Transcript Science Case Network

RCN-UBE Project #1062049
Science Case Network
How an RCN-UBE on Case Studies and
PBL Can Help Address Vision & Change
in Microbiology Education
Margaret Waterman, Ethel Stanley, Deborah Allen,
Pat Marsteller, Karen Klyczek, Mark Bergland,
Michelle Young, and Aditi Pai
ASMCUE
Englewood, CO, May 16-17, 2013
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

Oral history courtesy of University of Kentucky Library
Oral History Project.
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-influenzapandemic-of-1918-1919/view
Case Analysis
What do you think this case is about?
What do you already know that relates to this case?
What do you need to know to understand the case?
What might you do next?
SCN Addresses Vision and Change
A Vision for Implementing Change
1. Integrate core concepts and competencies into
curriculum
2. Focus on student-centered learning
 Authentic research experiences
 Innovative pedagogical practices – active
learning, multiple forms of instruction
 Assessment of student learning outcomes
3. Promote a campus wide commitment to
change
 Administrative support, faculty development,
resources and tools for reform
4. Engage the biology community
A Vision for Implementing Change
1. Integrate core concepts and competencies into
curriculum
Case studies
and PBL
2. Focus on student-centered learning
 Authentic research experiences
 Innovative pedagogical practices – active
learning, multiple forms of instruction
 Assessment of student learning outcomes
3. Promote a campus wide commitment to
change
 Administrative support, faculty development,
resources and tools for reform
4. Engage the biology community
Core Concepts for
Biological Literacy
 EVOLUTION
 STRUCTURE AND FUNCTION
 INFORMATION FLOW,
EXCHANGE, AND STORAGE
 PATHWAYS AND
TRANSFORMATIONS OF
ENERGY AND MATTER
 SYSTEMS
Core Competencies
Ability to…
apply the process of science
use quantitative reasoning
use modeling and simulation
communicate and collaborate with
other disciplines
understand the relationship between
science and society
Core Competencies
Case
Ability to…
studies
apply the process of science
and PBL!
use quantitative reasoning
use modeling and simulation
communicate and collaborate with
other disciplines
understand the relationship between
science and society
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 Investigations
ELISA results
Sequence analysis – drug resistance
SCN and Integrating Investigations
Open-ended investigation
•
Compare influenza viruses isolated from
different geographic regions, species, and times.
•
Pose a question regarding these parameters, and
obtain and compare sequences from the NCBI
influenza database to address the question

http://www.ncbi.nlm.nih.gov/genomes/FLU/
SCN and Teaching Diverse Students
Diversity : What is the problem?
Diversity : What is the solution?
Customize
Active learning
Relevant
Engaging
Data-data-data!!!!
What happened in our new
curriculum….
Did students like case based
introductory course better?
Questions relating to learning experience in the
survey
Bio112
mean (SD)
Bio110
mean (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=19.35
P <0.005
Course activities and assignments assist with
learning the course content
3.31(1.49)
4.56(0.70)
T 53=13.70
P <0.005
Exams and assignments accurately reflect the
course objectives
3.80(0.87)
4.39(1.40)
T 53=5.17
P <0.005
The course is intellectually challenging
3.68(0.92)
4.54(0.71)
T 53=17.71
P <0.005
I can apply information and skills learned in this
course
3.5(0.96)
4.21(0.92)
T 53=10.59
P <0.005
The course encourages me to think critically
3.86(0.83)
4.48(0.61)
T 53=16.19
P <0.005
The course motivates me to do further
exploration in this area
3.59(1.05)
4.24(0.54)
T 53=13.88
P <0.005
I learned a great deal from this class
3.40(1.05)
4.34(0.65)
T 53=17.34
P <0.005
Did students gain conceptual knowledge over
the semester from the case study based
introductory biology?
Pre-and post-class test
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20 questions, very basic
concepts
Yes
Pre- class test 52.5% and
post -class test 63%
Did we retain more students?
Retention rates in Introductory
Biology
25
20
percent DWFs
Retention
in Bio
major has
INCREASE
D with new
curriculum
P <0.001
15
10
5
0
1
2
Challenges Community Colleges Face

Students attending community colleges come from diverse
educational backgrounds, vary widely in academic skill
levels, and may not be certain of their educational goals.

Community colleges serve students with diverse social
backgrounds and diverse needs; students may be torn
among roles as student, parent, employee, spouse and/or
caretaker and may attend intermittently.

Many of the students are low-income and may lack the
knowledge to navigate the post-secondary world.

“Community colleges educate nearly HALF
of all undergraduates in the country, yet
fewer than half of these students who
enter the community college with the goal
of earning a degree or certificate have met
their goal SIX years later.”

Achieving The Dream (2011)
Case Studies Open the Door to Success

Students enter community colleges for
a single course, to upgrade a job skill,
to earn a promotion, to earn an
associate’s degree or certificate, or to
transfer to a four-year institution.
Case studies engage students by
using relevant, real world
learning experiences!
Teaching Cases with
Cases
Pat Marsteller
Director, Emory College Center for Science
Education
Professor of Practice in Biology
Using cases to engage faculty and
future faculty
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Cases
Cases
Cases
Cases
that introduce PBL and Cases
to guide adopt and adapt
to guide new case development
to introduce students to rules and cases
PRISM
On the first day of the PRISM summer institute as everyone
gathered for breakfast, Pat came in waving the AJC. Did you
see the AJC article yesterday?” She exclaimed. “Check out
this article on the front page of metro. Atlanta will tailor
middle and high school to classes to gender-specific needs.
What do you think?” she hands the article to Ken.
“Atlanta school plans to accommodate the biologically-based
gender-specific learning styles that are currently unaddressed
in the co-educational format.” Ken reads with disbelief.
“They want to implement these changes next year! First at
Carson middle and then 6-12!” Not only that but the
superintendent plans to convert all the high schools into
“small learning communities” each with a career or academic
focus and “engaged pedagogy”. What do you suppose that
means?
I was on the committee that recommended we address this
problem.” “In fact, I’m consulting with a number of the
Atlanta area districts.” Leonard Sax says with pride.
[…later in the case…]
Alan interjected:
Do we have to change everything? PBL seems like it might
take a lot more class time. Why, I heard a presentation last
year that said that each PBL unit was 3-7 class periods long!
I think traditional methods like lectures can cover a lot more
material and they’ve been working for a long time. I don’t
mind throwing in a few of these case things as practicums,
but only after I’m certain they have the basics down. You
really have to show me why this new approach is better!
Mary [a grad student]:
And besides where would we find the time to develop
problems and cases? I have all I can do to keep my lab
running and to prep my lectures.
Rules Cases
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Who’s the Boss?
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“We’ll never finish on time – just let “But I did all
the work!” “That’s because you hogged it all!”
Students work as a class and in groups to explore
group dynamics, drawing on their own expertise
about what works and what doesn’t.
The Class Rules
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Student groups get together to research group
dynamics and become experts on what works and
what doesn’t in doing cases.
How Can SCN Help You?
What can SCN do to help you as
microbiology educators?
What do you need from SCN?
THINK
GROUP
SHARE 3 most important points
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Thank You!