Tag Archives: PUC biology

Highlighting Biology With Aimee Wyrick

PUC’s department of biology is well known for a rigorous lineup of classes. While the majority of biology students continue on to medical, dental, and veterinary schools there are other focuses as well. The department often ventures out of the classrooms utilizing our great location giving students the opportunity to learn in a variety of ways, while also allowing the professors to get to know their students better.

To give you more insight into the great community within this department, Aimee Wyrick, Chair and Associate Professor of Biology, gladly answered some questions for us. 

What is your favorite thing about teaching in your department?

My students and colleagues! I am blessed to work with a great team and I get to teach really interesting and fun classes. 

What makes your department unique compared to other departments at PUC?

Biology is part of an amazing network on our campus and so, at our core, we are all #onePUC. However, our department is unique (beyond the obvious) in that the curriculum we teach has tangible real-world applications. We also have a lot of hands-on opportunities that range from activities in Clark Hall labs to local and distant field trips. 

What makes your department at PUC unique compared to the same program at other colleges and universities?  

As a small college, the professors have a genuine interest in student success. Biology classes aren’t easy but the faculty are here to provide support, guidance, and mentorship. Faculty support of our students builds their confidence and helps them to develop the ever-important “soft skills” alongside the critical knowledge for whatever career a student pursues. We also have a very successful peer mentorship program – the BIOneers – that partners new students with returning students.  

What are some cool things your department is doing? 

Of course, much of our “normal” operations are on hold right now but we look forward to having students back on campus soon and continuing with the following: Most Biology faculty have active research programs and provide opportunities for any student that is interested and eligible to participate in undergraduate research experiences. Our department sponsors frequent domestic and international field biology courses and research trips (Alaska, Brazilian Amazon, Honduras, Fiji, Micronesia, Mexico, and Kenya). Many of our classes utilize the PUC forest, Howell Mountain Farm, and Albion Field Station for field biology opportunities (and research) 

Can you share a few examples of exciting things alumni from your department are doing?  

Where do I start? Most recently we learned one of our graduates (class of 2009) was just named an Assistant Professor of Pathology at LLU School of Medicine. Another graduate (2012) is working on a Ph.D. at UCSB in the areas of Spatial Ecology, Remote Sensing, Land-use Change, and Deforestation. Yet another graduate (2015) is an entomologist earning a Ph.D. at Utah State University. And a recent graduate (2020) starts her first year at the College of Veterinary Medicine at Washington State University. We have so many accomplished alumni and it’s too bad I can’t tell you what they’re all doing! They make us proud and we cherish the memories of their time in Clark Hall. 

What’s something your department is well known for? Why do you think that is?  

We are well known for our pre-professional program preparation. A majority of our majors continue to medical, dental, or veterinary school. Though our graduates are blessed to have a variety of excellent teachers across campus, the science faculty prepare students for the rigors of medical and dental school. We have a number of classes that are specifically tailored to the pre-professional student (e.g., histology and advanced human anatomy) that our graduate’s report is professional-school level. 

What’s something a new student can look forward to about joining your department?  

We have a focus on building community in the department of biology and being part of the BIOneer Mentorship Program is a must-do for new students. New students can look forward to meeting and getting to know a bunch of cool people (including the Bio professors) and getting to know the nooks and crannies of Clark Hall. A new student shouldn’t be surprised to meet (and learn) the names of our reptile menagerie, like Fred the Burmese python. 

This is Fred!

For more information about the department of biology or any of our other academic programs visit our website

Academic Spotlight: Biology

Whether you’re interested in research, education, medicine, dentistry, or ecology, a biology degree can be the foundation for a successful career. One of PUC’s most popular programs, biology is also one of our most academically rigorous. The result? PUC biology seniors consistently score in the top percentile on Major Field Tests (MFTs), with high acceptance rates to many prestigious graduate schools.

