Biological Sciences MS: Info and Application — Chico State Skip to Main Content
California State University, Chico

Biological Sciences MS: Info and Application

The MS in Biology is designed for students who wish to transition from an undergraduate degree to the workforce in professional science or for students who desire additional research experience before entering a postgraduate degree program. Our faculty conducts active research in general ecology, evolutionary biology, microbial ecology, molecular genetics, conservation biology, restoration ecology, cell biology, and plant pathology.

Overview

  • ${props.image.alt}

    Biological Sciences MS at a Glance

    Our MS degree program offers a comprehensive background in the biological sciences, equipping you with a deep understanding of how life works—from microscopic cells to vast ecosystems.

Application Deadlines and Requirements

  • Deadlines

    • Fall: March 1
    • Spring: October 1
  • Requirements

    Two letters of recommendation, curriculum vitae, and statement of purpose. Contact and identify a faculty mentor.

Application Guide

Faculty Thesis Advisors

Please note that part of the application process involves contacting potential biology faculty research mentors either by e-mail or phone.

  • Discuss thesis project ideas with your prospective mentor.
  • If the professor has space and is willing to accept you into his/her research group, ask him/her to notify the graduate coordinator that you would become a member of his/her research group if accepted into the program.

How to Apply

Complete your application into the Biological Sciences MS program at Cal State Apply. International students can learn more at How to Apply: International Graduate.

Apply Now

Program Info

Mission Statement
The Master’s Degree Program offered by the Department of Biological Sciences at Chico State is designed to help students prepare for a professional career in science. Training in research expertise is emphasized through a field- or laboratory-based thesis project.

Program Goals
Following the course of training in the M.S. in Biological Sciences, students should be able to:

  1. Demonstrate, orally and in writing, knowledge of historical and current literature within their chosen field of study (e.g., ecology, cell & molecular biology, botany, microbiology, etc.) including foundational material as well as current directions within the larger field. Students should be able to articulate how their contributions fit within a larger framework of scientific knowledge and investigation.
  2. Demonstrate, orally and in writing, a basic understanding of experimental design, methods, and data analyses pertinent to their research area, including hypothesis construction and relevant experimental controls.
  3. Develop and execute a scientific investigation that represents a substantive contribution to their discipline.
  4. Communicate the results of their investigation orally and in writing using an appropriate professional style.

MS Program Overview

Progress through the program

First semester:

  • Enroll in Biology 600
  • Form your advisory committee (see the Guide to Graduate Studies for committee member requirements)
  • Arrange a committee meeting to discuss your research proposal (written in Biol 600)
  • Complete and submit your program plan form 
  • Complete and submit a research progress form 

Second semester:

Upon successful completion of the above, students may be advanced to candidacy for the degree. Students must be advanced to candidacy before applications for graduation can be accepted by Graduate Studies.

Next to last semester:

  • File for graduation in the Graduate School Office
  • Submit near final draft of thesis to advisory committee (allow ample time for multiple revisions)
  • Oral thesis defense - attended by advisory committee and other interested faculty
  • Public Seminar - Presentation of thesis project
  • Graduate Studies approval of final thesis draft
  • Final Progress Form (obtain from Office of Graduate Studies) - Represents final committee approval
  • Submit the following forms to the Graduate Coordinator, Biological Sciences

All these must meet university deadlines for the semester.

Specific Requirements for the MS in Biological Sciences

Continuous enrollment is required. A maximum of 9 semester units of transfer and/or CSU Chico Open University course work may be applied toward the degree.

Completion of all requirements as established by the department graduate committee, the Graduate Advisory Committee, and the Office of Graduate Studies, to include:

1. Completion of an approved program consisting of at least 30 units of 400/600-level courses as follows:

a) At least 18 units in the discipline of biological sciences, including at least one course of 3 or more units outside the sub-discipline (i.e., botany, zoology, microbiology).

b) BIOL 600, Research in the Biological Sciences, to be completed during the first fall semester.

c) At least one unit of graduate seminar (BIOL 605), completed during the first year.

e) At least 18 of the 30 units required for the degree must be 600-level courses. For programs consisting of more than 30 units, 60% of the total units of the approved Master’s Degree Program Plan must be 600-level.  No courses lower than 400-level can be credited toward a M.S.

f) Not more than 9 semester units of transfer and/or extension credit (correspondence courses and U.C. extension course work are not acceptable).

g) Not more than 15 units taken before admission to classified status.

h) Not more than 4 units of Independent Study (697) and 6 units of Master's Thesis (699).

