1. Case-Based Learning Workshop Margaret Waterman Ethel Stanley Southeast Missouri State UniversityBeloit College April 12-13, 2002, Center for Biology Education University of Wisconsin, Madison

2. “America’s basic research in science, mathematics and engineering is world-class...” “Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology” NSF, 1996. p. iii

3. ... most of its population is virtually illiterate in science” “Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology” NSF, 1996. p. iii

4. NSF recommends that faculty: “Build into every course inquiry*, the processes of science, a knowledge of what practitioners do, and the excitement of cutting edge research.” * “involving the student in asking questions and finding answers” (p. 53)

5. “Devise and use pedagogy that develops skills for communications, teamwork, critical thinking and lifelong learning in each student...”

6. “Start with the student’s experience... and relate the subject matter to things the student already knows.” (pp. 65-66, NSF, 1996)

7. Strategies How do we bring these elements into science education?

8. Strategies One way is to implement case-based learning in the classroom. “There are lots of good fish in the sea.” W. S. Gilbert, The Mikado

9. Other good fish Locus of Control Nature of the Learning Task Social Environment InternalExternal Authentic Contrived Individual Responsibility Group Responsibility Wim Gijselaers, 2000

10. National Institute for Science Education (NISE) “The LT 2 Website” Learning Through Technology http://www.wcer.wisc.edu/nise/cl1

11. How People Learn: Brain, Mind, Experience and School. National Research Council, National Academy Press, 2000. “…a new theory of learning is coming into focus that leads to very different approaches to design of curriculum, teaching and assessment…” (p.3)

12. How People Learn Emphasis on learning with understanding (p. 9). Experts have usable knowledge A rich body of subject matter Organized around concepts Knows when to apply

13. How People Learn Learners come “to formal education with a range of prior knowledge, skills, beliefs and concepts” These affect what learners notice, how they reason and solve problems, how they remember (p.10).

14. Prior Knowledge Most students bring personal experience and “informed” views about the nature of the biological world.

15. How People Learn People construct new knowledge based on what they already know. “Constructivists assume that all knowledge is constructed from previous knowledge, irrespective of how one is taught...” (p. 11).

16. Classroom reality: Constructing knowledge together

17. How People Learn “… people must learn to recognize when they understand and when they need more information” Metacognition - “People’s abilities to predict [their own] performance... and to monitor their current levels of mastery and understanding” (p. 12)

18. How People Learn: Instructional Implications Provide multiple examples, multiple contexts for in-depth subject matter Use a variety of approaches Engage prior knowledge Use self-assessment and reflection as practices to teach metacognition pp. 14-21

19. So, where do cases fit?

20. Cases: Definition A case study is a narrative - often with characters facing decisions or a dilemma. A case defines a problem space that learners will investigate.

21. Start ICBL Case Work “Derrick’s Malaise”

22. A Case By Any Other Name... Problem Based Learning - PBL Investigative Case Based Learning - ICBL Case study approach Case method Context-based learning Anchored learning Learning from stories Teaching with the news

23. Elements in Common All use realistically complex problems All are multidisciplinary All ask learners to consider the events, decisions, facts

24. Cases provide learners with an opportunity to: Engage with characters and circumstances. Investigate to understand facts, values, contexts, and decisions. Connect the meaning of the story to their own lives

25. Variations on a Theme

26. What is the role of the instructor? One extreme: John Houseman’s Socratic Method in “Paper Chase”

27. What is the role of the instructor? another extreme: No instructor role beyond assigning case and grading products

28. What is the role of the instructor? Drawing by Neal Atebara, 1987. Used with permission. Try Middle Ground

29. When do instructors use cases? At the beginning of the topic After topic is complete Throughout - the case work is the instruction Before lab After lab At exam time

30. Why do instructors use cases? To apply abstract ideas to complex problems To initiate investigations To assess knowledge and skills To contextualize subject matter To develop global and multicultural perspectives To see value of interdisciplinarity To develop metacognitive skills

31. How do instructors expect the students to work with cases? Solo In groups Fully prepared in advance of the case discussion “Open” the case first in class Use only the information in the case Consult additional resources Should all get the same answer?

32. Clue in to cases Colonel Mustard, Library, Candlestick Small Group, Before Lab, Forensic Problem

33. Introduction to Using Cases

34. Using cases looks like... A first day pre-assessment Small group interactions within a lecture session A pre-lab activity to focus on safety issues

35. A writing assignment after a video A whole-class problem-solving session An exam question to assess knowledge and skills Using cases looks like...

