| Biology Major: Bachelor Of Science Program | Summer Laboratory Research Internships |
| Biology Major: Bachelor Of Arts Program |
| Associate Of Science In Health Science And A Diploma In Nursing|
| Curriculum Plan For Cooperative Program Agreement With Notre Dame College |
| Course Offerings At Notre Dame College | Course Offerings At The Huron School Of Nursing |
| Biology Minor | Adolescent To Young Adult License In Life Science (Gr. 7-12) |
| Dual Field Adolescent To Young Adult License In Life Science And Chemistry (Gr. 7-12) |
| Area Of Concentration In Science For Middle Childhood License (Gr. 4-9) | Course Offerings |

This major will prepare students for graduate studies and research, medicine, podiatry, dentistry, veterinary medicine, allied health and applied biology. Graduates will have acquired a broad foundation of knowledge in the biological and physical sciences as well as the ability to use this knowledge.

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BIOLOGY MAJOR: BACHELOR OF SCIENCE PROGRAM

This program is designed to prepare the student for advanced studies in medicine, podiatry, dentistry, veterinary medicine, or graduate studies and research.

Requirements:
BI 110, 111,
112, 113 General Biology and Lab
BI 260, 261 Ecology and Lab
BI 270, 271 Cell Biology and Lab
BI 481 or 482 Coordinating Seminar
CH 111, 113,
114, 115 College Chemistry and Lab
CH 211, 213,
214, 215 Organic Chemistry and Lab
MA 175 Calculus I
MA 221 Statistics I
PS 180, 181,
182, 183 Basic Physics and Lab
OR
PS 200, 201,
202, 203 College Physics and Lab

18 additional credits in Biology selected with academic advisor’s approval, with at least two courses from each of the two groups below:

Group A – Cell and Molecular Biology
BI 305, 306 Biochemistry I and Lab
BI 340, 341 Parasitology and Lab
BI 350 Genetics
BI 360, 361 Microbiology and Lab
BI 430 Immunology

Group B – Organismal Biology
BI 300, 301 Mammalian Anatomy and
Physiology I and Lab
BI 302, 303 Mammalian Anatomy and
Physiology II and Lab
BI 320 Evolution
BI 322 Animal Behavior
BI 460 Endocrinology

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SUMMER LABORATORY RESEARCH INTERNSHIPS

Notre Dame College is located in an area known for its major research universities and hospitals. Students are strongly encouraged to apply for summer research work in these facilities. These experiences provide the student with additional learning opportunities, work experience, summer employment, career exploration possibilities, and, in some circumstances, academic credit from Notre Dame College.

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BIOLOGY MAJOR: BACHELOR OF ARTS PROGRAM

This program is designed for those students who plan careers in business, secondary education, technical support or other areas that relate to the Biological Sciences. It is not intended for students planning to enroll in graduate or professional programs in the Biological Sciences or related areas.

Requirements:
BI 110, 111,
112, 113 General Biology and Lab
BI 260, 261 Ecology and Lab
BI 270, 271 Cell Biology and Lab
BI 481 or 482 Coordinating Seminar
BI 295 Cooperative Education
CH 111, 113,
114, 115 College Chemistry and Lab
CH 211, 213,
214, 215 Organic Chemistry and Lab
MA 221 Statistics I
IS 260 Computer Decision-Making Applications
or another advisor-approved math course
PS 180, 181,
182, 183 Basic Physics and Lab

12 additional credits in Biology selected with academic advisor's approval, with at least one course from each of the two groups below:

Group A – Cell and Molecular Biology
BI 305, 306 Biochemistry I and Lab
BI 340, 341 Parasitology and Lab
BI 350 Genetics
BI 360, 361 Microbiology and Lab
BI 430 Immunology

Group B – Organismal Biology
BI 300, 301 Mammalian Anatomy and
Physiology I and Lab
BI 302, 303 Mammalian Anatomy and
Physiology II and Lab
BI 320 Evolution
BI 322 Animal Behavior
BI 460 Endocrinology

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ASSOCIATE OF SCIENCE IN HEALTH SCIENCE AND A DIPLOMA IN NURSING

98 Credits

MISSION STATEMENT CLEVELAND CLINIC
The mission of Cleveland Clinic is to provide compassionate health care of the highest quality in a setting of education and research.

MISSION STATEMENT HURON SCHOOL OF NURSING
The mission of Huron School of Nursing is to educate individuals to assume the role of entry level nurse generalist prepared to function in a variety of health care settings. Our goal is to provide competent, caring nurses to meet the nursing service needs of Cleveland Clinic hospitals and family health centers and the community at large.

