The goal of the work reported here was to help students expand their understanding of antibiotic resistance, the Central Dogma, and evolution. We developed a unit entitled “Ciprofloxacin Resistance in Neisseria gonorrhoeae,” which was constructed according to the principles of scientific teaching by a team of graduate students, science faculty, and instructors. A variety of activities and assessments were used, including a case study, short lectures, and group problem-solving. Implementation of “Ciprofloxacin Resistance in Neisseria gonorrhoeae” in a college freshman seminar suggests these materials are useful in increasing understanding of complex biological topics and improving problem-solving abilities.

Vol. 7, No. 3

September 01, 2008

263-345

Metrics

Downloads & Citations

Downloads: 632

Citations: 15

History

Submitted: 6 December 2007

Revised: 14 March 2008

Accepted: 20 March 2008

Information

ACKNOWLEDGMENTS

K. C.-H. and J. K. developed these instructional materials as Howard Hughes Medical Institute Teaching Fellows while participating in the Wisconsin Program for Scientific Teaching. The Wisconsin Program for Scientific Teaching is supported in part by an award from the Howard Hughes Medical Institute Professors Program to J. H (Institutional Review Board protocol #2006–0516, exempt from review) and by a National Science Foundation–Course, Curriculum, and Laboratory Improvement grant to J. H. and S. M. (Institutional Review Board protocol 2006-0403, exempt from review). Christine Maidl Pribbenow performed some of the statistical analysis of the student learning gains data. We thank Allen Laughon for implementing the case in his class and sharing student feedback with us, and we also thank Craig Roberts for his willingness to be interviewed. We thank Brian Asen, David Nelson, Jim Stewart, Jon Woods, and the HHMI Teaching Fellows in Classroom Teaching for their review of these materials.

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