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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
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    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: [email protected].
    • 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.

References & Citations

1. Bloom BS 1984 Taxonomy of educational objectives. Handbook 1: Cognitive Domain Longman New York, New York
2. Cooper J 1990 Cooperative learning and college teaching: Tips from the trenches Teaching Professor. 4 1 2
3. Crowe ACDirks, Wenderoth MP 2008 Biology in bloom: implementing Bloom’s taxonomy to enhance student learning in biology CBE Life Sci. Edu 7 368 381 10.1187/cbe.08-05-0024 http://dx.doi.org/10.1187/cbe.08-05-0024
4. Handelsman J, Miller S, Pfund C 2007 Scientific Teaching W.H. Freeman New York, NY
5. Herreid CF 2004 Can case studies be used to teach critical thinking? J. College Sci. Teach. 33 12 14
6. Herreid CF 2005 The interrupted case study method [editorial] J. College Sci. Teach 35 4 5
7. Host Pathogen Interactions Teaching Group website http://hpiresearchteachingteam.umd.edu/hostpathogeninteractionteachinggroup
8. Johnson DW, Johnson RT, Smith KA 1991 Cooperative learning: Increasing college faculty instructional productivity ASHE-FRIC Higher Education Report No.4. School of Education and Human Development George Washington University Washington, D.C
9. Kinkel TL, McIver KS 2008 CcpA-mediated repression of streptolysin S expression and virulence in the Group A Streptococcus Infec. Immun 76 3451 3463 Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2493232/?tool=pubmed 10.1128/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 al 2007 A faculty team works to create content linkages among various courses to increase meaningful learning of targeted concepts of microbiology CBE--Life Sci. Edu 6 155 162 10.1187/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 al 2009 Assessing student understanding of host pathogen interactions using a concept inventory JMBE 10 43 50 10.1128/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 al 2010 A model for using a concept inventory as a tool for students’ assessment and faculty professional development CBE--Life Sci. Edu 9 408 416 10.1187/cbe.10-05-0069 http://dx.doi.org/10.1187/cbe.10-05-0069
13. Mayer RE 2002 Rote versus meaningful learning Theory into Practice 41 226 232 10.1207/s15430421tip4104_4 http://dx.doi.org/10.1207/s15430421tip4104_4
14. Nizet V 2002 Streptococcal (beta)-hemolysisns: Gentics and role in disease pathogenesis Trends in Microbiology 10 575 580 Available 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 TR 2008 Bridging the educational research-teaching practice gap: Conceptual understanding, part 2: Assessing and developing student knowledge Biochem.Molecul.Biol.Edu 36 372 379
16. Wiggins G, McTighe J 1998 Understanding by design Assoc. of Supervision and Cultural Development Alexandria, VA
17. Wood WB 2009 Innovations in teaching undergraduate biology and why we need them Ann Rev. Cell Develop. Biol. 25 93 112 10.1146/annurev.cellbio.24.110707.175306 http://dx.doi.org/10.1146/annurev.cellbio.24.110707.175306

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2011-12-01
2021-03-02

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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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

Investigating How Streptococcus Responds to Their Environment: Bringing Together Current Research, a Case Study and Laboratory Investigation
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Citation: Quimby B, McIver K, Marbach-Ad G, Smith A. 2011. Investigating how streptococcus responds to their environment: bringing together current research, a case study and laboratory investigation . J. Microbiol. Biol. Educ. 12(2):176-184 doi:10.1128/jmbe.v12i2.321
/content/jmbe/10.1128/jmbe.v12i2.321.f1-jmbe-12-2-176
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 ).

jmbe/12/2/jmbe-12-2-176f1_thmb.gif
jmbe/12/2/jmbe-12-2-176f1.gif
Image of FIG. 1

Click to view

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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