Science Case Network
How an RCN-UBE on Case Studies and PBL Can Help Address Vision & Change
in Microbiology EducationMargaret Waterman, Ethel Stanley, Deborah Allen,
Pat Marsteller, Karen Klyczek, Mark Bergland, Michelle Young, and Aditi Pai
ASMCUEEnglewood, CO, May 16-17, 2013
RCN-UBE Project #1062049
Agenda Experience case based learning Addressing Vision and Change Integrating investigations into case based
learning Case methods for teaching diverse students Using cases at 2-year colleges Preparing future faculty
There wasn’t a mine runnin’ a lump of coal
Teamus Bartley: It was the saddest lookin‘ time then that ever you saw in your life. My brother lived over there in the camps then and I was working over there and I was dropping cars onto the tipple. And that, that epidemic broke out and people went to dyin’ and there just four and five dyin‘ every night dyin’ right there in the camps, every night. And I began goin‘ over there, my brother and all his family took down with it, what’d they call it, the flu? Yeah, 1918 flu. And, uh, when I’d get over there I’d ride my horse and, and go over there in the evening and I’d stay with my brother about three hours and do what I could to help ’em. And every one of them was in the bed and sometimes Doctor Preston would come while I was there, he was the doctor. And he said “I’m a tryin‘ to save their lives but I’m afraid I ain’t going to.” And they were so bad off. And, and every, nearly every porch, every porch that I’d look at had—would have a casket box a sittin’ on it. And men a diggin‘ graves just as hard as they could and the mines had to shut down there wasn’t a nary a man, there wasn’t a, there wasn’t a mine arunnin’ a lump of coal or runnin' no work. Stayed that away for about six weeks.Source: http://www.oercommons.org/libraries/there-wasnt-a-mine-runnin-a-lump-o-coal-a-kentucky-coal-miner-remembers-the-influenza-pandemic-of-1918-1919/view
Oral history courtesy of University of Kentucky Library Oral History Project.
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Case Analysis
SCN Addresses Vision and Change
Vision & Change:Recommendations
Integrate Core Concepts and Competencies throughout the Curriculum
Focus on Student-Centered Learning
Promote a Campus-wide Commitment to Change
Engage the Biology Community in the Implementation of Change
Cases and PBL can help!
Integrate Core Concepts and Competencies throughout the Curriculum
Introduce science process skills early and reinforce in all courses
Learning goals focus on core concepts & assessments align with learning goals
Real world examples and relevance
Develop lifelong science learning competencies
Fewer concepts in greater depth
Stimulate curiosity about the natural world
Scientists demonstrate passion for the discipline and delight in sharing passion with students
Focus on Student Centered Learning Engage students as active participants
Use multiple modes of instruction in addition to traditional lecture
Active, outcome oriented, Inquiry driven & relevant courses
Student learning in a cooperative context
Introduce research experiences for all students
Integrate multiple forms of assessment
Ongoing, frequent, multiple forms of feedback
View assessment like scientific research collect and apply data to improve learning
Promote Campus Wide Commitment to Change
Mobilize all stakeholders- students to administrators
Develop a community of scholars dedicated to advancing the sciences and the science of teaching (Science Case Net, an RCN-UBE project)
Advocate for increased status, recognition and reward for innovation in teaching & student success
Require graduate students on training grants to train in teaching the disciple
Provide teaching support and training for all faculty especially postdocs and early career faculty
Engage the Biology Community in Implementation
Promote more concept oriented undergraduate courses & help students integrate facts into larger concepts
Ensure that all courses have authentic opportunities to experience the processes, nature and limits of science
Provide all biology faculty with access to teaching and learning research and encourage application to course development
Create an active learning environment for all students
Encourage all to move beyond the depth vs b\eadth debate: LESS IS REALLY MORE!
SCN and Integrating Investigations
SCN and Integrating Investigations
• Case It resources www.caseitproject.org• Human and avian influenza cases
• ELISA and PCR simulation• Sequence analysis, introduction to
bioinformatics
• Open-ended research using sequences from NCBI influenza database
SCN and Integrating InvestigationsELISA results Sequence analysis – drug resistance
SCN and Integrating InvestigationsOpen-ended investigationOpen-ended investigation•Compare influenza viruses isolated from Compare influenza viruses isolated from different geographic regions, species, and different geographic regions, species, and times.times.•Pose a question regarding these parameters, Pose a question regarding these parameters, and obtain and compare sequences from the and obtain and compare sequences from the NCBI influenza database to address the NCBI influenza database to address the questionquestion http://www.ncbi.nlm.nih.gov/genomes/FLU/http://www.ncbi.nlm.nih.gov/genomes/FLU/
SCN and Teaching Diverse Students
Diversity : What is the problem?
