What follows is David Dunigan's compilation of the 1993 ASV Workshop for
Virology Education survey.
If you have any questions please direct them to David. We should all
commend him for this effort.
>1993 ASV Workshop for Virology Education
>>Survey on Teaching Experiences:
>>Please return this questionnaire as soon as possible to: David Dunigan,
>Department of Biology-LIF 136, University of South Florida, 4202 East Fowler
>Avenue, Tampa, FL 33620-5150. We hope to develop a data base for teaching
>needs in virology and a resource pool of virologists interested in the
>education mission of the Society. These data will be compiled and distributed
>to those interested in knowing this information.
>>>1) Do you wish to receive information derived from this survey?
> Yes(43) No(2)
>>2) Do you teach virology?
> Yes(42) No(6)
>>3) If yes, is your course entirely for virology?
> Yes(35) No(12)
>>4) Do you teach undergraduate level virology?
> Yes(31) No(14)
>>5) Approximately how many students enroll in this course per term:
>> 10-25 25-50 50-75 75-100 >100
> (10) (16) (3) (3) (5)
>>6) How frequently is this course taught?
> Every term Once/year Alt yrs
> (8) (21) (6)
>>7) Is your course team taught or taught entirely by one person?
> Team One person
> (14) (22)
>>8) Do you teach graduate level courses in virology?
> Yes(29) No(13)
>>9) Approximately how many students enroll in this course per term:
> 1-5 5-10 10-20 20-50 >50
> (6) (12) (11) (0) (2)
>>10) How frequently is this course taught?
> Every term Once/year Alt yrs
> (1) (15) (14)
>>>11) Is your course team taught or taught entirely by one person?
> Team One person
> (20) (10)
>>>12) Is the emphasis of your course primarily on animal, plant, bacterial,
> or other types of viruses?
> Plant, Animal and Bacterial(12)
> Plant and Animal(2)
> Animal and Bacterial(2)
>>>13) Which book(s) do you use in teaching virology?
>> Course Title:
> Molecular Virology(4)
> Plant Virology(3)
> General Virology(2)
> Animal Virology(2)
> Advanced Virology(2)
> Medical Microbiology(1)
> Veterinary Virology(1)
> Advanced General Virology(1)
> Readings in Virology(1)
> Medical and Veterinary Virology(1)
> Introduction to Animal Virology(1)
> Molecular Plant Virology and Plant Protection(1)
> Current Topics in RNA Viruses(1)
> Bacteriology, Mycology, Virology and Parasitology
> Basic Medical Microbiology(1)
> Microbiology for Nursing Students(1)
> Biology 402(1)
> General Pathology(1)
> No book used(8)
> Fundamental Virology/Fields(6)
> Plant Virology/Matthews(4)
> Veterinary Virology/Fenner&White(3)
> Recognition, Identification and Prevention of Acute Viral
> Basic Medical Microbiology/Boyd(1)
> Diseases of Domestic Animals/Timmoney(1)
> Molecular Biology of the Gene/Watson(1)
> Selected Scientific American Offprints(1)
>>> Type of Course: Undergraduate Graduate Professional Other
> (19) (20)
>> Credits per Term: 2(5) 3(16) 4(8) 5(0)
>>>14) Do you presently use computers in your teaching? Yes(6)
>>>15) Please list any computer programs in virology of which you are aware.
>Indicate if you use them for your course.
>> Making overheads(3)
> Molecular modeling software:
> Sybyl, HyperCHEM(1)
>>>16) Would you be interested in receiving information about virology
> Yes(46) No(0)
>>>17) Would you be interested in contributing virology teaching information
>(syllabus, questions, tests, etc.) to a "virology" server via a network (such
>as a gopher server)?
> Yes(28) No(1) Don't know much about it(16)
>>>18) Please provide any ideas/approaches you feel have helped improve
>student learning/interest in virology.
>> "We have discussion sections on a particular topic after we have spent
>1-2 weeks on the topic (AIDS, vaccines, etc.). Students then write a
>paragraph about the discussion in a designated writing style (press
>release, abstract, letters). This incorporates writing into the science
>curriculum and gets students thinking about things like ethics, patient
>rights, and public health issues. Works well, although it requires a lot of
>grading time." L.A.
>>> "a) Hands-on laboratories
> b) Cooperative learning
> c) Practical problems related to virology
> d) Virology "current events" discussion-students find current event
>articles related to virology." D.A.B.
>>> "Information via a gopher server would be invaluable. I would be
>willing to participate and help." C.B.
>>> "I don't think [the] computer is the only way to solve [the] current
>problem, because people are more interested in people than anything else"
>>> "Standard approach to teaching: Structure, Replication, Pathogenesis and
>Disease, Epidemiology, Prevention and Treatment." T.S.D.
>>> "1) Extra credit for:
> a) original virus taxonomy schemes
> b) brief synopsis of virus research papers
> c) oral presentation of term papers
> 2) Active learning exercises:
> a) form break-out groups
> b) assignment specific problem to each group (e.g., So you think
>you have a virus, how do you know this?)
> c) allow time for brain-storming
> d) oral presentation of the solution for the problem
> 3) Have each student choose a subset of viruses from diverse taxonomic
>groups (perhaps ones which they have personal interest), then expect them to
>use these selected viruses on their exams.
> 4) Have at least one special lecture per term from a virologist in the
>region (usually toward the end of the term); this gives the students
>confidence that they can interact with professional scientists.
> 5) Use of computer-generated structures of virus particles as either
>overhead projections or 3-D projections." D.D.D.
>>> "Better textbooks are important." A.E.
>>> "Asking students to present the concepts and technology from some of the
>classic papers in virology." K.C.G.
