HPI CONCEPTS: Identify and define major concepts in HPI that students who understandHPI will be conversant in beyond graduation.


TARGET ORGANISMS: Select two organisms that will be used to to anchor learning of all HPI concepts


  • Definition as determined by the community - serves as target for curriculum development 
  • Addressing questions/problems relevatn to HPI Faculty research
  • Learning skills important to scientits such as
  • Critical thinking (including data analysis and data presentation)
  • Use of protocols, equipment  and technology
  • Communication and Presentation Skills
  • Ability to work collaboratively, ability to lead and manage
  • Information literacy
  • Requiring higher order thinking
  • Results in an understanding of the process and relevance of science (research)


  • Literature Based Learning: using primary literature to provide authentic learning experience in Immunology laboratory.
  • Active learning in discussion sessions: using Just in Time Teaching, Cooperative learning and case studies to transform Immunology discussion
  • Concept Maps: using concept maps to engage and assess students understanding as well as to demonstrate to the students their learning over the semester in the Immunology lecture’s sessions.
  • Case studies to foster understanding of research method: using case studies as a mean to reinforce the student’s understanding and to introduce students to the process of research science in the Pathogenic Microbiology course.
  • Case studies to foster understanding of HPI concepts: using case studies to challenge students to think critically in the General Microbiology course
  • Clicker questions: using clicker questions in the HPI courses to engage the students in the learning process and assess their understanding.
  • Development of Research Oriented Learning Activities: Graduate Student and Faculty pairs developed activities to engage students in activities to meet learning outcomes of HPI concepts and research skills. Faculty research models and data was utilized. Activities now imbedded in HPI courses. Supported by NSF DUE 0837515.
  • Collaboration with microbiologists at Virginia Tech to determine commonly held science misconceptions in students in general microbiology courses. Approach uses HPI Concept Inventory