Dr. Bruce Tomlinson

Bruce Tomlinson

Associate Professor
Chancellor’s Award for Excellence in Teaching (1993)
President’s Award for Excellence in Teaching (1999)

Department of Biology
230 Science Center
The State University of New York at Fredonia
Fredonia, NY  14063

E-mail: Bruce.Tomlinson@fredonia.edu
Office Phone: (716) 673-3820
Fax: (716) 673-3493



Postdoctoral Fellow – Developmental Biology
Ohio State University, Columbus Ohio
Postdoc Mentor: Roy A. Tassava 

Ph.D. – Developmental Biology
The University of Waterloo, Waterloo Ontario
Doctoral Thesis: “Mitosis and the Cell Cycle in Limb Regenerates of the Newt, Notophthalamus viridescens.”
Doctoral Advisor: Morton Globus and Swani Vethamany-Globus 

M.S. - Biology
The University of Waterloo, Waterloo Ontario
Thesis: “The Influence of Insulin and Nerves on Cultured Limb regenerates of Notophthalamus (Triturus) viridescens. 

B.S. - Biology
University of Waterloo, Waterloo Ontario


Courses Taught at Fredonia

Courses For Biology Majors

BiolStudying for Success in Biology - Biology 100
Bioethics and the New Embryology – Biology 365
Parasitology – Biology 344
Developmental Biology – Biology 435 

Courses For Non Science majors

An Introduction to Biology – Biology 111
Biology Study Skills – SPST 101
Honors Colloquium – Honors 300
Honors Bioethics – Honors 226 

Teaching Statement 

Courses For Biology Majors 

Studying for Success in Biology - Biology 100
Many students entering the college learning environment are surprised by the grades they earn at the end of their first semester in college. When one compares the grade earned in high school (~ 89% on average) to the grade earned at the end of the first semester of college (~ 2.65 GPA, or about 78%) everyone is surprised by the significant decline in grades. It is obvious that it is significantly more of a challenge to earn good grades in college. Three factors for this decline in grades are a) the courses in college expect students to master a significantly increased amount of detail, b) students generally don’t know how to study, and c) students need to become responsible for managing their time effectively. If students apply the lessons of Studying for Success in Biology they will learn to develop the skills necessary to maintain an excellent GPA. 

Bioethics and the New Embryology – Biology 365
The science of Biology explains the diversity of life and how that life functions in a complex world. Scientists constantly push the boundaries of what is known, and explore what is possible. Sometimes this endeavor pushes up against what is ethically acceptable. Birth control, in vitro fertilization, cloning, reassignment surgery, are but a few examples of how science has provided options that were not previously possible. Science tells us how to do things, but society needs to determine the limits of what should be ethically acceptable. This discussion class explores the history, science, and philosophy of bioethics. 

Parasitology – Biology 344
Under the heading of “every organism is just trying to survive”, some accomplish this goal by invading and living off of the nutrients in the bodies of other organisms… Parasites are everywhere. Medical Technology students need to understand the life cycles of different parasites, how to recognize the parasite at different points in the life cycle of the organism, and how to treat the patient to attempt to eliminate the parasite. In this course we will examine approximately 80 different parasites in a short 5-week course. 

Developmental Biology – Biology 435
We start the fascinating study of development by asking: How does a body become a fertile male or fertile female? We explore a dozen different ways that genes can be expressed different from the majority to produce intersex or sex reversal. The course then looks at the slow and complex development of the egg and sperm. We examine the process of how a fertilized egg proceeds from a single cell, with the ability to form all cell types (totipotential), to a mass of seemingly similar cells at the end of cleavage. The embryo then proceeds through a complex series of cell movements (gastrulation) that start the fascinating process of induction. The complex molecular biology of how cells specialize is being worked out at the margins of today’s Developmental Biology research, and more is known every year. 

Courses For Non-Science majors 

An Introduction to Biology – Biology 111
Why do prions cause holes in the brain? Is a virus alive? How do you prevent yourself from being duped by a pseudoscience? How do we explain the fact that about 1% of individuals are born with some form of sex reversal? How do you explain the fact that all vertebrates have the same basic body plan? What are the bioethical issues surrounding Cloning, or In Vitro Fertilization, or Stem cell research? Each of these is a fascinating question that you will explore in this course. In the process you will learn Cell Biology, Metabolism, Cell energy processes, embryology, Heredity, Protein synthesis, Homeostasis, and of course Evolution. 

Biology Study Skills – SPST 101
This course is designed for students in the Educational Development Program. Its goal is to help further understand the material presented in An Introduction to Biology. Students in this course are provided study skills and the ability to interact in a very small class setting to explore in more detail the issues presented in the parent biology class. 

Honors Colloquium – Honors 300
This class allows all Honors students to gather for a weekly discussion of topics of interest. Students generally choose the topics, lead discussions and present their opinions on the topics of the day. It is a great way for freshmen Honors students to get to know other Honors students in the program. I look forward to this class every week because I never know what interesting things everyone will bring to the discussion. It is a truly fun class (but then I try to make all my classes have some fun too). 

