Biology

Undergraduate Studies

Graduate Studies

Biology Courses (BI)

Faculty

Alice Barkan, professor (molecular genetics). B.S., 1978, Massachusetts Institute of Technology; Ph.D., 1983, Wisconsin, Madison. (1991)

Brendan J. M. Bohannan, associate professor (microbial ecology and evolution). B.S., 1991, Humboldt State; Ph.D., 1997, Michigan State. (2006)

Bruce A. Bowerman, professor (developmental genetics, regulation of the cytoskeleton in C. elegans). B.A., 1981, Kansas State; Ph.D., 1989, California, San Francisco. (1992)

William E. Bradshaw, professor (evolutionary genetics, population biology, evolutionary physiology). B.A., 1964, Princeton; M.S., 1965, Ph.D., 1969, Michigan. (1971)

Scott D. Bridgham, associate professor (ecosystem ecology, plant community dynamics). B.A., 1980, B.A., 1982, Maine; M.S., 1986, Minnesota; Ph.D., 1991, Duke. (2002)

Roderick A. Capaldi, Philip H. Knight Professor of Liberal Arts and Sciences (bioenergetics). B.S., 1967, London; Ph.D., 1970, York. (1973)

William A. Cresko, assistant professor (evolutionary developmental genetics). B.A., 1992, Pennsylvania; Ph.D., 2000, Clark. (2005)

Alan Dickman, senior instructor with title of research associate professor (forest ecology, science education); curriculum director. B.A., 1976, California, Santa Cruz; Ph.D., 1984, Oregon. (1986)

Chris Q. Doe, professor (development of the nervous system, neural stem cells, asymmetric cell division). B.A., 1981, New College, Sarasota; Ph.D., 1987, Stanford. (1998)

Judith S. Eisen, professor (development and function of the nervous system). B.S., 1973, M.S., 1977, Utah State; Ph.D., 1982, Brandeis. (1985)

Richard B. Emlet, professor (evolution and development of marine invertebrates). B.S., 1977, Duke; Ph.D., 1985, Washington (Seattle). (1992)

Karen J. Guillemin, assistant professor (bacterial pathogenesis, bacterial-host interactions in development). B.A., 1991, Harvard and Radcliffe; Ph.D., 1998, Stanford. (2001)

Victoria Herman, assistant professor (development and function of nervous system in Drosophila). B.A., 1989, Harvard-Radcliffe; Ph.D., 1998, Massachusetts Institute of Technology. (2003)

Janet Hodder, associate professor with title of program coordinator (ecology of marine birds and mammals, science education). B.S., 1997, Liverpool; Ph.D., 1986, Oregon. (1986)

Eric A. Johnson, assistant professor (Drosophila genetics, genomics and cellular physiology). B.A., 1990, Grinnell; Ph.D., 1996, Iowa. (2001)

Alan J. Kelly, instructor (molecular and transmission genetics, microbiology). B.S., 1981, California, Irvine; Ph.D., 1994, Oregon. (1994)

Shawn R. Lockery, associate professor (invertebrate neurobiology and neural networks). B.A., 1981, Yale; Ph.D., 1989, California, San Diego. (1993)

V. Patteson Lombardi, senior instructor with title of research assistant professor (human biology, medical physiology); director, undergraduate advising. B.A., 1977, M.A.T., 1979, North Carolina at Chapel Hill; Ph.D., 1984, Oregon. (1984)

Peter M. O’Day, senior research associate with title of associate professor (cellular signaling). B.A., 1970, Canisius; M.S., 1972, Maine at Orono; Ph.D., 1977, State University of New York, Albany. (1985)

Patrick C. Phillips, professor (evolution, genetics, complex traits). B.A., 1986, Reed; Ph.D., 1991, Chicago. (2000)

John H. Postlethwait, professor (molecular genetic regulation and evolution of development and vertebrate genome evolution). B.S., 1966, Purdue; Ph.D., 1970, Case Western Reserve. (1971)

William Roberts, professor (calcium signaling). B.A., 1970, Harvard; Ph.D., 1979, California, San Diego. (1989)

Bitty A. Roy, associate professor (evolution, pathogen-host interactions, plant population ecology). B.S., 1982, Evergreen State; M.S., 1985, Southern Illinois; Ph.D. 1992, Claremont Graduate School. (2001)

Eric Selker, professor (epigenetic mechanisms). B.A., 1975, Reed; Ph.D., 1980, Stanford. (1985)

Jeanne M. Selker, research associate (mitochondrial ultrastructure). B.A., 1974, Middlebury; M.A., 1976, Montana; Ph.D., 1981, Stanford. (1985)

Alan Shanks, professor (marine and intertidal ecology, larval biology, zooplankton). B.A., 1977, California, Santa Cruz; Ph.D., 1985, California, San Diego. (1993)

George F. Sprague Jr., professor (genetic regulatory mechanisms in yeast). B.S., 1969, North Carolina State; Ph.D., 1977, Yale. (1981)

Karen U. Sprague, professor (control of gene expression in eukaryotes). B.A., 1964, Bryn Mawr; Ph.D., 1970, Yale. (1977)

Carl A. Stiefbold, instructor (science laboratory education). B.S., 1971, Portland State. (1987)

Terry Takahashi, professor (analysis of neural circuitry). B.S., 1975, California, Irvine; Ph.D., 1981, State University of New York, Downstate Medical Center. (1988)

Joseph W. Thornton, assistant professor (evolutionary genomics). B.A., 1987, Yale; M.A., 1997, M.Phil., 1998, Ph.D., 2000, Columbia. (2002)

Nathan J. Tublitz, professor (peptidergic regulation of behavior in insects and cephalopod mollusks). B.A., 1975, Reed; Ph.D., 1984, Washington (Seattle). (1986)

Philip E. Washbourne, assistant professor (molecular neurobiology, synapse formation). B.Sc., 1995, Imperial College; Ph.D., 2000, Padua. (2004)

