1. 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 RCN-UBE Project #1062049 1062049

2. 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

3. 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 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 LibraryUniversity of Kentucky Library Oral History Project.

4. 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? Case Analysis

5. SCN Addresses Vision and Change

6. Vision & Change: Recommendations  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!

7. 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

8. 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

9. 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

10. 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!

11. SCN and Integrating Investigations

12. Case It resources www.caseitproject.orgwww.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

13. SCN and Integrating Investigations ELISA resultsSequence analysis – drug resistance

14. SCN and Integrating Investigations Open-ended investigation Compare influenza viruses isolated from different geographic regions, species, and times. 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 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/ http://www.ncbi.nlm.nih.gov/genomes/FLU/ http://www.ncbi.nlm.nih.gov/genomes/FLU/

15. SCN and Teaching Diverse Students

16. Diversity : What is the problem?

17. Diversity : What is the solution? Customize Active learning Relevant Engaging

18. Customizing http://www.psfk.com/2010/05/using-rfids-to-take- student-attendance.html Wants to be a doctor Wants to be a lawyer

19. Active learning

20. Real life/Relevant examples

21. Engaging?

22. 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?

23. 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/

24. 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%

25. 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)

26. 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 challenging3.68(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 critically3.86(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 Comparison of Bio 112 and Bio 110

27. 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

28. SCN and Preparing Faculty and Future Faculty

29. 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.

30. 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

31. Some Tested Solutions  Workshops  Adapting Cases  Teaching Courses for GS and PD UG writing cases  Curriculum Development Fellowships  PRISM GK12  LESSONS LEARNED: Integrate, Institutionalize, GET Faculty Buy-in, GET Chairs. Deans, Provosts support

32. 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.

33. Explore and Join Science Case Net  at http://sciencecasenet.orghttp://sciencecasenet.org Sign up for or create groups Find case studies and PBL problems Find collaborators Learn about teaching with cases Learn about research on case based learning

34. 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?

35. Thank You!