This is a syllabus for a first-semester introductory biology class, including reading links for current news articles related to the course topics as well as an OpenStax textbook.

A biology site to house Biology 211: General Biology I, Biology 231: Microbiology, and Biology 251: Genetics at Guttman College.

This site is an OER for BIology II and contains all the materials needed for the course including lecture slides and labs.

This course outline for Biology II includes resources for both students and instructors including the OpenStax Biology textbook, lecture schedule, lecture slides, labs, list of related resources and Interdisciplinary (ID) Biology II topics and assignments.

Students perform a literature review on a biology topic, choose 2-3 papers published in scientific journals to discuss in their assignment, provide a final opinion on the topic, and some voluntarily present on their selected topic.

This course is an introduction to the moral challenges that arise in the design and execution of biomedical research and the development of medical interventions. A historical review segues into detailed examination of key ethical concepts and principles, as well as topics of particular concern. At the culmination of the semester, students apply their knowledge of research ethics to an ethical analysis of their MTM BioDesign projects.

A seminar-based course that exposes students to current research topics in the fields of Bioinformatics and Medical Informatics. Weekly presentations by invited speakers and/or faculty introduce students to the broad diversity of research areas in both fields, and engages them in critical thinking and writing. Online lectures and reading activities will be given periodically.

The purpose of the lab manual is to acquaint undergraduate students with hands-on training on key laboratory experiments needed to gain expertise in Biotechnology, Cell & Molecular Biology.

This course will explore three modules of learning.
Anatomy and Psycho-Physical Centering, will explore two foundations: (1) the start of our research and practical application of the human anatomy in regards to how our body moves; and (2) your ability to tune into movement centers within the body by utilizing Chakra as a guiding study. Please note: Anatomy will be a continuous study throughout the entire semester.
THE SECOND MODULE, Partnered Connection, will focus on partnering with lifts, counter-balances, falls, and rolls that will build to a partnering sequence of the tools presented.
THE LAST MODULE, Global Archetypes, will explore archetypal dynamics in movement and how that connects to others, physical impulses, and given circumstances. This coursework aims to refine and expand proficiency in physical skills and the ability to embody and perform in an authentic, expressive, and unedited manner.
● Application of the learned movement techniques will be assessed in various homework exercises, daily ensemble participation, quizzes, and three in-class performances.

Survey of speech, language, and communication disorders for educators. Consideration of varied disorders that might be encountered in educational settings; application to children from culturally and linguistically diverse backgrounds.

This course is an overview of speech, language, and hearing disorders. It will investigate the impact of communication on children with developmental disabilities and enable non-specialists to work effectively with this population. Throughout this course, we will consider a range of problems (i.e. neurological and physiological disabilities), as well as applications to children from culturally and linguistically diverse backgrounds.

Survey of speech, language, and communication disorders for educators. Consideration of varied disorders that might be encountered in educational settings; application to children from culturally and linguistically diverse backgrounds.

This course is an overview of speech, language, and hearing disorders. It will investigate the impact of communication on children with developmental disabilities and enable non-specialists to work effectively with this population. Throughout this course, we will consider a range of problems (i.e. neurological and physiological disabilities), as well as applications to children from culturally and linguistically diverse backgrounds.

Survey of speech, language, and communication disorders for educators. Consideration of varied disorders that might be encountered in educational settings; application to children from culturally and linguistically diverse backgrounds.

Syllabus Description: This course is an overview of speech, language, and hearing disorders. It will investigate the impact of communication on children with developmental disabilities and enable non-specialists to work effectively with this population. Throughout this course, we will consider a range of problems (i.e. neurological and physiological disabilities), as well as applications to children from culturally and linguistically diverse backgrounds.

This OER (open educational resource) is made to be used while teaching Anatomy and physiology of the auditory mechanism, pathology of the ear, assessment of hearing using behavioral, electroacoustic and electrophysiological measures with related instrumentation; Interpretation of audiometric test results. Experiential clinical-related activities.

Addresses foundational knowledge related to many aspects of clinical practice in speech-language pathology. It has been developed to support students entry into their first clinical practicum and supervision experience.

Evidence-based clinical aspects of audiologic identification, assessment, intervention, and prevention of hearing impairments relevant to the practice of speech-language pathology; strategies for working with individuals and their families across the lifespan; culturally and linguistically appropriate practice.

Course Goals and Learning Objectives. The goal of this course is to give the student a basic understanding of chemistry and physical processes in the context of food chemistry, metabolism and cooking. The course also necessarily makes connections to the future sustainability of food and water. We aim to prepare the student for the increasingly urgent and complex national dialogue on the interrelated topics of global climate change, energy, pollution, extinction and the food supply. The specific objectives of this course are to provide the student with the basic vocabulary of chemistry, and a basic understanding of the experimental process as it relates to food chemistry and cooking.

Two of the core competencies designated for The First Year Seminar Liberal Arts Math and Science (LMF 101) course are Integrative Learning and Global Learning along with oral communication. These abilities are exercised by students in the Career/Interview Presentation project. The main goal of the assignment is to promote student networking within the scientific community through interviews with an expert in the field. Also the FYS students will conduct background research about their career choices and use their findings to determine if they can be realized when interviewing a professional. The assignment is scaffolded whereby students will learn to use on-line resources to search for information about the profession and use on-line tools to material in preparation for the interview. Students will learn how to write professional emails, network and create PowerPoint slides. After the class presentation, students are asked to write a reflection in their ePortfolio on their career choice and interview experiences. The time dedicated for this project is on the order of weeks and counts for 20% (15% oral presentation and 5 % reflection) of the final grade.

In this lesson plan, students will learn the basic structure and function of DNA and RNA. They will also learn the process of gene expression. Finally, students will learn about the scientific contributor, Ernest Everest Just, and his contributions to the field of Biology.

Brief animation showing how a primary and secondary antibody are used to detect C-fos, an immediate early gene transcribed as a result of recent neural activity. To see why and how C-fos is made please watch the companion video Cfos neural activity