Biological Sciences

Exploration of the major discoveries and ideas that have revolutionized the way we view organisms and understand life. This is an introductory survey course that explores basic concepts of molecular and cellular biology, genetics and evolution. Students will focus on biological concepts, biotechnology and bioethics, which inundate contemporary society.

BIOL 1360 is a seminar for undergraduates in any class who are interested in exploring the complex relationships between science and society, some of which have become especially prominent and controversial during the past several months.   I have enjoyed teaching this course for nearly a decade, at Columbia and elsewhere, based in part on my own experiences conducting and overseeing biomedical research at academic and governmental institutions.

Many of our discussions will be built upon the foundational philosophy outlined in a famous short essay by Vannevar Bush and adopted by the US government shortly after World War Two.  His essay helped to define the relationships---among government, academia, and industry---that  influence how scientific work is conducted and supported, how universities operate, and how our nation’s economy, health, security, and prestige rise and fall.

The course addresses a wide array of topics, such as: why do people choose a scientific career? why do governments and other funders support scientific work? how does science fail? why is there skepticism about science? how is it represented in the arts? how are results disseminated, evaluated, and legally protected?   These questions and others are addressed from numerous perspectives, with examples taken from many fields of science, mostly biology and medicine, including the Covid-19 pandemic, biotechnology, and others.

I will provide assignments for each class --- mainly short articles (from newspapers and scientific journals) and book chapters, but also a few films and short books --- at least a week in advance as topics for discussion.    There will be no final exam or other written tests, but every student will undertake a term project on a topic developed through private consultations with me, and will present the findings orally in class and in a short essay. 

I welcome undergraduate students from all classes who are concentrating in any field: the natural or social sciences, humanities, or the arts. There are no prerequisites, other than an interest in how the scientific enterprise works and how it interacts with other components of our society. 

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

A laboratory-based introduction to cell and molecular biology. Both classic and modern approaches are used to investigate principles of heredity as well as the structure and function of cells and their molecular components. Lab exercises introduce practical techniques and data analysis.

Prerequisites: ) Limited to 16 students who are participating in the Science Pathways Scholars Program. Students in this seminar course will be introduced to the scientific literature by reading a mix of classic papers and papers that describe significant new developments in the field. Seminar periods will be devoted to oral reports, discussion of assigned reading, and student responses. Section 1: Limited to students in the Science Pathways Scholars Program. Section 2: Limited to first-year students who received a 4 or 5 on the AP and are currently enrolled in BIOL BC1500.

Prerequisites: BIOL UN2005, or the instructors permission. Lecture and recitation. Recommended second term of biology for majors in biology and related majors, and for premedical students. Cellular biology and development; physiology of cells and organisms. SPS, Barnard, and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). The form can be downloaded at the URL below, but must be signed by the instructor and returned to the office of the registrar. http://registrar.columbia.edu/sites/default/files/content/reg-adjustment.pdf . Students must register for a recitation section BIOL UN2016. 

Prerequisites: BIOL UN2005, or the instructors permission. Lecture and recitation. Recommended second term of biology for majors in biology and related majors, and for premedical students. Cellular biology and development; physiology of cells and organisms. SPS, Barnard, and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). The form can be downloaded at the URL below, but must be signed by the instructor and returned to the office of the registrar. http://registrar.columbia.edu/sites/default/files/content/reg-adjustment.pdf . Students must register for a recitation section BIOL UN2016. 

Mendelian and molecular genetics of both eukaryotes and prokaryotes, with an emphasis on human genetics. Topics include segregation, recombination and linkage maps, cytogenetics, gene structure and function, mutation, molecular aspects of gene expression and regulation, genetic components of cancer, and genome studies.

Prerequisites: BIOL BC1500, BIOL BC1501, BIOL BC1502, BIOL BC1503 or the equivalent. Survey of plant biology emphasizing evolutionary and ecological perspectives on mating and reproduction, physiology, anatomy, and morphology.

Prerequisites: BIOL BC1500, BIOL BC1501, BIOL BC1502, BIOL BC1503 or equivalent. This introduction to animal behavior takes an integrative approach to understand the physiological and genetic basis of behavior, the ecological context of behavior, and the evolutionary consequences of behavior. This course focuses on the process of scientific research, including current research approaches in animal behavior and practical applications of these findings.

