Biology & Environmental Science

Survey of the discipline of biology designed for the non-major. Content varies with the expertise of the instructor, but all sections focus on the relevance/importance of biology in everyday life. Laboratory focuses on understanding science as a process and includes an independent research project with oral presentation. Three lectures and one lab per week. FILA general education: natural and physical sciences.

Introduction to the biological sciences, covering biological chemistry, cell/tissue structure and function, genetics and microevolution. Intended for biology, health and human sciences, and environmental science majors. Three lectures and one lab per week. Biology and environmental science majors should take MATH-110. Other students should consult with their advisor about which course to take. FILA general education: natural and physical sciences.

Introduction to the biological sciences covering macroevolution (systematic, taxonomy, phylogenetics), ecology and biodiversity. Intended for biology and environmental science majors. Three lectures and one lab per week.

Designed to prepare biology and environment science students for entry into the job market, or further study at the graduate level. Meets once a week to address topics of relevance to postgraduates, including interview preparation, resume writing, certifications, graduate program admissions, etc. Students will prepare a career portfolio, individually designed to meet their specific needs, which will include a range of materials for professional and graduate school applications. The portfolio will be fully assessed at the end of the semester. (Cross-listed as ENVR-200)

Designed to prepare students for the rigorous admissions process to pre-health careers. Students will develop a resume, personal statement, and other portfolio materials necessary for applications in senior year or after graduation. Meets once a week to address topics of course planning, internships, shadowing, volunteering, test preparation, patient-care hours, and how to be a competitive applicant. The portfolio will be fully assessed at the end of the semester.

Human populations throughout the world differ in their physical appearance, behavior, customs, lifestyles, etc. Students learn about the biological basis of human homogeneity and diversity, and critically examine the construct of race as a sanctioned method of classifying human species into different groups. Consideration of biological principles that define species and subgroups, and discussion of key differences between early and modern techniques that biologists use to classify organisms. Case studies and examples from geographic locations around the world address some of the enormous social implications (health care, education, law enforcement) of using faulty science to group human beings into distinct racial categories. FILA general education: global dynamics. Offered alternate years.

Due to its location, geology and climate, Florida supports a variety of unique species and ecosystems. It also supports rapidly growing human populations and diverse economic activities. This course provides an overview of environmental and conservation issues that have arisen as human activity has increased (including water quality, decline of biodiversity, invasive species, and wetland loss and restoration). The class travels to Florida where they learn about environmental and conservation problems and solutions. Students examine the science as well as the economic, political and social aspects of the issues. (Cross-listed as ENVR-256)

Field-based introduction to the biology and ecology of marine organisms and their habitats. Students learn about 1) the ocean as an environment, 2) the characteristics of organisms living in and near the ocean with a focus on marine invertebrates and fishes, and 3) ecological principles that govern the distribution and abundance of those organisms. Applied aspects of marine ecology including human impacts, managements, conservation, fisheries and tourism are included throughout the course. There is also time to explore the terrestrial ecosystems. Travel to marine locations enables students to apply academic and theoretical knowledge to natural settings and experiences. Assignments while traveling will emphasize reflection on and analysis of the intersection of course content and field experiences. FILA General Education: experiential learning.

Explores the biology, geology, climate and natural history of geographic regions outside the Shenandoah Valley. Students examine the ecosystems, flora/fauna and conservation issues of the destination. This is a field course requiring travel, typically in Interterm. In the past the course has traveled to South Africa.

Exploration of basic biological, chemical, geological, and physical processes at work on the earth, its lifeforms and its natural resources. The extent of human impact and the need for global awareness are emphasized, along with the need for application of rapidly expanding knowledge and technology toward solution of environmental problems. Three lectures and one lab per week. (Cross-listed as ENVR-301)

For students intending to enter the health professions. Students learn basic medical terms and their meanings, etymologies, and rules for combining prefixes and suffixes. Content is taught on-line and students apply what they are learning through concurrent field experiences at health care institutions. Students reflect upon the integration of on-line content, experiential learning, and their own career goals. FILA general education: experiential learning.