>>> "Will have a number of color overheads computer generated, disk(ettes)
>available for virology." R.K.
>>> "Those I heard during the ASV meeting are very good." J.L.
>>> "Making model viruses out of paper." S.L-F.
>>> "Teach virology as an experimental science. Since labs are too
>expensive I do experiments in class - on the black board, with student
>participation. They love it." P.I.M.
>>> "My course is for medical laboratory technologists who are upgrading
>their technical diploma to Bachelor of Medical Laboratory Science
>degreestatus. "Acute Viral Infections" (1991) was written specifically for
>this student group. My particular contribution to improving student learning
>and understanding is to be available each Thursday evening 1800-2200 hrs PST
>or (PDT) by telephone. Brief telephone discussions usually resolve learning
>difficulties effectively." D.M.M.
>>> "Student presentations. For plant virology, each student chooses one
>virus near the beginning of the term. Then as we approach topics-
>replication, translation, modes of infection, etc., each student
>describes how her/his virus operates." G.A.P.
>>> "Veterinary students:
> 1) Presenting case reports emphasizing diagnostic tests;
>identification of etiological agent; family characteristics of agent
>regarding cell tropism = clinical signs, transmission, and control.
> 2) Lab report based on video tape made of animal infection with an
>avirulent (vaccine) and a virulent virus - stresses concepts of virulence,
>affects of route of transmission and animal species [mouse,
>pseudorabies virus inoculated ic route]." G.S.
>>> "Short student presentations on virus or topic not covered in class."
>>> "Need comprehensive, basic text" M.S.
>>> "1) Co-operative environment: non-competitive grading, study groups
> 2) Extensive set of study questions to be used as material is covered
>and for review
> 3) Break-out groups on focused topics to discuss and present current
> 4) Library research questions, both specific and general, which require
>use of basic virology and use of reference tools" E.T.
>>> "Have used stills of Jean-Yves' [Sgro] images in slide format to explain
>picorna[virus] structure to classes: absolutely outstanding results. This is
>good stuff! Also use Rossmann's and Jim Hogle's videos of HRV14 and PV1
>with big time impression at all levels. Availability of Jean- Yves'
>mini-movie on video or diskette for play on PC's would be very useful. While
>internet may be highly useful, I would bet most people don't/can't us it to
>down load the info they want. ASV could collate what's available and for a
>fee (which is reasonable), make such available to all interested." S.T.
>>>>19) What would you most like to learn about teaching virology in the 1994
>ASV education workshop?
>>> "What do people consider essential in an undergraduate course in
>virology? What labs can easily be incorporated into a course when equipment
>(i.e., hoods) is lacking?" L.A.
>>> "a) Laboratory exercises
> b) Slide exchange program-teaching slides
> c) Methods to stimulate undergraduate students to reach greater heights
>in learning virology
> d) Interactive computer programs" D.A.B.
>>> "1) Teaching skills
> 2) How to stimulate students' interest in virology.
> Your current workshop is too much commercial but no time to discuss the
>basic problem in depth." C.C.K.
>>> "How to make students go from passively interested to actively
>>> "Access to visual materials (slides) and outlines." T.S.D.
>>> "1) Oral presentation of pivotal experiments/discoveries in virology told
>by virologists who have first hand experience or knowledge of the persons
> 2) Discussion and/or presentation of virology lab exercises.
> 3) Teaching professional (e.g., educational psychologist) present a
>seminar on teaching techniques...hopefully with a bent towards virology."
>>> "Definitely interested in Internet syllabus contributing or using." M.F.
>>> "Curriculum and textbooks" W.G.
>>> "Available materials for teaching" M.H.
>>> "Curriculum for the entire course" M.J.
>>> "The concept of "teaching modules" that ASV keeps for different subjects
>in virology would be very helpful. Also, I think ASV should develop
>laboratory "units" using phage/bacterial hosts to teach: 1-step curves,
>plaque assay, LD50, etc. Then, a set of "units" for animal virology. For
>many universities, human viruses cannot be used in the laboratory because of
>liability problems. We should consider what viruses are safe for
>>> "A club for virology teaching" J.L.
>>> "Any good texts? Any good videos?" P.I.M.
>>> "Categories of class laboratory exercises which can be given to 20+
>students once weekly without requiring sophisticated "isolation" facilities,
>e.g. vertical laminar flow hoods which are impractical for more than 3-5
>students per class." D.M.M.
>>> "Need good textbook(s). Method of sharing information." C.P.
>>> "The exchange of ideas coupled with the descriptions and demonstrations
>of teaching techniques. The computer demonstration was stunning." G.P.P
>>> "More ideas for interactive learning." G.A.P.
>>> "Resources available, how to introduce problem solving skills, what kind
>of problems can be used. Information on Internet would be useful."
>>> "Laboratory exercises. I've surveyed a number of catalogs and I've
>noticed that many major universities don't teach virology labs. ...I'm
>somewhat disappointed that we did not discuss the topic of teaching a
>virology lab." R.M.R.
>>> "Wet lab experiments" G.S.
>>> "Audio-visual for lab techniques" M.S.
>>> "Problem sets" R.E.S.
>>> "Continue network development - both electronic and hardcopy." E.T.
>>> "A panel or a roundtable on teaching tools (such as, software, hardware,
>slides, etc.)." A.C.V.
>> "Viral systems available for teaching basic concepts in lab." P.W.
>>> "Video tape library? Need AV for large classes." E.K.W.
Dr. Ruben Donis
Dept. of Veterinary and Biomedical Sciences
University of Nebraska,
Lincoln, NE 68583-0905
FAX to 402-472-9690