Janis C. Weeks, professor (neurophysiology, endocrinology, and development). B.S., 1975, Massachusetts Institute of Technology; Ph.D., 1980, California, San Diego. (1989)

Monte Westerfield, professor (molecular genetics of nervous system development). A.B., 1973, Princeton; Ph.D., 1977, Duke. (1981)

Peter B. Wetherwax, senior instructor with title of research assistant professor (pollination ecology, tropical ecology, science education). B.A., 1980, California, Los Angeles; M.A., 1985, Humboldt State; Ph.D., 1993, Oregon State. (1991)

A. Michelle Wood, professor (microbial ecology and evolution, biological oceanography). B.A., 1973, Corpus Christi; Ph.D., 1980, Georgia. (1990)

Craig M. Young, professor (marine ecology, deep-sea biology, invertebrate embryology); director, Oregon Institute of Marine Biology. B.S., 1975, M.S., 1978, Brigham Young. Ph.D., 1982, Alberta. (2002)

Hui Zong, visiting assistant professor (mouse molecular and cellular genetics). B.S., 1993, M.S., 1996, Fudan; Ph.D., 2001, Indiana-Purdue (Indianapolis). (2006)

Courtesy

Steven S. Rumrill, courtesy associate professor (estuarine ecology and management, larval biology of marine invertebrates). B.A., 1981, M.S., 1983, California, Santa Cruz; Ph.D., 1987, Alberta. (1991)

David H. Wagner, courtesy associate professor (plant taxonomy, ecology, evolution of bryophytes and pteridophytes). B.A., 1968, Puget Sound; M.S., 1974, Ph.D., 1976, Washington State. (1976)

Emeriti

Andrew S. Bajer, professor emeritus. Ph.D., 1950, D.Sc., 1956, Cracow. (1964)

Howard T. Bonnett Jr., professor emeritus. B.A., 1958, Amherst; Ph.D., 1964, Harvard. (1965)

Richard W. Castenholz, professor emeritus. B.S., 1952, Michigan; Ph.D., 1957, Washington State. (1957)

George C. Carroll, professor emeritus. B.A., 1962, Swarthmore; Ph.D., 1966, Texas. (1967)

Peter W. Frank, professor emeritus. B.A., 1944, Earlham; Ph.D., 1951, Chicago. (1957)

Charles B. Kimmel, professor emeritus. B.A., 1962, Swarthmore; Ph.D., 1966, Johns Hopkins. (1969)

Frederick W. Munz, professor emeritus. B.A., 1950, Pomona; M.A., 1952, Ph.D., 1958, California, Los Angeles. (1959)

Paul P. Rudy, professor emeritus. B.A., 1955, M.A., 1959, Ph.D., 1966, California, Davis. (1968)

Eric Schabtach, senior instructor emeritus. B.S., 1963, McGill. (1969)

Lynda P. Shapiro, professor emerita. B.A., 1960, M.S., 1963, Arkansas; Ph.D., 1974, Duke. (1990)

Franklin W. Stahl, professor emeritus. A.B., 1951, Harvard; Ph.D., 1956, Rochester. (1959)

Nora B. Terwilliger, professor emerita. B.S., 1963, Vermont; M.S., 1965, Wisconsin, Madison; Ph.D., 1981, Oregon. (1972)

Daniel Udovic, professor emeritus; director, Center for Ecology and Evolutionary Biology. B.A., 1970, Texas; Ph.D., 1973, Cornell. (1973)

Norman K. Wessells, professor emeritus; provost emeritus, academic affairs. B.S., 1954, Ph.D., 1960, Yale. (1988)

James A. Weston, professor emeritus. B.A., 1958, Cornell; Ph.D., 1963, Yale. (1970)

Herbert P. Wisner, senior instructor emeritus. B.A., 1949, M.A., 1950, Syracuse. (1966)

The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.

Undergraduate Studies [back to top]

Biologists investigate a broad spectrum of questions about living organisms and life processes—the physical and chemical bases of life, how organisms and their component parts are structured, how they function, how they interact with their environment, and how they have evolved.

Departmental teaching and research emphases in cellular and molecular biology, developmental biology, ecology and evolution, human biology, marine biology, and neurobiology offer students opportunities to learn and work with scientists who are making important contributions to knowledge in these areas.

Students may enter the program with a high school education or transfer from a community college or university. The curriculum includes courses for majors in biology, marine biology, and related disciplines; preprofessional courses; and courses that serve as important elements in a liberal education for students in other majors. Course work for the biology major provides an exceptional foundation for students who plan to study at a graduate or professional school.

Biology Advising Center for Undergraduates

(541) 346-4525
73 Klamath Hall
bioadvis@uoregon.edu

In the Biology Advising Center, students can meet with members of the biology advising staff to receive help in planning an individualized program of study.

The advising center provides multiple resources including contacts for national and international internships and exchange programs, files for evaluating transfer equivalencies, and bulletins from U.S. graduate schools.

Nonmajors

Courses for nonmajors, offered at the 100 level, are intended for students with little or no college background in biology or chemistry. Content may vary from year to year, but focuses on the biological basis of topics in ecology, evolution, behavior, human physiology, and genetics.

Students who are contemplating a major in biology or a related science are advised to begin their biology course work with one of the lower-division sequences. The two sequences, described in the next section, are distinctive and are intended for students with different interests and career goals in the broad field of biology.

Majors

Preparation. Modern biology is a quantitative interdisciplinary science. Students planning to specialize in biology should include in their high school preparation as much mathematics, chemistry, and physics as possible. International baccalaureate and advanced placement course work and testing are encouraged.

Transfer Students. Students who intend to transfer as majors from a community college or university should carefully plan the program of course work they take before transferring. Students who transfer after one year of college should have completed a year of general chemistry with laboratories and a year of college-level mathematics. Satisfactory completion of a yearlong biology major’s introductory sequence that includes laboratories and features strong components of genetics, evolution, and physiology allows transfer students to complete the 200-level general biology sequence requirement by taking General Biology IV: Biochemistry and Genetics (BI 214). In addition to these biology courses, transfer students can complete major requirements by taking a year of general chemistry with laboratories, two terms of organic chemistry, mathematics through two terms of calculus, and a year of general physics for science majors. Students who plan on applying to graduate programs in medicine or allied health are encouraged to take a full year of organic chemistry with laboratories and a full year of physics with laboratories to satisfy graduate program admissions requirements. Organic chemistry course work completed at a community or junior college may not be used to satisfy upper-division credit requirements at the University of Oregon unless an American Chemical Society exam is passed.