Introduction to the structure and function of the human body, examining the skeletal, muscular, circulatory, nervous, digestive, respiratory, urinary and reproductive systems. Lecture focuses on topics of physiology/function, histology, and their relation to anatomical structure, while the lab focuses on descriptive anatomy. Three lectures and one lab per week.

Introduction to nutrition and digestion in domestic animals, designed primarily for students in the pre-veterinary program. Topics include major nutrient classes and their functions in the body, feed classification and chemical analysis, feed processing, and nutrient requirements.

Introduction to both classical, Mendelian inheritance and molecular genetics with one lab per week.

A systematic treatment of the microscopic structure of tissues and organs surveying the major organ systems of the body with a focus on cellular anatomy and physiology. Three lectures and one lab per week. Offered alternate years.

In this course we explore comparative animal physiology from an environmental perspective: how do various animals function in strikingly different environments? And how do changes in environments affect the animals' ability to maintain internal homeostasis and survive? Gaining knowledge in this subject will be essential for students with interests in animal health, wildlife and management of environmental resources. Course structure: active learning lectures and applied learning labs with live animals. Development of critical scientific thinking and effective scientific communication are significant components of the course. Credit may be received for one physiology course: BIOL-311, ENVR-311, BIOL-314, or BIOL-360. (Cross-listed as ENVR-311)

Introduction to the physiology of the human body including the physiology of enzymes and membranes, tissue physiology (nervous, muscular), and a detailed survey of the physiology of the major organ systems. Three lectures and one lab per week. Credit may only be received for one course: BIOL-311, ENVR-311, BIOL-314 or BIOL-360.

Explores the anatomy, physiology, ecology and behaviors that have produced an extraordinary biodiversity of bird species. The major groups of modern birds are introduced, and their origin and ecology are examined. Students learn to recognize local species in the field and examine them in the lab using the ornithology collections. Suitable for both biology majors and non-majors. Offered alternate years.

Examination of the contribution of neuroscience techniques to the understanding of sensation/perception, attention, learning, memory, language and consciousness. Lectures and papers involve an analysis of the interdisciplinary methods such as functional neuroimaging, electrophysiological methods, and the neurological impairments of brain-damaged patients. Offered alternate years. (Cross-listed as PSY-317)

Comprehensive analysis of the organization of vertebrate nervous systems approached from a structural perspective with emphasis on the human central nervous system. Principles of organization are stressed. Laboratory component introduces students to neuroanatomical and neurohistological methods and techniques. Both the gross and fine microscopic anatomy of the nervous system are studied. Offered alternate years. (Cross-listed as PSY-319)

Introduction to developmental biology with a focus on its fundamental aspects: embryogenesis, growth, cellular differentiation and morphogenesis. The study of theory is supplemented with hands-on observations of early development in animal embryos (salamander and/or mouse, or other animals). We also consider the impact of recent advances in developmental biology on our society by exploring the ethical, moral, and religious implications, as well as the legal issues that inevitably arise from work in this field. Offered alternate years.

An introduction to the study of amphibians and reptiles. Lectures will focus on the origin and evolution of amphibians and reptiles, and on their biology, ecology and conservation. Lab will emphasize taxonomy, anatomy, species identification, and common field techniques used to study these groups. Offered alternate years.

A comprehensive survey of mammals. Lectures will focus on phylogenetics, the origin and evolution of mammals and their biology, ecology and conservation. Lab will emphasize taxonomy, species identification and common field techniques used to study mammals. Offered alternate years.

The molecular basis of cell structure and function. Topics include the chemistry, architecture and analysis of macromolecules, overview of thermodynamics and metabolism, enzymology, genetic processes and controls, recombinant DNA technology, and cell signaling mechanisms. Three lectures and one lab per week.

Introduction to fundamental statistical methods for biology students. Topics include descriptive statistics, experimental design and hypothesis testing. Material includes basic parametric and non-parametric statistical methods preparing students to analyze experiments testing multiple factors and multiple treatment groups. Two lectures and one lab per week. Offered alternate years.

Intense field-based course that introduces students to the identification of plants in the field. The focus will be on the vascular flora of the Shenandoah Valley and surrounding mountain areas with trips to other parts of Virginia possible. Plant collection and specimen preservation are also included.

