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Biology

Dennis J. Taylor (1979), Professor of Biology
B.A., Hiram College;
Ph.D., Cornell University
Academic Interest: aquatic and terrestrial ecology, vertebrate field studies, and wetlands

Matthew H. Hils (1984), Professor of Biology; Chairperson; Director of Academic Programs, James H. Barrow Field Station (2006); Director of the Center for the Study of Nature and Society (2006)
B.A., Thomas More College;
M.S., Miami University;
Ph.D., University of Florida
Academic Interest: vascular plant anatomy, systematics, and phylogeny

Prudence Hall (1988), Professor Emerita of Biology and Chemistry
A.B., Oberlin College;
M.S., Ph.D., Michigan State University
Academic Interest: biochemistry, molecular biology, and plant physiology

Sandra I. Madar (1994), Associate Professor of Biology; Associate Dean of the College; Co-Director of the Center for the Study of Literature, Medicine, and Biomedical Humanities
B.S., University of Michigan;
Ph.D., Northeastern Ohio Universities College of Medicine and Kent State University
Academic Interest: mammalian paleontology

Kimberley A. Phillips (1994), Associate Professor of Psychology and Biology
B.S., Wofford College;
M.S., Ph.D., University of Georgia
Academic Interest: behavioral neuroscience  

Bradley W. Goodner (2001), Associate Professor of Biology; Edward J. Smerek Chair of Mathematics, the Sciences, and Technology; Program Director, Howard Hughes Medical Institute Grant for Undergraduate Science Education
B.S., Texas A & M University;
Ph.D., Purdue University
Academic Interest: microbiology, molecular genetics, genomics and bioinformatics

Eric E. Bauer (2006), Assistant Professor of Biology
B.A., Cornell University;
Ph.D., University of Texas at Austin
Academic Interest: developmental biology and neuroscience

Jodi Modarelli (2006), Assistant Professor of Biology and Chemistry; Director of Biochemistry Program
B.S., University of Akron;
Ph.D., University of Akron
Academic Interest: metabolomics and cancer biology

Stuart Gordon (2007), Postdoctoral Fellow of Biology
B.A., The College of Wooster; 
Ph.D., The Ohio State University
Academic Interest: microbial genomics

Amy Braccia (2007), Assistant Professor
B.S., Virginia Tech University;
M.S., University of Georgia;
Ph.D., Virginia Tech University
Academic Interest: ecology and natural history of aquatic invertebrates

Tom Koehnle (2007), Assistant Professor
B.S., Ohio University; 
Ph.D., University of California, Davis
Academic Interest: mammalian sensory signals, behavior, and physiology; human anatomy and physiology

Janice Mock (2003), Director of Operations and Animal Programs, James H. Barrow Field Station
B.A., Hiram College
Academic Interest: animal care and rehabilitation

Cathy Wheeler (1989-1991; 1993), Teaching Research Associate of Biology
B.S., John Carroll University;
M.S., John Carroll University
Academic Interest: molecular biology, genetics, and microbiology

Willa S. Schrlau (1999), Teaching Research Associate of Biology
B.A., Hiram College;
M.S., Ohio University
Academic Interest: general biology and ecology

Introduction: The APEX Program

Students majoring in Biology at Hiram College study in a curriculum known as the APEX program because of our focus on the capstone apprenticeship experience.  APEX is defined as “the highest point” and our program is designed to provide each student with the foundation and depth necessary to advance to the highest levels of any career path they pursue, whether they begin with graduate education, professional school, or a first job.  The APEX program does this by ensuring a broad background in biology as well as allowing the student significant flexibility and choice as he or she matures within the discipline. All students practice problem solving, critical thinking, and the scientific method within a dynamic, challenging, and supportive scholarly environment. 

The Core Curriculum

The foundation in Biology is provided by the core curriculum and is required for all majors and most pre-professional students (e.g., premed, prevet). The core curriculum consists of: 

1. three introductory courses Biology 151, 152, and 230;
2. one upper level course, Biology 365. 

The three introductory courses must be taken before proceeding to most of the upper level courses. Biology 365 can be taken any time after the introductory courses are completed.  Several upper level courses can be taken with only the first two introductory courses completed. 

Upper Level Courses 

The six upper level courses build upon the core curriculum and provide students with both breadth and specialization in biology. This combination is achieved through required categories that provide many choices of courses to accommodate the individual interests of each student.

