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Students will understand basic fungal cell biology

Students will be able to apply their knowledge of fungal biology to real life problems.

Students will be able to work effectively in small groups.

Students will be able to analyze data to answer questions.

Uses active learning to engage students in solving a real life scientific problem 

Students are asked to analyze data and answer questions based on their knowledge 

Uses diverse methods of teaching and learning designed to reach multiple types of students

Starts with a real-life example, peanuts are a common food source, and addresses the issue of food safety from the perspective of a fungal pathogen 

Unit introduces a complicated problem, aflatoxin contamination of peanuts by Aspergillus fungi, and challenges students to propose a plan to contain or control the contamination 

Active learning exercise, group discussion, and individual homework readings before class provide a variety of teaching and learning styles

Students are actively engaged in learning by doing a homework reading, brainstorming prior knowledge, designing a plan as a group, and presenting their plans to the class

Students have several opportunities during the lesson to assess their progress towards the learning goals and provide the instructor with feedback.  Student knowledge of the disease triangle is assessed in a prior lesson. 

During the lesson, students are assessed again when asked to brainstorm places they have found fungi and when students work in groups to discuss what they know about fungal ecology that could be used to limit/control aflatoxin contamination.

Students have an opportunity to share their knowledge and ask the instructor any additional questions they may have.  Assessment continues when students work as a group to analyze a and existing plan to limit/control aflatoxin contamination