This course examines the biology of sensation in humans and other organisms. It focuses on the chemical (taste, smell) and mechanical (touch, hearing) senses, and includes other topics such as electroreception in fish, magnetoreception in migrating animals, and vision in vertebrates and invertebrates. Not open to students who have received credit for BIO 103 or s27.

An integrated, interdisciplinary marine science overview encompassing physical, biological, and social aspects of the marine environment. Oceanography topics encompass origins and geological history of the oceans, structure of basins and sediments, ocean chemistry, as well as currents, waves, and tides. Biological subjects include diversity, physiology, and behavior of marine organisms, ecology of major marine communities, and global change biology. Social considerations include human impacts on marine environments (including fisheries) and conservation.

The ability to effectively communicate science-related topics to nonexperts is essential for a successful career in science, and also critical for fostering public support of taxpayer-funded science research programs. Using recent examples from the biological sciences, students explore various ways and means to communicate science to public audiences through creative project-based learning. Projects may include written science journalism articles, oral presentations to local community groups, audio productions, and/or video productions. Students examine how narratives and storytelling can be more effective for public engagement and comprehension of science than the information deficit model, and inevitably learn a fair amount of biology along the way.

This course examines nutrition and its relationship to health and disease. Emphasis is on the chemical, anatomical, and physiological aspects of ingestion, digestion, absorption, and metabolism of macronutrients (carbohydrates, proteins, and lipids) and micronutrients (vitamins and minerals). This course explores the relationships between nutrition and disease and the role of nutrition to reinstate health. It also considers the relationship among nutrition, the scope of practice of different healthcare providers, and culture. This course fulfills the nutrition prerequisite for students planning to apply to health professions programs such as nursing, physician assistant, physical therapy, and occupational therapy. Recommended background: high school biology and chemistry. This course does NOT count towards the SR general education requirement.

Organisms in the ocean have lifestyles so different from our own. This course will help students understand the constraints faced by organisms living in a marine environment. What are the unique challenges of living while floating through the water column, glued by your head to a rock on the beach, or under the crushing pressure of the deep? How do different organisms with diverse phylogenetic histories overcome the same obstacles? The main focus of this class will be on allowing you to become intimately acquainted with a diverse set of marine species local to the northwest Atlantic. Lectures will provide ecological and evolutionary context to the strange organisms one encounters on our local shores. Finally, assignments will focus on the role non-traditional scientists play in collecting and dispersing new and important scientific findings. Laboratories include work in local marine communities and require occasional evening or weekend trips. This course is designed and intended for students who are not majoring in biology.

Programs that involve the general public in scientific data collection and analysis have gained popularity in recent decades, especially those designed to measure and monitor biodiversity. This course introduces students to some of these programs and explores the associated benefits and challenges of this approach to conducting science. We will discuss a broad range of related topics, such as the role of science in society, effective communication between organizers and volunteers, how to deal with variability and bias in data, and how government policy and conservation action rely on accurate information.

Stress is an inevitable aspect of our existence, deeply intertwined in the daily lives of humans and other animals. While some stress can be beneficial, excessive or prolonged stress can have detrimental impacts on both our physical and mental health. In this comprehensive and interdisciplinary course, students will journey into the world of stress to understand its multifaceted impacts. Students will explore how the body generates different types of stress responses, why these responses are adaptive, and how each can influence the physiology and behavior of humans and other animals. Students will also explore the primary literature to learn how scientists study stress and to gain insights into various methods of stress management.

At the heart of Biotechnology lies the manipulation of living cells or organisms in order to perform a specific, predictable task used to solve problems and produce commercial products. It has therefore a wide range of applications in the medical and pharmaceutical, agricultural, environmental, or chemical industries and has led to major advances in those areas. This course provides a broad overview of concepts and techniques used in this field and considers milestones and current advances in the light of Covid-19 and climate change. Students evaluate possibilities and advantages, explore career paths, and also evaluate risks and ethical drawbacks of Biotechnology.

Evolution is the great unifying theory in biology. It is the context into which all other biological subjects fit. The course examines various aspects of evolution, including the origin of life, the major events in the evolution of life on Earth, the processes that result in evolutionary change, the nature of the fossil record and the genetics of populations.

