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Choosing Between a Thesis or Non-thesis Master's Degree

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

• October 15, 2023
• Academic Advice

Thesis vs. Non-Thesis Master’s Programs: Which is Right for You?

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Continuing your educational journey within your chosen field is an experience that fosters personal and professional growth. The next milestone in your academic path often involves pursuing a Master’s degree , with options ranging from thesis-based programs to non-thesis alternatives.  Deciding between these two paths is significant as it shapes your academic and career paths.

But how can you decide which is right for you before getting decision fatigue?

Let’s explore the difference between thesis vs. non-thesis Master’s programs, their unique characteristics, and reasons for choosing one or the other. 

Do You Have to Write a Thesis for Your Master’s Program?

Whether you have to write a thesis for your Master’s program depends on the specific requirements of the program you’re enrolled in. It’s important to note that while not all Master’s programs require writing a thesis, a significant number of them do.

What is a Thesis vs. Non-Thesis Master’s Program?

A thesis Master’s program involves completing a large research project spanning over several semesters. Students are expected to conduct original research on a specific topic under a faculty advisor’s guidance, culminating in a thesis likely to be published. Completing and defending the thesis is a crucial part of the degree requirement.

A non-thesis Master’s program doesn’t involve a specific research focus but rather a more coursework and practical experience, allowing students to gain specific skills and knowledge applicable to their field of study. After completing their program’s core course requirements, students can choose any of the electives to meet their degree requirements. Depending on the institution, you may be required to do a Master’s Degree Capstone project, including reviewing previous courses, a comprehensive exam, or a summary project. 

Why Choose a Thesis Master’s Program?

Thesis Master’s programs offer several advantages, be that contributing to new findings in your field, close collaboration with professors and researchers, and standing out to potential employers with your abilities to work independently and analyze complex issues. However, the primary advantages are:

Research Experience

Thesis programs allow you to conduct extensive research on a specific topic that piques your interest.  This way, you’ll gain expertise and a comprehensive understanding of the subject matter. 

Academic Growth 

Writing a thesis helps sharpen your critical thinking, analytical, and writing skills. It also challenges you to think independently, analyze a large amount of data, and draw meaningful conclusions. Furthermore, it prepares you for doctoral studies, familiarizing you with the rigor of independent research and equips you with the necessary skills to succeed.

Why Choose a Non-Thesis Master’s Program?

Non-thesis master’s programs also come with numerous advantages for students, including flexibility in scheduling, a range of career opportunities, shorter competition time, etc. Here are the main advantages: 

Non-thesis programs prioritize coursework, fostering the development of practical skills and their real-world application. This approach enables you to actively engage in hands-on learning experiences highly sought after in today’s job market. Critical thinking, communication, problem-solving, and leadership abilities are some of those skills.

Suitability for Professionals

Another advantage to pursuing a non-thesis Master’s program is that it doesn’t take as much time as the thesis Master’s programs. That way you can enter the workforce faster. It’s also well-suited for professionals already established in their field who are seeking to further their education and advance in their careers. 

The Academic and Career Outcomes of Thesis vs. Non-Thesis Master’s Programs

The academic outcomes for the thesis Master’s program graduates involve preparation for Ph.D. programs , opening doors to advanced research and specialized roles in research institutions. This provides solid research skills and helps them publish their work. Common career paths for graduates include research positions in academia, government, or private sectors. Some also pursue teaching careers in colleges and universities. Degree programs that usually require a thesis include sciences, social sciences, engineering, and humanities (history, philosophy, and language studies).

Non-thesis Master’s program graduates typically achieve academic outcomes focused on mastering practical, directly applicable skills within their field. While these programs are more career-oriented, graduates can still pursue a Ph.D. They can benefit from diverse career options in different settings and find employment in managerial, administrative, or specialized roles in their field. Degree programs that don’t usually require a thesis are business, education, healthcare administration, IT management, etc.

Thesis vs. Non-Thesis Master’s Programs, That is the Question 

With their abundance of advantages, choosing between the two can be pretty tricky. So, let’s compare thesis vs. non-thesis Master’s programs and help you make an informed decision. 

Personal and Career Goals

A thesis Master’s program is ideal if you’re interested in furthering in academia and want to pursue a Ph.D ., as these programs can provide the necessary tools to enhance your credentials for research-based careers. Meanwhile, a non-thesis Master’s program will suit you better if you’re seeking to gain practical skills to integrate into the industry immediately, as they can include practical projects or internships according to industry demands. 

Time and Financial Considerations

Thesis Master’s programs can extend the duration of your studies, as researching, writing, and defending the thesis can take several semesters to complete and can cause financial strain due to additional costs like lab fees and materials. In contrast, non-thesis ones can help you enter the job market promptly as they are shorter, allowing you to save time and money.

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Field of Study and Program Requirements

When deciding between a thesis and a non-thesis Master’s program, a crucial element to take into account is the field of study and the program’s specific requirements. A thesis Master’s program is better suited for those pursuing research-oriented fields, while a non-thesis program is a more fitting choice for individuals with a strong focus on their career. Furthermore, program requirements for thesis programs require substantial research to culminate in a thesis, whereas non-thesis ones require capstone projects, internships, or comprehensive exams. 

Switching from a Non-Thesis to a Thesis Master’s Program, or Vice Versa

Switching from a non-thesis to a thesis Master’s program, or vice versa, is possible in many institutions, although the process and requirements may vary. Switching from a non-thesis to a thesis program generally requires getting approval from the academic advisor or department, completing additional research methodology classes, finding a thesis advisor, and applying to the thesis program. 

Switching from a thesis to a non-thesis Master’s program requires having at least a 3.0 GPA, getting approval from the academic advisor, transferring credits of research methodology classes, and formally applying to the thesis program.

Choosing between a thesis and a non-thesis Master’s program ultimately depends on your career goals, research interests, and personal preferences. Thesis programs provide a robust foundation for research-oriented careers and advanced studies, while non-thesis programs offer practical skills tailored for immediate industry integration. Regardless of your choice, both paths offer unique advantages, ensuring you gain the knowledge and skills needed to thrive in your chosen field. 

Frequently Asked Questions (FAQs):

What is the difference between a thesis vs. non-thesis master’s program.

The key difference between a thesis and a non-thesis Master’s program is that thesis Master’s programs require original research and completion of a thesis, whereas non-thesis ones focus on coursework and practical experiences. 

Do I have to write a thesis for a Master’s program?

If you’re pursuing a research-oriented Master’s degree in sciences, engineering, social sciences, humanities, etc., you’ll probably have to write a thesis. Whereas, if you’re pursuing a Master’s degree in education, business healthcare administration, or IT management, you’re more likely not to have to complete a thesis. 

Is a thesis required for all Master’s degree programs?

Although a thesis isn’t required for all master’s degree programs, many programs require one.

What should I consider when deciding between a thesis and non-thesis program?

There are several factors to consider when choosing between a thesis and a non-thesis Master’s program, including your career goals, interest in research, duration of studies, personal strengths and preferences, cost, and program requirements.

Are there any financial and duration differences between thesis and non-thesis Master’s programs?

There can be financial and duration differences between thesis and non-thesis Master’s programs. Thesis programs can be more expensive as you’ll have to spend additional resources on materials, lab fees, and data collection. In contrast, the main cost for non-thesis programs is tuition fees, which can be slightly lower. Furthermore, thesis programs require additional time to conduct research, write, and defend the thesis. In contrast, non-thesis programs allow students to earn the degree in a shorter period. 

Why should I choose a thesis Master’s program?

You should choose a thesis Master’s program if you’re interested in a research-heavy discipline and want to showcase your knowledge and expertise in an evidence-based, thorough thesis. 

Why should I choose a non-thesis Master’s program?

You should choose a non-thesis Master’s program if you want to enter the workforce earlier, don’t want to spend several semesters collecting data, and want to focus more on application than research.

Can non-thesis Master’s graduates still pursue doctoral studies later?

Yes, non-thesis Master’s graduates can still get accepted into a doctoral program. However, thesis Master’s graduates can go through the process more efficiently, as admissions panels want to gain insight into your academic interests and ability to engage in nuanced thought.

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Biology, Non-thesis option - Master of Science (M.S.)

The non-thesis Master of Science in Biology is a Purdue University degree offered in the Department of Biology.

The Department of Biology offers the tracks for non-thesis masters degrees: a standard track, an educator track, and a pre-professional track.

Understanding the standard non-thesis option

The standard non-thesis M.S. degree in Biology requires 30 credit hours of study beyond the baccalaureate level. Students from non-thesis M.S. programs have been able to secure higher level positions within their current employment. This option is most frequently chosen by students who hold full-time positions elsewhere. This option can be pursued on a part-time or full-time basis, but it requires enrollment in three or more semesters.

Understanding the non-thesis for educators option

This non-thesis M.S. degree program serves the needs of Indiana high school biology teachers, combining 12 credit hours of the Transition to Teaching (T2T) program with 18 credit hours of graduate biology courses. Students will earn a master’s degree in biology and obtain necessary coursework that will allow them to teach Advanced Placement or Dual Credit courses in Indiana high schools. This program is ideally suited for students who completed undergraduate studies in biological sciences and would like to become high school biology teachers. It’s also a great option for current teachers wishing to enhance their credentials.

Understanding the pre-professional non-thesis option

The pre-professional non-thesis M.S. degree in Biology is an intensive one-year program that prepares students for the rigors of professional school and produces students with better sophistication in their understanding of biological sciences. After earning the degree, you’ll be prepared to apply to one of the following professional programs:

• Allopathic Medicine
• Osteopathic Medicine
• Veterinary Medicine
• Genetic Counseling
• Physician's Assistant

Entry into a reputable medical, dental or veterinary program is a highly competitive process. Good academic performance and experience may not be enough for admission, but if you can benefit from a year of intensive coursework, this one-year program could be just what you need to make that challenging next step in your career. The program provides excellent preparation and demonstrates your ability to withstand the rigors associated with professional degree programs.

