SUBJECT AND COURSE: ENT 440/540

Issues in Insect Toxicology

Credits: 3

Instructor: Louisa Hooven

hoovenl@hort.oregonstate.edu.
541-737-8959.

COURSE DESCRIPTION:

Introduction to concepts and mechanisms associated with molecular toxicology as it relates to insects,
including interactions with naturally occurring and synthetic compounds, the use of insects as model
organisms, and an introduction to laboratory methods. Overview of problems in insect toxicology
including resistance to pesticides and the protection of non-target species. Current research tools and
potential strategies for addressing issues in insect toxicology will be discussed. The class is designed to
accommodate students from diverse academic backgrounds, although a background in basic chemistry
and biology is recommended. This course combines approximately 90 hours of instruction, online
activities, and assignments for 3 credits.

COURSE CONTENT:

Blackboard — This course will be delivered via Blackboard, your online learning community, where you
will interact with your classmates and with me. Within the course Blackboard site you will access the
learning materials, tutorials, and syllabus; discuss issues; submit assignments; take quizzes; email other
students and the instructor; participate in online activities; and display your projects. To preview how an
online course works, visit the Ecampus Course Demo. For technical assistance, Blackboard and
otherwise, see http://ecampus.oregonstate.edu/services/technical-help.htm.

Week Topic Examples of Potential Specifics to know and understand

Reading
1 The Risk Equation: Tox Tutors The Physical Properties of
Toxicity and http://sis.nlm.nih.gov/enviro/ Toxicants and how they affect
Exposure in Dynamic toxtutor.html Absorption, Distribution,
Systems Metabolism, and Excretion in
Insects

Exposure, Physiology, and Behavior

Molecular Targets of Toxicity

2 Molecular Systems in The Insect P450 Site Classes of Toxicants and Their
Toxicology http://p450.sophia.inra.fr/ Mechanisms of Action

Metabolism of Toxicants: Enzyme

Systems

3 Pesticide Regulations National Pesticide Pesticide Formulations

Information Center
http://npic.orst.edu/index.ht Pesticide Regulations
ml
Pesticides in the Environment

4 Methods in Insect Dose Response and Overview of

Toxicology Statistical Methods

Laboratory Bioassays and Field

Assays

Molecular Methods for

Understanding Toxicity

Developing New Methods

5 Problems in Insect Insect Biochem Mol Biol. Examples of Pesticide Resistance

Toxicology: 2011 Jul;41(7):411-22. Epub
Resistance to 2011 Mar 21. Species and Active Ingredients
Pesticides The biology of insecticidal
activity and resistance. Mechanisms of Pesticide Resistance
Perry T, Batterham P,
Daborn PJ. Gene Amplification

http://www.pesticideresistan Mutation of Target Protein

ce.org/search/1/

6 Problems in Insect MMWR Morb Mortal Wkly Examples of Unintended Human

Toxicology: Rep. 2011 Sep Toxicity: Bedbugs
Minimizing Human 23;60(37):1269-74.
Toxicity Acute illnesses associated Molecular and Physiological
with insecticides used to Differences between Mammals and
control bed bugs--seven Insects that Influence Toxicity
states, 2003--2010.
Centers for Disease Control
and Prevention (CDC).
7 Problems in Insect Pest Manag Sci. 2010
Toxicology: Nov;66(11):1171-80.
Protecting Pollinating Is Apis mellifera more
Insects sensitive to insecticides than
other insects?
Hardstone MC, Scott JG.
Examples of Pollinators at Potential
Risk from Pesticide Exposures:
Honey Bees, Bumblebees, Solitary
Bees
Differences in Susceptibility
between Insects

Toxicity in a Eusocial Organism

8 Problems in Insect Science. 2010 May Examples of Non-Target Insects

Toxicology: 28;328(5982):1151-4.
Unintended Mirid bug outbreaks in
Consequences to multiple crops correlated
Non-Target Insects with wide-scale adoption of
Bt cotton in China.
Lu Y, Wu K, Jiang Y, Xia B,
Li P, Feng H, Wyckhuys
KA, Guo Y.
Mechanisms of Unintended Effects
Effects of Non-Insecticide
Compounds (Herbicides,
Fungicides, Environmental
Contaminants)

9 Problems in Insect Neurotoxicol Teratol. 2010 Insects used as models to

Toxicology: Insects Jan-Feb;32(1):74-83. understand toxicological pathways
as Model Systems Drosophotoxicology: the
and Ecological growing potential for Insects as sentinels of
Indicators Drosophila in environmental toxins
neurotoxicology.
Rand MD.