In this course-based research experience in the biological sciences, students build research skills through open-ended, authentic experimentation or observations of the natural world. They gain experience reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. The marine biology version of the course is focused on the living (including humans) and nonliving influences on organisms that live in marine environments. Topics encompass ecology, evolution, and natural history. Intended for students majoring in biology, biochemistry, neuroscience, or environmental studies, or preparing for a health-related career. Several class meetings during the semester involve field trips that may run past the official scheduled time. Recommended corequisite(s): CHEM 107 or 108. Not open to juniors or seniors.

This is a course-based research experience in the biological sciences. Students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. The symbiotic microalgae version of the course investigates the potential of microalgae isolated from animal host cells as renewable and sustainable sources of biofuels and bioactive medicinal products. Topics encompass areas of molecular and cellular biology, ecology, evolution, physiology, and biotechnology. The course is intended for students majoring in biology, biochemistry, neuroscience, or environmental studies, or preparing for a health-related career. Recommended co-requisite(s): CHEM 107 or 108. Not open to juniors or seniors.

This is a course-based research experience in the biological sciences. Students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. The microbial community version of the course examines how and why microbial communities form in nature, what attributes these microbial communities carry, and how their presence intersects with the human world. Topics encompass areas of microbiology, molecular and cellular biology, ecology, and biotechnology. Intended for students majoring in biology, biochemistry, neuroscience, or environmental studies, or preparing for health-related careers. Recommended corequisite(s): CHEM 107 or 108. Not open to juniors or seniors.

In this course-based research experience in the biological sciences, students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. The sponge fluid dynamics version of the course investigates water flow around and through sponges, and the effects of sponge morphology on current-induced flow. Topics encompass areas of physiology, ecology, evolution and fluid dynamics. This course is intended for students majoring in biology, biochemistry, neuroscience, or environmental studies, or preparing for a health-related career. Recommended corequisite(s): CHEM 107 or 108. Not open to juniors or seniors.

This is a course-based research experience in the biological sciences. Students build research skills through open-ended, authentic experimentation or observations of the natural world, gaining practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. This version of the course explores how environmentally induced variation in morphology, physiology, and behavior influences animal performance and the role this plasticity may play as animals respond to climate change and pollution. Topics encompass areas of physiology, biochemistry, ecology, and evolution. Intended for students majoring in biology, biochemistry, neuroscience, or environmental studies, or preparing for a health-related career. Recommended corequisite(s): CHEM 107 or 108. Not open to juniors or seniors.

This is a course-based research experience in the biological sciences. Students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. The cellular neuroscience version of the course investigates how lipids regulate the activity of neuronal cells, and how a combination of experimental and computational approaches can be used to study cellular metabolic networks. Topics encompass areas of physiology, neuroscience, molecular and cellular biology, mathematical modeling, and evolution. Intended for students majoring in biology, biochemistry, neuroscience, or environmental studies, or preparing for a health-related career; it is recommended that students taking BIO 195 simultaneously enroll in CHEM 107 or CHEM 108. Not open to juniors or seniors.

This is a course-based research experience in the biological sciences. Students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. This version of the course is focused on how forests grow and survive with emphasis on plant biology, forest ecology, and mycology. Intended for students majoring in biology, biochemistry, neuroscience, or environmental studies, or preparing for a health-related career; it is recommended that students taking BIO 195 simultaneously enroll in CHEM 107 or CHEM 108. Not open to juniors and seniors.

This is a course-based research experience in the biological sciences. Students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. This version of the course surveys historical and emerging poisons, examines their impact on human health, and tests the behavioral and molecular effects of exposure to poisons using animal models. Intended for students majoring in biology, biochemistry, neuroscience, or environmental studies, or preparing for a health-related career. Recommended corequisite(s): CHEM 107 or 108. Not open to juniors or seniors.

This is a course-based research experience in the biological sciences. Students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. The wildlife sampling and identification version of the course investigates the distribution of wildlife species across the rural-urban habitat matrix of the greater Lewiston/Auburn area. Topics encompass conservation biology, wildlife ecology, and natural history. Intended for students majoring in Biology, Biochemistry, Neuroscience, or Environmental Studies, or preparing for a health-related career; it is recommended that students taking BIO 195 simultaneously enroll in CHEM 107 or CHEM 108.

