Biological Sciences

Master: José Quintans, BSLC 104A, 702-7964
Senior Adviser: Manfred D. E. Ruddat, HM 254, 702-8623
Administrative Assistant: G. Karen Shrode, BSLC 104C, 702-7962
Staff Secretary: Cynthia Piwowar, BSLC 104B, 702-7963
Faculty Advisers: James Hopson, Organismal Biology & Anatomy, A 405B, 702-8099; Laurens Mets, Molecular Genetics & Cell Biology, EBC 210, 702-8917; Stephen Pruett-Jones, Ecology & Evolution, Z 47, 702-3115; Marvin Makinen, Biochemistry & Molecular Biology, CLSC 359, 702-1080
Undergraduate Research and Honors Chair: To be announced

Program of Study

Biology is the study of living things. The faculty of the College believes that a sound knowledge of biology is essential for understanding many of the most pressing problems of modern life and for intelligent involvement in their eventual solution. The Biological Sciences Collegiate Division, therefore, provides a variety of Common Core courses for all College students, prospective biologists and nonbiologists alike. Although most of the course offerings beyond the introductory year are designed to serve the needs of biology concentrators, many of these courses are well suited to students in other concentrations who wish to study some aspect of modern biology in greater detail. Courses on the ethical and societal implications of the biological sciences, for example, will be of interest to all students.

The Biological Sciences Common Core

The goal of the Common Core biological sciences courses is to give students an appreciation of the problems or questions with which the biological sciences are concerned, the modes of inquiry by which biological scientists address these problems, and the ways in which biologists analyze and interpret the results of this inquiry. At the same time, the Common Core curriculum gives students a sufficient understanding of the current "biological revolution," enabling them to participate fully as informed citizens in a society that is increasingly affected by the fruits of this revolution. The biological sciences are concerned with fundamental questions about the nature of human beings and our place in the natural universe--questions such as "What is life?" "How did living organisms arise?" and "How are human beings related to and distinct from other living things?" Common Core courses emphasize the core biological concepts of continuity (genetics), organization, regulation, and evolution. The biological sciences are concerned with many different levels of organization, from cells and the molecules they produce to ecosystems and the species that constitute them. To give students an appreciation of the range of subject matter in the biological sciences, Common Core sequences are organized such that one quarter emphasizes the biology of cells and molecules, one the biology of organisms, and one the biology of populations or species. Students learn the key concepts and methods to generate new knowledge in each of these areas. In addition, students come to appreciate the interconnectedness of the biological sciences and the importance of integrating different approaches to the study of living things.

Cell Biology, Molecular Biology, and Genetics. Cells are fundamental units of biological organization. The properties of cells are determined by the genes they contain and express. The recent development of methods to isolate and clone genes, to mutate these genes in vitro, and to transfer these genes into other cells or organisms, is revolutionizing our understanding of biological processes. Courses in cell biology, molecular biology, and genetics provide a key to understanding the profound ways that these biological discoveries will affect our lives.

Organismal Biology. Multicellular organisms comprise many specialized types of cells. The survival and reproduction of an organism necessitate the coordination and integration of the functions of its component cells. The functions of cells, and therefore of organisms, are dependent upon a continual exchange of matter and energy between the organism and its environment. Courses in organismal biology address these problems and their solutions in animals and plants from a variety of perspectives.

Population Biology, Evolution, Ecology, and Behavior. Evolution is perhaps the most important unifying concept in the biological sciences. Natural populations are characterized by genetic and phenotypic diversity. This diversity forms the basis for evolution by natural selection. Selection involves interactions between organisms and their environment. Courses in population biology and evolution consider the evidence for and the mechanisms of evolution and the ways in which evolutionary and ecological processes affect populations and species.

