MBI 111 - Microorganisms and Human Disease
Course Outline - Spring 2014
- Section A: 10:00-10:55 am, MWF, PSN 128
- Section D: 02:30-03:25 pm, MWF, PSN 112
- Section C: 04:00-04:55 pm, MWF, PSN 116
Principles of Disease and Epidemiology
Introduction and Overview
Comparison of Eukaryotes, Prokaryotes and Viruses (110-111)
Quiz 1 posted
No Class Due to Inclement Weather... Watch "The Plague" Video Online, Instead
CTA 1: Bubonic Plague Activity posted
CTA 1: Bubonic Plague Video available for online viewing... Wednesday, January 29, through Friday, January 31
Infectious Disease Principles (1-3, 8-9, 17-18, 24-26, 185-188, 362-387)
Epidemiology Principles (388-393)
Quiz 2 posted
Quiz 1 due by 11:55 pm
Impact of Infectious Diseases on Development of Human Societies
Middle Ages: Overview; Malaria (8, 131, 343, 368-369, 602-606, 727;
Story of Malaria and other Deadly Tropical Germs"); African
Sleeping Sickness (132, 577-578); Tuberculosis (449,
476, 640-644, 645); Smallpox (156,
446, 527-530, 650); Leprosy (75; Articles: "Leprosy
Was Spread by Colonialism, Slave Trade" plus "Leprosy Is Not Dead")
CTA 1: Bubonic Plague Reflection Paper due
by 11:55 pm
Middle Ages to
Dawn of Microbiology as a Science: Overview (329; Article: "Guns,
Germs and Steel"); Plague (299,
590-592; Article: "Bubonic
Plague Traced to Ancient Egypt"); Syphilis (329, 502, 724-727, 730t); Smallpox (156, 446, 527-530, 650; Article: "Smallpox and Other Deadly Eurasian Germs"); Cholera (677-678, 679; Article: "How Epidemics Helped Shape the Modern Metropolis")
Era of Public
Health and Discovery of Antibiotics: Typhoid
Fever (381, 672-673); Dysentery (673-674; 686-688); Public Health Development - Drinking Water and Wastewater Treatment (763-769); Diphtheria (632-633); Tuberculosis (449, 476, 640-644, 645); Yellow
Fever (597-598); Influenza (635-639; Video: "1918
Quiz 3 posted
Quiz 2 due by 11:55 pm
Years: Lyme Disease (593-596); Ebola
Fever (143, 351, 598-599; Article: "Where
Does Ebola Hide between Epidemics?"); Legionaire's
Disease (646-647); AIDS (608-616); Hantavirus
Respiratory Syndrome (645, 648, 653); West
Nile Fever (563-564); SARS (387,
653); H1N1 and
H5N1 Influenzas (635-639; Video: "Pandemic
Fever (597-598, 605)
CTA 2: Ebola - The Plague Fighters Activity posted
CTA 2: Ebola - The Plague Fighters Video in class
Quiz 3 due by 11:55 pm on February 16
Examination 1 (Principles of Disease and Epidemiology; Impact of Infectious Diseases on Development of Human
Microorganisms as Parasitic Agents
Microorganisms: Bacteria (80-107, 180-197)
Quiz 4 posted
CTA 2: Ebola - The Plague Fighters
Reflection Paper due at 11:55 pm
Microorganisms: Fungi (121-127)
Microorganisms: Protozoa (128-132)
Microorganisms: Viruses (139-167)
Microorganisms as Pathogens: Virulence Factors (366-377)
CTA 3: Microbe Ads Activity posted
Quiz 5 posted
CTA 3: Microbe Ads Group Project and
Presentation in class
Quiz 4 due by 11:55 pm
Human Defenses against Parasitism
Innate Host Defenses: Resistance (362-387,
Innate Host Defenses: Resistance (362-387,
Adaptive Host Defenses:
Adaptive Host Defenses:
Quiz 6 posted
Quiz 5 due by 11:55 pm
Adaptive Host Defenses:
Ounce of Prevention" plus "Long
Term Evidence for Vaccines")
Chemotherapeutic Agents (327-361; Article: "Antibiotic
Resistance and Animal Agriculture" plus "Are
We Running Out of Antibiotics?")