Requirements

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• 2021–2022
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Food Science M.S. Online (Non-Thesis)

The Department of Food Science and Human Nutrition (FSHN) offers an online non-thesis Master of Science degree. Many of the students in this program are working professionals. The online delivery option makes the program accessible to students in various locations, who may also be balancing important personal and professional commitments. 

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M.S. (Non-Thesis) Degree Requirements

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College of Engineering Electrical and Computer Engineering Academics Graduate Master of Science (Non-Thesis)

Master of Science (Non-Thesis)

The M.S. (non-thesis) degree is a coursework-only program, completed either on-campus or online . A candidate receives the M.S. (non-thesis) degree by successfully completing a set of graduate courses approved by the major professor or Graduate Program Officer (GPO).

The applicant must hold a bachelor degree or its equivalent from an institution of recognized standing. All applicants must submit GRE ( Graduate Record Examination ) General Test scores. The Graduate School also requires international applicants to submit certification of English proficiency, e.g., TOEFL, IELTS, Duolingo, etc.

M.S. in Biology

Application deadline for admission for Fall 2024: March 1, 2024 . You can apply through the Texas A&M University Graduate CAS .

We offer non-thesis and thesis Master of Science degrees in Biology that are tailored to the student’s individual career goals.

Possible tracks: (1) Pre-professional; (2) Microbiology; (3) Cellular, Developmental, & Molecular Biology; (4) Ecology and Evolutionary Biology; (5) Neurobiology; (6) Bioinformatics; (7) Practice of Biology

Non-Thesis MS Degree: A one-year non-thesis M.S. degree entails formal coursework, with no research requirement. This one-year professional degree is designed to prepare students for specialized careers on the track they choose.

Requires up to 33 credit hours of course work and up to 6 hours of directed studies, with the total number of credit hours not exceeding 36. Students will enroll in BIOL 685 (Directed Studies) during their final semester in order to complete their final exam. The final exam is a comprehensive written paper on a topic of interest that connects to course work done over the year.

Thesis MS Degree: Thesis M.S. degree requires significant laboratory research, and a written thesis. The degree will take 2 years to complete. The research option helps students develop scientific research skills for improved preparation for entry into PhD programs, or for direct employment in research laboratories in academia, government, and industry.

Thesis Masters: Requires 32 credit hours, including at least 8 hours of research and 24 hours of coursework. A thesis committee is required by the end of the first Fall semester and the thesis proposal needs to be approved by the committee in Summer Year 1. For thesis students, Year 1 courses outlined for the nonthesis master program can be distributed over Years 1 & 2. Additional coursework required will be relevant to your research area and will be approved by your P.I. and thesis committee by the end of Spring Semester.

*A maximum of 12 credit hours in electives may be taken outside of the department.

REQUIREMENTS FOR ADMISSION

Applicants should have completed an undergraduate degree in one of the life sciences, with at least 3 semesters of Biology, 4 semesters of Chemistry, including Organic Chemistry, 1 semester of Biochemistry, 2 semesters of Physics, and one advanced Mathematics course beyond algebra and trigonometry.

Applications from students lacking any of the general requirements will be considered, but any deficiencies must be resolved before completion of the program. Qualified students are admitted to the Biology M.S. program under the non-thesis option.

For consideration, applications must be received by March 1, 2024.

Submit online in the Texas A&M University Graduate CAS application portal.

In addition to the online application, you will need to submit the following:

• For students applying to the Non-Thesis Option , the statement of purpose should then explain why you want to pursue graduate studies, your future goals, and how you believe this program will help reach your goals.
• For students applying to the Thesis Option , the statement of purpose should then explain why you want to pursue graduate studies, why you are applying to our department, your research interests, and a description of your previous research experience.
• Transcripts can be sent directly to the Texas A&M Office of Admissions (address below). You can upload unofficial transcripts to CAS; however, if you are admitted to the biology program, you must have official transcripts sent to the Office of Admissions before the start of the fall semester .
• Two letters of recommendation should be submitted through CAS.
• Have TOEFL scores (for international applicants) sent to the Texas A&M Office of Admissions. The Institute Code for Texas A&M University is 6003 (there is no department code needed).
• IELTS scores need to be sent electronically to Texas A&M University (College Station and Galveston). Texas A&M University only accepts scores submitted electronically by the IELTS test center. No paper Test Report Forms will be accepted.
• C.V.: Upload your resume or C.V. to CAS.
• Applicants should visit the Faculty Research Interests page to identify the most suitable labs and contact the faculty directly.
• Additional Information: We no longer take the GRE.

Please do not send any materials directly to the Department of Biology. Everything should go to the Office of Admissions or uploaded through CAS.

Biology master’s students are eligible for teaching assistantships through the Department of Biology. In order to placed on a list to receive a teaching assistantship, students must enroll in and successfully complete BIOL 697: Methods in Teaching Biology Laboratory. The course will take place in the two weeks prior to the start of the fall semester.

Biology master’s students will teaching three sections of a biology lab (e.g. BIOL 111 Lab, BIOL 112 Lab, etc.). The assistantship will give students in-state tuition and pay a monthly salary of $3,000.

MASTERS TRACKS

Track 1: Pre-professional —This track will provide students with experience in the types of subjects covered in professional schools (e.g., medical school, dental school, veterinary school) and helps students be successful in these environments.

Fall Year 1

BIOL 613                              Cell Biology (3 cr. hr.)

BICH 606                             Biochemistry (3 cr. hr.)

BIOL 683                              Experimental Design (3 cr. hr.)

BIOL 405                              Endocrinology (3 cr. hr.)

BIOL 681                              Department Colloquium (1 cr. hr.)

XXXX XXX                             Elective (3 cr. hr.)

Spring Year 1

BIOL 456                              Medical Microbiology (4 cr. hr.)

BIOL 454                              Immunology (3 cr. hr.)

BIOL 696                              Ethics and RCR (1 cr. hr.)

XXXX XXX                             Electives (6 cr. hr.)

Summer Year 1

BIOL 685                              Directed Studies (5 cr. hr.)

Track 2: Microbiology —This track will provide students with in-depth knowledge of microbiology with courses focusing on both bacteria and viruses and on design of microbiological experiments.

Fall Year 1*

BIOL 647/650/651         Bioinformatics (3 cr. hr.)

BIOL 622                           Microbial Physiology (3 cr. hr.)

BICH 606                          Biochemistry (3 cr. hr.)

BIOL 689                           Biology of Viruses (3 cr. hr.)

BIOL 681                           Department Colloquium (1 cr. hr.)

XXXX XXX                         Elective (3 cr. hr.)

BIOL 606                           Microbial Genetics (3 cr. hr.)

BIOL 661                           Antimicrobial Agents (1 cr. hr.)

BIOL 696                           Ethics and RCR (1 cr. hr.)

XXXX XXX                         Electives (9 cr. hr.)

BIOL 685                           Directed Studies (5 cr. hr.)

*To be successful in this track, students should have previously taken microbiology course(s) that cover the following learning objectives.

• Explain the central dogma of molecular biology;
• Diagram DNA replication, transcription, and translation indicating the players involved in each;
• Identify structures and components in a prokaryotic cell;
• Compare and contrast prokaryotic and eukaryotic organisms;
• Analyze experiments in primary literature articles and provide criticisms of the articles’ findings;
• Analyze the effects of DNA mutations (e.g., silent mutation, missense mutation, nonsense mutation or frameshift mutation) on gene expression / translation;

If the student has not taken a course that meets these learning objectives, the student should take BIOL406 in the Fall semester in place of an elective.

Track 3: Cellular, Developmental, & Molecular Biology —This track will provide students with in-depth knowledge of cell, developmental, and molecular biology with a focus on eukaryotic systems.

BIOL 613                           Cell Biology (3 cr. hr.)

BIOL 611                           Developmental Genetics (3 cr. hr.)

BIOL 650                           Genomics (3 cr. hr.)

BIOL 685                           Directed Studies (6 cr. hr.)

Track 4: Ecology and Evolutionary Biology —This track will provide students with in-depth knowledge of evolution and ecology with a focus on the use of genomic data.

BIOL 647/651                  Bioinformatics (3 cr. hr.)

BIOL 610                           Evolution (3 cr. hr.)

BIOL 698                           Behavior, Genes, and Evolution (3 cr. hr.) (not currently taught)

XXXX XXX                         Electives (6 cr. hr.)

Track 5: Neurobiology —This track will give student an in-depth knowledge of the workings of the nervous system and its study.

BIOL 611                              Developmental Genetics (3 cr. hr.)

BIOL 627                              Principles of Neuroscience I (3 cr. hr.)

XXXX XXX                             Elective (6 cr. hr.)

BIOL 628                           Principles of Neuroscience II (3 cr. hr.)

BIOL 644                           Neural Development (3 cr. hr.)

Track 6: Bioinformatics —This track is appropriate for those interested in further the understanding of complex life science data using computer science skills.

BIOL 651                           Bioinformatics (3 cr. hr.)

BIOL 683                           Experimental Design (3 cr. hr.)

XXXX XXX                         Elective (6 cr. hr.)

BIOL 609                           Molecular Tools (3 cr. hr.)

BIOL 647                           Digital Biology (3 cr. hr.)

BIOL 696                           Ethics and RCR (1 cr. hr.)

XXXX XXX                         Electives (2 cr. hr.)

BIOL 685                           Directed Studies (3 cr. hr.)

Track 7: Practice of Biology —This track is appropriate for those interested in biological research but not interested in completing a thesis, for instance students who are currently working in industry or biotechnology.

BIOL 686                           Biomedical Therapeutics Dev (1 cr. hr.)

BIOL 685                           Directed Studies (7 cr. hr.)

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MS, Computer Science – Non-thesis

The Master’s of Science (M.S.) degree in Computer Science (with Thesis and Non-Thesis Options) at The University of Georgia is a comprehensive program of study intended to give qualified and motivated students a thorough foundation in the theory, methodology, and techniques of Computer Science.