Each Common Core course includes laboratory exercises. In these laboratories, students gain first-hand experience in carrying out experiments or making observations and in analyzing and interpreting the biological data they obtain from these experiments and observations. The laboratories are an integral part of the courses; to receive a grade in a Common Core course, students must complete the laboratory exercises associated with that course even if the course is taken as an elective. Some courses include laboratories that require the use of animals. Students who have concerns about using animals in laboratories are urged to discuss these concerns with the instructors before registering for those courses.

Common Core courses vary with respect to specific subject matter and format. This variety offers students the opportunity to choose a Common Core sequence suited to their experience, interests, and educational goals. To choose the most appropriate Common Core sequence, students should consult the faculty, the College advisers, fellow students, and the Student Course Evaluations book.

Students who concentrate in the biological sciences are required to complete Sequence 1. Students may use three of these courses to fulfill their Common Core requirements, or they may take another Common Core sequence and use Biological Sciences Sequence 1 to fulfill part of their concentration requirement. Taking Sequence 1 as the Common Core enables students to take more advanced biology courses without using electives. On the other hand, taking another Common Core sequence provides students the opportunity to explore diverse areas of biology early in their program and may help students who are uncertain about concentrating in biology to make a more informed decision. In the past, approximately 60 percent of biological sciences concentrators have taken Sequence 1 as their Common Core while 40 percent have taken other Common Core sequences.

Common Core courses are designed to fulfill the general education requirement in the biological sciences and to prepare students for entering the biological sciences concentration. Students who have taken or are currently taking Biological Sciences Sequence 1 may not enroll in other Common Core courses without the consent of the senior adviser.

Placement. Students who score 4 or 5 on the AP test in biology, or who perform well on the College's optional placement test in the biological sciences, will be excused from the Common Core requirement in the biological sciences. Students who place out of the biology Common Core and who subsequently concentrate in the biological sciences are required either to complete Biological Sciences Sequence 1 as part of their concentration requirement or demonstrate mastery of the material in Biological Sciences Sequence 1 by examination. Students who wish to take the placement exam for Biological Sciences Sequence 1 should consult the senior adviser.

Accreditation. Students who place out of the Common Core biology sequence may elect to take an accreditation examination in one or more of the five areas of required advanced biology (biochemistry, cell biology, developmental biology, organismal biology, and evolution) during the first year of registration. Credit is granted upon satisfactory completion of an oral examination before three members of the faculty designated for each area by the BSCD master. No laboratory requirements can be met by accreditation examinations except by special petition with accompanying documentation. Accreditation for advanced biology courses may also be granted to students at any time after completion of the 100-level Common Core biology sequence and upon satisfactory completion of the same oral examination. No oral examination for accreditation may be taken more than once.

Students are urged to consult the BSCD senior adviser immediately if they feel that they can qualify for accreditation.

The Biological Sciences Concentration Program

The goals of the biological sciences concentration are to give students an understanding of the currently accepted concepts in biology and the experimental support for these concepts, and an appreciation of the gaps in our current understanding and the opportunities for new research in this field. The concentration is designed to prepare students for graduate or professional study in the biological sciences and for careers in biology. As in the Common Core, emphasis is placed on introducing students to the diversity of subject matter and methods of investigation in the biological sciences. (NOTE: The curriculum is currently under revision. For updated information, contact the BSCD office.)

The program for a B.A. in the biological sciences consists of forty-two credits, including the following:

1. The Common Core. To prepare themselves for more advanced work in biology, prospective biological sciences concentrators should take Chemistry 111-112-113 or higher to satisfy the Common Core requirement in the physical sciences, and Mathematics 131-132 or higher to fulfill the mathematics requirement. Students who concentrate in the biological sciences may satisfy their Common Core requirement in the biological sciences with any Common Core biological sciences sequence; however, they must complete Biological Sciences Sequence 1 either as their Common Core requirement or as part of their concentration program.

2. Other Science Courses. Biological sciences concentrators must complete a three-quarter course in physics (usually Physics 121-122-123 or higher), Chemistry 217-218 or Chemistry 220-221, and Statistics 220.

