Disease in Nature

BIOL21442 Disease in Nature 10 Semester 2 Undergraduate Level 2 Thomas Nuhse Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 The aim of this unit is to introduce host-pathogen interactions and disease as general ecological phenomena that extend far beyond the clinical/ biomedical context and have considerable relevance for agriculture and conservation. Another central aim is to foster active, self-paced, independent learning in a blended unit that is delivered online, with optional face-to-face workshop sessions and ample online support. It is assessed entirely by coursework to promote the development of skills that are relevant for authentic professional work.  Students will<ul><li>Develop an understanding of disease in nature that integrates microbiological, physiological, genetic, ecological, evolutionary and economic perspectives.</li><li>Use this knowledge to explain outbreaks of disease in nature that are of significant concern to agriculture or conservation biology.</li><li>Build a basic knowledge of how the identity and mode of transmission of disease agents are elucidated.</li><li>Practise reasoning skills and critical thinking by writing a small research proposal for a disease with currently unknown agent and mode of transmission. (Major coursework option a) OR produce a screencast of a research seminar  on a high-profile pathogen of their choice (Major coursework option b). </li><li>Hone their presentation skills in recording a brief Science Café- style introduction (audio only) to the same topic.</li></ul> Analytical skills Critical thinking, problem solving, analytical and reasoning skills applied in all of the assignment in the first four learning modules, as well as (optional) the writing of a research proposal. Group/team working Some of the follow-up tasks on Blackboard involve optional collaboration, eg by discussion or board contribution. Innovation/creativity The preparation of the research seminar (optional) and the Science Café-style talk allow for considerable creativity. Oral communication The Science Café-style talk promotes communication skills with a lay audience. Problem solving Critical thinking, problem solving, analytical and reasoning skills applied in all the assignments in the first four learning modules, as well as (optional) the writing of a research proposal. Research Original research and other sources will be used to assemble a research seminar on a pathogen of choice or write a research proposal for an unidentified disease agent. Written communication The articulation of a research problem and the justification of an experimental approach will be trained with the writing of a research proposal (optional). Using a series of high-profile case studies (e.g. chytridiomycosis, white nose syndrome of bats, wheat rust, potato late blight), students will learn about the biology of disease in six modules:•       Introduction: case studies- what is disease?, animal vs plant hosts, physiology and cell biology of host-pathogen interactions (wk 1-2);•       Disease agents: focus on filamentous pathogens (fungi and oomycetes), life cycles, disease cycle (wk 3-4);•       Disease ecology: epidemiology, quantitative models, vectors, disease management (wk 5-6);•       Research methods: how do we identify agents of disease and their mode of transmission? (wk 7-8)•       Pathogen-host coevolution: genetics of tolerance/ resistance/ susceptibility and virulence (wk 9-10)•       Disease in agriculture (incl. crop breeding for disease resistance) and wildlife conservation; global economic and ecological relevance (wk 11-12) 2 Written assignment (inc essay) 60% 7 Oral assessment/presentation 10% 9 Set exercise 30% Two options are available for the major coursework (60%):Research proposal (3-4 pages): Identification of an unknown disease agent and its mode of transmission.  ORResearch seminar screencast (8 min): Slides and screencast of a pathogen of choice that is not covered elsewhere in the course.Follow-up tasks- Multiple Choice Quiz (30%): Learning modules 2-4 are assessed by multiple choice quizzes. These are based on independent research and/or work with online tools, eg, annotating a phylogenetic tree, researching pathogen life cycles, running epidemiological simulations.Science Café-style talk (10%): Introduction to a pathogen of choice for a non-expert audience. Formative feedback is available for draft research proposals submitted by week 8 (final proposal due wk 12). Formative feedback is also given with all marked assessments. N Lectures 2 0 98