Course Description

The summary is taken right from Drexel Term Master. 

PBHL 301 Epidemiology in Public Health 3.0 Credits This is an introductory course designed to teach undergraduate students the basic principles and concepts of epidemiology. The course highlights the approaches used in the field of epidemiology to study disease in populations, incorporating concepts of disease causation and control. 

This seminar course will help develop students critical thinking and research skills through the examination of interdisciplinary research projects and the creation of their own research proposals. Students will explore how multiple disciplinary research methodologies are integrated and information is synthesized within and across interdisciplinary research. The course is designed so that students gain familiarity with the theory and application of interdisciplinary research. Students will develop an understanding and the means to assess the various stages of interdisciplinary research, including research question formulation, proposal development, integration of methods, and synthesis and analysis of information. 

Microcontrollers and mechatronic systems for interactive music.
1. Breakdown and study of how Furby electronics work and how to tap into them 2. Project report 

Faculty: Dr. Daniel King
Credits: 9 credits

As stated on Drexel’s Website:
Faculty in the Department of Chemistry is at the forefront of leading-edge research spanning a wide variety of chemistry subfields: Analytical Chemistry, Atmospheric Chemistry, Chemical Biology, Chemical Education, Inorganic Chemistry, Materials Chemistry, Organic Chemistry, Physical Chemistry, and Theoretical and Computational.

Chemistry Chemical Education with Dr. Daniel King focuses on the assessment of the use and effectiveness of personal response devices and online course videos. In addition, the research focuses on the development of inquiry-based (POGIL) activities that use environmental context to teach chemistry content. 

Designed to familiarize student with laboratory techniques utilized in molecular biology, specifically DNA isolation, characterization, and manipulation. Students work in teams to collect and analyze data and explain results in laboratory reports. Weekly recitations preview and review theory and techniques used in the lab. Some or all pre-requisites may be taken as either a pre-requisite or co-requisite. Please see the department for more information. This is a writing intensive course.

This is the first of three integrated methods and analysis courses for CJS students that introduces them to the fundamentals of research design, the benchmarks of scientific quality, sampling, modes of observation, and units of measurement. The course also introduces students to the most relevant analytical procedures often used at each stage in the methodological process, such as developing a data set, performing descriptive (univariate) analyses, examining bivariate relationships, and testing hypotheses using both parametric and non-parametric statistical tests. The course culminates with students writing a research proposal that includes the major components of most grant applications: Statement of the Problem, Literature Review, Research Questions, and Research Methodology/Analytical Procedures.

We will continue to host professional seminars with speakers presenting current research in the various biological disciplines, as well as professional development sessions that we hope will be helpful to your professional maturation.  In addition, during this term you will continue your work on your group research proposal, expanding the brief proposal into a more well-developed research proposal with guidance from your assigned mentor. Those of you who will be finalizing your work on the research proposal will also be presenting your work in front of your peers and others at the end of the term.  

This course taught molecular biology by specifically studying the lux operon, which is the gene that allows for bioluminescence in some organisms. Through various protocols, I was able to carry out lab procedures effectively. The lab focused on these skills: chromosomal isolation, restriction digestion, ligation, transformation, plasmid mini-prep, PCR, sequence analysis, RNA extraction, RT-PCR, and qPCR. With my group members, I was able to write scientific lab reports that demonstrated my understanding of the goals of each lab and explained the methods and results for each. By the end of the course, my lab group and I were finally able to grow bioluminescent bacteria after a couple of tries.

Students will learn how to write computer programs to read data directly from digital maps and then perform various spatial analyses and modeling tasks. The class will include an introduction to spatial- and geo-statistics; techniques for determining ecological riches of organisms; methods for modeling basic forcing factors such as solar radiation, water temperature; approaches for modeling the flow of water in a landscape; and ultimately, combining these techniques to model or simulate ecosystems.

This course was focused on familiarizing students with laboratory techniques utilized in molecular biology, specifically DNA isolation, characterization, and manipulation. I worked in a team of 3 to collect and analyze data and explain results in laboratory reports. It also reinforces critical concepts of the Central Dogma of Biology that many other courses in the Biomed curriculum build on. The course also serves as a writing-intensive course within the curriculum. Written communication skills in the sciences are critical and the Bio 219 course is the first introduction for most of the students to engage in how science is communicated in text.

This course was very significant in learning some fundamental techniques utilized in the field of Biomed that I want to work in which is genomic and sequencing technologies. 

This course brings speakers who present their current work in the area of chemsitry, and we are able to have a small discussion with them before and after their presentation.