CTA 4: Rise of the Superbugs Assignment posted
CTA 4: Rise
of the Superbugs Video in class
Quiz 6 due at 11:55 pm
Examination 2 (Microorganisms as Parasitic Agents; Human Defenses against Parasitism)
Diseases Transmitted by Skin Infection
Background (512-515); Acne (515-516); Impetigo (341, 348, 512, 516-521, 540-543); Furuncles (341, 348, 512, 518); Necrotizing
Fasciitis (341, 348, 512, 519, 521, 539); Gangrene (523-524)
Quiz 7 posted
CTA 4: Rise of the Superbugs Reflection
Paper due at 11:55 pm
Tetanus (573-574); Candidiasis (Wikipedia); Tineas (536-538); Warts (534-535); Cutaneous
Herpes (Wikipedia; Article: New Hope Against Cold Sore Virus)
Lyme Disease (593-596; Articles: "Learning about Lyme Disease The Hard Way" plus "Another perspective on Lyme Disease"); Anthrax (302, 535-536, 606-608, 616); Rabies (156, 376, 568-570); Encephalitis (375, 561-568, 728); Dengue
Fever (597-598, 605)
Critical Thinking Assignment 5: Death by Mail - Anthrax Letters Activity posted
March 24, 26, 28
Spring Break - No Class
CTA 5: Death by Mail - Anthrax Letters Video in class
Quiz 8 posted
Quiz 7 due by 11:55 pm
Diseases Transmitted by Respiratory Infection
Background (622-624); Colds (624-625); Streptococcal Pharyngitis (628-631); Diphtheria (632-633)
Mononucleosis (596-597); Otitis
Media (627); Meningitis (375, 522, 552-558, 641, 669); Mumps (668-670; Article: "Mumps Immunity Falls below Optimal Level")
Quiz 9 posted
CTA 5: Death by Mail - Anthrax Letters Reflection Paper due by 11:55 pm
Rubella (531-532); Rubeola (Measles) (530-531; Articles: "MMR
Doctor Andrew Wakefield Fixed Data on Autism" plus "Disease May Be Only a Plane Ride Away"); Varicella (Chickenpox) (525-527)
CTA 6: Vaccines vs. Autism Assignment posted
Quiz 8 due by 11:55 pm
CTA 6: Vaccines vs. Autism Group
Discussion in Class
Pertussis (633-635; Article: "Whooping Cough Is on The Rise"); Influenza (635-639;
Flu"); Pneumonia (370,
disease: Swinging Away at a Dangerous Killer"
Tuberculosis (449, 476, 640-644, 645;
Resistant TB May Be Treatable"); Histoplasmosis (648-651)
CTA 6: Vaccines vs. Autism Reflection Paper due by 11:55 pm
Quiz 9 due by 11:55 pm
Examination 3 (Diseases Transmitted by Skin and Respiratory Infection)
Diseases Transmitted by Oral or Gastrointestinal Infection
Background (660-663); Dental
Caries (664-666); Periodontal
Disease (666-668); Oral Herpes (564, 728; Article: "New Hope Against the Cold Sore Virus"); Thrush (Wikipedia: Oral Candidiasis)
Quiz 10 posted
Peptic Ulcers (670-671;
Article: "Family Size Affects Stomach Cancer Development"); Staphylococcal Intoxication (682); Botulism (183,
Enteritis (9, 131, 560, 660, 670-676, 678-682, 685-686; Article: "Beef Recall Heats Up Fight to Tighten Rules" plus "German E. coli outbreak is a killer hybrid"); Clostridium difficile Infection (676-677); Cholera (677-678, 679; Article: "Hundreds Die of Cholera in Nigeria, Cameroon")
Polio (451, 570-572); Hepatitis A & E (376, 688-689, 691); Toxoplasmosis (565); Mad Cow Disease (163-164, 568)
CTA 7: Current Events Assignment posted
Quiz 10 due by 11:55 pm
Diseases Transmitted by Genitourinary Infection
Background (708-712); Urinary Cystitis (712-713;
for Urinary Infections Leave Bacteria Bald, Happy and Vulnerable"); Septicemia and Septic Shock (300, 375, 378, 587, 589-590, 762); Vaginosis (715-718); Toxic Shock Syndrome (Wikipedia)
Quiz 11 posted
Gonorrhea (718-721); Chlamydial Disease (721-723; Articles: "2
Million Have Chlamydia" plus "Why Am I Always the One to Get Chlamydia?")