3. Advanced-Level Biology Courses. Each student must take the following advanced biology courses:

a. Biological Sciences Sequence 1 (four courses). If students take three quarters of Sequence 1 to fulfill their Common Core requirement, they then have the opportunity to take three advanced courses in addition to the fourth quarter of Sequence 1. One of these courses must be in ecology, population biology, or behavior (Biological Sciences 248-255). The others may be two 200-level courses in science (biology or chemistry) or one course in science and one in mathematics. A third quarter of calculus is strongly recommended.

b. Biochemistry (Biological Sciences 200). Students are encouraged to take Biological Sciences 200 in the spring quarter of the second year or the autumn quarter of the third, if possible, so that they can take cell biology (Biological Sciences 207) in their third year. Students may also satisfy this requirement by completing both Biochemistry and Molecular Biology 301 and 302; students who do this must take 302 as an elective.

c. Cell biology (Biological Sciences 207) and developmental biology (one of Biological Sciences 221-229). Students who took Biological Sciences 196-197 in 1994-95 may take two elective 200-level biological sciences courses in lieu of these requirements.

d. Organismal biology (one of Biological Sciences 232-246, or 260).

4. Laboratories. Students must take three 200-level biological sciences courses with a laboratory. Courses used to satisfy the laboratory requirement need not be the same courses used to satisfy other concentration requirements, but they can be. The three laboratory courses must be in different areas, as follows:

a. Biochemistry (Biological Sciences 200 or 259).

b. Cell biology (Biological Sciences 208, 215, or 216).

c. Developmental biology (Biological Sciences 226).

d. Genetics (Biological Sciences 215, 216, or 220).

e. Neurobiology (Biological Sciences 212, 244, or 268).

f. Organismal biology (Biological Sciences 232, 234, 236, 238, 240, 242, 246, or 260).

g. Ecology, population biology, and behavior (Biological Sciences 248, 250, 252, or 254).

h. Biocomputing (Biological Sciences 267).

Biological Sciences 215 and 216 each satisfy two of the laboratory requirements (cell biology and genetics) for the biological sciences concentration. In addition, graduate courses with laboratory can usually be used to satisfy these requirements; consult with the senior adviser. Please note, however, that Biological Sciences 199, 297, 298, and 299 cannot be used to satisfy the laboratory requirement.

5. Free Electives. Students have up to seven free electives. They may use these electives to engage in honors research (Biological Sciences 199, 298, and 299), to take directed reading courses in biology (Biological Sciences 297), or to take additional courses in biology or other subjects of their choice.

6. Grading. Students must receive quality (letter) grades in all fourteen courses in the concentration.

Summary of Requirements

General Chem 111-112-113 or 121-122-123
Education Math 131-132, 151-152, or 161-162
BioSci Common Core

Concentration

4 BioSci Sequence 1. If three courses in Sequence 1 are taken as Common Core, they may be replaced by three 200-level courses in science (biology or chemistry) or two courses in science and one in mathematics. One of these courses must be in ecology, population biology, or behavior (BioSci 248-255).
3 Phys 121-122-123, 131-132-133, or 141-142-143
2 Chem 217-218 or 220-221
1 Stat 220
1 biochemistry (BioSci 200 or BchMB 301-302)
1 cell biology (BioSci 207)*
1 developmental biology (BioSci 221-229)*
1 organismal biology (BioSci 232-246, or 260)
14 (total)

*Students who took Biological Sciences 196-197 in 1994-95 may take two elective 200-level biological sciences courses in lieu of these requirements.

Research Courses. Students are strongly encouraged to carry out individual guided research in an area of their interest. Students who choose to carry out research can receive academic credit for their work and have the opportunity to graduate with special honors. Any faculty member in the Division of the Biological Sciences can sponsor and supervise student research on an individual tutorial basis. The activities of the student are arranged by mutual agreement between the student and the sponsor. Students can find out about research opportunities and potential faculty sponsors from the College Research Opportunities Program (CROP) Directory, available in the Office of the Dean of the College, from the BSCD Office, or from the chairman of the Undergraduate Research and Honors Committee.