Lower-Division Biology Sequences. Students planning to major in biology or a related discipline may take either of the 200-level biology sequences: BI 211–214 or BI 251–253. Students should consult the department website or visit the advising center for up-to-date information about the sequences and for advice on which sequence is best for them.

The general biology sequence requires completion of a term of college-level chemistry. It is targeted toward students with an interest in whole-organism biology. For some science majors, three terms of general biology suffice. For biology majors, General Biology IV: Biochemistry and Genetics (BI 214) is required.

The three-term foundations sequence requires completion of a year of general chemistry and concurrent enrollment in or completion of the first term of organic chemistry. It is for students with an interest in processes and mechanisms at the cellular and molecular level. Students contemplating medical school or an emphasis in molecular genetics or biochemistry are advised to take this sequence. Because the sequence assumes familiarity with chemical concepts, most students should begin it fall term of the sophomore year, after completing the year of general chemistry with laboratories that is required of biology majors.

Careers. The biology major prepares students for many outstanding fields. According to a 2002 study in U.S. News and World Report, being a biologist is the number-one ranked and most satisfying profession out of the top 100 in the United States.

Recently, more than one-third of the UO’s biology seniors have been accepted to graduate schools in biomedicine and research. Many graduates have gone on to U.S. medical, dental, pharmacy, veterinary, physician assistant, optometry, physical therapy, and nursing schools. Graduates are pursuing M.S. and Ph.D. degrees in molecular biology, neuroscience, ecology and evolution, and marine biology. Former UO biology majors now work in health services, private industry, government agencies, education, and nonprofit organizations including the Peace Corps, Teach for America, university research centers, pathology and crime laboratories, food processing companies, nature centers, forestry departments, fish and wildlife organizations, computer software companies, museums, botanical gardens, zoos, conservation organizations, science and technology research centers, community colleges, high school science departments, health departments, and hospitals. More details about career opportunities and recent outstanding graduates are available from the Biology Advising Center.

Biology majors are encouraged to become involved in a variety of learning experiences in addition to their college courses. Research, internships, community service, or similar experiences are increasingly important in securing jobs or a position in professional programs. Career-related information is available in the Career Center, 244 Hendricks Hall; students are encouraged to use resources in the Biology Advising Center.

Major Requirements

A major in biology or marine biology leads to a bachelor of science (B.S.) or to a bachelor of arts (B.A.) degree. The B.A. requires completion of the foreign-language requirement. Twenty-four credits of biology that are applied to the major must be taken at the University of Oregon. Majors must either meet the major requirements in effect at the time they are accepted as majors or complete subsequent major requirements. Specific courses follow.

1. General Chemistry (CH 221, 222, 223) or Honors General Chemistry (CH 224H, 225H, 226H)

2. General Chemistry Laboratory (CH 227, 228, 229) or Advanced General Chemistry Laboratory (CH 237, 238, 239)

3. Mathematics, to include Calculus for the Biological Sciences I,II (MATH 246, 247) or Calculus I,II (MATH 251, 252) or equivalent; a course in statistics is recommended

4. General Physics (PHYS 201, 202, 203)

5. One of the introductory sequences: the four-term general biology sequence (BI 211–214) or the three-term foundations sequence (BI 251–253)

6. Organic chemistry sequence

a. For the biology major, a minimum of two organic chemistry courses are required: Organic Chemistry I (CH 331) and either Organic Chemistry II (CH 335) (preferred) or Organic Chemistry III (CH 336)

b. For students interested in graduate programs in medicine, dentistry, biomedicine, or allied health, three organic chemistry courses and two laboratories are required (CH 331, 335, 336, 337, 338). Since many medical schools require upper-division genetics and/or biochemistry, Molecular Genetics (BI 320), Physiological Biochemistry (CH 360), or both are suggested. Students are urged to contact specific institutions to confirm admission requirements

Major in Biology

The major in biology requires a minimum of 44 upper-division biology credits with the following restrictions:

1. At least one 300-level course in each of the three areas—cellular-molecular, systematics-organisms, and ecology-evolution

2. At least 12 credits in courses with a BI subject code, numbered 420 to 499

3. At least two courses at the 300 or 400 level with significant laboratory or fieldwork

Handouts containing detailed information about limitations and allowances within the 44 upper-division credit requirement, descriptions of the 300-level areas, a list of approved courses from other departments, and a list of courses that fulfill the significant laboratory or fieldwork requirement are available in the Biology Advising Center.

Emphasis Areas for the Biology Major

Fulfilling the requirements for an undergraduate degree in biology provides a solid, general foundation in the discipline. Some biology majors may want to concentrate their studies in one of five emphasis areas: ecology and evolution; human biology; marine biology; molecular, cellular, and developmental biology; or neuroscience and behavior. The requirements listed for each emphasis may be fulfilled as the student completes the biology major. Upon graduation, students who complete the requirements for an emphasis area receive written recognition from the department.

Quantitative Ecology (BI 473) is listed in two of the categories below. It can be used to satisfy either category, but not both.

Major in Marine Biology

The major in marine biology has similar requirements to the biology major but requires students to spend three terms completing upper-division course work at the Oregon Institute of Marine Biology. A program plan for the marine biology major is available in the Biology Advising Center or on the OIMB website.

Animal Use in Teaching Laboratories

Students should be aware that the biology and marine biology majors require courses in which they may have to perform experiments on a variety of organisms, including vertebrate animals.

Prospective majors who are concerned about this should discuss it with their advisers before beginning either program. Students are encouraged to review the syllabi for laboratory courses before enrolling. Syllabi are available in the Biology Advising Center and on the department’s website.