CTA 8: Public Service Announcement Assignment
CTA 8: Public Service Announcement Group
Planning in class
Genital Herpes (727-731); Genital Warts (731-732; Articles: "Let's
Not Talk About Sex" plus "HPV
vaccine prevents genital warts in males")
Quiz 12 posted
CTA 7: Current Events Report due by 11:55 pm
Syphilis (329, 502, 723-727, 730; Article: "Sex Infections Found in Quarter of Teenage Girls")
Quiz 11 due by 11:55 pm
Hepatitis B, C & D (490, 504, 689-691; Articles: "Tattooing Significantly Increases the Risk of Contracting Hep C"); AIDS (485, 608-616; Article: "Living
CTA 8: Public Service Announcement due by 11:55 pm
CTA 8: Public Service Announcement Presentations in class
Quiz 12 due by 11:55 pm
Final Examination for Section D - 3:00-5:00 in 112
PSN (Diseases Transmitted by Gastrointestinal and Genitourinary Infections)
Final Examination for Section A - 10:15-12:15 in 128
PSN (Diseases Transmitted by Gastrointestinal and Genitourinary Infections)
Final Examination for Section C - 3:00-5:00 in 116
PSN (Diseases Transmitted by Gastrointestinal and Genitourinary Infections)
Dr. John R. Stevenson
- Office: 52 Pearson Hall
- Hours: 11:00-12:00 MWF (or by appointment)
- Phone: (513) 529-5427
- E-mail: email@example.com
- URL: http://microbiology.muohio.edu/~stevenjr
- Textbook - Cowan. 2012. Microbiology:
A Systems Approach, 3rd Ed. McGraw-Hill, Dubuque,
- The numbers
in parentheses following each topic
listing are the page numbers in the text to read
to gain more insight into each topic.
- You can buy this text at one of the bookstores
in town, or as an eBook from
the publisher, at the McGraw-Hill
- I have generated an extensive Microorganisms and
Human Disease web site that includes Study
Guides for you to use as supplements to the
material I present in lecture:
- The button bar appears at the bottom of every page in the web
site, and can be used to navigate to any other page in
- I have also selected a number of
Assigned Articles for you to read:
- The titles of these articles are links in
parentheses associated with the topic to which they
pertain in the Syllabus (above).
- If a link does not immediately open the article, you can find a copy in the Assigned Articles section in Resources on the Niihka MBI 111 Website.
- The Niihka link will allow you to access Adobe pdf files,
but this requires Acrobat Reader:
- You can download a FREE copy of Acrobat Reader by clicking on this button:
- Follow the instructions on the Adobe web page to be sure to down load the correct version
for your computer's operating system
- Finish up by following the instructions to instal Adobe Reader on your computer
- I have also selected some videos for you to watch - The titles of these videos are links in parentheses associated with the topic
to which they pertain in the Syllabus.
- Regular attendance is expected at ALL class meetings.
- Computers may be used during class only for taking notes or finding information during in-class activities.
- Cell phones, iPods and other such electronic devices must be TURNED OFF and PUT AWAY during class... especially during exams.
- Make-ups for exams will not be given unless previous arrangements have been made.
- Academic integrity is expected at all times and
in all settings of this course ... plagiarism will not be tolerated.
- Plagiarism and other infractions of Miami
University rules and regulations will be dealt with as described
in Chapter 5: Academic Integrity in the Student Handbook.
