Integrative Experience Microbio 494N - Microbes and Climate Change 1 credit Instructor: Klaus Nusslein This course will fulfill one credit of the three credit requirement for IE in Microbiology
Rationale. The vast majority of Earth’s biodiversity is microbial. Microorganisms are directly involved in
the ecosystem services on which all of life depends. They interact intimately with other organisms
(including ourselves), and yet we know much less about their biodiversity than we do for plants and
animals. Our lack of understanding of the interactions and feedbacks of microbial biodiversity is troubling;
given the high rates of environmental change that the Earth is currently experiencing, a serious problem
we face is man-made global climate change. Microbes could have various positive and negative
feedback responses to temperature, but the extent of these is not completely understood. The reason for
this lack of understanding is that microbes live in very diverse communities that interact with other
organisms and the environment in complex ways, which makes it difficult to make predictions about the
effects of microbes on climate change.
It is clear that environmental change is altering ecosystem processes that microbes mediate, and
microbial ecologists are becoming increasingly sophisticated in identifying the main players in these
different ecosystems. Recent advances have made the integration of genetic, phylogenetic, and
functional diversity now possible for microbes. Next-generation sequencing (and related advances in
bioinformatics) has made it more feasible to comprehensively sample phylogenetic and genetic diversity.
Technological advances in ecosystem biogeochemistry (for example, in field-based isotopic
measurements) now allow functional measurements at a scale and at a resolution necessary to link them
to genetic and phylogenetic diversity. Advances in the study of complex systems now make possible the
rigorous quantification of relationships among multiple complex datasets.
How can we combine advances in sequencing, ecosystem biogeochemistry, and systems science to
determine how microbes drive consumption or production of green house gases such as carbon dioxide,
methane, or nitrous oxide?
Instruction will be primarily through short and focused lectures intermixed with team based, cooperative
learning approaches. All team-work ends in informal discussions based upon case studies, as well as
current primary research literature or topics in the news. In addition, we will have student debates where
teams devise arguments pro or contra and a chosen speaker will represent each team.
The class begins with broad theoretical concepts trying to integrate the diverse backgrounds of students,
and will end in discussions on the social aspects of microbiology in our lives. Comprehensive treatment of
how microorganisms dominate our lives and the environment is the underlying theme over the course of
this module. Assessment will be by rating in-class performance, by student self-evaluation of other team
members in study groups, and by a brief “report to the class” presented by each student. This report will
be graded based on the student’s analysis of the use of tools from other disciplines needed to formulate a
microbial question or to develop an answer to a proposed hypothesis.
Criterion 1: “Students [will] reflect on and integrate their learning and experience from the broad
exposure in their General Education courses and the focus in their major."
This course meets the 1st
IE criterion: This course integrates both limits and unique opportunities of
microbial involvement in the green house gas flux on our planet, and of the vital roles that microbes play
in sustaining life on Earth. Students in this course will have to reflect on their knowledge of physics,
chemistry, spatial estimation, ecological complexity interactions, and general microbiology to integrate
microbial activities involved in green house gas production and consumption. Societal aspects of the
impact of microbiology on our daily lives will be discussed to cover the focus of the student’s chosen
major in a new context.
Criterion 2: "Students will practice General Education learning objectives at a more advanced
level."
This course meets the 2nd
IE criterion: Throughout the course students will be engaged in practicing
General Education learning objectives at advanced levels. Students will be provided with a chance for
communication in discussions and through class participation and reports, with a chance for collaboration
through team work models and self evaluating study groups. In addition, students will engage in critical
thinking and interdisciplinary perspective-taking skills at a more advanced level through discussions on
the social aspects of microbiology in our lives. Analytical strategies for defined class problems will be
discussed in subgroups and in class exercises, as well as the creation of compromises satisfying possible
policies.
Criterion 3: "A shared learning experience for applying students' prior learning to new situations,
challenging questions, and real/world problems."
This course meets the 3rd
IE criterion: Students will need to communicate and collaborate in groups to
create a real life experience of problem solving by teams. They will get chance to discuss how their
GenEd background prepared them for this exercise, and present their solutions to their peers. Role-play
exercises will enable students to defend a position with scientific and social argumentation.
Evaluation
Student performance will be evaluated by four criteria:
A) Peer group performance and class participation.
B) Portfolio of Integration: Text describing students prior knowledge by application of the subject of
climate change in relation to microbial activities, and development of real life policies or
suggestions for change or research foci - all addressing climate change. Questions to address in
the portfolio will be given as homework assignments every other lecture.