Programs offered:

  • B.A., B.S. in Biology
  • B.S. in Biotechnology
  • B.S. in Environmental Studies

A Student’s Perspective

“I was convinced to change majors from biochemistry to biology at the end of my freshman year after I realized how many classes from the department of biology would prepare me for medical school. As a biology major, I have the opportunity to take immunology, histology, and advanced human anatomy courses before I even attend medical school. Having a background with the material from these courses will prepare me well for the field of medicine. My favorite thing about the department of biology is all of the unique opportunities I receive. Learning biology can take place outside of a classroom. For instance, this spring break I am going to Kenya with my tropical biology class to do a mission trip while also taking time to learn biology. There are a lot of biology classes that involve going on hikes in nature or going to the beach to study marine science. I also love how elegant biology is. It can encompass something as small as a single protein in an organelle to something as large as rainforest ecosystems. It connects life from all levels of organization.” — Victoria Gabardi, sophomore, honors student

Fast Facts

  1. The BIOneers Mentorship Program is a new initiative to help first-year biology students at PUC successfully navigate their major and their time in college. Incoming students will be paired with passionate and friendly upperclassmen within their specific field of study, who will help guide them throughout their first year.
  2. Biology students take many courses which take them outside the classroom. The department teaches classes at the college’s Albion Retreat & Learning Center on the Mendocino Coast and has traveled as far as Brazil for tropical biology courses.
  3. Modern laboratory equipment allows students to perform their own experiments in current fields such as immunology, molecular genetics, and cancer biology.
  4. The Hansen Collection, housed in Clark Hall, is a special collection of over 40 species of stuffed game animals from around the world. Visitors can view Kodiak and polar bears, as well as a leopard, tiger, mountain lion, and jaguar. The museum also boasts a prized “grand slam” of the four North American mountain sheep: the Rocky Mountain bighorn, the desert bighorn, the Dall sheep, and the stone sheep.

What You Can Do With This Major

Biology is a popular choice among students looking to go into the medical field but it also offers career paths in research, environmental studies, and many other areas.

  • Dentistry
  • Environmental policy
  • Medicine
  • Optometry
  • Pharmacy
  • Physical therapy
  • Public health
  • Teaching
  • Veterinary science
  • Water management
  • Wildlife management

Learn more about the department of biology at puc.edu/academics. Our team of admissions counselors can answer any questions you have about PUC’s biology programs, or the other majors the college offers. Call (800) 862-7080, option 2 or email admissions@puc.edu to get connected with a counselor now and start learning about all the options available to you!

Student Research Profile: Jessica Edens

Here at PUC, biology students have countless opportunities to get involved with research, oftentimes working alongside professors on projects. Programs are specially curated to not only prepare students academically but also to equip them with real-world experience for success in future endeavors.

Here’s one student’s experience and how they feel PUC helped prepare them.

Who are you?

My name is Jessica Edens, and I’m a senior environmental studies major. After graduation from PUC, I plan to pursue law school and get my J.D.

What did you do?

My internship is with the Bureau of Reclamation within the Department of Interior as a park ranger. While there are many duties, one is working with local non-profits and other organizations to educate youth groups or perform community outreach programs. There are a lot of natural resource activities involved, like trail building and maintenance, invasive species prevention program for quagga and zebra mussels, re-planting of native trees, conservation, and water management.

When and where did you do this work?

My internship is at Lake Berryessa, California. I have worked there since July 2018.

What did you learn?

A big part of being a park ranger is working with the environment while educating people in the hopes of creating or maintaining good conservation practices. It’s trying to spread the idea we only have one earth and we should be preserving what we have.

How did your experience at PUC help prepare you for this experience?

Being an environmental studies major, I took a lot of classes about biology and the environment. There were many classes I took at PUC I am able to use in this internship. So much of the material and topics I learned in the classroom have proven invaluable in aiding my ability to speak knowledgeably on a subject.

Student Research Profile: Emma Payne

Here at PUC, biology students have countless opportunities to get involved with research, oftentimes working alongside professors on projects. Programs are specially curated to not only prepare students academically but also to equip them with real-world experience for success in future endeavors.

Here’s one student’s experience and how they feel PUC helped prepare them.

Who are you?

My name is Emma Payne, and I am a biochemistry major looking to go into biomedical and pharmaceutical research after graduating before going to medical school.

What did you do?