Degree Type: Masters

Degree Program Code: MS_CSCI_NT

Degree Program Summary:

The Department of Computer Science is a department with energetic and creative professors whose interests cover many of the growing or emerging research areas in computer science. Over the past several years the number and quality of the faculty and the graduate students have increased. The department has formed various research groups and labs and several of them have significant external funding. Particular strengths include theory, systems, information systems, and artificial intelligence.

The Master’s of Science (M.S.) degree in Computer Science (with Thesis and Non-Thesis Options) at The University of Georgia is a comprehensive program of study intended to give qualified and motivated students a thorough foundation in the theory, methodology, and techniques of Computer Science. Students who successfully complete this program of study will have a grasp of the principles and foundations of Computer Science. They will be prepared to pursue higher academic goals, including the Doctor of Philosophy degree. They will obtain skills and experience in up-to-date approaches to analysis, design, implementation, validation, and documentation of computer software and hardware. With these skills, they will be well qualified for technical, professional, or managerial positions in government, business, industry, and education.

Locations Offered:

Athens (Main Campus)

College / School:

Franklin College of Arts & Sciences

346 Brooks Hall Athens, GA 30602

706-542-8776

Department:

Computer Science

Graduate Coordinator(s):

Dr. Kyu Lee and Dr. Liming Cai

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Master's of Science -- non-thesis

• College of Natural and Health Sciences
• Graduate Programs

Program description

This program offers a flexible path to the MS degree over three or more semesters.  Online and in-person courses are offered in biomedical, cell/molecular, ecology/evolution, and pedagogy.  Details can be found below or in the university catalog:  http://unco.smartcatalogiq.com/ .

Learn about the cost of attendance

Who to contact

Biology Graduate Admissions Manager Dr. Lauryn Benedict [email protected] 970-351-3364

Master's Non-Thesis Academic Advisor Dr. Gregory DeKrey [email protected] 970-351-2493

General degree information

Degree program options.

• On-campus: This option is offered at the Greeley, Colorado, main UNC campus.  
• Online: This option is offered through  UNC Extended Studies .

How does this degree program work?

This M.S., non-thesis, degree program is designed to provide post-baccalaureate training in any area of biology, primarily through the completion of traditional lecture and laboratory courses. This degree program can be completed in as little as one calendar year, but typically is pursued over two or more academic years.  Formulation of a plan of study is accomplished with the guidance of a faculty advisor who will help you to tailor a program of study to match your educational needs.

Who is this degree program for?

This degree is appropriate for talented students who already possess an undergraduate degree in the sciences and who want to strengthen or broaden their biology knowledge. Moreover, it can be used as a path to career advancement or as a stepping stone on the way to other graduate or professional programs.

Degree requirements

This degree requires completion of 30 credits of study.  The UNC catalogs contain the official descriptions and requirements of all programs at the university. 

Applying to the program

Deadlines, program requirements, and application instructions

In addition to information about yourself and your academic history, applicants are asked to provide letters of recommendation, a curriculum vitae (CV) or resume, and a letter of intent. The following sections offer advice on how to maximize the impact of those documents.

Letters of recommendation for your application

Letters of recommendation (also called letters of reference) are extremely important to your application. Choose the people that you ask to write these letters thoughtfully. Letter writers should be able to comment on your potential for successful graduate work from a position of experience. Typically, they will be academic faculty or work supervisors that have knowledge of your academic or scholarly performance and other attributes relevant to success in graduate school.

• A statement of how the person knows you and for how long
• An indication of the person's professional expertise
• Comments on your intellectual strengths, motivation, creativity, time-management skills, work ethic, collegiality, and ability to handle stress and work independently
• Comments on your writing and verbal communication skills
• An assessment of your potential and abilities relative to others at your level of education and experience
• Ask each potential recommender if they are willing to act as a professional reference on your behalf.  If they decline your request, move on. 
• Be sure to let each potential recommender know the deadline for submission of the recommendation, and allow sufficient lead time for them to write and submit a strong letter.
• Provide your recommender the list of expectations (above) for what should be included in the letter.
• Supply a copy of your curriculum vitae or resume to each recommender to refresh their memory about your past education and achievements. This is particularly important if you haven't been in touch with them for a while.
• Supply a copy of your letter of intent to each recommender. This will help them to understand why you are applying to graduate school and what you want to do with your advanced education.

Your curriculum vitae (CV) or resume

You may choose to provide either a curriculum vitae or a resume. This document should summarize your preparation and experience relevant to graduate study in biological sciences. A curriculum vitae is most appropriate for applicants with career goals in academia, while a resume might be more appropriate for currently working professionals. CVs and resumes will be reviewed equivalently and with reference to the career goals that you outline in your letter of intent. Find specific advice about what to include on a CV or resume here .

Your letter of intent

At a minimum, your letter of intent should include the following:

• Your academic experience, interests and preparation
• Background qualifications for the program
• Your career goals and how this degree will help you to achieve those goals

In addition to the required components of the letter of intent (listed above), you may choose to add more information that you believe is important for the Graduate Committee who evaluates applications to consider in reviewing your application.  For example, some applicants may feel it is useful to explain anomalies in their transcript that co-occurred with significant life events.

In addition to communicating your goals and qualifications, your letter of intent also serves as an example of your communication skills. Prepare your letter carefully, editing it for logical flow, grammar and spelling, and succinct prose. 

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Biology, Non-thesis option

Master of Science

Offered at IUPUI by School of Science .

The non-thesis Master of Science in Biology is a Purdue University degree offered in the Department of Biology.

The Department of Biology offers the tracks for non-thesis masters degrees: a standard track, an educator track, and a pre-professional track.

Understanding the standard non-thesis option

The standard non-thesis M.S. degree in Biology requires 30 credit hours of study beyond the baccalaureate level. Students from non-thesis M.S. programs have been able to secure higher level positions within their current employment. This option is most frequently chosen by students who hold full-time positions elsewhere. This option can be pursued on a part-time or full-time basis, but it requires enrollment in three or more semesters.

Understanding the non-thesis for educators option

This non-thesis M.S. degree program serves the needs of Indiana high school biology teachers, combining 12 credit hours of the Transition to Teaching (T2T) program with 18 credit hours of graduate biology courses. Students will earn a master's degree in biology and obtain necessary coursework that will allow them to teach Advanced Placement or Dual Credit courses in Indiana high schools. This program is ideally suited for students who completed undergraduate studies in biological sciences and would like to become high school biology teachers. It's also a great option for current teachers wishing to enhance their credentials.

Understanding the pre-professional non-thesis option

The pre-professional non-thesis M.S. degree in Biology is an intensive one-year program that prepares students for the rigors of professional school and produces students with better sophistication in their understanding of biological sciences. After earning the degree, you'll be prepared to apply to one of the following professional programs:

• Allopathic Medicine
• Osteopathic Medicine
• Veterinary Medicine
• Genetic Counseling
• Physician's Assistant

Entry into a reputable medical, dental or veterinary program is a highly competitive process. Good academic performance and experience may not be enough for admission, but if you can benefit from a year of intensive coursework, this one-year program could be just what you need to make that challenging next step in your career. The program provides excellent preparation and demonstrates your ability to withstand the rigors associated with professional degree programs.

Read the requirements in the academic bulletin

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Non-Thesis Masters Program

If you have the talent, we have the opportunity., the program.

The non-thesis M.S. in Biology degree program in the Department of Biological Sciences is designed for students who wish to pursue advanced studies in professional and graduate school or various vocational opportunities in biological sciences and related areas. The non-thesis track is designed for students whose career goals require graduate education, but not formal research experience, such as teaching at the community college/regional college level. The program provides the opportunity for broad training as well as specialization in areas of particular interest through the Molecular, Cellular and Developmental Biology (MCD) concentration and the Ecology, Evolution and Environmental Biology (E3B) concentration. Students should consult with their major advisor and Supervisory Committee when choosing a concentration and selecting a plan of study.

Early Entry Master’s Program In this program up to 12 credit hours of graduate level 5000/6000 BIOL courses may taken as an undergraduate and also be credited toward the Master’s degree. In other words, graduate work will be “double-counted” for both your undergraduate and graduate degrees. An additional 3 credit hours may be taken during your undergraduate program for the undergraduate tuition rate and then subsequently applied to the MS degree.

DEGREE REQUIREMENTS AT A GLANCE

• Total of 30 credit hours to include 4 courses core curriculum, minimum 6 electives, and 2 credits tutorial
• Core required curriculum includes BIOL8101 Hypothesis Testing, BIOL8102 Cellular and Molecular Biology, BIOL8140 Evolutionary Biology, BIOL 8260 Careers in Bioscience: Professional Development
• Oral qualifying examination.
• Capstone project or paper to be submitted and approved by the mentor and supervisory committee for graduation.
• Average time to completion of the Master’s degree in the program currently is 2 years.
• Need-based tuition assistance determined by FASFA filings may be made by the Graduate School; however, non-thesis Master’s students are not typically eligible for teaching or research assistantships.

Teaching and Research Assistantships North Carolina Residency

M.S. Students

Directory Publications

Graduate Faculty

For more information contact:

Adam Reitzel, Ph.D. [email protected]

Professor and MS and Ph.D. Graduate Programs Director Department of Biological Sciences, Woodward Hall 381A 9201 University City Blvd., Charlotte NC 28223

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• College of Arts & Sciences /
• Psychology and Communication /

Master of Science in Psychology Non-Thesis (MS)

All application materials for the Master of Science in Psychology are due by the date prescribed by the Office of Graduate Studies and Research to be considered for admission. Students apply to begin the graduate program in the Fall.

