BIOLOGY 342: PARASITOLOGY

SYLLABUS – SPRING, 2021

INSTRUCTOR INFORMATION

Dr. Susan Bandoni Muench

[email protected]
Phone: 585-245-5309

Office hours: Mondays, 230-320; Wednesday, 1030-1120; Fridays, 130-220.

COURSE DESCRIPTION

In this course, we will examine parasites and parasitism, emphasizing the influence of parasites
on the ecology and evolution of free-living species, and the role of parasites in global public
health. Prerequisites: Cell Biology or Biochemistry. Offered every spring Credits: 4 (3-3)

COURSE FORMAT

For the Spring of 2021, the lecture is fully online with synchronous participation and an in-
person laboratory. An asynchronous lecture alternative will be available for those who cannot
participate in synchronous instruction. Please contact me for more information.
ZOOM LINKS:
Synchronous class sessions: Mondays & Wednesdays, 1:20-2:15
Join Zoom Meeting
https://geneseo.zoom.us/j/96835288040?pwd=cmtGR3VTVU1tcG1aMUNrWXFMVjJwZz09
Meeting ID: 968 3528 8040
Passcode: 249127
One tap mobile
+16465588656,,96835288040#,,,,*249127# US (New York)

Office hours: Mondays, 230-320; Tuesdays 130-220; Wednesday, 1030-1120; Fridays, 130-220.
Join Zoom Meeting
https://geneseo.zoom.us/j/99823153597?pwd=M0ZRUG13TENFN0hZU0I0SVZ2WkZSdz09
Meeting ID: 998 2315 3597
Passcode: 563112
One tap mobile
+16465588656,,99823153597#,,,,*563112# US (New York)

Note: sometimes meeting IDs may change over the course of the semester. Please watch for
changes.

ACCOMMODATIONS

DISABILITIES AND PREGNANCY OR PARENTING: SUNY Geneseo will make reasonable

accommodations for persons with documented physical, emotional, or cognitive disabilities.
Accommodations will also be made for medical conditions related to pregnancy or parenting.
Students should consult with the Office of Disability Services and see me regarding any needed
accommodations as early as possible in the semester.

ACCOMMODATIONS FOR ENGLISH LANGUAGE LEARNERS: individuals who have been

using English as a primary language of instruction for 6 years or fewer and are actively working
to improve English fluency may receive extra time on in-class tests and online quizzes. Please
see me for assistance early in the semester if this applies.
DIVERSITY AND INCLUSION

Parasitology is about people as well as about diseases, and the use of inclusive language
contributes to creating an environment conducive to learning for everyone. This will include use
of individuals’ preferred names and pronouns, use of group descriptors preferred by members
of that group, and using language that is people-centered and non-discriminatory. Especially
critical in the public health context is the use of non-judgmental descriptions of human
behavior. Inclusive language is dynamic and socially constructed, and requires communication
and living with tension as individuals learn from each other.

TEXTS, OTHER READINGS AND OTHER COURSE MATERIALS

REQUIRED TEXT: Zeibig EA. Clinical Parasitology: a Practical Approach. Second edition. 2013.
Elsevier Saunders. St. Louis, MO, xiv + 370 pp. The earlier edition is not recommended, and no
support will be provided for using it.

LABORATORY RESOURCE: We will make extensive use of a free online resource from the Centers
for Disease Control, DPDx Laboratory Identification of Parasites of Public Health Concern,
https://www.cdc.gov/dpdx/. This does not work as a substitute for a textbook.

Free supplemental text: While not a substitute for the class text, a free Parasitology textbook is
available online through Parasitologists Without Borders:Parasitic Diseases:
https://parasiteswithoutborders.com/wp-
content/uploads/2020/02/PD7thEditionLowResVersion5-11-2019.pdf
CANVAS: Additional articles, case studies, links to videos and other resources, and lecture materials will
be available on Canvas. A weekly announcement provides specific information about readings required
each week, including what would be helpful to download before class.

TEXT FOR INTEGRATIVE REVIEW: For writing the integrative book review, you will need a copy of
one of the recommended books. These books can be obtained through interlibrary loan and are available
used online at low cost. Sharing the cost of purchase with other students is another possibility.

