Biology Concentration

Jan. 1, 2020 — AOS Guidelines: Science, Mathematics and Technology

I. Overview

Biology is among the broadest of science disciplines and as such lays a foundation for a multitude of career paths.  Students with concentrations in Biology may seek employment in education; academic, clinical, or research fields; environment and ecology-related fields; and allied health science professions.  Additionally, a Biology concentration could serve as the foundation for future graduate studies in a variety of occupations.

Biology is one of the core fields in the natural sciences and as such, Biology concentrations must fulfill the guidelines for the Science, Mathematics and Technology Area of Study. Concentrations in Biology include a range of approaches; however, they share a common core of knowledge and an approach to progression within the individualized specialization. Students interested in focusing on the life sciences without meeting the full expectation of these guidelines, should consider a different concentration title that accounts for their interests and degree plan (e.g., Studies in Biology).

II. Degree Design

The study of biology involves four levels of analysis.  The molecular level includes the expression of genetic information, the chemistry of macromolecules, and metabolism.  The cellular level focuses on the structure and function of cells with nuclei (known as eukaryotic cells) and cells without nuclei (known as prokaryotic cells).  The level of the organism covers the form and function of animals and plants.  Finally, the ecological level analyzes the evolution and diversity of organisms and their interactions in the natural world.  Degree plans in Biology should have a holistic perspective which accounts for these levels of study.

The field of biology also draws upon knowledge in chemistry, physics, and mathematics.  These supporting disciplines inform advanced level study in biology at all levels of analysis.  Therefore, degree plans in Biology should include introductory study in each of these fields as discussed below.

A. Foundation of Knowledge

Biology

To cover the breadth of biological theory discussed above, introductory biology is typically divided into a sequence of courses.  The content of the introductory sequence, typically two courses, is expected to include the following: A) at the molecular level: DNA structure and replication, gene expression, respiration, and photosynthesis; B) at the cellular level: cell structure and function, the cell cycle, mechanisms of cell division, and modes of inheritance; C) at the organismal level: a survey of animal organ systems, plant form and reproduction, and regulation of homeostasis; D) at the ecological level: systematics and survey of biological taxa, evolutionary mechanisms, the function of populations, communities and ecosystems.

The two course Biology I and II with Laboratory sequence and the three course Introduction to Cell Biology and Genetics, Introduction to Organismal Biology, and Introduction to Population Biology sequence are both examples of acceptable sequences. Students should explain in their rationale essays how the sequence of introductory courses they select covers the content for foundational knowledge.

Chemistry

The foundation in chemistry should include two courses of introductory chemistry and at least the first semester of organic chemistry. For example, the General Chemistry I and II, or Chemistry I and II with Laboratory sequences, and Organic Chemistry I will provide this knowledge. Students are encouraged to consider including a second course in organic chemistry in their degree plans (e.g., Organic Chemistry II) especially if they plan to pursue graduate studies.

Physics

The foundation in physics should include a two-course sequence of introductory physics, such as Physics I and II with Laboratory or equivalent.  Physics taught using either an algebra or calculus platform is acceptable.

Mathematics

Biology programs should include a course that covers statistics and probability (or a course that can similarly assist with quantitative analyses) and the first semester of calculus.  For example, Statistics and Calculus I will provide this knowledge. Calculus II is strongly recommended and becomes more important if a student is interested in graduate studies.

B. Advanced Level Knowledge

Degree plans in Biology should include advanced level study in each of the four levels of analysis: molecular, cellular, organismal, and ecological.

To accomplish this goal, students should include in their programs at least one advanced level course in each area as follows:

A) at the molecular level: students are required to take Genetics or its equivalent. In addition, students may include in the degree programs other courses in this area such as Biochemistry, Molecular Biology;

B) at the cellular level: students are required to take Cell Biology or its equivalent. Students may also include in the degree programs other courses in this area such as Biology of Microorganisms;

C) at the organismal level: students may choose from a variety of courses such as Biology of the Brain, Ornithology, Plant Ecology, Forest Ecology, Herpetology, or Mammalogy;

D) at the ecological level: students may choose from a variety of courses such as Animal Behavior, Evolution, Ecology, Marine Biology, or Conservation Biology.

The remaining advanced level studies in the concentration can be either focused in a single area of biology or distributed among the different areas according to the student's specific interests in biology or their professional goals.

Studies in different biological subjects often cover the same topics in different context.  For example, the mechanism of cell division is addressed in courses in the areas of cell biology, genetics, zoology and botany.  This overlap is advantageous; repetition allows the student to view the topic from several perspectives.  The resultant integration permits the development of an understanding of the functional relatedness of living organisms and demonstrates the unity of the various disciplines within biology.

C. Research and Experimental Skills

Students pursuing a biology concentration should learn problem-solving and research skills, as well as knowledge of basic experimental and application methodologies, including data collection and analysis. They should demonstrate this learning through the progression of courses and/or experiences.

The foundational courses in biology and chemistry should include opportunities for experimentation.  For other natural science courses, research and experimental activities are encouraged.  For introductory and advanced level knowledge, there are many ways in which research and analytical skills can be integrated into the course work.  These include virtual labs, courses with lab kits, field experience courses and residencies.  In addition, the student may plan to include an internship in the degree program, as well as assessment of prior learning knowledge for credit.

Students should be aware that they may need specific laboratory and/or field courses to meet entrance requirements for graduate studies.

III. Rationale

In addition to addressing the guidelines for the Science, Mathematics, and Technology Area of Study, students must explicitly discuss in their rationale essay how each of the above topics are incorporated in their degree program.