SCHOOL PHILOSOPHY
The faculty of Huron School of Nursing believes that:

Nursing is a profession and a discipline which focuses on assisting the person, as a member of a family and community, in achieving fulfillment of physiological and psychosocial needs. Nursing is both an art and a science. The practice of nursing utilizes and integrates knowledge from the arts and humanities, as well as from the physical and behavioral sciences, medicine, and technology into nursing practice. Nurses synthesize and apply knowledge to achieve core practice competencies in communication, professional behaviors, nursing process, integration of knowledge, management of care, health promotion and teaching, critical thinking and human caring and relationships.

The nurse uses the nursing process in collaboration with the client and health team members. This problem solving process enables the nurse and client to share in the development, implementation and evaluation of a plan of care designed to assist the client to achieve the level of health possible within the client’s developmental and/or functional state and environment. The nurse assists clients to achieve their health potential through activities of health promotion, maintenance and restoration. Integral to the nursing process is the establishment of the nurse-client relationship and the demonstration of caring by the nurse. The nurse uses an understanding of the person’s culture and perception of the world to individualize care.

Each person is a holistic, complex being with interdependent physiological and psychosocial needs. A person’s functioning within the environment of family and community is dependent upon the degree of attainment of these needs. Each person has rights to dignity, respect, the fulfillment of human needs, and self-determination of his/her own health care choices.

Health is a dynamic state of being defined by the individual. Health status is influenced by access to care, genetics, environment and personal behaviors. The environment, which encompasses the world around and within the person, is constantly changing and can positively or negatively affect individual and community health.

Nursing education is a purposeful, organized and ongoing process designed to assist the student in achieving the competency outcomes essential for contemporary nursing practice. Nursing education is a lifelong process and the curriculum is designed to promote educational mobility. The curriculum is developed, implemented and designed by the nursing faculty. The nurse educator assists the student in the use of the nursing process and the application of theory to nursing practice, and promotes self-direction of the learner toward achieving independence. Faculty have the responsibility to involve the student in the learning process and to actively assess and evaluate student achievement. The relationship between students and faculty is a partnership characterized by mutual respect, support and a spirit of inquiry.

Curricular outcomes are achieved through active engagement in the learning process and a commitment to the intellectual rigor required for synthesis and application of nursing knowledge. Students demonstrate engagement in the learning process through a variety of cognitive and behavioral strategies including concentrating and thinking about the science of nursing, discovering analogies between and among nursing concepts, actively participating in learning activities, performing at one’s personal best while fulfilling program requirements and demonstrating a spirit of inquiry through dialogue with faculty and peers. Students utilize the processes of reflection and introspective thinking to promote learning and the development of critical thinking. The student is responsible for ongoing and progressive achievement of competent nursing practice and assumes accountability for the development of professional self-image and behavior.

Huron School of Nursing educates competent and caring professional nurses prepared to begin practice in a variety of settings. Care is provided to individuals, families and groups of clients with identified health needs. Through achievement of program outcomes, graduates are prepared with the necessary knowledge, skills, attitudes and judgment to function in a complex, changing health care system. The graduate assumes the roles of caregiver, teacher, counselor, client advocate, coordinator of care and member of the profession. The graduate functions collaboratively within a multidisciplinary health care team, and practices according to established standards of care and within an ethical and legal framework. The graduate applies research findings to enhance his/her practice. Graduates are accountable and responsible for initial competence as nurses and for their on-going development of professional competency.

ORGANIZING FRAMEWORK
The organizing framework for the curriculum in the School of Nursing is derived from outcomes theory. Utilizing competencies defined by the National League for Nursing, the Pew Commission and Lenburg’s COPA model (2001), the faculty have identified eight core concepts that define the registered nurse’s professional practice. These core concepts are: communication, professional behaviors, health promotion and education, nursing process, human caring and relationships, integration of knowledge, management of care and critical thinking. These eight core concepts are operationalized to form the semester and program outcomes. Acquisition of knowledge is organized from the perspective of human response to illness according to body systems and along nursing specialty areas. Progression in complexity across the four semesters of nursing study can be seen from basic to advanced concepts as well as in the various settings utilized for concurrent clinical experiences.

Students demonstrate achievement of outcomes through successful performance on key assessment measures throughout the curriculum. In addition to demonstrating the competencies/skills which define each outcome, students are required to develop and maintain an academic portfolio which demonstrates growth, outcomes achievement and proficiency of select nursing skills.

Program Outcomes
Upon completion of the program, the graduate:

1. Integrates strategies, principles and modes of communication in a self-directed manner

2. Demonstrates professional behaviors, a commitment to the profession and an awareness of responsibility for community involvement.

