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.