5 credits
Fall semester, every year
Introductory biology
will help non-science majors better appreciate: 1) how
scientists learn about the biological world, 2) the
diversity of living things, and 3) issues related to
biology that affect your life. Why do I think these are
important? Scientific inquiry is simply a formal version of
everyday thinking. Many exercises in this class can help
students improve their skills of observation and deduction,
which are useful in daily life. Because students also a
citizens and (hopefully) voters, we discuss the science
behind some of today’s important issues to help to
develop thoughtful and informed citizen. We accomplish
these goals through lecture, discussion, experiment,
reading, and writing.
3 credits
Spring semester, every year
This course is intended
to introduce forest managers to basic concepts of the
physiology of woody plants as it relates to trees and
forest systems. I emphasize interactions between trees and
their physical and biological environments. Where
appropriate, we look at the use and impact of chemical and
bio- technologies.
5 credits
Spring semester, every year
Plant Physiology is the
science of how plants work. It integrates concepts from
physics, chemistry, and various branches of biology. The
concepts developed by plant physiologists has influenced
– and continues to influence – agriculture,
forestry, medicine, atmospheric science, and environmental
science. After taking this class, students will be familiar
with the basic workings of plants and what makes them
unique, interesting, and essential to life on Earth. By the
end of the semester, students should be able to apply this
knowledge to their discipline of choice.
1 credit
Fall and spring semesters every year
To complete the
seminar, students are expected to read, understand, and
present a scientific article for class discussion. At this
point in their education, we expect students to have the
knowledge and sophistication to explore a topic in depth
and present information on this topic to colleagues. By
taking part in this process, I expect students will learn
1) the importance of critical evaluation of published
scientific literature, 2) the use of the library for
scientific research, and 3) scientific presentation and
speaking skills. Most importantly, students will learn that
scientific knowledge is constantly changing and this
process depends upon the free exchange of ideas. All of the
above skills will be essential to students' future
careers.