2.  Pass a comprehensive exam within a sub-discipline related to the area of research by the end of the second semester of the program.

3. Completion and final approval of an independent research project resulting in an acceptable thesis as specified by the student's Graduate Advisory Committee (thesis defense).

4. Presentation of a seminar based on the student's master's thesis research. This seminar will usually be given during the semester in which the student plans to complete the degree requirements.

Graduate Requirement in Writing Proficiency:

Writing proficiency is a graduation requirement. Biological sciences majors will demonstrate their writing competence through satisfactory completion of BIOL 600.

Graduate Grading Requirements:

All courses in the major (with the exceptions of Independent Study - 697, Master's Project - 699P, and Master's Thesis - 699T) must be taken for a letter grade, except those courses specified by the department as ABC/No Credit (400/500-level courses), AB/No Credit (600-level courses), or Credit/No Credit grading only. A maximum of 10 units combined of ABC/No Credit, AB/No Credit, and Credit/No Credit grades may be used on the approved program (including 697, 699P, 699T and courses outside the major). While grading standards are determined by individual programs and instructors, it is also the policy of the University that unsatisfactory grades may be given when work fails to reflect achievement of the high standards, including high writing standards, expected of students pursuing graduate study.

Students must maintain a minimum 3.0 grade point average in each of the following three categories: all course work taken at any accredited institution subsequent to admission to the master's program; all course work taken at CSU, Chico subsequent to admission to the program; and all courses on the approved master's degree program.

All requirements for the degree are to be completed within five years of the end of the semester of enrollment in the oldest course applied toward the degree. See "Graduate Education" in the University Catalog for complete details on general degree requirements.

Graduate Advising Requirement:

Advising is mandatory each semester for biological sciences majors. Consult the Graduate Coordinator for specifics.

Amendola, John. 2005. Evolutionary origins of an Arthrobacter aurescens p-nitrophenol monooxygenase gene.

Angelito, Robert. 2001. The physiological effects of neutrophil-derived hypochlorous acid on the isolated rat heart.

Bauer, Scott. The biochemical response of sucrose phosphate synthase on Pinus ponderosa exposed to elevated atmospheric carbon dioxide.

Blosser, Gavin. 2004. Diversity and characterization of arbuscular mycorrhizal fungi in the soils of vernal pools in northern California.

Boggs, Colby. 2001. Reproductive biology of Dudleya cymosa subsp. Cymosa (Crassulaceae), a native Californian succulent

Borders, Briana. 2004. Comparison of leaf litter decomposition rates in restored and mature riparian forests on the Sacramento River.

Boulom, Valy. 2001. Transcriptional regulation of cardiac neural crest cell migration by homeobox genes Pax3 and Msx2.

Bracken, Caragwen. Bird species diversity on four gravel bars along the upper Sacramento River: Does being contiguous to a mature riparian forest make a difference?

Bradford, Darhl. 2003. Hybridization of Platanus racemosa in California's riparian woodlands.

Brown, Patricia. 2005. Protist genetic diversity in the hydrothermal environments of Lassen Volcanic National Park.

Burton, Shereen. 2004. Prevalence and egg development of raccoon roundworm (Baylisascaris procyonis) in Butte County, California.

Campbell, Marco. Morphological effects of injected progesterone on Western Fence Lizards: Sceloporus occidentalis

Cederborg, Michelle. 2003. Analysis of Sacramento River cottonwood root growth when exposed to simulated groundwater recession rates and its relevance to the overall recruitment strategy.

