C. Wasendorf
7 Papers
1 Citations
C. Wasendorf is an academic researcher. The author has contributed to research in topics: Biology & Medicine. The author has an hindex of 1, co-authored 6 publications.
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Papers
Genome analysis of Erwinia persicina reveals implications for soft rot pathogenicity in plants
C. Wasendorf,Stephan Schmitz-Esser,Carter J. Eischeid,M. Leyhe,Erika N. Nelson,Faith M. Rahic-Seggerman,Kasey E. Sullivan,Nick T. Peters +7 more
TL;DR: It is found that E. persicina contains fewer putative pectolytic enzymes than P. carotovorum and lacks the Out cluster of the Type II secretion system while harboring a siderophore that causes a unique pink pigmentation during soft rot infections.
Genome Sequences of Soft Rot-Causing Pectobacterium Isolates from Different Vegetables
TL;DR: Eleven Pectobacterium strains were isolated from soft rot-diseased vegetables and five isolates were found to be PectOBacterium versatile, while the other six were determined to be B. brasiliense.
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The Use of a Multimodal Case Study To Illustrate Microbial Genetics, Metabolism, and Evolution: The Emergence of VRSA-1
Nancy Boury,Miriam van den Bogaard,C. Wasendorf,Jeremy D. Amon,S. Judson,Stacene R. Maroushek,N. Peters +6 more
TL;DR: In this article , the authors present two versions of an "interrupted case study" that is designed as an introduction to horizontal gene transfer for early major students and as a review case for advanced major students in biology and life sciences.
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An Assessment to Investigate Student Conceptions of Pedigree Analysis
Z. Grimes,Nancy Boury,C. Wasendorf,Audrey McCombs,Joshua W. Reid,O. James,Brock Couch,Patrick I. Armstrong,Rebecca L. Seipelt-Thiemann +8 more
TL;DR: In this paper , the authors developed a formative assessment to measure student understanding, learning, and misconceptions for pedigree analysis, and designed distractor answers to capture common student misconceptions and deployed a novel statistical technique to assess the congruence of distractor language with targeted misconceptions.
Exploring the Role of Student Seating Preference and Performance in a Large Introductory STEM Course: Where to Sit?
C. Wasendorf,Audrey M. McCombs,Nancy Boury +2 more
TL;DR: Students sitting in the back of a large introductory STEM course performed nearly a full grade level worse than peers in the front and middle, with attendance mediating the effect on performance in most categories except in-class work and unit exams.