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Southern Utah University

Fall Semester 2026

Genetics: Mendel to Molecules

BIOL 3060-03

Course:	BIOL 3060-03
Credits:	3
Term:	Fall Semester 2026
Department:	Biology
CRN:	33411

Course Description

Genetics is the study of variation among living organisms and the modes of inheritance across generations. It can be exciting yet challenging to study because genetics spans multiple levels of biological organization, including molecules, cells, organisms, and populations. We will take a chronological approach to learning genetics by beginning with an examination of the basic laws of inheritance proposed by Mendel. These laws are universally applied across the spectrum of life - with important exceptions and extensions. We will then turn to the technological advancements that have shaped modern molecular genetics and our understanding of DNA regulation. We will examine how the information in DNA is expressed to control specific traits, and how model organisms provide essential insights into genetic processes.

Specific topics covered in the course may include basic transmission and molecular genetics, regulation of gene expression, developmental genetics, genetics of cancer, population genetics and evolution, functional genomics, and DNA biotechnology. Three (3) hours of lecture per week. A minimum grade of "C" (2.0) or above must be earned in this course before it can be counted in a biological science major or minor or as a prerequisite for any other biology course. (Fall, Spring, Summer) [Graded (Standard Letter)]. Co-requisite(s): BIOL 3065. Prerequisite(s): BIOL 1610 and BIOL 1615 and BIOL 1620 and BIOL 1625 and [(CHEM 1110 and CHEM 1115) or (CHEM 1210 and CHEM 1215)] - Prerequisite Min. Grade: C.

Teaching Philosophy

“The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting.” ~Plutarch

I believe that the mind is not a static, volume-limited container that is passively filled from an authoritative source. Instead, I view the mind as an active, reactionary, adaptable entity with limitless potential. In order to harness that power, I focus on three main objectives that guide my teaching practices:

Master Core Concepts (Wood) - I strive to help you build a mental scaffold of core biological concepts that can support future courses, dialogues, and real-world issues. Core concepts will be introduced through the texts, and will be clarified, expounded upon, and applied in class discussions and assignments.
Think Scientifically (Friction) - Knowledge about the physical and living world is not produced out of the mind, but built by experimentation. Every concept we know traces its roots back to an experiment or observation conducted by a real person. I will strive to convey the importance of appropriate methodology in doing science, and help you approach learning through the eyes of the scientists who made the discoveries.
Be Inspired (Spark) - I believe that one of my most important responsibilities as an educator is to facilitate your own independent learning by inspiring curiosity. This often happens when you find a personal connection or real-world application to the content. I will attempt to spark your fire by providing excellent resources and engaging learning activities.

Required Texts

Concepts of Genetics by Brooker (4th edition), McGraw-Hill (Inclusive Access)
McGraw-Hill Connect LMS (required assignments and additional resources; Inclusive Access)

Learning Outcomes

By the end of this course, you will understand the following core genetic concepts:

Relationship between genotype and phenotype
Structure and function of genes, nucleic acids, and proteins
Inheritance patterns in genetic crosses and pedigrees
Effects of genetic linkage and recombination on the mechanisms of inheritance
Role of mutations in altering gene products, cellular functions, and organismal traits
Modern technical approaches to synthesize and interpret genomes, such as CRISPR editing, next-generation sequencing, and bioinformatic analysis
Factors affecting allele frequencies in populations

By the end of this course, you will develop the following skills:

Appreciate how genetics has evolved from classical concepts to modern analytical methods
Analyze and interpret real genetic data with modern tools
Apply genetic concepts to real-life scenarios, including health and disease

Course Requirements

A summary of assignments is provided here. Additional information will be given in class.

