Tropical Diseases, Environmental Change and Human Health
(Duke University - BIO 283A)
One credit (4 semester credit hours)
This course emphasizes both the biological nature of tropical diseases and the ecological and
human health outcomes resulting from changes to ecosystem structure and functions. Instruction
is based on the strengths and experience of the Organization for Tropical Studies (OTS) and our
staff, and focuses on the highly respected OTS method of field-based, experiential learning.
The curriculum will focus on three major themes – the biology of tropical disease, disease
and human health, ecosystem health and human health – which will be addressed through a
series of lectures, labs, hands-on field experiences, and faculty-led research projects. As the
students are introduced to the biology of a broad array of tropical diseases, pathogens, and
vectors, they will also learn of the ecological and human context in which they thrive. For example,
when exploring the viral disease dengue, lectures and laboratory exercises will be used to teach
students about its biology, evolution, and epidemiology and its mosquito vector. Through field
visits and faculty-led research projects, the students will then explore the socio-economic and
environmental determinants of transmission and demography of this emerging infectious disease.
Other types of lab exercises and field visits include measuring parasite loads in toads from
disturbed and undisturbed habitats, quantifying microbial contamination of cell phones by hospital
workers, evaluating impacts of arsenic on soil and water in rural communities, visiting rural health
clinics in Nicaragua, and assessing environmental and health impact of pesticides in coffee
plantations.
The program faculty will invite an array of scientists, professionals, and other experts to give
students a wide array of perspectives and insights related to environmental and human health.
By the end of the course, students will have a good understanding of how biological,
environmental, and socio-economic factors contribute to our understanding of human health
issues facing Costa Rica and the tropics today.
Specific Goals
1. Understand the biology, ecology, and evolution of tropical diseases and how and why
emerging diseases are expanding their range and virulence
2. Understand how environmental changes in the tropics such as climate change and land
conversion are impacting ecosystem and human health including: diseases, cultural
medicinal practices, and changes in ecosystem functions
3. Use the three OTS biological field stations and surrounding landscapes to learn about
intact and altered ecosystems and how they impact human health, including assessments
of insect and water-borne disease vectors
4. Provide participants with a unique opportunity to learn how public health is practiced in an
ecologically diverse developing country
5. Study conceptual issues underlying current tropical medicine and public health policies in
the context of responding to environmental changes
6. Learn ethical approaches to research and adherence to Institutional Review Board (IRB)
processes
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The topics that will be covered through lectures, labs, field visits, and research projects fall into
three primary areas:
1. Biology of tropical diseases
 Overview of tropical diseases
 Evolution of diseases, pathogens, and vectors in the tropics
 The biology of viral diseases (e.g. chikungunya dengue) and the ecology of their insect
vectors
 The biology of protozoan diseases (e.g. malaria, chagas, trypanosomiasis, and
leischmaniasis) and the ecology of their insect vectors
 The biology of parasitic worm diseases (e.g. guinea-worm disease, river blindness,
schistosomiasis)
 Vertebrate-borne diseases (e.g. rodents lassa fever)
 Envenoming and snake epidemiology
 Bats, livestock, and rabies
2. Tropical disease and human health
 Overview of tropical disease and human health
 Epidemiology in the tropics
 Eradication and control of tropical diseases (R0, small pox, guinea worm, and polio)
 Introduction to Costa Rica’s public health system
 Health and medical practices across cultures in indigenous and rural communities
3. Ecosystem health and human health
 Overview of ecosystem health and human health
 Costa Rican ecosystems: structure and functions
 Impacts of biodiversity on the emergence and transmission of infectious diseases
 Impacts of human-wildlife contact and habitat fragmentation on the emergence and
transmission of infectious diseases (zoonosis)
 Climate change impacts on natural and human systems
 Water stress, ecosystem services, and human disease
 Water contamination in agricultural areas
 Environmental impacts on food production and consequences for nutrition
 Human impacts on amphibian decline
 Impact of environmental health on indigenous populations
 Cash crops, multinationals, people, environmental, and human health
Grading
Type of Evaluation
Participation
Quizzes
Journal Club
Written Assignment
Hands-on points
Total
Grade (%)
20
50
10
10
10
100
Points
200
500
100
100
100
1000
Participation (20%)
The benefit of having a program take place in another country and in the field is so that you are
experiencing as much as possible, hearing lots of perspectives, and generating your own view on
the complexities and situations that the world presents us in themes related to human and
environmental health. To encourage you to engage yourself in each activity and site, you will be
awarded up to 50 points at the end of each of the 4 time blocks in the course for a total of 200
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points. These 50 points will be based on attendance at all scheduled activities, working well with
your classmates, paying attention to speakers and guides, not using social media or cell phones
during class activities, and interest and enthusiasm in discussions and site visits. You will be given
50 points after each time block if, from the perspective of all academic staff, you are obviously
dedicated to getting as much from this course as you can. Obviously, these points can make or
break your grade for the semester, so please earn them wisely.
