2008
Faculty http://www.dartmouth.edu/~biology/undergrad/
September and their Courses for the 08-09 Academic Year
Matt Ayres Bio 21/51 Population Ecology Bio 31 Physiological Ecology Ed Berger Bio 76 Advanced Genetics
Sharon Bickel Bio 11 Conflict & Cooperation Bio 71 Advanced Cell Biology
Ryan Calsbeek Bio 11- Conflict & Cooperation Bio 27 Animal Behavior
Celia Chen No courses this year
Kathy Cottingham Bio 22 Methods in Ecology Bio 29 - Biostatistics
Michael Dietrich Bio 5 Philosophy of Biology Bio 36 History of Biology
Patrick Dolph On sabbatical this year
Albert Erives Bio 43 Developmental Biology Bio 47 Human Genomics
Carol Folt Dean of Faculty
Amy Gladfelter Bio 12 Cell Structure & Function Bio 66 Molecular Basis of Cancer
Natasha Grotz Bio 13 Gene Exp..& Inheritance Bio 65 Molec. Gen. Eukaryotes Bio 45 Molecular Biology
Bob Gross Bio 4 Genes & Society Bio 39 Computational Mole. Bio.
Mary Lou Guerinot Bio 11 Emerging Infect. Diseases Bio 46 - Microbiology
Becky Irwin Bio 16 Ecology Bio 57 Tropical Ecology - FSP
Tom Jack Bio 11 DNA to Diversity
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September 2008
Andy Kern Bio 15 Microevolution
Eric Lambie Bio 13 Gene Exp. & Inheritance Bio 38 Exper. Gen. Analysis
David Mbora Bio 16 - Ecology
Rob McClung Associate Dean of Faculty for the Sciences
Mark McPeek Bio 58 Adv. Comm. Ecology Bio 59 Biostatistics II
David Peart Bio 11 DNA to Diversity Bio 55 Ecol.Trop. Ecosys. FSP Bio 56 Coral Reef Ecol. - FSP
Kevin Peterson Bio 11 LUCA Bio 28 - Macroevolution
Eric Schaller Bio 12 Cell Structure & Function Bio 40 - Biochemistry
Roger Sloboda Bio 11 LUCA Bio 68 Biological Motors
Elizabeth Smith On sabbatical this year
Brad Taylor Bio 11 Emerging Infect. Diseases
Sam Velez Bio 14 Physiology Bio 34 Neurobiology Bio 35 Human Physiology
Lee Witters Bio 2 Human Biology Bio 37 - Endocrinology Bio 78 Mol.. Myst. Human Bio.
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September 2008
Welcome Class of 2012
Majoring in Biology at Dartmouth College
The Biology major at Dartmouth has recently been redesigned, with the goal of providing more flexibility for majors as well as a mechanism to promote both breadth and depth within the Biological Sciences. This document should provide you with an outline of the course structure for completing the major. For more detailed information, please visit our ORC listing on the Registrars web site. The department has also posted syllabi from many of our courses. We invite you to read the syllabi by visiting our Course Syllabi page in the Under Graduate Studies section of our website (http://www.dartmouth.edu/~biology).
Prerequisites:
Biology 11 this course is the first biology course to take. It is a prerequisite for the next tier of courses called the Foundation courses. Chem 5 & 6 The major also requires completion of one quantitative course from the following: Cosc 5, Math 4, 8 or above, Engs 10 or Bio 29* *If Bio 29 is taken as a prerequisite it cannot be used to satisfy course requirements in your area of concentration. Note: Some upper-level Biology courses require Chem 51 & 52 (or equivalent) as a prerequisite.
Foundation Courses:
After completing Biology 11, the next tier of classes is the Foundation level. Each of these courses has a laboratory component. These courses serve as prerequisites to Intermediate-level courses. To complete the major, you must complete three of the Foundation courses. The Foundation courses may be taken in any order. You do not have to complete all three before you begin taking courses at the Intermediate and Advanced levels. However, you will need to complete the Foundation courses that are specified prerequisites for such courses. You may elect to take more than three for your area of concentration. Bio 12: Bio 13: Bio 14: Bio 15: Bio 16: Cell Structure and Function Gene Expression and Inheritance Physiology Microevolution Ecology
Area of Concentration:
In consultation with your Biology advisor, you will build an area of concentration. Please see next page for possible areas of concentration and possible advisors. In addition to taking Biology 11 and three Foundation courses, you need to take six more Biology courses (Bio 12-97) for your area of concentration. It is possible to count up to two advanced-level courses from other departments in your area of concentration. Your advisor will give you guidance on which courses may be appropriate. One of the six courses must be a Biology course numbered Bio 50 or above (Advanced). This will satisfy the culminating experience requirement. Although only one course at this level is required, we strongly encourage you to take more than one Advanced-level biology course.
