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DSCY10120

Academic Year 2026/2027

Contagion & Control (DSCY10120)

Subject:
Discovery
College:
Arts & Humanities
School:
History
Level:
1 (Introductory)
Credits:
5
Module Coordinator:
Dr Oluwaseun Williams
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The explosive outbreak of COVID-19 transformed the world we inhabit. Within months of its first report in late December 2019, SARS-CoV-2 infected hundreds of millions of bodies, triggered quarantine of billions of people, and wiped out trillions of dollars of market value. Unlike most other diseases, COVID-19 has highlighted both the interconnectivity of global environments and societies and the inadequacy of the health systems put in place to control emerging diseases. Were we always so vulnerable to disease? How did previous generations deal with emerging and existing health challenges?

Contagion & Control draws on new research from across the medical humanities and sciences to introduce students to over 200 years of disease control efforts, the effects of globalisation in spreading disease landscapes and health systems across the world, and the conflicting pressures shaping current global health. Students will learn how crises like COVID-19 are rooted in the dramatic changes that global disease environments presented and the ways humans manage their health over the past 200 years. During this time, population growth, mass migration, and climate change connected and transformed erstwhile distinct disease environments. Biologically, previously local diseases like cholera and HIV spread around the globe. Culturally, the rise of medical science in the nineteenth century replaced older humoral ideas about illness. Politically, these changes were closely associated with the rise of powerful industrialised nation states and colonial empires, which depended on new forms of medicine to secure their hold on power.

Students will explore the relationships between disease, race, climate, environment, and imperialism in the nineteenth century. They will study biomedical interventions like vaccines against smallpox, typhoid, rinderpest, and other diseases, improved sanitation, and how drug treatments like antibiotics played an important role in improving human and animal health in the twentieth century. The health systems in which these medical interventions were embedded, such as the socialist systems of the communist sphere or the semi-private systems in the Americas, as well as the increasing international coordination of health politics, enabled unprecedented levels of centralised control over people's lives. The resulting tensions between the desire to implement uniform top-down health policies and calls for more nuanced, culturally-attuned policies, which co-rely on local actors like traditional healers, persist to this day, as do tensions between strengthening basic health care and prioritising more targeted technological interventions like vaccines. Understanding these tensions as part of the broader mutual evolution of societies, diseases, environments, and health systems improves our knowledge of the past and provides valuable insights for the global health challenges of the present.

To facilitate interdisciplinary attendance and scheduling, this module will be delivered in the form of lectures and seminars. The classes are fixed for the evening in order to allow for broad-based participation across multiple colleges.

About this Module

Learning Outcomes:

On completion of this module students should:

1) Acquire critical skills through the assessment of a range of historical and multi-disciplinary approaches (history, the social sciences, and biomedical sciences) to studying global health.

2) Develop a critical understanding of the major historical changes in the nature and context of disease and health systems since c.1800 in the context of colonialism and modern medicine.

3) Enhance their analytical and presentation skills in presenting their work to peers.

4) Enhance their ability to evaluate a range of primary and secondary sources.

Indicative Module Content:

Topics and Themes covered include:
(1) Disease and Environment since 1800;
(2) Disease and Colonialism;
(3) Foundations and Evolution of Medical Microbiology: ‘One Health’ and the Management of the Microbial Commons;
(4) Healthy Environments – Urban Systems and Health;
(5) Public Health and Sanitation;
(6) Pandemics, Panic and the Politics of Disease: Past and Present
(7) Nonhumans and Public Health;
(8) Health for All?: Welfare and Health Care Systems since 1800;
(9) Governance by Numbers: DALYs, QALYs, and the Rise of Global Health;
(10) The End of Capitalism or the End of Disease? Future Imaginaries of Health

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Novice

Strategic

The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Novice

Integrated Problem Solving

The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Novice

Self-awareness

The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Novice

Digital Literacy and Judgement

The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

Student Effort Hours:
Student Effort Type Hours
Lectures

11

Seminar (or Webinar)

11

Specified Learning Activities

45

Autonomous Student Learning

45

Total

112


Approaches to Teaching and Learning:
This module combines weekly lectures, small-group autonomous learning, and seminars. Weekly lectures provide overviews of individual topics, with a focus upon key trends, debates and events. Weekly seminar discussions focus on active / task-based learning using both secondary and primary sources related to the topic covered in the lecture. Autonomous learning is nurtured through required preparatory reading each week. Key research and presentation skills are explicitly incorporated into weekly discussion forums and are assessed and advanced from the formative to the summative assignments. Please note that the use of generative AI tools (e.g. Claude, Gemini, Chat GPT, Copilot) is not permitted in this module. Students are expected to engage directly with module materials and activities without the use of AI tools.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): ACADEMIC POSTER PLAN (300-350 WORDS)
This is a scaffolding assignment which requires students to complete a plan linked to the final assignment
Week 7 Graded No
40
No
Assignment(Including Essay): ACADEMIC POSTER (1000 words and 3 graphics)
An academic poster is a graphically-based approach to presenting your research and arguments in a clear and concise manner.
Week 12 Graded No
40
No
Participation in Learning Activities: Participation in the weekly lectures/seminars Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10 Graded No
20
No

Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback on the continuous assessment is given during seminars and on appointment in one-to-one meetings.

Name Role
Professor Catherine Cox Lecturer / Co-Lecturer
Professor Susi Geiger Lecturer / Co-Lecturer
Professor Stephen Gordon Lecturer / Co-Lecturer
Professor Thilo Kroll Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 18:00 - 19:50