This course is a 2 credit laboratory experience that allows students to apply the biological concepts covered in Biology 151 and 152 Introductory Biology in laboratory and field settings. Students will develop and practice scientific research skills while exploring the areas of genetics, cell and molecular biology, evolution, and ecology. To enroll, students must be co-enrolled in Biology 152 (Introductory Biology II) or have completed the 2 semester Introductory Biology Sequence (Biology 151 and 152).

This 1-credit course fulfills one component of the General Education Integrative Experience requirement for Biology majors. The course is designed to help students appreciate what their academic training has been, and where it is leading them professionally. Students will learn about career options for life scientists and develop strategies and skills to position themselves to be successful. In order to satisfy the Integrative Experience requirement, BA-Biol and BS-Biol majors must also take one of the approved 3- or 4-credit Biology courses listed on their Academic Requirements Report.

Description not available at this time

This fundamental ecology course emphasizes the quantitative skills needed to understand and conduct field research. The lectures introduce major ecological concepts, local vegetation types, and methods and techniques of gathering and analyzing data. In laboratories, students collect original data at sites in the Connecticut Valley and write an original scientific paper. With Biology 494LI, this course satisfies the Integrative Experience requirement for BA-Biol and BS-Biol students. Prerequisite: an introductory biology or botany course.

This fundamental ecology course emphasizes the quantitative skills needed to understand and conduct field research. The lectures introduce major ecological concepts, local vegetation types, and methods and techniques of gathering and analyzing data. In laboratories, students collect original data at sites in the Connecticut Valley and write an original scientific paper. With Biology 494LI, this course satisfies the Integrative Experience requirement for BA-Biol and BS-Biol students. Prerequisite: an introductory biology or botany course.

This fundamental ecology course emphasizes the quantitative skills needed to understand and conduct field research. The lectures introduce major ecological concepts, local vegetation types, and methods and techniques of gathering and analyzing data. In laboratories, students collect original data at sites in the Connecticut Valley and write an original scientific paper. With Biology 494LI, this course satisfies the Integrative Experience requirement for BA-Biol and BS-Biol students. Prerequisite: an introductory biology or botany course.

Our first goal in this course will be to examine the mechanisms that underlie the expression of behavior. For example, how do predators locate prey, how do animals avoid becoming prey, and how do animals navigate through their worlds? To help answer these questions we will apply neurobiological, hormonal, genetic, and developmental perspectives. Our next goal in the course will be to examine the evolutionary bases of behavior, asking for example why animals move, forage, hide, communicate, and socialize as they do.

Our first goal in this course will be to examine the mechanisms that underlie the expression of behavior. For example, how do predators locate prey, how do animals avoid becoming prey, and how do animals navigate through their worlds? To help answer these questions we will apply neurobiological, hormonal, genetic, and developmental perspectives. Our next goal in the course will be to examine the evolutionary bases of behavior, asking for example why animals move, forage, hide, communicate, and socialize as they do.

Researchers from other institutions present their work to faculty, postdoctoral students, graduate students, and undergraduate students. In this context graduate students learn about the latest developments in a range of fields and receive valuable exposure to different lecturing styles.

Researchers from other institutions present their work to faculty, postdoctoral students, graduate students, and undergraduate students. In this context graduate students learn about the latest developments in a range of fields and receive valuable exposure to different lecturing styles.