Setting

1. Utilizing Case Studies to Increase Student Understanding of Blood Cell Development and FunctionCandice L. DamianiDepartment of Biological Science, University of Pittsburgh Project Goal Student Support and Instructor Resources Challenges Hematopoiesis is defined as the development of red and white blood cells from a pluripotential hematopoietic stem cell (HSC). Understanding the function of leukocytes that differentiate from the HSC is essential to understanding the overall workings of of the immune system. However, this is a very difficult concept for students to grasp through traditional lecture methods. The goal of this project is to develop a case study that will help students to draw an accurate model of hematopoiesis, to describe the function of each type of immune cell, and to recognize the importance of each cell type in both immunocompetent and immune-deficient patients. Finding appropriate cases to adapt or writing new cases that address the function all blood cell types Determining the number of lecture sessions that should be devoted to the case study Deciding on an appropriate format for case delivery (interrupted, clicker, etc) Effective assessment of student learning post case study Ensuring that UTAs have a thorough understanding of hematopoiesis as well as common misconceptions that students will encounter Preparing a case that can be utilized in a Freshman Foundations of Biology course as well as in an upper level Microbiology and/or Immunology course Large lecture halls not designed for group work Student Support Prior to class, students will be instructed to read the portion of their classroom text covering hematopoiesis Prior to class, students will view a mini-lecture introducing hematopoiesis. This lecture will be recorded and posted on the class Course Web (Blackboard) site. Prior to class, students will be required to take an online quiz to ensure that they have read the text material and viewed the online mini-lecture. Undergraduate Teaching Assistants (UTAs) will work through the case study in small groups prior to administration in class. They will identify areas of difficulty and/or confusion prior to administration within the large class. UTAs will be available in class as students work through the case study to provide guidance and help identify misconceptions. Students will discuss their thoughts regarding the case in recitation groups as well as in Facebook groups Instructor Resources Mentorship provided by the Science Case Network Support through the newly instituted Discipline Based Science Education Center at the University of Pittsburgh Submission of the case for publication to the National Center for Case Study Teaching in Science Setting • The case will be designed for use with students in the following settings: • A large (200+) second semester Foundations of Biology 2 course • A large (100+) majors Microbiology course • A large (100+) Immunology course Your Suggestions…. Acknowledgements ….are welcomed! Please share your experiences, successes, failures, thoughts, and ideas! Special thanks to the Science Case Network for the opportunity to participate as a New Case Fellow.