This is a course-based research experience in the biological sciences. Students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. The Plant Hormones and Climate Change version of the course examines the relationship of changing abiotic conditions and plant hormones which are major regulators of plant development. Topics encompass areas of physiology, biochemistry, molecular and cellular biology, microscopy, and data visualization, among others. Intended for students majoring in biology, biochemistry, neuroscience, or environmental studies, or preparing for a health-related career; it is recommended that students taking BIO 195 simultaneously enroll in CHEM 107 or CHEM 108.

This is a course-based research experience in the biological sciences. Students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. The neural signaling version of the course is focused on how neurons use electrical and chemical signals for intercellular communication. To probe the structure and function of neurons and test student-derived hypotheses, students will measure electrical signals from the neurons of live invertebrate specimens such as insects, worms, or mollusks. Intended for students majoring in Biology, Biochemistry, Neuroscience, or Environmental Studies, or preparing for a health-related career; it is recommended that students taking BIO 195 simultaneously enroll in CHEM 107 or CHEM 108.

This is a course-based research experience in the biological sciences. Students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. The spatial ecology version of the course explores how environmental patterns across a landscape (or seascape) influence the distribution, behavior, and conservation of organisms. Topics will encompass ecology, evolution, animal behavior, remote sensing, and the use of geographical information systems (GIS). Intended for students majoring in Biology, Biochemistry, Neuroscience, or Environmental Studies, or preparing for a health-related career; it is recommended that students taking BIO 195 simultaneously enroll in CHEM 107 or CHEM 108.

In this course-based research experience in the biological sciences, students build research skills through open-ended, authentic experimentation or observations of the natural world. Students gain practice reading scientific literature, formulating and testing hypotheses, analyzing data, interpreting results, communicating in disciplinary style, and working in teams. This version of the course is focused on the mechanistic, developmental, adaptive, and phylogenetic approaches to understanding how and why animals behave the way they do. Topics will encompass areas of physiology, developmental biology, ecology, and evolution. Intended for students majoring in Biology, Biochemistry, Neuroscience, or Environmental Studies, or preparing for a health-related career.

A view of life at the cellular and molecular levels drawing examples from organisms. Topics include the chemical basis of cellular life, cellular structure and function, cellular division, and the expression of genes in cells. Prerequisite(s): BIO 195 and CHEM 108.

This is an intermediate-level research experience in the biological sciences. Students learn and apply research methods using multiple approaches that span a range of disciplines in biology, from molecular to ecological. Research topics include a place-based component that engages students in the Lewiston-Auburn area or in nearby ecosystems. Students practice common conventions for communication within the biological sciences. Only open to sophomores and juniors. Prerequisite(s): BIO 195. Recommended background: CHEM 108.

An introduction to ecological and evolutionary patterns, principles, and processes. Topics include speciation, mechanisms of evolution, pivotal events in evolutionary history, adaptation to environmental challenges, life history strategies, population dynamics, community structure and species interactions, and ecosystem processes in a changing world. Only open to sophomores and juniors. Prerequisite(s): BIO 195 or ENVR 203.

This course is designed as a second science course for students interested in marine science and environmental studies. We will survey coastal marine ecosystems, explore how they are structured, how they function, and how human impacts alter structure and function. This course will draw from principles of biology, ecology, restoration science, and policy to holistically explore the relationship between humans and coastal ecosystems including how climate change and development alter coastal ecosystems. Prerequisite(s): BIO113, 195, EACS103, 109, 113, ENVR 203, or FYS 476.

Marine animals, from tiny zooplankton to giant marine mammals, rely on marine "plants" (photosynthesizers) to form the base of productive, multilevel food webs. This course introduces students to the fascinating underwater world of marine photosynthesizers (microalgae, seaweeds, seagrasses, etc.), including key adaptations, ecology, physiology, life history strategies, and interactions with other species, including humans. Students consider conservation strategies and challenges and the effects of climate change on marine environments. They also gain experience in science communication, hone critical thinking skills, and have multiple opportunities to collaborate with peers. Prerequisite(s): BIO195 or ENVR203.