Students can receive academic credit for their research by enrolling in research courses. Two such courses are available: Biological Sciences 199 (Introduction to Research) and Biological Sciences 299 (Advanced Research in the Biological Sciences). Biological Sciences 199 is intended for students who wish to have a research experience but are not conducting an approved honors research project; it may be elected for up to three quarters. Biological Sciences 299 is for advanced students, including but not limited to those who wish to be candidates for special honors. Registration for either Biological Sciences 199 or Biological Sciences 299 requires permission of the student's research sponsor and the chairman of the Undergraduate Research and Honors Committee. To register for Biological Sciences 299, students must submit a written research proposal to the chairman of the Undergraduate Research and Honors Committee. A registration form for these courses may be obtained from your adviser. Students must complete this form before registering for research courses. Both Biological Sciences 199 and Biological Sciences 299 are graded P/F; neither course can be used to fulfill concentration requirements.

Students who take Biological Sciences 299 are required to participate in a biweekly senior honors forum beginning in autumn quarter. In addition, students who wish to receive special honors must participate in Biological Sciences 298 (Undergraduate Research Seminar) in their senior year. In the honors forum and seminar, students report on and discuss their research. Students who take Biological Sciences 199 are encouraged to attend the forum and seminar but will normally not present their work. Biological Sciences 298 is offered in the spring quarter; students who cannot take this course because they plan to graduate in a different quarter should contact the chairman of the Undergraduate Research and Honors Committee at least three months before their expected graduation to arrange for an equivalent experience. Biological Sciences 298 is also graded P/F and may not be used to fulfill a concentration requirement.

Special Honors. Students who wish to receive their bachelor's degree with special honors in the biological sciences must complete an individual research project. Students should discuss their plans with the chairman of the Undergraduate Research and Honors Committee as early as possible. Many students begin their honors research projects during the summer between their junior and senior years. Every effort is made to provide financial support for students who wish to carry out summer research. Students should normally begin their research projects no later than the autumn quarter of their senior year. Students who are working toward honors must participate in Biological Sciences 299 and Biological Sciences 298 and must complete a research project under the supervision of a faculty sponsor. This research project may consist of either experimental work or fieldwork. In the spring quarter of the senior year, students must prepare and submit a paper based on the results of their research and must present and defend their work, normally at a poster session open to the general public. Approval of the paper and successful defense qualify a student to receive special honors at graduation, provided he or she also has the grade point average necessary for special honors (an overall grade point average of 3.0 or an average of 3.25 in the fourteen-course concentration program.)

Combined Bachelor of Arts/Master of Science Degree Program in Biochemistry and Molecular Biology

This program is designed for those students who, early in their academic careers, decide to pursue graduate study in biology at the molecular level. It differs from the usual concentration in the biological sciences in that it requires a central core of graduate courses in biochemistry and molecular biology. These in turn require a background in physical chemistry.

This program requires the completion of forty-eight credits of course work rather than the forty-two required for the B.A. (Actually, fifty-one credits--forty-two for the B.A. and nine for the M.S.--are required; however, up to three upper-level course credits can be double-counted for both degrees.) Thus, the program is difficult in terms of the course load and also requires payment of graduate-level tuition during the senior year. In general, the program is suitable only for students who enter with placement or advanced placement credit or who complete some of their work during the summer.

A departmental oral examination on a thesis describing the candidate's original research contribution is required for the degree. Students are expected to (1) spend elective time and/or a summer residency in a laboratory working on a research problem in biochemistry or molecular biology, and (2) write a formal thesis describing their research and reviewing the field. The oral examination based on that thesis must be taken during the last quarter of their registration.

Students will not be admitted formally to the program until their third year. Applications are made through the Department of Biochemistry and Molecular Biology. Normally only students with grade point averages above 3.0 qualify, although exceptions may be made under special circumstances.