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Possible Areas of Concentration and Advisors:
BEHAVIOR AND NEUROBIOLOGY (Calsbeek, Irwin, McPeek, Velez, Witters) BIOL 27, 34, 37, 74, 79, PSYC 26, 65 BIOCHEMISTRY (Bickel, Dolph, Gladfelter, Schaller, Sloboda, Smith, Witters) BIOL 37, 40, 44, 45, 46, 47, 66, 69, 71, 78, CHEM 52/58, 61, 63, 67 CELL BIOLOGY (Bickel, Dolph, Gladfelter, Schaller, Sloboda, Smith, Witters) BIOL 34, 37, 38, 40, 42, 43, 44, 45, 46, 66, 67, 69, 71, 78, CHEM 41, 52/58, 63, 67 DEVELOPMENT (Berger, Erives, Jack, Lambie, Peterson) BIOL 24, 28, 36, 38, 40, 43, 44, 45, 63, 75, 76 ECOLOGY (Ayres, Calsbeek, Cottingham, Folt, Irwin, McPeek, Peart, Taylor) BIOL 20, 21 or 51, 22, 23, 25, 27, 28, 29, 31, 55, 56, 57, 58, 59, CHEM 52/58, ENVS 79, 80, 89 EVOLUTIONARY ECOLOGY (Calsbeek, Irwin, McPeek) BIOL 20, 21 or 51, 27, 28, 29, 31, 38, 45, 47, 58, 59 GENETICS (Berger, Bickel, Dolph, Guerinot, Jack, Kern, Lambie, McClung) BIOL 36, 38, 45, 47, 65, 66, 71, 75, 76, 79 GENOMICS, BIOINFORMATICS AND COMPUTATIONAL BIOLOGY (Cottingham, Erives, Gross, Kern, McPeek) BIOL 28, 29, 36, 39, 45, 47, 59, 75, and appropriate COSC, MATH and ENGS courses HUMAN BIOLOGY (Dolph, Gladfelter, Kern, Smith, Velez, Witters) BIOL 24, 34, 35, 36, 37, 40, 42, 44, 45, 46, 47, 66, 67, 69, 71, 78, 79, CHEM 52/58 MOLECULAR ECOLOGY (Calsbeek, McPeek) BIOL 21 or 51, 31, 36, 40, 45, 47, 58 MOLECULAR EVOLUTION (Dietrich, Erives, Kern, McPeek, Peterson) BIOL 28, 36, 38, 39, 40, 45, 47, 75 MOLECULAR GENETICS (Berger, Bickel, Dolph, Erives, Gladfelter, Guerinot, Jack, Lambie, McClung) BIOL 38, 45, 47, 65, 66, 69, 71, 75, 79, CHEM 52/58 PALEOBIOLOGY (Peterson) BIOL 24, 28, EARS 31, 34, 45-47, 68, 72 PHYSIOLOGY AND ORGANISMAL BIOLOGY (Ayres, Calsbeek, McPeek, Velez, Witters) BIOL 24, 31, 34, 35, 37, 42, 43, 44, 78, 79, CHEM 52/58 PLANT BIOLOGY (Ayres, Guerinot, Irwin, Jack, McClung, Peart, Schaller) Biol 21 or 51, 22, 31, 55, 57, 58 CHEM 52/58 PLANT MOLECULAR BIOLOGY (Guerinot, Jack, McClung, Schaller) BIOL 36, 38, 39, 45, 75, CHEM 52/58 SECONDARY EDUCATION (Peterson)
Please remember that this list is not rigid or exhaustive. If you want to engineer an area of concentration that is not listed, that is fine. Any Biology faculty member may serve as your advisor, even if they are not listed under a specific area of concentration (provided they feel comfortable advising you). Our hope is that together with your advisor you will design a major that fulfills your unique interests and goals.
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Frequently Asked Questions
Do I need to take all three Foundation courses before I start my Area of Concentration? No. However, when planning your schedule, be aware that each Intermediate Course (Bio 20-49) requires at least one Foundation Course as a prerequisite, and Advanced Courses require at least one Intermediate course as a prerequisite. Who decides if a course outside the Biology is appropriate for my area of concentration? You and your Biology advisor will discuss how courses outside the Biology department might fit into your area of concentration and if a course is appropriate. Will I be able to count both terms of Organic Chemistry toward the Biology major? Only the second term (Chem 52/58) may be counted. What is the definition of an advanced course from another department? We are defining an advanced course from outside of the biology department as one that requires a prerequisite course. How do I develop a Biology Modified Major? A Biology Modified Major consists of Bio 11, three Foundation courses, four additional Biology courses (including at least one course numbered 50 or above) and four advanced courses outside of Biology. The math and chemistry prerequisites are the same as for the Standard Biology Major. You will need to write an essay outlining the rationale of your modified major and course selection. What are the requirements for a Biology minor? The minor consists of Bio 11, two Foundation courses and three additional Biology courses (12-79). The minor does not require a specific Area of Concentration. No courses outside the Biology department may be substituted for the minor. The math and chemistry prerequisites are the same as for the major.