LEARNING OUTCOMES

THEMATIC OVERVIEW:
1. Protozoan parasites: basic knowledge and current challenges (learning outcomes 3, 4)
2. Helminth parasites: basic knowledge and current challenges (learning outcomes 3, 4)
3. Nature of symbiosis, parasitism and parasites (learning outcomes 1, 2)
4. Ecological and evolutionary roles of parasites (learning outcome 5)

FOR THIS COURSE:

STUDENTS WHO ARE ACTIVE PARTICIPANTS AND COMPLETE ALL COURSE

REQUIREMENTS WILL BE ABLE TO:

1. Demonstrate through tests and on writing assignments an understanding of parasitism,

including the diversity of symbiotic associations and their populational, dynamic and
contextual nature.
2. Demonstrate through tests and on writing assignments an understanding of views of
parasites and parasitism, including social and cultural perceptions of parasitism, and
varying views of parasitism among scientists from different disciplines.
3. Demonstrate through quizzes, class activities and tests an understanding of the
taxonomic diversity of parasites, and the universality and variety of symbiotic
associations.
 4. Demonstrate familiarity with common protozoan and helminth parasites of humans as
well as some related parasites of livestock and companion animals on quizzes, class
activities and tests.
5. Analyze case studies and scenarios, interpret data and use evidence to address
problems in parasitology, including clinical, public health and biological issues.
6. Analyze research challenges in diagnosis, treatment and control of parasitic infections in
humans and in veterinary contexts through examination of evidence.
7. Demonstrate an understanding of the roles of parasites and of infectious diseases on
the ecology and evolution of their hosts, and of the role of symbiosis in the evolution of
life on earth.

BIOLOGY LEARNING OUTCOMES:

STUDENTS WHO ARE ACTIVE PARTICIPANTS AND COMPLETE ALL COURSE

REQUIREMENTS WILL BE ABLE TO:

1. Critical Thinking and Problem Solving: Students will have the knowledge base and
intellectual (conceptual) framework to use reasoning and problem-solving skills to: (1)
read critically; (2) evaluate support for competing hypotheses; and (3) critique
experimental design.
2. Laboratory Inquiry and Technique: Students will have the laboratory and inquiry skills
and technical ability to formulate hypotheses, design and run experiments using
instruments to test
their hypotheses, and analyze and interpret the results. They will be able to build on
earlier work to design further experiments.
3. Communication: Students will be able to communicate biological ideas from literature
or their own laboratory investigations to audiences of biologists and non-biologists in a
variety of formats including written reports, poster and oral presentations.
4. Attitudes and Personal and Professional Development: Students will recognize the
importance of scientific integrity and ethical research and applications of biology to
science policy. They will be able to work independently and in teams for life-long
learning.
 5. Students will be able to demonstrate a broad and diverse background in biology and
related sciences and a strong foundation for graduate and professional programs of
study or employment.
6. Students will recognize evolution as the central tenet of biology which explains the unity
and diversity of life and interrelatedness of levels of biological organization.

All of the Biology learning outcomes are addressed in this course to varying degrees, but
those emphasized in this course are critical thinking and problem solving, attitudes and
personal and professional development, and diverse biological content.

EVALUATION – SUMMARY

Day-to-day activities (reading quizzes, participation, homework discussions) 20%

Tests (2, 15% each) and summative quizzes (5, 5% each, drop lowest) 50%

Laboratory (quizzes, class activities, participation checks) 15%

Integrative Book Review 15%

ADDITIONAL INFORMATION ABOUT EVALUATION

OVERVIEW:

Below is a brief description of the quizzes, homework, exams, lab and writing assignment that
contribute to your grade.

DAY-TO-DAY:
Each type of assignment in this course is designed to contribute to your learning. Keeping up
with the reading provides an essential foundation for success on both the test and major writing
assignment. You will typically have a formative quiz, an online discussion forum and/or a group
discussion assignment, and a reflective discussion each week. These are listed in the syllabus,
but weekly Canvas announcements provide updates and reminders. The day-to-day activities
are intended to deepen your understanding of topics from the reading and class discussion.

SUMMATIVE QUIZZES:

Summative quizzes are larger quizzes, and include short answer and short essay questions.
Many questions will test your ability to apply the information in the context of a scenario. Some
questions will require you to analyze or evaluate information. These will be given online, and
may use the lockdown browser.