1. Organismal Biology — 8 semester hours required, one in each category, A and B. One course must be an animal biology course (Biology 223, 320, 326, or 327) and one must be a plant biology course (Biology 213, 315/316, 331, or 332).
   1. Biodiversity and Phylogeny — Biology 213, 223, 315/316, or 320.
   2. Structure and Function — Biology 326, 327, 331, or 332.
2. Integration and Synthesis — One course (3-4 semester hours) required from among:  Biology 328, 335, 340, 341, 342, 366, 415, or Interdisciplinary 388 (Bioinformatics).
3. Electives — two courses (6-8 semester hours) required from among any of the upper level courses above (I and II) or from Biology 215, 234, 300, 310, 338, 347, 368, or 378.
4. Apprenticeship Experience — 3 or 4 semester hours required from among Biology 481, 482, 483, 498, or Education 423 (Student Teaching in Biology). 

Apprenticeship in Biology (APEX) 

The apprenticeship experience, or APEX, is designed as the culmination of a student’s program in biology and allows the student to apply his or her expertise in a variety of contexts. The student’s APEX is achieved through an independent or collaborative research project, a research techniques course, an internship, or student teaching of biology in middle or secondary school. To fulfill APEX requirements, students prepare and submit a scientific paper to the faculty supervisor as if they were preparing a manuscript for publication.  They also present a professional public lecture, in the format of a scientific conference, based upon their apprenticeship experience.  Student teachers successfully complete the intensive, twelve-week student teaching course required for their area of licensure in Biology with observation and critique from faculty in both Education and Biology. Majors are required to meet with their Biology faculty advisor no later than the advising period in the fall semester of their junior year to discuss options and begin planning for their apprenticeship experience. 

Required Correlative Courses

Modern biologists need background in other disciplines to enhance their insight into biological phenomena and to understand the role of biology in society. The following correlative courses are required:

• Chemistry 120, 121 and 220
• Physics 113 or 213
• Mathematics 108 or 198

One course is strongly recommended that addresses the ethical, social, and/or historical aspects of science.  This is chosen in consultation with the student’s advisor in the Biology Department. Examples of such courses include: Interdisciplinary 301, 302, 303, 306, 307, 309, 311, 317, 318, 321, 344, 360, 361, 362, 370, 374, 375; Philosophy 265, or 270.

Further courses in chemistry, mathematics, and physics are required for some professional and graduate programs. In addition, Biology students planning to attend graduate or professional schools should investigate any requirements in those programs for a reading knowledge of French, German, or Spanish, or facility in a computer language. 

Our APEX Graduates

The broad and sound background in biological sciences provided by our program has been eminently successful in terms of students’ acceptance with financial aid in graduate schools. Graduates also are accepted at a high rate to medical, veterinary, dental and other professional schools. In addition, many graduates enter the fields of teaching, wildlife and environmental conservation and management, and research in agriculture, industry, government, and private institutions.

Requirements for Honors in Biology

To be a candidate for honors in the APEX program in Biology, a student must satisfy the College requirements for honors and must initiate and complete a high quality apprenticeship. The student must conduct himself/herself in a professional manner from inception to culmination of the apprenticeship experience. 

Requirements for Minors

The minor requires a minimum of six courses including Biology 141, 142 and 230 and three additional courses chosen in consultation with, and with the approval of, the student’s Biology faculty advisor, in addition to an advisor in the student’s major department. 

Departmental Offerings

An introduction to various ecosystems in temperate, tropical, desert, montane, and marine environments covering the diversity of plant and animal species and their structural and functional adaptations. Each time the course is offered it concentrates on a particular geographic area and its distinctive habitats and organisms, interactions and interrelationships among the organisms, and the abiotic factors that constrain populations. Designed for students majoring outside the sciences who have taken no other biology courses. Cannot be counted toward biology major.  Offered irregularly as part of a study abroad program. 

An introduction to vascular plant taxonomy and biodiversity using the local flora. This course emphasizes field identification of plants using scientific and local names.  Students are introduced to morphology through the use of taxonomic characteristics in field guides and keys. Characteristics of the most abundant families of local plants are presented. Cannot be counted toward biology major.  Offered most summer session, either on campus or at our Northwoods campus in Hiawatha National Forest in the Upper Peninsula of Michigan. 