This course has been designed to introduce you to principles
and issues in infectious disease microbiology in a manner that will
be both significant for understanding the disease process and
relevant to your health. You will learn what microorganisms are,
how they function, how they have been important in shaping human
history, how they are important in your life now and how they will be
important to you in the future. The role of microorganisms in
infectious diseases and the responses of the host to those infections
will be emphasized in this course. However, beneficial effects of
some microorganisms will also be discussed.
The topics in Microorganisms and Human Disease are all
related to infectious diseases and their influence on development of
human societies, past, present and future. The subject matter
pertains to causative agents and their transmission, predisposing
(risk) factors, resulting damage and complications, treatments, and
preventive strategies. To allow you to perceive the impact of each
topic, yet free you from some of the distraction of note-taking so
you can concentrate on understanding the concepts and participate in
discussing them, you will be provided with a course outline, study
guides and other informative material via the World Wide Web. To increase your interest and intellectual curiosity, the
relevance of lecture topics and associated issues to everyday
life--past, present and future--will be emphasized in lectures and
discussions. In addition, the lecture material will be supplemented
with appropriate slides, overheads, videos and/or movies to help you
relate what you are learning to the "real" world.
The underlying theme of Microorganisms and Human Disease is
the impact of infectious diseases on development of human societies.
You will learn about major achievements of microbiologists and the
resistance they had to overcome to make their breakthroughs. Examples
include Koch's germ theory of infectious disease and development of
postulates for determining causation of infectious disease, Jenner's
development of a protective smallpox vaccine, Fleming, Chain and
Florey's work on penicillin and Salk and Sabin's efforts in combating
polio. In addition to this, discussion of the occurrence of new
diseases such as AIDS, Legionnaires' disease and Lyme disease,
coupled with the subsequent development of new strategies to combat
them will help you learn that the subject matter is historically
derived and continually changing. It will also help you
appreciate the importance of imagination and intuition in
development of scientific principles and approaches, and underscore
the continuing need for these traits if we are to successfully
address contemporary issues in infectious disease microbiology. Critical thinking will be fostered by examination of
entrenched assumptions and methods during description of the
derivation of current methods and concepts from earlier ones.
Integration into each lecture of examples of problem recognition,
problem definition, and problem solving will nurture the development
of your understanding and appreciation of the analytical approach
inherent in the scientific method. As liberally educated citizens,
you will be challenged to think about the current state of infectious
disease microbiology and to formulate strategies to improve the
longevity and quality of life. The application of critical ways of
thinking will include exploring possible solutions to current
issues in infectious disease microbiology, including ways to improve
control of microorganisms to effect better prevention and treatment
of microbial infections.
The intricacies of host-pathogen interactions will be interwoven
throughout the course as each aspect of infectious disease
microbiology is addressed. You will be encouraged to compare your own ways of thinking with those employed in other times, by other
societies or professions and by your fellow students. In each case,
you will be encouraged to evaluate how effective a society is (or
was) in combating infectious disease. Opportunities for you to share
and discuss personal perspectives will be encouraged in order to
assist you in understanding the problems inherent in infectious
disease control. This approach will provide freedom from the teaching
of science as dogma, yet demonstrate the extent to which the rise and
maintenance of western society is based on science, and microbiology
in particular. You will also recognize that there may not be a
universal priority or prescription for well-being of individuals at
all times or in all places. In addition, you will develop an
understanding of how and why this can happen. In summary, this course
was designed to inspire you to think in new ways, better understand
multicultural and historical differences, and appreciate the basis of
diverse responses to infectious diseases by helping you understand
how ways of knowing and ways of thinking affect the derivation
and application of infectious disease microbiology principles both
here and around the globe.
To foster personal involvement with the subject matter, you
will find news reports and bring them to class for oral presentation
and group discussion. The instructor will also foster discussion by
posing questions based on real-life situations such as:
- Do (did) other societies handle health problems such as sexual
behavior vs. sexually transmitted disease better than we do? If
so, how do (did) they do it?
- What is the relationship between certain personal behavior
patterns and the chance of contracting infectious diseases?