TESTS:

There are two larger tests, one midway through the semester, and one during the final exam
period. Some questions may be available ahead of time. A broader window of time will be
available for completion of these than for the summative quizzes. The format will be similar, but
the test will consist of multiple scenarios.

INTEGRATIVE BOOK REVIEW:

This is a larger written assignment requiring that you read a book about parasites or
parasitology, and connect it to major themes and concepts from this class. There are two
alternative deadlines for this assignment.

LABORATORY

In the laboratory, you will have quizzes and participation assignments each week. Quizzes may
vary in size and may be practical or based on photographs. If it is necessary to go fully online
during the semester, the laboratory will consist of reviewing images and taking quizzes.
TENTATIVE SCHEDULE OF TOPICS WITH READINGS

Date Topics & Readings

Week 1: 2/1 Introductions & getting started
2/2 Introduction to lab
2/3 Parasitism (chapter 1)
Week 2: 2/8 Intestinal amebas (pathogenic & non-pathogenic) – chapter 3
2/9 Amebas
2/10 Free-living amebas; parasitism
Week 3: 2/15 Flagellates – Giardia, Trichomonas, non-pathogenic species (Chapter 4)
2/16 Quiz; Flagellates
2/17 Parasitism; diagnosis and diagnostic tools; parasitism (harm)

Week 4: 2/22 Trypanosomes (Chapter 5)

2/23 Trypanosomes & leishmanias
2/24 Leishmanias; drug treatment; virulence
Week 5: 3/1 Quiz; Malaria (Chapter 6)
3/2 Rejuvenation day
3/3 Babesia; vaccines and vector control; coevolution

Week 5 3/8 Other apicomplexans (Chapter 7)

3/9 malaria and misc. protozoa
3/10 Misc. protozoa; immune responses; behavioral change
Week 7: 3/15 Nematodes: Enterobius, Trichuris (Chapter 8)
3/16 EXAM; Nematodes
3/17 Nematodes: Ascaris; environmental control; hygiene hypothesis

Week 8: 3/22 Nematodes: hookworms and Strongyloides (Chapter 8)

3/23 Nematodes
3/24 Rejuvenation day
Week 9 3/29 Nematodes: Trichinella, Dracunculus (Chapter 8)
3/30 Nematodes
3/31 Nematodes: Zoonotic infections; emerging infections

Week 10 4/5 Filarial worms: Wuchereria, Brugia (Chapter 9)

4/6 Quiz; filarial worms
4/7 Filarial worms: Onchocerca; Dirofilaria;

Week 11 4/12 Adult tapeworms: Diphylloboothrium, Taenia (Chapter 10)

4/13 Tapeworms
4/14 Cospeciation
 Date Topics & Readings
Week 12 4/19 Larval tapeworms: Taenia, Echinococcus (Chapter 10)
4/20 tapeworms
4/21 Zoonotic tapeworms; zoonoses
Book reviews due (option 1)
Week 13 4/26 Schistosomes (Chapter 11)
4/27 Quiz; schistosomes
4/28 Schistosomes
Week 14 5/3 Liver, lung and intestinal flukes (Chapter 11)
5/4 flukes, continued
5/5
Week 15 5/10 Tuesday schedule (lab)
5/11 Wednesday schedule (review; quiz)
5/12 Thursday schedule (no class)
Book reviews due (option 2)
Week 16 5/17 TEST 12:00-3:20

IMPORTANT NOTES:

This schedule is tentative and subject to change, particularly given the ongoing pandemic. Check
the announcements on Canvas each week to see what is required. Generally, test dates will not
change but content covered on a test may change. The direction of change is likely to be
dropping topics, not adding. Should we go to fully remote instruction, a modified schedule will
be published.
IMPORTANT POLICIES

COMMUNICATION:

Set up Canvas to provide daily updates via email or text message in order to ensure that you
receive any updates or changes to the schedule. Check the announcements section regularly.
Besides online office hours, the fastest way to get in touch with me is via e-mail. Please include
your name (not just your email address) and the course name or number in all e-mails sent to
me. To preserve my work-life balance, I reserve the option to delay answering emails sent after
5 pm or on the weekends until the start of the next business day.