A comprehensive survey of the plant kingdom that will include topics ranging from plant anatomy, physiology, diversity and ecology. Students interested in ecology, forestry and wildlife biology will find this course particularly useful. Three lectures and one lab per week. Offered alternate years.

Analysis of the distribution and abundance of organisms, population growth and regulation, and species interactions, as well as community and ecosystem processes. Three lectures and one lab per week.

This course will provide a framework for studying how animals function in their native environments at different stages of their life cycles. Its scope is animal physiology blended with environmental science: principles of physiological mechanisms are examined from the perspective of physiological adaptation in a given environmental context, including specific adaptations to environmental extremes. Course structure: active learning lectures and applied learning labs. Development of critical scientific thinking and scientific writing are significant components of the course. Credit may only be received for one course: BIOL-311, ENVR-311, BIOL-314 and BIOL-360.

Field-based course providing a broad overview of techniques and concepts involved in field biology (especially ecology) including basic scientific method and a variety of sampling techniques. Course content also has a strong emphasis on basic natural history as students learn about and experience a wide variety of organisms (e.g. plant, fungi, insects, fish, amphibians, and mammals), ecosystems (e.g. forests, grasslands, wetlands, ponds, and streams) and ecological interactions. Students will also discuss techniques for interpreting/teaching these biological concepts to others. (Cross-listed as ENVR-365)

In this course, students will learn about stormwater management practices and their effectiveness, as well as regulatory efforts. In addition, rural and agricultural practices that impact water quality will be addressed. Presentations and field assignments will be part of the course so students see how local work affects watershed quality. Students will learn management techniques specific to urban and rural environments; as well as the economic, political and sociological implications of these solutions. (Cross-listed as ENVR-370)

Multidisciplinary course in neuroscience, with clinical ties to neurology, psychiatry and psychology, as well as basic scientific links to biology, computer science and cognitive studies. Examines how the structure and function of the brain relate to specific cognitive processes and overt behaviors through the use of neuropsychological testing methods. Topics include orientation, learning and memory, intelligence, language, visuoperception, and executive functioning. The administration, scoring and interpretation of various neuropsychological measures are discussed. Offered alternate years. (Cross-listed as PSY-375)

Introductory survey of microbiology with an emphasis on bacteriology. The lecture component covers the structure, nutrition, metabolism, and genetics of microbes, medical microbiology, diagnostic techniques, microbial ecology, and industrial microbiology. The lab component includes biological safety, microscopy, culture techniques, media, staining, identification of unknown bacteria and an independent research project. Two lectures and two labs per week.

Exploration of how microorganisms interact with their environment and the implications of these interactions for humans. Specific topics include antibiotic resistance; biodegradation; biodiversity; biofuels; bioremediation; extreme environments; geochemical cycles; methods for sampling; culture and analysis of environmental microorganisms; microbiology of air, water and soil; environmental pathogens; and microbiological treatment of sewage and water. Three lectures and one lab per week. Offered alternate years. (Cross-listed as ENVR-401)

Survey of the methods used by the public and private sectors to manage the environment and natural resources. Primary emphasis on restoration ecology and conservation biology. Other topics addressed include environmental engineering (e.g. green chemistry and design of pollution control devices), economic considerations in conservation (e.g. conservation land easements and ecotourism), and government regulation. The lab provides students with experience applying standard methods of monitoring biological resources. The lab also provides an opportunity for students to hear talks from environmental experts and to travel to local sites where management activities are occurring. Offered alternate years. (Cross-listed as ENVR-402)

Exploration of major human pathogens, including viruses, bacteria, fungi, protozoa, and helminths. Topics include host-parasite interactions, host defenses, pathogenic mechanisms, control of microorganisms, diagnosis and identification of infectious agents, antibiotic therapy, disease transmission and epidemiology. Class activities include discussion of medical case studies, literature analysis, identification of unknowns, and field trips. Three lectures and one lab per week.

Development of immune responses through humoral and cell-mediated mechanisms transplantation and tumor immunology, hypersensitivity reactions, autoimmunity, and serology. Three lectures and one lab per week. Offered alternate years.

