Using Science Case Studies to Teach Cell Biology

1. Using Science Case Studies to Teach Cell Biology Deborah Allen Department of Biological Sciences, University of Delaware deallen@udel.edu Katayoun Chamany Science Technology & Society Program, Eugene Lang College chamanyk@newschool.edu ASCB December 8, 2004

2. What is a science case study? • A story or scenario that provides context • Economic • Ethical • Social • Political • A controversy or problematic issue which requires a basic understanding of scientific principles Herreid, C. F. What is a Case? Journal of College Science Teaching, 27: 92-94, 1997.

3. What is Problem Based Learning? “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.

4. What Are the Common Features of PBL? • Learning is initiated by the “problem.” • The cases or “problems” are based on complex, real-world situations. • All information needed to solve problem is not initially given. • Students identify, find, and use appropriate resources. • Students work in permanent groups.

5. The “Classic” PBL Cycle Resolution of Problem; (How did we do?) Presentation of Problem Next stage of the problem Organize ideas and prior knowledge (What do we know?) Integrate new Information; Refine questions Pose questions (What do we need to know?) Reconvene, report on research; Research questions; summarize; analyze findings Assign responsibility for questions; discuss resources

6. PBL & Case Study Methods:What’s the Difference?* • Case Study • instructor-centered • whole class • cases as extension, • application of • concepts PBL • student-centered • small group • problems before concepts *Please note that these are comparisons of the “classic” models

7. Using Innovative Teaching • mini case vs. maxi case • in-class vs. outside-of-class work • complete vs. interrupted • final exam or project • lab based

8. Where to find cases and problems? • use real world cases • newspapers, news programs, science journals • search law, cultural and ethical databases • Chicano, Black Studies, Sexual Diversity Studies • search in interdisciplinary databases • environmental sciences, public health http://www.udel.edu/pbl https://chico.nss.udel.edu/Pbl

9. How to Start a CaseComprehensive PBL/Case Modules(Poster Board B263 CBLhttp://www.garlandscience.com/textbooks/cbl) Stem Cell Research Module Use a short video clip: • ESCs and differentiation video (Sumanas) • Gastrulation video (Miracle of Life) • Prop 71 video (California) • Doug Melton video (Harvard) Use a short question to assess misconceptions: Which of these has NOT been used for therapeutic purposes? a. Adult neuronal stem cells b. Embryonic stem cells c. Bone marrow cells d. Chord stem cells

10. Cell Biology for LifeComprehensive PBL/Case Modules(Poster Board B263http://www.garlandscience.com/cbl) Stem Cell Research Module Questions for Instructor to Consider 1. Where would you place this in your course? 2. What cell biology content would you cover? 3. Which social aspects would you include? 4. How would you assess student understanding?

11. Cell Biology for LifeComprehensive PBL/Case Modules(Poster Board B263http://www.garlandscience.com/cbl) Stem Cell Research Module Content • cell theory, cell structure, cell differentiation and plasticity, apoptosis Ethics and Politics • public stem cell banks, international/national/state legislation, clinical trials

12. Stages of Learning

13. Pilot StudiesAdvanced biology majors SFSU, Dr. Domingo n=83 Scientific content: • 51% gained new knowledge about adult stem cell plasticity Social Issues: • 63% learned about access/ethics issues Attitude: • > 50% enjoyed working in groups • > 30% learned that communication skills are important

14. Pilot StudiesNon-majors, ELC n=15 Scientific content: • Median pre-test score=1.75, median post-test score=15 Social Issues: • 87% learned about access/ethics issues Attitude: • 92% would take another course taught like this • 84 % thought science taught in an “understandable” way

15. Student Attitudes Introductory Biology for Science Majors The following aspects of this course were beneficial to my learning of biology: 1 - strongly agree -----> 5 - strongly disagree Working in groups 1.3 ± 0.03 Application of concepts to 1.4 ± 0.04 problems Lectures 2.7 ± 0.07 1 - strongly agree ---> 5 - strongly disagree If given the choice, I would take 1.5 + 0.07 another class designed like this one

16. Compelling Features of Case Study Approaches for New Adopters • model themselves on how students learn. • with information overload, prepare students to be life-long learners. • more realistic curriculum prepares students for world outside the classroom. • foster development of more up-to-date materials, content. • generate enthusiasm among faculty.

17. Acknowledgements • This presentation is supported by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York, through grant funding from the National Science Foundation (NSF Award #0341279) http://ublib.buffalo.edu/libraries/projects/cases • Dr. Carmen Domingo Department of Biology, SFSU • Many students at ELC, SFSU and U of Delaware