- Why has it been possible to eliminate some infectious diseases
but not others?
- How and why does the chance of getting AIDS differ in
Hamilton, Houston and Harlem?
- Does the resurgence of tuberculosis, life-threatening
streptococcal infections (e.g., the infection that killed Jim
Henson, of "Muppets" fame) and the emergence of Lyme disease
represent old pathogens playing new tricks or new pathogens?
- What are some potential consequences of our current
indiscriminate use of antibiotics?
- What are the social and environmental impacts of eradicating
As you can see from this short list of questions, this course is
designed to increase your intellectual curiosity and initiate
continued interest in learning about infectious diseases and
promoting human health long after you have completed it. This
approach will also enhance your intellectual development by helping
you develop your ability to think critically as you
learn to analyze technological options frequently presented as
panaceas for contemporary health issues concerning infectious
A diversity of concepts has been thoughtfully interwoven to form
this course. Clearly, it will not only be challenging, but
will also provide you with a coordinated learning experience. The
breadth of the subject matter, as outlined in the syllabus, permits
ample flexibility for thoughtful and creative pedagogy. For
example, mathematics will be employed in the statistical
analysis of epidemiologic data demonstrating the rise or fall in
incidence of diseases such as AIDS, tuberculosis, cholera and
puerperal sepsis in relation to changes in behavior. Additionally, thoughtful pedagogy will be fostered by analyzing mechanisms
of disease and methodologies employed to investigate disease
processes. In addition, this course will provide historical
perspectives, foster critical thinking and encourage you
to explore ways in which imagination, intuition and reasoning
affect development of concepts. As a result of taking Microorganisms and Human Disease it is expected that you will
be better able to contribute through knowledge, personal practice and
leadership to a "healthier" society.
Your grade in this course will be determined by your performance
- Examinations (400 points) - You will take four 100-point
examinations, each of which will have 40 questions: 16 multiple-choice,
8 matching multiple-choice and 16 true-false.
- Questions will come from
my Study Guides, lectures, PowerPoints, textbook readings, Assigned Articles and Videos (each article or video listed for a given section of
the course will give rise to a question or part of a question on the exam).
- Check the Course Outline or Niihka website Calendar for dates.
- Makeup Examinations - If you miss either the first
or the second examination for a reason acceptable to me, you
may take a makeup examination within one week... but only if you made previous arrangements with me.
- Quizzes (100 points) - Twelve 10-point quizzes on Niihka, based on textbook reading assignments and lecture material will be given during the semester.
- Quizzes will be made available on Niihka, so they will be open book/open note.
- You are expected to complete the quizzes independently... sharing your quiz answers with other students or receiving quiz answers from other students constitutes academic dishonesty.
- You can take each quiz three times to help you learn the course material.
- Quiz opening and closing dates are shown in the Course Outline (above):
- It is your responsibility to complete the quizzes within the designated time frame.
- Missed quizzes will receive a score of zero.
- There will be NO makeups for missed quizzes!
- The two quizzes with the lowest scores will be dropped from your final grade calculation.
- Critical Thinking Assignments (100 points):
- Critical Thinking Assignments are in-class activities consiting of discussions of areas of controversy or current events, video viewing, group project work, etc.
- Most of these in-class activities include writing assignments related to the activity:
- For some activities, you will have to conduct independent research on a topic and complete a written assignment before class.
- For others, the written component will be completed after the in-class activity.
- Instructions for the critical thinking assignments are posted in the Course Outline on Niihka.
- Successful completion of these assignments requires attendance during the classroom activity.
- Written responses from students who did not attend will NOT be graded.
- For each in-class activity, there will be an attendance sheet you must sign to have your work graded.
- Many of these activities will be held on Fridays (see the Course Outline for dates).
- Written assignments must be submitted by uploading on Niihka:
- Assignments that require submission of a digital document must be submitted as a .doc, .docx, .pdf or .rtf file:
- If you use software other than Microsoft Word to complete writing assignments, save your file as one of these file types before submitting it to Niihka.
- Failure to use an acceptable file designation will result in a score of zero.