Comparative study of the major organ systems in vertebrate animals. Lectures examine topics such as the origin and adaptive evolution of vertebrate anatomy and the systematic relationships between vertebrate groups. The lab provides a detailed examination of vertebrate anatomy. Three lectures and one lab per week. Offered alternate years.

Broad survey of the diversity and classification of vascular plants. Students will learn to recognize common and important plant families as well as learn to identify local taxa. Traditional and modern methods of taxonomy and systematics are presented. Offered alternate years.

Introduces the current and historical distributions of organisms in relation to all aspects of geography including climate, altitude, latitude, soils, etc. and how those distributions have changed over time. Combines information from physiology, ecology, and evolution. Field trips taken to illustrate local biogeographic patterns. Offered alternate years.

Lecture and laboratory course exposing students to a variety of research techniques employed by neuroscientists including behavioral and cognitive procedures for measuring reward, memory, attention and emotion; neuroanatomical procedures for staining and examining brain tissues; physiological procedures for recording the electrical activity of nerve cells, as well as commonly used techniques used to explore brain-behavior relationships (EEG, lesions, electrical and chemical stimulation). (Cross-listed as PSY-425)

Examination of the mechanisms of biological evolution including mutation, natural selection, genetic drift, nonrandom mating, the genetic structure of species populations, the origin of new species and DNA evidence regarding relationships among species and higher taxa.

Survey of diversity of fish (with an emphasis on freshwater fish of North America). Topics include taxonomy, anatomy, physiology, behavior, and ecology. Special emphasis on management of fish populations and diversity in the face of environmental threats including pollution, habitat alteration, overharvest, and invasive species. Lab includes basic ecology and behavior but focuses heavily on common fisheries' techniques. Offered alternate years. (Cross-listed as ENVR-433)

Explores the ecology of wildlife with an emphasis on North American mammals and birds. Students will learn basic and applied ecological principles and how to apply those principles to study and manage wildlife populations. Topics include habitat quality, forestry, nutrition, disease, population dynamics, and diversity. Lab emphasizes field and computer techniques. Three lectures and one four-hour lab per week. Offered alternate years. (Cross-listed as ENVR-434W)

Introduction to aquatic ecosystems (lakes, ponds, streams and wetlands). Students learn about the major chemical and physical processes that determine the function of freshwater systems. Students are introduced to the major groups of aquatic organisms (algae, vascular plants, invertebrates, fish and amphibians). Strong emphasis on the impacts that humans have on freshwater systems. The lab introduces the basic skills necessary for the study and management of fresh waters. Offered alternate years. (Cross-listed as ENVR-435)

Introduction to the theoretical framework and the methodology of animal behavior research. Students examine the causation, development, current function, and evolutionary history of behavior of invertebrates and vertebrates. Integrates concepts and principles from multiple disciplines to understand behaviors such as foraging and predation, mating systems, communication, parental care, social hierarchies, and territoriality. Students also review the history of the field of animal behavior and the contributions that animal behavior research can make to applied disciplines such as environmental conservation, biomedical research, and human psychology. Offered alternate years.

Studies from the areas of physiology, genetics, ecology, plant systematics, plant anatomy or plant physiology, and invertebrate zoology or entomology. Offered on demand.

Open-ended research with a member of the biology faculty. A minimum of 40 hours of work in the library, laboratory, or field over the semester. May be repeated as necessary for credit.

Open-ended research with a member of the biology faculty. A minimum of 80 hours of work in the library, laboratory, or field over the semester. May be repeated as necessary for credit.

Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. Supervision of an intern is provided by an appropriate faculty member and by a site supervisor of the agency or business in which the student is an intern. A student who wishes to engage in an internship must consult with the appropriate faculty member at least eight weeks in advance of the start of the term in which the internship is to be completed. A description of the internship, signed by the student and the faculty sponsor, must be filed with the director of internships by the first day of the semester prior to the start of the internship. Approval of each application for an internship is made by the director of internships based upon approved policies and guidelines. Internships are graded on an S or U basis. Students must complete 120 hours of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. A student may enroll in an internship program for 3 credits per semester, and internship credit may be earned in subsequent semesters subject to the limitations that no more than two internships may be pursued in any one agency or business and a maximum of 9 credits in internships may be applied toward graduation. FILA general education: experiential learning.