The following are the admissions criteria for the MS in the Psychology Program:

• Submit an application for graduate studies by the Fall due date provided by the Graduate School. Deadlines may be found at: http://www.tamiu.edu/gradschool/
• Pay the application fee.
• Submit an official transcript from the last institution attended and an official transcript from the institution where the highest degree was earned. In some cases it may be the same institution.
• Submit two letters of recommendation from academic or professional sources to the Graduate School.
• Include a statement of purpose with a minimum of 300 words describing your academic and career goals and objectives.
• Include a sample of your academic writing skills (it may be an undergraduate research paper, a book chapter, or a journal article).

Major Curriculum - Psychology

9 SCH of electives may be selected from any 5000-level graduate courses, including those from other departments in the university, with the approval of the Graduate Advisor.

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Master of Science: Non-Thesis Option

M.S. in Engineering Mechanics: Non-thesis Option

Students pursuing the M.S. non-thesis degree option must complete at least 30 graded course credit hours and satisfactorily pass a comprehensive oral examination. The final transcript will designate the degree as a non-thesis degree. 

Plan of Study

The M.S. non-thesis option plan of study must include at least 30 credit hours that satisfy the following requirements:

• ESM 5014 Introduction to Continuum Mechanics (three credits)
• Dynamics (three credits)
• Solid mechanics (three credits)
• Fluid mechanics (three credits)
• One course satisfying the mathematics requirement (three credits)
• Graded elective courses (at least 18 credits)

M.S. students must register for 2 semesters of ESM 5944 Seminar. These credits do not count toward the 30 required credit hours but are required for program completion.

The M.S. plan of study may contain a combination of 5xxx and 6xxx-level courses and a maximum of six hours of approved 4xxx-level courses.

• A minimum of 12 course credits must be labeled ESM (not including 5944 or 5994).
• A maximum of nine credit hours of independent study (IS) or special study (SS) courses can be used to complete the plan of study, with the total for both IS and SS courses not exceeding nine hours.

Final Examination

All M.S. students must pass an oral examination upon completion of the degree requirements. Administered by the student’s advisory committee, the examination is expected to cover all mechanics course work as well as the project completed by the student. 

See the Engineering Mechanics Graduate Manual for more detailed information.

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• College of Science and Engineering
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• M.S. Major in Biology (Non-thesis Minor Option)
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• Ph.D. Major in Aquatic Resources and Integrative Biology (Entering with Master's Degree)
• Ph.D. Major in Aquatic Resources and Integrative Biology (Entering with Bachelor's Degree)
• M.S. Major in Aquatic Resources (Aquatic Biology Concentration)
• M.S. Major in Aquatic Resources (Aquatic Systems Concentration)
• M.S. Major in Biology (Non-​thesis Option)
• M.S. Major in Biology (Non-​thesis Minor Option)
• M.S. Major in Biology (Thesis Option)
• M.S. Major in Biology (Thesis Science or Geography Minor Option)
• M.S. Major in Population and Conservation Biology
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Master of Science (M.S.) Major in Biology (Non-thesis Minor Option)

Program overview.

Graduate study in biology integrates classroom and field or laboratory experience to help meet the current and future scientific needs of society.  The Biology department offers students opportunities to study in the field or in modern facilities with up-to-date instrumentation and resources, including a DNA-sequencing unit, an integrated microscopy facility, high-speed digital networks and computing centers, a GIS lab, greenhouses, wet labs and extensive plant, animal and paleobotanical collections.

Application Requirements

The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website . International students should review the International Admission Documents page for additional requirements.

• completed online application
• $55 nonrefundable application fee

          or

• $90 nonrefundable application fee for applications with international credentials
• baccalaureate degree in biology or a related field from a regionally accredited university
• official transcripts from  each institution  where course credit was granted
• minimum 3.0 GPA in the last 60 hours of undergraduate course work (plus any completed graduate courses)
• GRE not required
• statement of purpose describing professional aspirations and rationale for pursuing graduate study in biology
• three letters of recommendation addressing the substance and quality of the student’s preparation for graduate study

TOEFL, PTE, or IELTS Scores

Non-native English speakers who do not qualify for an English proficiency waiver:

• official TOEFL iBT scores required with a 78 overall
• official PTE scores required with a 52 overall
• official IELTS (academic) scores required with a 6.5 overall and minimum individual module scores of 6.0

Degree Requirements

The Master of Science (M.S.) degree with a major in Biology requires 45 semester credit hours. 

Course Requirements

Non-thesis students.

Students pursuing a non-thesis degree are required to have a major professor by the end of their first long term of enrollment in the graduate program. The major professor will normally be a faculty member specializing in an area of particular interest to the student and is often the individual who supervises the required independent study project. Prior to the final term of enrollment the non-thesis student must, in consultation with the major professor, select a committee that will administer the final comprehensive examination. 

Comprehensive Examination Requirement

All master’s students are required to take a final, comprehensive examination. In the Biology Department this exam is administered by the student’s committee. Students on academic probation or conditional status are not permitted to take the final, comprehensive examination.

Grading of the final exam is “pass” or “fail.” In order to pass, a student must receive votes of confidence from the major professor and a majority of the committee members (including the major professor). A student can be failed over the advisor’s positive vote if the majority of the committee votes not to pass. Such outcomes may be appealed to the Graduate Committee, whose decision is final.

Non-thesis students may choose to take an oral or written comprehensive exam; this option should be discussed by the student and the supervising professor and a decision made at least two weeks prior to the examination date . This exam should be administered in the final semester after most course work has been completed. The exam performance is graded by the committee as “pass” or “fail.” In the event a student fails this exam, the committee may allow a re-examination if time permits before the end of the semester; may recommend additional course work and re-examination after the course work is successfully completed; or may recommend the student be removed from the Biology graduate program. Only one re-examination is permitted.

Master's level courses in Biology: BIO

Courses Offered

Biology (bio).

BIO 5100. Professional Development.

This course is seminar-based and covers topics related to teaching, research, and employment responsibilities. Completion of the course is required as a condition of employment for graduate assistants. This course does not earn graduate degree credit. Repeatable with different emphasis. Graded on a credit (CR), no-credit (F) basis.

BIO 5110. Seminar in Biology.

Interactive discussion of timely issues and problems, designed to expose students to the current literature in their fields of interest and its critical analysis. This course is repeatable for credit.

BIO 5114. Collaborative Research.

This course allows master’s level graduate students to initiate, conduct, and participate in research in collaboration with graduate faculty of the Department of Biology that is in addition to thesis research conducted under BIO 5399A or BIO 5399B . This course recognizes the collaborative nature of scientific investigation. See also BIO 5214 and BIO 5314 .

BIO 5166. Medical Microbiology Laboratory.

This graduate laboratory-based course will cover pathogenic bacteria emphasizing identification of selected groups of pathogens and the biological basis for virulence. Prerequisites: BIO 2400 and BIO 2450 both with grades of "C" or better.

BIO 5176. Microbial Biotechnology Laboratory.

This laboratory-based course will cover use of microbes for biotechnological applications and is designed to provide practical explorations into fields of biotechnology. Topics include laboratory techniques for recombinant protein purification, fermentation, identification of markers in genetically modified food and bio-remediation of pollutants. Corequisite: BIO 5376 .

BIO 5199B. Thesis.

This course represents a student’s continuing thesis enrollments. The student continues to enroll in this course until the thesis is submitted for binding. Cannot be taken unless a Thesis Proposal has been submitted. Students working toward the M.A. or M.S. with a thesis are expected to enroll in thesis each semester in which faculty supervision is received or laboratory facilities are utilized.

BIO 5214. Collaborative Research.

This course allows master’s level graduate students to initiate, conduct, and participate in research in collaboration with graduate faculty of the Department of Biology that is in addition to thesis research conducted under BIO 5399A or BIO 5399B . This course recognizes the collaborative nature of scientific investigation. See also BIO 5314 .

BIO 5295. Fundamentals of Research.

Designed to acquaint the beginning graduate student with materials and methods of research in the biological sciences. It is recommended that a graduate student take this course the first semester in residence.

BIO 5299B. Thesis.

BIO 5300. Neurobiology.

This course presents the biology of the nervous system with emphasis on the human nervous system. Topics presented in lecture include neuroanatomy, cellular neurobiology, neurophysiology, developmental neurobiology, and neuronal plasticity.

BIO 5301. Evolution.

Basic genetic principles applied to natural selection, adaptation, populations, and speciation. Consideration is given to the origin of life, nature of chromosomal variation, evolution of genetic systems, and certain other selected topics.

BIO 5304. Wildlife and Recreation: Impact and Management.

Students will be introduced to the impact human recreational activities have on wildlife habitats and populations. Management practices to enhance human-wildlife encounters or to minimize detrimental effects on wildlife populations will be presented.

BIO 5305. Methods of Nature Study for Teachers.

This course provides a comprehensive survey of natural events. It includes laboratory and field work emphasizing observation, collection and discovery of relationships. It is creditable only for those seeking elementary or middle school certification and is required for those seeking grade 4-8 Science or Science/Mathematics teaching certification. This course must be taken the semester immediately prior to student teaching.

BIO 5307. Ecology of Rarity.

This course will examine the ecology of rarity and its ability to inform public awareness and environmental policy. This course will explore how we define rarity, persistence and viability. Is rarity more or less common than might be expected, and is there anything we can or should do about it?.

BIO 5311. Cancer Biology.

Cancer Biology provides a foundation for understanding the complex molecular, biochemical, and cellular processes associated with cancer development. Topics include the role of tumor suppressor genes, oncogenes, DNA repair, apoptosis, ECM, cell-cycle control, cell signaling pathways, immune function and cancer-causing viruses. Emerging diagnostics and/or therapeutics will also be discussed.

BIO 5314. Collaborative Research.

This course allows master’s level graduate students to initiate, conduct, and participate in research in collaboration with graduate faculty of the Department of Biology that is in addition to thesis research conducted under BIO 5399A or BIO 5399B . This course recognizes the collaborative nature of scientific investigation.

BIO 5317. Interpretive Biology Programming and Design.

