My goal as an educator is not only to have my students understand biology, but to teach in ways that push them to improve their capacity to problem solve, assess evidence, synthesize information, and gain a deeper appreciation of the natural world.
Courses:
The following are courses that I have developed and taught as an instructor of record.
Courses:
The following are courses that I have developed and taught as an instructor of record.
Avian Parasitology on a Migratory Flyway
This was a weeklong intensive graduate field course that I designed and taught in the north of Israel through Tel-Hai college. This course was also supported by a Fulbright Specialist grant. I taught this course with three amazing co-instructors: Dr. Yoni Vorteman, Dr. Arne Hegemann, and Dr. Alfonso Rojas. We are hoping to offer this field course every other year in the future.
This course aims to introduce and review major topics related to avian parasitology, immunology and migration. It takes place in the Hula Valley of Israel, an internationally acclaimed location for bird-watching, and an important migratory stopover point for millions of migratory birds from the Middle East, Europe, Africa, and Asia. This intensive week-long field course brings together multiple topics in an integrative and comparative framework, including parasitology, migratory ecology, ecological immunology, behavioral ecology, and ornithology. It will involve both active classroom work that will focus on primary literature and case studies to cover relevant background and theory, as well as hands-on lab and field skills and techniques. Students will be exposed to field and lab methods that allow for the identification and quantification of avian parasites, and the characterization of avian morphology, physiology, immunity, and behavior.
This was a weeklong intensive graduate field course that I designed and taught in the north of Israel through Tel-Hai college. This course was also supported by a Fulbright Specialist grant. I taught this course with three amazing co-instructors: Dr. Yoni Vorteman, Dr. Arne Hegemann, and Dr. Alfonso Rojas. We are hoping to offer this field course every other year in the future.
This course aims to introduce and review major topics related to avian parasitology, immunology and migration. It takes place in the Hula Valley of Israel, an internationally acclaimed location for bird-watching, and an important migratory stopover point for millions of migratory birds from the Middle East, Europe, Africa, and Asia. This intensive week-long field course brings together multiple topics in an integrative and comparative framework, including parasitology, migratory ecology, ecological immunology, behavioral ecology, and ornithology. It will involve both active classroom work that will focus on primary literature and case studies to cover relevant background and theory, as well as hands-on lab and field skills and techniques. Students will be exposed to field and lab methods that allow for the identification and quantification of avian parasites, and the characterization of avian morphology, physiology, immunity, and behavior.
Parasitology
Parasitology is an exciting and fascinating subject. The diversity of parasites is astounding and they have the most intricate and complex life histories of any organism on the planet. There are more parasites on earth then there are free living organisms and they can have important impacts on animal and human health. The goal of this course is to expose students to the broad diversity of parasites while framing them in concepts of ecology and evolution. Numerous human and nonhuman animal host examples will be covered. The laboratory portion of the course is designed to give students a “hands on” experience with parasites. Many labs will involve a dissection or a live demonstration in addition to observing preserved specimens.
Learning Goals for Course:
1.) Become familiar with parasite diversity. Part of this course takes a traditional approach to an organismal biology course. We will cover a broad overview of parasite taxonomy and natural history.
2.) Apply concepts from ecology and evolutionary biology. We will very frequently incorporate broad concepts and research from ecology and evolutionary biology that apply to parasites into lectures, assignments and discussions.
3.) Develop oral, written and visual science communication skills. Every job in science requires effective communication. Several class assignments will focus on communicating knowledge about parasitology and disease through multiple venues.
4.) Enhance ability to synthesize and critically evaluate information. Science is not about simply regurgitating information. We will engage in focused readings and discussions that will require critical thinking. Class projects will focus on creativity and the ability to take existing research and propose innovative experiments to answer important questions.
5.) Learn practical methods relevant to parasitology research. The lab section of the course will involve learning techniques including dissections, microscopy and others. The lab will also reinforce content that is introduced during lectures.
Parasitology is an exciting and fascinating subject. The diversity of parasites is astounding and they have the most intricate and complex life histories of any organism on the planet. There are more parasites on earth then there are free living organisms and they can have important impacts on animal and human health. The goal of this course is to expose students to the broad diversity of parasites while framing them in concepts of ecology and evolution. Numerous human and nonhuman animal host examples will be covered. The laboratory portion of the course is designed to give students a “hands on” experience with parasites. Many labs will involve a dissection or a live demonstration in addition to observing preserved specimens.
