QUEENSBOROUGH COMMUNITY COLLEGE (CUNY)
Microbiology
GLOBAL AND DIVERSITY LEARNING OUTLINE
GDL: Global and Diversity Learning: This section of BI 311 is a GDL course.
GDL is a high impact practice that provides a framework for exploring multiple perspectives on viewing the interdependent world. Avenues that are outlined by GDL are:
1) Intercultural Learning and Global citizenship: Multiple perspectives on cultural values, Communication, cultural Footprints, Stereotypes, Empathy cross-cultural Issues, language and literacy.
2) Environmental sustainability; Multiple perspectives on climatic changes, globalization, interdependence, environment, poverty, water supply, digital economy, technology as global tool, politics, culture, ecology, economics, health, natural resources, etc.
3) Human Rights. Education for social intelligence, social Justice, health literacy, universal declaration of human rights
The GDL avenue chosen for this class is Intercultural Learning and Global Citizenship.
You will be involved in preparing a project that will allow you to explore the global concern of related to the global environment. Your GDL project is 10% of your Bio 311 course grade (see grading policy).
Lecture Grading Policy: Grade distribution is follows:
• 4 exams (22.5% each) ＝ 90% (lowest grade dropped)
• GDL project ＝ 10%
GLOBAL AND DIVERSITY LEARNING ASSIGNMENT: BIO 311
TOPIC: Global impact of infectious diseases
GDL ASSIGNMENT:
You will be involved in preparing a project that will allow you to explore the above mentioned global concern through…
1. Comparative discussion: By hearing different viewpoints adding layers to learning of the content being discussed.
2. Investigative approach: You will be involved in “researching” beyond the frame work of the course content.
3. Articulation of a personal stance: You will start formulating your own personal viewpoint / perspective/outlook to construct a new way of approaching/analyzing the course material being discussed.
4. Growth in learning and critical thinking: You will get the opportunity to reconstruct your own ideas and may even be now prepared to take action.
5. Evaluation: You will be allowed to assess your own transformation.
Purpose of this GDL assignment:
There has been a recent resurgence of infectious diseases that in some cases were previously believed to have been eradicated. You will be split up into five groups of six students based on a survey you fill out to indicate the sets of disease outbreaks you would be interested in investigating. Each group will then select one outbreak from the set. The assignment will involve a report to be submitted and an outline or PowerPoint presentation. It will also include surveys (three in total) throughout the semester. The final survey will ask you to formulate your personal stance on how best to stop the most recent outbreak of the disease.
The execution of this project will allow you to
• Identify the key elements of the global issue and analyze that issue from multiple perspectives (Awareness).
• Articulate an informed stance on a global issue through writing (Engagement).
• Identify how position/grounding shapes your own perception of this complex global concern (Transformation).
• Above all you will be learning course material and applying the knowledge to understanding and making an informed decision on an issue which has a global impact (Engagement and transformation).
• You never know, you might be motivated to take “ACTION” (Transformation)
List of Disease outbreaks( Every group picks one set and then one outbreak from the set)
Set 1: Ebola/Polio
Set 2: ZIKA / Western Equine Encephalitis
Set 3: Salmonella/ E.coli/ Cyclospora infections
Set 4: Mumps/ Yellow fever
Set 5: Listeriosis/ Norovirus
Set 6: Measles/ monkeypox
Set 7: Dengue/ Avian Flu
Set 8: Rabies / Cholera
Set 9: Rocky Mountain Spotted fever/ malaria
Set 10: Antibiotic resistant Pseudomonas aeruginosa/ diphtheria
Set 11: Typhoid/ Covid19
Set 12: Leishmaniasis/ Drug-resistant Brucella (RB51)
List of possible perspectives
Note: You may come up with alternative perspectives not on this list. Consult with your instructor.
• government
• health care personnel
• pharmaceutical companies
• patients
• family members
• media
Assignment schedule
Task Submission system Date
Submit survey 1 Blackboard Week 2
Instructor will assign groups Email Week 3
Groups will select Outbreak and perspectives Email Week 4
Submit survey 2 Blackboard Week 7
Submit Outline Blackboard Week 7
Submit Report/Start on Survey 3 Blackboard Week 12
Submit survey 3 Blackboard Week 14
Questions to address in Project
CATEGORY 1: Presentation of MULTIPLE VIEWPOINTS (Each member of group discusses one viewpoint)
1) Select one viewpoint from the following or a different one approved by your instructor: government, health care personnel, pharmaceutical companies, patients, family members, and media regarding the spread of the disease.