A concept oriented approach to the basics of biology emphasizing both the unity and diversity of life.  Topics include the scientific method, evolution, the cellular basis of life, genetics, population biology, reproduction and development, human anatomy and physiology, behavior, ecology and a survey of the diversity of life forms on earth. Laboratories emphasize the scientific method and utilize the resources of the James H. Barrow Field Station.  Offered irregularly. 

Basic principles of plant biology are covered with special emphasis on the historical and economic impact of plants on humans. The uses of plants for food, fiber and fuel are examined along with plant structure and diversity. Poisonous, medicinal and hallucinogenic plants also are discussed. The laboratory emphasizes plant diversity and study of the economic products derived from plants.  Offered irregularly. 

This is the first of a two course sequence that covers the form and function of all of the systems of the human body. BIOL 134 covers cell and membrane structure, membrane transport, cell homeostasis, basic Mendelian genetics, as well as the integumentary, musculoskeletal and nervous systems. Corequisite of Physiological chemistry or permission of the department.    

This is the second of the two course sequence on the form and function of the human body.  BIOL 136 will cover the endocrine, cardiovascular, respiratory, digestive, excretory, reproductive, and immune systems, as well as basic developmental biology and stem cell biology.  Prerequisite:  BIOL 131 or permission.  Should be taken concurrently with Physiological chemistry II or the equivalent. 

One, we will work together to explore the scientific process – how scientists make progress in understanding nature works and how science differs from other ways of human understanding.  Two, we will focus specifically on evolution, how organisms change and adapt to their surroundings over time, and ecology, the sum of the interactions of organisms with their living and nonliving environment.  We will study these processes using examples from all kinds of organisms – animals, plants, fungi, other organisms with nuclei (eukaryotes) that you may have never heard of, and prokaryotes (cells with nuclei) from two groups that are as different from each other as they are from the eukaryotes.

The purpose of this course is to explore the myriad ways organisms function to reproduce, develop, gain nutrition and energy, manage waste, respond to the environment, and exhibit distinctive adaptations that have resulted from evolution.  One key concept we will emphasize throughout all that we cover is the conservative nature of all of life’s processes in all organisms.  This is evident in the similarities we see in primary energy metabolism (i.e., cellular respiration and photosynthesis), other aspects of metabolism (biomolecular building blocks and the macromolecules they form), reproduction, protein synthesis, energy flow and nutrient cycling, and managing/regulating water intake and retention.  All organisms also detect and respond to their environment on many levels (organismal, organ, cellular, and subcellular), and we see both similarities and differences among all of life in these respects.

This course is both an introduction to the scientific process as exemplified by the study of cell and molecular biology, physiology, anatomy, morphology, ecology and evolution as well as an exploration of the many ways organisms function to reproduce, develop, gain nutrition and energy, manage waste, respond to the environment, and exhibit distinctive adaptations that have resulted from evolution.  The scientific process will be dissected to understand how scientists make progress in understanding how nature works and how science differs from other ways of human understanding.  Offered summer term only. 

Classification, identification, ecology, evolution, and comparative morphology of non vascular plants, including algae, fungi, lichens and bryophytes. Emphasis on the evolutionary development in complexity of structure and of reproductive patterns. Current concepts of kingdoms of organisms are also covered. Field work includes identification of mushrooms appearing here in early fall and bryophytes. Individual projects combine basic ecological principles with the study of the local flora as well as lab work on the biodiversity of these major groups. Prerequisites: Biology 141, 142, or permission.  Offered in alternate years. 

Topics covered include types of experimental design and control, problems of definition, measurement, reliability and validity, descriptive statistics, statistical inference and ethics in experimentation. Laboratories provide experience in biobehavioral research, with an emphasis on methodology, analysis, and interpretation of data.  Prerequisite: Psychology 101. Also listed as Psychology 215.  Offered yearly. 

An introduction to the vertebrates. Five representative vertebrate dissections with major emphasis on mammalian anatomy in comparison with other forms. The ethology and life cycles, significance in evolution, comparative morphology and taxonomy of the vertebrates are studied in the laboratory, zoological gardens, museums, and James H. Barrow Field Station. Local field trips in the spring. Prerequisites: Biology 141, 142, or permission.  Offered yearly. 

