• The prerequisites for this course are College level Biology and/or Botany.
• A working knowledge of Biological and Botanical terms and concepts.
• As a junior level course, I anticipate that you will bring a junior level of understanding and preparation from all of your courses and experiences (life and academic) to our discussions.

• These pages are provided to assist the student with pre-class preparation, in-class note taking, and post-class review.
• These Web Study Pages are not intended to replace the required textbook
• The student who attempts to take this class without benefit of the textbook will not receive the full benefit of the course.

• During the student's preparation time prior to each class, the student will write one (1), or more, questions on a card that the student would like to have answered in class.
• The cards will be turned in prior to class.
• In some classes the cards will be redistributed at random at the end of the class;
• Students may be asked to indicate whether they feel the questions on the cards were answered.
• Students may be asked to write a quiz question based on the day's class on the back of the card for the next class meeting.

• A. Class begins at 8:00 am sharp.
• B. Class Attendance should NOT be regarded as optional. This is a Discussion based Active Learning class; therefore your opinion, knowledge, and insights are important to the entire class.
• C. Your attendance in class will be taken as an indication that you have prepared BEFORE class by reading the appropriate library, reference and/or textual materials and are prepared to engage in discussion of the material.
• D. When responding orally to questions in class, you may refer to any notes you have prepared; however, you may NOT refer directly to your text.
  • Question and Answer Etiquette
    • 1. Stand when responding to a question.
    • 2. You may ": Pass": if you can not, or do not care to, answer a question; however, remain standing.
    • 3. When asked to evaluate another's answer, do so in a positive manner.
    • 4. If you only know a partial answer you may ask your Working Group members to assist you.
    • 5. Do not answer a question with a question.
    • 6. After you answer the question, you may pursue the discussion with a question if you care to do so.

• 1. Review Papers ,
• 2. in class responses,
• 3. cooperative writing assignments,
• 4. editing each others papers.

• Working Groups are an integral part of the teaching/learning process in this course.
• Formation of groups will occur early in the semester.
• Once formed, each Working Group will remain unchanged for the semester.
• These groups are designed for you to interact with students whose outlooks and interests are different from your own. In this setting you will provide your own point of view while learning to appreciate the opinion of another.
• You are a team member and will be evaluated on how well you function as a team member. You are expected to be prepared (i.e. sharing of ignorance does not constitute learning) and a contributing member of your working group. If the group has a problem, it should attempt to rectify the problem on its own. If unsuccessful, JP may be asked to intervene.

• Students with various learning disabilities have been quite successful in this course when they have allowed me to work to their advantage.
  
• Unfortunately, some students, without learning disabilities, have been less than successful primarily because they were either not adequately prepared for the course or did not prepare for class, or both.
  
• In all cases, solutions are more easily found when sought early.

Once the student has demonstrated factual competence, the demonstration of the ability to solve problems and synthesize logical answers to plant pathology related issues is the primary criterion for achieving the "A" and "B" grades.

Whole Letter Grades only, no +’s or –’s; however, I reserve the right to add a + to a grade to recognize academic accomplishment.

• A 90 – 100 = demonstrated a Mastery of Concepts and Facts and the ability to synthesize solutions to problems in a logical manner.

• B 78 – 89 = demonstrated a Mastery of Concepts and Facts and the ability to apply them to the solution of problems.

• C 66 – 77 = demonstrated a Competence in Concepts and Facts.

• D 60 - 65 = may be Familiar with Concepts and Facts but does not use them accurately and consistently.

• F < 60 = has not demonstrated Familiarity with Concepts and Facts, any use or application is of a superficial nature.

There will be a minimum of 20 three-minute quizzes (3 points per quiz).

These will take place at either 8:00 A.M. or 8:47 A.M.

The quizzes will be used to assess the student’s preparation for class and/or
learning of a concept (or concepts) during class.

The quizzes will always focus on material assigned for each class.

This class is a discussion based class.

Students who are not prepared and/or do not actively participate in the class
will be encouraged to be more active.

Those who do not actively participate in class will receive negative marks
on the Quizzes/Class Participation component.

A class period is reserved for discussion of each Review Paper Assignment.

All students are expected to actively participate in these discussions.

Students who do not attend the discussion class or do not participate in the discussions can expect to receive NO credit for the entire assignment.