In this course, students will explore the methods and principles used by the National Park Service, museums, environmental centers, and state park systems to interest a variety of audiences as well as interpret biology and natural environments effectively. Students will practice skills in both personal and non-personal interpretation by creating science outreach programs, interpretive literature, brochures, path waysides, and other interpretive media.

BIO 5319C. Ecotoxicology.

Topics to be covered include sources, types, and fates of toxicants, organism response to toxicants, toxicant effects at the population, community, and ecosystem levels, and monitoring and risk assessment. Examination of current literature will form the core of the course.

BIO 5319F. Watershed Management Frameworks and Applications.

Introduction to integrated watershed assessment and management tools for identifying programmatic water quality and quantity issues and their root causes and solutions, and their practical application. The scientific and socio-economic elements are considered within the context of planning and developing watershed protection plans and programs. Prerequisite: Instructor approval.

BIO 5324. Natural History and Conservation of Large Mammals.

This course will introduce students to advanced details of natural history, research, and conservation of large mammals. Topics considered will include natural history, range and population status (historic and current), importance to and interaction with humans, research design and analysis, and the development of conservation and management plans.

BIO 5327. Issues in Irish Biodiversity and Conservation.

In this course, students will learn about Irish flora and fauna, ecosystems, conservation strategies in areas of high ecological concern, and public involvement. Emphasis will be placed on case studies and service-learning opportunities. Prerequisite: Instructor approval.

BIO 5328. Field Biology of Ireland.

In this course, students will use multiple techniques to explore biodiversity across multiple ecosystems in Ireland. Prerequisite: Instructor approval.

BIO 5329. Raptor Ecology.

This course will examine the evolution, taxonomy, ecology, behavior, anatomy, physiology, and conservation of birds of prey of the world with emphasis on diurnal raptors, including those from Texas. Field trips will include at least two overnight visits to significant migration and overwintering areas.

BIO 5331. Human Dimensions of Wildlife and Fisheries Conservation.

Humans play a role in nearly every aspect of wildlife and fisheries conservation. This course will provide students with principles, concepts, and case studies to understand how the human experience (e.g., culture, politics, economics) influences conservation outcomes. Students will also have an opportunity to integrate human dimensions into local decision-making.

BIO 5332. Biology in Film and Television: An Analysis of the Biology in Fiction and Non-Fiction Film and TV.

This course explores how biology is portrayed in popular motion pictures with an emphasis on analyzing biological accuracy, misconceptions perpetuated or portrayed, and investigating the rationale behind motion picture directors' and writers' decisions about how they portray biological content in the final product. As part of this course students will watch and discuss a curated list of films and television shows and write an analysis of each film or TV episode.

BIO 5350G. Medical Microbiology.

This lecture-based course will cover pathogenic bacteria and their ability to cause disease, emphasizing the biological basis for virulence, and research strategies for investigating infectious diseases. Students may take only one of BIO 5350G or BIO 5445 for credit. Prerequisite: BIO 2400 with a grade of "C" or better.

BIO 5350I. Emerging Infectious Diseases.

Current topics in the emergence of viral and bacterial diseases in humans. This course will include new diseases, diseases previously seen and increasing in incidence, and diseases not previously seen in this country. This course will be of interest to students who are pursing advanced degrees and courses in microbiology, biochemistry, and cell and molecular biology.

BIO 5350J. Environmental Physiology of Animals.

This course is a study of how animals respond physiologically to changes in environmental temperature, moisture, salinity, partial pressure of gases, and toxins. Prerequisites: Instructor approval.

BIO 5350K. Genomics.

The course is a lecture course in modern genomics, including principles of genome function, the human genome, comparative genomics, genome sequencing, evolution and genomic change, databases and medicine, ethical, legal and social issues. The course also includes discussion of transcriptomics, proteomics, metabolomics, directed evolution, protein design, and systems biology.

BIO 5350M. Wildlife Policy and Law in North America.

This course provides the student with a historical and cultural context within which wildlife policy and law (federal treaties, statutes, case law, and regulations) have developed in North America, particularly in the United States. Graduate students will research the development of Wildlife law in representative states as well.

BIO 5350O. Tropical Ecology and Conservation.

Students will obtain a first-hand knowledge of the ecology, biodiversity, conservation, and culture of tropical ecosystems. It is an immersive and intensive study abroad course combining traditional lecture and field-based laboratory instruction in tropical ecosystems.

BIO 5350P. Tropical Ecology and Conservation Lab.

This laboratory course complements the lecture course BIO 5350O , in which students will obtain a first-hand knowledge of the ecology, biodiversity, conservation, and culture of tropical ecosystems. It is an immersive and intensive study abroad course combining traditional lecture and field-based laboratory instruction in tropical ecosystems. Corequisite: BIO 5350O .

BIO 5350Z. Diversity and Cultural Impact of Geoparks.

Students will explore biological differences in diversity across Geoparks in the United States and Ireland. Additionally, students will study the cultural impact that Geoparks have on the local community and national policy by focusing on differences between science communication strategies and community engagement practices conducted at the parks. Prerequisite: Instructor approval.

BIO 5351G. Omics Approach to Microbiology.

This course covers contemporary approaches, techniques and bioinformatic tools used to study function and ecology in microbial communities. Topics covered will include microbiome, next-generation sequencing, metaproteomics, and their applications to clinical, agricultural, environmental and industrial needs.

BIO 5351I. Global Change Biology.

This course will give an in-depth analysis of the major global changes occurring in present day biological systems. The focus of the course will be on climate change, invasive species, eutrophication, land use change and biodiversity loss. Emphasis will be placed on peer-reviewed literature to better understand how biologists study processes at the global scale. Potential solutions to these global challenges will also be discussed.

BIO 5351J. Comparative Immunology.

While most textbooks would present the immune system of animals as a monolith with little variation between species, we are quickly learning that this is not the case. Indeed animal immune systems are immensely diverse. This class will consist of a taxonomic survey of metazoan immune systems, focusing on the evolutionary causes and ecological consequences of this diversity in immune systems across animals.

BIO 5351P. Ecology and Conservation Abroad.

The purpose of this course is to provide a first-hand understanding of the natural history, biodiversity, ecology, and conservation of ecosystems that do not occur in the United States. It is an immersive and intensive study abroad course combining traditional lecture and field-based instruction in the field. Corequisite: BIO 5351Q with a grade of "C" or better.

BIO 5351Q. Ecology and Conservation Abroad Lab.

The purpose of this course is to provide a first-hand understanding of the natural history, biodiversity, ecology, and conservation of ecosystems that do not occur in the United States. It is an immersive and intensive study abroad course combining traditional lecture and field-based instruction in the field. Corequisite: BIO 5351P with a grade of "C" or better.

BIO 5356. Plant Physiology.

Basic principles of plant physiology are studied in lecture and laboratory. Previous courses in biochemistry and genetics are strongly recommended.

BIO 5363. History of Medicine.

This course covers significant concepts, developments, individuals, and events in the history of medicine from antiquity to modern day. Topics include the impact of disease on medical practice, the development of hospitals as sites for care, teaching, and research, how medical science and technology are continuously defined by social, cultural, and political ideas, and the historical roots of several themes in medical ethics. This course will be delivered as an Education Abroad course.

BIO 5364. Explorations in Physiology.

This course will cover the basic principles of physiological systems and the function of organ systems with an emphasis on humans and other mammals. The focus will be on the interplay between and among multiple organ systems and holistic systems integration. Other topics include the pathophysiology underlying common diseases, drug therapies and treatments, and emerging physiological research. This course will also provide the opportunity for experiential learning gained in diverse cultural settings.

BIO 5366. Medical Microbiology.

This lecture-based course will cover pathogenic bacteria and their relationship to disease, emphasizing critical evaluation of research literature, disease transmission and the biological basis for virulence. Prerequisites: BIO 2400 and BIO 2450 both with grades of "C" or better.

BIO 5374. Principles of Zoo Management.

This course is designed to introduce the principles of captive animal management within conservation and education-based zoos. Zoo management requires a broad understanding of the life history and biological needs of many different species; we will explore the ways modern zoos address these needs and the ways in which future zoos could address them more effectively. Specific topics will include animal husbandry, welfare, nutrition, and behavior as well as environmental enrichment, captive breeding, conservation, zoo regulatory frameworks, ethical concerns, and zoo careers.

BIO 5376. Microbial Biotechnology.

This course provides an overview of how microbes (e.g., bacteria, viruses and yeast) are manipulated to solve practical problems through biotechnology. This course design is based on topics of applied microbiology as recommended by American society of Microbiology.

BIO 5377. Genome Informatics.

The course will cover basic knowledge on genomics and its bioinformatics tools. Students will learn current topics on genomics and bioinformatics, and will analyze genomic data using statistical software. All the analyses will be performed using a personal and a cluster computer.

BIO 5388. Habitat Ecology.

The course will emphasize and reinforce in students an appreciation for the importance of habitat in understanding a wide range of processes and patterns in Ecology. Course will explore the process of habitat selection, in the context of animal behavior, population dynamics, and modeling. Students will learn and apply methods and techniques of statistically analyzing the habitat associations of species. The central role of habitat in species conservation will also be discussed.

BIO 5390. Problems in the Biological Sciences.

Open to graduate students on an individual basis by arrangement with the faculty member concerned.

BIO 5399A. Thesis.

This course represents a student’s initial thesis enrollment. No thesis credit is awarded until student has completed the thesis in BIO 5399B . Students working toward the M.A. or M.S. with a thesis are expected to enroll in thesis each semester in which faculty supervision is received or laboratory facilities are used.

BIO 5399B. Thesis.

BIO 5400. Plants Important for Wildlife.

This course explores plant and plant part (specifically gall, fruit, seed, and twig) identification, phylogenetics, co-evolution of plant defenses, economic and ecological impacts of plant uses by wildlife.

BIO 5402. Earth Science I.

