Biology (Grad)

Within an ecosystem context, study wetland functions, hydrology, vegetation, solids, habitat, classification and types found in Maryland along with current management issues. [ 3 credits ]

Link personal responsibilities and actions to the history, culture, ecologic functioning, and economics of the nation?s largest Bay. [ 3 credits ]

Comprehensive exploration of the vegetative world through the lenses of botany and horticulture including taxonomic classification, plant biology, and ID strategies. [ 3 credits ]

Master classifications, basic anatomy, and natural history including behavior patterns, ecological roles, and adaptations of major faunal groups found in Maryland. [ 3 credits ]

Following the course of the Potomac, hydrology, soils, biota, and physio-chemical relationships of the major geologic provinces will be studied, compared and contrasted. [ 3 credits ]

This course presents an introduction to fundamental concepts and practical applications of biology. Students will learn engaging, inquiry based strategies to explore matter, energy, and organization in living systems; cellular biology; the molecular basis of heredity; and mechanisms for evolution. Mathematical content and skills are integrated throughout. [ 4 credits ]

Models of teaching and appropriate techniques for instruction of middle school students in cell and molecular biology with emphasis on scientific inquiry. Application of teaching-learning theory to cell and molecular biology in planning, motivation, instruction, questioning, discussion and assessment. Co-requisite: BIO-560

An introduction to the study of the relationships that occur within organisms and between organisms and their living and nonliving environments. Biology content includes a study of organismal systems in plants and animals and a study of environmental systems in populations, communities and ecosystems. Lecture and lab. Prerequisite: BIO-560; Co-requisite: BIO-561L. [ 3 credits ]

Models of teaching and appropriate techniques for instruction of middle school students in organismal and environmental biology with the emphasis on scientific inquiry. Application of teaching-learning theory to organismal and environmental biology in planning, motivation, instruction, questioning, discussion and assessment. Co-requisite: BIO-561

A study of the integration of multiple branches of science in the development of a scientific theory. Science content includes the development of the asteroid-impact theory to explain the extinction of the dinosaurs. Lecture and lab. Prerequisite: BIO-561; Co-requisite: BIO-562L. [ 3 credits ]

Models of teaching and appropriate techniques for instruction of middle school students in topics that integrate branches of science with emphasis on scientific inquiry. Applocation of teaching-learning theory to integrative science in planning, motivation, instruction, questioning, discussion, and assessment. Corequisite: BIO 562.

Students will explore the nature of changes in human physiology from early adulthood to old age in two courses BIO570 and 571. In Physiology of Aging I, topics to be covered include: 1) perspectives and methodologies in physiological aging research; 2) theories of aging processes; 3) physiological change and pathology in major organ systems with age; and 4) nutrition and pharmacology of aging.

Physiology of Aging II is a continuation of Physiology of Aging I. The course will examine the following topics: 1) neurobiology of aging; 2) aging of hormonal systems; 3) factors affecting health and longevity; and 4) emerging trends in the prevention and treatment of disease in later stages of the life course.