Department and university policies require that the use of live vertebrate animals be minimized in teaching laboratories and be approved by the curriculum committee of the Department of Biology and by the Institutional Animal Care and Use Committee of the University of Oregon. Students who have ethical objections to animal use in a course that requires it should consult the director of undergraduate advising before enrolling.

Recommended Program

Each student should consult an adviser in the Biology Advising Center for help with ­determining a program of study. Freshman majors enrolled in a calculus course typically take general chemistry with laboratories.

Upper-division biology electives and General Physics (PHYS 201, 202, 203) are typically taken after successful completion of an introductory biology sequence.

By the end of the sophomore year, each student should have met with a biology adviser to develop a program that satisfies both the interests of the student and the major requirements.

Courses with the BI subject code that are taken to meet major requirements must be passed with grades of C-, P, or better. Students should choose the pass/no pass (P/N) option sparingly or not at all if they plan to attend a professional health program or to pursue a graduate degree in biology.

Students meet the general-education group requirement in science by fulfilling the requirements for a major in biology. Transfer students should consult their advisers when selecting courses to meet the group requirements in arts and letters and in social science. For more information see Group Requirements in the Registration and Academic Policies section of this catalog.

Oregon Institute of Marine Biology

Located in Charleston on Coos Bay, the institute offers the marine biology major in conjunction with the biology department. A coordinated program of study for undergraduates in biology, general science, and environmental science or studies is also available. During fall and spring terms, 300- and 400-level courses take advantage of the institute’s unique coastal setting. Typical offerings include Animal Behavior (BI 390); Invertebrate Zoology (BI 451); Estuarine Biology (BI 454); Marine Biology: Comparative Embryology and Larval Biology, Environmental Issues, Marine Molecular Physiology (BI 457); Marine Ecology (BI 474); and Biological Oceanography (BI 458). A seminar series (BI 407) features weekly invited speakers who are active researchers

The summer program emphasizes field studies and includes a variety of eight- and two-week courses as well as weekend workshops. Information and applications are available from the Biology Advising Center, from the director of the institute, or from the OIMB website. See also the Research Institutes and Centers section of this catalog.

Malheur Field Station

The University of Oregon is a member of the Malheur Field Station consortium. Located in southeastern Oregon in the heart of the Great Basin desert, the field station provides an excellent opportunity for students to study terrestrial and aquatic systems. Credits earned in courses at the field station may be transferred to the university and are included in the total credits required for a University of Oregon degree. Courses that have been preapproved by the department may be counted for the biology major. Detailed course information and applications may be obtained from the field station website or the Biology Advising Center.

Second Bachelor’s Degree

Students may obtain a second bachelor’s degree in biology after earning a bachelor’s degree in another field. These students are admitted as postbaccalaureate nongraduates. For the second degree, all departmental and university requirements must be met. For more information, see Second Bachelor’s Degree in the Registration and Academic Policies section of this catalog.

Preprofessional Students

Prehealth students who want to major in biology need to plan carefully to complete major requirements and meet entrance requirements of professional schools. These students should consult a biology adviser as well as the adviser for the professional area of their choice. See Preparatory Programs in the Academic Resources section of this catalog for more information about these requirements.

Although Organic Chemistry Laboratory (CH 337, 338) and Introductory Physics Laboratory (PHYS 204, 205, 206) are not required for the biology major, they are required for programs at most professional schools, including many programs at the Oregon Health and Science University in Portland.

Honors Program in Biology

Biology and marine biology majors who satisfy the following requirements are eligible to graduate with honors.

1. Complete all of the requirements for the major

2. Earn a minimum GPA of 3.30 in courses with the BI subject code that are applied to the major

3. Take biology courses used to satisfy major requirements for letter grades

4. Register for the honors program through the Biology Advising Center, which includes obtaining an acceptance signature from the faculty research adviser and an honors committee member, before beginning research

5. Complete a minimum of 9 credits in Research (BI 401) during three consecutive terms

6. Complete a thesis based on laboratory research or the equivalent that is approved by the biology honors committee and the faculty adviser

7. Defend the thesis in a public forum

For more information, see an adviser in the Biology Advising Center.

Special Opportunities for Biology Undergraduates

Majors may participate in research; attend department research seminars; work as a computer laboratory assistant, peer tutor, or peer adviser; spend a term at OIMB; or participate in related activities.

The Biology Peer Tutoring program provides students with opportunities to gain teaching experience while deepening their knowledge of a particular field. Peer tutors enroll in and receive credit for Supervised College Teaching (BI 402), which may be applied to the biology major upper-division credit requirements. Students who are considering a career in education are especially encouraged to consider this option.

Credit may be earned for conducting research under the supervision of a faculty member by enrolling in BI 401. For more information, consult individual faculty members in the department or visit the Biology Advising Center.

Students are invited to attend seminars that feature visiting and local scientists.

Students may assist in teaching laboratory sections of some biology courses. Applications may be filed with the department for the limited number of assistantships available.

Peer advising is another way for students to become involved in the department. Interested students are trained during the spring term before the year they plan to work in the advising center.

Students who major in marine biology spend three terms at OIMB, the university’s marine laboratory. Interested students should plan to attend during their junior or senior years.

Students are encouraged to express ideas and offer suggestions about curriculum and student relations to the chair of the department’s curriculum committee, the director of undergraduate advising, the chair of the student relations committee, or the head of the department.

Students are asked to evaluate their biology courses and instructors near the end of each term. This information is available to instructors after the end of the term and placed on file for possible use in promotion and tenure deliberations. Student answers to summary questions are available in electronic format in Knight Library and in the Office of Academic Advising.

The Biology Teacher Recognition Award highlights efforts to improve biology education through student feedback. Initiated by student nominations, the award recognizes faculty members and teaching assistants who excel in one or more aspects of teaching effectiveness

Minor in Biology

Students interested in a minor in biology should develop a plan for the minor in consultation with an adviser in the Biology Advising Center. Students completing the minor in biology must provide the biology adviser with a transcript or transfer evaluation that shows any transfer courses that may be applied to the minor.

