1980-81 SENATE DOCUMENT #4 APC DOCUMENT #4 Catalog Changes in the Department of Biology The Academic Policies Committee recommends to the Faculty Senate adoption of the following catalog changes for the Department of Biology: PROPOSAL 1: Add three courses, previously offered as Special Topics in Biology, to Catalog: 234 IDENTIFICATION AND NATURAL HISTORY OF FERNS AND FERN ALLIES (3) Field course on the identification, distribution, and reproduction of ferns and fern allies of North Carolina. 350 VERTEBRATE FIELD ZOOLOGY (3) Field and laboratory techniques of collecting, identifying, and preserving fishes, amphibians, reptiles, birds, and mammals. Prerequisites: Biol 131, 132, 133. 351 PLANT IDENTIFICATION (3) Field identification of woody vegetation and flowering plants of the Blue Ridge Mountains coupled with survey of principles of plant taxonomy, econology, and evolution. Rationale: These three courses have been offered regularly in the past four years. They have met student needs, and there is no reason now to continue the temporary Special Topics arrangement. They are taught by the regular faculty and reflect faculty interests. PROPOSAL 2: Add three new courses to Catalog: 245 CELL BIOLOGY (4) A study of what cells do and how they do it, emphasizing the relationship between ultrastructure and function. Prerequisites: Biol 131, 132, 133. Rationale: 1) Cellular aspects of biology are not adequately represented in the curriculum at present. This is an area of basic importance to an adequate understanding of either plant or animal biology, particularly in the fields of physiology, genetics, and Page 2 molecular and developmental biology. 2) There are few sophomore level courses available in the Department of Biology. 345 PLANT PHYSIOLOGY (4) Introduction to higher plant assimilation and transport with studies in mineral nutrition, water relations, and photosynthesis. Prerequisite: Biol 131, 132, 133; Chem 231. Rationale: (1) Of all topics covered in Introductory Biology (and thereby considered of fundamental importance), the area of plant physiology is one, along with cell biology, which has no corresponding advanced level course to offer further study. (2) By offering two courses in alternate years it is possible to deal, at an advanced undergraduate level, with the major areas of inquiry in plant physiology. (3) The addition of these two courses to the existing Biol 334 and 335 provides UNCA students with a chance to become fully prepared in the plant sciences. PROPOSAL 3 1. Change catalog description for Vertebrate Physiology, page 85. Delete description of Biol 338, Vertebrate Physiology (4). Substitute: 338 VERTEBRATE PHYSIOLOGY (4) Analysis of vertebrate organ physiology using man as the primary example; secondary emphasis on comparative physiology and ecological strategies. Prerequisite: Biol 131, 132, 133; Chem 141. Rationale: This statement better describes the course as it is now being taught. The obligation to nursing students and others interested in health careers has forced an emphasis on human rather than comparative physiology. Adding the chemistry prerequisite simply recognizes what the syllabus has consistently recommended. 2. Change catalog description, title, separation of laboratory, and course level for Developmental Anatomy, page 85. Delete Biol 340, 341, and descriptions. Substitute: 223 HUMAN ANATOMY (4) Detailed study of adult human morphology. Includes some developmental and comparative aspects to clarify Page 3 human structures. Prerequisites: Biol 131, 132, 133. Rationale: This statement better describes the course as now taught. A major effort had been made in the past to avoid the stigma which may be attached to anatomy courses aimed at nurses only, not for credit toward regular college programs. However, the new statement is accurate and should not handicap pre-meds or graduate school applicants. The separation of laboratory as an optional supplement to lecture created paperwork with no significant gain to students, thus they are being combined as at most other schools. The change in catalog number recognizes the fact that this is one of the easier biology courses above the introductory level, with no other prerequisites. It should be considered accessible by students from other departments and a possible bridge between introductory biology and some of the advanced courses. 3. Add new course. 224 BIOLOGY OF AGING (3) Study of the aging process from a biomedical perspective. Moves from theories of biochemical and cellular causes to evaluation of specific debilities in the aging body. Does not count toward departmental requirements for major in Biology. Rationale: A course in Biology of Aging was included in the proposal for a gerontology program which was eventually approved by the General Administration. It is listed as a requirement (without course number) for the gerontology track in the Sociology major, page 168 of Catalog. The description matches the content of similar courses offered at other institutions and already taught at UNCA as Special Topics and Continuing Education courses. Add new course to Catalog 352 ORNITHOLOGY (3) A detailed study of the biology of birds with emphasis on laboratory work and field observation. Rationale: For several years considerable interest has been expressed by both students and non-students alike for a course of this nature. With the conversion to a semester system it seems feasible to have such an offering at this time. Such a course should: 1. add valuable diversification to the existing major program 2. draw enrollment from students majoring in areas other than biology Page 4 3. generate community interest; the possibility should exist for enrollment on an audit or special student basis by members of bird or garden clubs and other interested individuals in the community. Effective Date: Fall, 1981 (Passed by Faculty Senate 10/16/80)