This is the first of a two-part course sequence: BIO 217 Anatomy and Physiology I and BIO 218 Anatomy and Physiology II. It covers the organization of the human body, central and peripheral nervous systems, special senses, endocrine, integumentary, and reproductive systems. Emphasis is placed on the neuroendocrine systems and their role in regulating other systems to maintain homeostasis (remaining systems covered in BIO 218). Lab work includes microscopy, dissections, histology, gross anatomy, and physiologic testing. The BIO 217–218 sequence fulfills graduate program requirements for two anatomy and physiology courses with labs. Instructor permission is required to enroll. The professor will email a survey to prioritize students if seats are limited, giving preference to those in their final opportunity to take the course at Bates and have an interest in pursuing health professions that require it. To request the survey, email the professor, the biology chair, a pre-health advisor, or visit the pre-health advising site. Prerequisite(s): BIO195 and CHEM108.

A continuation of BIO 217, this course explores human anatomy and physiology with an integrative approach that connects all organ systems to the neuroendocrine system (studied in BIO 217) and examines their interactions. Topics include the skeletal, muscular, cardiovascular, immune, respiratory, urinary, and digestive systems. Laboratory work includes microscopy, dissections, histology, gross anatomy, and physiological testing. The BIO 217–218 sequence fulfills graduate program requirements for two anatomy and physiology courses with labs. Prerequisite(s): BIO 217.

In this course students will investigate how global change is affecting terrestrial ecosystems. Plants are the dominant organisms in these systems. They will consider plant physiology and how biological processes such as photosynthesis or leaf water transpiration factor into species’ response to changes in climate. Students will discuss global anthropogenic climate change, and how changes in temperature and water availability, rising carbon dioxide and gaseous pollutants, and alterations in soil chemistry and nutrient availability will affect plant communities at the ecosystem scale. Prerequisite(s): BIO 113, 134, 195, 207, EACS 109, ENVR 203, 207, 221, or FYS 476.

This course explores the structure and function of lakes and rivers and their relationship to the surrounding terrestrial systems. Students consider physical, chemical, and biological processes that influence the movement and quality of water, emphasizing controls on the distribution, movement, and chemistry of water both to and within freshwater ecosystems. Field and laboratory studies combine ecological, geological, and chemical approaches to questions of water quality and quantity as well as an introduction to working with large data sets. Students are assumed to be proficient in the use of spreadsheets. Prerequisite(s): one of the following: BIO 195; ENVR 203; BI/EA 112; EACS 103, 104, 107, 109, or FYS 476.

A course in the use of statistics in the biological sciences, focusing on core concepts and skills necessary for the analysis and interpretation of data, including types of data, the fundamentals of study design, sampling distributions, the meaning and interpretation of p-values and confidence intervals, statistical errors, and power. Students learn to select and carry out appropriate statistical tests for a variety of simple datasets. Statistical methods considered include analyses such as binomial tests, Fisher's exact tests, t- and chi-square tests, ANOVAs, correlation and regression, and simple nonparametric techniques for numerical data. Not open to students who have received credit for BIO282/ENVR282. Prerequisite(s): BIO195, ENVR 203, 240, or 310.

The work of conserving the ecological systems on which we and other species rely draws on many disciplines, including biology, policy, ethics, and other disciplines to conserve biological diversity. This course focuses on the biological aspects of conservation work while also considering their context within a complex, interdisciplinary endeavor. Students examine conservation at multiple scales, including the conservation of species, biological communities, and ecosystems. Classroom activities help students develop scientific reasoning skills and apply them to conservation problems. Readings and discussions encourage students to consider social, ethical, and other perspectives on conservation work. Prerequisite(s): BIO195, ENVR 203, 240, 309, or 310.

Mathematical models are increasingly important throughout the life sciences. This course provides an introduction to a variety of models in biology, with concrete examples chosen from biological and medical fields. Students work both theoretically and with computer software to analyze models, compute numerical results, and visualize outcomes. Prerequisite(s): MATH 205.

In this field-based course, students engage in the scientific study of the natural history and identification of trees and important shrubs native to New England, and some commonly planted non-native trees. Topics include the anatomy, function, taxonomy, biology, and uses of trees. Lecture topics support weekly outdoor laboratories, which may include trips to such field sites as the Saco Heath, Thorncrag Bird Sanctuary, and Wolfe's Neck State Park. Study of the woody flora of New England serves as a foundation for further work in biology, environmental studies, conservation, or related fields. Prerequisite(s): BIO195, 206, or ENVR 203.