Introduces basic biological concepts and applies them to help students understand the causes and solutions of environmental problems. Addresses a wide variety of environmental issues including biodiversity loss, the effects of pollution on organisms and ecosystems, and global climate change. Special emphasis given to help students understand how scientific knowledge is developed and scientific information can be found, interpreted and applied by society. Three lectures and one laboratory per week. FILA general education: natural and physical sciences.

Designed to prepare biology and environment science students for entry into the job market, or further study at the graduate level. Meets once a week to address topics of relevance to postgraduates, including interview preparation, resume writing, certifications, graduate program admissions, etc. Students will prepare a career portfolio, individually designed to meet their specific needs, which will include a range of materials for professional and graduate school applications. The portfolio will be fully assessed at the end of the semester. (Cross-listed as BIOL-200)

Due to its location, geology, and climate, Florida supports a variety of unique species and ecosystems. It also supports a rapidly growing human population and diverse economic activities. This interterm course will provide an overview of environmental and conservation issues that have arisen as human activity has increased (including water quality, decline of biodiversity, invasive species and wetland loss/restoration). The class will travel to Florida where they will learn about environmental/conservation problems and solutions. In this course, students examine the science as well as the economic, political and social aspects of the issues. Offered alternate years. (Cross-listed as BIOL-256)

This course is designed to introduce students to the chemical principles underlying environmental issues, scientific literacy pertinent to the environment and scientific articles, and examine the implications of environmental policy. Three lectures and one lab per week.

An exploration of basic biological, chemical, geological, and physical processes at work on the earth, its lifeforms, and its natural resources. The extent of human impact and the need for global awareness will be emphasized, along with the need for application of rapidly expanding knowledge and technology toward solution of environmental problems. Three lectures and one lab per week. (Cross-listed as BIOL-301)

This course will provide an overview of federal and state laws that are aimed at the conservation of natural resources and/or protection of environmental quality. Major laws that will be covered include the National Environmental Protection Act, Clean Air Act, Clean Water Act, the Endangered Species Act and others. Speakers from natural resource/environmental agencies such as the Va. Department of Environmental Quality, Va. Department of Game and Inland Fisheries and U.S. Forest Service will provide practical insights into the application and implementation of environmental policy. Offered alternate years.

In this course we explore comparative animal physiology from an environmental perspective: how do various animals function in strikingly different environments? And how do changes in environments affect the animals' ability to maintain internal homeostasis and survive? Gaining knowledge in this subject will be essential for students with interests in animal health, wildlife and management of environmental resources. Course structure: active learning lectures and applied learning labs with live animals. Development of critical scientific thinking and effective scientific communication are significant components of the course. Credit may be received for one physiology course: BIOL-311, ENVR-311, BIOL-314, or BIOL-360. (Cross-listed as BIOL-311)

The chemistry and quantitative aspects of environmentally important cycles (C, N, O, P, S) in the context of the atmosphere, hydrosphere and lithosphere. Major environmental issues are discussed such as acid rain, sewage treatment, ozone destruction, anthropogenic climate change, air pollution and eutrophication. Laboratories involve sampling, quantitative detection and data analysis. Three hours of lecture and one four-hour lab per week. Offered alternate years.

Study of how Scandinavian societies have been shaped by energy resources and energy production. Alternative modes of energy production will be studied and a contrast is made between the national energy policies of Iceland and Denmark compared to the United States. Special emphasis will be given to the emerging hydrogen economy in Iceland.

An introduction to Geographic Information Systems (GIS). GIS is a computerized system that allows users to collect, store, visualize and analyze locational/geospatial data. Through service-based learning experiences, students learn basic cartographic concepts and the use of common GIS software programs. The course focuses on environmental and biological applications of GIS while the technology also has many applications in earth sciences, urban planning, business, etc. FILA general education: experiential learning.

This course will explore human use of and influence on wild animal populations with focus on the North American Model of Wildlife Conservation and stakeholders of the Public Trust Doctrine. Students compare the model principles to regulations set at the local and state level and models implemented in other countries. Offered alternate years.