Under the guidance of Dr. Sung, I participated in research of Alzheimer’s disease from a physiological standpoint before continuing on to biochemical experiments. In our experiments, we collected data based on C. elegans worm behavior and its attraction to chemoattractants that replicated the smell of food. I was responsible for making more batches of E. coli food for the worms, incubating new batches of worms, and carrying out new behavioral tests based on the diet and age of worms.

When and where did you do this work?

I was able to work with Dr. Sung in Alzheimer research here at PUC in the research labs of Clark Hall during my freshman year.

What did you learn?

In my research experience, I learned to cement process and create consistent procedures to limit the amount of error in data results. I feel as though my experience in my research with Dr. Sung has been foundational to any future opportunities in research or in my practice in medicine later in life. By experiencing research and the process of exploring what causes biological mechanisms I learned to think abstractly and use information I was learning in my chemistry and biology classes to apply in our experiments. Additionally, I learned by reading the articles of others’ work I was able to see how useful it is to use the research of other’s to the furthering the understanding of diseases like Alzheimer’s by working as a community.

How did your experience at PUC help prepare you for this experience?

Previously I curated a love for lab research in high school when I took survey chemistry classes. I have also gotten the opportunity to intern at a clinic in Houston and interact with individuals who suffered from Alzheimer’s disease. In having experience and a background in chemistry, however introductory, lead to my ability to look at biological research on a fundamental and chemical level as well as have skills to understand laboratory procedure and tools.

Student Research Profile: Tom Borecky

Here at PUC, biology students have countless opportunities to get involved with research, oftentimes working alongside professors on projects. Programs are specially curated to not only prepare students academically but also to equip them with real-world experience for success in future endeavors.

Here’s one student’s experience and how they feel PUC helped prepare them.

Who are you?

My name is Tom Borecky, and I am a senior biology major. I will be attending medical school in the fall and hope to get a master’s degree in public health as well.

What did you do?

I had the privilege of participating in a research project examining the impact of the Affordable Care Act on colonoscopy cancellation rates. I was responsible for organizing and collecting data from over 400 cases to analyze the specifics of the reasons for cancellations, such as demographic information and insurance type.

When and where did you do this work?

I did this work when I returned home from my gap year as a student missionary in Uganda in March 2018. This research was done at the Sierra Nevada Gastroenterology practice in Grass Valley, California. We spent a few weeks collecting and organizing all the data, and had the opportunity to present a poster of the findings at the American College of Gastroenterology annual conference in Philadelphia the following October.

What did you learn?

Throughout my experience, I learned the intricate process of research, which can be extremely detail-oriented and tedious, is essential to produce accurate information that will guide and help people. Also, the skill of learning how to work with others as a team to accomplish a goal was a major achievement from my research experience. These skills have impacted my life beyond the research in tremendous ways.

How did your experience at PUC help you prepare for this experience?

Throughout my time at PUC in the department of biology, the basic skills I have developed through lab such as organizing and processing data in Excel was extremely useful in aiding me in the research process. Also, classes such as Systems Physiology and BIOL 113 allowed me to have a sufficient understanding of the digestive system, which helped guide the conceptual understanding of “why” this research was meaningful.

Student Research Profile: Emily Castellanos

Here at PUC, biology students have countless opportunities to get involved with research, oftentimes working alongside professors on projects. Programs are specially curated to not only prepare students academically but also to equip them with real-world experience for success in future endeavors.

Here’s one student’s experience and how they feel PUC helped prepare them.

Who are you?

I am Emily Castellanos, and I am a senior biology, pre-vet major. I plan to go to graduate school for a masters in biomedical sciences: animal anatomy and physiology, then go to professional school to become a veterinarian.

What did you do?

I interned this summer as a veterinarian assistant at an animal hospital. I performed simple tasks such as cleaning cages, taking dogs out for short walks, and administering vaccines to cats and dogs to more complicated tasks such as monitoring anesthesia, performing blood draws, taking notes for the doctors, and interacting with as well as explaining treatment plans to clients.

When and where did you do this work?

My initial internship was for two and a half months (summer 2018), but now has been extended to a part-time job until I graduate in 2019. The animal hospital is the California Pet Hospital in Napa.

