Science Case Network How an RCN-UBE on Case Studies and PBL Can Help You Pat Marsteller and Ethel Stanley Channeling Margaret Watrerman Networking Conference August 7-8, 2012 RCN-UBE Project #

Introductions  Name, Institution, Prior PBL or case experience  Something you learned in the last six months and how you learned it

The Vision  Our project supports an active community of science educators, learners, researchers, developers, and professional organizations interested in furthering the accessibility, development, and use of cases and problem based learning (PBL) in science education.

Goals  Facilitate communication among researchers, practitioners and developers from a wide range of institutional types, levels, and geographic locations,  Encourage online and face to face collaboration among researchers and practitioners;  Encourage the development of proposals and unfunded projects advancing case study and PBL; 

SCN Goals  Engage current and future faculty in the activities of the network;  Organize and simplify the dissemination of resources, findings, and opportunities;  Generate tools for assessing and researching the effectiveness of case study and PBL;  Collaborate with several scientific professional organizations in coordinating network conferences; 

Vision & Change: Recommendations Apply to IBP  Integrate Core Concepts and Competenciesthroughout the Curriculum  Focus on Student-Centered Learning  Promote a Campus-wide Commitment toChange  Engage the Biology Community in theImplementation 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 withlearning 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 insharing 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 sciencesand the science of teaching (Science Case Net, an RCN-UBE project)  Advocate for increased status, recognition and reward for innovationin teaching & student success  Require graduate students on training grants to train in teaching thedisciple Provide teaching support and training for all faculty especiallypostdocs and early career faculty

Engage the Biology Community in Implementation Promote more concept oriented undergraduate courses & helpstudents integrate facts into larger concepts Ensure that all courses have authentic opportunities toexperience the processes, nature and limits of science  Provide all biology faculty with access to teaching and learningresearch 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!

Explore and Join Science Case Net  at Sign up for or create groups Find case studies and PBL problems Find collaborators Learn about teaching with cases

Thank You!