ATTENDANCE AND EXPECTATIONS FOR CLASS:

There will be synchronous online sessions each week and an in-person laboratory. Synchronous
sessions will be used for active learning discussion and student questions, not for lecture. Active
participation is strongly linked to student success, and participation in the synchronous sessions
will be strongly encouraged. Nonetheless, an asynchronous option will be available. Please
contact me if you cannot participate for an extended period.

ACADEMIC INTEGRITY:

Breaches of academic integrity devalue the work of other students. Cheating on exams is a
serious breach of trust and will be treated accordingly. Examples of cheating on tests include
(but are not limited to) collaboration or communication with others in any form. Plagiarism is
the misrepresentation of the originality of your work. Either of these will result in a failing grade
for the test or assignment, and may result in a failing grade for the course. Ignorance of the
policy or of the definitions of cheating or plagiarism will not serve to excuse the behavior.
APPEALING GRADES:

Any graded work may be submitted for re-evaluation along with a written appeal. Appeals must
be submitted promptly, within one week of when the work is returned to you. The appeal
should contain a brief written explanation of your concerns, including your understanding of the
test question or assignment directions and why you believe your work meets the requirements.
At the time that you turn in the work for appeal, we will schedule a conference to go over my
response.

COPYRIGHTED MATERIALS:

Many of the materials that are provided to students in this course have been created by your
instructor, by the textbook publisher, or by authors of published sources excerpted under
educational fair use. You should assume that all course materials are protected by legal
copyright. Copyright protection means that reproduction of this material is prohibited without
the author’s consent. Thus, you are prohibited from sharing or posting copyrighted material to
any websites outside our course Canvas site. Students are also prohibited from reproducing
material to be shared with other more limited groups (e.g., sorority/fraternity test bank). Be
aware that UUP (Union of University Professionals, the union representing faculty on this
campus) is seeking to take legal action against sites that provide instructor materials, and that
posting or selling copies of materials to such sites may put you in legal jeopardy.

MISSING SUMMATIVE QUIZZES AND TESTS:

For the summative quizzes and tests, making these up within a few days is usually not a
problem. However, if you are unable to take a test for a prolonged period of time, you will need
to take a different test so that I can return tests to other students. Please contact me as soon as
you know there is a problem wo we can work out a solution together.

EXTENSIONS ON THE BOOK REVIEW:

Extensions on the first deadline for the book review will be limited; at some point, you may need
to wait for the second deadline. Because the second deadline is near the end of the semester,
an extension may require accepting an incomplete grade initially. Please contact me as soon as
you know there is a problem wo we can work out a solution together.
MISSING DAY-TO-DAY ASSIGNMENTS:

The benefits to learning of completing the online assignments are greatest if you use these to
stay caught up on the reading and modules. Because of the pandemic, I understand you may
sometimes have difficulty with completing assignments. Please contact me as soon as possible
when you are having trouble completing assignments, and be prepared to propose and discuss
solutions. If you will be unable to complete course work for a week or more, please contact me
along with the Dean of Students, Dr. Sancilio. Similarly, if you are working with Disabilities
Services and have accommodations related to due dates, please meet with me early in the
semester to discuss your accommodations, and notify me if you will be unable to complete
assignments for a week or more, or if you need additional flexibility.

MISSING LABORATORY QUIZZES AND TESTS

Setting up laboratory quizzes and tests can be very difficult and time-consuming. Missing these
will mean substituting a different type of assignment. Without jeopardizing your health or the
health of anyone else in our class, make every effort to attend lab in person. Accommodations
for disabilities are also very limited; please consult with me early and we can work with the
Office of Accessibility Services to determine how best to meet your needs within the constraints
of the course and materials.

EXPLANATION OF FINAL GRADES:

Grades are determined using the scale presented below almost always without any adjustment
or curve. There are no quotas for particular letter grades. Helping others can only help you, and
cannot hurt your grade in any way. Scores will be rounded up or down to the nearest whole
number. The point distribution is the standard Geneseo distribution; Canvas is set to display
this. The distribution is as follows: A: (93%), A- (90-92%), B+ (87-89%), B (83-86%), B- (80-82), C+
(77-79), C (73-76), C- (70-72), D (60-69), E (<60%)
FOR YOUR CONSIDERATION

IMPORTANT DISCLAIMER:

Even though we will discuss diagnosis throughout the course, you will not be qualified to
diagnose parasitic diseases on completion of this course. It is especially important not to use
the class as an opportunity to self-diagnose.