Quizzes (50%)
There will be four quizzes during the semester.
Journal Club (10%)
Each student will be involved with leading one journal club. Their group should choose a current
article in a recognized journal on important, interesting, or controversial themes in environmental
health impacts on humans. They should develop conversation-stimulating questions and lead a
discussion among the entire class to critically evaluate the article and place it in the context of
larger issues. They should also stimulate the class to discuss the study’s methods and the writing
style and format of the article they chose.
Written Assignment (10%)
Students will be assigned a written paper during the semester on environmental issues and
human health. (3-4 pages in length). Details will be provided regarding the specific topic, format,
and requirements for these assignments.
Hands-on Points (10%)
During the semester, certain community-based activities will take place that will require an
exceptional level of participation by students (e.g. visits to Nicaragua and Las Alturas Reserve).
These 100 points will be awarded to reflect the level of enthusiasm, focus, maturity, and
involvement that the student demonstrates during these special activities with people in the
community. If you are respectful and fully engaged, you will earn all of these points.
Reading assignments:
Students will be required to read an array of both classic paper in the field of tropical diseases,
tropical ecosystems and human health as well articles representing the latest developments in
these areas. In addition to the libraries at the OTS biological stations, the program has a travelling
library of key reference texts and an extensive digital library election of journal articles and other
resources.
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Introduction to Field Ethnobiology
(Duke University - BIO 282LA)
One credit (4 semester credit hours)
Ethnobiology is the scientific study of dynamic relationships between peoples, biota, and
environments, from the distant past to the immediate present. This course will focus on the relation
between different human cultures and their environment. We will learn how to approach other
cultures and conduct research in different cultural settings. Ethnobiology will also delve into how
cultural differences affect the practice of Global Health and how these should be taken into
account when working outside our own cultures. The course will include visits to places such as
Kekoldi Indigenous Reserve and local markets to increase students’ knowledge about the country
and the discipline of ethnobiology. The course will examine the use of resources in communities
around the OTS biological stations where the program will be based. We will review the ethical
considerations that need to be taken into account when conducting research with specific human
groups (children, adolescents, indigenous populations).
Specific Goals
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Experience, first hand, the multidisciplinary nature of field ethnobiology.
Learn about useful plants, fungi, animals and microbes, different cultural practices,
resource management strategies, and the narratives and representations around them.
Learn about ethnomedicine and biomedicine and the role of plants, animals, microbes and
fungi (with their symbols) in health, illness, nutrition, politics and history.
Develop a critical understanding of cultural and environmental complexity and the role of
biocultural approaches and practices in local development.
Address the issue of local livelihoods and practices, both rural and urban in the context of
globalization.
Create awareness about the role of culture as a key element in global health (both human
and environmental), and the current questions and challenges ethnobiologists are trying
to address.
Grading
Type of Evaluation
Written assignments
Quizzes
Journal Club
Participation
Total
Grade (%)
30
40
10
20
100
Points
300
400
100
200
1000
Assignments (30%): After several of the field activities in this class, students will be required to
deliver written reports on food security in the US and Costa Rica, and nutrition in the form of short
1-2 page papers. Details of the requirements and formats of these assignments will be given
during the class.
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Quizzes (40%): Following those times in the semester that students are more heavily engaged in
lectures and other learning activities focused on ethnobiology. Quiz dates for Spring: Jan 3 (20%),
Feb 14 (10%), March 6 (10%), April 4 (10%).
Journal Club (10%): Each student should be involved with leading one journal club discussion.
Their group should choose a current article in a recognized journal on important, interesting, or
controversial theme related to ethics in ethnobiology and interaction between humans and the
environment. They should develop conversation-stimulating questions and lead a discussion
among the entire class to critically evaluate the article and place it in the context of larger issues.
