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Students understand what it means to be an obligate intracellular parasite

Students understand the basic structure and lifecycle of the influenza virus

Students learn how antiviral compounds work

Students understand how drug resistant virus develops

Students appreciate that influenza is a difficult disease to control

Be able to link macro level of epidemiology to cellular events

Students understand genetic information is the instructions for how to make proteins

Students appreciate specificity and 3D nature of biological interactions.

Students have hands-on opportunity to see how 3D interactions are an important concept in biological system interactions.

Incorporates mixture of active learning and mini-lecture format, as well as small group activities to allow students to assess own knowledge and gain insight from peers.

Students must use newly acquired knowledge to form theory and provide evidence for conclusions.

The presentation for the unit takes various forms, encompassing lecture, small group discussion and individual work.

Material is presented using many aids including models, slides and video clips

Students frequently work together in groups to practice using newly acquired terms and synthesizing and revising their own framework of knowledge.

Students will be guided to organize complex pathways/concepts around basic principles in a conceptual framework

Pre and post exam will help to prime students for information about to receive as well as assist them is assessing own knowledge after class.  Also provides instructor with similar feedback on knowledge previously known and subsequently acquired.

Group work allows professor opportunity to gauge student understanding either when groups report ideas to whole-group or when interacting with groups in discussions.

Take home assignment allows students to review major concepts presented in class and extend those concepts.  Provides professor with feedback as to the concepts gained and level of understanding achieved.