• The Case Study will be given out as indicated on the syllabus.
• The responses are due at 8 A.M. on the day indicated.
• No papers will be accepted after 9 A.M. - no exceptions.
• Written responses to the case studies are to be returned in as follows:
• A polished, edited, and professional paper drafted by the entire group.
• Any paper that is poorly edited will interpreted to indicate that there was insufficient group participation and will be immediately devalued by 20%.
• It is acceptable to rotate the authorship responsibility; however, be sure that all members contribute written materials,discuss, read and edit the responses.
• A rough draft by each member of the group (be sure names are on the drafts).
These drafts may be quite "rough". The content of these "roughs" should indicate that each member prepared materials separately for the paper.

A peer evaluation sheet will be filled in individually and confidentially by
each group member evaluating the contribution of each of the
other members.

Each member will evaluate only the other members of the group.

All members of a Working Group will receive the same initial point value for
the paper from the instructor.

The final score for the paper will be the instructor's score modified by the
values evaluated by the group members.

Exams will be cover; all classroom activities, web study pages, library references, handout materials, and the corresponding material in the textbook.

1. A student may either accept the score earned or reject the score.
2. If A student decides to reject the score, s/he may contract to have her/his final exam count for an additional 15% towards the final grade and delete the mid-term score.
3. If A student decides to do this, he/she must provide a signed written statement to that effect to JP within 48 hrs of the return the mid-term exam to the class.
   
4. With prior notification (written or E-mail) to the Instructor; a student may opt not to take any of all of the mid-terms by contracting 15% for each missed mid-term be added to the Final Exam value. (This is NOT recommended but it is an option ).
   
5. CAVEAT: A student that does not take a midterm and does not notify the instructor either prior to or before the end of the exam period will receive a zero (0) for the exam and will not be accorded to option of applying the percentage to the final exam.
   
6. Contracts, once signed and submitted, are not reversible by the student.

Reasoning for PASS/NO PASS Grading;
• Students taking this class on a PASS / NO PASS basis must demonstrate more than Familiarity/Competence,
• and
• because the 25+ year average in this class is over 81%,
• therefore, 78% will be the minimum for PASS.

