The theme of a recent New Media in Education Conference held at Columbia University was how digital media has reshaped the traditional academic publishing paradigm. I participated in a session entitled ‘New media publishing: Whither the textbook?‘ in which four panelists spoke about their experiences in this area. I spoke about how I use podcasting, blogging, and online courses to teach the public about virology. Paulette Bernd discussed the iPad dissection manual she developed for use in the Gross Anatomy laboratory at the College of Physicians & Surgeons of Columbia University. Grant Ackerman detailed the Business School’s integration of iPads in the MBA program and their use of the iBook as an extended learning resource. Mark Newton recounted how the Center for Digital Research and Scholarship partners with Columbia faculty to implement innovative digital tools and publishing platforms for content delivery and preservation.
columbia university
A virology course for all
The spring semester has begun at Columbia University, which means that it is time to teach my virology course.
The fourth annual installment of my virology course, Biology W3310, has begun. This course, which I taught for the first time in 2009, is intended for advanced undergraduates and convenes at the Morningside Campus. Until I started this course, no instruction in virology had been offered at the Morningside Heights campus of Columbia University since the late 1980s. This is a serious omission for a first-class University. Sending graduates into the world without even a fundamental understanding of viruses and viral disease is inexcusable.
Course enrollment has steadily increased: 45 students in the 2009, 66 students in 2010, 87 students in 2012 and an amazing 195 students this year. I am gratified that so many students want to learn about the world of viruses. This year our class was moved into a wonderful lecture hall in the brand-new Northwest Corner building.
Readers of virology blog can watch every lecture in the course. You will find a videocast of each lecture at the course website, at my YouTube channel, and at iTunes University. The complete 2012 version of this course is available online, at iTunes University, and YouTube.
This year we will also be offering my virology course at Coursera. Details will be forthcoming.
To those who would like to know if the 2013 version of my course differs from the 2012 version, I reply: do viruses change? Some parts will be the same, others will be different. The goal of my virology course is to provide an understanding of how viruses are built, how they replicate and evolve, how they cause disease, and how to prevent infection. After taking the course, some of the students might want to become virologists. The course will also provide the knowledge required to make informed decisions about health issues such as immunization against viral infections. It should also be possible to spot badly constructed headlines about virology stories.
I am excited about teaching virology to 195 Columbia University students this year. But the internet makes it possible to spread the word even further. So far nearly 75,000 students registered for the iTunes University version of my 2012 virology course! As a professor used to teaching relatively small numbers of students in a classroom, this reach is truly amazing.
Thirty years in my laboratory at Columbia University
Thirty years ago this month I arrived in the Department of Microbiology at Columbia University’s College of Physicians and Surgeons (P&S) to start my own laboratory. Thirty is not only a multiple of ten (which we tend to celebrate), but also a long time to be at one place. It’s clearly time to reminisce!
After studying influenza viruses with Peter Palese in New York City, in 1979 I headed to David Baltimore‘s laboratory at MIT. It was not long after Baltimore had received the Nobel Prize in Physiology or Medicine for discovering retroviral reverse transcriptase. In his laboratory I first encountered poliovirus, which would hold my interest for many years to come. The moratorium on recombinant DNA research had just been lifted, and it was now possible to clone complete viral DNA genomes. My first project was to make a DNA copy of poliovirus RNA, clone it into a bacterial plasmid, and determine its sequence. The result gave us the first glimpse of the viral genome. I then found that a DNA copy of poliovirus RNA is infectious in mammalian cells, a story that I have documented elsewhere.
The next step in my career was to have my own laboratory. With these two papers in hand I was able to obtain several respectable job offers, including one in the Microbiology Department at P&S. The department chair was Harold S. Ginsberg, an adenovirologist. My decision to accept his offer was influenced by the strong virology component of the department, which included Saul Silverstein and Hamish Young. I moved back to New York City in September 1982 with a DNA copy of the poliovirus genome in hand. In the last few weeks in the Baltimore laboratory, I had cloned a DNA copy of another poliovirus strain – type 2 Lansing – which had the interesting ability to infect mice. I spent the first few years in my new laboratory studying this virus and how it caused paralysis in mice. We found that the type 2 Lansing viral capsid was important for the ability to infect mice. Later, we narrowed this down to 8 amino acids. The type 1 Mahoney strain of poliovirus – which I had studied in the Baltimore laboratory – cannot infect mice. However, if we substituted 8 amino acids of the Mahoney capsid with the corresponding sequence from the Lansing genome, the recombinant virus could infect mice.
Our sequence analysis of poliovirus RNA had revealed an unusually long 5′-noncoding region. We began to carry out experiments to understand how such a viral RNA could be translated, and found that this long sequence enabled translation in the absence of a cap protein. This observation lead to the discovery by others that the poliovirus 5′-noncoding region contains an internal ribosome entry site (IRES). In the ensuing years our interest in translation continued. Examples include our finding that cell proteins bind to the poliovirus 5′-noncoding region, now known to participate in regulation of translation and genome replication, and understanding the inhibition of cell translation by poliovirus. Years later we developed a functional assay for the IRES in yeast, allowing identification of cell proteins needed for internal ribosome binding.
There is one area of research that has received the most attention in my laboratory, and on which we have published most extensively: the interaction of viruses with cell receptors. Towards the end of my stay in the Baltimore laboratory I became interested in how poliovirus attaches to and enters cells.  I came to Columbia with a strong interest in identifying the cell receptor for poliovirus, which we subsequently achieved. This finding lead to a series of studies on virus attachment to cells and virus entry. We produced transgenic mice susceptible to poliovirus, and used them to study aspects of poliovirus replication and pathogenesis, including how the virus attaches to its cellular receptor, regulation of viral tissue tropism, and the basis for attenuation of the Sabin vaccine strains.