3. Integrates the nursing process to comprehensively address needs of clients and groups of clients throughout the life span and in various settings.

4. Integrates knowledge from the sciences, technology, the arts and humanities into nursing practice.

5. Manages care of clients and groups of clients through effective and efficient use of resources.

6. Advances the health of clients, families and self through health promotion activities.

7. Integrates critical thinking into the clinical decision making process

8. Demonstrates caring and culturally sensitive behaviors that create an environment of dignity and respect for clients, families, self and others.

Semester Outcomes
Upon completion of the first semester, the student:

1. Applies an understanding of the principles of communication in interactions with clients, family, staff, faculty and others.

2. Incorporates professional nursing behaviors in interactions with clients, family, staff, faculty and peers.

3. 3. Uses the nursing process to meet basic health related client needs.

4. Utilizes principles from the sciences, technology, arts and humanities to formulate nursing practice.

5. Demonstrates accountability in the organization and delivery of safe care to individual clients and in providing continuity of care through cooperation with health team members.

6. 6. Assesses client, family and own knowledge, learning needs and style to determine needed health education.

7. Develops an awareness of the critical thinking process and its relevance to nursing practice.

8. Demonstrates caring and respect for self and others.

Upon completion of the second semester, the student:

1. Utilizes constructive communication techniques in interactions with clients, families, staff, faculty and others.

2. Develops a professional nursing identity.

3. Uses the nursing process in collaboration with the client and health care team to achieve optimal level of health.

4. Recognizes the relationship between knowledge of the sciences, technology, arts and humanities to client status and care needs.

5. Demonstrates ability to prioritize and delegate care according to standards of practice.

6. Demonstrates understanding of principles of teaching and learning to assist clients, families and self in health education and health promotion behaviors.

7. Demonstrates behaviors reflective of critical thinking.

8. Demonstrates caring and culturally sensitive behaviors within interactions with clients and others.

Upon completion of the third semester, the student:

1. Applies effective communication techniques within the increasing complexity of interactions with clients, families, staff, faculty and others.

2. Demonstrates active involvement in one’s own professional growth.

3. Uses the nursing process to provide care that assists the client to achieve the level of health possible within client’s developmental and/or functional state and environment.

4. Incorporates knowledge from the sciences, technology, arts and humanities into nursing care.

5. Collaborates with the health care team to provide care to groups of clients and assist clients and families to access health care resources.

6. Applies principles of teaching and learning to effect health education and behavioral change in clients, families and self.

7. Incorporates critical thinking into the planning and delivery of nursing care

8. Demonstrates sensitivity to differences and awareness of the impact of caring behaviors upon outcomes of care received by clients, families and others.

Program and Semester Competencies
Faculty have identified knowledge, behavior and skills students demonstrate when semester and program outcomes have been achieved. For each semester, knowledge, skills and/or behaviors (i.e. competencies) have been identified that describe how the student demonstrates achievement of semester and program outcomes. These behaviors, skills and knowledge can be traced to the courses via course outcome statements, clinical evaluations tools and student portfolio activities.

CURRICULUM PLAN FOR COOPERATIVE PROGRAM AGREEMENT WITH NOTRE DAME COLLEGE

All nursing courses are completed at Huron School of Nursing. Credits for nursing courses may not transfer to institutions of higher learning.

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COURSE OFFERINGS AT NOTRE DAME COLLEGE

All laboratory courses must be taken concurrently with the corresponding lecture courses. A student who withdraws from a lecture course may not continue the laboratory course except under unusual circumstances and with the permission of the instructor.

BI 105 Introduction to the Biological Sciences 3 cr. An introductory course designed for NON-SCIENCE majors to fulfill the General Education Requirement in Science or as an elective. Topics addressed include cell structure and function, genetics (including transmission of traits, genetic diseases, and genetic engineering), evolution, cell metabolism, diversity of life, and ecology and environmental concerns. Must be taken concurrently with BI 106, Introduction to the Biological Sciences Laboratory.

BI 106 Introduction to the Biological Sciences Laboratory 1 cr. One three-hour laboratory period weekly, which investigates the topics covered in the lecture. Must be taken concurrently with BI 105, Introduction to the Biological Sciences.

BI 204 Human Anatomy and Physiology I 3 cr. A study of normal structure and function of major body systems primarily designed for students in nursing and the health sciences; also includes content related to cellular biology and basic principles of genetics. Must be taken concurrently with BI 205, Human Anatomy and Physiology I Lab.