A study of the structure and function of cells. Topics include: research techniques in cell biology; prokaryotic and eukaryotic cell structure; structure and function of biological macromolecules; conserved aspects of metabolism and energetics; enzyme function; membrane structure and functions; cytoskeletal systems; control of cell cycle; and flow of genetic information. The laboratory emphasizes experimental techniques with a focus on conducting a research project. Prerequisites: Biology 141, 142, Chemistry 121 completed or taken concurrently; or Chemistry 320 completed or taken concurrently.  Offered yearly.

This introductory course covers fundamental aspects of climatology, biomes, distribution and abundance of plants and animals, energy flow through ecosystems, nutrient cycling, population dynamics, interspecific interactions, niche theory, community structure and dynamics, as well as methodologies to study these phenomena.  A significant portion of the course will entail field work at the James H. Barrow Field Station.  Also listed as Environmental Studies 241.  Offered yearly, alternating in traditional and weekend college formats.

An introduction to selected topics of current interest in biology. Prerequisites: Biology 141, 142, or permission.  Offered irregularly. 

A student selects a professor whose interests are compatible with the student’s. They develop a program of investigation of the literature, observations, and applicable techniques in this area. A paper covering these activities is submitted to the sponsoring professor. Prerequisites: Biology 141, 142, or permission.  Offered irregularly. 

Study of various ecosystems in temperate, tropical, desert, montane, and marine environments covering the diversity of plant and animal species and their structural and functional adaptations. Each time the course is offered it concentrates on a particular geographic area and its distinctive habitats and organisms, interactions and interrelationships among the organisms, and the abiotic factors that constrain populations. May be taken more than once for credit if taken in different geographic areas, but may serve only once toward a biology major. Prerequisites: Biology 141, 142, or permission.  Offered irregularly as part of a study abroad program. 

A study of factors that determine the health of world fisheries including: biological factors (population cycles, ocean regime changes, competition and predation), land use factors (on-shore development, pollution, estuarine influences, oil spills, water use), political factors (economic and cultural issues, nutritional and fish resource fads and use, recreational issues, international, state and federal issues) and conservation factors (animal rights and resource use issues). Prerequisites: Biology 141 or INTD 225.  Offered irregularly with a major field trip  component. 

Survey of vascular plant diversity, morphology, life history, and evolution including fern allies, ferns, gymnosperms, and angiosperms. Some topics on principles and methods of classification are introduced. Laboratory work on each of the divisions of vascular plants complements and illustrates lecture material. This course is linked with Biology 316. Prerequisites: Biology 141, 142, or permission.

A continuation of Biology 315 with emphasis on diversity, evolution, and classification of the families of flowering plants. Principles and methods of classification also are covered and continued from Biology 315. Laboratory work is on recognition, identification, and keying vascular plants in the field and laboratory. Most of this course is done off campus in the southeastern U.S. or another destination during the spring 3 week term or the summer. Prerequisites: Biology 315.  Offered in alternate years with a major field trip component. 

The rise of animal multicellularity is traced from the Precambrian through the various evolutionary radiations of the Cambrian explosion to produce a survey of phylogeny, paleobiology, morphology, physiology, development, behavior, and ecology of invertebrates conducted in a comparative manner. Recent advances in our understanding of invertebrate evolution from current primary literature are incorporated into the class. Terrestrial, freshwater and marine forms are studied in lecture, laboratory, and field trip experiences. Evolution of phylum and class adaptive radiations are emphasized.  Prerequisites: Biology 141, 142 or permission.  Offered irregulary with a major field trip component. 

Life processes of animals, including locomotion, metabolism, nutrition and digestion, water balance, excretion, reproduction, endocrine function, circulation, respiration and temperature regulation. Laboratory experiments illustrate these topics with emphasis on physiological techniques, experimental design and analysis and computer simulation and data analysis. Prerequisite: Biology 230.  Offered yearly. 

An examination of the physiological correlates of behavior with emphasis on the nervous and endocrine systems. Beginning with neuroanatomy, the course will examine vertebrate and invertebrate nervous systems, sensory and motor processes, mechanisms of arousal, and nervous system development. Laboratories focus on the relations between physiology and behavior, and will prepare students for further independent work. Prerequisites:  Psychology 101, Biology/Psychology 215, and Biology 141.  Also listed as Psychology 327.  Offered yearly.