Requirements

At least 28 credits of biology that includes

1. Completion of a yearlong introductory biology sequence with laboratories numbered 200 or higher

2. At least 16 credits of upper-division biology course work. No more than 8 credits from BI 401–419 may be applied to the minor including no more than 4 credits from BI 401–409

3. At least 16 credits of biology applied to the minor must be taken at the University of Oregon

4. Course work must be completed with grades of P, C–, or better
Kindergarten through Secondary Teaching Careers

Students who complete the B.A. or B.S. degree with a biology major are eligible to apply for the College of Education’s fifth-year licensure program in middle-secondary teaching or the fifth-year licensure program to become an elementary teacher. More information is available from the department’s K-12 education adviser, Peter -Wetherwax; see also the College of Education section of this catalog.

Graduate Studies [back to top]

The department offers graduate work leading to the degrees of master of arts (M.A.) and master of science (M.S.) and the doctor of philosophy (Ph.D.) degree. The department’s primary emphasis for graduate study is the Ph.D. program.

Applications are reviewed by members of the following programs:

1. Molecular and cellular biology

2. Neuroscience and development

3. Ecology and evolution

4. Marine biology

Interdisciplinary opportunities are available among the programs in biology as well as between biology and other departments, e.g., chemistry, physics, and psychology.

Financial support for graduate students is available through training grants, research grants, and teaching assistantships.

Detailed information about the graduate program, faculty research interests, and physical facilities is available at the biology department website.

Master’s Degree. Master’s degrees earned on the UO campus generally emphasize ecology and evolution and can involve research on terrestrial, aquatic, or marine organisms.

Candidates for the master’s degree complete one of the following requirements:

•A minimum of 60 credits of course work and the preparation of a critical essay

•45 credits of course work and the completion of a research project that is presented as a thesis

Two years are typically required for completion of the master’s degree. More information is available from the biology department graduate admissions coordinator.

A two-year master’s degree with a specialty in marine biology is offered at the Oregon Institute of Marine Biology in Charleston. Master’s degree students enrolled in the program at the institute must be admitted to the thesis master’s option. These programs provide training for a variety of careers in aquatic or marine biology or serve as preparation for advancement to a Ph.D. program at another institution.

Students may be able to accelerate completion of a master’s degree program by completing graduate courses while still in the undergraduate program. For information see Reservation of Graduate Credit in the Graduate School section of this catalog.

Ph.D. Degree. During the first year, students take courses in their area of interest and participate in a laboratory rotation program. The rotations provide direct exposure to research activities in three laboratories and are therefore invaluable in choosing a laboratory in which to carry out dissertation research. After the first year in the program, students devote nearly all their efforts to research. These activities culminate in the public defense of a dissertation.

Admission

An application, reference forms, and additional information may be obtained from the department’s website or from the department office.

Requirements for admission to the graduate program include the following:

1. A completed application for admission form

2. Three letters of recommendation

3. Transcripts of all college work

4. Scores on the quantitative, verbal, and analytical sections of the Graduate Record Examinations

5. TOEFL score of 600 (paper-based test) or 250 (computer-based test) or better for international students

Completed application forms, copies of college transcripts, and letters of reference should be sent to the department’s graduate admissions coordinator.

Application Deadline. Application materials must be received by the department by December 15, when the graduate admissions committee begins reviewing applications.

Institute of Molecular Biology

To foster research and training, the institute brings together scientists from various disciplines who have common intellectual goals and provides them with a well-maintained, shared facility. Research is directed toward understanding basic cellular, genetic, and developmental mechanisms in both eukaryotes and prokaryotes. The faculty members of the institute hold appointments in the biology, chemistry, or physics departments. Graduate students are admitted into academic departments and subsequently receive their degrees through those departments. They may, however, choose any faculty member as a dissertation adviser. For more information see the Research Institutes and Centers section of this catalog, or send inquiries to the director of the institute.

Institute of Neuroscience

Neuroscientists in the biology, human physiology, and psychology departments have formed an interdisciplinary institute in the neurosciences. Faculty members are engaged in research in cellular neuroscience, developmental biology, systems neuroscience, neural plasticity, and cognitive neuroscience. A coordinated graduate-degree program of instruction and research is available to students through any of the participating departments. For more information see the Research Institutes and Centers section of this catalog.

Center for Ecology and Evolutionary Biology

The center promotes and facilitates research and graduate education in ecology and evolutionary biology. Active research programs emphasize molecular evolution, evolution of development, life-history evolution, photoperiodism and seasonal development, population and quantitative genetics, ecology of mutualism, plant-fungus and plant-insect interactions, theoretical ecology, microbial ecology, global change, biogeochemistry, and community and ecosystem dynamics. Researchers use a variety of methods, organisms, and habitats to address critical questions in their disciplines. For more information see the Research Institutes and Centers section of this catalog.

Developmental Biology Program

A rigorous graduate training program investigates the mechanisms that lead from a fertilized egg to an adult organism. Various laboratories in the Institutes of Neuroscience and of Molecular Biology are investigating how cell polarity is established in the budding yeast (Saccharomyces cerevisiae), in embryos of the nematode (Caenorhabditis elegans), and in stem cells of the fruit fly (Drosophila melanogaster); how asymmetric cell division is regulated in C. elegans and D. melanogaster; how cell signals program cell-fate choice during plant and animal development; how C. elegans embryos establish major body axes; how neuronal diversity is generated in the zebrafish (Danio rerio) and in D. melanogaster; how hypoxia influences development in D. melanogaster; how resident bacteria influence intestinal development in D. rerio; and, in general, how genes are regulated during development. For more information see the Research Institutes and Centers section of this catalog.