Careers in health care require an in depth knowledge of the anatomy of the human body. However, anyone can gain from an appreciation of the complexity of their own body. With this class, students will gain an understanding of how anatomical form and function are intertwined from the microscopic to macroscopic levels. Though any anatomy course necessarily involves the memorization of structures, this course has a strong focus on the functions of those structures as applied to everyday life! Rather than rote memorization, students will work to understand the anatomical, biomechanical, and physiological principles that govern how we move, feel, and think.

Careers in health care require an in depth knowledge of the anatomy of the human body. However, anyone can gain from an appreciation of the complexity of their own body. With this class, you will gain an understanding of how anatomical form and function are intertwined from the microscopic to macroscopic levels. In lab, you will gain a deeper appreciation of the anatomical structures you have learned in lecture by exploring structures in 3D using a combination of physical models, dissections, and 3D anatomy software. 

Prerequisites: a course in college chemistry and BIOL UN2005 or BIOL UN2401, or the written permission of either the instructor or the premedical adviser. Cellular biology and development; physiology of cells and organisms. Same lectures as BIOL UN2006, but recitation is optional. For a detailed description of the differences between the two courses, see the course web site or http://www.columbia.edu/cu/biology/ug/advice/faqs/gs.html. SPS, Barnard, and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). The form can be downloaded at the URL below, but must be signed by the instructor and returned to the office of the registrar. http://registrar.columbia.edu/sites/default/files/content/reg-adjustment.pdf

Prerequisites: a course in college chemistry and BIOL UN2005 or BIOL UN2401, or the written permission of either the instructor or the premedical adviser. Cellular biology and development; physiology of cells and organisms. Same lectures as BIOL UN2006, but recitation is optional. For a detailed description of the differences between the two courses, see the course web site or http://www.columbia.edu/cu/biology/ug/advice/faqs/gs.html. SPS, Barnard, and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). The form can be downloaded at the URL below, but must be signed by the instructor and returned to the office of the registrar. http://registrar.columbia.edu/sites/default/files/content/reg-adjustment.pdf

An introduction to the basics of Python and R coding in the context of solving basic problems in molecular biology. Python will be used to write programs that analyze various features of DNA sequence data and R will be used to analyze output from RNA-seq experiments. No prior programming experience is necessary. The work will involve modifying existing code as well as developing simple programs from the ground up.

Learning objectives:

This course will provide a comprehensive foundation in programming methodology for quantitative biology applications that can be readily applied to any programming language. It is recommended for students interested in establishing or expanding their computational biology skillset. After completing this course, students should be able to:

1. Understand and explain the role of numerical and statistical methods in biology

2. Execute numerical computations using a widely-used programming language

3. Recognize common programming motifs that can be readily applied to other widely used languages

4. Design and troubleshoot algorithms to analyze diverse biological data and implement them using functions and scripts

5. Apply statistical programming techniques to model biological systems

6. Generate and interpret diverse plots based on biological datasets

Course overview: 

Once a small subfield of biology, computational biology has evolved into a massive field of its own, with computational methods fast becoming a vital toolkit leveraged by biologists across the discipline. As the size and complexity of biological datasets grows, computational methods allow scientists to make sense of these data, scaling quantitative methods to extract meaningful insights that help us better understand ourselves and the living world around us. In this course, we will learn the basics of computer programming in R, a powerful programming language with wide use in the biological sciences. Topics will include a basic introduction to R and the RStudio environment, data types and control structures, reading and writing files in R, data processing and visualization, manipulating common biological datasets; and statistical testing and modeling in R.

Prerequisite or corequisite: BIOL UN2005 or BIOL UN2401. Contemporary Biology Lab is designed to provide students with hands-on exploration of fundamental and contemporary biological tools and concepts. Activities include in depth study of mammalian anatomy and physiology through dissection and histology, as well as a series of experiments in genetics and molecular biology, with emphasis on data analysis and experimental technique.

Prerequisite or corequisite: BIOL UN2005 or BIOL UN2401. Contemporary Biology Lab is designed to provide students with hands-on exploration of fundamental and contemporary biological tools and concepts. Activities include in depth study of mammalian anatomy and physiology through dissection and histology, as well as a series of experiments in genetics and molecular biology, with emphasis on data analysis and experimental technique.