C) In-class presentation of a topic central to microbially enabled green house gas fluxes which draws
knowledge and explanations from as many different disciplines as possible.
D) A press release written to inform the public and its administrative representatives of necessary
changes
Expected outcomes.
Upon satisfactory completion of this course students will have (1) gained an appreciation of how only the
integration of subjects will enable them to address complex real world problems from different directions
creatively; (2) deepened their understanding and their perspectives of how human activities interact
directly with microbial activies, and how microbial responses could inform and assist our long term global
solutions to climate change; (3) better understand how individual choices affect sustainability of their life
style; (4) improved their effective communication through simple arguments based on deep knowledge of
interconnected facts.
Proposed Schedule
Meeting/Proposed Topic
1 Introduction: Reflection and Class Idea – Discussion to summarize class integration. Group
formation. Organize literature searches.
2 Team Project 1: Meet, reflect, compare, contrast
3 Group Debate: Do you believe that man-made global climate change is a serious problem?
4 Team Project 1: Analysis of Arguments and Translation into Policies Debate
5 Team Project 1: Discussions – what research would you fund next.
6 Workshop: Presenting yourself as a Resource Economist
7 Team Project 1: 10 minute presentations by each team
8 Team Project 2: Discussions
9 Team Project 2: Individual presentations and discussions.
10 Workshop: Policy Preparation, Communication, and Presentation
11 Team Project 2: Discussions
12 Team Project 2: 10 minute presentations by each team.
13 Wrap Up: How did you viewpoint change, and what does this mean for your first professional
engagement?
Integrative Experience
MICROBIO 494M – Drug resistance: molecular mechanisms and socioeconomical challenges. Instructor: Yasu Morita This course will fulfill one credit of the three credit requirement for IE in Microbiology.
Rationale: Drug resistance is a major problem that complicates the treatments of infectious diseases. It is a consequence of genetic changes in a microbe, and molecular
mechanisms vary widely including mutations of target enzymes, increased expression of efflux pump, horizontal transfer of resistance gene, and induction of inactivating enzymes. While understanding th molecular mechanisms of drug resistance is critical to introduce next generation drugs, we also need effort to fill in the gap between basic science
discoveries and tackling socioeconomical issues associated with drug resistance such as noncompliance of patients, overuse of antibiotics, and lack of governmental support. Is discovering new antibiotics the only thing scientists can do? How can we reduce the chances of developing drug-resistant microbes? Are we really reducing the burden of infectious diseases by introducing more antibiotics? Students will have opportunities to gain wider integral perspectives on how to tackle infectious diseases.
Course Objectives: The mechanisms of infection and drug resistance vary from one microbe to another. Students will reflect and integrate their knowledge and skills acquired through their GENED courses as well as science major courses to understand how microbes infect humans and what kind of impact socioeconomical setting has. To enhance shared learning experiences, students will form small groups to learn and discuss the
molecular mechanisms behind infection, how currently available drugs work to interfere with the disease progress, and what the current challenges are. Application of prior knowledge and skills obtained through GENED courses will be encouraged to further develop their own perspectives on how to tackle drug resistance problems associated with a particular infectious disease. They will present what they learned about the microbe, disease, available treatments and drug resistance problems. T practice GENED learning objectives at a more advanced level, students will integrate prior knowledge with what they learned in this class, and discuss how the current situation can be improved in both basic science and socioeconomical perspectives. They will finally prepare a report on how to solve a currently ongoing drug resistance problem.
Evaluation: Students will be evaluated based on (1) oral presentation of their finding about the microbe, disease, treatment and drug resistance problems as outlined above; (2) short report proposing how drug resistance problems should be dealt with, and how our resource should be allocated to basic science research, clinical research, and public health improvements to effectively solve the problem; and (3) submission of a summative integrated learning portfolio detailing their daily reflections of various classes and experiences they have participated in at UMass that come to mind as they tackle the issues presented in this module. Journal entries will be related back to the GENED learning
objectives and specifically those relating to this IE course. The hope here is that the act of
creating a written journal of what they have learned will assist students i consciously reflecting on their work for this course and integrating their current work with other learning experiences they have had here at UMass. The portfolio will end with a summary outlining how the student’s experience here at UMass has impacted who they are today and who they now expect to become. They will be encouraged to include anecdotes from various classes and instructors in their reflection as well as discuss how they expect to integrate academic learning with experiential learning from the workplace.
