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A Framework for Evidence-based Teaching in Developmental Biology

A Framework for Evidence-based Teaching in Developmental Biology. Scott Freeman, Department of Biology University of Washington srf991@u.washington.edu. Why are we still lecturing? . I don’t believe that active learning can work in a large lecture. (UW professor, 8/12).

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A Framework for Evidence-based Teaching in Developmental Biology

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  1. A Framework for Evidence-based Teaching in Developmental Biology Scott Freeman, Department of Biology University of Washington srf991@u.washington.edu

  2. Why are we still lecturing?

  3. I don’t believe that active learning can work in a large lecture. (UW professor, 8/12) • I just know that students .... (UW professor, 3/09) • Although it did not occur to us .... to collect data, we consistently observed … (Barzilai 2000) • … we feel that our junior-senior cell biology course ... works extraordinarily well …” (Lodish et al. 2005) • We think that our objective of teaching the students to think was well-accomplished. (Miller & Cheetham 1990) • We strongly believe that they lead to deeper understanding.... (Rosenthal 1995)

  4. I don’t believethat active learning can work in a large lecture. (UW professor, 8/12) • I just know that students .... (UW professor, 3/09) • Although it did notoccur to us .... to collect data, we consistently observed … (Barzilai 2000) • … we feel that our junior-senior cell biology course ... works extraordinarily well …” (Lodish et al. 2005) • We think that our objective of teaching the students to think was well-accomplished. (Miller & Cheetham 1990) • We strongly believe that they lead to deeper understanding.... (Rosenthal 1995)

  5. Other changes to our mindset, as faculty: • “I’d like to change my lectures, but I don’t have time.” (or don’t know how) • If a new technique is sweeping my research field, do I require release time and other special support to learn it? • “Oh,I tried active learning (or clickers, or group exercises)—it doesn’t work.” • The first PCR I ever tried didn’t work. Should I conclude that PCR doesn’t work?

  6. Previous work on Biology 180 How can we lower failure rates—and help capable but underprepared students—in introductory biology courses? Why be concerned about the failure rate? Average % EOP students in Bio180 Predicted grade

  7. Spring 2002-2003 Course design 2002: Modified Socratic style ; 2003: + ungraded active learning Student performance (does not include drops):

  8. Spring 2005, Fall 2005 Course design Socratic lecturing; Cards or clickers (daily multiple-choice questions in class); weekly, peer-graded practice exam (short-answer)

  9. Fall 2007, 2009 Course design “Lecture-free;” clickers in peer instruction format; weekly, peer-graded practice exam; daily reading quiz; random-call ~15 students/class Low structure Medium structure High structure • %A’s has increased from 14.5% to 24.3%

  10. Are exams equivalent across quarters? Approach #1: Predicted exam score Approach #2: Weighted Bloom’s Index

  11. Are students equivalent across quarters? Regression model with UW GPA (at time of entering) and SAT-V; R2 ≈ 0.63 Create a general linear model to explain actual grade, based on predicted grade and degree of structure in course.

  12. 2002, 03 2005 2007,09 Course structure

  13. Did we reduce the achievement gap? … without spending a lot more money? or maybe even less money? 2003-2008 (Aut/Win/Spr) averages: EOP v non-EOP final grade differences in UW gateway STEM courses

  14. Bio180: lecturing vs. high-structure Low structure High structure General linear mixed-effects modeling and MMI: Best models include EOP as a fixed effect; likelihood-ratio test, p = 0.0027). UW Regents

  15. What could cause a disproportionate increase in performance by disadvantaged students? The Carnegie Hall hypothesis: How do you get to Carnegie Hall? PRACTICE! • … and how you practice matters (deliberate practice): • high-level questions—new contexts/applications); • group work—teach others/explain yourself, challenge and be challenged—with instructor feedback; • daily/weekly basis.

  16. Dave Parichy’s questions: • Does this approach transfer to upper-division courses? • How do we balance the explosion of detail in developmental biology with big-picture concepts, and help students integrate facts into a cohesive framework? • Can PIs do this and still run their labs?

  17. Broadening the research focus: From course design in introductory biology to all of the STEM disciplines A meta-analysis of 642 papers from across the STEM disciplines: studies that compare any active-learning intervention to traditional lecturing. Exam/concept inventory/quiz performance: controlling for instructor, student, and assessment equivalence; n = 158 DFW (failure) rates; n = 67

  18. Exam performance data: Overall effect size = 0.47 • In intro STEM, 6% increase in exam scores; 0.3 increase in average grade.

  19. Failure rate data: Overall odds ratio = 1.94 • Biomed RCTs stopped for benefit: mean relative risk of 0.53 (0.22-0.66) and/or p< 0.001.

  20. Dave’s Second Question: The content problem

  21. and hierarchical Bloom’s taxonomy as a conceptual framework: Evaluate: Can I make judgments on the relative value of ideas and information? Synthesize: Can I put ideas and information together to create something new? Analyze: Can I recognize underlying patterns and structure? Higher order thinking Apply: Can I use these ideas in a new situation? Understand: Can I explain these ideas to someone else? Lower order thinking Remember: Can I recall key terms and ideas?

  22. Coping strategies: • State learning objectives; use backward course design • Reading quizzes or other “flipping” strategies

  23. Dave’s Third Question: The 6-jobs problem • Start small and expect to fail (the first time) • Find a colleague/mentor to help with new techniques • Recruit grad students/post-docs who want to teach • Breaking the “Research vs. Teaching” dichotomy with RICs

  24. My all-time favorite line from a course evaluation: “Keep pushing us—we can do it!”

  25. Mercedes Converse Michael Fleming IggyChau Mikhail Koval DozieOkoroafor RoddyTheobald David Haak Micah Horwith Chris Gast Riley Brazil Eunice Lau Hannah Jordt Eliza Heery Alan Sunada Chelsea Mann Dave Hays Elli Jenkins Bill Hoese Anne Casper Kelly Hogan Clarissa Dirks Carol Pollack Megan Rector Pam Pape-Lindstrom Ross Nehm Brian Casper Jenny Knight Joan Sharp Michelle Smith Peter Shaffer Paula Heron Lillian McDermott David Hodge Ferric Fang Emile Pitre Robert Harrington Kevin Mihata Cathy Beyer Deb McGhee Michael Griego Sara Brownell Sarah Eddy Jen Nemhauser Dave Hurley Matt Cunningham Tom Daniel Alison Crowe Barbara Wakimoto JannekeHilleRisLambers Eileen O’Connor John Parks Mary Pat Wenderoth Toby Bradshaw Ben Wiggins Mandy Schivell

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