10 Toxins Made/Used Toxins (Basel). 2010 Sequestration of Plant Toxins

by Insects Apr;2(4):494-516.
Venom Proteins of the Venoms and Allergens from Insects
Parasitoid Wasp Nasonia
vitripennis: Recent Drugs from Bugs
Discovery of an Untapped
Pharmacopee. Forensic Entomotoxicology
Danneels EL, Rivers DB, de
Graaf DC.

Int J Legal Med.

2001;114(4-5):197-203.
The detection of toxic
substances in entomological
specimens.
Gagliano-Candela R,
Aventaggiato L.

11 Final
OUTCOMES:

Measurable Undergraduate Learning Outcomes:

1. Account for exposure, properties of chemicals, and biological mechanisms that contribute to toxicity
in a given scenario and communicate them.
2. Predict potential consequences of unintended exposures to non-target species.
3. Utilize available print and online resources to research methods and strategies to address problems in
insect toxicology.

Additional Measurable Graduate Learning Outcomes:

1. Analyze, graph, and interpret toxicity data
2. Propose potential mechanisms to explain selected problems in insect toxicology
3. Evaluate impact of methods and strategies in diverse contexts in insect toxicology

LEARNING RESOURCES:

Learning material for ENT440 will be provided in weekly units in the Course Documents section of the
course Blackboard site. Some assignments will require students to perform research in the primary
literature. Additional or alternative assignments for students enrolled in ENT540 will provide
opportunities for more rigorous review of these topics.

EVALUATION OF STUDENT PERFORMANCE:

Students will maintain an e-portfolio in Blackboard, which will contain links and documents resulting
from online research assignments or relevant to unit topics. The portfolio will also include notes,
reflections on activities, documentation of self-directed field trips, and writing exercises. Participation in
online activities and discussions will be an important component of assessment. Students will
demonstrate their mastery of material by the relevance and organization of their portfolios, and effective
use of factual information from their portfolio in discussions. Rubrics will provide a detailed description
of expectations for assignments and portfolio submissions.

This course requires that ENT440 students take a final exam under the supervision of an approved
proctor. Proctoring guidelines and registration for proctored exams are available online through the
Ecampus testing and proctoring website. It is important to submit your proctoring request as early as
possible to avoid delays.

The work of ENT540 students will be held to a higher standard than that of undergraduates. To exercise
their deeper exploration of the material, ENT550 students will be assigned leadership of selected online
activities and discussions. In lieu of a final exam, ENT550 students will submit a grant proposal to study
a potential mechanism, method, problem, or strategy in insect toxicology.
Final grades will be based on the following: Percent
Portfolio content and organization 25
Weekly writing assignments and activities 30
Participation (ENT440) and discussion leadership (ENT540) 25
Final (ENT440) / Proposal (ENT540) 20

Grading
Grading will be on a straight percentage scale:
A/A-: 100-90% B+/B/B-: 89-90% C+/C/C-: 79-70%
D+/D/D-: 69-60% F: 59% and below

COURSE POLICIES:

Exam Policies — Preparing makeup exams requires a significant effort on the part of the instructor.
Consequently, makeup exams will not routinely be given. Makeup exams will be given only for missed
exams excused in advance by the instructor. For missed exams that can be anticipated ahead of exam
time, advance permission from the instructor to miss the exam will be necessary. Excused absences will
not be given for airline reservations, routine illness (colds, flu, stomach aches), or other common
ailments. Excused absences will generally not be given after the absence has occurred, except under very
unusual circumstances. Regrades of exams will be performed when there is an error and the student
requests it. All requests for regrading must be made within 3 class days of the day the exam is returned.
After that period of time, grades will be fixed and will not be changed.

Incompletes — Requesting an incomplete is highly discouraged. I assign an "I" or incomplete only when
there is a strong and compelling case for doing so (e.g., health reasons, birth of a child, military
commitment). I will not consider assigning an incomplete unless the individual has completed over 70%
of the course tasks. Grades are partially dependent on timely and informed discussion in the online
classroom, which is impossible after the completion of the class. Inform the instructor immediately if you
are at risk of this situation.

STATEMENT REGARDING STUDENTS WITH DISABILITIES:

Accommodations are collaborative efforts between students, faculty and Disability Access Services
(DAS) with accommodations approved through DAS are responsible for contacting the faculty member
in charge of the course prior to or during the first week of the term to discuss accommodations. Students
who believe they are eligible for accommodations but who have not yet obtained approval through DAS
should contact DAS immediately at 541-737-4098.