BI 205 Human Anatomy and Physiology I Lab 1 cr. One three hour laboratory period weekly. Includes laboratory experiences that investigate concepts presented in Human Anatomy and Physiology I. Must be taken concurrently with BI 204, Human Anatomy and Physiology I.

BI 206 Human Anatomy and Physiology II 3 cr. A continuation of Human Anatomy and Physiology I; furthers the study of normal structure and function of major body systems. Prerequisites: BI 204/5; must be taken concurrently with BI 207, Human Anatomy and Physiology II Lab.

BI 207 Human Anatomy and Physiology II Lab 1 cr. One three hour laboratory period weekly. Includes laboratory experiences that investigate concepts presented in BI 206, Human Anatomy and Physiology II. Prerequisites or concurrent: BI 204/5; must be taken concurrently with BI 206, Human Anatomy and Physiology II.

BI 240 Introductory Microbiology 3 cr. Introductory microbiology that introduces basic concepts and applications of medical microbiology. Includes morphology, immunology, and physiology of microorganisms. Designed for students in nursing and the health sciences. Prerequisites: BI 204/5 and BI 206/7; must be taken concurrently with BI 241, Introductory Microbiology Lab.

BI 241 Introductory Microbiology Lab 1 cr. One three hour laboratory period weekly. Includes staining and culture techniques used for the identification of an unknown microorganism. Designed for students in nursing and the health sciences. Prerequisites: BI 204/5 and BI 206/7; must be taken concurrently with BI 240, Introductory Microbiology.

PY 201 General Psychology 3 cr. An introduction to the science of human behavior and the principles, methods, and theories of modern psychology. Major topics include research design, development, learning, sensation, perception, thinking, memory, motivation, personality, psychotherapy, therapies, and principles of social and industrial organizations.

EN 100 or EN 110 Principles of Expository Writing 3 cr. Extensive work in expository writing, some treatment of grammar and style, and the completion of an acceptable research paper.

MA 110 Intermediate Algebra 3 cr. Algebraic operations, solving equations and inequalities, lines, inequalities and their graphs, introduction to conic sections, introduction to functions, exponential and logarithmic functions, systems of equations, problem solving techniques and applications.

PY 255 Lifespan Development 3 cr. Study of human growth and development throughout life span. Emphasis on biological, cognitive, social and emotional development. Major issues are examined from diverse perspectives.

CA 100 Elements of Speech 3 cr. Introduces the speech communication process, both theory and practice. Primary goals are to increase confidence and reduce anxieties about public speaking.

PH 380 Bioethics 3 cr. An investigation of ethical issues raised by technological advances in the health care sciences. Issues to be studied include the beginning and end of life, genetic research, organ transplants, reproductive technologies, the right to health care and the allocation of scarce resources.

See course offerings in English and Theology for options of an English Literature and Theology course. Both of these courses are needed for completion of the degree.

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COURSE OFFERINGS AT THE HURON SCHOOL OF NURSING

NR 111/N 1000 Pharmacology in Nursing Practice 1 cr. 1 classroom hour per week. This course provides an overview of the nurse’s responsibility in safe medication administration. Emphasis is on principles of pharmacotherapeutics through study of major drug classifications. Students will demonstrate skill in mathematics required in clinical practice. Prerequisites: CH 106/107, BI 204/205, BI 206/207, PY 201, EN 100/101 or EN 110, MA 110 or higher.

NR 112/N 1010 Health Assessment 2 cr. 1 classroom hour and 3 lab hours per week. This course introduces students to the principles and skills required to obtain the health history and perform a focused and comprehensive physical assessment of the adult. Students develop and apply skills through practice on an adult lab partner. Emphasis is placed on the acquisition of medical terminology necessary to accurately communicate findings. Prerequisites: CH 106/107, BI 204/205, BI 206/207, PY 201, EN 100/101 or EN 110, MA 110 or higher. Corerequisites: NR 113/N I020.

NR 113/N 1020 Fundamentals of Nursing 6 cr.
3 classroom hours and 9 lab/clinical hours per week. This course introduces the student to eight core competencies defining nursing practice: communication, professional behaviors, nursing process, integration of knowledge, management of care, health promotion and teaching, critical thinking, and human caring and relationships. The student begins to develop patterns of thinking which guide nursing care. Emphasis is placed on the development of skills necessary to meet basic care needs of adults and older adults. Concurrent clinical experience is offered in the nursing skills lab (three hours per week) and sub-acute care and long term care settings (six hours per week). Prerequisites: CH 106/107, BI 204/205, BI 206/207, PY 201, EN 100/101 or EN 110, MA 110 or higher. Corequisite: NR 112/N 1010.

