Biological Sciences

The overview of knowledge in the field of stem cell science provided in this course should enable students to follow and understand the potential use of stem cells in cellular therapy, regenerative medicine, toxicity screening, and drug development. The course covers cellular mechanisms of stemness as well as the ethical, legal, and regulatory issues associated with stem cell based therapy, human embryo research, and cloning.

This course introduces students to the basic principles and molecular techniques in genetics (in the context of oncology), to develop basic competences in the planning and performance of experiments and the evaluation of results. The course consists of 6 sessions of approx. 4 hours and covers topics such as RNA isolation/purification/quantification, staining procedures, protein detection, basic bioinformatics (commonly used databases, finding gene sequences of a specific gene, design amplification primers for a specific genetic region, etc) and image analysis using online available tools. Furthermore, this course provides basic knowledge on Good Laboratory Practice (GLP) and Laboratory Safety Regulations. Besides the hands-on time in the lab, each session requires preparation beforehand. Lab experience is not required, although biological and chemical background knowledge at secondary school level is recommendable for full understanding of the provided techniques. In the first lab session, pipetting skills will be trained or refreshed. Prerequisite This course is designed to be taken in combination with SCI2022 Genetics and Evolution. Students who wish to take this course should concurrently enroll in SCI2022 Genetics and Evolution or have taken SCI2022 Genetics and Evolution before.

This course is part of the LM degree program and is intended for advanced level students. Enrollment is by consent of the instructor. This course explores the genetic, epigenetic, and genomic mechanisms governing microbial physiology in a changing environment which includes selective pressure by antibiotics, vaccines, pollution, and climate. The molecular basis of the virus-host interaction is also discussed. The laboratory activity familiarizes students with molecular approaches to generate recombinant organisms, and assesses the impact of viral activity on the host’s metabolism.

This is an individual study project. Students must have a well-developed idea of the theme of the study. A faculty teacher is appointed as supervisor, and an agreement is signed between the student and the teacher describing the title, contents, ECTS credits of the study. A supervisor normally meets with the student between two and four times in order to discuss the progress of the individual study, or any problems encountered. Most supervisors also choose to read and comment on parts of the study. Students applying to do an individual study must submit a detailed project description with their application. Exams for Individual Study Projects may be oral, written or a combination of the two. This version of the course is worth 6 quarter units and corresponds to a workload of 206 hours. 

This course explores the biology of perception and its implications on how we experience works of art.

The extensive independent study field research paper produced by the student is both the centerpiece of the intern's professional engagement and the culmination of the academic achievements of the semester. During the preparatory session, IFE teaches the methodological guidelines and principles to which students are expected to adhere in the development of their written research. Students work individually with a research advisor from their field. The first task is to identify a topic, following guidelines established by IFE for research topic choice. The subject must be tied in a useful and complementary way to the student-intern's responsibilities, as well as to the core concerns of the host organization. The research question should be designed to draw as much as possible on resources available to the intern via the internship (data, documents, interviews, observations, seminars and the like). Students begin to focus on this project after the first 2-3 weeks on the internship. Each internship agreement signed with an organization makes explicit mention of this program requirement, and this is the culminating element of their semester. Once the topic is identified, students meet individually, as regularly as they wish, with their IFE research advisor to generate a research question from the topic, develop an outline, identify sources and research methods, and discuss drafts submitted by the student. The research advisor also helps students prepare for the oral defense of their work which takes place a month before the end of the program and the due date of the paper. The purpose of this exercise is to help students evaluate their progress and diagnose the weak points in their outline and arguments. Rather than an extraneous burden added to the intern's other duties, the field research project grows out of the internship through a useful and rewarding synergy of internship and research. The Field Study and Internship model results in well-trained student-interns fully engaged in mission-driven internships in their field, while exploring a critical problem guided by an experienced research advisor.