They should also stimulate the class to discuss the study’s methods and the writing style and
format of the article they chose. . No Power Point slides the idea is to do something low tech
Participation (20%):
The benefit of having a program take place in another country and in the field is so that you are
experiencing as much as possible, hearing lots of perspectives, and generating your own view on
the complexities and situations that the world presents us in themes of Global Health. To
encourage you to engage yourself in each activity and site, you will be awarded up to 50 points
at the end of each of the 4 time blocks in the course for a total of 200 points. These 50 points will
be based on attendance at all scheduled activities, interaction with indigenous and rural
communities, paying attention to speakers and guides, not using social media or cell phones
during class activities, your interest and enthusiasm in discussions and site visits, full engagement
and learning on statistics workshops, etc. You will be given 50 points after each time block if, from
the perspective of all academic staff, you are obviously dedicated to getting as much from this
course as you can. Obviously, these points can make or break your grade for the semester, so
please earn them wisely.
Late submissions: Late penalties will apply to any submission submitted after the deadlines
posted on the day by day schedule. For every 24 hour period after the deadline for submission
3% will be taken from the assigned grade. Work submitted three days after the deadline will
receive a zero grade.
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Tropical Diseases, Environmental Change and Human Health:
Field Research Methods in Tropical Biology
(Duke University - BIO 281L)
One credit (4 semester credit hours)
Research Practicum is a research-intensive and writing-intensive course designed to provide
action-oriented, experiential-based opportunities for undergraduate investigators.
This course is designed for students to gain practical and advanced skills in community-based
global health field research through structured experiences and investigation in Costa Rica. It will
introduce students to research design, field methods, and basic data analysis in various contexts.
Each research project will include the application of theory and methods consistent with course
interests in tropical medicine, public health, ethnobiology and community health.
Goals & Objectives
Upon successful completion of this course, you will demonstrate progress in the following:
1. Increased understanding of conducting ethical research.
2. Engaging in standard and responsible investigation practices such as reviewing the
relevant literature and keeping field notes.
3. Learning how to design and conduct independent field research.
4. Increased awareness of the dynamics of conducting research in a foreign context and in
interdisciplinary teams.
5. Skills for critically evaluating the scientific literature for the development of a research
study.
6. Making observation, asking good research questions, generating hypotheses, and
matching the appropriate method(s) to solve the research problem.
7. Conducting data analysis, using basic statistical tests, and interpreting findings for
discussion and recommendations.
8. Communicating scientific findings in written, visual and oral form, including editing.
9. Enjoying scientific thinking, problem-solving and being creative in everything you do this
semester!
Grading
Type of Evaluation
Participation
Journal blog
Know Your World
FLP presentation
FLP group draft paper
FLP group final paper
IP Research proposal
IRB Protocol
IP Research final paper
IP Research poster
Total
Grade (%)
20
10
10
5
5
10
10
5
15
10
100
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Points
200
100
100
50
50
100
100
50
150
100
1000
Participation (20%)
The benefit of having a program take place in another country and in the field is so that you are
experiencing as much as possible, hearing lots of perspectives, and generating your own view on
the complexities and situations that the world presents us in themes of Global Health. To
encourage you to engage yourself in each activity and site, you will be awarded up to 50 points
at the end of each of the 4 time blocks in the course for a total of 200 points. These 50 points will
be based on attendance at all scheduled activities, paying attention to speakers and guides, not
using social media or cell phones during class activities, your interest and enthusiasm in
discussions and site visits, full engagement and learning on statistics workshops, etc. You will be
given 50 points after each time block if, from the perspective of all academic staff, you are
obviously dedicated to getting as much from this course as you can. Obviously, these points can
make or break your grade for the semester, so please earn them wisely.
Blog entries (10%)
A part of good scientific inquiry is learning to communicate your science and learning to the
broader public. The goals of this aspect of the semester are for you to become familiar with making
observations and sharing them through writing. You will learn to develop a journalistic story style
of writing and editing that is interesting to a non-scientist, keeps their attention, and professionally
communicates your learning experiences. Reflective journaling requires you to engage in
continuous self-critique and self-appraisal, and the blog provides a forum for you to document
your experiences and how they are shaping your research process. You must complete 3 blog
entries, throughout the semester following activities or sites that inspire you to write no more than
a page. The semester consists of 4 blocks, you can only submit one blog entry in any one block.
