Saint Louis University undergraduates and graduate work together with lab staff at the Danforth Center.
Recent courses offered (2020 - 2023)
- IGNITE Seminar - Food and the Environment (Fall 2023)
- Economic Botany (BIOL 3450) (Spring 2020, Fall 2021)
- Undergraduate Independent Research (BIOL 4960-33) (all semesters)
- Advanced Independent Study (BIOL 4980-33) (all semesters)
- Graduate Reading Course (BIOL 5980/6980) (Spring 2021, Fall 2022)
- Thesis Research (BIOL 5990-33)
- Dissertation Research (BIOL 6990-33)
Course Descriptions for courses previously or currently taught by Dr. Miller (listed in order of course number):
Biology of Plants and Fungi (BIOL 326)
Principles of Biology II (BIOL 106)
BIOL-106 is the second semester of the introductory Principles of Biology sequence. In this course we cover major concepts in ecology, evolution, the diversity of life and plant biology. Our goal is to design a course that allows you to be prepared for future courses and careers and to be an informed global citizen. This course is also designed to enable you to experience the process of science. The lecture portion of the course will emphasize key unifying concepts that will be reinforced in the laboratory portion of the course. We will present the latest information on important details of these key concepts, and critical experiments will enhance your understanding of the scientific process in answering biologically relevant questions. We will incorporate active learning strategies in all portions of this course, which are designed to help you develop invaluable critical thinking skills. In lecture there will be interactive exercises (e.g. discussions, quizzes, assignments, etc.) that will allow you to continually assess your level of understanding. Taught Springs 2007 - 2012.
Evolutionary Biology (BIOL 301)
The goals of this course are to introduce students to 1) the fundamental principlesgoverning biological evolution; 2) the role of evolutionary biology in contemporary scientific research; and 3) the evolutionary history of life on earth. The course is divided into four sections. After a brief introduction, the first section willaddress genetic variation and microevolutionary processes. We will cover the organization of genetic material, sources of variation, and Hardy-Weinberg equilibrium; this will be followed by a discussion of evolutionary processes that influence genetic variation within and among populations (population subdivision, drift, and mating). The second section will explore selection and adaptation, including artificial selection, natural selection, and fitness. How does selection impact the genome? What are the genes underlying adaptive traits? Sexual selection and kin selection will be covered. The third section will cover speciation and species relationships: how do divergent selection pressures lead to diversification within lineages? Methods for reconstructing evolutionary relationships among species will be addressed; the evolution of morphological features will be explored in a phylogenetic context. The evolution of humans will be covered. The fourth section will focus on macroevolution, applying phylogenetic theory to the origin and diversification. Major topics covered include historical biogeography, diversification across lineages, rates of evolution, and evolution through the major geological time periods. Taught Fall 2006, 2008.
Biology of Plants and Fungi (BIOL 3260)
All life depends upon plants. The goals of this course are for students to understand how plants work, how they evolved, and how they survive and reproduce in their environments; in addition, students will gain an appreciation of plant diversity and the role of plants in contemporary society. To these ends, the course assimilates information derived from diverse disciplines including cell biology, ecology, evolution, genetics, and physiology, among others. Plant biology (botany) and fungal biology (mycology) are supported by large, active research communities that are contributing to current understanding of these organisms on a daily basis. In order to keep up with recent developments, and to stress the importance of ongoing research in plant and fungal biology, this course offers three unique, fully integrated learning environments for students: a) lectures; b) discussions; and c) labs. The goal of this format is to reinforce basic concepts through a variety of activities that encourage active learning and discourse among students, their peers, and the professor. Taught Spring 2013, Spring 2014, Spring 2015, Spring 2016.
Economic Botany (BIOL 3450)
“Botany I rank with the most valuable sciences, whether we consider its subjects as furnishing the
principal subsistence of life to man and beast, delicious varieties for our tables, refreshments from
our orchards, the adornments of our flower borders, shade and perfume of our groves, materials for
our buildings, or medicaments for our bodies.” –– Thomas Jefferson, Monticello, October 7, 1814.
This course is intended to give you an appreciation of the critical importance of plants in human
society. The course is divided into the three main sections: 1) Plant form and function. We begin with an overview of the basic biology of plants, including plant cells, tissues, organs, reproductive biology, taxonomy, systematics and phylogeny. We will discuss plant diversity and conservation, and will dive deep into the amazingly complex plant genome. 2) Agriculture. The second third of the course will be dedicated to agriculture, the cultivation of plants for food. Everything we eat either comes from a plant or comes from something that ate a plant. We will cover the origins of agriculture, the evolutionary process of domestication and the origins of our major crops, major groups of crop plants (grasses and legumes). We will then turn our attention to plant breeding and crop improvement, and will explore both traditional and contemporary methods used in plant improvement, wrapping up with a discussion of crops of the future. 3) Plants and human cultures. The third section of the class will explore myriad uses of plants by people in various ways, including urban foraging, horticulture, medicinal plants, stimulating plants, essential oils, and more.