Oregon Institute of Marine Biology

The Oregon Institute of Marine Biology offers a full program of study and research for graduate students. Graduate courses are offered mainly during summer session and fall and spring terms, and research is conducted year round. The marine biology graduate program focuses on research in biological oceanography, phytoplankton and microbial food webs, invertebrate physiology, larval ecology and evolution, the biology of intertidal organisms, deep-sea biology, and marine ecology. Direct inquiries to the biology department’s graduate admissions coordinator. See also the Research Institutes and Centers section of this catalog.

Environmental Studies

The Environmental Studies Program offers interdisciplinary graduate study leading to a master of arts (M.A.) or master of science (M.S.) in environmental studies and an interdisciplinary doctor of philosophy (Ph.D.) degree in environmental sciences, studies, and policy. Students choose courses offered in appropriate disciplines to design a program that meets individual goals. More information is available in the Environmental Studies section of this catalog.

Biology Courses (BI) [back to top]

Course syllabi, detailed course descriptions, and a tentative schedule of the year’s course offerings can be found on the department’s website and in the undergraduate advising center. An extra fee may be charged for courses that have laboratories or field trips.

120 Reproduction and Development (4) Intended to help nonscientists understand biomedical information encountered in daily life. Human reproduction and development in the light of modern scientific experience. Lectures, laboratories.

121 Introduction to Human Physiology (4) Study of normal body function at the organ level; emphasizes basic physiological principles. No chemistry background required. Lectures, laboratories.

122 Introduction to Human Genetics (4) Basic concepts of genetics as they relate to humans. Blood groups, transplantation and immune reaction, prenatal effects, the biology of twinning, selection in humans, and sociological implications. Lectures, discussions.

123 Biology of Cancer (4) Comparison of cancer cells with normal cells; causes of cancer, including viral and environmental factors; and the biological basis of therapy. Lectures, discussions.

130 Introduction to Ecology (4) The concept of an ecosystem; organismal energetics; biogeochemical cycles; succession; population growth; species interactions, species diversity; implications for human ecosystems. Lectures, discussions.

131 Introduction to Evolution (4) Darwinian evolution; human-caused evolution, natural selection, speciation, extinction, and human evolution. Lectures, discussions.

132 Introduction to Animal Behavior (4) Animal behavior, its evolutionary origins, and its neural mechanisms. Readings and films illustrate the adaptive nature of orientation, navigation, communication, and social behavior. Lectures, discussions.

133 Sensation, Behavior, and Biology (4) An introduction to the biological basis of perception and action in animals, including humans, with an emphasis on cellular and molecular mechanisms.

196 Field Studies: [Topic] (1–2R)

198 Laboratory Projects: [Topic] (1–2R)

199 Special Studies: [Topic] (1–5R)

211 General Biology I: Cells (4) How cells carry out functions of living organisms; genetic basis of inheritance; how genes and proteins work. Lectures, laboratories-discussions. Prereq: one term of college-level general chemistry (CH 111 or higher) or equivalent.

212 General Biology II: Organisms (4) How cells develop and interact within complex organisms. Comparative anatomy and physiology of plants, animals, and fungi. Lectures, laboratories-discussions. Prereq: C– or better or P in BI 211.

213 General Biology III: Populations (4) How organisms interact with their environments and with each other; ecology, evolution, and behavior. Lectures, laboratories-discussions. Prereq: C– or better or P in BI 211.

214 General Biology IV: Biochemistry and Genetics (4) Protein structure and function; metabolism; DNA structure, replication, mutation, and repair; gene mapping and complementation; and gene regulation. Lectures, laboratories. Prereq: C– or better or P in BI 211, CH 223 or 226.

251 Foundations I: Biochemistry and Cell Physiology (5) Focuses on the cellular structures and chemical reactions that allow cells to grow, to transform energy, and to communicate. Lectures, laboratories. Prereq: CH 223 or 226H; pre- or coreq: CH 331.

252 Foundations II: Genetics and Molecular Biology (5) How living organisms store, replicate, and transmit their genetic information, and how this information directs the activities of the cell and organism. Lectures, laboratories. Prereq: C– or better or P in BI 251.

253 Foundations III: Evolution and Biodiversity (5) Genetic basis and ecological context of evolutionary change leading to an examination of the generation and major patterns of biodiversity. Lectures, laboratories. Prereq: C– or better or P in BI 252.

306 Pollination Biology (4) Ecology and evolution of pollination biology: coevolution, mutualism, animal foraging behavior, plant breeding systems, biodiversity, and conservation issues associated with endangered species and introduced species. Lectures, laboratories. Prereq: BI 213 or 253.

307 Forest Biology (4) Structure and function of forested ecosystems emphasizing the Pacific Northwest. Interactions among trees, microorganisms, and animals; disturbance and recovery; forest management. Lectures, laboratories, field trips. Prereq: BI 213 or 253.

308 Freshwater Biology (4) Environments of lakes and streams. Effects of physical and chemical factors on organisms, biological interactions, nutrient cycles, results of human activities. Lectures, laboratories. Prereq: BI 213 or 253.

320 Molecular Genetics (4) Molecular mechanisms regulating control of gene expression. Topics include chromosome structure, transcription and processing of RNA, control of transcription, translational control, and genetic rearrangement. Prereq: BI 214 and CH 331 or BI 252.

322 Cell Biology (4) Eukaryotic cell nuclear structure and exchange, protein trafficking, endocytosis, chaperones, cytoskeletal functions, intercellular junctions, extracellular materials, signaling, cell division mechanics and controls, aging and death. Lectures, laboratories-discussions. Prereq: BI 214 and CH 331 or BI 252.

328 Developmental Biology (4) Topics include genetic regulation, nucleocytoplasmic interactions, organellogenesis, morphogenesis, pattern formation, cell differentiation, and neoplasia. Lectures, laboratories. Prereq: BI 214 and CH 331 or BI 252.

330 Microbiology (3) Biology of bacteria: photosynthetic, heterotrophic, and others. Cell structure and function, metabolism including anaerobic and O2-producing photosynthesis, nitrogen fixation, species interactions, and role in major geochemical cycles. Prereq: BI 214 or 252.