EXPECTATIONS FOR STUDENT CONDUCT IN THE ONLINE CLASSROOM:

Student conduct is governed by the university’s policies, as explained in the Office of Student Conduct:
information and regulations. In an academic community, students and faculty, and staff each have
responsibility for maintaining an appropriate learning environment, whether online or in a physical
classroom. Students are expected to conduct themselves in the course (e.g., on discussion boards, email
postings) in compliance with the university's regulations regarding civility. Students will be expected to
treat all others with the same respect as they would want afforded themselves. Disrespectful behavior to
others (such as harassing behavior, personal insults, inappropriate language) or disruptive behaviors in the
course (such as persistent and unreasonable demands for time and attention both in and out of the
classroom) is unacceptable. Disruption of teaching, administration, research, and other institutional
activities is prohibited by Oregon Administrative Rule 576-015-0015 (1) and (2). Students are expected
to comply with all regulations pertaining to academic honesty, defined as: An intentional act of deception
in which a student seeks to claim credit for the work or effort of another person or uses unauthorized
materials or fabricated information in any academic work. For further information, visit Avoiding
Academic Dishonesty, or contact the office of Student Conduct and Mediation at 541-737-3656.

ONLINE COMMUNICATION AND PARTICIPATION:

Online threaded discussions are public messages, and all writings in this area will be viewable by the
entire class or assigned group members. Participate actively in the discussions, having completed the
readings and thought about the issues. Reread your comments before you post them.

Posting of personal contact information is highly discouraged (e.g. telephone numbers, address, personal
website address).

Online conversation requires give and take. Pay close attention to what your classmates write in their
online comments. Ask clarifying questions, when appropriate. This class is meant to inspire critical
thinking. Students should freely share their ideas, and be prepared for their courteous and constructive
critique. Comments that minimize or devalue the contributions of others will not be tolerated.

Online Instructor Response Policy: If you prefer that only the instructor sees your communication, send it
to me by email, and be sure to identify yourself and the class. I will check email frequently and will
respond to time-sensitive course-related questions within 24 hours.

Observation of "Netiquette": All your online communications need to be composed with fairness, honesty
and tact. Spelling and grammar are very important in an online course. What you put into an online
course reflects on your level of professionalism. Here are a couple of references that discuss
writing online: http://goto.intwg.com/
netiquette: http://www.albion.com/netiquette/corerules.html.

Please check the Announcements area and the course syllabus before you ask general course
"housekeeping" questions (i.e. how do I submit assignment 3?). If you don't see your answer there, then
please contact me.

STUDENT ASSISTANCE:
Contacting the instructor — I will post office hours at the beginning of the quarter, which students are
encouraged to utilize. Students are welcome to make an appointment if they have a conflict with these
posted hours. Students may also make arrangements over email for a phone or Skype appointment.

Technical Assistance — If you experience computer difficulties, need help downloading a browser or
plug-in, assistance logging into the course, or if you experience any errors or problems while in your
online course, contact the OSU Help Desk for assistance. You can call (541) 737-3474, email
osuhelpdesk@oregonstate.edu or visit the OSU Computer Helpdesk online.

Tutoring — Effective fall term 2009 we went to a new Online Tutoring Service - NetTutor to meet the
needs of Ecampus students.

NetTutor is a leading provider of online tutoring and learner support services fully staffed by experienced,
trained and monitored tutors. Students connect to live tutors from any computer that has Internet access.
NetTutor provides a virtual whiteboard that allows tutors and students to work on problems in a real time
environment. They also have an online writing lab where tutors critique and return essays within 24 to 48
hours.

COURSE EVALUATION:

Real Time Course Evaluation — A discussion board for student comments and suggestions will be
provided during the term. Such discussion is extremely useful for the current quarter, and in future class
offerings.

Post-Course OSU Student Evaluation of Teaching — Course evaluation results are extremely
important and are used to help me improve this course and the learning experience of future students.
Results from the 19 multiple choice questions are tabulated anonymously and go directly to instructors
and department heads. Student comments on the open-ended questions are compiled and confidentially
forwarded to each instructor, per OSU procedures. The online Student Evaluation of Teaching form will
be available toward the end of each term, and you will be sent instructions by Ecampus. You will login to
“Student Online Services” to respond to the online questionnaire. The results on the form are anonymous
and are not tabulated until after grades are posted.