Learning Goals for Course:
1.) Become familiar with parasite diversity. Part of this course takes a traditional approach to an organismal biology course. We will cover a broad overview of parasite taxonomy and natural history.
2.) Apply concepts from ecology and evolutionary biology. We will very frequently incorporate broad concepts and research from ecology and evolutionary biology that apply to parasites into lectures, assignments and discussions.
3.) Develop oral, written and visual science communication skills. Every job in science requires effective communication. Several class assignments will focus on communicating knowledge about parasitology and disease through multiple venues.
4.) Enhance ability to synthesize and critically evaluate information. Science is not about simply regurgitating information. We will engage in focused readings and discussions that will require critical thinking. Class projects will focus on creativity and the ability to take existing research and propose innovative experiments to answer important questions.
5.) Learn practical methods relevant to parasitology research. The lab section of the course will involve learning techniques including dissections, microscopy and others. The lab will also reinforce content that is introduced during lectures.
Ecology and Evolution of Disease
Ecology and evolution are driven by the study of interactions between organisms over time, and no interactions are so numerous, so enduring, or so intimate as that between hosts and their parasites. Parasites and pathogens play an important role in shaping the natural world. This course investigates the complex role of disease in ecology and evolution. From how hosts adapt to parasites and how parasites in turn evade their host adaptations, this course explores how this evolutionary arms race can influence host life history, natural and sexual selection, and speciation. From individual hosts to how diseases spread across landscapes, students will learn how to use quantitative models of transmission and disease dynamics. This course looks at how parasites and pathogens regulate host populations and influence the structure of whole communities, food webs and ecosystems. The course addresses many current issues surrounding global health and disease risk, including newly emerging infectious diseases, the increase in zoonotic diseases (like Ebola and HIV), and the impacts of globalization, human disturbance and climate change on disease risk and transmission.
Learning Goals for this Course:
1.) Understand the importance of parasites and pathogens in nature. Diseases have large impacts on hosts that, over time, have played an important roll in shaping the natural world. We will explore the impacts of disease in many different contexts and time scales.
2.) Use scientific knowledge to solve real-world problems: In a changing world we are facing dangerous diseases with greater frequency and new problems such as drug resistance. We will practice applying scientific knowledge to develop strategies and management plans to address these problems.
3.) Develop oral, written and visual science communication skills. Several class assignments will focus on communicating knowledge about disease through multiple venues.
4.) Enhance ability to synthesize and critically evaluate information. Science is not about simply regurgitating information. We will engage in focused readings and discussions that will require critical thinking. Class projects will focus on creativity and the ability to take existing research and propose innovative experiments to answer important questions.
5.) Awareness and understanding of complexity. Nothing in biology takes place in isolation and ecological complexity is intrinsic to understanding disease dynamics in host populations. Rather than focusing solely on single-host, single-pathogen interactions, this course will emphasize the full suite of interactions within complex communities, which generally include multiple hosts and multiple parasites co-occurring in disturbed and dynamic environments.
Ecology and evolution are driven by the study of interactions between organisms over time, and no interactions are so numerous, so enduring, or so intimate as that between hosts and their parasites. Parasites and pathogens play an important role in shaping the natural world. This course investigates the complex role of disease in ecology and evolution. From how hosts adapt to parasites and how parasites in turn evade their host adaptations, this course explores how this evolutionary arms race can influence host life history, natural and sexual selection, and speciation. From individual hosts to how diseases spread across landscapes, students will learn how to use quantitative models of transmission and disease dynamics. This course looks at how parasites and pathogens regulate host populations and influence the structure of whole communities, food webs and ecosystems. The course addresses many current issues surrounding global health and disease risk, including newly emerging infectious diseases, the increase in zoonotic diseases (like Ebola and HIV), and the impacts of globalization, human disturbance and climate change on disease risk and transmission.
Learning Goals for this Course:
1.) Understand the importance of parasites and pathogens in nature. Diseases have large impacts on hosts that, over time, have played an important roll in shaping the natural world. We will explore the impacts of disease in many different contexts and time scales.
2.) Use scientific knowledge to solve real-world problems: In a changing world we are facing dangerous diseases with greater frequency and new problems such as drug resistance. We will practice applying scientific knowledge to develop strategies and management plans to address these problems.
3.) Develop oral, written and visual science communication skills. Several class assignments will focus on communicating knowledge about disease through multiple venues.