This course is designed to introduce experimental design and hypothesis testing in the context of environmental science. We will focus on building quantitative skills (in R) and improving our conceptual understanding of data visualizations and research design. The course assumes no prior R or statistical knowledge and will help build transferable quantitative skills for future careers. Recommended Background: Two or more courses in natural science. Facility with spreadsheets is assumed. Not open to students who have taken BIO 244. Prerequisite(s): BIO195, ENVR 203, 240, 309, or 310.

This course introduces the students to the understanding of human diseases that most commonly affect us. Students learn about the most common pathological conditions by organ systems, examining the abnormal function of cells and body systems, clinical manifestations, diagnostic testing, and adaptations used by the organism to restore homeostasis. Students apply critical thinking skills to integrate how the malfunction of one organ affects other organ systems and the individual as whole, with the goal of expanding students' knowledge of the human body. Prerequisite(s): one of the following: BIO 114, 217, 218, 311, 337, or NRSC/PSYC 160.

The development of genome editing techniques by molecular biologists has raised great hopes that a treatment for genetic disorders such as cystic fibrosis or Huntington’s disease might finally be available. In this course, students analyze how genome editing techniques such as CRISPR/Cas9 have evolved, how they can be applied to study the role of individual genes or to alter mutant genes, and what approaches exist for the delivery of DNA-modifying enzymes into an organism. In addition, students use scientific publications and popular literature to discuss ethical implications of usage of genome editing techniques for society. Prerequisite(s): BIO 195 and 202.

An introduction to the molecular and cellular principles of neurobiology and the organization of neurons into networks. Also investigated are developmental and synaptic plasticity, analysis of signaling pathways in cells of the nervous system, and the development of neurobiological research, from studies on invertebrate systems to usage of stem cell-derived brain organoids and gene-editing techniques such as CRISPR/Cas9. Laboratories include analysis of nerve cell activity, computer simulation and modeling, and the use of molecular techniques in neurobiology. Prerequisite(s): BIO195 and 202.

An exploration of marine invertebrate responses to global change (warming, acidification, etc…), the mechanisms underlying such responses, and how these responses impact ecosystems across spatial scales. Laboratory is a semester-long Course Based Undergraduate Research Experience (CURE) in which groups of students will design and implement experiments in research aquaria. Recommended background: experience working with data is expected. Prerequisite(s): BIO 195 or ENVR 203, and one of the following: BIO 202, 204, 206, ENVR 207, 221, 240, 282, or 310.

Wind turbine blades inspired by insect wings are more efficient than conventional blades. The nose cones of Japanese bullet trains are modeled after kingfisher beaks to reduce noise pollution. Condiment bottles will soon feature a non-stick surface inspired by lotus leafs. Technology is increasingly looking to biology for design inspiration because evolution often yields elegant and robust solutions to real-world problems. In this project-based course, students explore examples of biological form and function, and use this knowledge to design a product that is inspired by nature to solve a problem faced by today’s society. Prerequisite(s): BIO 204 or PHYS 108.

An introduction to the comparative anatomy of the vertebrates and their kin, with laboratory study of both sharks and mammals. Prerequisite(s): BIO195.

An examination of the complex ecological interactions that structure marine systems in a changing ocean. Habitats studied include intertidal, estuary, coral reef, deep sea, salt marsh, and pelagic. Laboratories include work in local marine communities and require occasional weekend trips. Prerequisite(s): BIO 206 or ENVR 240.

A survey of the structure, function, and diversity of microorganisms, including viruses, bacteria, and eukaryotic microbes, with emphasis on adaptations to specific niches. Particular attention is given to organisms of ecological, medical, and industrial interest. Prerequisite(s): BIO 202 and 204.

A seminar examining the genetic dissection of nervous systems. Topics include the genetic basis of neural signaling, neural circuit formation and function, and behavior. Concepts in genetic analysis are emphasized and cutting-edge electrophysiological and optical technologies (optogenetics, super-resolution microscopy) used to monitor neural structure and function are introduced. Students focus on discussions of papers from the primary literature. Prerequisite(s): BIO 202. Recommended background: BIO/NRSC 308, BIO 330 and 331.

