1. Using the Case Study To Develop Student Researcher-Thinker- Communication Skills Sheryl Gares, Ph.D. Augustana Campus, University of Alberta

2. Curriculum at Augustana Campus Liberal Arts and Science Faculty The Augustana Core o Engagement o Knowledge o Academic Skills

3. Academic Skills

4. Developing Academic Skills at Augustana Embedded within each discipline Annual assessment Communicated to students

5. The Case Study What is a case study? A detailed narrative description of a situation, including fictitious or real people involved with the situation, which allows people to consider “real world” issues they might encounter outside of school. Often considered a subset of problem-based learning, but students don’t always produce a solution or the solution might have been previously carried out. 1 1. http://clear.unt.edu/pedagogical-principles-using-case-studies

6. Why Use The Case Study? Bridge gap between theory and practice Encourage active learning Provides opportunities for students to develop skills Increase student enjoyment of a topic

7. AUBIO 475 – Pathogenesis of Microorganisms Senior non-required biology course 3 H lecture + 3 H laboratory weekly Course Objectives: 1. To examine different groups of pathogens and compare their disease- causing mechanisms 2. To learn about therapeutic and prophylactic approaches used to treat or prevent disease 3. To use the content and assignments in this course to develop your core skills as a Thinker, Researcher and Communicator

8. Case Study Assignment Format Three case studies assigned over the term Students prepare research outlines Work in fixed teams throughout the term Use their own research to answer question sets Individual work Team work Grading Research outlines Individual and team question sets Peer assessment

9. Goals of the Assignment Students think about and discuss pathogens & pathogenic mechanisms – practice and apply knowledge Students practice researcher skills to “solve” the case and investigate epidemiological details Students use thinker skills to understand the circumstances that “make” outbreaks occur Students write research outlines and discuss each case study to practice their communication skills Each case study emphasizes the biological fluidity of organisms

10. Case Study: Contaminated Water in Walkerton During May 2000 in Walkerton, ON a very serious outbreak of gastroenteritis occurred among many of residents that resulted in serious disease complications for many individuals as well as several deaths. It was later attributed to contamination of the local water supply. Discover the causative agent of the disease and the likely source of contamination. Then discuss why this particular isolate is so-named and why it causes such serious disease. Why wasn’t the normal water treatment protocol sufficient to control this contaminant?

11. Evaluation and Assessment 1. Individual RAT (readiness assessment tool)5 points 2. Group RAT5 points 3. Group assignment15 points 4. Outline content and literature search7 points 5. Peer assessment3 points

12. Individual Question Set

13. Team Questions

14. Rubric

15. Do Case Study Assignments Improve Student Learning? Exam marks versus case study assignments Student USRIs Scaffolding for laboratory exercises Students design an experiment Students write a case study Assessment using AAC&U VALUE rubrics

17. Thank you for your attention! Questions and comments welcome