Answer the following questions from the selected viewpoint.
a) What are some factors that have contributed to the spread of the disease? (NOT HOW THE DISEASE IS TRANSMITTED)
b) What is the impact of the disease outbreak on this group? / How has this group’s life been affected?
Example: Here, you could summarize a blog article written by a nurse that describes the outbreak from their perspective and how their life has been affected.
2) How does the viewpoint you selected feel about another group’s response to the disease?
Example: If your point of view is from the health care workers, you could summarize an interview with a nurse practitioner on how she or he views the government response to the outbreak.
CATEGORY 2: Formulation of Viewpoint STANCE
1) Formulate a stance from the point of view you selected in category 1 on either how to stop the current outbreak or how to prevent a future outbreak of the disease.
Example: If you chose the viewpoint of the government, discuss the government recommendations for preventing a future outbreak. These recommendations could be different if made by a nurse practitioner.
Outline Sample
Section:
Instructor:
Group number: Name of Outbreak
Tittle:
Perspective:
Student name:
Category 1 Q1A: 2 or 3 factors
Factor 1 that has contributed to the spread of the disease
Example1:
Example 2:
Factor 2 that has contributed to the spread of the disease
Example 1:
Example 2
Category 1 Q1B: 1 or 2 Impacts
Impact 1 of the outbreak on your perspective
Example 1:
Category 1 Q2: 1 or 2 Examples
Example 1 of how your viewpoint feels about another group’s response to the outbreak
Category 2: 2 or 3 suggestions
Advice 1 on how to stop the spread of the outbreak or prevent future outbreaks
Example:
Advice 2 on how to stop the spread of the outbreak or prevent future outbreaks
Example:
Report Guidelines
Approach to Writing of Report:
1) Provide definitions of all terms, phenomenon and concepts, 2) Explain by providing reasoning and examples, 3) illustrate key concepts in the form of figures, diagrams, images etc..4) summarize all relevant ideas, and 5) research well to gather relevant/credible information.
Format of Report:
• Microsoft Word document. Calibri, font size 12, space 1.5.
• Each category in the “main body” of the paper has its own specifications (word count, topics etc.)
• Use of illustrations/ diagrams/graphics/images is essential (where required).
• You will have to do some research (internet, journals, magazines, text book, library, you tube etc.) to write relevant and appropriate answers
• Summarize, analyze, explain, and evaluate published work rather than merely reporting it
• Present relevant background information on each category.
• Define terms /concepts clearly wherever required.
• ALL SOURCES OF INFORMATION SHOULD BE CITED.
• Use “easy bib” to write your bibliography.
• Do not deviate from the main focus of the topic and its specific purpose.
• Write concise statements and always offer supporting details.
• The report should be emailed to me on or before due date. If you submit it before the due date, I will be able to give you feedback before entering a grade.
Guidelines: Written Report.
1. Title page:
• Give a title to you report. The global issue is: “Global impact of infectious diseases” but construct your own title for your report. Make it “your own”
• Your name
2. Introduction page: 200-250 words. This should include some details about what you are writing on. It should reflect the purpose, background and scope of the study. It should reflect why such a study is necessary, and any events that have led to the current global concern.
3. Main Body of the report:
a) There are questions under each category. These questions are guidelines for you to formulate your response.
b) Each member of a group must do category 1 and 2 individually. All questions are to be answered as part of an essay. Do not hand in your work in Q&A format.
c) The suggested amount of words for each category is approximately 800-900 words. You can write more or less… as long as the information is relevant and you answer the questions fully.
d) Summary: Very brief: A summary of what was discussed in the body
e) References: use books, articles, journals, newspapers, magazines, websites
• The references used must be varied. You can’t simply do websites.
• Go to the library for help on how to perform an academic search if you are struggling with this
• Use “easy bib” to write references.
Some recommended websites:
https://www.cdc.gov/outbreaks/index.html
https://wwwnc.cdc.gov/travel
http://www.cdc.gov/DiseasesConditions/
http://www.medscape.com/infectiousdiseases
http://www.niaid.nih.gov/topics/Pages/default.aspx
http://www.who.int/topics/infectious_diseases/en/
http://www.cidrap.umn.edu/
QUEENSBOROUGH COMMUNITY COLLEGE (CUNY)
Microbiology
GLOBAL AND DIVERSITY LEARNING OUTLINE
GDL: Global and Diversity Learning: This section of BI 311 is a GDL course.