Questions about the program may be addressed to the adviser in the Department of Biochemistry and Molecular Biology (Marvin Makinen, CLSC 359, 702-1080). Go to top of document
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Faculty

KAN L. AGARWAL, Professor, Departments of Biochemistry & Molecular Biology and Chemistry and the College

JEANNE ALTMANN, Professor, Department of Ecology & Evolution, Committees on Biopsychology and Evolutionary Biology, and the College; Chairman, Committee on Evolutionary Biology

STEVAN J. ARNOLD, Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College

R. DEAN ASTUMIAN, Assistant Professor, Departments of Biochemistry & Molecular Biology and Surgery and the College

JUDITH AUSTIN, Assistant Professor, Department of Molecular Genetics & Cell Biology, Committee on Developmental Biology, and the College

BARBARA L. BERG, Lecturer in the College

JOY M. BERGELSON, Assistant Professor, Department of Ecology & Evolution and the College

RUDIGER BIELER, Lecturer, Committee on Evolutionary Biology and the College

ANDREW BIEWENER, Associate Professor, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College; Chairman, Department of Organismal Biology & Anatomy

JEFFREY A. BLUESTONE, Professor, Ben May Institute, Department of Pathology, Committee on Immunology, and the College; Chairman, Committee on Immunology

JAMES E. BOWMAN, M.D., Professor Emeritus, Departments of Pathology and Medicine, Committees on African & African-American Studies and Genetics, and the College

DONN BRANSTRATOR, Lecturer in the College

MALCOLM J. CASADABAN, Associate Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committees on Genetics and Virology, and the College

BRIAN CHARLESWORTH, George Wells Beadle Distinguished Service Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College

DEBORAH CHARLESWORTH, Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College

BARRY CHERNOFF, Lecturer, Committee on Evolutionary Biology and the College

KWEN-SHENG CHIANG, Associate Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

LIANE COCHRAN-STAFIRA, Lecturer in the College

THOMAS COLTON, Senior Lecturer in the College

JERRY COYNE, Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College

MARY CRANE, Lecturer in the College

DOUGLAS CRAWFORD, Assistant Professor, Department of Organismal Biology & Anatomy, Committees on Evolutionary Biology and Genetics, and the College

MICHAEL DICKINSON, Assistant Professor, Department of Organismal Biology & Anatomy, Committee on Neurobiology, and the College

RONALD DUBREUIL, Assistant Professor, Department of Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College

WOLFGANG EPSTEIN, M.D., Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committee on Genetics, and the College

ROCHELLE EASTON ESPOSITO, Professor, Department of Molecular Genetics & Cell Biology, and the College; Chairman, Committee on Genetics

JULIANA H. FEDER, Research Associate (Instructor), Department of Molecular Genetics & Cell Biology and Lecturer in the College

MARTIN E. FEDER, Professor, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

EDWIN FERGUSON, Assistant Professor, Department of Molecular Genetics & Cell Biology, Committees on Developmental Biology and Genetics, and the College

EILEEN FIELDING, Lecturer in the College

FRANK W. FITCH, M.D., Albert D. Lasker Professor, Department of Pathology, Committees on Developmental Biology and Immunology, and the College; Director, Ben May Institute

JOHN FLYNN, Lecturer, Committee on Evolutionary Biology and the College

MICHAEL FONSTEIN, Research Associate (Assistant Professor), Department of Molecular Genetics & Cell Biology; Lecturer in the College

LINCOLN E. FORD, M.D., Associate Professor, Department of Medicine and the College

HARRY A. FOZZARD, M.D., Otho S. A. Sprague Distinguished Service Professor, Departments of Medicine and Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College; Chairman, Department of Pharmacological & Physiological Sciences

HERBERT C. FRIEDMANN, Associate Professor, Department of Biochemistry & Molecular Biology and the College

EDWARD D. GARBER, Professor Emeritus, Department of Ecology & Evolution, Committee on Genetics, and the College