Coburn, Cary. 2001. MTBE induced genotoxicity in mouse hepatocytes as assessed by the comet assay

Costella, Guistina. 2004. Seed dormancy and germination in Sidalcea hirsuta an endemic species to vernal pools.

Croes, Scott. Seasonal variation in freeze tolerance and cryoprotectant synthesis of the Pacific tree frog Hyla regilla

Delmas, Andrew. The effect of fire on California's native grasslands in the absence of grazing at the Nature Conservancy's Vina Plains Preserve, in Southern Tehama County

Doalson, Marc. Morphological variation and reproductive biology of a native Californian geophyte, Brodiacea californica (Liliaceae)

Eagan, Maura. An analysis of the perch preferences exhibited by red-tailed hawks and American kestrels in the Sacramento Valley, California.

Efseaff, Daniel. Root growth patterns in valley oak and Fremont cottonwood seedlings

Ellberg, Sherry. 2001. A quantitative genetic analysis of Clarkia lingulata and Clarkia biloba ssp. Australis (Onagraceae)

Elliott, Douglas. Summer adult reproductive diapause in Melanoplus devastator (Orthoptera: Acrididae).

Eltgroth, Matthew. 2005. Cellular localization of polyunsaturated long chain neutral lipids in Emiliana huxleyi and Isochrysis galbana.

Gallaway, Jody. Feeding ecology of wintering wood ducks Aix sponsa, in riparian habitats within the Butte Basin, California

Gehrung, Loren. 2001. Investigations in the genus Vaccinium in northern California and southern Oregon by RAPD analysis

Gibson, Garrett. Physical anatomical, and environmental factors influencing seed germination in three species of Astragalus L. (Fabaceae) from Plumas County, California

Hantelman, Christine. 2004. Ecological life history of a checkerbloom, Sidalcea robusta (Malvaceae), a rare endemic plant of Butte County, California.

Hendrick, Michael. 2001. Environmental factors and their effects on floral community structures in three montane meadows in Butte County, California

Holochwost, Daniel. 2001. Cloning and sequence analysis of a plasmid encoded single stranded DNA binding protein (SSB) gene from Arthrobacter aurescens strain TW17

Hubbell, Jean. Competitive effects of intercropping alfalfa with valley oak and blue elderberry seedlings

Hunt, John. 2004. Comparison of epigeal beetle assemblages in remnant and restored riparian forests on the middle Sacramento River, California.

Janes, Julie. 2004. Ultrastructural localization of calcineurin in rat hippocampus using microwave-assisted protocols.

Jung, Carina. Characterization of JP-7 jet fuel degradation by the bacterium Nocardioides luteus

Kanaan, Moaiad. 2001. Molecular systematics and evolutionary relationships between four native cyprinids (roach, hitch, hardhead and Sacramento pike minnow), the golden shiner and the Sacramento sucker, and relationship to nonnative cyprinids

Kapoor, Anil. 2005. Genetic analysis of Clarkia lingulata and Clarkia biloba ssp. australis parent and F1 generation using AFLP fingerprinting.

Kavousi, Bahram. 2004. Physiological and ultrastructural analysis of leaves in response to class III peroxidase antisense gene silencing.

Kindopp, Jason. Intragravel egg survival of fall run chinook salmon in the lower Feather River, Butte County, California

Kirk, Paul. 2003. Hybridization of Juglans hindsii in riparian forests of northern California.

Kirn, Shelly. Environmental factors affecting Notonecta kirbyi (Hemiptera: Notonectidae) predation in vernal pools at Vina Plains Reserve, Tehama County, California

Lechner, Gary. 2004. Movement patterns, habitat use and population structure of western pond turtles (Actinemys marmorata) at a disturbed site in northern California.

Loggins, Ronald. Comparison of four populations of California roach, Lavinia symmetricus using RAPD markers

Loper, Christina. 2004. Nest site selection by the desert tortoise, Gopherus agassizii, in the Mojave Desert.

Lubcke, Glen. 2004. Habitat use and population structure of the western pond turtle (Actinemys marmorata) in Big Chico Creek, Butte County, California.