4.) Enhance ability to synthesize and critically evaluate information. Science is not about simply regurgitating information. We will engage in focused readings and discussions that will require critical thinking. Class projects will focus on creativity and the ability to take existing research and propose innovative experiments to answer important questions.
5.) Awareness and understanding of complexity. Nothing in biology takes place in isolation and ecological complexity is intrinsic to understanding disease dynamics in host populations. Rather than focusing solely on single-host, single-pathogen interactions, this course will emphasize the full suite of interactions within complex communities, which generally include multiple hosts and multiple parasites co-occurring in disturbed and dynamic environments.
Mentoring and Leadership in STEM
This course is geared towards graduate students and postdocs
As scientists, most of us will eventually be in positions that require managing and mentoring people, yet we receive no formal training in how to be most effective in this capacity. This seminar aims to fill in this gap in training. We'll also help each other write personal mentoring statements, work through example case studies, and practice those difficult conversations.
The course is structured as a combination of discussion, readings, invited speakers, and various interactive exercises. We will begin the semester with sessions aimed at identifying and developing personal mentorship and leadership styles and philosophies. We will then move on to conflict management, team building (particularly hiring people and optimizing team performance) and practical lab management such as running efficient meetings and mentoring students. We will address, discuss, and practice such topics as writing and reviewing letters of recommendation, talking through conflict scenarios, avoiding common management pitfalls, and adjusting mentorship style for individuals with different backgrounds and personality types.
This course is geared towards graduate students and postdocs
As scientists, most of us will eventually be in positions that require managing and mentoring people, yet we receive no formal training in how to be most effective in this capacity. This seminar aims to fill in this gap in training. We'll also help each other write personal mentoring statements, work through example case studies, and practice those difficult conversations.
The course is structured as a combination of discussion, readings, invited speakers, and various interactive exercises. We will begin the semester with sessions aimed at identifying and developing personal mentorship and leadership styles and philosophies. We will then move on to conflict management, team building (particularly hiring people and optimizing team performance) and practical lab management such as running efficient meetings and mentoring students. We will address, discuss, and practice such topics as writing and reviewing letters of recommendation, talking through conflict scenarios, avoiding common management pitfalls, and adjusting mentorship style for individuals with different backgrounds and personality types.
Middle School Science
I have also had the opportunity to work closely with middle school science teachers and to teach 7th grade biology through the NSF GK-12 program, the NSF research experiences for teachers program, and through outreach at CU where I have helped to organize an annual workshop for middle and high school science teachers on how to better teach controversial science topics (climate change, evolution, GMOs, vaccines...) in the classroom. These experiences have had a huge influence on my teaching.
Here are some cool resources that have come out of these experiences:
Hund AK, Greene K., Reeg H., Tomlin D. 2017. “Bird Related Science Lessons for the Middle Level.” four-week science curricula developed for Boulder Valley School District
Hund AK. 2016. "The Science Behind the Vaccine Controversy." workshop with classroom unit for high school teachers presented at the University of Colorado Teaching Workshop.
Hund AK. 2015. "Emerging Infectious Disease and How it Impacts Our World" workshop with classroom unit for high school teachers presented at the University of Colorado Teaching Workshop.
Brennan PLR, Clark RW, Mock DW. 2014. “ Time to Step It Up: Defending Basic Science and Animal Behavior” Animal Behaviour, 94:101-105. A.K. Hund: contributed lesson plan featured
I have also had the opportunity to work closely with middle school science teachers and to teach 7th grade biology through the NSF GK-12 program, the NSF research experiences for teachers program, and through outreach at CU where I have helped to organize an annual workshop for middle and high school science teachers on how to better teach controversial science topics (climate change, evolution, GMOs, vaccines...) in the classroom. These experiences have had a huge influence on my teaching.
Here are some cool resources that have come out of these experiences:
Hund AK, Greene K., Reeg H., Tomlin D. 2017. “Bird Related Science Lessons for the Middle Level.” four-week science curricula developed for Boulder Valley School District
Hund AK. 2016. "The Science Behind the Vaccine Controversy." workshop with classroom unit for high school teachers presented at the University of Colorado Teaching Workshop.
Hund AK. 2015. "Emerging Infectious Disease and How it Impacts Our World" workshop with classroom unit for high school teachers presented at the University of Colorado Teaching Workshop.
Brennan PLR, Clark RW, Mock DW. 2014. “ Time to Step It Up: Defending Basic Science and Animal Behavior” Animal Behaviour, 94:101-105. A.K. Hund: contributed lesson plan featured