Prerequisite or corequisite: BIOL UN2005 or BIOL UN2401. Contemporary Biology Lab is designed to provide students with hands-on exploration of fundamental and contemporary biological tools and concepts. Activities include in depth study of mammalian anatomy and physiology through dissection and histology, as well as a series of experiments in genetics and molecular biology, with emphasis on data analysis and experimental technique.

Prerequisite or corequisite: BIOL UN2005 or BIOL UN2401. Contemporary Biology Lab is designed to provide students with hands-on exploration of fundamental and contemporary biological tools and concepts. Activities include in depth study of mammalian anatomy and physiology through dissection and histology, as well as a series of experiments in genetics and molecular biology, with emphasis on data analysis and experimental technique.

Prerequisites: One year of biology,  BIOL UN3004 or instructors permission in case the student hasn't take it. This course is the capstone course for the Neurobiology and Behavior undergraduate major at Columbia University. It is designed for advanced undergraduate and graduate students. Knowledge of  Cellular Neuroscience (how an action potential is generated and how a synapse works) will be assumed. It is recommended that students take BIOL UN3004 Neurobiology I: Molecular and Cellular Neuroscience, or a similar course, or obtain instructors permission. Website for BIOLUN3005: https://blogs.cuit.columbia.edu/rmy5/files/2022/01/syllabus.UN3005.2022.v4-lab.pdf

Prerequisites: One year of biology,  BIOL UN3004 or instructors permission in case the student hasn't take it. This course is the capstone course for the Neurobiology and Behavior undergraduate major at Columbia University. It is designed for advanced undergraduate and graduate students. Knowledge of  Cellular Neuroscience (how an action potential is generated and how a synapse works) will be assumed. It is recommended that students take BIOL UN3004 Neurobiology I: Molecular and Cellular Neuroscience, or a similar course, or obtain instructors permission. Website for BIOLUN3005: https://blogs.cuit.columbia.edu/rmy5/files/2022/01/syllabus.UN3005.2022.v4-lab.pdf

Prerequisites: BIOL UN2005 and BIOL UN2006. General genetics course focused on basic principles of transmission genetics and the application of genetic approaches to the study of biological function. Principles will be illustrated using classical and contemporary examples from prokaryote and eukaryote organisms, and the experimental discoveries at their foundation will be featured. Applications will include genetic approaches to studying animal development and human diseases. SPS and TC students must obtain the written permission from the instructor, by filling out a Registration Adjustment Form (Add/Drop form). https://www.registrar.columbia.edu/sites/default/files/content/reg-adjustment.pdf

Multicellular animals contain a diverse array of cell types, yet start from a single cell. How do cells decide what kind of cell to be? In this lab course, we will use the tools of molecular biology and genetics to explore this fascinating question. We will use the nematode Caenorhabditis elegans, a powerful model organism used in hundreds of research labs. The course will be divided into three modules: C. elegans genetics, molecular cloning, and genetic screening. Laboratory techniques will include PCR, gel electrophoresis, restriction digest, ligation, transformation, RNAi, and C. elegans maintenance. Students will pursue original projects; emphasis will be placed on scientific thinking and scientific communication. SPS and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). Prerequisites: UN2005/UN2401 and UN2006/UN2402, or the equivalent at a different institution.

Prerequisites: one year of Intro Bio. An introductory biology or chemistry lab is recommended. Bacteria are not just unicellular germs. This lab course will broaden your awareness of the amazing world of microbiology and the diverse capabilities of microbes. The focus will be on bacterial multicellularity, pigment production, and intercellular signaling. Pigment-producing bacteria will be isolated from the wild (i.e. Morningside Campus or your skin), and characterized using standard genetic tools (PCR, DNA gel electrophoresis, transformation, screen) and microbiology techniques (isolation of bacteria and growth of bacterial colonies, media preparation, enrichment techniques for pigments). These techniques will also be applied in the study of bacterial multicellularity and signaling in the standard lab strain Pseudomonas aeruginosa. SCE and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). The form can be downloaded at the URL below, but must be signed by the instructor and returned to the office of the registrar. http://registrar.columbia.edu/sites/default/files/content/reg-adjustment.pdf

This course serves as a continuation of BIOL2500 R for Scientists. The course will meet weekly. Students will explore a range of methods and resources used by contemporary computational biologists. These include advanced statistical modeling approaches, manipulating genomic and spatial data, and working in R outside of the RStudio environment (including git, bash, Shiny and high-performance computing). Students will have opportunities to explore diverse biological and statistical R packages in the context of homework assignments, and will analyze a dataset of their own choosing for a semester project.