Honors Bioethics – Honors 226
This course is very similar to the Bioethics course offered to the majors students. One of the main differences is that we need to introduce everyone to some basic biological concepts to make sure that we are all on the same science foundation before we talk about the science associated with reproductive issues as well as end of life issues that most people face at some point in their lives. Please read the discussion above for the Bioethics and New Embryology class for further insight. 

Other Accomplishments 

Chair of Biology 1993-1999
Freshman Advocate Award (Honorable Mention) 2003
Exemplary Service Award (EDP) 1996
Service Award (Latinos Unidos) 1996 


Vethamany-Globus, S., M. Globus and B.L. Tomlinson (1978)
Neural and hormonal stimulation of DNA and protein synthesis in cultured regeneration blastemata in the newt, Notophthalamus viridescens. Developmental Biology, 65:183-192. 

Tomlinson, B.L., M. Globus and S. Vethamany-Globus (1981)
Promotion of mitosis in cultured newt limb regenerates by a diffusible nerve factor. In Vitro, 1 7:1 67-1 72. 

Tomlinson, B.L., M. Globus and S. Vethamany-Globus (1982)
Studies of mitosis in excised limb regenerates of the newt, Notophthalamus viridescens. J. Exp. Zool., 223:115-122. 

Vethamany-Globus, S., M. Globus, A. Darch, G. Milton and B.L. Tomlinson (1984)
In vitro effects of insulin on macromolecular events in newt limb regeneration blastemata. J. Exp. Zool., 231:63-74. 

Tomlinson, B.L., M. Globus and S. Vethamany -Globus (1984)
The blastema cell cycle in vitro and attempted restimulation of blastema cell cycling in
denervated blastemata of the adult newt, Notophthalamus viridescens. J. Exp. Zool., 232:249-258. 

Tomlinson, B.L., D.J. Goldhamer, P.M. Barger and R.A. Tassava (1985)
Punctuated cell cycling in the urodele regeneration blastema: an hypothesis. Differentiation, 28:1 95 -1 9 9. 

Tomlinson, B.L., D.E. Tomlinson and R.A. Tassava (1985)
Pattern-deficient forelimb regeneration in adult bullfrogs. J. Exp. Zool., 236:313-326. 

Tomlinson B.L. and R.A. Tassava (1987)
The stimulation of regeneration in denervated adult newt and larval axolotl forelimbs by implanted dorsal root ganglia. Development, 99:173-186. 

Tomlinson, B.L. and P.M. Barger (1987)
A test of the punctuated cycling hypothesis in Ambystoma forelimb regeneration: the roles of animal size, limb innervation, and the aneurogenic condition. Differentiation, 35:6-15. 

Tassava R.A., D.J. Goldhamer and B.L. Tomlinson (1987)
Roles of nerves and wound epithelium in amphibian limb regeneration: cellular and immunological studies. Arch. Anat. mic. Morphol. Exper. 75:279-280. 

Tassava, R.A., D.J. Goldhamer and B.L. Tomlinson (1988)
Investigations into cell cycle controls and the role of nerves and the regenerate epithelium in urodele forelimb regeneration: Possible modifications of basic concepts. Canadian J. Biochem. Cell Biol., 65:739-749. 

Goldhamer D.J., B.L. Tomlinson and R.A. Tassava (1989)
A developmentally regulated wound epithelial antigen of the new limb regenerate is also present in a variety of secretory/transport cell types. Developmental Biol., 135:392-404. 

R.A. Tassava, B.L. Tomlinson, D.J. Goldhamer and N. Ahktar (1989)
Expression of the WE3 antigen in he newt wound epithelium. Recent trends in Regeneration Research (eds. V. Kiortsis, S.Koussoulakos and H. Wallace) pp 37-49. 

Goldhamer D.J., B.L.Tomlinson and R.A. Tassava (1992)
Implantation of dorsal root ganglia rescues cell cycle activity in denervated newt regeneration blastemas but does not increase cell cycle participation of innervated blastemas. J. Exp. Zool., 262:71 -80.



The use of regeneration-specific monoclonal antibodies to investigate salamander limb regeneration. Cottrell Research Corporation, Tucson AZ, ($60,000) 

The use of differential centrifugation to study the distribution of WE3 antigen and carbonic anhydrase in the intestinal epithelium of the newt. NYS/UUP (PDQWL) - New Faculty development award. June 1989. ($750) 

The use of immunosuppression and selective stimulation to investigate amphibian limb regeneration.- New faculty development award - SUNY-Fredonia. March 1989. ($1000) 

The use of HPLC to detect 5-hydroxyindoleacetic acid and 3-hydroxy-4-methoxymandelic acid during amphibian limb regeneration. Scholarly Incentives Research Award 1990 ($384) 

The identification of Homovanillic, 5-hydroxyindoleacetic and 3-hydroxy-4-methoxymandelic acids during regeneration in the salamander forelimb. Scholarly Incentives Research Award 1991 ($555) 

Generation of a regeneration-specific cDNA library. Scholarly Incentives Research Award 1994 ($900) 

The use of neurotransmitter metabolites to stimulate cell division in salamander limb regenerates - Scholarly Incentives Award Awarded Sept. 1999 ($968).





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