Students As Teachers:

1. Students As Teachers: A competition to develop Problem Based Learning units for teaching ethics

2. Introduction • At the 2003 Annual Meeting, the RDU Constituency Group announced that it would fund pilot programs for two or more chapters to work together. • With this in mind, the University of Delaware and Thomas Jefferson University chapters decided to develop a proposal.

3. Objectives • Involve members of both chapters without significant time involvement • Highlight strengths of each institution: • Problem Based Learning expertise (UD) • Experiences with successful Student Research Day (TJU) • Existing relationships between the two schools • Highlight topics important to the mission of Sigma Xi

4. The Idea Involve students at both institutions to write problem-based learning units on topics involving ethics in scientific research. These would be judged and awards given. UD has expertise in PBL; they would provide training sessions at TJU to insure that UD students didn’t have an unfair advantage.

5. What is Problem-Based Learning? PBL is a learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

6. “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 (1985)

7. What are the CommonFeatures of PBL? Learning is initiated by a problem. 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.

8. PBL: The Process Students are presented with a problem. They organize ideas and previous knowledge. Students pose questions, defining what they know and do not know. Assign responsibility for questions, discuss resources. Investigate learning issues. Reconvene, explore newly learned information, refine questions.

9. Problem-Based Learning Cycle Overview/Assessment Problem, Project, or Assignment Mini-lecture(only if needed!) Group Discussion Whole Class Discussion Preparation of Group “Product” Research Group Discussion

10. Why use PBL to teach about ethics in science? Ethics can be more effectively taught with approaches that encourage interaction. By working as a group, students can explore the different opinions and conclusions of their peers in a non-threatening environment. As in society, complex issues are best considered by the community and not isolated individuals.

11. Dec-Jan: Brainstorm/ draft proposal Feb: Submit proposal Spring: Finalize details for program; Publicize to students at UD; Put info on UD Sigma Xi webpage; Plan summer workshops for TJU June: Publicize to TJU students July: Workshops at TJU Aug. 15: Deadline for submissions Fall: Judging of submissions Aug: Start arrangements for awards dinner Sept-Oct: Publicize awards dinner Oct. 13: Awards Dinner Timeline

12. Category Awards Life Sciences: Undergraduate Patent issues: a look at the industrial-academic interface. Liang-I Kang, University of Delaware Life Sciences: Graduate Ethical considerations on the use of vaccines. Lisa Ambrose and Josephine Fox, Thomas Jefferson University Physical Sciences: Graduate Development of an optimum policy for regulating industrial-environmental interactions. Erik S. Welf, University of Delaware

13. We were able to get some funds from each school in addition to the Sigma Xi funds. Almost as an afterthought, we publicized the PBL workshops to both faculty AND students. We had greater attendance from faculty! We had help from the TJU Faculty Development office for the workshop arrangements. The quality of submissions was high (although small in number). A new faculty member in Bioethics at UD agreed to give the talk at the Awards Dinner. We used our funds for awards & to heavily subsidize the dinner. Officers and award winners were guests. Student tickets were $5; faculty or other tickets were $10. The TJU chapter decided to invite new student members as guests. We presented their certificates along with information about Sigma Xi. Several brought their spouses. The “Why Sigma Xi” brochures plus give-away calendars and pens from TJU were at each seat. Things that worked

14. We would like to increase the number of student participants. If we had more submissions, we could involve Sigma Xi members in judging, possibly including those from industrial and government chapters in the region. With careful use of our funds, we have some funds to use as seed money for next year. After that, how can we continue to fund this program? Next year the awards dinner will be at the University of Delaware. We would like to identify a forum or course in which the winning PBL exercises could be “road tested”. We had planned to submit winning entries for the PBL database, but most entries in the database have been used in courses prior to submitting to the database. Plans for next year

15. Questions? Carol L. Beck, Thomas Jefferson University carol.beck@jefferson.edu George H. Watson, University of Delaware ghw@udel.edu The financial support of the RDU constituency group of Sigma Xi is gratefully acknowledged. For additional information, please see our chapter poster.