A survey of the modern field of animal behavior, tracing its origins from European ethology and American comparative psychology. Extensive coverage will be given to the topic of vertebrate social behavior, including social organization, sexual behavior, aggressive behavior, and parent-offspring interactions. Efforts will be made to integrate results from field and laboratory research. Laboratories emphasize techniques for recording, quantifying, and analyzing behavior. Required field trip fee. Prerequisites: Psychology 101, Biology 141 and Biology/Psychology 215. Also listed as Psychology 328.  Offered irregularly.

Structure, growth, and development of seed plants.  Emphasis particularly on the microscopic structure of basic plant tissues and on the process of morphogenesis which determines the overall structure of plants. Laboratory work primarily on the histology of stems, leaves, and roots but also including study of embryonic development and practical work on the preparation of plant tissues for microscopic examination. Prerequisites: Biology 230, Biology 315 and 316 recommended.  Offered in alternate years. 

A study of life processes of plants, including photosynthesis, respiration, translocation, responses to the environment, mineral nutrition, and effects of plant hormones. Laboratory experiments illustrate these topics and place special emphasis on long term projects and reports. Prerequisites: Biology 230 and Chemistry 220 completed or taken concurrently. Offered in alternate years.

Examination of the historical development and modern interpretation of evolution and the theories proposed to account for the change of organisms over time. Topics considered include origin and age of the earth; chemical evolution and the origin of life; population genetics, structure, variation, and distribution; adaptation and selection; speciation; evolution above the species level; hybridization; polyploidy; apomixis; homology; and phylogeny. Prerequisite: Biology 365 or permission.  Offered in alternate years.

An introduction to microorganisms, focusing on the domains Bacteria and Archaea.  Topics include working with microbes, bacterial cell structure, motility and chemotaxis, microbial systematics, metabolic diversity, basics of microbial pathogenesis, and antibiotics and antibiotic resistance.  Emphasis on hands-on experience in lab organized around a course-long project. Prerequisite: Biology 230.  Offered yearly. 

A comparative study of vertebrate development. Gametogenesis, fertilization, organogenesis of the vertebrate classes, histology of representative tissues, endocrine function in reproductive processes, implantation and review of the major contributions of experimental embryology. Prerequisites: Biology 230, and 223 or 320.  Offered in alternate years. 

The relationships of organisms to one another and their environment. Topics include climatology, biomes, biogeography, community structure and dynamics, population biology, competition, species, niche theory, energy flow and nutrient cycles, and terrestrial, lotic, lentic, and marine communities. Students are required to complete a field project and present recent ecological research papers to the class. Development of sampling and data interpretation skills are emphasized in the projects which are usually conducted at the James H. Barrow Field Station. Prerequisites: Junior standing and one of the following: Biology 213, 223, 315 and 316, or 320, or permission.  Offered in alternate years. 

As an introduction to the ecology of the marine environment, this course will examine the relationships that occur among various marine organisms and their biotic and abiotic environments as well as the methodologies and thinking used to obtain this information. Readings from the text will be supplemented by primary literature. Field investigations may be conducted in a number of different local onshore and offshore environments. Prerequisites: Junior standing and one of the following: Biology 213, 223, 315 and 316, or 320, or permission.  Offered in alternate years.

Conservation Biology is the study of species diversity in human-impacted landscapes. As human populations grow and the demand for natural resources increases human activities inevitably erode the integrity of natural ecosystems. This erosion leads to the loss of species, both locally and globally. In this course we will study what biodiversity is, how it arises and why it is important both for ecosystem functions and human well-being. We will also examine how human economic activities impact the natural world, the ecological mechanisms at work in the process of species extinction, and how research in conservation biology has led to the development of ways to halt or even reverse species loss. Prerequisites: One among Biology 141, 142 or Biology/Environmental Studies 241.  This course is also listed as Environmental Studies 344. 

This course is an introduction to the study of primate behavior and ecology.  We will begin with an overview of the living primate species.  Then we will consider the biological and social problems that primates face (e.g., finding a place to live, finding food, finding protection from predators, growing up within a complex social group, finding mates, and rearing young who can survive and reproduce), and the various solutions to these problems.  Throughout the survey, we will examine the ways scientists have extracted general principles of behavior from the data, particularly those that are concerned with evolutionary processes.  Methods of research used in the study of primate behavior will be emphasized.  Prerequisites: Biology 141, Psychology 101, and Biology/Psychology 215. This course is also listed as Psychology 347.  Offered irregularly. 

