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“The Farmer’s Dilemma”—an Interrupted Case Study for Learning Bacterial Genetics in the Context of the Impact of Microbes on the Organic Food Industry and Biotechnology

    Authors: Richard Stewart1, Daniel C. Stein1, Robert T. Yuan1, Ann C. Smith1,*
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    Affiliations: 1: University of Maryland, College Park, MD 20742
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 May 2014
    • Supplemental materials available at http://jmbe.asm.org
    • *Corresponding author. Mailing address: 2100 Marie Mount Hall, University of Maryland, College Park, MD 20742. Phone: 301-405-9165. Fax: 301-314-9896. E-mail: asmith@umd.edu.
    • ©2014 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. May 2014 vol. 15 no. 1 36-37. doi:10.1128/jmbe.v15i1.643
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    Abstract:

    Case studies are well established pedagogical tools for engaging students in learning and offer the opportunity to use real world examples to give context to student learning. Finding a case study story that meets learning outcomes and resonates with students is a challenge. Our solution was an end-of-semester, capstone project for the honors students in our general microbiology course. “The Farmer’s Dilemma,” an interrupted case study with associated questions, was developed from a story line proposed by the students. The case and associated teaching notes indicate how we actively engage students in learning bacterial genetics via a story about the impact of microbes on the organic food industry and biotechnology

Key Concept Ranking

Bacterial Genetics
0.7014158
Corn
0.5
Microbial Genetics
0.45833334
Transgenic Plants
0.45438793
0.7014158

References & Citations

1. Herreid CF 2005 The interrupted case method J Coll Sci Teach 35 4 5
2. Merkel S 2012 The development of curricular guidelines for introductory microbiology that focus on understanding J Microbiol Biol Educ 13 32 38 10.1128/jmbe.v13i1.363 23653779 3577306 http://dx.doi.org/10.1128/jmbe.v13i1.363
3. Nester EW, Thomashow LS, Metz M, Gordon M 2002 100 Years of Bacillus thuringiensis: a critical scientific assessment American Academy of Microbiology Washington, DC
4. Smith AC, et al 2005 Introductory biology courses: a framework to support active learning in large enrollment introductory science courses Cell Biol Educ 4 143 156 10.1187/cbe.04-08-0048 15917873 1103716 http://dx.doi.org/10.1187/cbe.04-08-0048
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/content/journal/jmbe/10.1128/jmbe.v15i1.643
2014-05-01
2017-09-22

Abstract:

Case studies are well established pedagogical tools for engaging students in learning and offer the opportunity to use real world examples to give context to student learning. Finding a case study story that meets learning outcomes and resonates with students is a challenge. Our solution was an end-of-semester, capstone project for the honors students in our general microbiology course. “The Farmer’s Dilemma,” an interrupted case study with associated questions, was developed from a story line proposed by the students. The case and associated teaching notes indicate how we actively engage students in learning bacterial genetics via a story about the impact of microbes on the organic food industry and biotechnology

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