ncs-NSDL-COLLECTION-000-003-112-046

The Emergency Room seems busier than usual, and the cases coming in are all too similar.  Everyone seems to be suffering from the same symptoms - abdominal pain, vomiting, and bloody diarrhea.  Once the hospital staff identify the bacteria causing the problems, the next step is tracking down the source.  This case uses a story of microbial contamination, combined with lab experiments, to teach skills in problem-solving, critical thinking, and experimental design and analysis.  It was developed for a general microbiology course primarily composed of health care students and biology majors planning to transfer to the four-year schools. There are three labs associated with this case.

Summary

SubjectsLife Science, Social Sciences
Education levelHigh School, Higher Education, Vocational/Professional Development Education
Resource typesInstructional Material
Resource formatapplication, application/pdf
CreatorTheresa Hornstein
Languageen
PublisherNational Center for Case Study Teaching in Science, University of Buffalo, New York
DOIhttp://dx.doi.org/2200/20110630164805434T

Rights and restrictions

CopyrightCopyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Please see our usage guidelines, which outlines our policy concerning permissible reproduction of this work.

Found in collection(s)

NCCSTS
Title Case Study Collection: National Center for Case Study Teaching in Science
Link http://sciencecases.lib.buffalo.edu/cs/
Description The Case Study Collection makes science relevant by presenting contemporary science problems about issues that students encounter in the news. The case studies in the collection are created by science and engineering faculty and facilitate a powerful pedagogical technique for teaching scientific concepts and content, while also advancing student process skills and critical thinking. The cases can be presented in several formats and taught in a variety of ways, ranging from the classical discussion method to problem-based or team learning, with their emphasis on small-group, cooperative learning strategies. The cases are published after undergoing peer review and revision, and all of the cases have teaching notes, including classroom management and assessment strategies with answer keys, and printable student background material. Permission is granted to modify and personalize the case study documents and instructors may tailor them to meet individual classroom needs.