Skip to main content

You are here


Search found 5 items


  • Students present their posters to classmates and instructors during a poster fair.

    Discovery Poster Project

    Learning Objectives
    Students will be able to:
    • identify and learn about a scientific research discovery of interest to them using popular press articles and the primary literature
    • find a group on campus doing research that aligns with their interests and communicate with the faculty leader of that group
    • create and present a poster that synthesizes their knowledge of the research beyond the discovery
  • blind cave fish
  • Teaching epidemiology and principles of infectious disease using popular media and the case of Typhoid Mary

    Learning Objectives
    Students will be able to:
    • Describe the reservoirs of infection in humans.
    • Distinguish portals of entry and exit.
    • Describe how each of the following contributes to bacterial virulence: adhesins, extracellular enzymes, toxins, and antiphagocytic factors.
    • Define and distinguish etiology and epidemiology.
    • Describe the five typical stages of infectious disease and depict the stages in graphical form.
    • Contrast contact, vehicle and vector transmission, biological and mechanical vectors and identify the mode of transmission in a given scenario.
    • Differentiate endemic, sporadic, epidemic, and pandemic disease.
    • Distinguish descriptive, analytical, and experimental epidemiology.
    • Compare and contrast social, economic, and cultural factors impacting health care in the early 1900s and today.
  • Example image of dividing cells obtained from the Allen Institute for Cell Science 3D Cell Viewer.

    A virtual laboratory on cell division using a publicly-available image database

    Learning Objectives
    • Students will name and describe the salient features and cellular tasks for each stage of cell division.
    • Students will predict the relative durations of the stages of cell division using prior knowledge and facts from assigned readings.
    • Students will describe the relationship between duration of each stage of cell division and the frequency of cells present in each stage of cell division counted in a random sample of images of pluripotent stem cells.
    • Students will identify the stages of cell division present in research-quality images of human pluripotent stem cells in various stages of cell division.
    • Students will quantify, analyze and summarize data on the prevalence of cells at different stages of cell division in randomly sampled cell populations.
    • Students will use data to reflect on and revise predictions.
  • Figure 2. ICB-Students come to class prepared to discuss the text