NR 121/N 2010 Medical-Surgical Nursing I 5 cr.
6 classroom hours and 12 lab/clinical hours per week for 7.5 weeks This course focuses on implementation of the nursing process in diverse adult populations. Emphasis is placed on concepts of care for medical-surgical clients with health alterations involving the cardiovascular, respiratory, gastrointestinal, musculoskeletal, and reproductive systems as well as select endocrine alterations. Students begin to develop skills necessary to promote critical thinking and demonstrate constructive communications and professionalism. Concurrent clinical experience is offered in acute in-patient settings and/or community settings. Prerequisites: NR 111/N 1000, NR 112/N 1010, NR 113/N 1020.

NR 122/N 2020 Psychosocial Nursing 4 cr.
4 classroom hours and 12 clinical/lab hours per week for 7.5 weeks In this course, the student applies the nursing process to the care of the mental health client and the dying client. The student develops skills required to address psychosocial (mental health) needs in adolescent, young adult and adult populations. Study of end of life care promotes understanding of the physiological and psychosocial aspects of the dying process. Concurrent clinical experience is offered in in-patient, community mental health and hospice settings. Prerequisites: NR 111/N 1000, NR 112/N 1010, NR 113/N 1020.

NR 231/N 3010 Medical-Surgical Nursing II 5 cr. 6 classroom hours and 12 lab/clinical hours per week for 7.5 weeks In this course, students collaborate with all members of the health care team to address needs in multifaceted care situations. Emphasis is placed on concepts of care for medical-surgical clients with health alterations involving the immune, hematological, renal/urinary, neurological and endocrine systems. Students utilize the nursing process, evidenced based practice and critical thinking to develop clinical decision making skills. Students engage in self-directed activities to foster professional growth. Concurrent clinical experiences are provided in acute in-patient and/or community settings. Prerequisites: NR 121/N 2010, NR 122/N 2020.

NR 232/N 3020 Maternal – Child Nursing 4 cr. 4 classroom hours and 12 clinical/lab hours per week for 7.5 weeks This course focuses on the use of the nursing process to apply and integrate knowledge of nursing science to address the needs of clients in family maternity and pediatric settings. Emphasis is placed on adaptation of nursing care based on physical and psychosocial development and family dynamics. Care is approached from a health promotion perspective. Students collaborate with members of the health care team to assist families in accessing resources. Concurrent clinical experience is provided in family maternity and pediatric settings. Prerequisites: NR 121/N 2010, NR 122/N 2020.

NR 241/N 4010 Advanced Concepts in Medical-Surgical Nursing 5 cr.
6 classroom hours and 12 lab/clinical hours per week for 7.5 weeks In this course, students apply the nursing process to address the advanced care needs of acutely ill clients. Emphasis is placed on the knowledge and skills required to provide safe care during acute and life-threatening events. Legal issues and ethical dilemmas encountered in emergent and critical situations are discussed. Concurrent clinical experience is provided in acute, critical and emergent settings. Prerequisites: NR 231/ N 3010, NR 232/N 3020.

NR 242/N 4020 Nursing Leadership 4 cr. 4 classroom hours and 12 clinical/lab hours per week for 7.5 weeks. This course integrates leadership and management principles into professional nursing practice. Major legal, ethical, social, economic and political trends are studied. Concurrent clinical experience is provided which focuses on role development, application of nursing knowledge, critical thinking and evaluation of care provided for individuals and/or groups of clients. Prerequisites: NR 231/N 3010, NR 232/N 3020.

NR 212/N 3000 Peri-Operative Nursing (elective) 3 cr. 2 classroom hours per week, total of 13 hours in skills lab and 32 hours precepted clinical experiences. The course focuses on the roles of the registered nurse in meeting the needs of clients and significant others who are facing the potential or actual performance of an invasive procedure in any operative setting. Emphasis is placed on applying the nursing process to assist the surgical client in reaching a level of health equal to, or greater than, their pre-operative state. Concurrent clinical experience is offered in in-patient perioperative settings. Prerequisites: NR 111/N 1000, NR 112/N 1010, NR 113/N 1020, NR 121/N 2010, NR 122/N 2020 or with administrative approval.

NR 123/N2015 Medical Surgical Nursing for the LPN 3 cr. 2 classroom hours per week with 45 hours clinical experience. This course uses the eight core competencies of professional nursing practice to expand upon concepts of medical-surgical nursing for the LPN seeking advanced placement in the program. Emphasis is placed on the use of the nursing process, evidenced practice and critical thinking to develop clinical decision making skills. Students engage in self-directed activities to foster professional growth. Course consists of 45 hours of clinical experience provided in acute in-patients and/or community settings. Prerequisites: CH 106/107, BI 204/205, BI 206/207, EN 100/101 or EN 110, MA 110 or higher, PY 201, PY 251 and an ONAM Transition Course. Students may take the ONAM transition course and PY 251 concurrently with NR 123/N2015.