CLASS FORMAT:

The lecture portion of this class will be fully online this semester. There will be two synchronous
sessions per week scheduled at the time shown in the master schedule. Transfer of information
through lecture will make up only a portion of class time, and small group discussion or
discussion with the full class will make up the rest. You must obtain your first exposure to new
ideas outside of class through independent reading and other assignments to make meaningful
discussion possible. An asynchronous alternative will be provided. Learning online may require
adjustments; please talk with me if you are having difficulty with making the transition.

INCLUSIVE LANGUAGE:

Parasitology is about people as well as about health and disease, and the use of inclusive
language contributes to creating an environment conducive to learning for everyone. This will
include use of individuals’ preferred names and pronouns, use of group descriptors preferred by
members of that group, and using language that is people-centered and non-discriminatory.
Especially critical in the context of Parasitology is the use of non-judgmental descriptions of
human behavior. Inclusive language is dynamic and socially constructed, and requires
communication and living with tension as we learn from each other in community. Please let me
know (and let other students know) if you are uncomfortable with language used, and help us all
to learn from your perspective and experiences.
TOPICS INCLUDED:

Parasitism is the predominant trophic mode on earth, and the range of organisms we could
examine is enormous. In this course, we will focus primarily on protozoa, helminths and
arthropods that parasitize animal hosts including humans. Viruses, prokaryotes, fungi and
plants are largely excluded.

DIFFICULT DISCUSSION TOPICS:

In this class, you will see some graphic and disturbing images. Understanding disease
transmission requires discussing bodily functions and behaviors that you may not normally
discuss in public. Treating others with respect, both those present in the room, and those
portrayed in images, videos and case studies, is essential for learning.

EVOLUTION:

The Theory of Evolution provides the central explanatory framework in biology, and will be an
important theme running throughout the Parasitology course. I welcome the opportunity to
discuss any questions or concerns you may have about evolution, including those related to
religious belief.
 STUDENT SUCCESS RESOURCES

Listed below are a number of resources that can help support students’ academic success and
individual well-being. These statements may be shared through course syllabi as a way to inform
students about campus resources.

ACADEMIC SUPPORT INFORMATION AND RESOURCES

GENESEO MISSION AND VALUES

SUNY Geneseo has several core documents that articulate our shared commitments and
learning objectives. These include:

• SUNY Geneseo Mission, Vision and Values: https://www.geneseo.edu/about/mission-

vision-and-values

• Community Commitment to Diversity, Equity, and

Inclusion: https://www.geneseo.edu/diversity/commitment

• Geneseo Learning Outcomes for Baccalaureate

Education: https://www.geneseo.edu/provost/globe-geneseo-learning-outcomes-
baccalaureate-education

ACADEMIC SUPPORT SERVICES

The campus provides a range of support services to help students thrive in their classes. These
services include:

• Tutoring, both drop-in and by-appointment, with student tutors in the Writing Learning Center,
the Math Learning Center, and a range of department-based tutoring centers
• Online tutoring through the SUNY-wide STAR-NY system (www.starny.org/tutoring_schedule)

• Supplemental Instruction, in which trained student assistants review lecture material from
specific classes

Information on times and locations is available through the Center for Academic Excellence
website at https://www.geneseo.edu/academic-support-services.

Additionally, the college offers a number of peer mentoring programs that are designed to
reinforce good academic habits. These include:

• Academic Peer Mentors in the Office of Academic Planning and Advising provide students with
promising study strategies and can host on-going appointments with students seeking an
"accountability buddy". More information is available
at https://www.geneseo.edu/dean_office/academic-peer-mentors-0.

• The ONYX Academic Success workshop series sponsored by the GOLD Leadership Program
introduces students to a variety of study skills, time management techniques, and instruction on
how to access campus resources for academic and career guidance. A full list of GOLD
workshops can be accessed at https://www.geneseo.edu/gold/app/browse.

