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Case Studies in Vector Borne Diseases (16:370:501)

  1. Semester Offered: Fall
  2. Credits: 4
  3. Format: Asynchronous online lecture and reading materials. This course will meet twice a week online (60 to 90 min each time) for discussion and Q&A led both by the instructor or by the students, by prearrangement.
  4. Pre-requisites and Other Registration Restrictions:Med Vet Entomology or equivalent

Description

Instructor
Dr. Dina M. Fonseca
Headlee Labs, front office
Phone: 848-932-3146
Email: dina.fonseca@rutgers.edu
Office hours: TBD

This course introduces students to basic ecological and evolutionary principles underlying the current upsurge of infectious diseases, especially those transmitted by insect vectors (such as malaria, dengue, Lyme disease, Zika and West Nile virus). A common-sense argument is that such knowledge, if obtained using teaching strategies that emphasize and demonstrate its usefulness will lead to more informed and effective Public Health in the US. Both fortunately and unfortunately considering the millions that have suffered, this field is rife with “teachable moments and events”. Although it is often relatively straightforward to interest the students in the course, a major challenge is to go beyond the unavoidable mock disbelief, condescending smile, and/or feelings of despondency.
My aim is to provide students with the knowledge tools (know how to break a problem into small steps, know to expect interactions between variables, know some basic un-intuitive principles of ecology and evolution) to start addressing a public health problem.

Learning Goals and Objectives
Learning Goal 1 for students: understanding of the complexity of biological systems and how they can impact human health in unexpected ways. The student will learn to ask useful, testable questions when confronted with a Public health concern.
There are clear and measurable objectives for students participating in this course. After this course, students will be able to 1) relate vector biology, ecology, and evolution to disease transmission, pathology, virulence, and control; 2) evaluate complex, real world situations to determine the impact scientific thinking and processes have on social, political, and international development issues; 3) evaluate the quality of scientific data and hypotheses by analyzing the controversies surrounding emerging diseases; 4) research and present information during and after collaborative work.

Learning Goal 2 for students: Prepare to be professionals in Medical and Veterinary Entomology or informed professionals in Public Health, Medical Science, Veterinary Science, Animal Science.

Assessment:
The students’ course progression will be assessed by examining their oral and written ability to respond to problems – both fictitious and taken from real life examples. Knowledge of the background content – obtained by literature searches, discussions with me and with fellow students as well as researchers and public health officials (during invited talks) – will be measured in so far as it relates to the specific problem being tackled. As a result, final knowledge content will likely vary between students and will reflect their specific interests and career goals, as well as their initial level – undergraduate, graduate, major, non-major. However, core ecological and evolutionary principles, as well as several molecular biology methodologies, will be covered since they will undoubtedly permeate any discussion and be critical to address a public health problem.

Examples we will tackle will range from situations close to home “what to do about the persistent mosquito biting nuisance in my yard”, or nebulous such as “how should the United States prepare for the possible recrudescence of yellow fever?” to "what evolutionary mechanisms may lead to a disease to become vector-borne, or jump vectors or hosts?". These approaches will predominantly involve discussions of past and on-going case studies informed by readings and critical analysis of the primary literature (peer reviewed) as well as of historical accounts.