- Turnitin.com will be used as the submission portal because it provides plagiarism detection:
- Remember to acknowledge the honor pledge... failure to do so will cause Niihka to reject your submission, and Niihka will NOT tell you it is rejecting the submission!
- It is your responsibility to make sure your assignments are accepted by the Niihka system prior to the deadline.
- Submit assignments at least 5-10 minutes before the deadline to allow for delivery of the receipt before the assignment site closes.
- You will receive a confirmation notice from Niihka via email when you successfully submit the assignment.
- Save your Niihka email receipt as proof of assignment submission!
- Note: If you do NOT receive a confirmation notice, your assignment was NOT received by the system1
- The ultimate goal of the in class activities and related writing assignments is to deepen your overall understanding andencourage you to think critically about microbiology and infectious disease issues.
- These activities will give you ample opportunities to apply scientific knowledge to the interpretation of health-related events in your lives under the guidance of your instructor, so you will be better prepared to do this on your own in the future.
- By learning how to identify and evaluate credible (versus not-so-credible) sources of information, you will become better positioned to apply knowledge gained in the classroom this semester to issues you will face in your life in general.
Your course grade will be determined using the following:
Plagiarism is defined as:
Cheating on any aspect of this course (including plagiarism) will make you subject to University academic dishonesty proceedings as described in the Student Handbook, Undergraduate Academic Regulations Chapter 5.
Use of Turnitin.com for Pagiarism Detection
- Submitting another's published work (including items from the internet) or unpublished work (including work completed by MBI 111 students in previous semesters) in whole, in part, or in paraphrase, as one's own without fully and properly crediting the author with footnotes, citations or bibliographical reference.
- Submitting as one's own original work, material obtained from an individual or agency without reference to the person or agency as the source of the material.
- Submitting as one's own original work, material that has been produced through the unacknowledged collaboration with others without release in writing from collaborators.
- Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism.
- All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers.
- Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Unless otherwise noted, all materials presented in this course are the intellectual property of the instructor, John R. Stevenson, and may not be distributed to any other individuals besides those in the course without instructor permission.
Any student who feels that he/she may need an accommodation based on the impact of a disability should contact the Rinella Learning Center (located in the Campus Avenue Building) at 529-8741. If you have already registered with this office and would like to discuss your class accommodations for the semester, please set up an appointment to meet with me privately.
Warning: Nationwide studies have shown that
credit/no-credit grades on your academic record may be a negative factor
in evaluation of your application for admission or employment by most professional
schools (law, medicine, etc.), by many graduate schools, and by some employers
and undergraduate schools.
The following are only the most problematic of the Credit/No-Credit
rules... A full-text version can be accessed in Section
1.2.H of Chapter
2 of Part 1: Undergraduate Academic Regulations of
the Student Handbook.
- 01.208.E. “Credit” (X) will be granted for grades
C through A; “no-credit” (Y) will be
- 01.208.H. Course status may not be changed from credit/no-credit
to letter grade nor from letter grade to credit/no-credit after 20 percent
of the class meeting times have elapsed.
- 01.208.I. Registration in a course on a credit/no-credit
basis requires the permission of the instructor except in Miami Plan or
University Requirement courses.
Students should consult with the Chief Departmental Adviser of their
department of major with questions pertaining to courses that may be taken
on a credit/no-credit basis.
- If a student drops a 15-week course before
the end of the 3rd week of classes (first 20% of course), the
course will be removed from the record.
- If a student drops a course between the 6th and
9th weeks of classes, a grade of "W" will
- A student cannot normally drop a 15-week course
after the 9th week of classes; the
only way to drop at this point is by petition.
- Read Section
1.2.C of Chapter 2 of Part 1: Undergraduate
Academic Regulations of the Student Handbook for more details.
© 1995-2014 John R. Stevenson. All Rights Reserved
Please email questions and comments to:
John R. Stevenson, Ph.D.
Department of Microbiology
Oxford, Ohio 45056
This document was last modified on Monday, 10-Feb-2014 00:17:55 EST