Lum, Kenneth. 2001. Catchability and introgression of largemouth bass Micropterus salmoides at Lake Oroville: A comparison of the northern and Florida strains using RAPD markers as a diagnostic tool

Matel, John. The woodrat, Neotoma fuscipes, in Sierra mixed conifer/tanoak forests of Northern California

Mackey, Samantha. A life history study and geometric population growth model of a rare borage, Crypthantha crinita

Mahan, Leah. 2001. The growth and reproduction of Centromadia fitchii (A. Gray) Greene, a tarweed in the northern Sacramento Valley of California

Miller, Richard. 2001. Macrorestriction fragment analysis of E. coli O157:H7 isolates collected from California public health laboratories using pulsed-field gel electrophoresis (PFGE)

Moore, Teri. Condition and feeding of juvenile chinook salmon in selected intermittent tributaries of the Upper Sacramento River

Pella-Donnelly, Mary Anne. Big Chico Creek/Lindo Channel flow split and salmonid survival

Phipps, Frances. 2001. Population genetics of Howellia aquatilis A. Gray (Campanulaceae) in disjunct locations throughout the pacific northwest

Sato, Hiromi. Characterization and distribution of a novel insertion sequence element found in p-nitrophenol degrading Arthrobacter

Shaw, Daniel. Changes in the population size and colony location of breeding waterbirds at Eagle Lake, California, between 1970 and 1997

Simpson, Michele. Effects of an electrical fish guidance system on juvenile Chinook Salmon (Oncorynchus tshawytscha)

Topp, Deborah. The responses of Ailanthus altissima (tree of heaven) seedlings to root anoxia

Tucker, James. 2001. Genetic structure of Phycoiodes pulchellus in northern California using RAPD profiling and phenotypic comparisons

Viale, Tiffany. 2002. Effects of hypochlorous acid and monochloramine on vascular physiology.

Warren, Caroline. Seed ecology of Chamaesyce hooveri (Euphorbiacae) at Vina Plains Preserve, Tehama county, California.

Watts, Jamison. 2004. Timber harvest, habitat alteration and northern goshawk territory occupancy and nest productivity on Northern California's private timberlands.

Whitcher, Carrie. 2001. Classification and phylogeny of Nasutimimus and Termitomimus (Coleoptera: Staphylinidae, Aleocharinae)

Whitmore, Catherine. Reversion of Enterococcus faecium vancomycin dependence to vancomycin independence: a genetic analysis

Willyard, Ann. 2001. Mapping disease resistance genes in western white pine and sugar pine

Wood, Kelly. The effects of two fungicides, vinclozolin and iprodione on the in utero development of reproductive structures in rats

Wright, Sabrina. 2001. The ecology of over-water nesting ducks at Eagle Lake, Lassen County, California

Faculty/mentors are responsible for the quality of the graduate education for each of their students. The relationship begins even before a student sets foot on campus. A very important part of the graduate application process involves contacting potential faculty/major professors to work with. Students are accepted into the program only if they have been accepted by a faculty mentor.

Faculty/mentors work closely with their students to design quality/original research projects. Faculty mentors and students usually meet periodically (every several weeks) to discuss research progress and to work through project difficulties. The faculty mentor helps the student pick a thesis advisory committee that meets at least once per semester with the student and faculty mentor.

Written thesis: The capstone (and majority of the work) of the MS degree is a written thesis. The thesis is a professional documentation of the student's research project written in scientific format. There is no set length for a thesis, although most range from 50 to 200 pages in length. Students often write parts of their thesis for publication in refereed scientific journals.

Thesis defense: The thesis defense is a final gathering of the advisory committee and student. The thesis advisor, advisory committee, and student should plan for the defense to last 1 - 2 hours. It is open to other biology faculty, but NOT to the public. The major advisor is responsible for scheduling the defense time and location. The advisor should reserve a room and have the department secretary send an email inviting all biology faculty to the defense (approx 1 week prior to the defense date). The thesis committee should have had the near final copy of the thesis available to them 4 weeks before the defense. At the defense the student may be questioned about anything regarding the thesis. Questions may involve discussion of the validity of data interpretation, comparison with other similar studies, problems with the written thesis, or discussion of possible future studies. At the completion of questioning the student is asked to leave the room while the committee discusses how well the thesis was defended. If the committee agrees to the quality of the research and the defense of it, the committee will complete the process and collect the assessment data below. The major thesis advisor should bring the following forms to the thesis defense.:

The committee is responsible for completing the above forms and turning them in to the Graduate Coordinator at the completion of the defense.