Expected outcomes Students will learn the basic molecular mechanisms of infection and ho drug resistance
develops, and gain perspectives on how such a basic biological phenomenon is compounded by various socioeconomical factors in our society. Students will integrate their previous knowledge with what they learn in this class, and expand their perspectives on how to tackle a real issue of today’s world. Students will reflect themselves as a member of our society and think critically how their today’s action might have a profound impact on our future.
Proposed Schedule
Week 1:
(1) Introduction to drug resistance: history, examples on mechanisms of infection and dru resistance. (2) Form groups, assign a topic, and start working on literature search, organizing gathered information, and integrating into an oral presentation. (3) Start working on learning portfolio.
Week 2: (1) Informal discussion to evaluate the progress of each group and also identify the issues
that require more investigation. (2) Continue preparing for oral presentation.
(3) Continue working on learning portfolio.
Week 3: (1) Oral presentation and discussion.
(2) Start preparing for the draft of final report. (3) Continue working on learning portfolio.
Week 4:
(1) Continue discussion on topics in response to oral presentations. (2) Discuss future perspectives of each topic and integrate into the final report.
(3) Submit learning portfolio.
Integrative Experience
Microbio 494K - Neglected Tropical Diseases: To deworm or not to worm – should it be a question?
1 credit
Instructor: Michele M Klingbeil
This course will fulfill one credit of the three credit requirement for IE in Microbiology
Rationale: Neglected tropical diseases (NTDs) are a set of infectious diseases arising from a diverse group
of parasitic worms, bacteria, and vector-borne protozoa that affect an estimated 1.4 billion people worldwide.
These diseases affect the world’s most vulnerable populations, almost exclusively poor and powerless people
living in rural areas and urban slums of low-income countries. NTDs coexist with poverty because they thrive
where access to clean water and sanitation are limited and people live without protection from insects that
transmit disease. The NTDs also are recognized as a contributor to poverty since they can impair intellectual
development in children, reduce school enrollment, and hinder economic productivity by limiting the ability of
infected individuals to work. Over 600 million school-age children are at risk of being infected with parasitic
worms. Current control efforts focus primarily on mass drug administration (MDA) to treat the seven most
common NTDs and has become one of the most cost effective global health programs, costing only 50 cents
(US$) annually, on average, to treat multiple diseases at once, in large part because major pharmaceutical
companies are donating the needed medicines for free. End 7 is a global campaign to deworm the world
and bring an end to 7 of the NTDs. Important questions exist related to this global health strategy: what
might be the long-term benefits (and possible detriments) to a sustained global deworming effort? What other
measures should be implemented in combination with MDA for sustained control?
Course Objectives: Students will reflect and integrate their learning experiences from the broad exposure
in their general education courses and the in-depth knowledge gathered from their major by engaging in
meaningful literature research and dialogue about the impact of NTDs on global health and economic
development and whether a global effort to deworm the world is practical and ultimately beneficial. To this
end students will explore the following questions: What are the differences in NTD infection rates in Third
world and Western countries? What factors contribute to higher infections rates? What is meant by the
terms “Bottom Billion” and “Poverty Trap”? What strategies can be implemented to overcome access to
proper treatments? What other control measures should be addressed? How long would MDA need to be
implemented for real and sustained control efforts? Which populations are chosen for initial treatments or
does everyone receive treatment? Is there concern over drug resistance developing and is there an alternative
should this happen? Should the world be embarking on this global disease control effort?
In exploring these wide-ranging issues that require knowledge in sociology, economics, political science, life
sciences, epidemiology and history, students will have the opportunity to reflect on and integrate their Gen
Ed learning experience from various courses as well as practice Gen Ed learning objectives at a more
advanced level as they seek meaningful solutions to complex and ever evolving global problems. Students
will work in small groups to explore these solutions allowing them to participate in shared learning experiences
as they apply prior knowledge from various Gen Ed courses and social experiences to solve challenging
real-world problems.