Plant Pathology 369 - Class Schedule 2006

Class	Date	Reading	Class Preparation/Class Topic	Assignments	Disease Example
Week One
1	Aug. 21	Intro M	Expectation, Realities, Formats, Evaluation,	Review Papers Explained
2	Aug. 23	Ch 1 M	Concepts of Health and Disease	Review Paper #1	Soybean Rust
3	Aug. 25	Ch 1 M	Koch's Postulates	Terminology Working Group Applications Due	Fire Blight of Apple and Pear
Week Two
4	Aug. 28	Ch 14 M	Pathogenic Taxon Viruses	Conveners Appointed	Tobacco Mosaic
5	Aug. 3	Ch 15 M	Nematodes	Review Paper #1 (Due 8 A.M.) Working Group Selection	Pine Wilt
6	Sept. 1	M	Review Paper 1 Discussion
Week Three
	Sept. 4		Academic Holiday	Review Paper #2
7	Sept. 6	Ch 12 M	Bacteria		Fire Blight of Apple and Pear
8	Sept. 8	Ch 11 M	True Fungi: Ascomycetes and Basidiomycetes		Early Blight of Tomato Corn Smut
Week Four
9	Sept. 11	Ch 11 M	Fungal-like Organisms: Protists and Chromists	Review Paper #2 (Due 8 A.M.)	Late Blight of Potato
10	Sept. 13		Review Paper 2 Discussion	Mid Term 1 Study Ques. (out);	Black Spot of Rose
11	Sept. 15	Ch 1 & Ch 2	Naming Terminology Signs and Symptoms Individual Plants and Populations	Botanical Terms Plant Taxonomy	Rusts of Turfgrass Grey Leaf Spot of Corn Tar Spot of Maple Tulip Breaking Fire Blight of Apple and Pear Seed Gall of Wheat Sorghum Ergot Phytophthora Root Rot of Alfalfa Crown Gall Rhizoctonia Brown Patch of Turf Cedar Apple Rust
Week Five
12	Sept. 18	Ch 2	Disease Diagnosis Gross Observation Culture and Microscopic Examination Molecular Methods		Summer Patch of Cool Season Turf Grasses Dutch Elm Disease
13	Sept. 20	Mid-Term 1
14	Sept. 22	Ch 8	Plant Disease Epidemiology	Simple Interest Computation	Cedar Apple Rust Corn Stalk Rot Stem Rust of Wheat
Week Six
15	Sept. 25	Ch 8	Plant Disease Epidemiology	Compound Interest Computation	Grey Leaf Spot of Corn Late Blight of Potato Summer Patch of Turf Cedar Apple Rust
16	Sept. 27	Ch 2	Parasites and Disease Development Pre penetration Phenomena, Penetration	Group Review Papers #3	Bean Rust Root Knot Nematode Late Blight of Potato Halo Blight of Beans
17	Sept. 29	Ch 2	Parasites and Disease Development Reproduction, Overseasoning		Bean Rust Soybean Cyst Nematode White Mold of Beans Halo Blight of Beans
Week Seven
18	Oct. 2	Ch 5	How Pathogens Attack Plants Recognition of Host Surface, Enzymatic infection process	Plant Anatomy Leaf Anatomy Enzymology	Papaya anthracnose Early blight of tomato Bean Rust Damping off
19	Oct. 4	Ch 5 M	How Pathogens Attack Plants Toxins	Review Paper 3 (Due 8 A.M.) Cell Membranes Mitochondria Cell Metabolism Respiration	Southern Corn Leaf Blight Victoria disease of oats
20	Oct. 6		Review Paper 3 Discussion		Club Rot of Crucifiers Crazy Top of Corn Aster Yellows Phytoplasm of Periwinkle
Week Eight
21	Oct. 9	Ch 8	Plant Disease Epidemiology Case Study Explanation	Case Study (out)	Grey Leaf Spot of Corn
22	Oct. 11	Ch 5 M	How Pathogens Attack Plants Growth Regulators		Oleander Knot
23	Oct.13	Ch 4	Pathogenesis Specific Disease Examples		Fusarium Wilt of Tomato Goss' Wilt of Corn
Week Nine
	Oct. 16		Fall Break
24	Oct. 18		Review and Discussion
25	Oct. 20	Mid-Term 2 (Comprehensive)
Week Ten
26	Oct. 23	Ch 3	Pathogen Effects on Physiological Functions Movement of Water	Vascular Anatomy of Monocots and Dicots Plant Physiology Transpiration	Powdery Mildew of Wheat
27	Oct. 25	Ch 3	Pathogen Effects on Physiological Functions Respiration		Corn Lethal Necrosis
28	Oct. 27	Ch 3	Pathogen Effects on Physiological Functions Transcription and Translation	Mid Term 2 Study Ques. (out);
Week Eleven
29	Oct. 30	Ch 4	Genetics and Plant Disease Pathogen Variability	Mendelian Genetics Molecular Genetics Replication	Flax Rust Stem Rust of Wheat Late Blight of Potato Southern Corn Leaf Blight
30	Nov. 1	Ch 4	Genetics and Plant Disease Host Variability Variation in Nature		Bacterial Blight of Soybean Stalk Rot of Corn
31	Nov. 3	Ch 6	How Plants Defend Themselves Against Pathogens Pre-Existing or Non-Induced		Shot Hole of Cherry Onion Smudge
Week Twelve
32	Nov. 6	Ch 6	How Plants Defend Themselves Against Pathogens Induced - Phytoalexins		Phytophthora Root and Stem rot Soybean Bacterial Blight Pythium Root Rot of Peas
33	Nov. 8	Ch 6	How Plants Defend Themselves Against Pathogens Induced - HRP and Apoptosis		Flax Rust Late Blight of Potato Southern Corn Leaf Blight
34	Nov. 10	Ch 6	How Plants Defend Themselves Against Pathogens Induced - Systemic Acquired Resistance (SAR)
Week Thirteen
35	Nov. 13	Ch 7	Effect of Environment on Development of Disease
36	Nov. 15		Classical Plant Diseases You Should Know and Why You Should Know Them (Part 1)
37	Nov. 17		Classical Plant Diseases You Should Know and Why You Should Know Them (Part 2)
Week Fourteen
38	Nov. 20	Case Group Meetings
	Nov. 22		Student Holiday
	Nov. 24		Thanksgiving Vacation	Mid Term 3 Study Ques. (out);
Week Fifteen
39	Nov. 27	Ch 9	Strategies for Plant Health Management Chemical Approaches	Inorganic Chemistry Organic Chemistry Immunology Systems Analysis
40	Nov. 29	Ch 9	Strategies for Plant Health Management
41	Dec. 1	Mid-Term 3 (Comprehensive)
Week Sixteen
42	Dec. 4		Case Study Presentations
43	Dec. 4		Case Study Presentations		FINAL EXAM STUDY QUES.
44	Dec.6		Case Study Presentations and Final Discussion
WEDNESDAY - 11 December 2006			FINAL 7:30-9:30 a.m.

Questions, Comments, Complaints and Complements?

This page is authored and maintained by:

Dr. J.E. Partridge, Department of Plant Pathology, University of Nebraska-Lincoln

Copyright (C) 2006 J.E. Partridge, University of Nebraska-Lincoln. All Rights Reserved.