Planning your courses
When you meet with your Biology advisor you should be prepared to discuss the following. You do not need to know ALL the answers. This list is meant to get you to start to think about how you want to sculpt your Biology major to best fit your needs. What are your future goals when you graduate? What are you trying to accomplish with your Biology major? What types of Biology do you find most interesting? Are there particular courses that you need for your future plans?
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September 2008
Biology 11 The Science of Life
Offerings for 08-09
In 08F at 9L DNA to Diversity: We have chosen DNA to Diversity as a theme because we want to highlight how modern biology integrates all levels from the molecule to the diversity of life. As an organizing principle, we focus on the development of complex multicellular organisms. We will explore how cellular processes are driven by key developmental control genes, how cells communicate, and how these molecular and cellular mechanisms shape diverse forms of life. We will investigate how ecological forces drive natural selection, and how this and other evolutionary processes have sorted and sifted DNA mutations, producing DNA blueprints that direct development. Over the course of the term, students should gain a perspective on how genetic and environmental changes have produced the astonishing variety of species and life forms that now exist on earth, and how biologists are piecing that puzzle together. Jack, Peart. In 08F at 10A Cooperation and Conflict in the Biological Sciences: Cooperation and conflict arise at all levels of biology with molecules, cells, organisms and communities. Throughout the term, we will explore several examples of cooperation and conflict in biological systems and examine the cost and benefits of these two opposing forces. We will investigate theories about how cooperation and/or conflict have shaped how life began, the concept of selfish DNA, why cells have the structures they have as well as multi-protein complexes driving essential cellular processes. In addition, we will discuss the generation of multi-cellular organisms, cooperation of different cell types within the organism and examples of cellular competition that arise in specific disease states such as cancer. We also will consider behavioral interactions among different types of organisms, and the organization of human societies. Ultimately, our goal is to guide students to critically evaluate the different ways that cooperation and conflict shape biological systems and to begin to understand the mechanisms underlying these two forces. Bickel, Calsbeek. In 09W at 10A LUCA: the Last Universal Common Ancestor: Over the course of the last 4.5 billion years, life has faced a number of challenges, and in response has evolved a number of remarkable innovations to meet those challenges. Incorporating data and perspectives from molecular and cellular biology, macroevolutionary theory, and paleobiology, we will reconstruct the biology of the Last Universal Common Ancestor of all living organisms. Her name is LUCA and unraveling her biology will require us to work within the framework of what it means to be a living cell. We will move forward in time from the origin of life, and backward in time from the remarkable diversity of life present today. We will see that much of LUCAs biology has left molecular fossils in our very own DNA, and we will learn how to read this remarkable fossil record. Peterson, Sloboda. In 09S at 9L Emerging infectious diseases: how microbes rule the world. Emerging infectious diseases, which have shaped the course of humanity and caused untold suffering and death, will continue to challenge as society long as humans and microbes co-exist. This course will explore why infectious diseases emerge and reemerge. The viruses, bacteria and eukaryotes that cause these diseases continually evolve in response to their hosts. Dynamic interactions between rapidly evolving infectious agents and changes in the environment and in host behavior provide such agents with favorable new ecological niches. In addition, dramatic increases in the worldwide movement of people and goods drive the globalization of disease. Guerinot, B. Taylor
Biology 11 and Foundation Courses page 1
September 2008
Foundation Level Courses
Bio 11 is the prerequisite for all Foundation Courses Foundation Courses may be taken in any order. Bio 12: Cell Structure and Function Biology 12 will provide a foundation in the fundamental mechanisms that govern the structure and function of eukaryotic cells. Topics include membrane transport, energy conversion, signal transduction, protein targeting, cell motility and the cytoskeleton, and the cell cycle. Emphasis will be placed on discussion of the experimental basis for understanding cell function. The laboratory section will provide students with handson experience in modern laboratory techniques including microscopy, cell fractionation, and protein purification. Bio 13: Gene Expression and Inheritance This course provides a foundation in genetics and molecular biology. Topics covered include the flow of genetic information from DNA to RNA to protein, transmission of genetic information from one generation to the next and the molecular mechanisms that control gene expression in bacteria and eukaryotes. These concepts will be integrated into a discussion of contemporary problems and approaches in molecular genetics. Laboratories utilize basic molecular biology techniques to further investigate topics discussed in lecture. Bio 14: Physiology This course introduces