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BIOS E- 157, Harvard Extension School Joya Mukerji, Ph.D. ASM Biology Scholars Program PowerPoint Presentation
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BIOS E- 157, Harvard Extension School Joya Mukerji, Ph.D. ASM Biology Scholars Program

BIOS E- 157, Harvard Extension School Joya Mukerji, Ph.D. ASM Biology Scholars Program

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BIOS E- 157, Harvard Extension School Joya Mukerji, Ph.D. ASM Biology Scholars Program

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  1. HIV and Viral Vaccines Unit BIOS E-157, Harvard Extension School Joya Mukerji, Ph.D. ASM Biology Scholars Program June 28, 2014

  2. BIOS E-157: Situational factors • Introductory Virology at Harvard Extension School • Continuing education; most students work full or part-time • Open enrollment; “prerequisites: intro Cell and Molecular Bio • First offered Fall 2013: • 28 students; mixed undergrad and graduate; on-campus only • Lecture with small-group brainstorming “Think-tanks” and time-traveling case studies • Modifications for 2014: • Adding online option • Increasing active learning / case study emphasis • Improving assessments • Summative project(s), instead of final exam

  3. Learning outcomes • Distinguish why it is more difficult to make a vaccine against some viruses than others. • Understand processes by which viruses replicate. • Identify and explain features of viral life cycle that impact ability to make a vaccine. • Explain how HIV “outsmarts” / stays one step ahead of immune system

  4. Alignment Grid

  5. Castle Top Diagram for BIOS E-157 HIV unit in-class activities 1.Strip sequence – viral life cycle 2. Vaccine Think Tank 3. Muddiest point out-of-class activities Fri Mon Weekend Tues Wed Write persuasive dialogue. Submit online for peer/instructor feedback based on rubric. Explore life cycle animations Listen to interview re: challenges in HIV vaccine design. Read HIV chapter in “Understanding Viruses” Thurs

  6. Strip Sequence: Viral Life Cycles

  7. Summative Assessment: Persuasive dialogue • Prompt: Write a dinner table discussion explaining why it is more difficult to make a vaccine against HIV than poliovirus. Assume your audience are adults who have a background in basic biology. • Taxonomic Level: Evaluate • Assessment: Peer and instructor feedback based on rubric.

  8. Strip Sequence: Viral Life Cycles