Service learning is a credit-bearing learning experience; therefore, credit is awarded for academic learning and not for service hours. Students engage in classroom activities, assignments, and discussions and in addition, integrate course content and learning outcomes with genuine community needs or issues. Collaborations with the community result in relationship-building and partnerships through intentional, structured service experiences. Students are required to analyze and evaluate these experiences by engaging in reflective activities, such as discussion and journaling. This process of structured service and learning in the community promote a sense of civic responsibility and commitment to others. Students commit to serve weekly time resulting in at least fifteen hours during one semester. This time is agreed upon by student, faculty, and community agency. Prerequisites: Permission of the Instructor.

Service learning is a credit-bearing learning experience; therefore, credit is awarded for academic learning and not for service hours. Students engage in classroom activities, assignments, and discussions and in addition, integrate course content and learning outcomes with genuine community needs or issues. Collaborations with the community result in relationship-building and partnerships through intentional, structured service experiences. Students are required to analyze and evaluate these experiences by engaging in reflective activities, such as discussion and journaling. This process of structured service and learning in the community promote a sense of civic responsibility and commitment to others. Students commit to serve weekly time resulting in at least fifteen hours during one semester. This time is agreed upon by student, faculty, and community agency. Prerequisites: Permission of the Instructor.

A continuation of CHEM 4311. The breakdown and biosynthesis of fats and the synthesis of carbohydrates, including photosynthesis. Metabolic utilization of proteins and amino acids together with an introduction to protein synthesis. Prerequisite: CHEM 4311, with a grade of "C" or better, or equivalent.

The chemistry of the sugars, amino acids, proteins, and nucleic acids, followed by an introduction to enzyme chemistry. The major metabolic pathways of the cell, glycolysis, TCA cycle, and pentose phosphate pathway. Auditing of this class is NOT permitted. Prerequisite: CHEM 2322, with a grade of "C" or better.

Designed to introduce the student to biochemical laboratory methods; a practical approach to the properties of carbohydrates, proteins, enzymes, and nucleotides. Prerequisite: CHEM 4311, with a grade of "C" or better.

Explores different aspects of signal transduction and different types of signaling pathways including enzyme linked receptors, G-protein signaling, G-protein coupled receptors, cytokine signaling, cyclic AMP based signaling, Calcium signaling, lipid signaling, NO-signaling, hormone signaling, peptide hormones, amino acid based hormones, steroid hormones; immune response and inflammation; cancer cell signaling, hypoxia and angiogenesis, aging; metabolic interrelation, vitamins and mineral, dietary supplements; recent topics in signaling, clinical correlation and health impacts.

1) Learn the vocabulary and conceptually understand at an advanced level the biochemical processes by which cells break down organic molecules and trap some of the released energy in the form of reactive nucleotides; use these reactive nucleotides to drive the synthesis of organic building blocks such as sugars, lipids, amino acids and nucleic acids from simpler molecules that serve as precursors. 2) To learn to critically review primary research articles in biochemistry by reading the assigned material related to proteins, expression and purification, kinetics, and metabolism as they are presented in class. 3) Research Project: To learn to critically review primary research articles in biochemistry by preparing a presenting and NIH R15 proposal/paper on a topic relevant to the topics covered in class. This project will teach students how to design and interpret experiments, thereby contributing to the creation of new knowledge in the fields of biochemistry and biophysics. This project will allow students to become knowledgeable in a specific subfield of biochemistry. 4) Develop an awareness of ethical responsibilities when conducting and reporting research and reviewing the research of others. 5) Understanding of the structures and functions of biological molecules. 6) Understanding of intermediary metabolism and its control. 7) Understanding of molecular genetics. 8) Ability to present concepts in oral, written and visual forms.

A) Examination of various biophysical methods that determine enzyme functions: the methods includes purification of enzymes, determination of various kinetic parameters, and choice of methodology. B) Discussion of various spectroscopic approaches that determine the enzyme structures and functions: the approaches includes the modern spectroscopic techniques including fluorescence fluctuation spectroscopy as well as UV spec, fragonomics, surface plasmon resonance, FTIR-spectroscopy, and advanced NMR techniques such as HSQC and NOE.

A first-year experience course for new students and new transfer students interested in a career in chemistry. Provides the necessary foundation for success in a college environment while balancing personal and work obligations. Orients students to life on campus, demonstrates how to leverage campus resources to achieve career and academic goals, and emphasizes engagement outside the classroom through collaborative and co-curricular opportunities. This course is reserved exclusively for students planning to major in chemistry or biochemistry who are in their first semester at UTA. Fulfills the University requirement for either UNIV 1101 or UNIV 1131.