Biology 100: Survey of Biology

Studying animal behavior informs us about the evolution of how we think, act, and interact, and can help us understand why animals behave the way they do. This knowledge can allow scientists to make changes to support the animal's welfare, mitigate human-animal conflict, and inform decisions regarding optimal environmental use. In Green River's Biology 100 course, designed for non-majors, students develop research questions and design experiments using trail cameras to better understand the behavioral patterns of different species in response to environmental cues.

By enrolling in Biology 100, students will develop the following transferable skills:

  • Ability to design a controlled, scientific study that involves data collection and analysis
  • Draw meaningful conclusions from data and effectively communicate them with a broader audience
  • Utilize ethograms to analyze behavioral sequences
  • Work effectively within a team environment
  • Optimize study design in response to real-time observations

Biology 110: Northwest Ecology

Each quarter students go out and track various components of the learning forest at GRC. For an ecology class it is important to measure each of the three functional groups of organisms, so we track (every quarter) mushrooms (decomposers), wildflowers (producers), and birds (consumers). Each category includes phenological data so we can look at the progressions of these patterns from year to year.

By enrolling in Biology 110, students will develop the following transferable skills:

  • Collect ecological research data
  • Immerse and become familiar with identifications in the local ecosystem
  • Quantitatively analyze ecological research data

Biology 211: Cellular Biology

The BIOL&211 CUREs include a scaffolded project that gives students the opportunity to familiarize themselves with the scientific method, statistics, and scientific writing and an open-ended inquiry project that develops student skills with designing research and how to handle uncertainty. In groups, students work through weekly assignments where they gather background information, collect data on their heart rates before and after eating a meal, analyze the resulting class data, read selected relevant scientific literature, and write a research journal-style paper. At the same time, groups are designing and running a project around using slices of bread (or comparable material) as a growth medium to make observations about the diversity of organisms found on different surfaces and how they can be affected by their environment. Students are responsible for creating their research question, variables, and hypotheses and developing shared protocols. By the end of the quarter, they produce a research poster presenting their project. 

By participating in the Biology 211 research project, students will develop the following transferable skills:

  • Employ the scientific method to generate research questions and design experiments.
  • Gather data, use statistics to analyze data, and draw conclusions from controlled experiments.
  • Work collaboratively and utilize effective communication.
  • Write a research journal-style scientific paper and create a research poster.

Biology 212: Animal Biology

The BIOL&212 CURE gives students the opportunity to explore animal behavior using the Green River College forest as their laboratory. In the early part of the project students learn how to assess animal behavior and gather data. In groups they analyze this preliminary data while then planning and carrying out their own experiment. Trail cameras are employed over a week-long period to understand the behavioral patterns of animals of interest. 

By participating in the Biology 211 research project, students will develop the following transferable skills:

  • Employ the scientific method to generate research questions and design experiments. 
  • Gather data, use statistics to analyze data, and draw conclusions from controlled experiments. 
  • Utilize ethograms to analyze animal behavior.
  • Work collaboratively and utilize effective communication. 

Biology 213: Plant Biology

During the Spring, wildflowers bloom across campus and forest nearby. In this class we follow an ecological research protocol to maintain long term observations on the health of our forest. The number of species and population sizes of each species help us understand how the forest changes over time. This phenological data allows us to look at the progressions of floral blooming patterns from year to year.

By participating in the Biology 213 research project, students will develop the following transferable skills:

  • Collect ecological research data
  • Immerse and become familiar with plant identifications in the local ecosystem
  • Quantitatively analyze ecological research data
  • Familiarization with the data visualization software, Qlik

Biology 260: Microbiology

Students during the first half of the quarter explore handling, culturing, staining, and learning about the metabolism of various bacteria. After learning the processes and assays to handle and an analyze bacterial growth, students are given a mixed culture of bacteria. The task is to successfully separate the two species of bacteria and determine the composition of the mixed culture. This is accomplished carrying out various biochemical tests to determine the two specific bacteria. The skills learned apply to both the clinical and research environment - preparing students for careers in healthcare and research. 

By participating in the Biology 260 research project, students will develop the following transferable skills: 

  • Learn proper aseptic and staining technique to properly and safely grow bacteria.
  • Utilize critical thinking, data analysis skills, and process of elimination to determine the bacteria in their mixed culture.
  • Presentation of project work in poster form.