Investigating How Streptococcus Responds to Their Environment: Bringing Together Current Research, a Case Study and Laboratory Investigation †
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Authors:
B. Boots Quimby1,*,
Kevin S. McIver1,
Gili Marbach-Ad1,
Ann C. Smith1
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Published 01 December 2011
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†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: [email protected].
- Copyright © 2011 American Society for Microbiology
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 Streptococcus pyogenes 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.
References & Citations
Supplemental Material
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Appendix 1: Case Study Student Version
Appendix 2: Laboratory Investigation Student Handout
Appendix 3: Case Study Instructor Version
Appendix 4: Laboratory Investigation Instructor Information
Appendix 5: Case Study Part 1 Discussion PowerPoint
Appendix 6: Case Study Part 2 Discussion PowerPoint
Appendix 7: Rubric for Case Study Part 1 Questions
Appendix 8: Rubric for Case Study Part 2 Questions
Appendix 9: Rubric for Lab Investigation Questions
Appendix 10: Rubric for Case Study Discussion
Appendix 11: Student Perceptions Survey
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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 Streptococcus pyogenes 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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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: [email protected].
- Copyright © 2011 American Society for Microbiology
Figures
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 ).

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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 ).