Deadlines for blog entries are always the Monday after the end of a block, at 10pm. You can write
about the experience, what you learned, what you are taking home from the experience, and how
it will impact your future life, thoughts, or career.
Know Your World (10%)
KYW is an exercise in investigation and presentation. This portion of your grade is shared with
your group and is a collaborative effort to investigate a variety of different global health systems
around the world and to communicate to your peers in visual and oral form. This practice requires
more than presentation of data, but also critical reflection of health systems against political,
economic, social, religious and educational institutions.
FLP Presentation (5%)
The program will engage in 3 faculty-led research projects (FLPs) throughout the semester. Each
person should participate in one of the presentations about the findings from the project.
FLP Research Paper (15%)
Similarly to the FLP presentation above, each student should take part in contributing to one of
the FLP written reports, a single paper from the group responsible for each FLP, in order to
demonstrate and develop your ability to work in a collaborative environment. The score awarded
for this paper is divided between work on a first draft (5%) and a revised final version (10%).
IP Research Proposal (10%) – Due March 11th at 6pm
Prior to beginning your independent research project, you will produce a written research proposal
along with your IP group. You will receive more information on the required format and content of
this proposal during the semester. The proposal should include a supplies and logistics plan for
your work in the community, and it should follow procedures for conducting research with human
subjects. Any survey tool such as a questionnaire should be included for IRB approval at Duke.
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IP IRB protocol (5%)-– Due March 11th at 6pm
Any research involving investigation with human subjects requires prior approval by the
Institutional Review Board (IRB) at Duke University. Students will complete online
modules in ethics and an undergraduate protocol that includes all survey tools, oral or
written consent scripts and necessary documents.
IP Research Paper (15%) –Final due April 29th at 10pm
After collecting data as an IP group, each student will be responsible for writing their own
manuscript in journal format that outlines the results of their IP project as per the “How to write a
paper for USAP” guidelines. Each student will submit an individual paper using the same results
sections within a group. More information on the required format and content will be given during
the writing workshop.
IP Research Presentation (10%) – Due April 30th
After your IP project is complete, as a group you will create a poster and hold a symposium for
the participants and community involved with your research and others at Las Cruces. The poster
should be delivered in a professional way, similar to a poster presentation at a scientific meeting.
More information on the required format will be provided.
Late submissions: Late penalties will apply to any submission submitted after the deadlines
posted on the day by day schedule. For every 24 hour period after the deadline for submission
3% will be taken from the assigned grade. Work submitted three days after the deadline will
receive a zero grade.
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Culture and Language in Costa Rica: Intermediate and Advanced
(with additional introduction to technical and colloquial medical terms)
(Duke University SP92A)
One credit (4 semester credit hours)
This course is intended for students that already possess an intermediate background of the
Spanish language. The chief goals of this course are to expand vocabulary and conversational
skills with emphasis in technical and colloquial terms that will increase understanding of medical
information. The course, taught entirely in Spanish, introduces new vocabulary and emphasizes
grammatical rules within the context of specific themes chosen to enhance students’ familiarity
with daily customs and cultural institutions that shape daily life and affect human health.
Emphasis will be given to classroom discussions supplemented by writing and reading exercises.
Relevant works by Costa Rican and other Latin American writers will be introduced. Students will
be tested early at the start of the program to be placed in Spanish classes at the appropriate level
for them.
The course begins with a series of introductory lectures and exercises. After that, a two-week
program, which includes a homestay with a Costa Rican family, will take place in San Jose,
providing ample opportunity to improve Spanish skills and to gain insights into contemporary
Costa Rica. During this period, classes meet daily for five hours per day (mornings). The
afternoons are sometimes used for cultural activities such as cooking, music and dance, and
occasional site visits, which are also an integral feature of the course. An introduction to medical
terminology will provide the tools necessary to interview patients, and explain or discuss health
related issues. Throughout the semester, students will receive instruction in Spanish at our field
stations.
At the end of the semester, students are expected to have gained sufficient fluency to participate
in Spanish components (lectures, readings, interviews, etc.) of other courses in the semester
program. Students will have ample opportunities to use these skills throughout the semester.