331 Microbiology Laboratory (2) Microbial diversity through laboratory projects involving enrichments, culture isolations, and partial characterizations. Two scheduled laboratories per week; additional unscheduled time required. Pre- or coreq: BI 330; prereq: BI 214 or 252.

353 Sensory Physiology (4) Introduction to physiology of the senses: cellular physiology of peripheral receptors through the computational mechanisms that are ultimately related to perception. Prereq: BI 214 or 253.

355 Vertebrate Evolution and Development (4) Comparisons of vertebrate organs and tissues with emphasis on evolutionary trends, development, and diversification. How origins of novel structures may arise by changes in regulatory gene activities. Prereq: BI 214 or 253.

356 Animal Physiology (4) Neurophysiology, endocrinology, muscle contraction, and homeostatic mechanisms of circulation, respiration, metabolism, ionic regulation, and excretion in mammals; comparison with those in other animals. Lectures, laboratories. Prereq: BI 214 or 253.

357 Marine Biology (4) Ecology and physiology of marine plants and animals. Comparisons of various marine habitats. Human influences on marine systems. Prereq: BI 213 or 253. Not open to students who have credit for BI 458 or 474.

358 Investigations in Medical Physiology (4) Human physiology with research and clinical medicine applications. Neuroendocrinology, addiction medicine, cardiology, pulmonology, immunology, reproduction, fertility, and pediatric diseases. Lectures, discussions, primary literature research. Prereq: BI 214 or BI 253 or HPHY 314.

360 Neurobiology (4) Function of the nervous system from the single neuron to complex neural networks. Topics range from molecular and cellular neurobiological mechanisms to systems and behavioral analyses. Prereq: BI 214 and CH 331 or BI 252.

370 Ecology (4) Relationship of organisms to their environment in space and time. Factors controlling the distribution and abundance of organisms, introductions to community systems, and paleoecology. Required fieldwork. Prereq: BI 213 or 253. Calculus or statistics recommended.

380 Evolution (4) Origin and maintenance of genetic variability. Historical and geographic patterns of variation. Application of population genetics to understanding evolutionary processes; modes of speciation. Prereq: college algebra and BI 213 or 253.

390 Animal Behavior (4) How and why animals behave, and how animal behavior is studied. Mechanisms of behavior, behavioral ecology, and sociobiology. Prereq: BI 213 or 253.

399 Special Studies: [Topic] (1–5R)

401 Research: [Topic] (1–16R)

402 Supervised College Teaching (1–6R) R for maximum of 9 credits.

403 Thesis (1–12R)

405 Reading and Conference: [Topic] (1–16R)

406 Field Studies: [Topic] (1–16R)

407/507 Seminar: [Topic] (1–2R)

408/508 Laboratory Projects: [Topic] (1–16R) Special laboratory training in research methods. A fee may be charged for supplies and materials that become the property of the student.

409 Practicum: [Topic] (1–6R)

410/510 Experimental Course: [Topic] (1–16R)

412/512 Marine Field Studies: [Topic] (4–8R) Topics include field studies of marine organisms, marine biology, wetlands biology, and coastal ecosystems. R when topic changes. Offered at Oregon Institute of Marine Biology.

422/522 Protein Toxins in Cell Biology (4) Mechanisms used by protein toxins to kill other organisms and how they have been used as molecular scalpels to dissect pathways in cell and neurobiology. Prereq: BI 322 or 356 or 360.

423/523 Human Molecular Genetics (4) Advanced topics in genetics that relate to human development and disease. The human genome, sex determination, X chromosome inactivation, chromosomal abnormalities, trinucleotide repeat expansions, cancer. Prereq: BI 320.

424/524 Advanced Molecular Genetics (4) Structure and function of chromosomes with emphasis on unsolved genetic problems such as genomic imprinting, position effects, and gene silencing. Prereq: BI 320.

428/528 Developmental Genetics (4) Genetic regulation of development, including investigations of molecular mechanisms and studies of developmental mutants. Topics include molecular biology of eukaryotic chromosomes, genetic mosaics, and models of gene regulation. Prereq: BI 320 or 328.

431/531 Algae and Photosynthetic Bacteria (5) Structure, cytology, life history, and ecology of representative freshwater and marine algae.Lectures, laboratories.

432/532 Mycology (5) Physiology, ecology, structure, and classification of fungi; emphasis on structural and physiological adaptations to saprophytic, parasitic, and symbiotic modes of existence. Lectures, laboratories. Prereq: BI 214 or 253.

433/533 Bacterial-Host Interactions (4) Examines spectrum of interactions between bacteria and animals, from pathogenesis to symbiosis, focusing on the molecular and cellular bases of these interactions. Prereq: BI 320 or 322 or 330.

442/542 Systematic Botany (5) Principles of plant classification with emphasis on flowering plants, introduction to taxonomic theory and methods of biosystematics, collection and identification procedures, recognition of common families in native flora. Lectures, laboratories. Prereq: BI 213 or 253.

448/548 Field Botany (4) Intensive study of the regional flora; ecology and native uses; sight recognition of prominent species; field characteristics of principal plant families; identification using dichotomous keys. Lectures, field trips. Prereq: BI 213 or 253. Offered summer session only.

451/551 Invertebrate Zoology (5–8) Representative invertebrate groups with emphasis on marine forms; morphology, systematics, life history, and ecology. Lectures, laboratory, field trips. Offered at Oregon Institute of Marine Biology.

452/552 Insect Biology (4) Anatomy, physiology, systematics, and behavior of insects. Insect societies. Lectures, laboratories.

453/553 Marine Molecular Physiology (5) Molecular and physiological approaches to understanding how marine organisms work. Mechanisms that organisms use to deal with changing conditions, including temperature, salinity, oxygen, and development. Prereq: BI 214 or 252. Offered at Oregon Institute of Marine Biology.

454/554 Estuarine Biology (5) The biological and physical factors regulating abundance, distribution, production, and biodiversity within estuaries. Includes field trips to marshes, tidal flats, and exploration of estuarine habitats. Prereq: BI 213 or 253.