A study of astronomy and meteorology through observation, description, and interpretation of earth phenomena. Includes field observations, methods of measurement and interpretation of data related to the physical environment and space technology. Requires independent scientific and science education research and presentation of findings in a professional context.

BIO 5403. Earth Science II.

The description and interpretation of earth phenomena considered from the standpoint of geology and oceanography. Includes field observations, methods of sampling and interpretation of data related to the physical environment. Requires independent scientific and science education research and presentation of findings in a professional context.

BIO 5408. Science Processes and Research.

Students will analyze scientific research design, design research, interpret data, and communicate results. Stress will be placed on broad-field structure and integration of major science concepts and research-based science pedagogy. This course must be taken the semester prior to student teaching and is required for those seeking 7-12 Life Science or Science teacher certification. This course may not count as one of the four upper-level Biology courses required of general Biology majors, or one of the three upper-level Biology courses required of Biology minors.

BIO 5410. Field Biology of Plants.

Ecological relationships and natural history of plants, including historical geology, geography, soils, and vegetational regions of Central Texas.

BIO 5411. Morphology of the Vascular Plants.

A phylogenetic survey of living and fossil vascular plants that focuses on external morphology and reproductive biology. Topics include phylogenetic reconstruction, the origin of vascular plants, seed reproduction, and the origin of angiosperms. Emphasis is on broad-scale evolutionary patterns and origin of major taxonomic groups.

BIO 5412. Plant Anatomy.

A descriptive and functional analysis of seed plants that focuses on internal structure. Topics include recognition and characterization of plant tissues, the structure of plant organs, and organ development. Emphasis is on pattern of tissue organization common to all seed plants and the functional basis for anatomical structure.

BIO 5413. Parasitology.

The biology and biological significance of the common parasites of man and animals.

BIO 5415. Ichthyology.

An introduction to the morphology, taxonomy, natural history, and evolution of fishes. Field trips will be made to collect specimens, and laboratory periods will be devoted to morphological and systematic analyses.

BIO 5418. Field Ornithology.

This course is designed to introduce and provide an advanced knowledge of the application of various field, laboratory, and statistical methods and techniques in the study of avian species. The course will include topics related to survey methodology, sampling design, marking/banding, measurement/sample extraction, and aging/sexing of avian species.

BIO 5420. Natural History of the Vertebrates.

Environmental relationships and natural history of vertebrates. Emphasis is on evolution taxonomy, speciation, behavior, and morphology. Laboratory will include field trips for the study and collection of vertebrates in their natural habitats. Students will assemble a representative collection of vertebrates.

BIO 5421. Ornithology.

Introduction to anatomy, behavior, ecology, and identification of the birds of Texas. Laboratory will emphasize field studies of birds and their habitat requirements.

BIO 5422. Mammalogy.

The taxonomy, distribution, ecology, behavior, and evolution of mammals with particular emphasis on wild mammals of the Southwest. Laboratory will emphasize anatomy, identification, preparation of specimens, and field exercises in methods of population analysis. Students may assemble representative mammal collection.

BIO 5423. Wildlife Management.

Application of ecological principles and natural history concepts to the management of wildlife habitats and populations. Laboratory will involve demonstrations and practice exercises with wildlife management techniques and instrumentation, and field trips to observe wildlife management projects.

BIO 5424D. Vertebrate Endocrinology.

This course teaches function and organization of the endocrine system. It describes the major endocrine glands, the synthesis and release of their hormone products, and the interaction with target tissues. Endocrine control of digestion, growth, reproduction, and homeostasis will be compared between mammals and other vertebrate groups.

BIO 5432. Bacterial Genomics.

The course will offer hands-on training on contemporary approaches, techniques, and bioinformatic tools used to study bacterial genomes. Topics covered include DNA sequencing, assembling and annotating genomes, all with a strong emphasis on computational biology. At the end of this course, students will be familiar with bioinformatics tools used to analyze genes and genomes.

BIO 5435. Techniques in Wildlife Management.

The basic methodology of practical wildlife management. This involves techniques in monitoring and data collection related to population dynamics and habitat parameters of wildlife species as well as field research.

BIO 5436. Tropical Biology.

This course entails an analysis and evaluation of the governing principles of tropical ecosystems, including wildlife ecologies, geological processes, and environmental-cultural interactions. In the laboratories, students will compare ecological relationships that influence tropical biology, discuss peer-reviewed literature and examine tropical flora and fauna during field trips to regional sub-tropical areas.

BIO 5441. Cellular Physiology.

Advanced cellular biology, including membrane physiology, thermodynamics, energy transduction and distribution, and cellular movement in non-muscle and muscle cells. Laboratory includes discussion of current research and exercises in cellular physiology.

BIO 5443. Fish Physiology.

This course examines the primary physiological functions in fish including how fish sense and interact with the environment, maintain their energetic metabolism (respiration, digestion and excretion), reproduce and maintain water balance. Students will learn about the diverse adaptions fish use to cope with environmental and physiological challenges.

BIO 5448. Bacterial Genetics.

This course will cover concepts and mechanisms involved in the genetics of Archaea and Bacteria. Graduate students will learn current strategies dealing with traditional molecular genetics including post-transcriptional regulation involving small non-coding RNA. In addition graduate students will also write a critical review on a research article from relevant topic.

BIO 5454. Plant Ecology.

Functional ecology of terrestrial plants, plant populations, and communities. Laboratory emphasizes quantitative and experimental approaches to plant ecology and the use of field and laboratory physiology equipment.

BIO 5465. General Entomology.

Principles of morphology, physiology, and taxonomy of insects. Laboratory time will be devoted to a taxonomic study of the common orders and families of insects.

BIO 5466. Phylogenetic Methods.

Reconstructing phylogenies is important in most fields of biology. Course emphasis is on practical data collection, management, and analysis. Laboratory exercises will introduce phylogenetic and DNA analysis software, and WWW resources. Students will learn how to address questions in their own research using phylogenetic methodologies.

BIO 5470. Limnology.

Physical, chemical, and biological factors affecting productivity in lakes, ponds, and streams. Limnology sampling methods, chemical and biological analysis of samples, and hydrographic surveying are included in the laboratory.

BIO 5472. Animal Behavior.

This course presents all the major facets of the study of animal behavior, giving special attention to its evolution and ecological significance. We will discuss major conceptual models guiding past and present research in the field. Laboratories will emphasize experimental techniques and statistical analysis.

BIO 5480. Cytology and Micro-technique.

Study of cellular ultra-structure and electron micro technique. Lecture portion of course will cover cytology of all cell types and theoretical aspects of light microscopy and electron microscopy. Laboratory portion will train students to proficiency in microscopy.

BIO 5481. Internship in Biological Laboratory Technologies.

The student will participate in the work of a selected biology unit (private, commercial, or governmental). A research paper reporting the internship experience conducted at the biological unit under the supervision of a faculty member will be required. This course may be credited toward a biology major with prior approval of the graduate advisor and department chair.

BIO 5490. Principles of Developmental Biology.

This course will cover basic principles of developmental biology in both plant and animal systems. The course will mainly address cell, molecular and genetic mechanisms underlying the development of model organisms, mainly focusing on Drosophila (animal) and Arabidopsis (plant).

BIO 5599B. Thesis.

BIO 5999B. Thesis.

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Master of Science Non-Thesis Option

Requirements.

• 25 credits of graded graduate coursework
• 1 credit of graded seminar (CE 580)
• 2 credits for CE 702 (Project; S/U)
• 2 credits for CE 702 (Exam; S/U)
• 27 credits of graded graduate coursework
• 4 credits for CE 702 (oral exam)

NOTE: Students are required to enroll in CE 600 in semesters they are not enrolled in CE 580.  If a student is unable to enroll in CE 600 in a semester due to personal circumstances, a request for a waiver to this requirement must be made by the advisor of the student stating those circumstances. Upon review, the CEE Chair may grant a waiver. Please coordinate with the Graduate Coordinator.

• Coursework and project require approval by the student’s graduate committee.
• Program must be filed no later than the end of the second semester of study. Go to the Graduate school web site for the program of study form .
• General regulations regarding the preparation of a project are set by the department following thesis format and committee requirements.
• Typing, copying, and other associated costs for the preparation of the project report are borne by the student.
• Committee should include at least three faculty members.
• Students may pursue independent projects or may work with faculty to develop new projects or collaborate on existing projects.
• Students will generally complete their studies in 12 months.
• Scholarships and awards may be awarded to highly qualified students.
• Loans are available for all students through the University’s financial aid office

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Master of Animal Sciences (Non-Thesis)

In this program you will get hands-on training in a range of disciplines including basic and applied animal, biomedical, and bioenergy sciences. This degree can be completed in as little as two semesters. It is flexible and self-paced so that you can participate on a full or part-time basis. 

A faculty advisor will help you select courses that support your independent studies project and strengthen your career opportunities. Areas of specialization include:

•  Genetics, Genomics, and Bioinformatics •  Immunophysiology and Behavior •  Meat Science and Muscle Biology •  Microbiology •  Nutrition •  Production and Environmental Management •  Reproductive Biology

Our graduates have a competitive edge in the job market and secure higher-level jobs and increased salaries because of their advanced knowledge, experience, and skillset. Other graduates strengthen their application to professional degree programs such as veterinary medicine. 

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MS Non-Thesis Curriculum & Requirements

Core courses.

Required course:

• VIBS 650 (1 hour) Education in a Veterinary Medical and Biomedical Environment
• STAT 651 (3 hours) Statistics in Research

Three of the five following courses:

• VIBS 601 (4 hours) Anatomy
• VIBS 689 (4 hrs.) – Sp. Topics: Funct Anat of Domest Animals)
• VIBS 602 (4 hours) Histology
• VTPP 625 (3 hours) Pharmacology
• VTMI 649 (3 hours) Immunology

Degree Completion Timeline

The Biomedical Sciences (BIMS) MS Non-Thesis degree program requires a minimum of 30 semester credit hours of coursework to graduate.