This course explores the biochemical mechanisms of cellular functions with the goal of extending student knowledge about the structure, synthesis, and metabolism of biological macromolecules and contextualizing the regulation of these molecules in healthy and diseased cells and tissues. The course does not satisfy a requirement for the biochemistry major. Not open to students who have received credit for CHEM 321 or 322. Prerequisite(s): BIO 202 and 204. Strongly recommended: CHEM 217 and 218.

We are living on what has been described by some as a “damaged planet.” Pollutants, ranging from tiny toxic particles to vast trash-filled gyres, unnatural disasters, unsustainable and unethical farming and fishing practices, the sixth mass extinction, and anthropogenic climate change have largely defined our current era. However, even in these treacherous times, filled with dystopian scenarios of apocalyptic devastation, new ecologies - relations - are formed. In this course, we look beyond the hopelessness to ask, what emergent ecologies are coming into being in the Anthropocene? Traversing the disciplines of conservation biology, ecology, ethology, geography, and anthropology, this course looks closely at the ideas of invasive species, extinction studies, and environmental management (among others) to examine what is living, even thriving, in uncertain times. Prerequisite(s): Any BIO195 and BIO 206.

Evolutionary theory raises many deep and complicated philosophical issues as well as questions about how science operates: Are concepts like function, selection, and optimality scientifically legitimate? How do we make inferences about the unobserved past? Can thinking about the evolutionary past help us understand how biological processes, such as the mind, work today? It also raises questions about who we are and where we come from: How do we relate to other species? Can we better understand our moral and intellectual strengths and weaknesses by looking to evolution? In this course, students approach these questions from an interdisciplinary perspective, including philosophy, biology, and the cognitive sciences. Prerequisite(s): one of the following: PHIL 211; two courses in philosophy; or one course in philosophy and one course in biology.

Developmental biology is a dynamic field that addresses questions related to how organisms come into being and grow. This course introduces students to developmental biology with a particular emphasis on the molecular basis for developmental events. The course focuses on the mechanisms involved in making cells that are different from one another (cell differentiation) and the associated mechanisms by which patterns are created (morphogenesis). In the lab, students explore the phenomenon of development in several of the most prominently utilized model organisms. The lab culminates in an independent project. Prerequisite(s): BIO 202 and 204.

As biodiversity loss occurs rapidly around the globe, wildlife conservation is one of humanity’s most complex and critical challenges. Wildlife population declines primarily stem from an inherent conflict between two competing forces – the finite capacity of ecosystems and an increasing demand placed on those systems by humans. Since wildlife conservation is often said to be “10% working with wildlife and 90% working with people,” students will explore how human actions, attitudes, and perceptions affect wildlife conservation and management. This course investigates how citizens, governments, and organizations protect wildlife in the face of increasing anthropogenic pressures while also considering a variety of stakeholder needs and opinions. Using case studies and data from the field, students will examine terrestrial ecosystems and associated human dimensions, analyze qualitative data, and learn advanced skills needed to be successful conservation biologists and managers. Recommended background: BIO246 or ENVR223. Prerequisite(s): BIO206, ENVR203, or 204.

A laboratory and lecture introduction to the molecular biology of genes and chromosomes. The course emphasizes current research about gene structure and function, experimental techniques, and eukaryotic genetics. Prerequisite(s): BIO 202 and 204.

More than four-fifths of the genes in the human genome are expressed in the brain, making the construction of the brain a phenomenal act of coordinated genetic activity. Mutations in single genes can profoundly affect the development or function of the brain, and investigating the diseases caused by these mutations can provide a unique form of insight into the brain’s normal processes. In this course, we will examine the genetics of human nervous system disease, from nucleic acid structure and genetic recombination through a variety of developmental and adult disorders. For each disorder, we will discuss how the observed phenotype relates to the biological function of the underlying disease gene. This seminar course will be based in reading the primary scientific literature and will host a variety of guest speakers working on human neurogenetics research. Prerequisite(s): NRSC 160, PSYC 160, PSYC 215, or permission of the instructor; and BIO 202.

The major physiological processes of animals, including digestion, circulation, respiration, excretion, locomotion, and both neural and hormonal regulation. Examples are drawn from several species and include a consideration of the cellular basis of organ-system function. Prerequisite(s): BIO 202.