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BIOLOGY MINOR

This minor is proposed specifically for students who have a chemistry background and may already have requirements for certain biology courses.

Requirements:
BI 110, 111,
112, 113 General Biology and Lab
BI 270, 271 Cell Biology and Lab
BI 430 Immunology

8 credits from the following:
BI 305, 306 Biochemistry I and Lab
BI 300, 301 Mammalian Anatomy and Physiology I and Lab
BI 302, 303 Mammalian Anatomy and Physiology II and Lab
BI 350 Genetics
BI 360, 361 Microbiology and Lab
BI 405, 406 Biochemistry II and Lab
BI 460 Endocrinology
BI 475 Advanced Cell Biology
BI 481 or 482 Coordinating Seminar

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ADOLESCENT TO YOUNG ADULT LICENSE IN LIFE SCIENCE (Gr. 7-12)

54 Credits
Biology Requirements:
BI 110, 111,
112, 113 General Biology and Lab
BI 260, 261 Ecology and Lab
BI 270, 271 Cell Biology and Lab

8 credits from:
BI 300, 301 Mammalian Anatomy and
Physiology I and Lab
BI 302, 303 Mammalian Anatomy and
Physiology II and Lab
BI 320 Evolution
BI 420, 421 Developmental Biology and Lab

8 credits from:
BI 340, 341 Parasitology and Lab
BI 350 Genetics
BI 360, 361 Microbiology and Lab
BI 430 Immunology
BI 460 Endocrinology
BI 470 Advanced Cell Biology

16 credits from:
CH 111, 113,
114, 115 College Chemistry and Lab
CH 211, 213,
214, 215 Organic Chemistry and Lab
PS 180, 181,
182, 183 Basic Physics and Lab

Mathematics Requirement:
MA 221 Statistics I

One additional Math course selected with academic advisor’s approval. Recommended: MA 300 Statistics II.

See EDUCATION for Professional Education Requirements.

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DUAL FIELD ADOLESCENT TO YOUNG ADULT LICENSE IN LIFE SCIENCE AND CHEMISTRY (Gr. 7-12)

58 Credits
Biology Requirements:
BI 110, 111,
112, 113 General Biology and Lab
BI 260, 261 Ecology and Lab
BI 270, 271 Cell Biology and Lab

10 additional credits from:
BI 300, 301 Mammalian Anatomy and
Physiology I and Lab
BI 302, 303 Mammalian Anatomy and
Physiology II and Lab
BI 320 Evolution
BI 350 Genetics
BI 360, 361 Microbiology and Lab
BI 430 Immunology

Chemistry Requirements:
CH 111, 113,
114, 115 College Chemistry and Lab
CH 211, 213,
214, 215 Organic Chemistry and Lab
CH 305, 306 Biochemistry I and Lab

4 additional credits from:
CH 308 Environmental Chemistry
CH 310, 311 Quantitative Analysis and Lab

8 additional credits from:
PS 180, 181,
182, 183 Basic Physics and Lab
CH 220, 221 Earth Science and Lab

See EDUCATION for Professional Education Requirements.

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AREA OF CONCENTRATION IN SCIENCE FOR MIDDLE CHILDHOOD LICENSE (Gr. 4-9)

20 Credits
Requirements:
BI 110, 111, or
112, 113 General Biology and Lab
BI 200, 201 Environmental Science and Lab
CH 100, 101 General Chemistry or
CH 111, 113 College Chemistry and Lab
CH 220, 221 Earth Science and Lab
PS 150, 151 Concepts in Physics and Lab

See EDUCATION for Professional Education Requirements.

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COURSE OFFERINGS

All laboratory courses must be taken concurrently with the corresponding lecture courses. A student who withdraws from a lecture course may not continue the laboratory course except under unusual circumstances and with the permission of the instructor. BI 112, 113, or the equivalent is a prerequisite for all biology courses numbered 260 or higher.

BI 105 Introduction to the Biological Sciences 3 cr.
An introductory course designed for NON-SCIENCE majors to fulfill the General Education Requirement in Science or as an elective. Topics addressed include cell structure and function, genetics (including transmission of traits, genetic diseases, and genetic engineering), evolution, cell metabolism, diversity of life, and ecology and environmental concerns.

