This case study uses a PowerPoint (~1MB) combined with role-playing to present the epidemiology and pathophysiology of Severe Acute Respiratory Syndrome (SARS). Students learn about the etiology and pathophysiology of the disease, and then argue different health professionals' perspectives on a plan of action for dealing with its consequences. Developed for a pathophysiology course for undergraduates, the case could also be used in a microbiology course or in a course in public or international health.

This case study is based on another case in our collection, The 2000-Meter Row: A Case in Homeostasis, which emphasizes the metabolic, respiratory, and cardiac responses of a young athlete competing in a championship rowing event. In this modified version, the same event is viewed in a new light to explore the psychological ramifications of the stressful sports competition. The case was developed for a mixed undergraduate-graduate course in sport psychology.

As the carbon dioxide concentration of our atmosphere increases and our climate warms, the hay fever season seems to be getting longer and more severe. In this case study, students assume the a role of a public relations specialist contracted to communicate the link between climate change and pollen allergies. The activity focuses on the importance of scientific skills to careers outside science, and is most suitable for a lower-level introductory biology, human health, or environmental science course.

This case introduces students to HIV, its life cycle, treatment, and problems associated with treatment options. The case, which incorporates critical thinking skills, active learning, self-directed study, and peer-to-peer learning, was developed for use in an undergraduate upper-level biology course entitled "The Molecular Basis of Disease." It could also be used in an immunology class, a molecular evolution class, or a general biology class to introduce viruses.

This case study presents a fictitious bio-terrorist plan to release anthrax in the United States. Students are assigned character roles and, through research, role-playing, and teamwork, develop a plan to minimize or avert the attack. The case is appropriate for courses designed for health professionals, general biology courses, and social science courses.

This case study introduces students to treatment alternatives for depression using a jigsaw method in which groups of students are divided up so that each member of the "home group" becomes the "resident expert" in one of five possible treatment options. Designed for a course in abnormal psychology, this case could be adapted for courses in physiological psychology, pharmacy, and neurobiology.

In this fictionalized story, John and Jane, whose new baby is born with Down syndrome, are suing the prenatal clinic where Jane received her care, blaming the clinic for the baby's condition. Designed for an introductory biology course, this "clicker case" has students assume the role of an expert witness hired by a law firm to give evidence in the case. To help determine the cause of "Baby Doe's" condition and whether anyone can be held responsible for it, students need to help the jury understand the process of cell division. In particular, they must explain the behavior of the chromosomes during cell division and how errors in this process can result in conditions such as Down syndrome. The case is presented in class using PowerPoint slides (~1.8 MB) that are punctuated by multiple-choice questions the students respond to using hand-held personal response systems, or clickers. It could be adapted for use without these technologies.

This case focuses on the banana, the most popular fruit in the world. In the first part of the case, students are introduced to the history of "Banana Republics" and the biological constraints to banana production, including the devastating fungal pathogens that cause black Sigatoka and Panama disease. In the second part, they learn about ethical consumerism, organic and conventional agriculture, and Fair Trade products. The case was developed for an interdisciplinary capstone course, "Global Issues in the Sciences." It could also be used in courses in environmental studies, general biology, agriculture, and plant pathology.

In this decision case, students consider the pros and cons of reintroducing grizzly bears into the northwestern United States as they learn about natural resource policy and the wildlife management decision-making process. Students consider four different approaches to grizzly bear recovery and management in the Bitterroot Ecosystem. As part of this, they assume the viewpoint of a stakeholder group, including environmentalists, government officials, residents, hunters, natural resource managers, ranchers, loggers, American Indians, wildlife biologists, and the tourist/recreation industry. The case was developed for use in an upper-division natural resource policy course.

In the weeks following the September 11, 2001, terrorist attacks on the World Trade Center and the Pentagon, anthrax-laced envelopes were mailed to individuals in government and the news media. Thousands were treated for exposure, and five people were killed. At the same time, scientists solved the last remaining pieces of the anthrax puzzle and the mechanism of infection of the anthrax toxin is now well understood. Developed for a second-semester biochemistry course, this case presents students with a wealth of biochemical, microbiological, and immunological material to analyze. It also explores important societal issues related to national preparedness against bioterrorist attacks, funding for biodefense research, and the use and misuse of antibiotic therapy.