Reading Guides - A set of questions for each required reading topic will be available on Canvas approximately one week prior to the due date. The questions primarily assess comprehension from the reading, and focus on the ‘big picture’. These are not formally submitted, but are required in order for you to prepare adequately for class sessions. Short quizzes on the reading may be given at the start of each class.
In-class Assignments - Most class periods will include an activity, worksheet, or case study that will be completed during class. These activities are meant to connect the basic genetic principles to the real world, and to teach you the process of doing and analyzing science – not just learning it. Because these assignments work best as shared, in-the-moment experiences, they cannot be made up outside of class. However, two missing assignments will be dropped at the end of the semester.
Problem Sets - Problem sets will be given throughout the semester in order to check your understanding of basic concepts and to give you a feel for the types of questions that may be asked on exams. Problem sets will be completed on Canvas outside of class, and are published approximately one week prior to the due date. They are composed mostly of multiple choice and short answer questions.
Exams - Two exams will be administered over the course of the semester. Each exam may consist of multiple choice/matching, short answer, long answer, and problem-solving questions. The final exam will be cumulative. The material covered in class discussions, problem sets, and in-class assignments may be included on these examinations. The exams will be taken in the Testing Center, where they will remain open for at least 2 days.
Semester Project - Throughout the semester we will be engaging in a debate about a current issue related to genetics. You will identify interested stakeholders, take a position on the issue, gather relevant information, and construct a logical argument. You will then discuss the issue in a small group of varied stakeholders and provide a summary of your debate. Parts of the project will occur at various times throughout the semester - see Canvas for additional information and due dates.

Assignment/Exam | Number | Points Each | Total Points | % Total Grade
In-class Assignments | 20 | 10 | 200 | 20%
Problem Sets | 10 | 20 | 200 | 20%
Exams | 2 | 200 | 400 | 40%
Semester Project | 1 | 200 | 200 | 20%

The course grade will be determined by a percentage of total points earned in the assignments and exams. The anticipated grade distribution is detailed in the following table. Final grades will be re-examined only if there is sufficient evidence of an error in grading or recording.

Grade | A | A- | B+ | B | B- | C+ | C | C- | D | F
% of Total Points (≥) | 93 | 90 | 87 | 83 | 80 | 77 | 73 | 70 | 60 | <60

Note: To keep things fair for everyone, extra credit opportunities are built into the course for the whole class rather than arranged individually — if you're worried about your grade, let's talk about a plan instead.

Course Outline

Instructor's policies on late assignments and/or makeup work

Completing work on time helps you to keep up with the rapid pace of the course, and to identify questions that need to be answered before additional information is layered on top. In order to help you stay on track, a penalty of 20% per day will be assessed for late Problem Sets and Semester Project assignments. If extenuating circumstances arise, please come talk to me during office hours or email me as soon as possible.

If you need to take an exam outside the 2-day Testing Center window (for example, due to a schedule conflict or emergency), please contact me before the window
closes to arrange an alternative.

No late submissions for In-class Assignments will be accepted, but two missing scores will be dropped at the end of the semester to accommodate unexpected absences or illness.

Attendance Policy

High-quality learning is facilitated through the interactions and applications that come during a well-structured and active class session. Therefore, attendance is required. I require attendance not to police you, but because the in-class activities are where the ideas from the reading actually click into place — you can't get that experience from notes alone. Topics discussed in class may be included on assignments, problem sets, and exams. If you know that you will be absent on a specific day, I recommend contacting someone else in the class for any information shared during that class period and reviewing the materials available on Canvas.

AI Policy

I believe that artificial intelligence (AI) is a powerful tool that can facilitate learning and growth. However, it must be harnessed in the correct way if it is to bolster rather than diminish returns. I will strive to help you normalize transparency in AI usage, develop AI literacy, and make your efforts with AI human-driven and value-centered. AI use guidance will be provided for specific assignments and activities. If you have any questions, please consult with me in an open and transparent dialogue.
As an Instructor, I may use AI to:

Develop curriculum tools to enhance student learning, such as case studies, podcasts, infographics, and study guides
Provide objective analysis on student work against a standardized rubric in order to maintain fairness and consistency in grading
Help formulate targeted feedback for students in order to improve the quality and effectiveness of their work
Improve other aspects of teaching pedagogy that have not yet been identified; I will be transparent in communicating these as they arise

All generative AI output will be personally reviewed, edited, and authorized by me before it is presented to students.

How to Succeed

Genetics is a fast-paced, intensive course that builds upon previous knowledge across the many scales of biology. I sincerely want you to succeed! Here are a few tips to help:

Utilize Office Hours: Office hours are protected time just for you — no appointment needed, and no question is too small. If the posted times don't work with your schedule, email me and we'll find another time.
Read, read, read!: The students that do well in this course take the time to prepare before coming to class. I know this is hard, and it requires discipline. Focusing on the reading guide questions will help you anticipate questions and understand extensions that arise during class.
Don't Wait: Get help early and often. In addition to office hours, take advantage of PAL groups, the tutoring center, and peer study groups. I am able and willing to get you back on track when you come to me early on, but there is rarely much I can do during the last few weeks of the semester.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.

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