BI 106 Introduction to the Biological Sciences Laboratory 1 cr.
One three-hour laboratory period weekly, which investigates the topics covered in the lecture. Taken concurrently with BI 105.

BI 110, 112 General Biology I, II 3, 3 cr.
An introductory course primarily for biology majors dealing with molecular, cellular, and organismal biology. The kingdoms of living organisms are surveyed. Topics in genetics, bioenergetics, ecology, and evolution are also included. Prerequisite for all biology courses numbered 260 or higher.

BI 111, 113 General Biology Laboratory I, II 1, 1 cr.
One three-hour laboratory period weekly investigating concepts covered in the lecture material. Taken concurrently with the lecture course.

BI 200 Environmental Science 3 cr.
A study of the natural environment from the perspective of biology, chemistry, and physics including studies of ecosystems, energy, pollution and its consequences in a technological society. Recommended for elementary education students or for any student to fulfill the General Education Requirement in Science.

BI 201 Environmental Science Laboratory 1 cr.
One three-hour laboratory period weekly that includes the field study of ecosystems and stresses the scientific method applied to biological, chemical, and physical investigation. Taken concurrently with BI 200.

BI 230 Basic Anatomy and Physiology 3 cr.
A study of the structure and function of the systems of the human body; designed for students in elementary education, psychology, and to fulfill the General Education Requirement in Science.

BI 231 Basic Anatomy and Physiology Laboratory 1 cr.
One three-hour laboratory period weekly, emphasizing human organ systems, their locations and functions. Taken concurrently with BI 230.

BI 260 Ecology 3 cr.
This course provides an overview of the science of ecology. Traditional topics of ecology such as energy flow, nutrient cycling, population growth and interactions, and community dynamics are treated as a background from which to approach mathematical concepts and emerging areas of ecology. The latter include behavioral, physiological, and evolutionary ecology. Current and controversial topics in ecology will be discussed. Prerequisites: BI 112, CH 114.

BI 261 Ecology Laboratory 1 cr.
Topics will parallel those discussed in lecture. Laboratory focus will be on experiments that exemplify ecological concepts and on the methodology ecologists use to obtain information on populations and communities. Assumptions, limitations, and interpretation of information thus gained will be discussed. Taken concurrently with BI 260.

BI 270 Cell Biology 3 cr.
An introduction to eukaryotic cell morphology and function with special emphasis on membrane-bound organelles. Topics in macro-molecular synthesis and bioenergetics will also be covered. Prerequisite: BI 112 or CH 114 or the equivalent.

BI 271 Cell Biology Laboratory 1 cr.
This laboratory includes studies in cell morphology, growth of cell populations and assays for macromolecules and selected metabolic pathways. Taken concurrently with BI 270.

BI 291, 292, 293, 294 Selected Topics 1-3 cr.

BI 295, 395, 495 Cooperative Education 1-6 cr.
An opportunity for on-the-job experience in a hospital or laboratory supervised by a professional in the area. Hours and credits arranged by the Division. Sophomore status and permission of faculty sponsor required.

BI 300, 302 Mammalian Anatomy and Physiology I, II 3, 3 cr.
A study of mammalian anatomy and physiology with emphasis on how these two interrelated concepts contribute to homeostasis. Topics covered in part I include cells, tissues, and the skeletal, muscular, nervous and endocrine systems. Systems covered in part II include the cardiovascular, respiratory, immune, digestive, urinary and reproductive systems.

BI 301, 303 Mammalian Anatomy and Physiology Laboratory I, II 1, 1 cr.
Laboratory studies will parallel the various systems covered in the lecture. The students will study these systems using dissections, 3-D models, computer simulations, microscope slides and experimentation. Taken concurrently with BI 300 and 302.

BI 305 Biochemistry I 3 cr.
This course is a study of the structure and function of biological important molecules from a chemistry perspective. Major topics will include carbohydrates, lipids, nucleotides, proteins, and enzymes. Thermodynamic considerations and kinetic analysis of biochemical systems will be emphasized. Prerequisites: CH 211, 214; Recommended: BI 270, 271.\

BI 306 Biochemistry I Laboratory 1 cr.
This laboratory course will focus on the theory and application of basic biochemical techniques used in the study of proteins including biological buffers, chromatography, spectrophotometry, gel electrophoresis, and centrifugation. One three-hour laboratory period weekly. Taken concurrently with BI 305.

BI 320 Evolution 3 cr.
A study of the evidence, processes, and paths of evolution. Areas of emphasis include gradualism, punctuated equilibrium, mass extinctions, endosymbiosis, molecular genetics, and population genetics. Prerequisite: BI 112, 113 or equivalent.

