience options students may apply for and pursue within the degree. Options currently include completing a capstone or a thesis. Students completing a capstone will have a coursework focused degree, while students completing a thesis will have a research focus, since they conduct research throughout their program under the guidance of a faculty advisor. Though experiences differ depending on the culminating experience, both options award students an MS in biology upon degree completion. Please note that application processes differ between the two, described in more detail in the section below.

Moreover, the MS in biology is available in both campus immersion and online modalities. Prospective students have the option of applying for the thesis or capstone culminating experience in the campus immersion offering. However, students only have the option of applying for and completing a capstone culminating experience in the online modality at this time.

Research and thesis

The thesis culminating experience involves an MS in biology that is focused on research. If offered admission, students are offered the opportunity to work with a specific faculty advisor or two co-advisors. Throughout their time in the degree, students conduct research with their faculty advisor's and faculty committee's guidance, culminating in a written thesis that students must orally defend in their final semester. Below are some additional details about this program.

Time to degree completion: typically 2 years

Number of faculty committee members required: 3 members required

Modality options: campus immersion only

Degree requirements: 30 credit hours and a thesis Required Core (3 credit hours)

• BIO 541 SOLS Seminar Series (1)
• BIO 542 SOLS Current Topics in the Life Sciences (1)
• BIO 610 Introduction to Responsible Conduct of Research (RCR) in Life Sciences (1) or BIO 611 Current Topics in Responsible Conduct of Research (RCR) in the Life Sciences (1)

Electives (21 credit hours)

• At least 6 electives credits must be BIO 592 Research
• The remaining 15 credits may be any combination of additional BIO 592 Research or graduate life science elective courses chosen in consultation with the student's faculty advisor

Culminating Experience (6 credit hours)

• BIO 599 Thesis (6)

Coursework and capstone

The capstone culminating experience involves an MS in biology that is focused on coursework. Admitted students complete life science courses, culminating in a capstone project completed in their final semester. This is typically a final paper where students bring together knowledge learned in prior courses in a way that is meaningful and relevant to their professional goals. In the paper, students summarize current knowledge of an important topic in the biological sciences, and demonstrate their ability to integrate core concepts of biological thinking. Below are some additional details about this program.

Time to degree completion: 1-2 years

Number of faculty committee members required:  1 member required (typically the program director)

Modality options: campus immersion and online

Degree requirements: 30 credit hours and a capstone Required Core (3 credit hours)

Electives (24 credit hours)

Culminating Experience (3 credit hours)

• BIO 597 Capstone (3) - taken in the final semester

Application and admission information

How to apply.

Applications open September 1 for admission in Fall of the following year. The application deadline is December 1 . We accept applications for Fall semesters only. We cannot guarantee that applications received after the December 1 deadline will be considered for admission.

All applicants must apply by filling out ASU's Graduate Admissions application. All application materials must be submitted through the application or to Graduate Admissions directly. Please do not mail or email any documents to the School of Life Sciences. 

Required materials and information include the following:

• 1-2 page personal statement
• An up to date CV or resume
• The names of relevant SOLS faculty you have been in touch with who you might be interested in being supervised by
• Unofficial transcripts and English proficiency test scores (if applicable)
• The names and emails of at least 3 recommenders to write you letters of recommendation. It is strongly encouraged you select college professors and/or research supervisors to provide evaluations of your academic and research experience.

Admission to the coursework and capstone option both on campus and online is more flexible. Applicants may apply to start in fall, spring, or summer semesters. The deadline to apply is 1 month before the start of classes for the semester you are applying to start. If we receive your application late, we will consider you for admission for the following semester.

• The names and emails of at least 3 recommenders to write you letters of recommendation. It is strongly encouraged you include at least one letter from a college professor, and you are strongly discouraged from including letters from family and friends.

Application review process and timeline

Following the December 1 deadline, faculty will begin reviewing applications. Applicants should monitor their My ASU priority tasks to ensure there are no missing materials in their application. Admission decisions will begin in March, and applicants typically receive final decisions by April 1.

Students applying to complete the capstone option will have their applications reviewed as soon as we have all required materials on file. This typically means we are waiting to review until the three letters of recommendation are submitted. It is important you communicate with your recommenders to ensure timely submissions in order for us to move your application through to be reviewed. Applicants typically receive a decision within 2-4 weeks of all application materials being received.

Requirements

Minimum requirements for admission include the following:

• Cumulative GPA of at least 3.0 on a 4.0 scale
• International applicants must satisfy university minimum requirements for English proficiency (TOEFL, IELTS, Duolingo, PTE). There are other ways to demonstrate English proficiency beyond the tests, so please refer to ASU's English proficiency webpage to review how you might satisfy requirements.

