- Department Chair: Jeff Huebschman
- Office: 243/247 Gardner Hall
- Phone: 608.342.1793
- E-mail: firstname.lastname@example.org
- Elizabeth Frieders
- Esther Ofulue
- Marilyn Tufte
- Wayne Weber
- Associate Professors:
- Jeff Huebschman
- Sharon Klavins
- Amanda Trewin
- Kristopher Wright
- Assistant Professors:
- Rich Dhyanchand
- Rebecca Doyle-Morin
- Anna Block
- Cathy Cornett
- Wendy Stankovich
- Amanda Zopp
- Academic Department Associate:
- Ann Bauer-Leffler
- Laboratory Manager:
- Gloria J. Stuckey
The UW-Platteville Biology Program provides biology students a fundamental knowledge of biology along with introducing students to the major areas in biology, and providing opportunities to explore these areas. In this endeavor, the biology department provides students the ability to critically apply biological concepts to the understanding of natural phenomena and to deal with biology-related health, societal and conservation issues. In addition, the UW-Platteville Biology Program prepares students for: advanced study and research in the biological and related sciences, healthcare professional programs, veterinary professional programs, careers in education and biology-related industry and governmental service. The biology program also provides courses for general education in the natural sciences to introduce students to science, biology, biological concepts and how these affect society. Finally, the biology program provides courses to support other university programs such as agriculture, education, physical education, chemistry, criminal justice and engineering.
Overall Biology Program Student Learning Outcomes
- Graduates will demonstrate a fundamental knowledge of biological concepts and the ability to apply these in their major program area.
- Graduates will comprehend the scientific method and apply it in the understanding of the natural world.
- Graduates will demonstrate effective written, oral and visual communication skills in a biological context.
- Graduates will apply analytical and critical thinking skills to problems and issues in science and society and to the critical analysis and synthesis of biological literature.
- Graduates will demonstrate skills and apply them in the proper use and care of equipment and specimens in the respective program areas.
- Graduates will develop an appreciation and enthusiasm for science, especially biology, and develop a curiosity for the world around them.
- Graduates seeking DPI certification in biology secondary education will demonstrate the skills, knowledge and competencies for teaching biology.
- Graduates seeking advanced professional degrees in healthcare and other areas will demonstrate skills, knowledge and competencies for acceptance and participation in professional programs.
- Graduates seeking advanced graduate study and research will demonstrate the skills, knowledge and competencies for acceptance and participation in graduate programs.
- Graduates seeking biology-related careers not initially requiring advanced study will demonstrate skills, knowledge and competencies to be competitive and to participate in their respective occupational areas.
Specific Biology Student Learning Outcomes
Through the Biology Department curriculum, students should:
- appreciate science and especially biology. This appreciation should include how science and biology permeates our society and many other aspects of our lives.
- develop a curiosity for the world around them. This curiosity should include not only "how does that work?" or "what is that bug" or "how are genes expressed," but also "how do we know that?" or "how can we figure this out?"
- develop respect for equipment and specimens or materials. Biologists depend on these things and the proper care and desire to care for them is critical.
- develop an enthusiasm and motivation for biology and the sciences.
- further develop integrity. This development would include integrity in scientific endeavors and communication such as the issues of plagiarism and "fudging data" in research.
- be able to understand and apply the scientific method. Students need to understand what the process of science is and what it is not. In this light, students should respect its limitations.
- develop and apply communication skills. These communication skills include being able to present in a logical, understandable fashion, ideas or information in written, oral and visual formats. These skills also include interpersonal skills. Our students should be able to present themselves in a positive and professional way when interacting with others.
- develop and apply critical thinking skills. Students should then be able to apply these skills to problems and/or issues in science, nature and society. This would include critical analysis and synthesis associated with the examination of literature and other informational resources.
- develop resourcefulness and inventiveness. Students should develop the means to be able to identify and utilize available, pertinent resources (including those within his/her own person) in solving problems, the scientific process and in dealing with societal issues.
- develop creativity. This would include developing novel ideas and approaches to solving problems, dealing with issues and experimental approaches.
- be able to integrate multiple disciplines in the practice of science. For example, biology depends on the fundamental understanding of many other disciplines including physics, chemistry, astronomy, geology and geography.
- develop and apply skills for the proper use and care of equipment.
- Hierarchy of Biological Structure - Students should be able to describe the hierarchy and illustrate how the hierarchical context relates to different organisms. Students should also be able to explain the relationships among the different levels of the hierarchy and how those interactions influence organisms. Lastly, students should be able to distinguish biological systems within the context of the hierarchy.
- Evolution - Students should be able to summarize the concept of evolution and assess the role of evolution in biology. Students also should be able to integrate the concepts of natural selection and evolution. Lastly, students should be able to relate the diversity of life to evolution and natural selection.