Public seminar: The major advisor is responsible for scheduling a room and time for a public presentation of the student's thesis research, and have the department secretary send an email inviting all biology faculty and the graduate coordinator invite all graduate students to the presentation.

Teaching and Graduate Assistantships

Teaching Associates (TA's) are hired as part-time instructors. The responsibilities involve teaching in one or more laboratory sections of introductory classes. The TA will be responsible to the professor directing the lecture sections and may also be expected to aid the lecture class operation. TA's will receive office space and be expected to maintain regular office hours. 

Graduate Assistants (GA's) are hired as part of the departmental staff on an hourly basis with 20 hours a week considered a full-time position. GA's work in a large variety of roles including support for the Media Room, Stockroom, Herbarium, Museum, and Greenhouses.

Information on salary schedules may be obtained from the departmental chair. Excessive outside employment or class overloads that interfere with assistantship responsibilities are considered inappropriate.

  1. Teach up to 8 weighted teaching units per semester (12 hours of laboratory teaching per week) including exam set-ups, grading, and additional duties as assigned by the course supervisor.
  2. Hold 5 office hours per week.
  3. At the discretion of the professor, attend lectures of the courses in which they will assist.

  1. Work 20 hours per week during fall and spring semesters. Work schedule will be arranged in consultation with their supervisor.
  2. Work 20 hours during registration week.
  3. Work a total of 30 - 40 hours during final examination week and the following week. Work schedules will be arranged in consultation with the supervisor.
  4. Weekend and holiday work may be required of GA's and will be considered part of the normal 20 hour work week.

To qualify for TA or GA positions, students must be classified or candidates in good standing and enrolled in the biology or botany master's degree programs. The department is particularly interested in hiring students who will obtain a master's degree and continue to contribute as professional biologists after leaving Chico.

Application for GA or TA positions includes:

  1. A formal letter addressed to the departmental chair two weeks prior to the end of the semester. Any comments about appropriate background, training, or interests in a specific TA or GA position should be included in the letter.
  2. A resume.
  3. Three letters of recommendation from faculty or qualified individuals should also be sent to the biology department chair to support your application.
  4. Progress sheet signed by the major advisor or graduate coordinator. New students will, of course, not have a progress sheet.

Graduate students who are not already TAs need to do the following to apply for a TA position:

  1. Complete a Teaching Associate Application for Employment 2.  Submit a letter stating your desire to be a TA. Please indicate course preference(s) and the number of labs you are willing to teach, and include a brief statement of your qualifications to teach labs in specific classes.
  2. Submit your curriculum vitae.
  3. Submit three letters of recommendation from faculty or qualified individuals.
  4. Please include your CSU Chico ID number on your letter or CV.

All applicants are screened and ranked by the graduate committee of the biology department. Graduate student applicants for TA and GA positions will be placed by the graduate committee into the following groups:

  • Highly recommended
  • Recommended
  • Recommended with reservation
  • Not Recommended

The department chair shall hire individuals in the highest group as TA's with the next highest applicants hired as GA's. Any deviation from this procedure must be approved by the graduate committee.

Although all students will be re-evaluated every semester, currently employed students who are performing satisfactory work and are maintaining appropriate progress on the degree programs will typically be given preferential standing.

Basic information used in the ranking process includes GPA, GRE scores, progress report, letter of application, letters of recommendation, and written performance review statements of supervisors for reapplicants. The ranking is provided as advice to the department chair. The department chair uses this ranking, departmental needs, personal interviews and advice from individual course instructors in offering the positions. The hiring and rehiring is the complete responsibility of the department chair.