1887

Investigating How Streptococcus Responds to Their Environment: Bringing Together Current Research, a Case Study and Laboratory Investigation

    Authors: B. Boots Quimby1,*, Kevin S. McIver1, Gili Marbach-Ad1, Ann C. Smith1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Cell Biology and Molecular Genetics, College of Chemical and Life Sciences, University of Maryland, College Park, MD 20742
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 December 2011
    • Supplemental material available at http://jmbe.asm.org
    • *Corresponding author. Mailing address: Integrated Life Sciences Honors College, University of Maryland, 1107 LaPlata Hall #259, College Park, MD 20742. Phone: 301-405-4596. Fax: 301-405-6723. E-mail: bquimby@umd.edu.
    • Copyright © 2011 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. December 2011 vol. 12 no. 2 176-184. doi:10.1128/jmbe.v12i2.321
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    Abstract:

    Understanding the link between course work and unanswered authentic research questions being explored in the research lab is an important goal in undergraduate science teaching. The activity presented here focuses on current research regarding the virulence characteristics of particularly targeting the control of sugar uptake regulated via catabolite repression. Students were challenged to formulate a research question and use higher-order thinking skills to analyze data, work collaboratively to solve problems, and pose and test a hypothesis in the laboratory setting. The activity employed an interrupted case study approach using both online and face-to-face settings. The case story and problems were distributed online and were followed by in-class discussions and lab work. Aspects of the activity required independent thinking, as well as collaborative work. Student learning gains were demonstrated via comparison of pre- and postscores on the Host Pathogen Interactions (HPI) concept inventory, results from an end of semester Student Perception Survey, and from analysis of students’ work.

Key Concept Ranking

Bacterial Genetics
0.8017718
Blood Glucose
0.7646132
Blood Agar
0.7614531
Streptococcus pyogenes
0.6900669
Gram-Positive Bacteria
0.6597468
0.8017718

References & Citations

1. Bloom BS1984Taxonomy of educational objectives. Handbook 1: Cognitive DomainLongmanNew York, New York
2. Cooper J1990Cooperative learning and college teaching: Tips from the trenchesTeaching Professor.412
3. Crowe ACDirks, Wenderoth MP2008Biology in bloom: implementing Bloom’s taxonomy to enhance student learning in biologyCBE Life Sci. Edu736838110.1187/cbe.08-05-0024 http://dx.doi.org/10.1187/cbe.08-05-0024
4. Handelsman J, Miller S, Pfund C2007Scientific TeachingW.H. FreemanNew York, NY
5. Herreid CF2004Can case studies be used to teach critical thinking?J. College Sci. Teach.331214
6. Herreid CF2005The interrupted case study method [editorial]J. College Sci. Teach3545
7. Host Pathogen Interactions Teaching Group websitehttp://hpiresearchteachingteam.umd.edu/hostpathogeninteractionteachinggroup
8. Johnson DW, Johnson RT, Smith KA1991Cooperative learning: Increasing college faculty instructional productivityASHE-FRIC Higher Education Report No.4. School of Education and Human DevelopmentGeorge Washington UniversityWashington, D.C
9. Kinkel TL, McIver KS2008CcpA-mediated repression of streptolysin S expression and virulence in the Group A StreptococcusInfec. Immun7634513463Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2493232/?tool=pubmed10.1128/IAI.00343-08 http://dx.doi.org/10.1128/IAI.00343-08
10. Marbach-Ad G, Briken V, Frauwirth K, Gao LY, Hutchenson S, Joseph S, et al2007A faculty team works to create content linkages among various courses to increase meaningful learning of targeted concepts of microbiologyCBE--Life Sci. Edu615516210.1187/cbe.06-12-0212 http://dx.doi.org/10.1187/cbe.06-12-0212
11. Marbach-Ad G, Briken V, El-Sayed NM, Frauwirth K, Fredericksen B, Hutcheson S, et al2009Assessing student understanding of host pathogen interactions using a concept inventoryJMBE10435010.1128/jmbe.v10.98 http://dx.doi.org/10.1128/jmbe.v10.98
12. Marbach-Ad G, McAdams K, Benson S, Briken V, Cathcart L, Chase M, et al2010A model for using a concept inventory as a tool for students’ assessment and faculty professional developmentCBE--Life Sci. Edu940841610.1187/cbe.10-05-0069 http://dx.doi.org/10.1187/cbe.10-05-0069
13. Mayer RE2002Rote versus meaningful learningTheory into Practice4122623210.1207/s15430421tip4104_4 http://dx.doi.org/10.1207/s15430421tip4104_4
14. Nizet V2002Streptococcal (beta)-hemolysisns: Gentics and role in disease pathogenesisTrends in Microbiology10575580Available from http://www.sciencedirect.com/science/article/pii/S0966842X02024733 (This article is not an open source article so students could be directed to the Nizet lab website at http://nizetlab.ucsd.edu/Research/StreptolysinS/ which contains all of the information required to answer the questions).10.1016/S0966-842X(02)02473-3 http://dx.doi.org/10.1016/S0966-842X(02)02473-3
15. Schonborn KJ, Anderson TR2008Bridging the educational research-teaching practice gap: Conceptual understanding, part 2: Assessing and developing student knowledgeBiochem.Molecul.Biol.Edu36372379
16. Wiggins G, McTighe J1998Understanding by designAssoc. of Supervision and Cultural DevelopmentAlexandria, VA
17. Wood WB2009Innovations in teaching undergraduate biology and why we need themAnn Rev. Cell Develop. Biol.259311210.1146/annurev.cellbio.24.110707.175306 http://dx.doi.org/10.1146/annurev.cellbio.24.110707.175306
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/content/journal/jmbe/10.1128/jmbe.v12i2.321
2011-12-01
2017-09-20

Abstract:

Understanding the link between course work and unanswered authentic research questions being explored in the research lab is an important goal in undergraduate science teaching. The activity presented here focuses on current research regarding the virulence characteristics of particularly targeting the control of sugar uptake regulated via catabolite repression. Students were challenged to formulate a research question and use higher-order thinking skills to analyze data, work collaboratively to solve problems, and pose and test a hypothesis in the laboratory setting. The activity employed an interrupted case study approach using both online and face-to-face settings. The case story and problems were distributed online and were followed by in-class discussions and lab work. Aspects of the activity required independent thinking, as well as collaborative work. Student learning gains were demonstrated via comparison of pre- and postscores on the Host Pathogen Interactions (HPI) concept inventory, results from an end of semester Student Perception Survey, and from analysis of students’ work.

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FIG. 1

Activity overview. The activity was designed using an interrupted case study released to students in two parts followed by a lab investigation. Top: time line for the activity; bottom: explanation of elements of the activity followed by Bloom level (BL) where 4 through 6 are higher-order cognitive skills, as described by Crowe et. al. ( 3 ).

Source: J. Microbiol. Biol. Educ. December 2011 vol. 12 no. 2 176-184. doi:10.1128/jmbe.v12i2.321
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