36. Doing cases looks like... developing collaborative approaches to problem solving initiating investigations assessing what they know/need to know making and supporting decisions learning specific subject matter valuing interdisciplinary knowledge developing and testing skills producing artifacts that assist others in learning content

37. Using Cases: Pre-Assessment Cases can be used as a starting place for assessing what the learner already knows.

38. Using Cases: Pre-Assessment What the learner wants to know partially reveals how this knowledge is connected.

39. Using Cases - Pre-assessment http://cstl.semo.edu/waterman/ll2001finalprojects/htm2001modules/ HOW%20NOW%20MAD%20COW_files/frame.htm http://cstl.semo.edu/waterman/ll2001finalprojects/htm2001modules/ HOW%20NOW%20MAD%20COW_files/frame.htm + Biological Molecules: Proteins

40. Using Cases - Pre-assessment "I read on the Internet that you can get Mad Cow Disease from Altoids." The Rumor You overhear friends discussing risks associated with breath mints. What biological information can you offer to allay their fears?

41. "Well, they are made in Great Britain and they do have gelatin in them.”

42. Using Cases: Take-Home Exam 30% Biology Majors 65% Preservice Teachers 5% Other Majors Teaching Dilemma in Introductory Botany

43. Using Cases: Take-Home Exam Critical knowledge and skills in basic plant morphology to prepare scientists Relevant learning experiences that are valuable in personal and professional lives

44. Using Cases: Take-Home Exam Scenario: 14 week-old puppy that “chews everything” found dead in back yard Resources for each student: prepared slide of suspect plant material list of back yard plants by gardener

45. Using Cases: Take-Home Exam Submit a memo reporting your findings as a forensics specialist: Provide an identification of the plant material with evidence to support choices: root, stem, or leaf dicot or monocot herbaceous or woody

46. Using Cases: Take-Home Exam : Write a short letter to the pet owner advising the family to remove the poisonous plant from their back yard: Provide a description of the plant as it would look during flowering and be sure to include: common and scientific name habitat preference danger to humans

47. Using Cases: Lab Technology http://ublib.buffalo.edu/libraries/projects/cases/lucre1.html http://ublib.buffalo.edu/libraries/projects/cases/lucre1.html FILTHY LUCRE: A Case Study Involving the Chemical Detection of Cocaine-Contaminated Currency Ed Acheson Department of Chemistry Millikin University, Decatur, IL

48. Using Cases: Lab Technology Tom Brown [was daydreaming while standing in the security line at the airport.] He was in a particularly good mood because Grandma Brown had given him $200 in cash as a Christmas present... Tom had tucked the cash into his carry-on. "Sir?” repeated a loud voice. “We have detected evidence of illegal drugs and will need to search your carry-on.”

49. Using Cases: Lab Technology Tom’s cash ($200 in ones) will be treated with methanol to extract any cocaine present in the money. The extract will then be injected into the gas chromatograph / mass spectrometer (GC/MS), which will determine if any cocaine is present.

50. Using Cases: Lab Technology Roll the bill and place it into a clean vial. Add 2 mL of methanol to the vial. Cap the vial and shake for 1 minute. Using a glass Pasteur pipette, transfer enough methanol to an autosampler vial to fill the vial about three-quarters full. Remove the bill from the vial when you are finished using a forceps.

51. Using Cases - Multicultural Perspectives John Kepaaq is a member of the Tribal Council of his Alaskan village. John wants to be sure that the sewage system proposed for the village is appropriate for the cold temperatures and safe for the tundra environment. http://cstl.semo.edu/waterman/ll2001finalprojects/htm2001modules/goodbye%20honey buckets2_files/frame.htm

52. Using Cases: Biology Past In the 1840’s, Late Blight devastated the potato crop which resulted in mass starvation and forced migration of the human population.

53. Using Cases: Simulating Late Blight

54. Using Cases - Writing Assignment http://bioquest.org/lifelines/fract.html http://bioquest.org/lifelines/fract.html

55. Using Cases - As Resources for Writing Cases “As she was handing her sister-in-law a mug of coffee on a warm morning in July, Tisha realized she couldn't move her left arm very far in front of her.” The Case of the Older Shoulder http://carbon.hampshire.edu/~mbruno/ns121/index.html

56. Using Cases - Using Models http://bioquest.org/simbio2.html http://bioquest.org/simbio2.html

57. Using Cases - Using Models

58. Sim-Bio2 Elisabeth C. Odum Santa Fe Community College H. T. Odum University of Florida-Gainesville

59. Finding Cases http://ublib.buffalo.edu/libraries/projects/cases/case.html http://ublib.buffalo.edu/libraries/projects/cases/case.html

60. Finding Cases https://www.mis4.udel.edu/Pbl/ https://www.mis4.udel.edu/Pbl/

61. Finding Cases http://bioquest.org/lifelines/index.html http://bioquest.org/lifelines/index.html

62. Finding Cases http://www.uwrf.edu/caseit/caseit.html http://www.uwrf.edu/caseit/caseit.html

63. Finding Cases http://www.asmusa.org/edusrc/souvenir/index.html http://www.asmusa.org/edusrc/souvenir/index.html

64. Adapting Cases - Building a Multidisciplinary Case http://cstl.semo.edu/biocases/Alans%20files/radioactive_case.htm http://cstl.semo.edu/biocases/Alans%20files/radioactive_case.htm Choose an existing case that offers connections you can work with.