students to the complexity of organisms by studying how their different organ systems strive to maintain internal homeostasis in the face of different environmental demands. The adaptive responses of selected organisms (humans, different animals and plants) to a variety of environmental factors will be studied from the molecular, cell, tissue, organ, and systems level of organization. Some of the topics to be covered include biological control systems (hormones, neurons) and coordinated body functions (circulation, respiration, osmoregulation, digestion). All systems studied will be integrated by analyzing how different organisms adapt to living in extreme environments (deserts, high altitude) or facing environmental demands (navigation, exercise). Bio 15: Microevolution A consideration of the genetics of natural populations and the process of organic evolution. Topics include the source and distribution of phenotypic and genotypic variation in nature; the forces which act on genetic variation (mutation, migration, selection, drift); the genetic basis of adaptation, speciation, and phyletic evolution. Bio 16: Ecology This course examines fundamental concepts in the rapidly developing areas of ecology. These topics include the factors that limit the distributions and abundances of organisms, the effects that organisms have on ecosystems, the integration of ecosystems around the globe, and the conservation of species diversity. The class will also explore how the behavior and physiology of individual organisms shape both local and global patterns of distribution and abundance. Laboratories focus on experimental and quantitative analyses of local ecosystems, with an emphasis on field studies.
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September 2008
SCHEDULE FOR BIO 11 AND FOUNDATION COURSES FOR 08-09
Fall 08 Bio11 (9L) Peart/Jack Bio11 (10A) Bickel/Calsbeek Winter 09 Bio11 (10A) Peterson/Sloboda Spring 09 Bio11 (9L) Guerinot/Taylor Summer 09
Bio12: Cell (9L) Gladfelter
Bio13: Genes (9L) Lambie
Bio12: Cell (9L) Schaller
Bio13: Genes (10) Grotz
Bio16: Ecology (10) Irwin
Bio14: Physiology (10) Velez
Bio15: MicroEvo (11) Kern
Bio14: Physiology (10A) Rendi
Bio16: Ecology (10) Mbora
Bio 11 and Foundation Courses Table for 08-09
September 2008
THE DARTMOUTH OFF-CAMPUS PROGRAM IN TROPICAL BIOLOGY
http://www.dartmouth.edu/~biofsp/
Overview*
Dartmouth's Tropical Biology Program (Bio FSP) is an intensive, 10-week research-oriented program in ecological and evolutionary biology, offered in Central America and the Caribbean each winter quarter. The first 6-7 weeks are spent in Costa Rica at 4-5 field research stations, some of which are operated by the Organization for Tropical Studies (OTS), a consortium of Latin American and North American universities devoted to tropical research and education. These stations and other field sites provide access to lowland rain forest, dry seasonal deciduous forests, montane cloud forests, and high elevation paramo, as well as to tropical agricultural and forestry operations. At these sites, students learn to interpret the great variety and complexity of tropical habitats and their associated flora, fauna, and climatic features. The final third of the program is in the Cayman Islands, at the Little Cayman Research Center. There the focus is on marine biology, especially coral reef ecology. Students do research on sea grass meadows, plankton and fish communities. Habitats are shallow patch reefs and the fringing reef, from its crest to about 60 feet depth. We use small boats, snorkeling and SCUBA to access these habitats.
Program Format
The Tropical Biology Program exposes students to a diversity of tropical environments. They study theory, quantitative methods and research design, and apply them to projects in tropical biology. At the field sites our daily schedule includes lectures, laboratories and field trips, as well as research projects by individuals or small groups. Students become familiar with the flora, fauna and functional complexity of tropical ecosystems. Applying the scientific method to these systems is a demanding, creative, and ultimately a very satisfying experience. Students develop the ability to organize observations, formulate testable hypotheses and develop methods to test them quantitatively. They learn to work both independently and cooperatively, and to prepare seminars and written reports. The development of students' scientific skills is demonstrated in the course proceedings "Dartmouth Studies in Tropical Biology", published annually, and available in Dana Biomedical Library and the Biology Department office. The tempo of the Program is fast, and the work intensive. Course participants, both students and faculty, are engaged in scheduled activities from dawn to dusk, and also in the evenings (generally 7-10 pm). Evenings are devoted to faculty lectures, student seminar presentations (on their research results), and student critiques of papers from the literature. Students are totally immersed in the course work during the time at the field stations, and become deeply involved in field studies, in ways not possible in Hanover. They generally respond well to the intensive format, as indicated by student comments in the course evaluations, e.g. "Keep the intensity, keep the high expectations, and definitely keep the level of independence." The field station setting allows for scheduling of class activities to fit biological rhythms, rather than academic conventions. As a result, we are able to take advantage of such activities as predawn field trips, late evening labs, and night dives on the coral reef.