This course provides a detailed introduction to eukaryotic parasites (a.k.a. everything but viruses or bacteria). The course starts with overall concepts in parasitology, focusing on the ecology, evolution and systematics of parasites (week 1) and immunology and pathology of parasitic infections (week 2). The remainder of the course covers case studies of parasites across the main parasitic lineages, including important human parasites that cause malaria, elephantitis, schistosomiasis, and hookworm. For each case study, we delve into the life cycle of the parasite, pathology, interactions with the host immune system, environmental impacts, historical significance, and current and future treatments.

In this course, students will gain expertise in lab and field methods through investigating host-parasite dynamics across NYC. At least 50% of the labs in this course will involve local host-parasites systems, leveraging the abundant wealth of resources and habitats across the city to investigate the causes and consequences of parasitism.

This laboratory-intensive course introduces students to the biological and ecological processes that shape marine ecosystems. Even in the heart of New York City, marine ecology can be discovered and studied firsthand through experiments, data analysis and field sampling in the Hudson River and coastal environments. Students will explore marine biodiversity, physiology, and ecological interactions and there is an emphasis on experimental design, microscopy, and quantitative methods. Students will prepare lab reports, engage in group projects, and develop skills in scientific communication. One field excursion outside of New York City will be available for participation, but not required. 

Prerequisites: 1 year of Introductory Biology, 1 year General Chemistry, and 1st semester Organic Chemistry.  Biochemistry is the study of the chemical processes within organisms that give rise to the immense complexity of life. This complexity emerges from a highly regulated and coordinated flow of chemical energy from one biomolecule to another. This course serves to familiarize students with the spectrum of biomolecules (carbohydrates, lipids, amino acids, nucleic acids, etc.) as well as the fundamental chemical processes (glycolysis, citric acid cycle, fatty acid metabolism, etc.) that allow life to happen. The course will end with a discussion of diseases that have biochemical etiologies. In particular, this course will employ active learning techniques and critical thinking problem-solving to engage students in answering the question: how is the complexity of life possible? NOTE: While only the 1st semester of Organic Chemistry is listed as a pre-requisite, it is highly recommended that you take all of Organic Chemistry beforehand.

Prerequisites: BIOL BC1500, BIOL BC1501, BIOL BC1502, BIOL BC1503 or the equivalent, and BIOL BC2100. Survey of the diversity, cellular organization, physiology, and genetics of the major microbial groups. Also includes aspects of applied microbiology and biotechnology, the function of microorganisms in the environment, and the role of microbes in human diseases.

This is an advanced seminar course focusing on primary literature studying viruses and their impact on public health. Selected topics will emphasize evolution, transmission, surveillance, and treatment. The intellectual framework will progress from the cellular and molecular levels to the organismal and ecological. Host-pathogen interactions between viruses and humans will be a particular focus. The course is organized around presentation and critique of both current research as well as landmark discoveries in the field. Discussions will also integrate the interplay of laboratory science with ethics and policy.

            You saw a bird today.
            You saw a bird yesterday.
            You will surely see a bird tomorrow. Without knowing you, or knowing what you do with your days, I know this for a fact about you.

            Unless they are under absolute confinement, chances are that every human being anywhere on the planet will see at least one bird every day. Birds are everywhere. They are mostly diurnal, they fly and they vocalize. Probably more so than any other kind of animal, this makes birds particularly conspicuous and appealing to humans.

            But when you saw a bird today, did you really see it? Did it register at all? Probably not—no more than a passing car or cloud or a stranger in the sidewalk. That’s a shame, because birds have shaped modern biology more than any other group, inspiring discoveries in ecology, evolution, and behavior. They also move billions of dollars each year through birdwatching.

            The overarching goal of this class is for you to start really seeing birds for the wondrous animals that they are and all that they have taught us about biology. This will include identifying and naming bird species, having the basic vocabulary to talk about birds, and relating your bird observations in the field to conceptual knowledge about their evolution and ecology.