Minimum full-time course load Fall and Spring: 9 semester credit hours Summer: 6 semester credit hours

Students generally complete the program requirements in four semesters (full-time), however, many students complete the program in less time.

The remaining coursework comprises electives that form a cohesive knowledge base to prepare students for their future careers. Elective courses are often selected from the departments within the School of Veterinary Medicine & Biomedical Sciences (VMBS); however, some students have also included courses from other departments on campus relating to their professional interests, such as:

• Animal Science
• Biochemistry
• Neuroscience
• Women & Gender Studies
• Poultry Science
• Wildlife Fisheries Sciences
• Kinesiology
• Psychology and Brain Sciences
• Water Management and Hydrological Science

Students may use a maximum of nine hours of 300 or 400-level courses toward their degree plan, provided the courses have been approved by their faculty mentor. Students generally utilize this option when completing the remaining prerequisites for professional school applications.

Non-Course Requirements

Once admitted to the BIMS MS Non-Thesis degree program, students must:

• Select a graduate faculty mentor. This person must be a VMBS graduate faculty member who is approved to chair BIMS MS Non-Thesis committees . (First semester)
• File a degree plan. All courses must be approved by the student’s faculty mentor and meet all requirements set forth by the Texas A&M Graduate & Professional School in the Graduate Catalog . (First semester)
• Maintain a GPA of 3.000 for all courses in which a grade is awarded to remain in good academic standing throughout the program.
• Complete a capstone project to earn the degree.

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Master of Science (M.Sc.) Public Health (Non-Thesis) (60 credits)

The M.Sc. in Public Health; Non-Thesis focuses on the foundations and principles of epidemiology and biostatistics as applied to public health research and practice, and to design, conduct, and analyze clinical, population-based, environmental, policy, and methodological public health-related research. The program will include a three-month practicum after the first year.

Required Courses (36 Credits)

Students exempted from any of the courses listed below must replace them with additional complementary course credits.

Offered by: Epidemiology and Biostatistics ( Faculty of Medicine and Health Sciences )

Administered by: Graduate Studies

Epidemiology & Biostatistics : This course aims to provide a comprehensive introduction to epidemiologic concepts and corresponding terms. After an introduction to the history, definition, and purposes of epidemiology, "core" concepts that are relevant in several areas of investigation (e.g., etiologic research, health care research, and community medicine practice) will be presented.

Terms: Fall 2024

Instructors: Paradis, Gilles; Auguste, Aviane (Fall)

Epidemiology & Biostatistics : Concepts and methods for epidemiology at the intermediate level, including causation, measures of disease occurrence and effect, study designs, biases in epidemiologic research, interaction, and data analysis for categorical and survival data using statistical software.

Terms: Winter 2025

Instructors: Weichenthal, Scott Andrew (Winter)

Prerequisite(s): EPIB 601 , EPIB 607 , and PPHS 602 .

Epidemiology & Biostatistics : This course provides the opportunity to develop skills to critically evaluate evidence presented in the biomedical and health sciences literature, based on the concepts acquired in the epidemiology introductory courses.

Instructors: Tamblyn, Robyn (Winter)

Prerequisites: EPIB 601 and EPIB 607 .

Epidemiology & Biostatistics : Introduction to the basic principles of statistical inference used in clinical and epidemiologic research. Topics include variability; methods of processing and describing data; sampling and sampling distributions; inferences regarding means and proportions, non-parametric methods, regression and correlation.

Instructors: Mamiya, Hiroshi (Fall)

Prerequisite (Undergraduate): A first year course in undergraduate differential and integral calculus.

Epidemiology & Biostatistics : Introduction to statistical software and data management; including basics of entering, manipulating data and elementary statistical analysis, SAS software, with reference to other packages of potential interest to students (R, Stata, SPSS).

Instructors: There are no professors associated with this course for the 2024-2025 academic year.

Prerequisite: Enrolment in Epidemiology stream program or permission of instructor.

Epidemiology & Biostatistics : Univariate and multivariate statistical techniques for continuous categorical and survival data. Topics include generalized linear models, multiple linear and logistic regression, introductory survival analysis, model selection. Maximum likelihood and Bayesean approaches will be presented.

Instructors: Zhang, Qihuang (Winter)

Prerequisite(s): EPIB 601 and EPIB 607 of permission of instructor.

PPHS : Introduction to population health and the conceptual basis of the population health approach to measuring disease occurrence and to prevention. Fundamentals of, and methods for, studying burden of disease in population, and how these differ across time, space, and groups. Topics include population dynamics, denominators, occurrence of events, time, person and place, health indicators, standardization, life tables, age, cohort and period effects, disease surveillance and vital statistics. Introduction to the concepts and principles of measurement including measurement error, validity, reliability, and accuracy.

Instructors: Baumgartner, Jill (Fall)

Restriction(s): Not open to students who have taken EPIB 602 or EPIB 614 .

PPHS : Principles and methods in public health practice. Topics will include investigation in public health, public health intervention, program evaluation, public health and the health care system, society and public health.

Instructors: Paradis, Gilles; Damestoy, Nicole (Winter)

Prerequisite(s): EPIB 601 , EPIB 602 or PPHS 602 , and EPIB 607 or permission of instructor.

Restriction(s): Not open to students who have taken EPIB 612 .

PPHS : The practicum provides the opportunity to integrate classroom learning and practice in a population or public health work environment. The student contributes to an organization's mandate and to addressing a population and/or public health problem while developing skills as a population and/or public health professional and/or researcher.

Terms: This course is not scheduled for the 2024-2025 academic year.

Restriction(s): Open to students registered in the M.Sc. in Public Health; Non-Thesis.

Practicum/Project If a stream is chosen as part of the complementary courses, the practicum must be related to the subject of the selected stream.

Complementary Courses (9-18 Credits)

Environmental health sciences.

3 credits from:

Offered by: Geography ( Faculty of Science )

Geography : A critical review of current themes and trends in health geography, with emphasis on geographical perspectives in public health research. Topics include the social and environmental determinants of chronic and infectious disease, health and health-related behaviours. Seminars focus on critical appraisal of conceptual and methodological approaches in health geography research.

Instructors: Riva, Mylene (Fall)

Prerequisite: GEOG 303 or GEOG 403 or permission of instructor

Restrictions: Course open to U3 undergraduate students and graduate students in the Department of Geography OR others with permission of instructor. Not open to students who took GEOG 503 in Winter 2009.

Offered by: Occupational Health ( Faculty of Medicine and Health Sciences )

Occupational Health & Hygiene : This course analyzes the functions, structure and organization of occupational health programs and services.

Instructors: Czyziw, Elizabeth; Ostiguy, Geneviève (Fall)

Occupational Health & Hygiene : Principles and practices of environmental and biological monitoring of workplace hazards are addressed. Familiarization with instrumentation and calibration procedures is undertaken. Students learn to identify workplace health hazards, develop effective sampling strategies, use industrial hygiene equipment and interpret results of exposure measurements.

Instructors: Leblanc, René (Winter)

PPHS : This course presents the grand challenges in global health from environmental and occupational risks along with the multi-disciplinary methods used to identify, control, and prevent them. It will introduce students to knowledge and skills in core disciplines of environmental health and approaches to environmental risk recognition, control and prevention in a global context.

Instructors: Weichenthal, Scott Andrew (Fall)

Restriction(s): Not open to students who have taken EPIB 529 .

1. Permission of instructor required for undergraduate students.

2.This course is open to graduate students and advanced undergraduates from all departments.

3. Previous coursework in statistics and environmental science is useful, though not required.

Or other course, at the 500 level or higher, selected with the Program's Academic Adviser.

Health Services Research Policy and Management

PPHS : Comparative perspective to illustrate processes involved in the development and evolution of health care systems around the world. Countries examined will represent different welfare state regimes, health care system typologies, levels of development and wealth.

Instructors: Quesnel Vallée, Amélie (Winter)

Prerequisite: Permission of instructor.

Restriction(s): Not open to students who have taken EPIB 525 . Not open to students who are taking or have taken SOCI 525 .

Note: This course is cross-listed in Epidemiology, Biostatistics and Occupational Health and in Sociology

PPHS : Key health policy topics in developed economies using analytic frameworks and tools from economics. Major topics include health insurance, health care financing, and the roles of individuals and public and private institutions in the health care system.

Restriction(s): Not open to students who have taken EPIB 527 .

NOTE: This course is open to graduate students and advanced undergraduates from all departments, with the permission of the instructor. A background in introductory economics is useful, though not required.

PPHS : Concepts and methods used to carry out economic evaluations of health programs and interventions, including public health interventions, pharmaceuticals, and other health care interventions. Includes topics such as calculation of unit costs, measurement of quality-adjusted life years (QALYs) and assessment of uncertainty in cost-effectiveness analysis.

Instructors: Russell, Alton (Fall)

Restriction(s): Not open to students who have taken EPIB 528 .

No prior background in economics is required.

Open to graduate students and advanced undergraduates from all departments.

PPHS : This course will cover methods for estimating the effects of social interventions on health outcomes. We will provide the intuition for conducting impact evaluation studies in population health and discuss recent developments. We will define causal policy effects within the potential outcomes framework and introduce and formally define policy-relevant research questions based on specific causal contrasts. We will cover the use of randomized and cluster randomized trials for impact evaluation, including cost-effectiveness. We will additionally cover quasi-experimental designs such as interrupted time series, difference-in-differences, instrumental variables, and regression discontinuity.

Instructors: Strumpf, Erin (Fall)

Prerequisite(s): EPIB 603 and EPIB 621 or permission of the instructors.

Population and Public Health Interventions (social and behavioural science)

Epidemiology & Biostatistics : Semester-long seminar on key issues and concepts integral to the epidemiological study of mental disorders, through the lens of a population perspective. Review of the origins of the field, classical studies, and recent major studies. Survey of where the field is now. Discussion of national and global burden of mental disorders. Defining and diagnosing mental disorders. Methods to identify psychopathology in community versus clinical settings. Reliability and validity of psychiatric diagnoses and measurement tools. Research designs including approaches to study etiology, health services delivery, prevention, role functioning, and policy.

