Biology Department

Jacob L. Kerby, Chairperson
191 Churchill-Haines Laboratories
(605) 658-6543
biology@usd.edu
www.usd.edu/biology

FACULTY

Professors:

Hugh B. Britten, Population Genetics, Evolution, Conservation Biology
Mark D. Dixon, Landscape and Plant Ecology, Riparian Ecosystems
Jacob L. Kerby, Ecotoxicology, Conservation Biology, Behavioral Ecology, Disease Ecology
Karen L. Koster, Plant Stress Physiology, Cell Biology, Seed Biology
Daniel A. Soluk, Aquatic Ecology, Behavioral Ecology, Conservation Biology
Cliff H. Summers, Neuroendocrinology, Reproductive Biology, Vertebrate Stress Physiology
David L. Swanson, Physiological Ecology of Vertebrates, Ornithology, Vertebrate Cold Adaptation

Associate Professors:

Christopher V. Anderson, Functional Morphology, Biomechanics, Muscle Physiology, and Physiological Ecology
Andrea L. Liebl, Ecological Physiology, Stress Physiology, Ecological Epigenetics, Animal Behavior, Cooperation
Jeff Wesner, Food Webs, Aquatic Ecology, Community and Ecosystem Ecology, Ecotoxicology
Bernie Wone, Metabolism, Aging, Metabolomics, Functional Genomics, Abiotic Stress, and Biostatistics

Assistant Professors:

Yohaan Fernandes, Ph.D., University of Toronto. Specializations: Behavioral Neuroscience, Behavioral Genetics, Fetal Alcohol Spectrum Disorders, Gene by Environment Interactions and Effects on Behavior
Ranjeet John, Ph.D. University of Toledo. Specializations: Landscape and Ecosystem Ecology, Biogeography, Ecological Modeling, Remote Sensing
Omera B. Matoo, Ph.D., University of North Carolina. Specializations: Ecological and Evolutionary Physiology

Lecturer:

James Ladonski, Survey of Biology, General Biology
Lynn Riley, Introductory Biology, Botany, Genetics, Plant Ecology

Instructors:

Laura Dixon, Introductory Laboratory Coordinator, GTA Supervisor
Beate Wone, Genetics, Histology, Cell Biology, General Biology

Emeritus Professors:

Kaius Helenurm, Plant Conservation Genetics, Evolution of Island Plants
Paula Mabee, Developmental Biology, Systematics, Ichthyology, Informatics
Kenneth J. Renner, Neuroendocrinology, Reproductive Physiology

MAJORS:

Biology, B.S., Human Dynamics Specialization
Medical Biology, B.S. 
Conservation Biology, B.S.
Physiology, Cell & Molecular Biology, B.S.

SPECIALIZATIONS:

Conservation and Biodiversity Specialization-Biology, B.S.
Human Dynamics Specialization-Biology, B.S.
Physiology, Cell & Molecular Biology Specialization-Biology, B.S.

MINORS:

Biology

Conservation & Biodiversity

The Department of Biology offers courses that provide a broad background in biology, as well as concentrations in particular areas. The teaching and research interests of the faculty are diverse, ranging from physiology and cell biology to ecology and evolution. Particular strengths of the department include conservation biology, environmental stress physiology, neuroendocrinology, and population and evolutionary ecology.

Two majors - Biology and Medical Biology - are offered by the Department of Biology. The Biology major, with either a specialization in Conservation and Biodiversity or a specialization in Physiology, Cell and Molecular Biology, offers broad coverage of the major areas of biology. Within these specializations, Biology students take introductory and advanced courses that may lead to careers in medicine, allied health sciences, conservation biology, agriculture, applied biology, and other fields. Students graduating with a degree in Biology from USD are nationally competitive for graduate programs.

Students select either the Physiology, Cell and Molecular Biology Specialization or the Conservation and Biodiversity Specialization. The Physiology, Cell and Molecular Biology Specialization is recommended for students interested in careers in medicine, other health professions, biomedical engineering, biomedical research, physiology, cell and molecular biology, and biotechnology. The Conservation and Biodiversity Specialization serves students interested in ecology, evolution, systematics, conservation biology, wildlife/fisheries biology, and other areas of biology. The Conservation and Biodiversity Specialization also complements the Sustainability major for those wishing to do a double major. Both Biology specializations serve students interested in pursuing interdisciplinary careers such as public policy and law, pharmaceutical development and sales, education, and bioethics.

The Medical Biology major provides a more specialized focus for students’ intent on pursuing careers in health-related fields. The curriculum is designed to help students achieve the competencies recommended for entrance to medical school. This major also provides training for students interested in pursuing graduate or professional degrees in health care, biotechnology, physiology, and cellular and molecular biology. The Medical Biology major includes a number of courses offered by the Sanford School of Medicine.