            Towards that goal, students will participate in a combination of lectures, readings, group discussions, written assignments, and group and solo outings to observe birds in Central Park. Topics addressed will include: evolutionary origins of birds; bird systematics and classification; the biology of feathers; bioacoustics and birdsong; the biology of migration; bird reproductive behavior; and bird conservation.

This lab course will explore the foundational methods of vertebrate embryology. Using both classical and modern experimental approaches, we will identify and manipulate developmental processes such as gastrulation, neurulation, and organogenesis. Students will investigate molecular regulation of patterning and the importance of tissue-tissue interactions during early development. Utilizing modern genetic tools and imaging techiniques, such as digital microscopy, students will have the opportunity to visualize embyrogenesis in real-time. 

Prerequisite: Two terms of introductory biology (BIOL BC1500,BC1502 or equivalent) AND one term of Genetics (BIOL BC2100 or equivalent) AND at least one upper level lab course at the cell and molecular level. OR permission from the instructor.

Prerequisites: BIOL BC1500, BIOL BC1501, BIOL BC1502, BIOL BC1503 or the equivalent. This course examines how mammals carry out basic functions like manipulating objects, sensing the external world, oxygenating tissues, and processing food. Emphasis is placed on (a) how the body regulates itself through the integrated action of multiple organ systems and (b) what goes awry in disease.

Prerequisites: Pre- (or co-) requisite is a physiology lecture class (e.g. BIOL BC3360). Enrollment limited to 16. Provides a hands-on introduction to the different physiological systems in vertebrates and invertebrates. Emphasizes the operation of a variety of physiological monitoring devices and the collection and analysis of physiological data.

Required for all majors who do not select the year-long Senior Thesis Research & Seminar (BIOL BC3593 & BC3594) to fulfill their senior capstone requirement. These seminars allow students to explore the primary literature in the Biological Sciences in greater depth than can be achieved in a lecture course. Attention will be focused on both theoretical and empirical work. Seminar periods are devoted to oral reports and discussion of assigned readings and student reports. Students will write one extensive literature review of a topic related to the central theme of the seminar section. Topics vary per semester and include, but are not limited to: Plant Development, Animal Development & Evolution, Molecular Evolution, Microbiology & Global Change, Genomics, Comparative & Reproductive Endocrinology, and Data Intensive Approaches in Biology.

Required for all majors who do not select the year-long Senior Thesis Research & Seminar (BIOL BC3593 & BC3594) to fulfill their senior capstone requirement. These seminars allow students to explore the primary literature in the Biological Sciences in greater depth than can be achieved in a lecture course. Attention will be focused on both theoretical and empirical work. Seminar periods are devoted to oral reports and discussion of assigned readings and student reports. Students will write one extensive literature review of a topic related to the central theme of the seminar section. Topics vary per semester and include, but are not limited to: Plant Development, Animal Development & Evolution, Molecular Evolution, Microbiology & Global Change, Genomics, Comparative & Reproductive Endocrinology, and Data Intensive Approaches in Biology.

This year-long course is open to junior and senior Biology majors and minors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give a poster presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills two upper-level laboratory requirements for the Biology major or minor. This course must be taken in sequence, beginning with BIOL BC3591 in the Fall and continuing with BIOL BC3592 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3593-BIOL BC3594.

This year-long course is open to junior and senior Biology majors and minors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give a poster presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills two upper-level laboratory requirements for the Biology major or minor. This course must be taken in sequence, beginning with BIOL BC3591 in the Fall and continuing with BIOL BC3592 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3593-BIOL BC3594.

This year-long course is open to senior Biology majors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give an oral presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills the senior capstone requirement for the Biology major. This course must be taken in sequence, beginning with BIOL BC3593 in the Fall and continuing with BIOL BC3594 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3591-BIOL BC3592. 

This year-long course is open to senior Biology majors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give an oral presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills the senior capstone requirement for the Biology major. This course must be taken in sequence, beginning with BIOL BC3593 in the Fall and continuing with BIOL BC3594 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3591-BIOL BC3592. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research without a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A Project Approval Form must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year. 

Topics in Biology: Crossroads in Bioethics. This two credit multidisciplinary and interactive course will focus on contemporary issues in bioethics and medical ethics. Each topic will cover both the underlying science of new biotechnologies and the subsequent bioethical issues that emerge from these technologies. Each topic will introduce a bioethical principle that will be explored using case studies. Students are expected to prepare for each class based on the assignment so that classroom time will be devoted to discussion, case presentations, and role playing rather than merely lectures. Topics include stem cell research, human reproductive cloning, bioterrorism, neuroethics, genetic screening, medical stem cell tourism, patents and science, forensic science and the interface of science and culture/religion.