455/555 Marine Birds and Mammals (4–6) Principles of morphology, physiology, evolution, life history, and systematics as demonstrated through study of birds and mammals of the Oregon coast. Comparison of the fauna from the open sea to coastal waters. Lectures, laboratory, field trips. Offered at Oregon Institute of Marine Biology.

457/557 Marine Biology: [Topic] (4–8R) Content varies. Topics include comparative embryology, environmental issues, biology of fishes, and other subjects related to marine biology. Lectures, laboratories, field trips. R when topic changes. Offered at Oregon Institute of Marine Biology.

458/558 Biological Oceanography (5) Examines patterns of biological productivity and controlling physical and chemical mechanisms in the various environments of the world’s oceans. Lectures, laboratories, field trips. Prereq: BI 213 or 253. Offered at Oregon Institute of Marine Biology.

459/559 Field Ornithology (4) Natural history and identification of birds. Fieldwork emphasizes adaptation, behavior, breeding, distribution, migration, and ecology. Offered summer session only.

461/561 Systems Neuroscience (4) Principles of organization of nervous systems with emphasis on vertebrate brain and spinal cord. Functional implications of synaptic organization and pattern of projections, and comparative aspects. Prereq: BI 353 or equivalent.

CH 461/561, 462/562, 463/563 Biochemistry (4,4,4) See Chemistry

464/564 Biological Clocks (4) Biological time keeping at ecological, evolutionary, behavioral, physiological, neurological, and molecular levels, with emphasis on daily and seasonal rhythms. Prereq for 464: BI 360 and BI 320 or 328. Offered alternate years.

466/566 Developmental Neurobiology (4) Mechanisms underlying development of the nervous system. The genesis of nerve cells; differentiation of neurons; synaptogenesis and neuronal specificity; plasticity, regeneration, and degeneration of nervous tissue. Prereq: BI 320 and 328.

467/567 Hormones and the Nervous System (4) Effects of hormones on neuronal structure and function in vertebrates and invertebrates, particularly during development and metamorphosis. Relationship between neural and behavioral changes. Prereq: BI 360.

CH 467/567 Biochemistry Laboratory (4) See Chemistry

470/570 Experimental Design (4) The design and statistical analysis of experiments, with an emphasis on the analysis of variance. Focus on computer-based analysis and presentation of results. Prereq: MATH 243 or 425 or equivalent. Offered alternate years.

471/571 Population Ecology (4) Theoretical, experimental, and applied aspects of growth, structure, and regulation of natural populations; population estimation; demographic analysis; life-history theory. Prereq: BI 370.

472/572 Community Ecology (4) Quantitative and conceptual approaches to the study of biological communities. Biodiversity measurement. Effect of climate and climate change on ecosystem structure and function. Prereq: BI 370.

473/573 Quantitative Ecology (5) Quantitative methods applied to field analyses of pattern, dominance, community structure, and interactions. Required fieldwork. Pre- or coreq: BI 370.

474/574 Marine Ecology (5–8) Factors that influence the distribution, abundance, and diversity of marine organisms. Field emphasis on local intertidal and shallow-water communities. Offered at Oregon Institute of Marine Biology.

475/575 Freshwater Ecology (5) Study of freshwater environments, particularly lakes; chemical, physical, and biological interactions. Lectures, laboratories; required fieldwork. Prereq: BI 370.

476/576 Terrestrial Ecosystem Ecology (4) Flux of nutrients, carbon, water, and energy in the environment; interactions and consequences for organisms. Scale ranges from microbial to global. Prereq: BI 370.

478/578 Neotropical Ecology (2) Preparation for field study in Ecuador. Examines biogeography, nutrient cycling, productivity, and community structure of the neotropics; natural history of neotropical plants and animals. Sequence with 479/579. Prereq: BI 213 or 253.

479/579 Neotropical Ecology Field Study (6) Examines four different ecosystems in Ecuador, from high-elevation paramo to low-elevation Amazonian rain forests. Students design and conduct independent research projects. Prereq: BI 478/578.

480/580 Evolution of Development (4) Exploration of the mechanisms by which organisms evolve new developmental pathways; techniques used to discover the evolutionary history of these innovations. Prereq: BI 328, 355, or 380.

484/584 Molecular Evolution (4) General description of patterns of molecular variation within and between species, underlying mechanisms, and methods of analysis. Prereq: BI 320 or 380.

486/586 Population Genetics (4) Analysis of the genentic mechanisms of evolutionary change. Study of artificial and natural selection, mutation, migration, population structure, and genetic drift. Prereq: BI 214 or 253 and MATH 252.

487/587 Molecular Phylogenetics (4) A critical introduction to the concepts and techniques of modern molecular phylogenetic analysis—the inference of evolutionary relationships from gene sequence data. Prereq: BI 380.

489/589 Evolutionary Biology of Infectious Disease (4) Infectious disease shapes the ecology and evolution of all organisms. Examines resistance, virulence, tolerance, transmission, speciation, and life history evolution of parasites and pathogens. Prereq: BI 380.

493/593 Genomic Approaches and Analysis (4) Introduction to experimental methods and analytical techniques for studying biological questions on a genome-wide scale. Prereq: BI 320 and MATH 425 or equivalent.

496/596 Conservation Genetics (4) Causes and consequences of changes in genetic diversity in natural populations using tools and techniques from population, quantitative, and molecular genetics, systematics, and phylogenetics. Prereq for BI 496: BI 320 or 380. Offered alternate years.

503 Thesis (1–16R)

601 Research: [Topic] (1–16R)

602 Supervised College Teaching (1–5R)

603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–16R)

606 Field Studies: [Topic] (1–16R)

607 Seminar: [Topic] (1–3R) Topics may include neurobiology, developmental biology, ecology colloquium, genetics, molecular biology, and neuroscience.

608 Special Topics: [Topic] (1–5R) Lecture course devoted to advanced topics that reflect instructor’s research interests.

609 Practicum: [Topic] (1–3R)

610 Experimental Course: [Topic] (1–5R)