Science Case Network

1. Science Case Network RCN-UBE Project #1062049 Preparing Faculty and Future Faculty How can SCN help? ,Pat Marsteller Networking Conference August 7-8, 2012

2. What are educators’ concerns about implementing cases in their courses? • Brainstorm in small groups for 3 minutes. • Report your top 3.

3. Barriers to Cases • Content coverage (breadth v. depth) • Prep time • Standardized testing • Large classes • Resources aren’t there • Loss of control, too many risks • Unclear about assessment • Handling student resistance • How to facilitate and fairly assess group work

4. Challenges • Preparing faculty • Curriculum change • Rewards, incentives • Preparing future faculty • Mentor buy-in • Funding paradigm • Preparing students for case learning & group work • TIME • Writing new cases • Adapting cases to local curricula & students • Assessments • Facilities

5. Challenges Preparing faculty Curriculum change Rewards, incentives Preparing future faculty Mentor buy-in Funding paradigm Preparing students for case learning & group work TIME Writing new cases Adapting cases to local curricula & students Assessments Facilities

6. Some Tested Solutions • Adapting Cases • Teaching, Mentoring and Communicating Science Certificate • HHMI Curriculum Development Fellowships • PRISM GK12 • LESSONS LEARNED: • Integrate, Institutionalize, GET Faculty Buy-in, GET Chairs. Deans, Provosts support

7. Sample Outcomes of FF Programs Case studies in Cancer Biology 20 PBL mini-cases for Biological Anthropology. development and co-teaching in Bioinformatics and Biotechnology Case based nonmajors biology course Case based labs for introductory biology Novel cases for use in a Biochemistry I course PBL units for majors and nonmajors biology • Many grad students and post docs are now in tenure track positions or are post docs, • with same time to degree as those not doing science education.

8. Preparing Future Faculty:What works? • Immersion experiences • Repeat exposure • Mentoring (from faculty and K-12 teachers) • Practice and reflection • $$$

9. Helping Faculty:AdaptingCases • Know your audience • What do students know? • What Interests them? • Know your curriculum • What concepts are hard to teach? • What concepts can you connect to real world issues? • Define your objectives • What do you want them to know and be able to do? • What “Learning Issues” do you want students to investigate?

10. Teaching Mentoring and Communicating Science Certificate • Teaching Undergraduate Science I • Teaching Undergraduate Science II • Mentoring & Being Mentored • Communicating Science • Practicum experiences • HHMI/NSF Curriculum Fellowship • HHMI/NSF Research Partner

11. HHMI Curriculum Development Fellowhsips • Open to graduate students and postdoctoral fellows • Work with faculty on specific projects • Supplemental pay • Meet twice a month to discuss pedagogy with Dr. Marsteller • 40 to date

12. Graduate and Postdoc Curriculum Development Fellowships

13. Sample Outcomes • Case studies in Cancer Biology: Cancer and the Environment • Amanda Thompson developed 20 PBL mini-cases for Biological Anthropology. • Dr. Jaime Rheinecker, a postdoc in the chemistry department, developed and co-taught in a Bioinformatics and Biotechnology course with Dr. Chad Brommer. • Holly Carpenter, a graduate student in the department of chemistry, now faculty at North Georgia College, collaborated with Dr. Barry Yedvobnick, a professor in biology, to create novel cases for use in a senior undergraduate level Biochemistry I course • Jennifer Holzman, Chad Brommer and Gillian Hue developed PBL units for majors and nonmajors biology

14. PRISM GK12 • Science and Math Graduate Students paired with HS and middle school Teachers • 2 week summer institute • PBL and Investigative Cases • Develop and implement new materials over a year fellowship • Professional development seminar • Journal Club

15. [Image]

16. Outcomes • 400 new curriculum units • Graduate fellows improved communication, teaching and team-building skills. • Graduate fellows have spread their enthusiasm for this pedagogy to faculty mentors leading to transformations in undergraduate science courses • Technology has developed community and aided dissemination • Dissemination of developed materials and lessons learned through • the CASES Online Web site (http://www.cse.emory.edu/cases) • presentations by graduate students and teachers at over 60 regional, national, and international meetings • three publications in peer-reviewed journals

17. What Happens After PRISM? • Grad students influence undergraduate instruction at Emory • Dean’s Teaching Fellowships & HHMI Curriculum Development Fellowships • PBL in CHEM, BIO, PSYCH, ANTH courses • Alumni spread PBL pedagogy • Sung Mo, Asst. Professor of Chemistry, Alma College • Holly Carpenter, Asst. Professor of Chemistry, North Georgia College. • Mari Castle, Asst. Professor of Mathematics, Kennesaw State University.

18. Breakout Discussion Questions • What other strategies might work? • Can we reach all faculty? • What evidence to we need to convince others to join us? • What are the groups or meetings we should target to spread the word? • Would on-line workshops and webinars help reach more people? • What other support is needed?

19. Explore and Join Science Case Net • at http://sciencecasenet.org • Sign up for or create groups • Find case studies and PBL problems • Find collaborators • Learn about teaching with cases

20. Thank You!