Prerequisites: for undergraduates: Introductory Genetics (W3031) and the instructors permission. This seminar course provides a detailed presentation of areas in classical and molecular genetics for advanced undergraduates and beginning graduate students. Topics include transmission genetics, gain and loss of function mutations, genetic redundancy, suppressors, enhancers, epistasis, expression patterns, using transposons, and genome analysis. The course is a mixture of lectures, student presentations, seminar discussions, and readings from the original literature.

Prerequisites: one year each of biology and physics, or the instructor's permission. This is a combined lecture/seminar course designed for graduate students and advanced undergraduates. The course will cover a series of cases where biological systems take advantage of physical phenomena in counter intuitive and surprising ways to accomplish their functions. In each of these cases, we will discuss different physical mechanisms at work. We will limit our discussions to simple, qualitative arguments. We will also discuss experimental methods enabling the study of these biological systems. Overall, the course will expose students to a wide range of physical concepts involved in biological processes.

RNA has recently taken center stage with the discovery that RNA molecules sculpt the landscape and information contained within our genomes. Furthermore, some ancient RNA molecules combine the roles of both genotype and phenotype into a single molecule. These multi-tasking RNAs offering a possible solution to the paradox of which came first: DNA or proteins. This seminar explores the link between modern RNA, metabolism, and insights into a prebiotic RNA world that existed some 3.8 billion years ago. Topics include the origin of life, replication, and the origin of the genetic code; conventional, new, and bizarre forms of RNA processing; structure, function and evolution of key RNA molecules, including the ribosome, and RNA therapeutics including vaccines. The format will be weekly seminar discussions with presentations. Readings will be taken from the primary literature, emphasizing seminal and recent literature. Requirements will be student presentations, class participation, and a final paper.

The basic thesis of the course is that all viruses adopt a common strategy. The strategy is simple:

1. Viral genomes are contained in metastable particles.

2. Genomes encode gene products that promote an infectious cycle (mechanisms for genomes to enter cells, replicate, and exit in particles).

3. Infection patterns range from benign to lethal; infections can overcome or co-exist with host defenses.

Despite the apparent simplicity, the tactics evolved by particular virus families to survive and prosper are remarkable. This rich set of solutions to common problems in host/parasite interactions provides significant insight and powerful research tools. Virology has enabled a more detailed understanding of the structure and function of molecules, cells and organisms and has provided fundamental understanding of disease and virus evolution.

The course will emphasize the common reactions that must be completed by all viruses for successful reproduction within a host cell and survival and spread within a host population. The molecular basis of alternative reproductive cycles, the interactions of viruses with host organisms, and how these lead to disease are presented with examples drawn from a set of representative animal and human viruses, although selected bacterial viruses will be discussed.

Course overview: The goal of this course is to engage upper-level undergraduates and beginning graduate students in an immersive intellectual experience at the intersection of rigorous scientific inquiry and the history of innovation in molecular biology. The central theme will be curiosity and critical thinking as the twin drivers of both technological innovation and scientific discovery. The course will be divided into a series of modules focused on analysis and presentation of original research papers related to one important breakthrough in molecular biology that occurred during the past century. A prominent theme of the course will be the persistently unpredictable trajectory linking technical research and methodological developments to breakthrough science. Approximately six-to-eight original research papers will be covered in each module, spanning topics from the development of the methods that made the breakthrough possible through practical application of the resulting knowledge.

Three or four of the following breakthroughs will likely be covered in 2023:

• Discovery and clinical application of insulin by Banting & Best.
• Development of the Trikafta triple drug treatment for cystic fibrosis.
• Development of CRISPR for human genetic engineering.
• Genetics and pharmacological treatment of human hyperlipidemia.
• Development of the Gleevec tyrosine kinase inhibitor to cure Ph+ leukemias.
• Development of “next-generation” nucleic acid sequencing methods.