LAWRENCE M. GARTNER, M.D., Professor, Department of Pediatrics and the College

GODFREY S. GETZ, M.D., Donald N. Pritzker Professor, Departments of Biochemistry & Molecular Biology, Medicine, and Pathology, and the College; Acting Dean, Division of the Biological Sciences and the Pritzker School of Medicine; Chairman, Department of Pathology

SANDER L. GILMAN, Professor, Departments of Germanic Studies and Psychiatry, and the College

ANN D. GOLDBLATT, Lecturer, Department of Medicine and the College

LARRY GOLDMAN, M.D., Associate Professor, Department of Psychiatry and the College

EUGENE GOLDWASSER, Alice Hogge and Arthur A. Baer Professor Emeritus, Department of Biochemistry & Molecular Biology, Committee on Developmental Biology, and the College; Chairman, Department of Biochemistry & Molecular Biology

DANIEL GOTTSCHLING, Associate Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

GEOFFREY GREENE, Professor, Ben May Institute, Department of Biochemistry & Molecular Biology and the College

RICHARD GUNDERMAN, Lecturer in the College

DOROTHY A. HANCK, Assistant Professor, Department of Medicine, Committees on Cell Physiology and Neurobiology, and the College

ROBERT HASELKORN, Fanny L. Pritzker Distinguished Service Professor, Departments of Biochemistry & Molecular Biology, Chemistry, and Molecular Genetics & Cell Biology, Committees on Developmental Biology, Genetics, and Virology, and the College

ALFRED HELLER, M.D., Professor, Department of Pharmacological & Physiological Sciences and the College

PHILIP C. HOFFMANN, Professor, Department of Pharmacological & Physiological Sciences and the College

H. RODNEY HOLMES, Senior Lecturer in the College

JAMES A. HOPSON, Professor, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

LESLIE E. HORNIG, Lecturer in the College

LYNNE HOUCK, Research Associate (Associate Professor), Department of Ecology & Evolution; Lecturer in the College

JOSEPH JARABAK, M.D., Associate Professor, Department of Medicine and the College

THOMAS M. JONES, M.D., Professor, Department of Medicine and the College

ROBERT JOSEPHS, Professor, Department of Molecular Genetics & Cell Biology and the College

BRIAN KEITH, Assistant Professor, Department of Molecular Genetics & Cell Biology, Committees on Developmental Biology and Genetics, and the College

ARTHUR F. KOHRMAN, M.D., Professor, Department of Pediatrics and the College

CLAIRE KOHRMAN, Research Associate (Associate Professor), Center for Health Administration Studies and Department of Pediatrics; Lecturer in the College

MARTIN KREITMAN, Associate Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College

JOHN KRUPER, Director, Academic Computing, Division of the Biological Sciences; Lecturer in the College

ROBERT KUSHNER, M.D., Assistant Professor, Department of Medicine and the College

MICHAEL C. LABARBERA, Professor, Departments of the Geophysical Sciences and Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

THOMAS G. LAMMERS, Lecturer in the College

GAYLE LAMPPA, Associate Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

JOHN LANTOS, M.D., Associate Professor, Departments of Medicine and Pediatrics and the College

MATHEW LEIBOLD, Assistant Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College

SCOTT LIDGARD, Lecturer, Committee on Evolutionary Biology and the College

SUSAN LINDQUIST, Professor, Howard Hughes Medical Institute, Department of Molecular Genetics & Cell Biology, Committees on Developmental Biology and Genetics, and the College

PHILIP E. LLOYD, Associate Professor, Department of Pharmacological & Physiological Sciences, Committees on Cell Physiology and Neurobiology, and the College; Chairman, Committee on Neurobiology

R. ERIC LOMBARD, Associate Professor, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

ANTHONY P. MAHOWALD, Louis Block Professor, Department of Molecular Genetics & Cell Biology, Committees on Developmental Biology, Genetics, and Neurobiology, and the College; Chairman, Department of Molecular Genetics & Cell Biology and Committee on Developmental Biology