- Diversity of Life - Students should be able to differentiate various organisms according to their evolutionary relationships. Students should also be able to explain how and why systematic approaches are used to organize and understand the diversity of organisms. Lastly, students should be able to describe how the concept of species fits within the context of biology.
- Ecology - Students should be able to illustrate the interrelationship among organisms and the interrelationships between organisms and the environment. Students should also be able to describe energy and nutrient cycles and infer how those cycles influence organisms and the environment. Lastly, students should be able to relate ecological concepts to various disciplines within biology.
- Genetics - Students should be able to describe the structure and expression of genes. Students should also be able to demonstrate the role of inheritance in determining differences among individual organisms, populations and species. Lastly, students should be able to summarize the relationships among DNA, RNA and protein synthesis.
- Cells - Students should be able to compare and contrast the structures and functions of various cell types. Students should also be able to illustrate the processes of mitosis and meiosis, as well as describe the roles these processes have in a biological context. Lastly, students should be able to explain and relate the concepts of cellular respiration and photosynthesis.
- Properties of Life - Students should be able to summarize the properties that are expressed by all living things. Consequently, students should also be able to discriminate living entities from non-living entities. Lastly, students should be able to describe the theory of chemical evolution (i.e., the biological explanation of how life began on earth).
- Energy - Students should be able to explain what energy is and the different forms of energy. Students should also be able to apply the 1st and 2nd Laws of Thermodynamics to the form and function of biological systems. Lastly, students should be able to relate the concepts of entropy and homeostasis.
- Process of Science - Students should be able to collect, analyze, interpret, summarize and present biological data within the context of the scientific method. Students should also be able to distinguish between experimental and observational approaches and assess how each might be used to answer scientific questions. Students should also be able to integrate previous findings from scientific literature into both approaches. Lastly, students should be able to formulate testable hypotheses and assess the appropriate methods to test those hypotheses.
- History of Science - Students should be able to relate historical contributions to science with the current approaches and knowledge base within biology. Students should also be able to describe the contributions of various individuals to the science of biology.
- Science and Society - Students should be able to illustrate how biology relates to society. As citizens, students should also be able to make informed decisions about biological issues and policies. Lastly, students should be able to differentiate the means by which biology is communicated to society and assess the advantages and disadvantages of each.
- Bioethics - Students should be able to identify and assess different positions associated with ethical issues in biology. Students should also be able to describe the role of ethics in their present and future biological careers. Lastly, students should be able to explain the impact and importance of ethics on science and biology.
Biology Requirements (31 credits)
Students majoring in biology may elect one of two routes. Students who have specific biology interests, plan on a particular biology career or those who plan to enter a graduate or professional school should select the comprehensive biology major with an area emphasis, thereby focusing their educational experiences. Students who seek a wider range of biology experiences than defined by an emphasis area may elect to not choose an emphasis area, and instead create their own set of electives that better align with their current or future interests.
ALL biology majors must complete core courses in the following three areas (31 credits):
Required Biology Core Courses (19 credits):
Required Biology Capstone Experience - choose one of the following (1 credit):
Required Supporting Core Courses (11 credits):
A grade of "C" or higher is required in all biology courses counted toward a major in biology. Also, a grade of "C" or higher is required in ENGLISH 1130, ENGLISH 1230, CHEMSTRY 1140, CHEMSTRY 1240 and MATH 1830.
Students who expect to enter graduate or professional school should consider taking the following courses, beyond the requirements for the major that meet the needs of their respective interest areas:
Biology Major (non-emphasis) (45 credits)
Biology majors must complete the Biology Requirements for 31 credits, plus:
Electives to complete the major (7-8 credits):
Students may select any biology course above the 2000 level (except BIOLOGY 4010 Workshop in Biology or 4660 Biology Internship Experience).
Biology Comprehensive Major (minimum 60 credits including non-biology requirements)
Students with the biology comprehensive major will take the core requirements (31 credits) and one of the following emphases related to the student's field of interest:
Biohealth/Physiology Emphasis (33 credits)
Biohealth Emphasis Core Courses (12-16 credits)
Advanced Biohealth Electives (5-12 credits)
If the BIOLOGY 2140, 2240 sequence is chosen above, then students will select two of the advanced biohealth elective courses. If BIOLOGY 2340 is chosen above, then students will select three of the advanced biohealth elective courses.
Additional Required Supporting Courses (9 credits)
Electives to complete the emphasis (3-4 credits):
Students may select any biology course above the 2000 level (except BIOLOGY 4010 Workshop in Biology).
