DEREK DUBE, Ph.D. ( email@example.com), is an Assistant Professor in the
Department of Biology, University of Saint Joseph, 1678 Asylum Ave.,
West Hartford, CT; TRACIE M. ADDY, Ph.D., M.Phil., is the Director of the Center
for the Integration of Teaching, Learning, and Scholarship, Lafayette College,
Easton, PA; MARIA R. TEIXEIRA is a former student at the University of Saint
Joseph, West Hartford, CT; LINDA M. IADAROLA, Ph.D., is an Associate
Teaching Professor in the Department of Biological Sciences, Quinnipiac
University, Hamden, CT.
The work of co-author Maria Teixeira was supported by a University of
Saint Joseph Student Research Award, distributed selectively by application
from the USJ Provost, and funded by grant number P031A140103 from the
Office of Postsecondary Education, U.S. Department of Education.
The following is an outline of the topics addressed during the in-class contextual discussion of Ebola virus (prior to directly
discussing the case study itself). This outline may be used by instructors to create a set of slides for presentation complete with
the most up-to-date information, as well as to serve as prompts for the development of discussion questions. The official websites for agencies such as the Centers for Disease Control and Prevention and the World Health Organization serve as ideal
sources for current accurate information.
− Description of historical outbreaks (including geography, associated mortality, and viral strains involved)
− Description of the 2014–16 Ebola outbreak (or the most recent outbreak) including aspects that made it unique (
presence in areas of increased population density, international travel, etc.)
− Description of enzootic and epizootic transmission cycles
− Description of modes of human-to-human transmission
− Description of incubation time, symptom progression, and mortality rates (can be compared to other infectious diseases)
− Commentary on the current state of treatment
The question set below was given to the students both as a pre-assessment, prior to seeing the case, and as a post-assessment,
embedded within their planned course exam, approximately two weeks after completing the case. The question numbers are
aligned with those presented in Figure 3. The most appropriate categorization using Bloom’s Revised Taxonomy is indicated
in parentheses after each question.
Instructions for Students
Please attempt to answer each question to the best of your ability. Where appropriate, please use bullet point instead of complete sentences. Partial credit will be given.
1. 2.5 pts. What type of organism/entity causes Ebola hemorrhagic fever? (Remember)
b. DNA Virus
c. RNA Virus
2. 2.5 pts. True or False: Human disease-causing Ebola virus can be spread through the air. (Remember)
3. 2.5 pts. A virus is not made of cell(s) and is thus considered “acellular.” Why, specifically, is the Ebola virus particle not
considered a cell? (Analyze)
4. 2.5 pts. Ebola virus is categorized by the NIH as a Category A Priority Pathogen, meaning it is considered high risk to
national security and public health. Provide two reasons you think it received this classification. (Evaluate)
5. 2.5 pts. Examine the diagram showing the life cycle of the Ebola virus (in Question 6). What are the five major steps
used by Ebola virus (and common to all viruses) to infect cells? (Remember)