MARY MAHOWALD, Professor, Department of Obstetrics & Gynecology and the College

MARVIN W. MAKINEN, Professor, Department of Biochemistry & Molecular Biology and the College

DANIEL MARGOLIASH, Associate Professor, Departments of Organismal Biology & Anatomy and Psychology, Committees on Biopsychology and Neurobiology, and the College

ALVIN MARKOVITZ, Professor, Department of Biochemistry & Molecular Biology, Committee on Genetics, and the College

PALMA ANN MARONE, Lecturer in the College

TERENCE E. MARTIN, Professor, Department of Molecular Genetics & Cell Biology, Committees on Genetics and Immunology, and the College

MARK MARTINDALE, Assistant Professor, Department of Organismal Biology & Anatomy, Committees on Developmental Biology and Neurobiology, and the College

MANISHA H. MASKAY, Assistant Professor, Department of Medicine and the College

JANE MASTERSON, Lecturer in the College

STEPHANIE MAYER, Research Associate, Department of Ecology & Evolution; Lecturer in the College

MARTHA K. MCCLINTOCK, Professor, Department of Psychology, Committees on Evolutionary Biology and Neurobiology, and the College; Chairman, Committee on Biopsychology

RIMA MCLEOD, M.D., Lecturer, Department of Medicine, Committee on Immunology, and the College

STEPHEN C. MEREDITH, M.D., Associate Professor, Department of Pathology and the College

LAURENS METS, Associate Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

JAMES MILLER, Associate Professor, Departments of Molecular Genetics & Cell Biology and Pathology, Committees on Developmental Biology and Immunology, and the College

HOWARD MOLTZ, Professor, Department of Psychology and the College

JOSEPHINE A. MORELLO, Professor, Departments of Medicine and Pathology and the College

MALKA MOSCONA, Associate Professor in the College

JONATHAN MOSS, M.D., Professor, Department of Anesthesiology & Critical Care and the College

GREGORY H. MUELLER, Lecturer, Committee on Evolutionary Biology and the College

MARK MUSCH, Research Associate (Assistant Professor), Department of Medicine; Lecturer in the College

JAMES NACHMAN, M.D., Associate Professor, Department of Pediatrics and the College

THOMAS NAGYLAKI, Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College

MATTHEW NITECKI, Curator, Committee on Evolutionary Biology; Lecturer in the College

AVERTANO NORONHA, M.D., Associate Professor, Department of Neurology, Committee on Immunology, and the College

CAROLE OBER, Associate Professor, Department of Obstetrics & Gynecology, Committees on Evolutionary Biology and Genetics, and the College

SUJATA PATEL, Lecturer in the College

BRUCE PATTERSON, Lecturer, Committee on Evolutionary Biology and the College

ROBERT L. PERLMAN, M.D., Professor, Departments of Pediatrics and Pharmacological & Physiological Sciences, Committees on Cell Physiology and Neurobiology, and the College

CATHY A. PFISTER, Assistant Professor, Department of Ecology & Evolution and the College

ROSAMOND V. POTTER, Senior Lecturer in the College

STEPHEN PRUETT-JONES, Associate Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College

JOSE QUINTANS, M.D., Professor, Department of Pathology and the College; Master, Biological Sciences Collegiate Division; Associate Dean, Division of Biological Sciences and the College

HYMAN ROCHMAN, M.D., Associate Professor, Department of Pathology and the College

BERNARD ROIZMAN, Joseph Regenstein Distinguished Service Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committees on Genetics and Virology, and the College; Chairman, Committee on Virology

MARSHA R. ROSNER, Professor, Ben May Institute, Department of Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College; Chairman, Committee on Cancer Biology

LUCIA ROTHMAN-DENES, Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

MANFRED D. E. RUDDAT, Associate Professor, Department of Ecology & Evolution, Committee on Developmental Biology, and the College; Associate Dean of the College; Senior Adviser, Biological Sciences Collegiate Division

