C.R.E.A.T.E

1. C.R.E.A.T.E Using Primary Literature in the Classroom Katie Shannon Associate Teaching Professor Biological Sciences

2. Inspiration • “Selective Use of the Primary Literature Transforms the Classroom Into a Virtual Laboratory” Hoskins, et al., 2007 Genetics Education • “The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes About Science, and Epistemological Beliefs” Hoskins, et al., 2001 CBE-Life Sciences Education

3. C.R.E.A.T.E • Consider • Read • Elucidate Hypotheses • Analyze and Interpret Data • Think of the Next Experiment

4. How I used the approach • Homework assignment-students read article before class, consider important background information, determine hypothesis, think about why authors are performing study • Figures or Tables assigned-students focus on a particular part of the paper • Small group discussions-students talk about assigned figure or table, determine controls, results, problems with experiment • Large groups discussion-entire paper

5. Midterm Evaluation 1=not helpful/useful 5=very helpful/useful

6. Midterm Evaluation 1=not helpful/useful 5=very helpful/useful

7. Midterm Evaluation 1=not helpful/useful 5=very helpful/useful

8. Final Evaluations

9. Questions?

10. Shannon Fogg Associate Professor History & Political Science

11. Creating an atmosphere for discussion • Make it explicit in your syllabus. • Make it count. • One rule: RESPECT. • Manage the room. • Have clear objectives for the discussion. • Vary your discussion – size of groups, types of activities, length, topics. • Always give students time to think.

12. Schoenberger Documents What do these documents tell us about Moritz Schoenberger’s experience with emigration? What can these documents tell us about fleeing the Nazis more generally? Designate a notetaker…you will be turning in your notes to me! St. Louis

13. Objectives? • Why do I use these documents? • Introduces students to historical evidence • Clearly illustrates the difficulties with emigration • Makes things tangible • Students can handle things that are “hard.”

14. Objectives? (continued) Why do I use discussion with these documents? • Immediately share documents. Everyone involved. • Work together to solve problems • Problem solving rather than overwhelming • Make connections to rest of lecture

15. Discussion starters • 3 minute question. • Bring discussion questions and answers to class. • Prepare & provide questions in advance. • Write questions on board. • Questions on powerpoint. • Debates.

16. Student Views of Discussion • The class discussions are good and definitely helped me in remembering the majority of the book material that we read. • The questions during discussion are also designed to be broad but the answers often force students to focus in on an issue. It allowed me to learn the material at a deeper, more meaningful level.

17. Student Suggestions • Make the class a bit more interactive. • The only thing that would have helped me in the beginning of our readings would have been an assisted reading sheet. Something that told me to physically mark the thesis, major points, and to see if the author argued their point well using what I marked down.

18. Additional resources • http://www.bgsu.edu/downloads/provost/file116040.pdf • http://citl.indiana.edu/files/pdf/Discussion_Techniques_2010.pdf

19. Questions?