GDL is a high impact practice that provides a framework for exploring multiple perspectives on viewing the interdependent world. Avenues that are outlined by GDL are:
1) Intercultural Learning and Global citizenship: Multiple perspectives on cultural values, Communication, cultural Footprints, Stereotypes, Empathy cross-cultural Issues, language and literacy.
2) Environmental sustainability; Multiple perspectives on climatic changes, globalization, interdependence, environment, poverty, water supply, digital economy, technology as global tool, politics, culture, ecology, economics, health, natural resources, etc.
3) Human Rights. Education for social intelligence, social Justice, health literacy, universal declaration of human rights
The GDL avenue chosen for this class is Intercultural Learning and Global Citizenship.
You will be involved in preparing a project that will allow you to explore the global concern of related to the global environment. Your GDL project is 10% of your Bio 311 course grade (see grading policy).
Lecture Grading Policy: Grade distribution is follows:
• 4 exams (22.5% each) ＝ 90% (lowest grade dropped)
• GDL project ＝ 10%
GLOBAL AND DIVERSITY LEARNING ASSIGNMENT: BIO 311
TOPIC: Global impact of infectious diseases
GDL ASSIGNMENT:
You will be involved in preparing a project that will allow you to explore the above mentioned global concern through…
1. Comparative discussion: By hearing different viewpoints adding layers to learning of the content being discussed.
2. Investigative approach: You will be involved in “researching” beyond the frame work of the course content.
3. Articulation of a personal stance: You will start formulating your own personal viewpoint / perspective/outlook to construct a new way of approaching/analyzing the course material being discussed.
4. Growth in learning and critical thinking: You will get the opportunity to reconstruct your own ideas and may even be now prepared to take action.
5. Evaluation: You will be allowed to assess your own transformation.
Purpose of this GDL assignment:
There has been a recent resurgence of infectious diseases that in some cases were previously believed to have been eradicated. You will be split up into five groups of six students based on a survey you fill out to indicate the sets of disease outbreaks you would be interested in investigating. Each group will then select one outbreak from the set. The assignment will involve a report to be submitted and an outline or PowerPoint presentation. It will also include surveys (three in total) throughout the semester. The final survey will ask you to formulate your personal stance on how best to stop the most recent outbreak of the disease.
The execution of this project will allow you to
• Identify the key elements of the global issue and analyze that issue from multiple perspectives (Awareness).
• Articulate an informed stance on a global issue through writing (Engagement).
• Identify how position/grounding shapes your own perception of this complex global concern (Transformation).
• Above all you will be learning course material and applying the knowledge to understanding and making an informed decision on an issue which has a global impact (Engagement and transformation).
• You never know, you might be motivated to take “ACTION” (Transformation)
List of Disease outbreaks( Every group picks one set and then one outbreak from the set)
Set 1: Ebola/Polio
Set 2: ZIKA / Western Equine Encephalitis
Set 3: Salmonella/ E.coli/ Cyclospora infections
Set 4: Mumps/ Yellow fever
Set 5: Listeriosis/ Norovirus
Set 6: Measles/ monkeypox
Set 7: Dengue/ Avian Flu
Set 8: Rabies / Cholera
Set 9: Rocky Mountain Spotted fever/ malaria
Set 10: Antibiotic resistant Pseudomonas aeruginosa/ diphtheria
Set 11: Typhoid/ Covid19
Set 12: Leishmaniasis/ Drug-resistant Brucella (RB51)
List of possible perspectives
Note: You may come up with alternative perspectives not on this list. Consult with your instructor.
• government
• health care personnel
• pharmaceutical companies
• patients
• family members
• media
Assignment schedule
Task Submission system Date
Submit survey 1 Blackboard Week 2
Instructor will assign groups Email Week 3
Groups will select Outbreak and perspectives Email Week 4
Submit survey 2 Blackboard Week 7
Submit Outline Blackboard Week 7
Submit Report/Start on Survey 3 Blackboard Week 12
Submit survey 3 Blackboard Week 14
Questions to address in Project
CATEGORY 1: Presentation of MULTIPLE VIEWPOINTS (Each member of group discusses one viewpoint)
1) Select one viewpoint from the following or a different one approved by your instructor: government, health care personnel, pharmaceutical companies, patients, family members, and media regarding the spread of the disease.