This course is an interdisciplinary survey of the conditions and environments that may have led to the origin(s) of life. Studying the origin of life involves research across physics, astronomy, geology, chemistry and biology but with a major lens of chemistry. Did life begin only once? What makes a planet habitable? How do we go from molecules to cells? Beginning with the formation of planets and stars, progressing to "Earth history", then trying to define what "life" is, we will assess the current theories for how life started with a chemical lens. We will also discuss how scientists are currently searching for it elsewhere. In addition to learning about the theories surrounding the origin(s) of life and the science involved in solving this difficult question, we will focus on developing a scientific mindset through the primary literature, and the course culminates in the scientific process of proposing experiments to address open questions in the field. Prerequisite(s): CHEM 217.

This course explores the interaction between the environment and physiological phenotypes in animals while emphasizing the role of evolutionary processes in shaping physiological variation. Topics may include the evolution of endothermy, adaptation to extreme environments and climate change, and concepts such as symmorphosis. Readings from the primary scientific literature highlight diverse methodological approaches used to understand the evolution of physiological traits, such as comparative and phylogenetic analysis, selection experiments, genetic and phenotypic manipulation, and quantitative genetics. Prerequisite(s): BIO 206.

Genetics is the study of information transfer across generations. In this course, students examine the molecular basis of genetic information, consider the consequences of mutations, identify common patterns of inheritance, apply probability and statistics to understand genetic problems, and learn about techniques used commonly in genetic research, screening, and testing. Prerequisite(s): BIO 195 and 202.

This course explores the principles and applications of molecular ecology through the lens of modern genomic tools. Students will examine how high-throughput sequencing technologies are transforming our ability to investigate ecological and evolutionary processes across diverse systems. Core topics include genome structure and function, sources and patterns of genetic variation, and molecular tools used to study natural populations. Emphasis is placed on the integration of genomic data to address key questions in adaptation, population structure, phylogeography, and speciation. Through lectures, case studies, and hands-on analysis, students will gain both conceptual understanding and practical experience in ecological and evolutionary genomics. Prerequisite(s): BIO 202.

Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester.

This course explores how animals interact with their environments and each other. Topics will include predator-prey dynamics, cooperation and competition, mating systems and sexual selection, and paternal care, group and social behaviors with an emphasis on how environmental pressures drive the evolution of different behavioral strategies. Weekly laboratories provide a research-led approach to understanding behavioral variation across different environmental contexts. Recommended background: prior coursework in statistics. Prerequisite(s): BIO 195, 204, and 206.

A study of organismal and cellular functions important in the life of green plants. Topics include mineral nutrition, water relations, carbon assimilation, metabolism, and regulatory processes with an emphasis on how plant structure and function are influenced by pressures in the growing environment or by interactions with other organisms. Weekly laboratories provide a research-led approach to understanding physiological processes in plants. Prerequisite(s): BIO 202, 206, 271, or ENVR 271.

Permission of the department and the thesis advisor are required. Students register for BIO 457 in the fall semester. Majors writing an honors thesis register for both BIO 457 and 458.

Permission of the department and the thesis advisor are required. Students register for BIO 458 in the winter semester. Majors writing an honors thesis register for both BIO 457 and 458.

Laboratory, field, or library study of a current research topic in experimental ecology. A topic is selected with reference to the research interests of the instructor. Prerequisite(s): BIO206.

Laboratory or library study of a current research topic in physiology. A topic is selected with reference to the research interests of the instructor. Prerequisite(s): BIO 206.

Laboratory or library study of a current research topic in evolutionary biology. A topic is selected in reference to the research interests of the instructor. Prerequisite(s): BIO202 and 206.

This course brings together senior biology majors across both fall and winter semesters to engage in discussions about the scientific literature as a class and with seminar speakers. Students attend seminars and discuss the content, context, and presentation of original investigations. Various instructors from the department will teach this course. Prerequisite(s): BIO 195, 202, 204, and 206.