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Selection of Students
Most participants in the Program are in their junior or senior year, majoring in biology. However, students in all majors are eligible, as long as they have the prerequisites (see below). Selection of students is based on their motivation for in-depth learning in ecology, as demonstrated in their lab/field courses and research experience, as well as academic performance and letters of recommendation. All applicants are interviewed by the faculty teaching in the program. The prerequisites for acceptance into program are Bio16 (Ecology); one course from among Bio 2128, 31. Bio 15 and Bio 29 are recommended. The size of the student group (maximum 17) is determined by accommodations at field stations and by the number that can be accommodated in projects at field sites. One-on-one contact between faculty and students is essential in meeting our educational objectives. Each year, we have more applicants than we can accept, so entry is competitive. Knowledge of Spanish is recommended but not required. Students not accepted for the winter of their junior year are encouraged to re-apply for their senior year.
Teaching Faculty and Graduate TAs
The program is taught by three Dartmouth biology faculty, who rotate over the term, each staying with the group about 4 weeks. The Biology FSP Director is David Peart. Faculty currently teaching in the program, listed with their special interests, are Matthew Ayres (plant-animal interactions, physiological and population ecology), John Gilbert (aquatic and marine ecology), Rebecca Irwin (pollination ecology, community ecology) and David Peart (tropical forest dynamics, plant ecology, biological diversity). The faculty teaching the Costa Rica portion overlap for at least several days to ensure continuity. At present, Ayres, Irwin and Peart teach in Costa Rica (Irwin and Ayres alternating years), and Peart teaches at Little Cayman. The faculty are assisted by two Dartmouth graduate student teaching assistants (TAs), who make important contributions to the teaching, logistics, and social dynamics. The graduate students benefit by gaining valuable experience in research and teaching, and also provide an important link between the Costa Rica and Little Cayman sections of the program.
Finances
As for most Dartmouth off-campus programs, the participating students pay tuition and room/meals costs that are the same as they would pay on campus. The only significant additional costs for this Program are (1) air travel to and from Costa Rica and Little Cayman, and (2) equipment for snorkeling and SCUBA (SCUBA is optional).
Summary
The Dartmouth Tropical Biology Program encourages students to reach beyond their familiar surroundings and consider the broad organizing principles of environmental and evolutionary biology. For many students, the Tropical Biology Program is a capstone experience and highlight of their Dartmouth education, and one that helps them to make choices for further study and professional training. These quotes from recent student evaluations are fairly typical: "Best term ever", ".. one of the most amazing experiences I have ever had.", "incredibly satisfying and rewarding", "The best experience of my academic career at Dartmouth."
**Students in the class of 2012 interested in FSP are strongly encouraged to take Bio 11 in fall 08 or winter 09 and then take Bio 16 in spring 09.**
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Biology Undergraduate Research at Dartmouth
Biology students at Dartmouth College are fortunate to have many research opportunities within the Department of Biological Sciences as well as Dartmouth Medical School. Biology majors are encouraged to undertake independent research in Biology either as part of the Honors Program or separately. Students have access to several funding opportunities for undergraduate research at Dartmouth. http://www.dartmouth.edu/~ugar/undergrad/programs.html There are many possibilities for students interested in research in the life sciences! Formal Opportunities: WISP (primarily 1st year women) Howard Hughes Fellowship Program (sophomores) James O. Freedman Presidential Scholars Program (juniors) Independent Study - Biology 95 (juniors, seniors)** Honors Research Biology 97 (seniors)** **Independent and Honors research in a laboratory outside of the Biology Department is possible, but requires a Biology Faculty Sponsor. Other Possibilities Work Study Program Paid research intern Volunteer The best way to start to learn about the research interests of faculty is by spending some time on the web. If you read about something that sounds interesting to you, contact the professor by blitz to find out more and inquire about undergraduate research opportunities. Most faculty LOVE to talk about their research! Biology Department http://www.dartmouth.edu/~biology/faculty/faculty.html Medical School Departments http://dms.dartmouth.edu/research/basic.shtml
Additional information about independent research available at: http://www.dartmouth.edu/~biology/undergrad/research/independent.html
Undergraduate Research