Answer the following questions from the selected viewpoint.
a) What are some factors that have contributed to the spread of the disease? (NOT HOW THE DISEASE IS TRANSMITTED)
b) What is the impact of the disease outbreak on this group? / How has this group’s life been affected?
Example: Here, you could summarize a blog article written by a nurse that describes the outbreak from their perspective and how their life has been affected.
2) How does the viewpoint you selected feel about another group’s response to the disease?
Example: If your point of view is from the health care workers, you could summarize an interview with a nurse practitioner on how she or he views the government response to the outbreak.
CATEGORY 2: Formulation of Viewpoint STANCE
1) Formulate a stance from the point of view you selected in category 1 on either how to stop the current outbreak or how to prevent a future outbreak of the disease.
Example: If you chose the viewpoint of the government, discuss the government recommendations for preventing a future outbreak. These recommendations could be different if made by a nurse practitioner.
Outline Sample
Section:
Instructor:
Group number: Name of Outbreak
Tittle:
Perspective:
Student name:
Category 1 Q1A: 2 or 3 factors
Factor 1 that has contributed to the spread of the disease
Example1:
Example 2:
Factor 2 that has contributed to the spread of the disease
Example 1:
Example 2
Category 1 Q1B: 1 or 2 Impacts
Impact 1 of the outbreak on your perspective
Example 1:
Category 1 Q2: 1 or 2 Examples
Example 1 of how your viewpoint feels about another group’s response to the outbreak
Category 2: 2 or 3 suggestions
Advice 1 on how to stop the spread of the outbreak or prevent future outbreaks
Example:
Advice 2 on how to stop the spread of the outbreak or prevent future outbreaks
Example:
Report Guidelines
Approach to Writing of Report:
1) Provide definitions of all terms, phenomenon and concepts, 2) Explain by providing reasoning and examples, 3) illustrate key concepts in the form of figures, diagrams, images etc..4) summarize all relevant ideas, and 5) research well to gather relevant/credible information.
Format of Report:
• Microsoft Word document. Calibri, font size 12, space 1.5.
• Each category in the “main body” of the paper has its own specifications (word count, topics etc.)
• Use of illustrations/ diagrams/graphics/images is essential (where required).
• You will have to do some research (internet, journals, magazines, text book, library, you tube etc.) to write relevant and appropriate answers
• Summarize, analyze, explain, and evaluate published work rather than merely reporting it
• Present relevant background information on each category.
• Define terms /concepts clearly wherever required.
• ALL SOURCES OF INFORMATION SHOULD BE CITED.
• Use “easy bib” to write your bibliography.
• Do not deviate from the main focus of the topic and its specific purpose.
• Write concise statements and always offer supporting details.
• The report should be emailed to me on or before due date. If you submit it before the due date, I will be able to give you feedback before entering a grade.
Guidelines: Written Report.
1. Title page:
• Give a title to you report. The global issue is: “Global impact of infectious diseases” but construct your own title for your report. Make it “your own”
• Your name
2. Introduction page: 200-250 words. This should include some details about what you are writing on. It should reflect the purpose, background and scope of the study. It should reflect why such a study is necessary, and any events that have led to the current global concern.
3. Main Body of the report:
a) There are questions under each category. These questions are guidelines for you to formulate your response.
b) Each member of a group must do category 1 and 2 individually. All questions are to be answered as part of an essay. Do not hand in your work in Q&A format.
c) The suggested amount of words for each category is approximately 800-900 words. You can write more or less… as long as the information is relevant and you answer the questions fully.
d) Summary: Very brief: A summary of what was discussed in the body
e) References: use books, articles, journals, newspapers, magazines, websites
• The references used must be varied. You can’t simply do websites.
• Go to the library for help on how to perform an academic search if you are struggling with this
• Use “easy bib” to write references.
Some recommended websites:
https://www.cdc.gov/outbreaks/index.html
https://wwwnc.cdc.gov/travel
http://www.cdc.gov/DiseasesConditions/
http://www.medscape.com/infectiousdiseases
http://www.niaid.nih.gov/topics/Pages/default.aspx
http://www.who.int/topics/infectious_diseases/en/
http://www.cidrap.umn.edu/
Important Info
The order was placed through a short procedure (customer skipped some order details).
Please clarify some paper details before starting to work on the order.
- Type of paper and subject
- Number of sources and formatting style
- Type of service (writing, rewriting, etc)