Tracing the discovery of the role of DNA tumor viruses in cancerous transformation. Oncogenes and tumor suppressors are analyzed with respect to their function in normal cell cycle, growth control, and human cancers. SCE and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). The form can be downloaded at the URL below, but must be signed by the instructor and returned to the office of the registrar. http://registrar.columbia.edu/sites/default/files/content/reg-adjustment.pdf

Prerequisites: BIOL UN2005 and BIOL UN2006 or the equivalent. General genetics course focused on basic principles of transmission genetics and the application of genetic approaches to the study of biological function. Principles will be illustrated using classical and contemporary examples from prokaryote and eukaryote organisms, and the experimental discoveries at their foundation will be featured. Applications will include genetic approaches to studying animal development and human diseases.  All students must get permission from the instructor to be added from the waitlist.

Throughout their careers, scientists are expected to communicate their ideas and report their results in writing to the scientific community. Researchers who can make themselves understood tend to get funded, get published, and have more successful careers. PhD graduates who decide to go into STEM fields outside academic research often find scientific communication skills among the most sought after in industry, foundation work, and other areas. In this course, we will explore the choices a writer can make to achieve clarity of thought and clear prose style while communicating complex scientific ideas to other scientists. To that end, we will read examples of scientific writing from the recent literature, consider the strategies used by successful writers, and workshop student writing. All the writing you do in this course will be geared toward producing your written Qualifying Exam in Biological Sciences. By the end of the semester, you will have a complete, revised draft of your written Qualifying Exam.

The course covers a range of current topics in evolutionary and quantitative genetics, with two main aims: 1) to expose students to important, open questions in the field and 2) to help them learn how to read research papers carefully and critically. This year we will focus on the genetic basis of adaptation. Adaptation is the dynamic evolutionary process by which an organism’s fitness increases in a particular environment via changes in the frequencies of alleles contributing to heritable phenotypic trait variation. Recent evidence from human genetics, and past evidence in quantitative genetics in a variety of organisms, indicate the heritable variation in many traits is highly polygenic, suggesting that when selection pressures change, adaptation should be highly polygenic as well. At the same time, there appear to be many examples in which adaptation occured by large effect changes in few genes. We will review the theory and evidence, with the goal of understanding when we should expect adaptation to proceed by these different modes.  

Students conduct research related to biotechnology under the sponsorship of a mentor within the University. The student and the mentor determine the nature and extent of this independent study. In some laboratories, the student may be assigned to work with a postdoctoral fellow, graduate student or a senior member of the laboratory, who is in turn supervised by the mentor. The mentor is responsible for mentoring and evaluating the students progress and performance. Credits received from this course may be used to fulfill the laboratory requirement for the degree. Instructor permission required. Web site: http://www.columbia.edu/cu/biology/courses/g4500-g4503/index.html

Students conduct research related to biotechnology under the sponsorship of a mentor within the University. The student and the mentor determine the nature and extent of this independent study. In some laboratories, the student may be assigned to work with a postdoctoral fellow, graduate student or a senior member of the laboratory, who is in turn supervised by the mentor. The mentor is responsible for mentoring and evaluating the students progress and performance. Credits received from this course may be used to fulfill the laboratory requirement for the degree. Instructor permission required. Web site: http://www.columbia.edu/cu/biology/courses/g4500-g4503/index.html

Students conduct research related to biotechnology under the sponsorship of a mentor outside the University within the New York City Metropolitan Area unless otherwise approved by the Program. The student and the mentor determine the nature and extent of this independent study. In some laboratories, the student may be assigned to work with a postdoctoral fellow, graduate student or a senior member of the laboratory, who is in turn supervised by the mentor. The mentor is responsible for mentoring and evaluating the students progress and performance. Credits received from this course may be used to fulfill the laboratory requirement for the degree. Instructor permission required. Web site: http://www.columbia.edu/cu/biology/courses/g4500-g4503/index.html

Students conduct research related to biotechnology under the sponsorship of a mentor outside the University within the New York City Metropolitan Area unless otherwise approved by the Program. The student and the mentor determine the nature and extent of this independent study. In some laboratories, the student may be assigned to work with a postdoctoral fellow, graduate student or a senior member of the laboratory, who is in turn supervised by the mentor. The mentor is responsible for mentoring and evaluating the students progress and performance. Credits received from this course may be used to fulfill the laboratory requirement for the degree. Instructor permission required. Web site: http://www.columbia.edu/cu/biology/courses/g4500-g4503/index.html