What did you learn?

I’ve learned so many things during my time at Cal Pet. I’ve learned about the basic anatomy of cats and dogs, the physiology of and calculations for the dosing of medications. I have had the amazing opportunity to learn how to interact with clients, basic animal behavior cues, surgery equipment identification, how to make estimates for treatments, basic radiography, cytology, and many other valuable skills.

How did your experience at PUC help prepare you for this experience?

There are several classes PUC offers which have helped prepare me for this experience. While many of the classes related to medicine are focused on human anatomy and physiology, there are countless comparative similarities between animals and humans. Thus, Human Anatomy, Developmental Biology, and Systems Physiology have been the most helpful in giving me background knowledge for treatments as well as allowing me to be more useful to the veterinarians because I have knowledge on what they talk about. But even the foundational sequences in biology and chemistry have also proven to be very helpful as well.

Student Research Profile: Sean Richards

Here at PUC, biology students have countless opportunities to get involved with research, oftentimes working alongside professors on projects. Programs are specially curated to not only prepare students academically but also to equip them with real-world experience for success in future endeavors.

Here’s one student’s experience and how they feel PUC helped prepare them.

Who are you?

I am Sean Richards, and I am a senior biology major. I plan to go on to graduate school in marine biology to specialize in invertebrate conservation.

What did you do?

I participated in a research trip with Dr. Hayes to study the commensal associations between different species of urchins, invertebrates, and fish. During this time, I was responsible for taking photos as well as counting urchin individuals, with and without associating organisms.

When and where did you do this work?

This research opportunity took place in January 2019 off the coasts of Cabo San Lucas, in the Gulf of California.

What did you learn?

I learned an immense amount on this trip. Though swimming in a wetsuit for multiple hours in a day can be tiring, it is well worth the effort. I saw several species of pufferfish, pipefish, and eels I had only read about or seen in captivity up until that point. It was also interesting to peek into each crevice to find different species hiding within the urchin’s spines for protection. From this, I learned much about underwater photography, the collection of density measurements, as well as the resources available for fish/invertebrate identification.

How did your experience at PUC help prepare you for this experience?

The classes immediately come to mind for me are those of General Biology, Ecology, and Marine Biology. From these classes, I learned an enormous amount about the writing of scientific papers, animal anatomy, as well as the mindset goes into doing this kind of research. Also, students at PUC are lucky enough to have a department that routinely offers research opportunities in a variety of areas.

Student Research Profile: Caroline Hogan

Here at PUC, biology students have countless opportunities to get involved with research, oftentimes working alongside professors on projects. Programs are specially curated to not only prepare students academically but also to equip them with real-world experience for success in future endeavors.

Here’s one student’s experience and how they feel PUC helped prepare them.

Who are you?

I am Caroline Hogan, and I am a junior environmental studies major. I plan to go into the Navy or to get my master’s degree in forestry and ecology.

What did you do?

I did an internship involving the study on the impact the October 2017 fires had on the plant and tree growth on my burned property. The mission was to count and record the impact the Nuns Fire had on the property and to see if any of the trees like oak and Douglas-fir were able to recover from being burned as well as the degree of life that the survivors had.

When and where did you do this work?

My research internship was for eight months on my property in Sonoma Valley in Sonoma County.

What did you learn?

There were so many things I learned when doing this research project I never knew were not in the norm for an internship. Much of the work was in the field and involved a lot of hiking and charting down every single individual tree and shrub inhabited the heavily wooded five-acre property. I learned how to chart and map the trees and plants properly, how to identify them in their burnt state. I also learned how to write up a report on the trees for the insurance company and client. As well as how to deal with a client professionally and how to work with multiple different people, agencies, insurance agents, and lawyers.

How did your experience at PUC help prepare you for this experience?

I am an environmental studies major, so the class Natural History of California helped prepare me to identify the plants and trees that were difficult to identify due to their burnt state. Intro to GIS as well helped me immensely because I learned how to properly use a GPS to map out the entire property and every individual tree. Professor Wyrick also helped me with her knowledge of the native plants of California and how to identify them and gave me tips on how to determine what they were when they were unrecognizable.

