Role of crop genetic diversity on pathogen impact: The tale of two pathogens

Authors: WLEZIEN, ELIZABETH - Iowa State University; PETERS, NICK - Iowa State University; Wise, Roger; BOURY, NANCY - Iowa State University

Submitted to: CourseSource
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: 1/17/2022
Publication Date: 6/19/2022
Citation: Wlezien, E.B., Peters, N.T., Wise, R., Boury, N. 2022. Role of crop genetic diversity on pathogen impact: The tale of two pathogens. CourseSource. https://doi.org/10.24918/cs.2022.14.
DOI: https://doi.org/10.24918/cs.2022.14

Interpretive Summary: Introductory genetics courses are part of the core curriculum in different college majors, including plant breeding, animal science, biology, microbiology, and natural resource management. Concepts involving genes, inheritance, and evolution are foundational to both modern biology and agriculture. Understanding these concepts is not only important for training scientists, but also for citizens who will make personal health and consumer decisions. For this learning to happen, however, we need to use evidence-based education practices to bring our teaching of the biological and agricultural sciences into the 21st century. This case study uses plant pathogen epidemics in world history, such as the Irish potato famine, to guide student learning about how genes are passed from one generation to the next, the advantages and disadvantages of different farming strategies, and how the interactions between a disease-causing organism, its host, and the environment that lead to epidemics. In the process of learning about plant disease outbreaks, students also learn basic genetics and crop breeding concepts. This case study also provides teachers with instructions on how to evaluate host, microbe, and environmental data with the students and also guide student groups as they design and discuss field management plans to optimize yield while minimizing risk of crop loss due to disease. Impact: Active learning dramatically increases students understanding and comprehension of new concepts. This case study provides educators with the tools needed to promote active learning in crop improvement, enabling future scientists to use this knowledge to deploy genes for disease resistance in agriculture.

Technical Abstract: Introductory genetics courses are part of the core curriculum in many different majors, including plant breeding, animal science, biology, microbiology, and natural resource management. Concepts involving genes, inheritance, evolution, and genome editing are foundational to both modern biology and agriculture. Understanding these concepts is not only important for training scientists, but also for citizens who will make personal health and consumer decisions. For this learning to happen, however, we need to use evidence-based education practices to bring our teaching of the biological and agricultural sciences into the 21st century. This case study uses historical plant pathogen epidemics, such as the Irish potato famine to guide student learning about how genes are passed from one generation to the next, the advantages and disadvantages of different farming strategies, and how the interactions between a disease-causing organism, its host, and the environment that lead to epidemics. In the process of learning about plant disease outbreaks, students also learn basic genetics and crop breeding concepts. This case study also provides teachers with instructions on how to evaluate host, microbe, and environmental data with the students and also guide student groups as they design and discuss field management plans to optimize yield while minimizing risk of crop loss due to disease.