Evaluation: Students will be evaluated based on (1) group presentations outlining their findings and answers
to the questions posed above (2) World Deworming Forum where representatives from each group will
debate the important issues and solutions. Each team will be responsible for prepping their representative(s) for
questions that might be asked. Using evaluation forms, each group will be peer- evaluated for preparation,
presentation, and the strength of the strategies presented; (3) the final draft of a simple proposal and
recommendations designed to implement a MDA strategy; and (4) completion of an individual summative
integrated learning portfolio detailing their daily reflections of various classes and experiences they have
participated in at UMass that come to mind as they tackle the issues presented in
this module. Journal entries will relate back to the Gen Ed learning objectives and specifically those relating
to this IE course. The hope here is that the act of creating a written journal of what they have learned will
assist students in consciously reflecting on their work for this course and integrating their current work
with other learning experiences they have had here at UMass. The portfolio will end with a summary outlining
how the student’s experience here at UMass has impacted who they are today and who they now expect
to become. They will be encouraged to include anecdotes from various classes and instructors in their
reflection as well as discuss how they expect to integrate academic learning with experiential learning
from the workplace.
Expected outcomes: Upon satisfactory completion of this module, students would have (1) had the opportunity
to reflect on their learning experiences here at UMass as they integrated these experiences in order to solve
the problem posed in this module and reflected on experiences they might otherwise not have noticed prior to
compiling their individual reflective portfolios; (2) learned in-depth how to apply scientific knowledge and
principles to solve real world problems; (3) diversified their perspectives through assessment of cultural,
social, geographical and racial differences in disease prevalence, morbidity and treatment options; (4) learned
to effectively communicate through oral and written routes and (5) improved significantly in their development
of information literacy through the diverse resources they will have to utilize to obtain the information needed
for this class.
Proposed Schedule
Week 1:
(A) Form groups (4-5 students each) and start working on strategies for literature search and information
gathering on NTD prevalence and MDA. Additional knowledge links to understanding the potential
of NTDs in the United States.
(B) Start Facebook page for class – link to End 7 or other major group related to the topic of NTDs.
(C) Start individual reflective portfolio (journal includes daily entries for the duration of the module)
Week 2:
(A) Presentations and discussion of group findings (it is expected that each group will use different
methods of evaluating these issues including but not limited to historical perspectives, epidemiology,
culture intensive, health care in the US, socioeconomic status and education). The primary methods
used will be reflective of the collective personal experiences of each group.
(B) Outline of proposed strategy(ies) for MDA and supportive strategies.
(C) Update on portfolio progress and short discussion of unexpected memories and learning
experiences
Week 3:
(A) Continued presentations including refinements on strategies and discussion on whether global
strategies would be beneficial or detrimental
(B) Submit first draft of booklet for evaluation by instructor
(C) Continue work on portfolio
Week 4:
(A) Forum discussion about MDA strategies and the best way forward to meaningful sustainable
solutions toward helping the bottom billion.
(B) Open discussion about learning experiences in the IE and the next important steps for reaching
a subset of the Millenium goals.
(C) Record important summary findings that could be augmented and improved upon by students in
future IE modules
(D) Submission of electronic copy of individual portfolios
Integrative Experience
MICROBIO 494S – Biotech for Big Bucks
Instructor: Steven Sandler
This course will fulfill one credit of the three credit requirement for IE in
Microbiology
Rationale: Man has used breeding programs for the last 3000 years to increase yields of
plants, to incorporate specific traits into farm animals and pets. Early motivation was
probably first survival and then commerce. Early tools were based in careful observation.
Today, we have biotechnology: the ability to genetically engineer almost any organism.
Thus we can accelerate their ancient desires to new levels. To ability to change and or
create any bio-molecule, drug, antibiotic, fuel or crop is almost at our fingertips through
biotechnology. But what will make it happen? What is our motivation? Is it for survival
in the face of global warming or increasing population on the planet or is it to increase
our own wealth through business. What are the political, social, ethical implications of
what we could do? What is doable, practical, profitable or necessary and what is a
pipedream?
Course Objectives: Students will reflect and integrate their learning experiences
from the broad exposure in their general education courses and the in-depth knowledge
garnered from their major by engaging in meaningful literature research and dialogue
about the prospects of creating new, marketable, ethical, profitable products in
biotechnology for sale here in the United States. To this end they will search out possible
products that may be marketable in today’s global economy. They will have to consider
potential markets (who will buy the product), how it will be produced, how it will be
distributed, how it will be priced. They need to project a timeline for this to happen. They
will also have to consider ethical and political issues and if such a product needs to meet
regulatory standards and what they might be. Lastly, and not least, they will need to
consider how the product will be genetically engineered at the level of the DNA and or
cell. Students will have the opportunity to reflect on and integrate their Gen Ed learning
experience from various courses as well as practice Gen Ed learning objectives at a
more advanced level as they seek meaningful solutions to complex and ever evolving
societal, business and scientific problems. Students will work in small groups to explore
these solutions allowing them to participate in shared learning experiences as they
apply prior knowledge from various Gen Ed courses and social experiences to solve
challenging real-world problems.