ACCESSIBILITY

SUNY Geneseo will make reasonable accommodations for persons with documented physical,
emotional, or cognitive disabilities. Accommodations will be made for medical conditions
related to pregnancy or parenting. Requests for accommodations including letters or review of
existing accommodations should be directed to the Office of Accessibility in Erwin Hall 22
or [email protected] or 585-245-5112. Students with letters of accommodations should
submit a letter to each faculty member at the beginning of the semester and discuss specific
arrangements. Additional information on the Office of Accessibility is available
at https://www.geneseo.edu/accessibility-office.
ACADEMIC INTEGRITY AND PLAGIARISM

Geneseo's Library offers frequent workshops to help students understand how to paraphrase,
quote, and cite outside sources properly. These sessions are meant to educate about the
importance of using original ideas and language, and how to incorporate paraphrases and
quotes into writing. The complete list of library workshops can be found
at www.geneseo.edu/library/library-workshops.

Academic dishonesty includes cheating, knowingly providing false information, plagiarizing, and
any other form of academic misrepresentation. College policies and procedures regarding
academic dishonesty are available at www.geneseo.edu/handbook/academic-dishonesty-policy.

COMPUTER AND TECHNOLOGY SUPPORT

For assistance with your computer or mobile device, visit the CIT HelpDesk in Fraser. CIT
provides self help guides on a range of computer issues, including access to the campus
network, Canvas, printing, software guides, and other resources. The CIT Self Help Guides
at wiki.geneseo.edu/display/cit/CIT+Self+Help can be helpful in finding quick solutions to basic
technology issues.

Geneseo students, faculty and staff have FREE access to the entire LinkedIn Learning training
library (over 7,500 courses, including tutorials for software, digital tools, web development,
programming, and design) through Geneseo's site license. For more information, visit this wiki
page. (https://wiki.geneseo.edu/display/cit/LinkedIn+Learning+Training+Library)

RELIGIOUS OBSERVATIONS AND CLASS ATTENDANCE

Student attendance in classes on religious holidays is governed by New York State Education
Law 224-a (see https://www.geneseo.edu/apca/classroom-policies). Students who anticipate an
absence due to religious observations should contact their faculty member as soon as possible
in advance to arrange make up plans. A calendar of major religious observations may be found
at: https://www.cs.ny.gov/attend_leave_manual/030Appendices/B-
CalendarofLegalHolidays/2020calendar.html
BIAS-RELATED INCIDENTS

“We are here to listen, to learn, to teach, to debate, to change, to grow. We should all be safe to
pursue these goals at SUNY Geneseo while being who we are. Together, we commit ourselves to
pluralism, cultivating a community that respects difference and promotes a sense of inclusion
and belonging.”

As this excerpt from our Community Commitment to Diversity, Equity, and Inclusion states, here
at SUNY Geneseo, we want to provide a space where everyone feels welcome to learn and grow
in their identities as well as in their role as students, faculty, and staff. If in the unfortunate
instance you experience an incident of bias, we encourage you to reach out to the Chief
Diversity Officer ([email protected]) and/or our University Police Department. In trying
to create an environment that facilitates growth through diverse thoughts and ideas, reporting
incidents of bias - including threats, vandalism, and microaggressive behaviors - can help bring a
better understanding of our campus climate as well as provide opportunities for learning and
restoring harm.

PERSONAL HEALTH AND WELL-BEING

WELL-BEING

Prioritizing well-being can support the achievement of academic goals and alleviate stress.
Eating nutritious foods, getting enough sleep, exercising, avoiding drugs and alcohol,
maintaining healthy relationships, and building in time to relax all help promote a healthy
lifestyle and general well-being.

Concerns about academic performance, health situations, family health and wellness (including
the loss of a loved one), interpersonal relationships and commitments, and other factors can
contribute to stress. Students are strongly encouraged to communicate their needs to faculty
and staff and seek support if they are experiencing unmanageable stress or are having
difficulties with daily functioning. The Dean of Students (585-245-5706) can assist and provide
direction to appropriate campus resources. For more information,
see www.geneseo.edu/dean_students.
MENTAL HEALTH

As a student, you may experience a range of challenges that can impact your mental health and
thus impact your learning; common examples include increased anxiety, shifts in mood, strained
relationships, difficulties related to substance use, trouble concentrating, and lack of motivation,
among many others. These experiences may reduce your ability to participate fully in daily
activities and affect your academic performance.