After finishing this course, you will be more familiar with basic plant biology and the role it plays in foods and other products used by people. You will have a deep understanding of historical, contemporary and future agriculture. You will be better able to critically assess both the benefits and the problems related to modern agriculture. You will also have an opportunity to consider the ethical implications inherent in scientific issues such as bioprospecting and genetically modified foods. You should finish the course better equipped to understand and make informed decisions about the economic and social aspects of human plant use. Taught Spring 2020, scheduled for Fall 2021.
Advanced Evolution (BIOL 556)
“Nothing in biology makes sense except in the light of evolution.” Theodosius Dobzhansky, American Biology Teacher 35(3): 125-129. The goal of this course is to delve deep into at least eight central topics in evolutionary biology through reading historical and contemporary literature, discussion, synthesis, and presentation. The topics will be decided by the group on the first day of class. Each student will select one topic as their primary focus for the semester, and will compile an annotated bibliography, lead a discussion, write a review paper, and give a presentation on their selected topic. The learning objectives of this course are to: 1) advance understanding of key topics in evolutionary biology; 2) hone skills to find, read, and critically evaluate original scientific research; 3) develop confidence as active participants in scientific discourse focused on topics in evolutionary biology; 4) improve oral and written communication of complex topics; 5) practice synthesizing information. This will be demonstrated in part by the completion of a synthetic review of a topic in evolutionary biology that is relevant for a student’s area of research, and which might be included as a chapter of a thesis or dissertation. Taught Fall 2014.
Applied Population Genetics (BIOL 458/558)
This course examines the primary concepts of population genetics through an integrated approach involving basic theory, empirical studies derived from primary contemporary literature, and hands-on experience with software applications. The primary objectives to this course are: 1) to gain a thorough understanding of factors that influence variation in populations (e.g., drift, migration, mutation, non-random mating, selection); 2) to grasp the major theoretical underpinnings of population genetics; 3) to become familiar with the various types of data that are used in population genetics studies and the population genetic parameters that can be estimated from different types of data; 4) to develop a familiarity with the current literature in the field of population genetics, molecular ecology, and population genomics; and 5) to become proficient in several computer programs commonly used in the analysis of population genetic data. By the end of the course, students will have the basic tools necessary to apply population genetics theory and tools to challenging research projects, serving the fields of conservation biology, human health, and agriculture, among others. Taught Falls 2007, 2010, 2012. Taught Fall 2013 by Eva Gonzales.
Graduate seminar in Ecology, Evolution, and Systematics (BIOL 584)
This graduate course reviews contemporary scientific literature in a student-led discussion format. Various topics have been offered depending on the term, including:
BIOL-106 is the second semester of the introductory Principles of Biology sequence. In this course we cover major concepts in ecology, evolution, the diversity of life and plant biology. Our goal is to design a course that allows you to be prepared for future courses and careers and to be an informed global citizen. This course is also designed to enable you to experience the process of science. The lecture portion of the course will emphasize key unifying concepts that will be reinforced in the laboratory portion of the course. We will present the latest information on important details of these key concepts, and critical experiments will enhance your understanding of the scientific process in answering biologically relevant questions. We will incorporate active learning strategies in all portions of this course, which are designed to help you develop invaluable critical thinking skills. In lecture there will be interactive exercises (e.g. discussions, quizzes, assignments, etc.) that will allow you to continually assess your level of understanding. Taught Springs 2007 - 2012.
Evolutionary Biology (BIOL 301)
The goals of this course are to introduce students to 1) the fundamental principlesgoverning biological evolution; 2) the role of evolutionary biology in contemporary scientific research; and 3) the evolutionary history of life on earth. The course is divided into four sections. After a brief introduction, the first section willaddress genetic variation and microevolutionary processes. We will cover the organization of genetic material, sources of variation, and Hardy-Weinberg equilibrium; this will be followed by a discussion of evolutionary processes that influence genetic variation within and among populations (population subdivision, drift, and mating). The second section will explore selection and adaptation, including artificial selection, natural selection, and fitness. How does selection impact the genome? What are the genes underlying adaptive traits? Sexual selection and kin selection will be covered. The third section will cover speciation and species relationships: how do divergent selection pressures lead to diversification within lineages? Methods for reconstructing evolutionary relationships among species will be addressed; the evolution of morphological features will be explored in a phylogenetic context. The evolution of humans will be covered. The fourth section will focus on macroevolution, applying phylogenetic theory to the origin and diversification. Major topics covered include historical biogeography, diversification across lineages, rates of evolution, and evolution through the major geological time periods. Taught Fall 2006, 2008.