This primarily field-based course will provide a broad overview of techniques and concepts involved in field biology (especially ecology,) including basic scientific method and a variety of sampling techniques. Course content also has a strong emphasis on basic natural history as students learn about and experience a wide variety of organisms (e.g. plant, fungi, insects, fish, amphibians, and mammals), ecosystems (e.g. forests, grasslands, wetlands, ponds, and streams) and ecological interactions. Students will also discuss techniques for interpreting/teaching these biological concepts to others. (Cross-listed as BIOL-365)

In this course, students will learn about stormwater management practices and their effectiveness, as well as regulatory efforts. In addition, rural and agricultural practices that impact water quality will be addressed. Presentations and field assignments will be part of the course so students see how local work affects watershed quality. Students will learn management techniques specific to urban and rural environments; as well as the economic, political and sociological implications of these solutions. (Cross-listed as BIOL-370)

An exploration of how microorganisms interact with their environment and the implications of these interactions for humans. Specific topics will include: antibiotic resistance, biodegradation, biodiversity, biofuels, bioremediation, extreme environments, geochemical cycles, methods for sampling, culture, and analysis of environmental microorganisms, microbiology of air, water, and soil; environmental pathogens; and microbiological treatment of sewage and water. Three lectures and one lab per week. Offered alternate years. (Cross-listed as BIOL-401)

Survey of the methods used by the public and private sectors to manage our environment and natural resources. The primary emphasis will be on restoration ecology and conservation biology. Other topics that will be addressed will include environmental engineering (e.g. green chemistry and design of pollution control devices), economic considerations in conservation (e.g. conservation land easements and ecotourism), and government regulation. The lab will provide students with experience applying standard methods of monitoring biological resources. The lab will also provide an opportunity for students to hear talks from environmental experts and to travel to local sites where management activities are occurring. Offered alternate years. (Cross-listed as BIOL-402)

A survey of diversity of fish (with an emphasis on freshwater fish of North America). Topics will include taxonomy, anatomy, physiology, behavior, and ecology. There will be special emphasis on management of fish populations and diversity in the face of environmental threats including pollution, habitat alteration, overharvest and invasive species. Lab will include basic ecology and behavior but will focus heavily on common fisheries' techniques. Offered alternate years. (Cross-listed as BIOL-433)

Explores the ecology of wildlife with an emphasis on North American mammals and birds. Students will learn basic and applied ecological principles and how to apply those principles to study and manage wildlife populations. Topics include habitat quality, forestry, nutrition, disease, population dynamics, and diversity. Lab emphasizes field and computer techniques. Three lectures and one four-hour lab per week. Offered alternate years. (Cross-listed as BIOL-434W)

An introduction to aquatic ecosystems (lakes, ponds, streams and wetlands). Students will learn about the major chemical and physical processes that determine the function of freshwater systems. Students will be introduced to the major groups of aquatic organisms (algae, vascular plants, invertebrates and fish). Includes strong emphasis on the impacts that humans have on freshwater systems. The lab will introduce the basic skills necessary for the study and management of fresh waters. Offered alternate years. (Cross-listed as BIOL-435)

Studies from enrivonmental science

Open-ended research with a member of the biology faculty, with an environmental science emphasis. A minimum of 40 hours of work in the library, laboratory or field over the semester. May be repeated for credit.

Open-ended research with a member of the biology faculty, with an environmental science emphasis. A minimum of 80 hours of work in the library, laboratory or field over the semester. May be repeated for credit.

Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. Supervision of an intern is provided by an appropriate faculty member and by a site supervisor of the agency or business in which the student is an intern. A student who wishes to engage in an internship must consult with the appropriate faculty member at least eight weeks in advance of the start of the term in which the internship is to be completed. A description of the internship, signed by the student and the faculty sponsor, must be filed with the director of internships by the first day of the semester prior to the start of the internship. Approval of each application for an internship is made by the director of internships based upon approved policies and guidelines. Internships are graded on an S or U basis. Students must complete 120 hours of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. A student may enroll in an internship program for 3 credits per semester, and internship credit may be earned in subsequent semesters subject to the limitations that no more than two internships may be pursued in any one agency or business and a maximum of 9 credits in internships may be applied toward graduation. FILA general education: experiential learning.