Diversity : What is the solution?
CustomizeActive learningRelevantEngaging
Customizing
http://www.psfk.com/2010/05/using-rfids-to-take-student-attendance.html
Wants to be a doctor
Wants to be a lawyer
Active learning
Real life/Relevant examples
Engaging?
Case study method in an introductory Biology class Three main questions:
1) Did the case study method work? what are the students’ responses to case study
activities and assignments, 2) Did the students learn Biology from this class?
what is the students’ gain in conceptual knowledge, and
3) How does CBL Intro class compare to the previous introductory biology course? how does student perception of their learning in this
class compare to the previous introductory Biology class?
Did students like case study work?1. Survey of student response to all elements
of course (instructors, textbook, exams, case studies, labs, field trip) in 2006, 2007 Score from 0-10, 0 worst, 10 best for whether
something was interesting and/or useful Overall: yes,
2006: average 7.3 ± 0.85 2007: average 8.11 ± 1.88
www2.warwick.ac.uk/.../students/edriab/teaching/
Did students gain conceptual knowledge over the semester?1. Pre-and post-class test
20 questions, very basic concepts Yes Pre- class test 52.5% and post -class test
63%
How does CBL approach Compare to traditional lecture approach?
1. College administered student evaluation 22 questions on instructors, course quality and course
management Used scores of students evaluation of their
learning experience for 8 questions on college administered survey for Bio 110 (new class) and 112 (old class)
Controls: Same instructor Same year (2006) Student experience (freshmen)
Questions relating to learning experience in the survey
Bio112mean (SD)
Bio110mean (SD)
Result of t-test
The course improves my understanding of concepts and principles in this field
3.04(1.36) 4.5(0.65) T 53=19.35P <0.005
Course activities and assignments assist with learning the course content
3.31(1.49) 4.56(0.70) T 53=13.70P <0.005
Exams and assignments accurately reflect the course objectives
3.80(0.87) 4.39(1.40) T 53=5.17P <0.005
The course is intellectually challenging 3.68(0.92) 4.54(0.71) T 53=17.71P <0.005
I can apply information and skills learned in this course
3.5(0.96) 4.21(0.92) T 53=10.59P <0.005
The course encourages me to think critically 3.86(0.83) 4.48(0.61) T 53=16.19P <0.005
The course motivates me to do further exploration in this area
3.59(1.05) 4.24(0.54) T 53=13.88P <0.005
I learned a great deal from this class 3.40(1.05) 4.34(0.65) T 53=17.34P <0.005
Comparison of Bio 112 and Bio 110
Did it work?1) Did the case study method work?
YES 2) Did the students learn Biology from this class?
YES 3) How does Bio 110 compare to the previous introductory
biology course?Students liked Bio 110 better
SCN and Preparing Faculty and Future Faculty
Why aren’t we using these teaching approaches when we know they work?
What would help you use cases in your classes?
Brainstorm in small groups for 2 minutes.
Challenges Preparing faculty
Curriculum change Rewards, incentives
Preparing future faculty Mentor buy-in Funding paradigm
Preparing students for case learning & group work TIME
Writing new cases Adapting cases to local curricula & students
Assessments Facilities
Some Tested Solutions Workshops Adapting Cases Teaching Courses for GS and PDUG writing cases Curriculum
Development Fellowships PRISM GK12 LESSONS LEARNED:
Integrate, Institutionalize, GET Faculty Buy-in, GET Chairs. Deans, Provosts support
Sample Outcomes of FFF Programs
Case studies in Cancer Biology 20 PBL mini-cases for Biological
Anthropology. development and co-teaching in
Bioinformatics and Biotechnology Case based nonmajors biology course Case based labs for developmental biology Novel cases for use in a
Biochemistry I course Case units for majors and
nonmajors biology and bridge program
Many grad students and post docs are now in tenure track positions or are post docs, with same time to degree as those not doing science education.
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How Can We Help You?How can we engage more faculty from MSIs, community college, HSIs, tribal institutions, teachers of large classes, as well as future faculty and graduate students in learning and using PBL and Case Study methods?
Are there projects we should include?Issues for specific groups?Topics you’d like to see?
Thank You!
