This course is an elective option allowing students to gain research/lab experience through internships at a variety of local businesses/organizations.

This course involves discussion and integration of seminal papers in the area of learning theory, with applications in a variety of scientific research, business, and educational settings.

This course focuses on the reading and discussion of research articles and other sources of material on a particular topic in biology. Topics vary.

This course involves discussion of seminal works in the history and philosophy of science as a way of thinking. From this perspective, the course explores current interest in the nature of science as an integral part of the study of science.

This course promotes understanding of both qualitative and quantitative research design in science education, with a focus on current trends in the field.

Concepts in microbiology, including the diversity and ecology of microscopic organisms, and in immunology, focusing on cellular and molecular regulation of the immune system in health and disease, are addressed from the perspective of teaching for conceptual understanding.

Concepts related to complex ecological systems with special emphasis on the interactions between plants and animals are addressed from the perspective of teaching for conceptual understanding.

Concepts in genetics and molecular biology, including inheritance, organization, variability and expression of genes, with emphasis on the regulatory mechanisms that govern gene expression in eukaryotic and prokaryotic cells, are addressed from the perspective of teaching for conceptual understanding.

Concepts in cell biology, including the chemical basis of life, the structure and function of organelles, basic metabolic pathways, models for the origin of cells are addressed from the perspective of teaching for conceptual understanding.

Concepts emerging from the union of the two disciplines of evolution and development that help us better understand both the process of development and of the diversity of life forms are central to this course. Emphasis will be placed on the concepts of modularity, developmental master control genes (toolkit genes) and genetic switches that are the keys to explaining how the diversity within the body plans of animals develop. These topics will be addressed from the perspective of teaching for conceptual understanding.

Concepts related to the physiological mechanisms that contribute to homeostasis in both plants and animals are addressed from the perspective of teaching for conceptual understanding.

Concepts in marine biology, including the ecology, function, and adaptations of marine organisms, are addressed from the perspective of teaching for conceptual understanding.

The concept of evolution is viewed as the central theme unifying all of biology. In this course evolutionary processes will be discussed in their genetic, historical, religious, and ecological contexts. Topics covered include the agents of evolution, speciation, population genetics, and macroevolutionary trends in evolution. These topics will be addressed from the perspective of teaching for conceptual understanding.

Students identify a biology or biology education-related research problem, then prepare a brief literature review and research design, followed by carrying out a pilot study with abbreviated analysis.

Students write a thorough literature review and bibliography related to their chosen biology education problem, then design, carry out, and analyze the results of their original research, draw conclusions, and propose implications of their findings. This process culminates with the completion of the student's written thesis, as well as a public presentation of the research. Students register for each thesis unit (6083 A through F) in sequence (A through F) corresponding to the 6 units necessary to complete the thesis requirement. Students may register for as many as three thesis units in a single semester (i.e., 6083A, 6083B, and 6083C) or as few as one unit. At the end of each semester a grade of Credit/No Credit is issued reflecting the student's satisfactory progress toward thesis completion. If in the final semester (BIO 6083F) of thesis enrollment the student has not completed all requirements for the thesis, the student is automatically enrolled in thesis extension status for each subsequent semester until the thesis is completed.

This exam is required for general biology students to complete their graduation requirements if the thesis option is not chosen.

Selected studies in the area of biology as determined by the Department of Biology.

Perspectives on Science is a monthly seminar series with speakers from research institutions and universities which address current research in their fields, including chemistry, biology, physics, astronomy, and geology. Following the seminar, students discuss research articles by the speaker.

This course explores the development of a theoretical basis of the intrinsic and extrinsic motivations for exceptional performance. Students analyze the ways leadership and culture shape an organization's environment and history. Different leadership styles, personal leadership effectiveness, and both historical and contemporary leadership literature will be examined. Case studies relevant to academic biology departments, life science research labs, biotechnology companies, and biology-related non-profit organizations will be included.

This methodology course is designed to prepare students to teach secondary-level (Grades 7-12) and college-level science. This course includes lesson planning, intentional practice of classroom management, micro-teaching, classroom observation, group and self-evaluation, active and equitable participation for culturally, ethnically, linguistically, and academically diverse learners, and formative assessment to differentiate instruction for all learners. Topics include the following: pedagogical content knowledge, curriculum selection and design, methods and modalities of science teaching, assessment, classroom application of various forms of technology, safe laboratory management and operation, integration of language arts and mathematics in the science curriculum, and professional organizations. Instruction is aligned to the state-adopted Science Common Core Standards (7-12) and the Next Generation English Language Development Standards, and relevance to college course teaching is incorporated. Modifications for diverse learners and learners with exceptionalities are researched. [AC1] Equivalent to EDU 4034 (undergraduate level) or EDU 6024 (graduate level). PLNU students who complete BIO 4063 are exempt from taking EDU 4034 or EDU 6024 for their preliminary single subject credential.