• What is the structure of the EEB Curriculum?
• Who is our curriculum aimed at?

What is the structure of the EEB curriculum?

    The EEB curriculum was designed to provide breadth and depth in both theoretical/conceptual issues and organismal biology. Although there are a number of possible "tracks" to follow (e.g., plant ecology, evolutionary genetics, animal behavior, marine ecology, vertebrate morphology, etc.) there is a general plan that makes the most of the curriculum.

    At the entry level (sophomore/junior) are a set of courses about organisms: plant diversity invertebrate zoology insect biology At the same level are a group of "core" concepts courses: genetics evolution ecology behavior comparative morphology conservation biology All of the 100 level courses (except Bio 188) are designed to build on one or more of the core and organismal level courses.

    Given the background in theory and a perspective on organismal diversity and design, one can move to a pretty high level of study. Our 100 level courses are basically graduate level courses (at least that is how we have always seen them) offered to advanced undergraduates. They cover a variety of topics and some include field or lab work. However, they also overlap in the basic skills they are designed to impart.

    The following table summarizes the parts of the EEB curriculum:

(click underlined course name to go to its web site)

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Who is the EEB curriculum aimed at?

    While clearly designed to provide biology concentrators with the breadth and depth for graduate work in ecology and evolutionary biology, we have also structured the curriculum to provide a variety of educational opportunities. Students concentrating in environmental sciences, environmental studies, psychology, neurobiology, applied math, geology will find background and supporting courses here. For example, Bio 42 (ecology) is often taken by geology, ES and applied math concentrators; and Bio 45 (behavior) is often taken by psychology and neurobiology concentrators.

    Our courses are also popular with students intending to go on in teaching at the K-12 level. Much of the material in our courses can be made easily accessible at these levels and we have had many productive interactions with students preparing for teaching careers.

    Finally, many of our courses at the "40" level are accessible to students with minimal high school background in science. We consider it an essential part of our curriculum that "non-concentrators" have access to the information and ways of thinking in EEB.

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