BI 322 Animal Behavior 3 cr.
A study of functional behavior of animals, such as mate choice, feeding, parental care, predation, communication and social behaviors. Discussions of journal articles dealing with current research in these areas are a major part of this class.

BI 330 Comparative Vertebrate Anatomy 3 cr.
A study of major vertebrate groups emphasizing structure, function, and evolution. Variations on the vertebrate body plan and functional morphology of anatomical systems are used as a basis for understanding major adaptive changes in vertebrate evolution. Prerequisite: BI 112.

BI 331 Comparative Anatomy Laboratory 1 cr.
Emphasis is on surveying and comparing the actual structures discussed in lecture. Organ and organ system similarities and differences are compared among the major vertebrate classes within the unifying concept of homology and evolutionary modification. Taken concurrently with BI 330.

BI 340 Parasitology 3 cr.
A study of the morphology, life history, host-parasite relationships, and control of protozoan, helminth, and arthropod parasites as well as the evolution of parasitism. Prerequisite: BI 110, 111 or equivalent.

BI 341 Parasitology Laboratory 1 cr.
One-three hour laboratory period weekly learning techniques of identifying parasites throughout the phases of their life cycles using living specimens, prepared slides, kodachromes and Internet sites. Taken concurrently with BI 340.

BI 350 Genetics 3 cr.
A study of the chemical nature of the genetic material, Mendelian genetics, population genetics, and current genetic research. Pre- or Co-requisite: BI 270

BI 360 Microbiology 3 cr.
The morphology, nutrition, reproduction, and growth of bacteria, fungi, and viruses. Topics in medical and applied microbiology are also covered. Recommended prerequisite: BI 270 or CH 214 or equivalent.

BI 361 Microbiology Laboratory 1 cr.
Laboratory includes the methods of culture, various staining techniques, and methods of identifying bacteria. One three-hour laboratory period weekly. Taken concurrently with BI 360.

BI 391, 392, 393, 394 Special Topics 1-3 cr.

BI 405 Biochemistry II 2 cr.
This course is an in-depth study of the intermediary metabolic pathways responsible for life. Prerequisites: BI 305/CH 305 or the equivalent. Corequisite: BI 406/ CH 406.

BI 406 Biochemistry II Lab 1 cr.
This laboratory course will focus on theory and application of molecular biology techniques including the preparation and analysis of DNA and RNA and polymerase chain reaction. One three-hour laboratory period weekly. Corequisite CH/BI 405. Taken concurrently with BI 405.

BI 420 Developmental Biology 3 cr.
A comparative study of patterns (embryology) and process (genetic regulation) leading from fertilized egg to adult organism. Prerequisite: BI 270.

BI 421 Developmental Biology Laboratory 1 cr.
Laboratory studies including embryogenesis in chordates and invertebrates; organogenesis in vertebrates. One three-hour laboratory weekly. Taken concurrently with BI 420.

BI 430 Immunology 4 cr.
A comprehensive study of the fundamental principles and recent advances in immunology. Topics include the cellular and molecular control of the immune response, antibodies and immunogenetics, immune system dysfunction, and methods of immunoassay and diagnosis. Prerequisite: BI 270 or equivalent.

BI 460 Endocrinology 3 cr.
A systems approach to the study of the role hormones play in controlling and coordinating organ development and function. Prerequisites: BI 270 and CH 214. Recommended: BI/CH 305, 306.

BI 465 Research Methods 1 cr.
Lecture covering critical topics in the proper design and execution of scientific research. Prerequisite: Permission of instructor(s).

BI 466 Research Methods Laboratory 2 cr.
Laboratory course covering application of research design, execution, data analysis and presentation. Prerequisite: Permission of instructor(s).

BI 470 Advanced Cell Biology 3 cr.
Recent advances in molecular cell biology and molecular genetics in eukaryotes and prokaryotes including control of gene expression, RNA processing, oncogenesis and other relevant topics. Prerequisites: BI 270 and CH 214 or the equivalent.

BI 481, 482 Coordinating Seminar 1, 1 cr.
An in-depth study of some current aspects of biology not covered in the required courses, including discussion of recent journal articles plus an oral presentation of student research papers.

BI 486, 487, 488, 489 Independent Research 1-3 cr.
An opportunity for qualified and capable students to do independent research in the life sciences. Hours and credits arranged with faculty advisor. Prerequisites: BI 465, BI 466 and permission of faculty sponsor.

BI 491, 492, 493, 494 Independent Study 1-3 cr.
An opportunity for qualified students to pursue independent literature surveys of topics in the biological sciences. Hours and credits arranged with faculty sponsor.

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