PLPPM 4010

Microbial Pathogens Versus Plants: Molecular Weapons, Defenses, and Rules of Engagement

Course Description

Course information provided by the Courses of Study 2018-2019.

The co-evolutionary molecular battle between microbial pathogens and plants has game-like properties whose rules are emerging from recent genomic, biochemical, and cell biological advances. This course explores the molecular pieces and collective behaviors of pathogen virulence and plant immune systems, similarities between interaction mechanisms in plant and animal pathosystems, and the application of this knowledge to sustainable agriculture. The course emphasizes the development of professional skills, such as the management of scientific literature, creative design and critical evaluation of research, communication of complex scientific concepts to diverse audiences, and discussion of environmental issues associated with transgene-based disease management strategies. Students write and peer review research proposals.

When Offered Spring.

Prerequisites/Corequisites Prerequisite: introductory genetics (BIOMG 2800 or BIOMG 2801 or PLBRG 2250 and PLBRG 3250) or biochemistry (BIOMG 3300 or BIOMG 3310, and BIOMG 3320 or equivalent) or PLPPM 3010 or permission of instructor.

• Explain, evaluate, and effectively interpret factual claims. Students evaluate research papers from the current literature in discussion sections and address the challenges of investigating individual components in complex biological systems.
• Find, access, critically evaluate, and ethically use information. Students learn literature management skills and search the primary literature for information enabling them to synthesize a big picture of current research on model pathosystems.
• Integrate quantitative and qualitative information. Much of the lecture material and literature evaluation involves interpreting both quantitative and qualitative experimental data.
• Communicate effectively through writing, speech, and visual information. Students formulate hypotheses and then write and peer-review research proposals. Students also make PowerPoint presentations of their pathosystem literature search projects. Students also gain experience through oral presentation of evidence in primary literature discussion sessions and mock proposal review panels.
• Articulate the view of people with diverse perspectives. As a component of primary research discussion session, students produce explanatory summaries that would work for diverse audiences (e.g., airplane seatmate who is a curious, retired high school science teacher versus a seatmate who is a businessman primarily concerned about good use of tax money). Discussions of environmental and societal impact of transgene-based disease control strategies also involve students addressing multiple viewpoints.
• Demonstrate the capacity to work both independently and in cooperation with others. Students work together on pathosystem evaluations and in a capstone "Big Picture Game" review in the last discussion session. They are also strongly encouraged to study together in preparation for exams. However, the exams, evaluations of primary literature, and other aspects of the course are done individually.

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