The finding that poliovirus tropism is regulated by the interferon response lead to a change in the direction of our research. Beginning in the early 2000s we began studying how poliovirus interacted with the innate immune response. We found that poliovirus is relatively resistant to the antiviral effects of interferon, a property conferred by the viral 2Apro proteinase. How poliovirus is sensed by the innate immune system has also become a focus of our work. With the looming prospect of poliovirus eradication, and subsequent prohibition of work on the virus, we have also turned our attention to rhinoviruses, agents of respiratory illness. One focus has been to establish a mouse model for rhinovirus infection.
This story would not be complete without mentioning my foray into science communication. I have written a virology textbook and a blog about viruses, and began three science podcasts, including This Week in Virology, This Week in Parasitism, and This Week in Microbiology. My use of social media to teach microbiology to the world has been documented in a Social Media and Microbiology Education and in my Peter Wildy Prize Address.
None of this work would have been possible without the participation of 24 Ph.D. students (Nicola La Monica, Cathy Mendelsohn, Eric Moss, Robert O’Neill, Mary Morrison, Ruibao Ren, Elizabeth Colston, Michael Bouchard, Suhua Zhang, Alan Dove, Sa Liao, Yanzhang Dong, Yi Lin, Brian McDermott, Melissa Stewart Kim, Steven Kauder, Julie Harris, Amy Rosenfeld, Juliet Morrison, Angela Rasmussen, Jennifer Drahos, and Esther Francisco), 7 postdoctoral fellows (Gerardo Kaplan, Marion Freistadt, Michael Shepley, Ornella Flore, Juan Salas-Benito, and Scott Hughes), and many technicians and undergraduate students. My laboratory currently consists of postdoctoral scientist Rea Dabelic, and graduate students Ashlee Bennett and Michael Schreiber (pictured above).
Counting my time here, together with my Ph.D. and postdoctoral years, I’ve been working on viruses for 37 years. I do not know how much longer I will be doing the same, but it’s safe to say that it won’t be for another 37 years. But whenever I stop directing virology research, I will continue to write, podcast, and teach – you can expect nothing less from Earth’s virology professor.
Earth’s virology professor
Nearly four months ago I stood at the front of a crowded classroom at Columbia University and began teaching the third year of my undergraduate virology course. Twice a week we discussed the basic principles of virology, including how virions are built, how they replicate, and how they cause disease. Yesterday was the 26th and last lecture in the course, entitled “H5N1”. In this lecture we covered the recent controversy over the publication of results on adapting avian influenza H5N1 viruses to transmit by the airborne route among ferrets. Fittingly, one of the two papers in question will be published tomorrow.
Each lecture in my virology course has been recorded as a videocast and is available at the course website, at iTunes University, or on Vimeo. Eighty-seven Columbia University undergraduates registered for the course in 2012, but over 14,000 individuals have subscribed to virology W3310 through iTunes University. I believe that it is important that the general public understand as much as possible about viruses, so they can participate in the debate about issues that impact them, such as XMRV or H5N1. It is my goal to be Earth’s virology professor.
I am sure that the students were perplexed when I took their photo before the first lecture. Little did they know that they were about to take a very different science course, one taught by a professor who uses social media (blogs, podcasts, twitter) to teach the subject both in and out of the classroom. As one student wrote to me yesterday:
I wish that every professor I had had such passion and energy and a TWiV-like blog/show so I could be updated on all the big science gossip/news to complement my in-class knowledge! I can’t recount how many times I told my non-science friends about TWiV as an exhibit to prove that science is cool and important. Thank you for being passionate scientists that made me want to study science (and be super nerdy but connected to the world) in the first place.
I would like to thank all the students of virology in and out of the classroom for their enthusiasm and their willingness to learn a complex subject. Virology will be offered again in the spring of 2013, and you can be reassured that it will be different. My course, like viruses, is continually evolving.
Virology course at halfway point
All my virology lectures are available as videocasts (slides and audio) either at the course website, or at the new iTunes University.
My virology course at Columbia University
Until I started this course, no instruction in virology had been offered at the Morningside Heights campus of Columbia University since the late 1980s. This is a serious omission for a first-class University. Sending graduates into the world without even a fundamental understanding of viruses and viral disease is inexcusable.
Course enrollment has steadily increased: 45 students in the 2009, 66 students in 2010, and an amazing 88 students this year. I am gratified that so many students want to learn about the world of viruses. From the photo you can see that the classroom is full, so if interest in the course continues to increase, we will need a larger room.
Most readers of virology blog will not be able to sit in on each lecture – but you can still watch every one of them. You will find a videocast of each lecture at the course website, at my page on Vimeo, and at iTunes University. An archive of the 2011 version of this course is available online or at iTunes University. I will announce when each lecture is posted on Twitter and Google+. Virology is a rapidly moving field, so rest assured that this year’s version of the course will be different.
The goal of Virology W3310 is to provide an understanding of how viruses are built, how they replicate and evolve, how they cause disease, and how to prevent infection. After taking the course, some of the students might want to become virologists. The course will also provide the knowledge required to make informed decisions about health issues such as immunization against viral infections.
Thanks to the internet, the information in my virology course is accessible to everyone.