Student Research Profile: Antonio Robles

Here at PUC, biology students have countless opportunities to get involved with research, oftentimes working alongside professors on projects. Programs are specially curated to not only prepare students academically but also to equip them with real-world experience for success in future endeavors.

Here’s one student’s experience and how they feel PUC helped prepare them.

Who are you?

I am Antonio Robles, and I am a junior biology major. I am currently a pre-medicine student looking at research opportunities in the medical field or in marine biology.

What did you do?

I participated in research with Dr. Hayes by studying the symbiotic associations of urchins in the Sea of Cortez. Most were done by natural observations by counting holes with the urchins and writing down every species seen in the hole. In the summer, I also participated in neuroscience research with Dr. Sung. I was in charge of finding a way to stain the C. elegans tissue to link possible neurological damage due to overconsumption of food to dementia.

When and where did you do this work?

In the summer of 2018, I spent 11 weeks working with the C. elegans alongside Dr. Sung. This was all spent in the microbiology lab at PUC. In the first week of January 2019, I spent working with Dr. Hayes gather data for the associations with urchins in Baja California Sur, Mexico.

What did you learn?

From both experiences, I learned about the helpful scientific community and how to use certain equipment. Specifically, with Dr. Sung, I was able to communicate with successful research scientists in Switzerland through the internet to come up with an apparatus that would allow the staining and slicing of C. elegans. This cooperation was a highlight as it allowed me to move forward in my research while seeing how there is always collaboration in science. In addition, I learned how to use cryostats, different types of microscopes, micropipettes, and other tools. With Dr. Hayes, I learned the hard work it takes to do fieldwork and how to record data in computers. Each night Dr. Hayes would spend hours adding all the observations in Excel and being able to observe was a great experience.

How did your experience at PUC help prepare you for this experience?

Taking the Biological Foundations sequence helped me be familiar with lab tools such as the microscope and micropipette. In addition, it gave me the ground foundations for knowing about the brain and the importance of C. elegans for science. Intro to Research Methods II was very helpful in the way we approach research. This allowed me to know how to contact different researchers around the world to collaborate and it also gave me the opportunity to receive a grant for the research in Mexico on urchins. Past experiences with Dr. Hayes doing research in Clear Lake and Roatán, Honduras, also allowed me to be ready.

#FacultyFriday: Meet Aimee Wyrick

Professor Aimee Wyrick is one of PUC’s most popular faculty. She specializes in ecology, herpetology, and paleontology. She advises students studying biology, pre-dentistry and pre-dental hygiene. Professor Wyrick helps students connect what they learn in the classroom to the outdoors; students in her classes regularly participate in service-learning projects and/or field trips to local areas of interest, including working on invasive species removal and restoration projects with the LTNC, Napa Chapter CNPS, Bureau of Reclamation, Tuleyome Napa, and PUC. For the past 10 years, Professor Wyrick has been the Biology Club sponsor, planning fun and educational events and trips to Albion for one of PUC’s most popular clubs.

Name: Aimee Wyrick
Title: Associate Professor of Biology and Chair, Department of Biology
Email: awyrick@puc.edu
Faculty since: 2004

Classes taught: Biological Foundations III, Flowering Plants, Conservation Biology, Philosophy of Origins, Geology, Home Greenhouse Gardening, Organic Vegetable Gardening, Research in Biology/Environmental Studies

Education: B.S. in biology, from Pacific Union College in 1996; MSc. in biology with an emphasis in paleontology, from Loma Linda University in 1998; MSc. in organismal biology and ecology, from the University of Montana in 2004

What made you decide to be a teacher?  

I don’t think it was a decision so much as it is who I am! As a kid, I would make tests and quizzes for myself to take just for fun. I’ve always been curious and love to learn new things. Sharing my knowledge and excitement about the natural world with students brings me great joy.

What are some of your hobbies?  

Cooking, gardening, travel, anything outdoors, and trying new things.

What’s something people might be surprised to know about you?  

I was first exposed to biology and PUC as a toddler. My dad was a TA for several classes and would bring me to his labs—while he taught the class, I hung out in a crib at the back of the room. Teaching biology at PUC is my destiny!