Evaluation: Students will work in groups and create 1) a separate written scientific plan
(about 5 pages) and 2) a separate written business plan (also considering societal, political
and ethical issues—also about 5 pages) that will answer many of questions posed
above. This will be presented to the rest of the class. 3) The class will respond with a written
critique answering the questions of whether they thought the science was doable, if
the product saleable, if they would buy it, how much they would be will to spend and
their opinions on the ethical and political issues raised (less than a page per group). 4)
Lastly, the completion of an individual summative integrated learning
portfolio detailing their daily reflections of various classes and experiences they have
participated in at UMass that come to mind as they tackle the issues presented in this
module. Journal entries will relate back to the Gen Ed learning objectives and specifically
those relating to this IE course. The hope here is that the act of creating a written journal
of what they have learned will assist students in consciously reflecting on their work for
this course and integrating their current work with other learning experiences they have
had here at UMass. The portfolio will end with a summary outlining how the student’s
experience here at UMass has impacted who they are today and who they now expect to
become. They will be encouraged to include anecdotes from various classes and
instructors in their reflection as well as discuss how they expect to integrate academic
learning with experiential learning from the workplace.
Expected outcomes: Upon satisfactory completion of this course, students would have
(1) had the opportunity to reflect on their learning experiences here at UMass as they
integrated these experiences in order to solve the problem posed in this module and
reflected on experiences they might otherwise not have noticed prior to compiling their
individual reflective portfolios; (2) learned in-depth how to apply scientific knowledge
and principles to solve real world problems; (3) diversified their perspectives through
assessment of cultural, social, political and business perspectives; (4) come to a better
understanding of the consequences of individual choices in making and buying biotech
products; (5) learned to more effectively communicate through oral and written routes
and (6) improved significantly in their development of information literacy through the
diverse resources they will have to utilize to obtain the information needed for this class.
This may also help them learn about employment opportunities that will be available to
them when they graduate.
Proposed Schedule
Week 1:
(A) A general introduction to Biotechnology.
(B) Form groups (3 - 4 students each depending on class size) and start
working on strategies for literature search and information gathering on
potential projects (products).
(B) Start individual reflective portfolio (this will entail journaling each day
for the duration of the module
Week 2:
(A) Invited Speaker from the Biotech industry will speak one day this week
on his/her experiences. I will try to have a UMASS Alumnus give this talk.
There may be some minor expenses associated with travel for this
individual.
(B) Continue working in groups.
Week 3:
(A) Submit rough draft of Science and Business plan at the beginning of
the week.
(B) Continue working on presentation.
(C) Get comments back and incorporate them into plans and
presentations.
Week 4:
(A) Student presentations and evaluations of each other’s business and
science plans. Plan 2 presentations per day.
(B) Last day – final discussion of what we can take forward from this
experience.
Integrative Experience
MICROBIO 494H -- A Sea of Microbes
1 credit
Instructor: James Holden
This course will fulfill one credit of the three credit requirement for IE in Microbiology
Rationale: Over 70% of the Earth’s surface is covered with the oceans, and nearly all of the life within the
ocean is microscopic. Some of these microbes are photosynthetic and form most of the base of the marine
food web. These in turn are consumed by other small creatures that eventually provide food for the larger
animals in the sea. Bacteria are responsible for maintaining certain chemical balances in the oceans, and
themselves are food for other microbes. Understanding how life is sustained in our oceans is vital for
coastal human populations that rely on the sea for food. Other people turn to marine microbes for new
biotechnologies, or hope that by understanding them we might understand our own planet’s climate history
and how marine microbes will respond to global warming and ocean acidification.
Course Objectives: Students will reflect and integrate their learning experiences from the broad exposure
in their general education courses and the in-depth knowledge garnered from their major by engaging in
meaningful literature research and dialogue about the role of microbes in the oceans. To this end, they will
explore: How are marine microbes affected by global warming? What are the benefits and hazards of using
antibiotics in aquaculture? How do microbes impact the biogeochemistry of the oceans? What can we learn
from microbes about Earth history, or the search for life beyond our own planet? In exploring these wide-
ranging issues, students will have an opportunity to reflect on and integrate what they have learned in
sociology, economics, political science, Earth and life histories, and other courses as well as practice Gen
Ed learning objectives at a more advanced level as they seek meaningful solutions to complex and ever
evolving societal problems. Students will work in small groups to explore these solutions along them to
participate in shared learning experiences as they apply prior knowledge from various Gen Ed courses
and societal experiences to solve challenging real-world problems.