DALE A. SCHOELLER, Associate Professor, Department of Medicine and the College; Chairman, Committee on Human Nutrition & Nutritional Biology

SIDNEY SCHULMAN, M.D., Ellen C. Manning Professor Emeritus, Division of the Biological Sciences and the College

GEBHARD F. B. SCHUMACHER, M.D., Professor Emeritus, Department of Obstetrics & Gynecology and the College

PAUL T. SCHUMACKER, Professor, Department of Medicine and the College

LEWIS S. SEIDEN, Professor, Departments of Pharmacological & Physiological Sciences and Psychiatry, Committee on Neurobiology, and the College

J. JOHN SEPKOSKI, JR., Professor, Departments of the Geophysical Sciences and Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

PAUL SERENO, Associate Professor, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

JAMES SHAPIRO, Professor, Department of Biochemistry & Molecular Biology, Committee on Genetics, and the College

PETRA SIERWALD, Lecturer in the College

ELLEN SIMMS, Assistant Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College

NEIL R. SMALHEISER, M.D., Assistant Professor, Department of Pediatrics, Committees on Developmental Biology and Neurobiology, and the College

PATRICIA A. SOLTYS, Lecturer in the College

JANICE B. SPOFFORD, Associate Professor, Department of Ecology & Evolution, Committees on Developmental Biology, Evolutionary Biology, and Genetics, and the College

THEODORE L. STECK, M.D., Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committee on Cell Physiology, and the College

DONALD F. STEINER, M.D., A. N. Pritzker Professor, Howard Hughes Medical Institute, Departments of Biochemistry & Molecular Biology and Medicine, and the College

URSULA STORB, Professor, Departments of Molecular Genetics & Cell Biology and Pathology, Committees on Genetics, Developmental Biology, and Immunology, and the College

FRANCIS H. STRAUS II, M.D., Professor, Department of Pathology and the College

LORNA P. STRAUS, Professor, Department of Organismal Biology & Anatomy and the College

BERNARD S. STRAUSS, Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

PAUL STRIELEMAN, Lecturer in the College

DON R. SWANSON, Professor, Division of the Humanities and the College

KEVIN SWIER, Lecturer in the College

SARA SZUCHET, Professor, Department of Neurology, Committee on Neurobiology, and the College

EDWIN W. TAYLOR, Louis Block Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committee on Cell Physiology, and the College

FRANK K. THORP, Associate Professor, Department of Pediatrics, Committee on Human Nutrition & Nutritional Biology, and the College

RUSSELL H. TUTTLE, Professor, Department of Anthropology, Committee on Evolutionary Biology, Morris Fishbein Center for the History of Science & Medicine, and the College

PHILIP S. ULINSKI, Professor, Department of Organismal Biology & Anatomy, Committee on Neurobiology, and the College

LEIGH M. VAN VALEN, Professor, Department of Ecology & Evolution, Committees on Conceptual Foundations of Science, Evolutionary Biology, and Genetics, and the College

MARION VERP, Associate Professor, Department of Obstetrics & Gynecology and the College

MITCHEL VILLEREAL, Professor, Department of Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College; Chairman, Committee on Cell Physiology

MICHAEL J. WADE, Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College; Chairman, Department of Ecology & Evolution

NORMA E. WAGONER, Professor, Department of Organismal Biology & Anatomy and the College; Dean of Students, Division of the Biological Sciences and the Pritzker School of Medicine

MARK WESTNEAT, Lecturer, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

HUGH R. WILSON, Professor, Department of Ophthalmology & Visual Science, Committee on Neurobiology, and the College

WILLIAM WIMSATT, Professor, Department of Philosophy, Committees on Conceptual Foundations of Science, Evolutionary Biology, and General Studies in the Humanities, Morris Fishbein Center for the History of Science & Medicine, and the College

J. TIMOTHY WOOTTON, Assistant Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College

RADOVAN ZAK, M.D., Professor, Departments of Medicine, Organismal Biology & Anatomy and Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College

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