A problem –based introduction to molecular, classical and population genetics. Key sections of the course are what are genes and how do they work, how is gene expression regulated, how do genes change, and how are genes transmitted between generations.  Lab will provide hands-on experience with experimental approaches to these same questions and using those approaches to address a novel research project. Prerequisite: Biology 230.  Offered yearly. 

Biochemistry studies the molecules and chemical reactions in living organisms. Topics include the structure and chemical properties of major macromolecules (carbohydrates, lipids, nucleotides, and lipids) of living organisms, the role of enzymes and enzyme pathways by which these molecules are synthesized and degraded, and the cellular mechanisms which regulate and integrate metabolic processes. The laboratory emphasizes tools of biochemical analysis (spectrophotometry, chromatography, electrophoresis, centrifugation) in an examination of physical, chemical, and biological properties of biologically important molecules. Prerequisites: Chemistry 320, Biology 230. Also listed as Chemistry 366.  Offered yearly. 

This course will examine some topics introduced in Basic Biochemistry in greater detail, as well as selected topics in biochemistry such as biological information flow, biochemical studies in disease, and ecological biochemistry. The laboratory will extend the students’ opportunities in analysis of biomolecules and their properties. Prerequisite: Biology/Chemistry 366. Also listed as Chemistry 368.  Offered in alternate years. 

A problem solving approach to understanding the molecular and cellular basis of immunity in vertebrates, the differences and connections between innate and adaptive immunity, the range of innate immune functions outside of vertebrates, how self, non-self and altered self are distinguished, how immune functions deal with non-self and altered self, and disorders of the immune system. Prerequisite: Biology 230 and Biology 365 completed or taken concurrently.  Offered irregularly. 

Includes various topics for upper level specialty courses. Prerequisites: Junior standing and permission.  Offered irregularly. 

This course is designed to deepen understanding of the molecular processes of cells. The material builds on that from previous courses with respect to a few selected topics.  Lab focuses on using molecular techniques to address novel research projects.  Prerequisite: Biology 365 or 366 or permission of instructor.  Offered irregularly. 

Includes various topics for upper level specialty courses. Prerequisites: senior standing and permission.  Offered irregularly. 

Students who have an original idea or topic for research may solicit support from a sponsoring faculty member and carry out the research. The student must submit a research proposal to the research problem, the methods to be used, possible results, and an estimate of the resources needed. The student will submit a final report to the sponsoring faculty member and a public presentation to the department if he or she is using this for the apprenticeship. Prerequisites: junior or senior standing and permission.

This course provides an opportunity for collaborative research among students and faculty. No more than ten juniors and seniors will work with a faculty member on a defined research project. While the faculty member will guide the research project, all members of the team will work together to delineate the role(s) each will play in carrying out the project. Students may use the research project to fulfill the apprenticeship requirement, but a written contract between the instructor and the student must be agreed upon by both prior to registration for the course. The topic of research will vary as different members of the faculty offer this apprenticeship opportunity. Possible topics include: Recombinant Biology, Histology, Animal Physiology, Plant Physiology and Biochemistry, Parasitology, Plant Anatomy and Systematics, Animal Behavior, Neuroscience, and Ecology. Prerequisites: junior or senior standing and permission.  Offered irregularly. 

This course provides an opportunity for collaborative research among students and faculty. No more than six students will work with a faculty member on a defined research project. While the faculty member will guide the research project, all members of the team will work together to delineate the role(s) each will play. Students may use this research as the basis for their senior seminar in Chemistry or APEX requirement in Biology, but only with the prior written consent of the instructor. Also listed as Chemistry 483.  Offered in alternate years.

This apprenticeship provides field experience in various areas of biology and is typically done off campus. A student selects an internship in consultation with a departmental advisor. Internships are tailored to help students gain experience for a career in biology. Students are placed in zoological and botanical gardens, biological field stations, universities, hospitals, government agencies, and private institutions, with emphasis on practical application of biology. Each student submits to the faculty advisor a journal of his or her daily activities and a paper that succinctly details the most important aspects of the internship. Each student also gives a public presentation to the department if he or she is using this for the apprenticeship.  Offered yearly. 

Additional Information