Blake is sick. With his background in the sciences and a little help from the Internet, he should be able to do a self-diagnosis. Or can he? As this case study unfolds, we follow the course of Blake's illness and the eventual diagnosis of his disorder. The case works well as an interrupted case that can be assigned to individual students or student teams. It was written for a School of Pharmacy microbiology course, but could easily be used in a medical microbiology or infectious diseases course.

A town meeting is the backdrop for a role-playing case about ground-level ozone air pollution. The case consists of a flier and scripts drawn from public comment records on the government mandate to reduce ground-level ozone by limiting nitrogen oxide emissions. Students play the parts of stakeholders and develop recommendations for reducing emissions.

This dilemma case explores the controversy over introducing non-native oysters to the Chesapeake Bay as a means of improving its ecological and economic health. Developed for use in an interdisciplinary doctoral program in energy and environmental studies, it could be adapted for undergraduate courses ranging from ecology and biology to political science and geography. The case introduces students to the various stakeholders and their positions from the point of view of a senator who must cast the deciding vote on whether or not to introduce Suminoe oysters (Crassostrea ariakensis) into the bay. Students read the case, then work in small groups to develop a stakeholder position, which they later role-play in class in a simulated public hearing.

This interrupted case study presents a discussion about the benefits of the influenza vaccine between Mary, a nursing student, and her coworker, Karen. Karen is not convinced by Mary's arguments in favor of vaccination, and she counters with several common rationalizations for not getting the vaccine. Students work in small groups to evaluate the arguments for and against vaccination from the perspective of each woman. In addressing the questions in the case, students learn about the general biology of viral infections, treatment of infections, and immunity. The case was designed for use in an entry-level course in microbiology for nursing students or a first-year biology course for majors.

Thirty-one-year-old Eric has begun to show signs of the debilitating and fatal neuromuscular disease, amyotrophic lateral sclerosis, also known as Lou Gehrig's disease. Students follow Eric as he is examined by his physician and then a specialist, undergoes a series of tests, and eventually is given the devastating prognosis. He is also given the news that a group of prominent scientists has begun human trials with embryonic stem cell therapy, which may offer a possible cure for his condition, and that he can participate in the experiment if he wishes. Students research and then prepare oral presentations on the perspectives of a variety of experts Eric might wish to consult as he weighs the science and ethics of his decision.

In this case, designed for beginning pharmacy students, an elderly woman apparently "in excellent health" suddenly becomes ill and health care practitioners must determine the cause. The case is written in a four-part progressive disclosure format with an acute care clinical context. Ideally, the case should be used early in a pharmacy curriculum in a course such as pharmacy orientation, introduction to pharmaceutical care, or a pharmacy practice laboratory.

The parents of a six-week-old baby girl know there is something seriously wrong with their child, but it takes a number of frustrating visits to the pediatrician before they finally get a correct diagnosis. Once they do, the parents must decide whether they want to seek a surgical solution or rely on a course of medical treatment for their daughter. Best suited for classes in pharmacology, nursing, or medicine, this case could also be used in a basic biology or anatomy course.

The Cleaver family of television fame faces a dilemma-whether or not to clone their recently deceased dog Spot. Written for a high school introductory biology class, the case provides students with an opportunity to discuss animal cloning and its ethical implications. Students role-play the viewpoints of the father and mother, Jack and Grace Cleaver, and their son Ralphy as well as the dog Spot and debate the various positions on cloning.

In this problem-based learning/role playing case, students apply their knowledge of the biology of HIV/AIDS and antiretroviral therapy to developing foreign aid policy for the HIV/AIDS crisis in sub-Saharan Africa. The case was created for a non-majors course in human biology taken mostly by juniors or seniors. It has also been used in a microbiology course for pre-nursing students and in an upper-level microbiology course for biology majors.