Biology of Plants and Fungi (BIOL 3260)
All life depends upon plants. The goals of this course are for students to understand how plants work, how they evolved, and how they survive and reproduce in their environments; in addition, students will gain an appreciation of plant diversity and the role of plants in contemporary society. To these ends, the course assimilates information derived from diverse disciplines including cell biology, ecology, evolution, genetics, and physiology, among others. Plant biology (botany) and fungal biology (mycology) are supported by large, active research communities that are contributing to current understanding of these organisms on a daily basis. In order to keep up with recent developments, and to stress the importance of ongoing research in plant and fungal biology, this course offers three unique, fully integrated learning environments for students: a) lectures; b) discussions; and c) labs. The goal of this format is to reinforce basic concepts through a variety of activities that encourage active learning and discourse among students, their peers, and the professor. Taught Spring 2013, Spring 2014, Spring 2015, Spring 2016.
Economic Botany (BIOL 3450)
“Botany I rank with the most valuable sciences, whether we consider its subjects as furnishing the
principal subsistence of life to man and beast, delicious varieties for our tables, refreshments from
our orchards, the adornments of our flower borders, shade and perfume of our groves, materials for
our buildings, or medicaments for our bodies.” –– Thomas Jefferson, Monticello, October 7, 1814.
This course is intended to give you an appreciation of the critical importance of plants in human
society. The course is divided into the three main sections: 1) Plant form and function. We begin with an overview of the basic biology of plants, including plant cells, tissues, organs, reproductive biology, taxonomy, systematics and phylogeny. We will discuss plant diversity and conservation, and will dive deep into the amazingly complex plant genome. 2) Agriculture. The second third of the course will be dedicated to agriculture, the cultivation of plants for food. Everything we eat either comes from a plant or comes from something that ate a plant. We will cover the origins of agriculture, the evolutionary process of domestication and the origins of our major crops, major groups of crop plants (grasses and legumes). We will then turn our attention to plant breeding and crop improvement, and will explore both traditional and contemporary methods used in plant improvement, wrapping up with a discussion of crops of the future. 3) Plants and human cultures. The third section of the class will explore myriad uses of plants by people in various ways, including urban foraging, horticulture, medicinal plants, stimulating plants, essential oils, and more.
After finishing this course, you will be more familiar with basic plant biology and the role it plays in foods and other products used by people. You will have a deep understanding of historical, contemporary and future agriculture. You will be better able to critically assess both the benefits and the problems related to modern agriculture. You will also have an opportunity to consider the ethical implications inherent in scientific issues such as bioprospecting and genetically modified foods. You should finish the course better equipped to understand and make informed decisions about the economic and social aspects of human plant use. Taught Spring 2020, scheduled for Fall 2021.
Advanced Evolution (BIOL 556)
“Nothing in biology makes sense except in the light of evolution.” Theodosius Dobzhansky, American Biology Teacher 35(3): 125-129. The goal of this course is to delve deep into at least eight central topics in evolutionary biology through reading historical and contemporary literature, discussion, synthesis, and presentation. The topics will be decided by the group on the first day of class. Each student will select one topic as their primary focus for the semester, and will compile an annotated bibliography, lead a discussion, write a review paper, and give a presentation on their selected topic. The learning objectives of this course are to: 1) advance understanding of key topics in evolutionary biology; 2) hone skills to find, read, and critically evaluate original scientific research; 3) develop confidence as active participants in scientific discourse focused on topics in evolutionary biology; 4) improve oral and written communication of complex topics; 5) practice synthesizing information. This will be demonstrated in part by the completion of a synthetic review of a topic in evolutionary biology that is relevant for a student’s area of research, and which might be included as a chapter of a thesis or dissertation. Taught Fall 2014.
Applied Population Genetics (BIOL 458/558)
This course examines the primary concepts of population genetics through an integrated approach involving basic theory, empirical studies derived from primary contemporary literature, and hands-on experience with software applications. The primary objectives to this course are: 1) to gain a thorough understanding of factors that influence variation in populations (e.g., drift, migration, mutation, non-random mating, selection); 2) to grasp the major theoretical underpinnings of population genetics; 3) to become familiar with the various types of data that are used in population genetics studies and the population genetic parameters that can be estimated from different types of data; 4) to develop a familiarity with the current literature in the field of population genetics, molecular ecology, and population genomics; and 5) to become proficient in several computer programs commonly used in the analysis of population genetic data. By the end of the course, students will have the basic tools necessary to apply population genetics theory and tools to challenging research projects, serving the fields of conservation biology, human health, and agriculture, among others. Taught Falls 2007, 2010, 2012. Taught Fall 2013 by Eva Gonzales.
Graduate seminar in Ecology, Evolution, and Systematics (BIOL 584)
This graduate course reviews contemporary scientific literature in a student-led discussion format. Various topics have been offered depending on the term, including:
- Evolution, ecology, and the spatial distribution of organisms (Fall 2009; co-taught with Jason Knouft)
- Evolutionary responses to global change (Fall 2011)
- RNA-seq: practice and application (Spring 2013, co-taught with Jack Kennell)
- Selected topics in Ecology, Evolution, and Systematics (Fall 2015)
- Trait covariation in ecology and evolution (Spring 2021).