MYCOLOGY IN PLANT PATHOLOGY AND PLANT VIROLOGYModule MYCOLOGY IN PLANT PATHOLOGY
Academic Year 2026/2027 - Teacher: SANTA OLGA CACCIOLAExpected Learning Outcomes
The teaching course aims to ensure the acquisition of basic knowledge of taxonomy, biological aspects and diagnostic criteria of the "key" phytopathogenic fungi. The student will acquire skills in identifying some effective management indications both in the nursery and in the open field and in professional updating for this area.
Exercises and seminars will always be aimed to identifying the fungal disease and, comprehensively, to the ability to problem solving.
Specifically, the student is expected to acquire comprehension skills, communicative abilities, and independent judgment according to the Dublin descriptors, as follows:
Knowledge and Understanding - (Dublin 1) [Knowledge and understanding]
At the end of the course, the student must demonstrate a basic understanding of diagnostic and taxonomic criteria, symptomatology, biological aspects, and fundamental principles of combating phytopathogenic fungi.
Assessment Method: Oral exam.
Applied Knowledge and Understanding - (Dublin 2) [Applying knowledge and understanding]
By the end of the course, the student should be able to apply the knowledge acquired to identify fungal alterations, understand their symptoms and biology, provide useful sustainable control recommendations in nursery and field settings, and evaluate and interpret experimental and literature data.
Assessment Method: Oral exam.
Independent Judgment - (Dublin 3) [Making judgments]
At the end of the course, the student should demonstrate the ability to formulate informed interpretative judgments based on the acquired knowledge. They should be able to weigh various aspects of plant mycology in research activities extracted from scientific publications and autonomously analyze plant pathogenic issues with fungal etiology.
Assessment Method: Oral examination following the presentation of a scientific publication. Communicative Skills - (Dublin 4) [Communication]
By the end of the course, the student should demonstrate the ability to use technical terminology appropriately, adapt oral and written communication forms to the required level and specific purposes. Similarly, the student should be able to analyze and synthesize a scientific publication and present their work to colleagues.
Assessment Method: Oral exam aimed to assess the student's ability to summarize a scientific article. Learning Skills - (Dublin 5) [Lifelong learning skills]
Upon completing the course, the student should be able to keep their knowledge and skills up to date, grasping essential and relevant aspects of the course for their professional context within a legally, ethically, and scientifically correct framework. They should understand the topics both within a group and independently,
connect not only the subjects covered during the course but also identify connections between the themes discussed in this discipline and other areas.
Assessment Method: Partially through an oral interview.
CONTRIBUTION OF TEACHING TO THE GOALS OF THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT
Goal N.2 End hunger, achieve food security and improved nutrition and promote sustainable agriculture
· Target 2.4 By 2030, ensure sustainable food production systems and implement resilient agricultural practices that increase productivity and production, that help maintain ecosystems, that strengthen capacity for adaptation to climate change, extreme weather, drought, flooding and other disasters and that progressively improve land and soil quality.
Method:
· lectures
Goal N.3 Ensure healthy lives and promote well-being for all at all ages
· Target 3.d Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks.
Method:
· lectures
Course Structure
The course will include practical activities (classroom and laboratory exercises, educational field trips, seminars, etc.) worth 1 CFU (i.e., 14 hours). The laboratory exercises will focus on disease diagnosis and the identification of pathogens. Any field trips and educational excursions will also take place on other days and at other times to be agreed upon with the instructor who will conduct most of the classes and the students.
Required Prerequisites
Although there are no mandatory prerequisites, the required pre-knowldge involves basic understanding of biology and plant pathology
Attendance of Lessons
Although it is not mandatory the lesson frequency is strongly recommended also according to practical nature of teaching course.
Detailed Course Content
- Laboratory exercises: Isolation of fungal pathogens in pure culture; identification of some of the most important genera of plant-pathogenic fungi; preparation of monoconidial cultures.
- Laboratory exercises: Determination of microbial load in soil; determination of the concentration of a fungal conidial suspension; observation of fungal reproductive structures under an optical microscope and a stereomicroscope.
- Laboratory exercises: In vitro efficacy tests of fungicides against target fungal pathogens.
Course materials, handouts, and readings distributed by the instructor during the course
Recommended websites: www.apsnet.org
Textbook Information
1. Vannacci G. Patologia vegetale. Edises Università, Napoli prima edizione 2021
Agrios G.N. Plant Pathology (5th edition). Academic Press, New YorkCourse Planning
| Subjects | Text References | |
|---|---|---|
| 1 | Laboratory Exercises: Isolation in Pure Culture of Phytopathogenic Fungal Pathogens; Identification of Some of the Most Important Genera of Phytopathogenic Fungi; Monoconidial Fungal Cultures | |
| 2 | Laboratory Exercises: Determination of Microbial Load in Soil; Determination of Fungal Conidial Suspension Concentration; Observation of Fungal Reproductive Structures under an Optical Microscope and Stereomicroscope | |
| 3 | Laboratory Exercises: In Vitro Efficacy Testing of Fungicides against Target Fungal Pathogens |
Learning Assessment
Learning Assessment Procedures
Learning Assessment Procedures
Learning evaluation will be assessed by oral examinations. No checks in progress are foreseen. A single meeting is planned in the mid of course to ascertain the learning level and the interest degree of the students with clarification of doubts. The evaluation of the student's preparation will take place on the basis of the following criteria: learning ability and level of depth of the topics covered, quality of the contents, ability to connect with other topics covered within the program, properties of synthesis and exposure, ability to report practical examples and student's reasoning skills.
Verification of learning can also be carried out by online way if it will be necessary. The score assignment follows the adopted scheme:
Not suitable for passing examination
Knowledge and understanding of the topic: Heavy shortcomings. Significant inaccuracies Ability to analyze and synthesize: Irrelevant. Frequent generalizations. Inability to synthesize Use of references: Completely inappropriate
18-20
Knowledge and understanding of the topic: At the threshold level. Obvious imperfections Analysis and synthesis skills: Just enough skills
Use of references: As appropriate 21-23
Knowledge and understanding of the topic: Routine knowledge Analysis and synthesis skills: It is capable of correct analysis and synthesis. Argue logically and consistently
Using references: Use standard references
24-26
Knowledge and understanding of the topic: Good knowledge
Analysis and synthesis skills: Has good analysis and synthesis skills. The topics are expressed consistently Using references: Use standard references
27-29
Knowledge and understanding of the topic: Knowledge more than good
Ability to analyze and synthesize: He has considerable abilities of analysis and synthesis Use of references: Has well explored the topics
30-30L
Knowledge and understanding of the topic: Excellent knowledge
Ability to analyze and synthesize: He has considerable abilities of analysis and synthesis. Use of references: Important insights.
Examples of frequently asked questions and / or exercises
Examples of frequently asked questions and / or exercises
1. Main fungal pathogens with soilborne habitus
2. Main airborne fungal pathogens
3. Classification criteria for phytopathogenic fungi
4. Parasitism in phytopathogenic fungi
5. Life cycle and attack ways in phytopathogenic fungi
6. Epidemiological aspects of plant fungal pathogens
7. Diagnostic aspects of plant fungal diseases
8. Main diseases caused by Oomycetes, Zygomycetes, Ascomycetes, Basidiomycetes and Deuteromycetes