Specific goals (Intermediate Spanish)
1. Learn to tell and write a story in the present and past tenses
2. Be able to express reactions to different situations
3. Be able to communicate using the indicative forms in the correct way
4. Learn medical technical vocabulary and colloquial medical terms
5. Conduct some interviews related to medical issues
Specific goals (Advanced Spanish)
1. Learn to express hypotheses in relation to past and present events
2. Learn to use the subjunctive present with precision
3. Handle complex grammatical structures
4. Learn medical technical vocabulary and colloquial medical terms
5. Conduct interviews related to medical issues
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Grading
Grades are based on homework, an oral presentation, participation and class work, and a final
exam.
Type of Evaluation
Homework (5% each one)
Research project (10% oral report, 10% written report)
Participation and class work
Final exam
10
Grade (%)
25
20
30
25
Additional Policies & Procedures
The Organization for Tropical Studies and Duke University complies with and will comply with all
applicable federal, state, and local laws, regulations and guidelines in addition to policies and
procedures outlines in the Duke University Undergraduate Catalog.
American with Disabilities Act
“Duke University does not discriminate on the basis of an individual’s disability and complies with
Section 504 of the Rehabilitation Act and the Americans with Disabilities Act in its admission,
accessibility, treatment and employment of individuals in its programs and activities. The
University provides academic adjustments and auxiliary aids to individuals with disabilities, as
defined under the law, who are otherwise qualified to meet the institutions academic and
employment requirements. For more information, visit or call the Center for Students with
DisABILITIES. For more information on University policies and services to students with
disabilities, see the Undergraduate Catalog.
Academic Dishonesty
Academic dishonesty (i.e. plagiarism, cheating) will not be tolerated. Any person suspected of
academic dishonesty will be subject to the policies and procedures set forth by Duke University
as outlined in the Undergraduate Catalog.
Statement on Plagiarism
Plagiarism is defined as taking the words or ideas of another person and using them without
citation as though they were your own. As such, acts of plagiarism include using song lyrics,
words from an interview, words or ideas from a conversation or in-class discussion, words from a
lecture by a professor, jokes from a comedian, or lines from a movie or dramatic play, in addition
to more traditional sources such as articles from peer-reviewed journals, news sources, books,
or magazines, in a scholarly work of your own without crediting their place or person of origin. In
this class, students will be expected to properly cite all sources from which words, information,
and ideas in their papers come, including quotation marks for precise wording and in-text citations
for all ideas, as well as a full bibliography at the end of the paper. As we will be using APA style,
please consult the APA website, http://www.apastyle.org/, for specific instructions on proper
citation.
According to the Duke University policy on plagiarism, students found to have plagiarized in
classwork or written assignments will be given a grade of “F” for the paper on which they have
been found to have plagiarized and may be subject to an official investigation of their academic
honesty by the University. This investigation, even if the student is found to have been innocent,
will be permanently documented on the student’s academic transcript. If you are uncertain about
the citation criteria for an idea in your paper, please see the instructor and ask before submitting.
Your honesty is greatly appreciated, and will serve you in all of life! For more on University policies
regarding plagiarism please see the handbook.
Class Attendance & Authorized/Religious Absences
Regular and punctual attendance is expected. Attendance begins on the first day of class.
Attendance is taken every class period. Class attendance is essential for participation,
performance, and intellectual progress. Attendance is generally an indication of how serious of a
student one is, and will most likely account for the success, or lack of success, of a student. In
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this class, attendance is a symbol of participation, which represents part of your grade. Class
notes taken during will enhance that physical presence by allowing you to capture essential
information, meanings, and details of the course. University authorized absences and religious
absences are provided in accordance with Duke University policy and state law.
Acting Responsibly
Any acts of misconduct as defined by the Student Code of Conduct, which is available from the
Dean of Students Office, will be referred to the University and potentially subject to the Code of
Conduct and Discipline. Otherwise, please remain respectful of others and my time. Turn off cell
phones, let others speak, be on time, tardiness is not acceptable and is inconsiderate; please
mind your food, drinks, and trash. And, lastly, please let me know if you will not be able to make
it to class, and obtain notes from a classmate for any missed time. An essential element to
successful class meetings is your preparation. Please read ad complete assignments, and be
prepared for class participation and discussion. Your education is your responsibility.
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