Evaluation: Students will be evaluated based on (1) cooperative learning exercises and group
presentations outlining key points on a theme within and between topic groups, (2) completion of an individual
summative integrated learning portfolio detailing their daily reflections of various classes and experiences
they have participated in at UMass that come to mind as they tackle the issues presented in this module,
and (3) personal expression pieces from individuals or small groups that will allow students to express
themselves through an essay, artwork, short film, website or whatever element they are most comfortable
with to make connections between microbes in the sea and their own lives. The hope is that the act of re-
creating what they have learned will assist students in consciously reflecting on their work for this course
and integrating their current work with other learning experiences they have had here at UMass.
Expected outcomes: Upon satisfactory completion of this course, students would have (1) had the opportunity
to reflect on their learning experiences here at UMass as they integrated these experiences in order to solve
the problem posed in this module and reflected on experiences they might otherwise not have noticed prior to
compiling their individual reflective portfolios; (2) learned in-depth how to apply scientific knowledge and
principles to solve real world problems; (3) expanded their perspective on the role of microbes in the sea,
(4) come to a better understanding of the consequences of individual and societal choices and actions
with respect to marine life, and (5) learn to more effectively communicate through oral and written media.
Proposed Schedule
Week 1:
(A) Introduction to course and to microbial oceanography
(B) Basics of marine science: geology and physics
(C) Basics of marine science: chemistry and biology
Week 2:
(A) Cooperative learning: coastal microbiology
(B) Cooperative learning: coral and polar microbiology
(C) Cooperative learning: deep-sea microbiology
Week 3:
(A) Cooperative learning: Earth history as told by marine microbes
(B) Cooperative learning: astrobiology
(C) Class debate: marine biotechnology
Week 4:
(A) Cooperative learning: global warming and ocean acidification
(B) Cooperative learning: Food webs and the microbial loop
(C) Class debate: aquaculture and the use of antibiotics
(D) Submission of personal expression pieces
Integrative Experience Microbio 494G – Facebook for microbes: quorum sensing and social networking Instructor: Kevin Griffith This course will fulfill one credit of the three credit requirement for IE in Microbiology
Rationale Microbes, like humans, are social organisms capable of communication and social networking. Facebook and Twitter are popular social networking venues for humans; however, microbes network via a mechanism called quorum sensing. Quorum sensing provides a way for individual bacteria within a population to communicate with one another and to regulate biological processes as a group. Cell-cell signaling molecules provide the language for this microbial networking. Like human languages and dialects, microbes utilize signaling molecules that are specific to a particular type of bacteria. For example, gram negative bacteria use homoserine lactone derivatives while gram positive bacteria use small peptides. Universal to all bacteria is the “Morse Code” of signals called Auto-inducer 2.
Individual cells within a population produce and secrete these signaling molecules that are sensed by neighboring cells and used to coordinate the efforts of the group to elicit a biological response. Some of these responses include the production of antibiotics, the regulation of virulence factors, horizontal gene transfer, bioluminescence, and several developmental processes. Since communication is such an important component of the microbial lifestyle, it is not surprising that microbes have evolved strategies to determine self from others, identify friend from foe, and to interrupt the lines of communication from potential competitors.
Course objectives In this course, we will explore the field of quorum sensing and cellular communication, focusing on strategies microbes have developed to sense neighboring cells and to regulate biological processes. A specific emphasis will be placed on processes of biomedical importance and environmental relevance as well as effective strategies to manipulate or alter these processes to benefit humankind. Students will integrate learning experiences and coursework from their major in Microbiology and Gen Ed courses taken at UMass and combine their shared learning experience to develop two presentations geared toward very different audiences. Students will then come together to discuss and evaluate the effectiveness of each presentation and suggest strategies for improvement in a peer evaluation process. Students will also be asked to reflect on past Gen Ed experiences and apply prior knowledge learned at UMass to develop new strategies for teaching microbial communication and networking to a diverse audience.
Evaluation Students will be evaluated on three criteria: two group presentations (70%), journal entry (20%), and class participation (10%).