65. Adapting Cases - Building a Multidisciplinary Case http://cstl.semo.edu/biocases/Alans%20files/radioactive_case.htm http://cstl.semo.edu/biocases/Alans%20files/radioactive_case.htm Two junk dealers, Robert Alves and Wagner Mota Pereira, wander thru downtown Goiânia gathering material to sell to old iron shops. At the place known as “The Hole of Holly House” (demolished a few. years before), they penetrate into the ruins of what once was the Institute of Radiotherapy of Goiás. They find what seems to be a valuable thing - an object all covered in lead

66. Adapting Cases - Adding Calculus http://www.math.duke.edu/education/ccp/materials/diffcalc/radwas/ http://www.math.duke.edu/education/ccp/materials/diffcalc/radwas/

67. Adapting Cases - Adding Calculus http://www.math.duke.edu/education/ccp/materials/diffcalc/raddec/ raddec3.html http://www.math.duke.edu/education/ccp/materials/diffcalc/raddec/ raddec3.html

68. Warning: Case in Use

69. Angela sighed as she held a copy of Derrick’s Malaise. “I’m supposed to come up with my own problems for study in this bio course?” she asked no one in particular. She re-read the short case. Case in Use

70. “What caused Derrick’s malaria?” Angela thought. The only thing Angela knew about malaria was that people got it when they lived in other countries. Case in Use

71. Angela noticed other students going to the computers or leafing through books at the front of the room. She decided to go to a computer herself. Using Google, she looked up malaria and found the Mosquito Bytes site. Case in Use

72. http://whyfiles.org/016skeeter/malaria2.html Case in Use When the teacher walked by, he saw this on Angela’s screen.

73. Preparing Students to Use Cases http://www.bioquest.org/snotes2.html http://www.bioquest.org/snotes2.html

74. Assessment – Students You can look for their participation and contribution to work in groups, the kinds of issues they identify, the questions they develop, the investigations they propose, where and how they locate resources, how they conduct investigations, and the presentations they make.

75. Assessment – Students · actively acquiring information about a biological topic within this problem space? · re-organizing this information? · using strategies to select resources beyond text materials? · using a problem-oriented approach? (Is there a question for investigation?) · collaborating with other individuals in problem posing or problem solving? You might ask if students are:

76. Assessment – Students · choosing among alternative approaches to solve problems? · negotiating, arguing, or attempting to convince others? · generating graphs, tables, charts, or other graphics? · presenting conclusions? · presenting evidence to support their conclusions? · generating further questions as a result of this activity Are students:

77. Assessment – Example Using Directed Case https://www.mis4.udel.edu/Pbl/https://www.mis4.udel.edu/Pbl/ Out of Control Parks Canada along with environmental groups have a new concern about snow geese - there has been a population explosion of them in the past 25-30 years. In 1970 the population of snow geese was about 2 million, but in the late 1990's, it was 5 million.

78. Assessment – Example using Directed Case Questions 1. By what methods could biologists have determined the size of the snow goose population? 2. What conditions in the winter feeding grounds could have allowed the increase in the snow goose population? 3. Draw a curve (very rough sketch) showing the population dynamics of snow geese from the early 1900's to the present. What role, if any, did K have in regulating the snow goose population in the early 1900's? in the 1990's?

79. Assessment – Example Using Directed Case Question 3 should be answered by considering logarithmic (exponential) growth of a population and what the growth curve looks like. The carrying capacity (K) in early 1900's, when geese were restricted to marshes around gulf, probably limited growth, but K increased with agriculture providing additional food. The death rate decreased with hunting restrictions imposed. So with K raised, females probably had enough resources for successful reproduction, and with d decreased, growth may have gotten closer to r max. Since goslings can walk far, K is not limiting (yet) in summer feeding grounds. If they could not walk, then K of the salt marshes would limit growth of the population.

80. Assessment – How well did it go? How well does the activity work as a learning tool with your students? Was the time allotted for exploration adequate? Were the students able to generate questions that they could investigate? Was there a problem with the case in this regard - too vague, difficult, long, not challenging enough?

81. Assessment – How well did it go? Did student discussion generally address the objectives of the activity? Were there any other important objectives that should be included? Were the students able to locate additional resources? Were the materials useful? How well did the activity fit with the other lectures, labs, discussions, and recitations? What worked especially well?

84. Claims, Evidence & Questions Wim Gijselaers Universiteit Maastricht Presented at Samford University PBL Conference, 2000 Why PBL? http://www.ac.cc.md.us/Department/math.html/pblsam.ppt next 3 slides

85. Active Ingredients of PBL Prior Knowledge Quality of Problems Tutor Behavior Quality PBL Tutorial Quality PBL Tutorial Time spent on self-study Time spent on self-study Achievement Intrinsic Interest.37.42.21.14.57.32.43.37 -.24.51.11.19 % expl. = 37 % expl. = 50 Gijselaers & Schmidt (1990). In Innovation in Med. Ed. NY: Springer Van Berkel & Schmidt (2000). Higher Education, 40, 231-242