Prerequisite(s): EPIB 603 or equivalent, or permission of instructor

Restrictions: Not open to students who have taken or are taking PSYT 713 .

PPHS : An examination of knowledge translation in public health, including synthesis, dissemination, exchange, and ethically-sound application of knowledge to policy and programming. Overview of knowledge translation processes for effective evidence-informed public health leadership.

Instructors: Pai, Madhukar (Winter)

Prerequisite: PPHS 612 or permission of instructor

Restrictions: Not open to students who have taken EPIB 678 when topic was ‘Knowledge Translation, Communications, and Evidence-Informed Public Health Leadership’.

PPHS : The objectives of this course are to familiarize students with the theory and methods of surveillance, a core public health function. The seminars will define surveillance and explore surveillance applications and methods through case studies and in-class exercises. Topics will include: measurement, indicators, analytical methods, and the future of surveillance. Computer-based modules will complement seminars. Topics will include: estimating the burden of a disease, detecting disease outbreaks, and identifying cases of chronic disease.

Prerequisite(s): EPIB 603 , EPIB 621 , PPHS 612 , or equivalent, or permission of the instructor.

Students are encouraged to use R statistical software and to bring a laptop to class.

PPHS : Major activities in planning and evaluating an evidence-based public health intervention using a structured approach to intervention planning and different evaluation methodologies and techniques. Emphasis on evidence-based program planning, logic model development, participatory approaches, and program evaluation in applied public health settings.

Instructors: Stich, Christine (Winter)

0-9 credits from one of the following six streams. In consultation with and approval by the program’s academic adviser, students may focus on one of the following areas.

Courses may not satisfy more than one program requirement.

Stream 1: Epidemiology

9 credits from:

Epidemiology & Biostatistics : This course will focus on methodological issues related to measures of health status, determinants of health status, and other relevant covariates encountered in clinical and epidemiologic research. Topics to be covered include instrument development, assessment of reliability and validity, item response theory, and latent variable-based measurement models.

Prerequisites: EPIB 603 and EPIB 621 or Permission of Instructor.

Epidemiology & Biostatistics : This course will provide a detailed description of the systematic review process, discuss the strengths and limitations of the method, and provide step-by-step guidance on how to perform a systematic review, and how to critically appraise systematic reviews. Specific topics to be covered include: formulation of the review question, searching of literature, quality assessment of studies, data extraction, meta-analytic methods, and report writing. The course will also cover statistical issues of meta-analysis.

Instructors: Filion, Kristian (Fall)

Prerequisite(s): EPIB 601 and EPIB 607 , or equivalent, or permission of the instructor.

Restriction(s): Not open to students who have taken EPIB 619 . Not open to students who have taken EPIB 675 when topic was 'Knowledge Synthesis'.

Epidemiology & Biostatistics : Advanced applied biostatistics course dealing with flexible modeling of non-linear effects of continuous covariates in multivariable analyses, and survival data, including e.g. time-varying covariates and time-dependent or cumulative effects. Focus on the concepts, limitations and advantages of specific methods, and interpretation of their results. Students will get hands-on experience in the implementation of selected methods by applying them to their own multivariable data, in individual survival analysis projects.

Instructors: Abrahamowicz, Michal (Winter)

Prerequisite(s): EPIB 621 , or equivalent, or permission of the instructor.

Epidemiology & Biostatistics : Mathematical models of infectious diseases –computer simulations of epidemics–enable detailed analyses and understanding of factors affecting the distribution of infections/diseases in populations and now play a key role in policy making. Covered topics include: short-term dynamics of infections (R0), compartmental models, stochastic models (including agent-based), contact patterns and heterogeneity, and Bayesian model calibration. The learning objectives are: 1) recognize research questions that can be addressed using modeling; 2) develop, parameterize, calibrate, and analyze simple infectious disease models in R; and 3) critically appraise scientific modeling papers.

Prerequisite(s): EPIB 621 or permission of the instructor

Restrictions: Not open to students who have taken EPIB 676 when topic was "Mathematical Models of Infectious Diseases".

This is an intermediate-level quantitative course. Previous courses in calculus and biostatistics are recommended (in doubt, contact the instructor prior to registration). A working knowledge of the R statistical software (or equivalent) is mandatory (data structures, function, loop, etc.).

Epidemiology & Biostatistics : Methods for conducting studies in social epidemiology and population health will be covered. Topics will include causal inference; measurement and concepts of social exposures; methods for study design and analysis. Techniques for descriptive and etiologic investigations of socioeconomic position, gender, race and ethnicity, geography, and social policies will be discussed.

Instructors: Yang, Seungmi (Fall)

Prerequisites: EPIB 603 and EPIB 621 , or permission of the instructors

Stream 2: Global Health

3 credits in:

PPHS : Introduction to core competencies in the practice of global health, including historical, colonial roots of global health, project planning and implementation, equitable and ethical conduct, building partnerships, working within interdisciplinary teams, effective communication and personal-social skills.

Instructors: Larson, Charles Palmer; Ahun, Marilyn (Winter)

6 credits from:

Epidemiology & Biostatistics : A review of selected epidemiological research focussing on global health and disease topics. Research will be mostly from developing countries and research methods will be highlighted. Case studies will be used to illustrate specific applications and challenges.

Prerequisite: With permission of instructor.

PPHS : This exciting and interactive course aims to give students the opportunity to broaden their understanding and knowledge of global health issues, including global burden of diseases, determinants of health, transition in health and drivers of such transition, challenges in healthcare delivery in resource-limited settings, and the variety of agencies and actors engaged in addressing global health challenges. The course consists of lectures, case studies, debates, discussions and small group work.

Instructors: Pai, Madhukar (Fall)

PPHS : Introduction to the field of infectious disease epidemiology taught from a public health perspective. Topics include analytic methods, study design, outbreak investigations, surveillance, vaccine development and evaluations, screening, modelling, and infectious causes of cancer or chronic diseases.

Instructors: Merckx, Joanna-Trees (Fall)

Prerequisite: EPIB 601 or Permission of Instructor.

Restriction(s): Not open to students who have taken EPIB 615 .

Note: An undergraduate level biology course is highly recommended.

Stream 3: Population Dynamics

6 credits in:

Offered by: Sociology ( Faculty of Arts )

Sociology (Arts) : The classic literature of sociology of population. Drawing reciprocal linkages between social and population processes: Historical, family and labour force demography, demographic and fertility transitions, mortality, ethnic and race relations, gender, macro-structural interaction theory, and the relation of population and the environment.

Prerequisite: SOCI 234 or equivalent

Sociology (Arts) : Introduction to demographic measurement and modeling. Course covers direct and indirect estimation, standardization, life table construction, and population projections.

Specific topics may vary from semester to semester.

Sociology (Arts) : Major themes in the theoretical literature on ethnicity. Public policies with direct and indirect implications for inter-ethnic relations will be studied. Policies affecting areas such as language, education, immigration, employment and promotion, multiculturalism and welfare. Examples drawn from several multi-ethnic societies. Political, constitutional, and economic problems associated with these policy initiatives.

Prerequisite: SOCI 230 or permission from the instructor.

Restriction: Not open to students who have taken SOCI 629 .

Sociology (Arts) : Review of the major demographic, economic and sociological theories of internal and international migration. The main emphasis will be on empirical research on migration and immigrant groups.

Instructors: Soehl, Thomas (Winter)

Prerequisite: 15 credits in the Social Sciences

Sociology (Arts) : This seminar reviews literature on major research areas in family. The course examines families in the past, the study of family using a life course approach, and considers selective areas which may have had significant influences on contemporary family such as work and family, family violence, and cultural variation in families.

Undergraduate students require permission of instructor

Sociology (Arts) : This course will explore linkages between social and biological systems, their influence on health and well-being over the life course, and on health disparities. Topics include classical sociological approaches to biosocial processes, sociobiology (reductionist, but population-based), and newer demographic studies on gen-environment, epigenetic, and stress-metabolic/allostatic processes.

Stream 4: Health Policy and Ethics

PPHS : Critical assessment of ethical dilemmas and policy considerations raised by the practice of public health. Specific topics include: measuring and defining health; surveillance and privacy; preparedness, quarantine, and distribution of resources during a health emergency; and health inequalities.

Instructors: King, Nicholas (Fall)

Restriction(s): Not open to students who have taken EPIB 624 .

Students from all disciplinary backgrounds are welcome.

Stream 5: Infectious Disease

Stream 6: environmental health.

Epidemiology & Biostatistics : Topics in environmental health sciences: principles of exposure assessment and of toxicology.

Instructors: Baumgartner, Jill; Hales, Barbara F; Mann, Koren; Robaire, Bernard; Basu, Niladri (Fall)

Restriction(s): Open to graduate students pursuing a career in Environmental Health Sciences or with permission of the course instructors. Not open to students who have taken or are taking EXMD 670 or NRSC 670 or PHAR 670 .

Epidemiology & Biostatistics : Topics in environmental health sciences: principles of environmental epidemiology.

Instructors: Mamiya, Hiroshi (Winter)

Restriction(s): Open to graduate students in the Environmental Health Sciences or permission of the course instructors. Not open to students who have taken or are taking EXMD 671 or NRSC 671 or PHAR 671 .

Or other courses, at the 500-level or higher, selected with the Academic Adviser.

Elective Courses (6-15 Credits)

6-15 credits of coursework, at the 500 level or higher. Students may choose to focus on more advanced methods in epidemiology, biostatistics, geography, or substantive areas such as environmental or occupational health, or to select a variety of courses that will deepen their general knowledge of the disciplines that influence population and public health.

Courses will be selected with and approved by the Program's Academic Adviser.

Department and University Information

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