Group presentations: Students will be randomly assigned to groups of 4-5 and work together in these small groups to prepare and present two presentations on a topic of choice related to microbial communication within populations. The first presentation will be geared toward an advanced scientific audience and will be in the form of a seminar-style presentation. Students will utilize knowledge obtained in coursework from their Microbiology major and utilize the primary literature
to research the topic of interest. The group will present their findings to the class and a brief discussion of the topic will follow each seminar.
The second presentation will be geared toward the general population. The target audience can be any demographic or age group and the group can utilize any appropriate medium for this second presentation. The sole criterion is that the presentation be geared toward a non-scientific audience. Students will draw on their creativity and Gen Ed experiences in developing this second presentation. For example, students could create a story book for pre-school students that describe the topic of interest in terms that toddlers would understand. Alternatively, students could produce a music video that might appeal to high school students. Finally, students could debate current topics in the form of a town hall meeting that might appeal to an older audience. Students are limited only by their own creativity and imagination. Discussions of the creative process, the effectiveness of their presentation as a learning tool, and ways to improve their project will follow each presentation.
Each person in the group is expected to participate in both presentations. Students will be graded on their overall presentation, the level of involvement in each project as deemed by their peers and by the instructor, the effectiveness of the presentation as a learning tool, and the overall style of the presentation.
Journal: Students are expected to keep a journal detailing the creative process as it occurs during the development of the group presentations. Students are encouraged to self-reflect and integrate past Gen Ed coursework and Microbiology coursework into the journal entries. Finally, students will be asked to incorporate forward thinking ideas to help improve the way we currently think about cellular communication in microbes and improve the way we teach these concepts in the classroom.
Class participation: The class will critique each presentation, discussing the pros and cons, and offering suggestions for improvement. We will also discuss effective learning strategies that can be implemented in the classroom. All students are expected to participate in the class discussions.
Expected outcomes Throughout the course of this Integrative Experience, students will (1) work together in small groups toward a common goal, (2) discuss topics of microbial communication and how they affect humankind, (3) discuss strategies and explore different media to effectively present scientific material to a wide range of audiences, (4) develop a presentation geared toward a scientific audience, (5) integrate Gen Ed experiences and creativity in a second presentation geared toward a non-scientific audience, and (6) reflect on their learning experiences at UMass, both in the Microbiology major and Gen Ed coursework.
Proposed Schedule Week 1
A. Students will be randomly assigned to groups of 4-5 students B. Begin individual journal reflection C. Instructor will give a sample presentation of the “scientific” presentation D. Discussion of important points of a presentation
Week 2 A. Groups will work during class to come up with a topic for the “scientific” presentation B. Work on presentations during class and outside of class C. “Scientific” presentations begin D. Groups will work to develop the format for the “non-scientific” presentation E. Continue journal reflection
Week 3 A. “Scientific” presentations conclude B. “Non-scientific” presentations begin C. Discussions about effective presentation of topics, pros and cons, and possible improvements D. Continue journal reflection
Week 4 A. “Non-scientific” presentations conclude B. Discuss journal reflection and overall Integrative Experience
Integrative Experience
MICROBIO 494D – Our food's food: to what extent does organic farming foster sustainability of soil,
agriculture, and community?
Instructor: Kristen DeAngelis
This course will fulfill one credit of the three credit requirement for IE in Microbiology
Rationale: Soil sustains life in many ways. Microbial and mineral components of soil provide
nutrients for plants, permitting not only growth but productive, regular and efficient production of
fruits, vegetables, seeds and plant matter that is the source of our own food, textiles, building
materials and, to a growing extent, fuel. Soil is also a limiting and non-renewable natural resource,
and current best practices, including “organic” and “sustainable” agriculture, have become both
movements as well as trademarks. At best these practices and associated regulations aim to protect
this valuable resource. At worst, these practices are expensive from the perspective of the consumer
and farmer, and can have only marginal benefits to the sustainability of soil and ecosystems. In
many ways organic farming is not new, but a reaction to modern, large-scale agricultural practices
that prioritize yields and exports over sustainability of ecosystems and communities. Since the
USDA implemented a national organic standard in 2002, sales have skyrocketed and demand for
organic foods is ever increasing. At the same time, Americans especially in cities have seen their
access to produce become more limited, with organic prices placing healthy meals out of read. In
this class, we will take a critical look at the current state of organic farming at a local, national and
international level. Because organic produce comes at a high price, we want to critically evaluate the
claims that organic is sustainable to soils, and that organic is more healthy for ecosystems and
communities.
