1. Using Case Studies and Problem Based Learning in Science: A Historical Perspective of the Science Case Network With roots in business and medical education and a legacy of case studies in the history of science, the use of stories (cases or problems) to situate biology learning has been formalized over the last 20 years by the work of several projects. In 2011, five of these projects developed the Science Case Network (SCN) for faculty interested in using, designing or studying the effectiveness of case studies and PBL for teaching science. Why teach with case studies/PBL? Research shows: Students learn as much content Students learn concepts in realistic contexts, making it easier to apply Students can access problems in cases from multiple perspectives and disciplines Students develop critical thinking skills related to science, such as question formulation, data analysis, and peer review Student discussions may lead to increased global awareness Relevant cases improve student motivation and engagement with the material Timeline for Case Study and PBL Projects An increasing number of faculty development workshops, presentations, collaborations, publications, curriculum materials development, cases development, and conferences result from these US funded projects. 1991 Development of case studies in undergraduate science begins at SUNY Buffalo (FIPSE US Department of Education) 1994 University of Delaware (UD) begins preparing its science faculty and courses for PBL (NSF) 1996 BioQUEST begins Investigative Case Based Learning (ICBL), a type of PBL linking investigations and cyberlearning to cases. Website with cases (HHMI, NSF) 1996 Case IT makes ICBL-style cases a central feature of its molecular biology simulations. Software and website with cases (NSF) 1997 Formation of UD’s Institute for Transforming Undergraduate Education for faculty development on PBL (NSF and FIPSE USDE) 1999 Buffalo project becomes the National Center for Case Study Teaching in Science. Website with case collection. (Pew Charitable Trusts, NSF) 2000 UD PBL-Clearinghouse online collection of PBL materials (Pew Charitable Trusts) 2003 CASES Online (PBL/ICBL cases) comes out of NSF funded GK-12 PRISM grant that prepares future faculty 2009 Beginnings of ScienceCaseNet (NSF) 2012 ScienceCaseNet.org website and first network conference (NSF) Case studies? PBL? What’s the difference? Case studies come from the tradition of business education. Case studies are longer, with well developed characters, settings and decisions. Originally the pedagogy involved giving students the case in advance and having them study it, answer questions and then discuss the case and alternatives in a teacher-led discussion. PBL comes from the tradition of medical education where cases are shorter (often multipart) and may include less detail than a fully developed case study. Originally the pedagogy involved giving the case/problem out to small groups for immediate analysis and discussion. The goal is to develop an agenda of questions to be studied. The group reconvenes after study for discussion and getting additional parts of the case for further analysis and study. Teacher is a group facilitator. Both of these pedagogies are modified for use in science courses. In 2013, there are still differences between these two approaches to using stories to teach science, but each approach has learned from and borrowed from the other. Multiple forms of case study and PBL have been developed, and the diverse ways in which faculty use them shows their flexibility as tools for teaching and learning. SCN Steering Committee Member VisionUsage Microbiology Resources National Center for Case Study Teaching in Science http://sciencecases.lib.bu ffalo.edu/cs/ Clyde F. (Kipp) Herreid University at Buffalo The mission of the National Center for Case Study Teaching in Science is to transform STEM education through the use of active learning in general and case studies in particular. We do this through training STEM teachers to teach with cases, through reviewing and publishing case studies, and through our ongoing engagement in educational research. 15,000+ on listserv; 20,000+ on our password membership; 1/3 of these are high school faculty Our website receives approximately 40,000 visitors a month. Many publications. 464 cases in all fields of science in searchable collection 41 cases feature microbiology on topics such as tuberculosis, parasites, flu, SARS, transmissible cancer, dengue, ulcers, phage therapy Herreid, C.F. (2010) It’s All Their Fault? Journal of Microbiology and Biological Education 11 (1): 1-4. Institute for Transforming Undergraduate Education http://www.udel.edu/inst /resources/index.html Formerly PBL@UD Deborah Allen University of Delaware The PBL project at U. Delaware became an institute (1997) that conducts PBL workshops twice yearly for national and international participants. Initially directed towards college-level sciences, ITUE has since grown to include K-12 teachers, graduate students, library, student life and other campus professionals from across the disciplines. ITUE Fellows program has had 135 Fellows in the life sciences with 49 from the U.S. and 20 from other countries. Hundreds of workshops, presentations and publications. The collection of about 200 cases is in the PBL Clearinghouse https://primus.nss.udel.edu/Pbl/ Microbiology cases on prions, food borne illness, E. histolytica, Bt cotton Lots of anatomy cases ITUE Fellow in microbiology presented PBL work at ASMCUE Preconference workshop 2013 Resource Session 2013 Investigative Case Based Learning http://bioquest.org/icbl Ethel Stanley, BioQUEST Margaret Waterman, Southeast Missouri State University ICBL was invented when medical PBL met BioQUEST’s simulation software in 1996. ICBL cases have permeated other BioQUEST projects, such as the BEDROCK bioinformatics project and the K-12 Project Plant IT with BSA. Goal of this project is to improve undergraduate biology through active learning by preparing faculty to use and write own case materials in biology courses - especially in two year institutions. BioQUEST has 11,000 members. Over 30,000 copies of case book Biological Inquiry features 10 cases for worldwide use. 70 cases produced by faculty in ICBL workshops: 14 on microbiology: Bioterrorism, GM milk, prions, vaccines, infectious diseases, antibiotic resistance, sewage treatment in tundra, HIV Also, cases in 3 books: Microbes Count, Biological Inquiry (soy sauce production, GM corn, flu) and Plant IT (phytoplankton) Keynote talk 2000 on Souvenirs an ASM case on hantavirus Preconference workshop 2005, 2013 Resource session 2013 Presentation at regional ASM meeting 2005 Bioinformatics institutes with ASM in Washington DC in 2006, 2007 Case It! www.caseitproject.org Mark Bergland and Karen Klyczek University of Wisconsin, River Falls Case It! began as a DNA electrophoresis animation. Influenced by BioQUEST, the project leaders developed into an open- ended tool for case studies using molecular biology data and tools in a simulated lab. In 2012 Case It! Was used by 10,000 students in over 60 schools around the world Awarded the AAAS Science Prize for Inquiry Based Instruction Cases include HIV, Influenza, Ebola, West Nile, SARS, Salmonella, MRSA, Vibro cholera, malaria. The simulation now includes PCR, ELISA, Western blot, microarrays, and connects to NCBI and to MEGA software for sequence alignment and tree building. Presentations ASMCUE Poster 2005 Preconference workshop 2006, 2013 Pedagogy sessions, 2009, 2013 Resource session 2013 Part of BioQUEST ASM Bioinformatics workshop 2006 CASES Online http://www.cse.emory.ed u/cases Patricia Marsteller Emory University CASES Online provides a large database of problem- and case-based lesson materials for grades 6-12 and undergraduate science educators. 4505 registered users internationally 357 published cases 3 on food borne illness, transmissible illness, phages and microbial life cycles. High school level, but adaptable to college Resource session 2013 Preconference workshop 2013 Ethel StanleyMargaret Waterman Pat MarstellerKaren KlyczekMark Bergland Deborah Allen Kipp Herreid Project Directors 2013 1991 SCN is a Research Coordination Network in Undergraduate Biology Education funded by NSF grant #1062049