The Department of Biology offers a general minor in Biology and a more specialized minor in Conservation and Biodiversity. Both minors are open to any USD undergraduate who is not a Biology major, except Medical Biology majors may not add a general minor in Biology. The minor in Conservation and Biodiversity provides additional depth in biology that is particularly suited for students majoring in Sustainability and for others with an interest in ecology or natural resources.

For more information about the department, please check our web site.

SCHOLARSHIPS

Please contact the department for additional information about available scholarships and awards. Also see College of Arts & Sciences for college/school level scholarships.

Biology Department Scholarship Fund
Dr. Edward P. & Nellie A. Churchill Scholarship
Janet Rogge Dugle Biology Scholarship
Dr. Bruce & Ila Lushbough Scholarship
Nelson Family Scholarship
Nolop Institute Scholarship for Medical Biology
Gladys Ripper Scholarship
Scholars in Medical Biology
Webster Sill Scholarship
Lucile B. Wendt Memorial Scholarship

Student Learning Outcomes for Biology (B.S.)

Students will design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
Students will recognize when there is a need for information and identify, locate, evaluate and effectively and responsibly use and convey that information to address the need or problem at hand.
Students will interact with other students and evaluate the effort put into team tasks, interactions with others, and the quantity and quality made to team discussions.
Students will comprehensively explore issues, ideas, artifacts and events before accepting or formulating an opinion or conclusion, and combine or synthesize existing ideas, images or expertise in original ways reflecting a high degree of innovation, divergent thinking, and risk taking.
Students will be able to systematically explore issues, objects or works through the collection and analysis of evidence that results in informed conclusions or judgments, and break down complex topics or issues into parts to gain a better understanding of them.
Students will demonstrate that they have developed understanding of core concepts appropriate to biology.  Students are expected to demonstrate basic understanding of five core concepts deemed relevant to all biology students: Evolution, Structure/Function Relationships, Information Flow, Energy Transformations, and Interactions of Systems.    Understanding as it relates to each specialization (either (a) Conservation & Biodiversity, or (b) Physiology, Cell & Molecular Biology) will be assessed in the courses particular to that specialization.
Students will demonstrate their ability to apply the processes of science.  
Students will demonstrate proficiency in a laboratory or field setting appropriate to their specialization.
Students will demonstrate competency in quantitative reasoning, and analysis, evaluation, and interpretation of data.
Students will demonstrate that they can write effectively in a manner appropriate to biology.

Student Learning Outcomes for Conservation Biology (B.S.)

Students will demonstrate the ability to apply knowledge of biological concepts to solve novel problems or develop hypotheses appropriate to conservation.
Students will demonstrate the ability to identify, use, and cite scientific literature appropriate for the conservation thesis being studied (ecology and evolution).
Students will demonstrate the ability to collect and appropriately analyze data associated with a theoretical or applied conservation question.
Students will understand the core concepts relevant to an understanding of biology as a discipline.

Student Learning Outcomes for Medical Biology (B.S.)

Students will be able to systematically explore issues, objects or works through the collection and analysis of evidence that results in informed conclusions or judgments, and break down complex topics or issues into parts to gain a better understanding of them.
Students will recognize when there is a need for information and identify, locate, evaluate and effectively and responsibly use and convey that information to address the need or problem at hand.
Students will interact with other students and evaluate the effort put into team tasks, interactions with others, and the quantity and quality made to team discussions.
Students will comprehensively explore issues, ideas, artifacts and events before accepting or formulating an opinion or conclusion, and combine or synthesize existing ideas, images or expertise in original ways reflecting a high degree of innovation, divergent thinking, and risk taking.
Students will design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
Students will be able to apply quantitative reasoning and appropriate mathematics to describe or explain phenomena in the natural world.
Students will understand the process of scientific inquiry and explain how scientific knowledge is discovered and validated.
Students will understand and apply core knowledge relevant to biomedical science.  (These combined core knowledge areas are listed in Supplementary Table 2.  A more detailed list is given in Supplementary Table 3.)

Student Learning Outcomes for Physiology, Cell, and Molecular Biology (B.S.)

Students will demonstrate the ability to apply knowledge of biological concepts to solve novel problems or develop hypotheses appropriate to biology.
Students will demonstrate the ability to identify, use, and cite scientific literature appropriate for the biological thesis being studied.
Students will demonstrate the ability to collect and appropriately analyze data associated with a theoretical or applied biological questions.
Students will understand the core concepts relevant to an understanding of biology as a discipline.