This course is designed to build particular skills in an area of biology, with a general aim of preparing students for summer internships and careers in the biological sciences. The Field Ecology version of this course builds skills in observing, counting, and analyzing ecological populations and communities. Topics may include species identification, point counts, community diversity indices, and approaches to quantifying behavior as well as best practices in data analysis and scientific communication. The course is intended for students majoring in biology but may be relevant to students in biochemistry, neuroscience, earth and climate sciences, or environmental studies, or preparing for health-related careers. Prerequisite(s): BIO 195.

This course is designed to build particular skills in an area of biology, with a general aim of preparing students for summer internships and careers in the biological sciences. The field botany and dendrochronology version of this course focuses on field-based skills in identification of flora, natural history, data collection, and tree-ring analyses. Topics may include plant, fungal, and lichen identification and collection; forest biology; citizen science; and methodological approaches used to explore the impact of climate on the growth of forested ecosystems. The course is intended for students majoring in biology but may be relevant to students in biochemistry, neuroscience, earth and climate sciences, or environmental studies, or preparing for health-related careers.

This course builds skills in breeding and rearing bivalves (oysters, clams) as well as molecular and genomic analysis of selectively bred lines of shellfish. Shellfish are important to the health of Maine’s marine ecosystem as well as commercially important to Maine’s coastal economy and have experienced problems with overfishing, habitat loss, and disease. Students will travel to the Downeast Institute’s (DEI) Marine Research Laboratory where scientists conduct applied research on commercially important shellfish species in Maine. There, students will learn about Maine’s coastal economy and marine environment and enter into a collaborative project with researchers to use molecular approaches to study genomic selected shellfish lines or candidate species for shellfish aquaculture. At Bates, students will learn molecular biology approaches to isolating and characterizing nucleic acids from shellfish as well as bioinformatic approaches to studying shellfish genomes. Prerequisite(s): BIO195.

This course is designed to build particular skills in an area of biology, with a general aim of preparing students for summer internships and careers in the biological sciences. The Advanced Microscopy version of this course employs hands-on work and analysis of original data sets to build skills in data acquisition and image analysis workflows on the onsite laser scanning confocal microscope. Theory and practice to be discussed. The course is intended for students majoring in biology but may be relevant to students in biochemistry or neuroscience, or preparing for health-related careers. Recommended Background: BIO 202 and/or any Cell and Molecular Biology courses. Prerequisite(s): BIO 195.

This course examines the flora of different sites in Maine combining field trips to collect specimens for herbarium use, computational approaches to do taxonomy research and build phylogenetic trees, and learning about the history of ecology and combining that with the in silico phylogenetic analyses in class at Bates. The lab-based part of the course will consist of interactive lectures, discussions based on the history of ecology with a focus on plants, and computer-based analyses at the Bates Campus. The excursions might include field trips to Old Speck Mountain, Coastal Maine Botanical Gardens, Kennebunk Plains, or Morse Mountain to Seawall Beach, including salt marsh, sandy beach, mossy forests, and rocky mountain areas. Students gain skills in identifying local flora at sites displaying different kinds of vegetation, assembling a class herbarium including mosses, ferns, and flowering plants, taxonomic sequencing data analysis, and building phylogenetic trees. Prerequisite(s): BIO 202 or 204.

This course is designed to build particular skills in an area of biology, with a general aim of preparing students for summer internships and careers in the biological sciences. We will focus on the skills necessary to study birds in the field, learning many techniques used by modern ornithologists, from identifying birds (by sight and sound) to the use of cutting-edge tracking tags. You should expect to spend many hours outside, usually beginning very early, often at or before sunrise. In addition to the local Lewiston-Auburn area, we will explore a variety of environments around Maine, including forests, fields, coastal marshes, and the nearshore ocean. Travel will primarily be via day trips but will also involve some overnight trips. A large part of conducting modern science involves collaboration, which we will practice by doing much of our fieldwork together with other researchers and members of the local community. Prerequisite(s): BIO 195.

In this laboratory-based course, students investigate how lipids and proteins act together to regulate cellular activity. Using state of the art research facilities on campus and at Mount Desert Island Biological Laboratory near Bar Harbor, ME, students work with an immortalized cell line to address questions of neuronal signaling pathways by applying molecular, biochemical, and microscopy techniques. The course introduces students to the mathematical programming language R, and trains students in using R to analyze experimental data. Prerequisite(s): BIO 202 and 204.

Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study during a Short Term.