|Name: Lyric Bartholomay
SCID: School of Veterinary Medicine
Department: Pathobiological Sciences
Course Name: MMI 350 ParasitologyCourse Objectives:
CO1: Be conversant in terminology used in the field of Parasitology.
CO2: Recall scientific and common names for parasites and hosts, and the name of the resulting disease in humans or animals.
CO3: Attribute parasite behavior and characteristics to specific disease features in the host.
CO4: Identify appropriate means to diagnose infections with parasites.
CO5: Describe and identify factors that determine when, where, and why parasitic diseases exist.
CO6: Integrate terminology, scientific nomenclature, diagnostic features and demographics to solve case studies where the parasitic culprit is unknown.
CO7: Compare and contrast commonalities in parasite lifecycles to demonstrate how flexibility in those lifecycles has resulted in many different potential means of transmission.
CO8: Deconstruct the impact of parasitic diseases on human and animal health, from disease symptoms and pathology in an individual, to socioeconomics in communities and countries.
CO9: Identify reliable resources (primarily internet-based) available for researching the biology and epidemiology parasitic diseases.Course Units:
CU1: Introduction to Parasitology
CU2: Water-borne Parasitic Diseases
CU3: Food-borne Parasitic Diseases
CU4: Soil-borne Parasitic Diseases
CU5: Vector-borne Parasitic Diseases
Description: Parasites and the Parasite Lifestyle
Modality: Podcast and associated YouTube videos from RadioLab + written introduction and follow-up quiz
Activity Sequence: Pre-class
Required Knowledge: All new knowledge is provided in the content developed to describe the activity. Knowledge to operate course mgmt. system.
Time on Task: Provided in introduction to task; 30-45 minutes
Objectives Supported: UO2: List and describe challenges parasites encounter in the quest to find a host, establish an infection, reproduce and exit that host.
Bloom’s Level: Understand
Evidence: Quiz delivered on Canvas, follow-up w/ activity #2
Pedagogical Role: Integrated with in-class discussion for the day; set the stage for students to see a diversity of ways that parasites infect, manipulate and cause disease in hosts. Provide popular media format to show that parasites are fascinating to a broad audience and thereby empower curiosity
Social Role: Followed by in-class discussion and think-pair-share activity to get beyond the specifics of the content and use the content to conceptualize bigger picture issues
Managerial Role: Define rubric up-front in assignment description; deliver content via course management system to facilitate activity occurring before class and automated grading.
Technical Role: Provide content in Canvas; use link outs to podcast w/ clear instructions on the duration of the segment to be heard, and provide associated video. Use Canvas to test that students have specifically listened to the segment of choice.
Description: Parasites and the Parasitic life style
Modality: In person group activity with pre-printed sheets to capture student names and thoughts
Activity Sequence: In-class
Required Knowledg: Activity 1
Time on Task: Full Class Period
Objectives Supported: UO1: Recall terminology related to hosts, parasites, and transmission types. Use this terminology to describe a hypothetical parasite that is transmitted via water, food, or a vector. UO2: List and describe challenges parasites encounter in the quest to find a host, establish an infection, reproduce and exit that host.
Bloom’s Level: Analyze
Evidence: Manifest in 1) observation of students talking amongst themselves, 2) evidence of thoughtful discourse based on answers to scripted instructor questions, 3) TPS reports provided at end of class.
Pedagogical Role: Explain activity as it relates to course objectives. Develop questions to stimulate conversation. 1) What constitutes a parasite? 2) What constitutes a host? 3) what are examples of parasites (drawing on previous knowledge and Activity 1), 4) What are some ways that parasites move from host-host? 5) What are challenges to actualizing establishment of infection and fitness?
Social Role: Cultivate student participation; TA will walk between desks and listen and talk to students; students will meet others who will be essential for note-taking and study sessions.
Managerial Role: Instructor will group students who seem intimidated by the task of finding a partner; instructor will call on groups to report out using initial knowledge of student names! TA will help guide conversations if necessary
Technical Role: Students will receive a basic introduction to ThinkPairShare. Instructor will record student ideas on the chalk board during the discussion.
Modality: On-line in Canvas
Activity Sequence: Pre-Class
Required Knowledge: Knowledge to operate course mgmt. system.
Time on Task: 45 minutes.
Objectives Supported: UO4: Identify at least 6 different ways to diagnose a parasitic infection using a diagnostic technique.
Bloom’s Level: Recall, Classify
Evidence: Follow-up quiz
Pedagogical Role: In previous classes, I have been surprised to find that case studies and diagnostics are a significant challenge for students. This semester, I’d like to set them up for success at the start by leveling the playing field – making sure they understand what diagnostics DO and for what applications they are appropriate.
Social Role: Hopefully this activity will solidify the course flow and rhythm so they grow accustomed to managing their time to handle these activities in time, before class.
Managerial Role: Describe how to proceed through the content, including video and text. Communicate that this is to be done by 9:30 a.m. on the day of class.
Technical Role: Provide lead information to describe why this activity is being done. Manage grades in Canvas.
Description: Constructing* diagnostic know how
Modality: In person, hard copy
Activity Sequence: In class!
Required Knowledge: Activity 3 content assigned for this day of class
Time on Task: All told, 10 minutes, dispersed through the class period
Objectives Supported: UO1,2,4,5
Bloom’s Level: Apply
Evidence: First glance (THINK); Upon Reflection (PAIR/SHARE).
Pedagogical Role: *I’m thinking here that I really want to capitalize on some of my other work with Ambitious science teaching and/or constructivism. The plan is to have them put their new understanding of parasite diagnostics to use!
Social Role: Cultivate student participation; TA will walk between desks and listen and talk to students; actively attempt to pair students with NEW partners because in this class, classmates are essential for getting notes on days class is missed, and study sessions.
Managerial Role: Explain that this is a different version of a T/P/S exercise to put them in the mindset of someone trying to help a very sick patient. I plan to put forth a series of case studies from the CDC. Each case study will be titled and listed on a sheet they will hand in at the end of class. Each case study title will be followed by a bullet point for “At First Glance,” and a bullet point for: “Upon Further Reflection.” I will give them 30 seconds to indicate their first glance thoughts, then ask them to discuss with their group and record their “upon further reflection” ideas. Whether or not they have changed their minds, I would like to ask them how the collaborative process influenced their thinking.
Technical Role: Show the worksheets provided, with guidance on how to respond to questions.
|Activity: Murkiest Points
Description:Parasites and Disease
Modality: In-class, written assignment
Activity Sequence: End of class
Required Knowledge: Attendance, notes, participation in lecture for that day.
Time on Task: 2 minutes
Objectives Supported: U06: Describe at least 3 different ways that parasites cause harm inside a host. Provide an example for each.
Bloom’s Level: Remember, Understand
Evidence: This exercise is designed to tease out what did NOT make sense in the lecture. By participating in this task, students will demonstrate evidence of understanding, by default, of the concepts that did make sense!
Pedagogical Role: Assess students’ critical thinking about lecture content
Social Role: Foster sense of instructor concern/caring about student learning!
Managerial Role: Provide hard copy activity and instructions. Communicate expectations – complete sentences and thoughts.
Technical Role: Provide paper with scripted questions in place to save time and lend clarity to the task