Biotechnology, Chemistry, Mathematics, Psychology
Botany Emphasis (29 credits)
Additional requirement: One of the following (4 credits):
At least 4 advanced plant-based courses (min. 14 cr) to be selected from:
Broad-based biology course(s) (min. 3 cr), to be selected from:
Supporting Courses (min. 8 cr), to be selected from:
Biotechnology, Chemistry, Environmental Science, Geology, Ornamental Horticulture, Renewable Energy
A minimum of 82 semester credits must be completed at UW-Platteville, including all general education competencies and liberal arts areas as well as all biology requirements listed below; if accepted into an approved cytotechnology program, students will earn their final 38 credits of advanced biology from that professional cytotechnology school. At the end of the fourth year of study, students will earn a bachelor's from UW-Platteville as well as a certificate in cytotechnology from the professional cytotechnology school. If a student is not accepted into an approved program, then he/she is encouraged to complete the final year at UW-Platteville to earn a bachelor's in biology; to graduate, the student must fulfill the minimum requirements for the university and the biology program (either a non-emphasis biology degree, or another emphasis within the comprehensive major).
Students must complete at least 20 credits of undergraduate biology courses, including the required biology core courses (19 credits), as well as the required supporting core courses (11 credits). Students in this emphasis DO NOT have to take the one-credit capstone experience.
Recommended Cytotechnology Emphasis Core (16 credits):
Ecology Emphasis (59 credits)
Additional Biology Courses (4 credits):
Advanced Ecology Courses (6 credits)
Advanced Organismal, Identification or Research Courses (9 credits)
NOTE: Any of the courses above may also be taken at an accredited field station (e.g., Pigeon Lake) with departmental approval.
† No more than four credits of any combination of these courses can be applied to the required 12 credits.
* Course may not be offered at UWP
Non-Biology Supporting Courses (min. 9 credits) to be selected from the following:
* This option requires instructor consent for both courses
**Students who expect to enter graduate or professional school should consider taking these courses.
Biotechnology, Chemistry, Environmental Science, Geology
Molecular/Genetics Emphasis (33 credits)
Molecular/Genetics Core Courses (13 credits)
Required Advanced Molecular/Genetics Requirements (8 credits)
Additional Required Supporting Courses (9 credits)
Electives to complete the emphasis (3 credits):
Students may select any biology course above the 2000 level (except BIOLOGY 4010).
Biotechnology, Chemistry, Criminal Justice
Secondary Education Emphasis (20-24 credits)
Note: Biology-secondary education majors must earn a minimum G.P.A. of 2.75 in the major coursework.
Secondary Education Emphasis Core Courses (12-16 credits):
One advanced plant course (min. 3 cr) from:
One advanced animal course (min. 3 cr) from:
One advanced broad-based biology course (min. 2 cr) from:
Additional Licensable Program (Required)
Biology-secondary education majors are required to earn an additional licensable degree. Although students are free to select any licensable major or minor offered at UW-Platteville, the biology department encourages students to pursue a science-related program to improve marketability. To this end, students may choose to minor in physics, chemistry or environmental science or double major in chemistry or broad field science.
Zoology Emphasis (33 credits)
Additional requirements: One of the following (4 credits):
Anatomy and Physiology Courses (8 credits):
Zoology electives (min. of 9 credits):
*Not currently offered on campus; may be taken from an accredited field station or other accredited program.
Additional Required Supporting Courses (min. of 12 credits):
(No more than six credits of any combination of the above courses can be applied to the required 12 credits.)
Biotechnology, Chemistry, Environmental Science
Biology Minor (24 credits)
Required Courses (13 credits):
Electives to complete the minor (11 credits):
Students may select any biology course above the 2000 level (except BIOLOGY 4010, 4410, 4660 or 4920).
Biology Teaching Minor (24 credits)
Required Courses (20 credits):
Students may select any of the following biology courses above the 2000 level for a minimum of 4 credits (except BIOLOGY 4010, 4410, 4660 or 4920):
Biotechnology Minor (29 credits)
Required Courses (17 credits):
Physiology corequisite: (3-4 credits*):
*Credits do not count toward completion of the minor.
Tissue Culture Course(s): (2-5 credits):
Electives to complete minor (7-10 credits):
Up to 3 credits from:
- AGSCI 3370 Special Problems in Plant Biotechnology 1-3 cr
- BIOLOGY 4410 Topics in Biology (applicable to Biotechnology) 1-3 cr
- BIOLOGY 4920 Independent Research in Biology 1-3 cr
Note: Elective Courses have individual pre-requisites that may not be listed above.
The following pre-professional programs are administered and advised through the UW-Platteville Biology Department:
The descriptions of these programs are listed under the special academic programs section. Program fact sheets are available in the UW-Platteville Biology Department office or from the department chair.