1. Using TAs to Teach Case Studies in Large-Enrollment Science Classes Paula Lemons, Duke University Annual Conference on Case Study Teaching in Science October 7, 2006

2. What I want you to take away from this session... Knowledge of how I used TAs to teach case studies in a large intro bio course at Duke. Descriptions of some potential positive outcomes and pitfalls when using TAs to teach case studies. A list of components of a training program for TAs who teach case studies in a large-enrollment class. A rough plan for how you might use TAs to teach case studies in a large-enrollment course.

3. Biology 25L and TAs Introductory Biology 1 semester course ~200 students Everyone meets M,W,F for lecture  “Transitional” lecture – both traditional and contemporary components Sections of 12 students and a TA meet for  Traditional labs  Case studies

4. Sample Cases Used in Biology 25L Threats to Biodiversity: A Case Study of Hawaiian Birds (Huber and Lemons) Dr. Collins and the Case of the Mysterious Infection (Lemons and Huber)  Both from the Case Collection of the National Center for Case Study Teaching in Science.

5. The Process: TA Prep  Student Assessment Distribute the cases and teaching notes to TAs well in advance. Meet as a group to walk through the case.  Share my learning goals for students and offer some guidance on teaching the case effectively.  Experienced TAs share insights. TAs lead students through cases in one 50- minute session. Assess student learning.  Take-home assignments or exams.

6. Video Vignette of Case Study Session TA and students working on Rates of Evolution

7. Victories and Defeats Break into groups of 2-3 people. Analyze the written and video vignettes provided. Answer this question: What are some potential positive outcomes and pitfalls when using TAs to teach case studies?

8. TA Training Mechanisms 3-day TA-training workshop Weekly preparatory sessions

9. Biology 25L TA Training Workshop

10. Additional Training Mechanisms Observe TAs in the classroom (see handout). Provide formal feedback to them about what is going well and what could be improved (see handout). Organize opportunities for peer observation and feedback.

11. Articulating a Plan One of you, describe a course in which you would like to use TAs to teach case studies:  What course is it?  What is the enrollment?  How many TAs will you have?  What is your goal for using case studies? Everyone, work together to construct a plan for how this person should use TAs in his/her course. Focus on one of these questions:  How could the course be structured to best utilize TAs?  How will you maximize the “victories” we have discussed?  How will you minimize the “pitfalls” we have discussed?  How could you best prepare TAs for what you want them to do?  How will you know if your efforts are successful?