Developed Investigative Case Based Learning (ICBL), a science teaching method that addresses the project g

1. http://bioquest.org/lifelines Project Goals Summary of Accomplishments • Developed Investigative Case Based Learning(ICBL), a science teaching method that addresses the project goals • Created over 65 ICBL curriculum modules • Created a web site rich in resources • Prepared a cadre of college STEM faculty to use and disseminate ICBL • Disseminated ICBL to STEM faculty in two and four year colleges and research universities • Demonstrated that ICBL is useful in many STEM disciplines • Assessed the use of ICBL modules in college classrooms • To develop and disseminate new curricular materials and pedagogiesfor college biology • that engage students in scientific investigation, collaborative problem solving and information management, • that make logical use of instructional technologies, and • that increase the relevancy of science. Strategies • LifeLines project strategies included●residential faculty workshops, ●field testing of curriculum modules,● presentations at professional meetings,●publications, ●use of web technologies. • The LifeLines model of faculty development engaged faculty in • experiencing ICBL approaches as both learner and teacher, • learning effective uses of instructional technology using “just in time” teaching, • designing their own ICBL modules, • having their work published on the web, • planning how to implement their modules, and • planning to collect data about their module during field testing. Investigative Case Based Learning (ICBL) 2) Problem Solving: Students next undertake a scientific investigation using relevant field, laboratory, computational or simulation methodologies. More than other variants of PBL, ICBL strongly encourages learners to initiate their own investigations or to value teacher-designed scientific investigations. ICBL is a variant of Problem Based Learning. ICBL’s problem-based strategies are aligned with the collaborative, investigative approaches found in the software, tools, resources and 3-P’s philosophy of the BioQUEST Curriculum Consortium. 1) Problem Posing: ICBL begins by asking groups of students to analyze a case (problem) that describes a realistic problem, (e.g., below left). Together the students use the Case Analysis sheet (below, right) to identify prior knowledge, key issues and outstanding questions. 3) Peer Persuasion Students present their results in a way that persuades others of the reasonableness of their approaches and findings.

2. NSF CCLI-EMD 9952525 (2000-2003) Margaret A. Waterman, Southeast Missouri State University, Cape Girardeau, MOEthel D. Stanley, BioQUEST Curriculum Consortium at Beloit College, Beloit, WI PRODUCTS and RESULTS A CADRE OF ACTIVE FACULTY >90% implemented ICBL in their classes. >50% presented their work on ICBL at professional meetings or conducted ICBL workshops for colleagues. >40% have written additional case modules. 5% formally published their cases These exceptional results are a strong indicator of an effective faculty development model and useful approach to science learning. LifeLines Summer Workshop participants, 2001 Participants in the three LifeLines NSF summer workshops came from 27 two year colleges in 17 states and two foreign countries (see map below, right). WEB SITE http://bioquest.org/lifelines • The site includes • 65 Case modules • Extensive faculty development resources (see menu, right) • Field testing materials (see right) • ICBL bibliography • Contact, participant (see right) and calendar information • Links to other case-based learning or PBL projects (see right) CURRICULUM MODULES/ CASES There are 65 case modules (see partial list below and sample at left) representing biology, chemistry, mathematics, physics and environmental science. Fragments of a LifeLines module written by Stacey Kiser, Lane Community College, Eugene, OR. Shown are the case, with menu listing parts of the module, and suggested investigations. FIELD TESTING RESULTS Data were collected from LifeLines participants and the students taking courses in which the cases were implemented. Typical results are shown, right. Further Dissemination and the Future of ICBL • Some of Our Publications on ICBL: • 2004 Biological Inquiry: A Workbook of Investigative Cases. Benjamin Cummings, forthcoming. • 2004 Doing Science Collaboratively with Investigative Case Based Learning, Strategies for Success, Issue 41, Spring.  • “The Farmer and the Gene: A Case Approach to Bt Corn.” pp153-158 • AND “Citrus Canker: Alternatives for Control.” pp. 279-284 in John Jungck, Ethel Stanley and Marian Fass (Eds.) Microbes Count. Washington, DC: American Society for Microbiology. • 2003 Using Investigative Cases in Geoscience. Science Education Resource Center at Carleton College.  http://serc.carleton.edu/introgeo/icbl/index.html • 2001, 1998 Investigative Cases and Cased Based Learning in Biology, BioQUEST Library, San Diego: Academic Press, p. 1, vol. VI • 2000 LifeLines OnLine: Curriculum and Teaching Strategies for Adult Learners, Journal of College Science Teaching, 29:306-310. • 1998 Investigative Case Study Approach for Biology Learning.Bioscene 24(1): 3-10 • 1998 Learning with Investigative Cases: A scenario. BioQUEST Notes, 8(2): 8-9,13. (3) Publication of an ICBL casebook for introductory biology, due out 2004 (publisher’s estimated impact in first year: 130,000 students). • The LifeLines project led to many opportunities beyond the NSF-funded activities. Here are just a few: • (1) NSF Chautauqua short course on ICBL, July 11-13, 2004, Memphis TN (Apply now!) • (2) ICBL workshops at other colleges, e.g., Denison University Beloit College/ BioQUEST Emory Center for Science Education University of Wisconsin – Madison Fralin Biotechnology Center, VPI • (4) Collaborations with other projects, such as: • PRISM G-K-12 project at Emory Center for Science Education BEDROCK, a bioinformatics national dissemination project at bioquest.org/bedrock • STARTING POINT, using ICBL in Geoscience, an NSDL project We gratefully acknowledge the support of NSF. We also acknowledge additional funding enhancing this project from Southeast Missouri State University as well as funds provided to the BioQUEST Curriculum Consortium by the Howard Hughes Medical Institute and the Educational Outreach and Training Partnership for Advanced Computational Infrastructure.