Desired qualifications typically seen in competitive candidates (particularly applicable if applying to complete a thesis):

• Research experience and a letter of recommendation from a faculty research supervisor
• English proficiency scores that meet these teaching assistant language proficiency requirements

Please note that the GRE is not required.

Applying to an accelerated program

There is a unique process for eligible ASU undergraduate students to apply to an accelerated BS/MS program in the School of Life Sciences, involving a two-phase application process students initiate when they have about 75 credit hours of their bachelor's completed. Please see details about accelerated BS/MS programs and our application process by reviewing the Accelerated Bachelor's and Master's of Science webpage.

Program cost and funding

In the School of Life Sciences, there is no funding guarantee for students admitted to a master's degree. If admitted, master's students are able to request teaching assistant positions each semester. However, positions may only be assigned on a first come, first serve basis pending position availability. Research assistant positions are uncommon for master's students but ultimately depend on the student's faculty research supervisor (if completing a thesis). Teaching and research assistant positions for master's students come with a salary for the semester assigned, but do not include tuition or health insurance assistance. 

Given the lack of position guarantee, master's students should ensure they understand the tuition costs they will be responsible for. Campus immersion tuition varies depending on a student's residency status, while online tuition has its own charge breakdown. To review anticipated tuition costs, please utilize ASU's tuition estimator . Online students must be sure select the M.S. Biology from the dropdown in the section called "Academic programs with undergraduate college fee, differential or program tuition" for an accurate estimate.

Degree Requirements

Curriculum plan options.

• 30 credit hours including the required applied project course (BIO 593)
• 30 credit hours and a thesis
• 30 credit hours including the required capstone course (BIO 597)

Required Core (1 credit hour) BIO 610 Introduction to Responsible Conduct of Research (RCR) in Life Sciences (1) or BIO 611 Current Topics in Responsible Conduct of Research (RCR) in the Life Sciences (1)

Other Requirements (2 credit hours) BIO 541 SOLS Seminar Series (1) BIO 542 SOLS Current Topics in the Life Sciences (1)

Electives (21 or 24 credit hours)

Culminating Experience (3 or 6 credit hours) BIO 593 Applied Project (3) BIO 597 Capstone (3) BIO 599 Thesis (6)

Additional Curriculum Information Students choose one of three culminating experience options listed above. The credit hours required for the electives depends on the culminating experience chosen as all students must complete 30 credit hours for this degree program.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in biology or a related discipline from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

Applicants must submit the following:

• graduate admission application and application fee
• official transcripts
• academic record form
• personal statement
• curriculum vitae or resume
• three letters of recommendation
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

It is desired that applicants have research experience.

Flexible Degree Options

Accelerated program options.

This program allows students to obtain both a bachelor's and master's degree in as little as five years. It is offered as an accelerated bachelor's and master's degree with:

BS - Microbiology -->

Bs - microbiology.

Website | Locations: TEMPE

BS - Biological Sciences -->

Bs - biological sciences.

Website | Locations: TEMPE,ONLNE

BS - Biological Sciences (Genetics, Cell and Developmental Biology) -->

Bs - biological sciences (genetics, cell and developmental biology), bs - biological sciences (conservation biology and ecology) -->, bs - biological sciences (conservation biology and ecology), bs - biological sciences (biology and society) -->, bs - biological sciences (biology and society), bs - molecular biosciences and biotechnology -->, bs - molecular biosciences and biotechnology, bs - biological sciences (neurobiology, physiology and behavior) -->, bs - biological sciences (neurobiology, physiology and behavior), bs - microbiology (medical microbiology) -->, bs - microbiology (medical microbiology), bs - biological sciences (biomedical sciences) -->, bs - biological sciences (biomedical sciences).

Acceptance to the graduate program requires a separate application. During their junior year, eligible students will be advised by their academic departments to apply.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, application deadlines, learning outcomes.

• Able to execute a research plan of their own design that addresses a significant scientific question about their chosen area of biology.
• Qble to review the literature relevant to a research topic in their chosen area of biology.
• Able to communicate the rationale and results of their research, both orally and in writing.

Career Opportunities

This master's degree program prepares students for life sciences careers in educational, medical, industrial and governmental institutions.

The thesis pathway is ideal for those pursuing research-intensive careers in academic or business settings. The coursework and capstone option is for those seeking careers in which deeper biological knowledge is valuable, such as secondary school teachers reaching for higher certifications, biotechnicians who want to add conceptual depth or analytical abilities to their laboratory skills, and writers who want to expand their scientific expertise.

Career examples include:

• food, agriculture and health care scientists in academic, private and industrial labs
• instructors at community colleges
• researchers and technicians in government labs and nonprofit organizations
• science teachers in elementary and high schools
• science writers
• wildlife, animal and conservation scientists

Attend Online

ASU offers this program in an online format with multiple enrollment sessions throughout the year. Applicants may view the program description and request more information here .

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

• [email protected]
• 480/965-1768

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