Course Objectives: Students will reflect and integrate their learning experiences from the
broad exposure in their general education courses and the in-depth knowledge garnered from their
major by engaging in meaningful literature research and dialogue about whether organic standards
are meeting the needs of both environmental and community sustainability. We also want to
consider the benefits of sustainable agriculture, both in the sense of conservation of land and soil as
limiting natural resources, as well as the sense of community with the farm and food production as
the center of family and local community life. In exploring these wide-ranging issues that require
knowledge in sociology, economics, political science, life sciences, environmental conservation and
history, students will have the opportunity to reflect on and integrate their Gen Ed learning
experience from various courses as well as practice Gen Ed learning objectives at a more
advanced level as they seek meaningful solutions to complex and ever evolving societal problems.
Students will work in small groups to explore these solutions allowing them to participate in shared
learning experiences as they apply prior knowledge from various Gen Ed courses and social
experiences to solve challenging real-world problems.
Evaluation: Student evaluations will be based on the following criteria:
(1) Group presentations to the rest of the class on a designated topic, to be determined during
the first week of class. Present the policies implemented at the local, national and
international levels surrounding these aspects of organic farming practices. Presentations
should have two components, with time divided roughly in half between (a) the science
behind the policy decisions, and (b) the impacts that they have on both ecosystem and
community sustainability. There will be five groups: (1) Fertilizers, both synthetic, compost
and sewage-sludge; (2) Pesticides; (3) GMOs; (4) Ionizing radiation; and (5) Land
management practices, including open space, polyculture, and no-till practices.
(2) Summative integrated learning portfolio detailing their daily reflections of various classes
and experiences they have participated in at UMass that come to mind as they tackle the
issues presented in this module. Journal entries will relate back to the Gen Ed learning
objectives and specifically those relating to this IE course. The hope here is that the act of
creating a written journal of what they have learned will assist students in consciously
reflecting on their work for this course and integrating their current work with other learning
experiences they have had here at UMass. The portfolio will end with a summary outlining
how the student’s experience here at UMass has impacted who they are today and who
they now expect to become. They will be encouraged to include anecdotes from various
classes and instructors in their reflection as well as discuss how they expect to integrate
academic learning with experiential learning from the workplace.
(3) Each student is responsible for writing a final essay in the form of a short (500 word) letter,
with citations and first-hand accounts if appropriate, explaining the extent to which the
support organic agriculture, what aspects of the current practices could be improved, and
how. Letters will begin with a one sentence thesis or position, to be vetted during class
discussions.
Expected outcomes: By the end of the class, students should be able to answer the following
questions. What are the advantages to organic fertilizers, pesticides, GMO bans, bans on ionizing
radiation and organic land management practices have over more “traditional” farm practices, and
how do these new practices affect ecosystem and community health? Is organic farming
sustainable? Students should come away from this course with an appreciation of soils as a limiting
natural resource, and an appreciation of the efforts of conservation from the perspective of farmers,
policy makers as well as consumers.
Proposed Schedule
Week 1.
1a. Introduction to the scientific perspective of soils and organic agriculture. Create working groups
and assign projects.
1b. Social and community impacts of organic agriculture. Identify current issues with respect to each
group topic and assign these current news articles as reading assignments.
1c. Start individual reflective portfolio, which will entail journaling each day for the duration of the
module.
Week 2.
2a. Presentation and discussion from Group 1: Fertilizers
2b. Presentation and discussion from Group 2: Pesticides
2c. Presentation and discussion from Group 3: GMOs
Week 3.
3a. Presentation and discussion from Group 4: Ionizing radiation
3b. Presentation and discussion from Group 5: Land management
3c. Review of the five presentations and discussion of outstanding questions. Each student will
have a chance to present the thesis of their letter.
Week 4.
4a. Discussion of assigned reading including Omnivore's Dilemma and current topics agreed upon
during the first week. Make a list of priorities and outstanding questions or issues.
4b. Town hall style debate/discussions about the primary findings and the best way forward to
meaningful solutions to making produce sustainable to ecosystems and communities
4c. Guest lecture from a local organic farmer (or tour an organic farm?)
Week 5.
5a. Turn in final essays. Class discussion on how perceptions of organic agriculture have or have
not changed, and what students will do differently.