SUNY Geneseo offers free, confidential counseling for students at the Lauderdale Center for
Student Health and Counseling, and seeking support for your mental health can be key to your
success at college. You can learn more about the various mental health services available on
campus at health.geneseo.edu.

FOOD SECURITY FOR SUNY GENESEO STUDENTS

SUNY Geneseo students who find themselves in a position of food insecurity and do not have
the financial resources to support their food and nutrition needs can access the Geneseo
Groveland Food Pantry located at the First Presbyterian Church, 31 Center Street in Geneseo.
Students can utilize the pantry once with no referral or contact with the College. At this visit
they will be provided items that will address their basic needs for several days. If a student
continues to face difficulties providing for their own nutritional needs beyond their first visit to
the pantry they should connect with Susan Romano, Director of Financial Aid to receive a brief
letter that they will present to the staff at the pantry that verifies their need. If students do not
have a FAFSA on file for any reason they should contact Dr. Leonard Sancilio, Dean of Students,
to discuss their particular situation and options. The Geneseo Groveland Food Pantry is open on
the following days and times:

Tuesday: 10 AM - 2 PM
Wednesday: 4 PM - 6:30 PM
Thursday: 10 AM - 2 PM

If you have any questions please contact Dr. Leonard Sancilio, Dean of Students
at: [email protected] or 585-245-5706.

RESOURCES RELATED TO COVID-19

ALL CLASSES

HEALTH AND WELLBEING IN A STRESSFUL TIME

The changes brought on by COVID-19 have impacted us all in a number of ways, and will
continue to do so at various times and to varying degrees during the upcoming semester. Your
health and wellbeing are foundational to your ability to learn, and if you find that you are feeling
unwell (physically or mentally) and it is impacting your ability to complete your coursework,
please reach out. Because the learning environment will be different than it has been in the
past, the indicators that usually let you know something is wrong may not be as clear to you or
those around you as they would be during a typical semester. Additionally, the ways in which
you normally engage in self-care may have been disrupted. Please remember that it’s never too
late to ask for help. The Dean of Students (585-245-5706) can assist and provide direction to
appropriate campus resources. The college also has collected resources in a Coping with COVID
webpage.

In a similar way, I will occasionally ask for some patience and flexibility on your part. The
pandemic is affecting faculty as well as students and creating demands that would not be
present in an ordinary semester. If I am slow responding to an email, if I take some time to
grade an assignment, if I am a bit late posting a video lecture, please be patient (and feel free to
send me a ‘nudge’; I will not be offended). You will never suffer any disadvantage in the course
because of delays on my part. Remember that we are all in this together.

CLASSES WITH ONLINE COMPONENTS:

ACCESSIBILITY OF COURSE MATERIALS

All course materials are available on Canvas and I’ve made every attempt to ensure that they
are accessible to everyone. If you have difficulties accessing any materials (including needs for
alternative formats), please let me know as soon as possible and I will rectify the situation.
ATTENDANCE AT “LIVE” OR “SYNCHRONOUS” ONLINE SESSIONS

Accessing course materials online may be challenging - we’ve all experienced things like
unforeseen emergencies and internet disruptions. Although this course includes some “live” or
synchronous course activities, we can all be understanding about the challenges posed by the
COVID-19 pandemic and the limits of technology. If you miss a synchronous session, please let
me know as soon as possible so that we can discuss ways to keep you on track. If you are
experiencing longer-term disruptions, please be proactive in communicating with me and
contact the Dean of Students if you expect to be out for an extended period of time.

GETTING HELP WITH ONLINE CLASSES

CIT has developed a number of resources that can help you formulate good strategies for
success in online courses. These include general strategies for keeping on track with your
courses as well as more specific resources about learning experiences that you may encounter in
an online course. The Office of the Dean for Academic Planning and Advising has also
introduced the new KOALA (Knights’ Online Academic Learning Assistance) course support
resource. Throughout the semester, if you need help with online learning strategies, you can
contact the KOALA support desk, which will assist you with identifying resources and strategies
for success.

CIT also provides a range of technology support resources. When you are in Canvas, the Help
menu on the left side of the screen will also direct you to a number of CIT supports, including
self help resources and options to request technology assistance.