Mark A. Schembri

How Much Is Too Much Assessment? Insight into Assessment-Driven Student Learning Gains in Large-Scale Undergraduate Microbiology Courses

Jack T. H. Wang, Mark A. Schembri, Roy A. Hall, 2013, Journal of microbiology & biology education.

Constructively aligning assessment and feedback - a way forward for integrating SOTL theory and practice in large-scale undergraduate classrooms

Jack T. H. Wang, Mark A. Schembri, Roy A. Hall, 2012 .

Do You Kiss Your Mother with That Mouth? An Authentic Large-Scale Undergraduate Research Experience in Mapping the Human Oral Microbiome†

Jack T. H. Wang, Philip Hugenholtz, Mark A. Schembri, 2015, Journal of microbiology & biology education.

UNDERGRADUATE RESEARCH EXPERIENCES: A CASE STUDY IN PROMOTING STUDENT ENGAGEMENT THROUGH AUTHENTIC SCIENTIFIC INQUIRY

Jack T. H. Wang, Mark A. Schembri, Mahitha Ramakrishna, 2011 .

Epithelial Cell Coculture Models for Studying Infectious Diseases: Benefits and Limitations

Mark A. Schembri, Glen C. Ulett, Allan W. Cripps, 2011, Journal of biomedicine & biotechnology.

Comparative Genomics of Escherichia coli Strains Causing Urinary Tract Infections

Mark A. Schembri, M. Schembri, R. M. Vejborg, 2011, Applied and Environmental Microbiology.

Fimbriae assisted bacterial surface display of heterologous peptides

Mark A. Schembri, M. Schembri, P. Klemm, 2000, International Journal of Medical Microbiology.

Antigen 43 and Type 1 Fimbriae Determine Colony Morphology of Escherichia coli K-12

Mark A. Schembri, Henrik Hasman, H. Hasman, 2000, Journal of bacteriology.

The Complete Genome Sequence of Escherichia coli EC958: A High Quality Reference Sequence for the Globally Disseminated Multidrug Resistant E. coli O25b:H4-ST131 Clone

Mark A. Schembri, Scott A. Beatson, S. Beatson, 2014, PloS one.