What’s your favorite thing about PUC?

Most faculty and staff live in Angwin and most students reside in the dormitories—the advantage is we can more easily establish and nurture relationships with each other. I love our location and the community but it’s more than “just” a beautiful place with cool people. The whole (PUC) is definitely greater than the sum of its parts (place + people).  

What’s your favorite spot on campus?

I really enjoy sitting on the patio outside the Grind while enjoying a hot drink with my friends.  For me, an almond milk latte elevates an already beautiful setting and gives me a chance to unwind for a moment.

What’s your favorite movie?  

The Princess Bride (yes, really!).

What advice would you give to an incoming freshman?  

Be willing (and able) to delay gratification. You will have to put in a lot of work and effort that won’t necessarily pay off for several years. Getting a good grade in a class is one thing but actually knowing and understanding what you’ve been taught is the long-game. Focus on that.

Professional activities:

Presentations

Pacific Union Conference Science Teacher’s In-service, Ontario, CA, January 2018

   Title: “Teaching origins: The importance of accuracy, attitude, and honesty

Geoscience Research Institute Second Conference on Teaching Origins Conference, Colorado Springs, Colorado, August, 2009

   Title: “Using surveys to start the conversation on science and origins.”

Annual meeting, Montana Chapter American Fisheries Society, January, 2001

   Title: “Fish and frogs: Can they coexist?”

Conference on Biology and Conservation of the Spotted Frog (Rana luteiventris), March, 2000

   Title: “Columbia spotted frogs in Montana: Status, threats, research priorities, and proposed University of Montana research program.”

REFEREED PUBLICATIONS

Pilliod, D.S., B.R. Hossack, P.F.Bahls, E.L. Bull, P.S. Corn, G. Hokit, B.A. Maxell, J.C. Munger, and A. Wyrick.  2010. Non-native salmonids affect amphibian occupancy at multiple spatial scales. Diversity and Distribution 16(6):959-974.

Grants

Communication Grant ($6000), GC Faith and Science Council, 2018

   Funding for: development and installation of a creation trail on the PUC campus

Summer Sabbatical ($2349), Pacific Union College, 2015

   Funding for: development of “solving real-world problems” for the ENVR 360L curriculum

Service-Learning Fellowship ($400), Pacific Union College, 2015

   Funding for: development of a service-learning project for BIOL 325

Margaret Huse Faculty Research and Development Grant ($1200), Pacific Union College, 2012

   Funding for: Field research on Columbia spotted frog (Rana luteiventris)

Herber Faculty Grant ($2000), Pacific Union College, 2011

   Funding for: attendance at the Geoscience Research Institute Field Conference for SDA Church Administrators, Banff, Alberta Canada

Mini-Sabbatical ($500), Pacific Union College, 2010

   Funding for: development of Biology and Environmental Studies Capstone course

Margaret Huse Faculty Research and Development Grant ($2000), Pacific Union College, 2009

   Funding for: attendance and presentation at the Geoscience Research Institute Second Conference on Teaching Origins Conference, Colorado Springs, Colorado

Herber Faculty Grant ($2500), Pacific Union College, 2006

   Funding for: attendance at the Geoscience Research Institute Field Conference for SDA Church Administrators, Colorado

USGS – Biological Research Division Amphibian Monitoring and Research Initiative ($15,000), 2000-2002

   Funding for: “Predation and other pressures on the Columbia spotted frog (Rana luteiventris) in a high-elevation system, Absaroka-Beartooth Wilderness, Montana”

USFS – Region 1 SLIC ($3000), 2000-2002

   Funding for: “Inventory and monitoring of all amphibians and reptiles in Region 1 Forests”

Research Joint Venture Agreement – Aldo Leopold Wilderness Research Institute (USDA Forest Service) ($3000), 1999

   Funding for: Pilot study “Fish effects on the Columbia spotted frog (Rana luteiventris)”

Field Research Grant – Loma Linda University, Department of Natural Sciences ($3000), 1997-1998

   Funding for: “Plant taphonomy of the Mono Lake drainage basin”