Turning a Disciplinary Lens to Teaching and Learning

1. Turning a Disciplinary Lens to Teaching and Learning Preparing Tomorrow’s Professionals for a Complex World Whitney M. Schlegel, Biology Department, Indiana University Bloomington The integrity of the discipline leads to a sense of what is best for the students. The community expects no less from us; and we expect no less from ourselves.”Lee Shulman

2. Applying Backward Design Principles (Wiggins and McTighe, 1998) • What will a student who completes this course (Human Physiology) be able to do? What do they “look like”? (knowledge, skills, ethic) • How will you know what the student has learned? (assessments) • How will you scaffold the learning environment to support your learning objectives and goals? (pedagogy)

3. Team-Based Learning • How will team-based learning explicitly facilitate your course/disciplinary learning outcomes? • What do you want student teams to accomplish and specifically understand about team work? • How will you make your team learning goals explicit to students? • How will you know if students have met your goals for team work?

4. Team-Based Learning • How will you use the physical learning environment to facilitate your desired learning outcomes with a team-based pedagogy?

5. Student Centered LearningTheory and Practice What theoretical frames and evidence exist to support your teaching practice and learning goals? Scholarly Approach to Teaching Innovation

6. Student Centered LearningTheory and Practice “Intellectual and Ethical Development” (Perry, 1970) From an authority-driven and dualistic view of knowledge… to Recognition of complexity and evidence-based decision-making and reflective thinking with changing answers and uncertainty. Scaffolding Backward Design

7. Student Centered LearningTheory and Practice

8. AAC&U LEAP Initiative

9. P451: Integrative Human Physiology (4 cr) • Lecture/Lab • Senior Level • Biology Majors • Considered a Capstone Course in the Major

10. -Highly Motivated -Extremely Competitive -Exclusively Junior/ Senior, Pre-Professional -Science (Biology) Majors -Gifted at Memorization THE STUDENTS?

11. STUDENT LEARNING CONTENT PROCESS TEAM-BASED CASE-BASED HUMAN PHYSIOLOGY SKILLS PROBLEM-SOLVING COMMUNICATION EVIDENCE-BASED REASONING INTERNAL ENVIRONMENT ORGAN SYSTEMS DISCIPLINARY THINKER DISCIPLINARY PROFESSIONAL HOMEOSTASIS

12. TEAM-BASED LEARNING ENVIRONMENT • Students are placed in teams of 5 at the start of the semester • Teams are randomly assigned and controlled for gender only.

13. STUDENT SEMESTER TEAMS • Case Study Discussion • Laboratory Exercises • Lab Reports • Case Study Reports • Electronic Portfolio • Exams • Inquiry Project

14. In Class Mini-Lectures Team Case work Whole Class Case Work Grand Rounds Peer Review Exams Outside Class Team Lab Reports Team Case Reports Preparation for Class and Exams Evaluation and Reflection Team E-Chart Inquiry Project Time Management in the Team-Based and Case-Based Learning Environment

15. LISTENING TO THE STUDENT VOICE • I am more motivated than my group members. • My group will hinder my ability to get the grade I want in this course. • I have a better science background than my group members. • My schedule is too busy to try to study with other people. I study much better on my own. Recognize Peers But Do Not Know Names… Students do not know how to work in teams!

16. Question? Observation:My Students Do Not Necessarily Know How To Intellectually Engage In Focused, Discipline-Based Discussion within Small Groups Comprised of Their Peers. Can I help students to learn how to work collaboratively and guide their own learning in the discipline of physiology and science more broadly using a case-based and team-based learning environment? How will I know if I have enhanced their learning and specifically their ability to critically evaluate evidence/data and employ evidence-based reasoning to solve complex, unstructured problems?

17. SEMESTER EXAMS • Four Semester exams, case-based and all objective format, are designed to examine students' ability to apply their problem-solving, critical thinking, and team skills to organ system physiology. • Semester exams are given during a 2-hour class period. • Hour 1: Individual • Hour 2: Team 25 questions on exam Each question: 2 points Individual exam: 50 pts** Team exam: 50 pts** Total Possible Points: 100 points

18. Engage Students In Reflective Practice • Team • Peer Evaluation

19. Focus on Group Process (and Self)

20. Focus on Peer Evaluation (and Self)

21. A Brief History • Human Physiology [P431] - 4 credit hours • ‘Team-Taught’ Lecture-Lab [Fall 1998 - Spring 2001] • One Instructor Lecture-Lab, Team-Based, Case-Based with Peer Evaluation [Fall 2001 - Spring 2003] • One Instructor Lecture-Lab, Team-Based, Case-Based with Peer Evaluation and Team History Portfolio and Presentation [Fall 2003 - Fall 2005] Mining the Data

22. The structured team exam model with 5-student semester teams and a peer evaluation and reflective team process contributed to a 9% increase on the individual comprehensive final exam over prior semesters.

23. Team Learning and Exams There are 12 teams of 5. I = Individual T = Team

24. Semester Exam Performance

25. Focusing My Inquiry How are students learning in teams and how do they understand this learning? -Team and Peer Review Process -Team E-Chart -Documented Problem Solving in Class

26. Team 10 Developed collaborative strategy and understanding late in the semester. “I” Did not reflect upon the application of experience beyond the immediate situation. Team 5 Developed collaborative strategy and understanding early in the semester. “We” Reflected upon the application of their experience beyond the immediate situation. Student Learning Success

27. Student Learning Success Early team development and the ability to envision future applications of lessonslearned from the collaborative process may be critical to team success in this collaborative learning environment.

28. Directions This Work Has Taken