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SoTL and the Use of Cases and PBL

SoTL and the Use of Cases and PBL. Presented by: SCN and the ASM Biology Scholars Program May 16, 2013 SCN PreConference Workshop ASMCUE, Denver CO. SCN is funded by NSF RCN-UBE # 1062049. What is SoTL?. Scholarly Teaching: using research findings to made pedagogical decisions

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SoTL and the Use of Cases and PBL

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  1. SoTL and the Use of Cases and PBL Presented by: SCN and the ASM Biology Scholars Program May 16, 2013 SCN PreConference Workshop ASMCUE, Denver CO SCN is funded by NSF RCN-UBE #1062049

  2. What is SoTL? Scholarly Teaching:using research findings to made pedagogical decisions Also called DBER: Discipline Based Educational Research

  3. The SoTL Cycle: Research leading to action Identify Innovation Design the Study Develop Action Plan Gather Data Interpret Data Analyze Data

  4. SoTL on Effectiveness of Cases and PBL Many possible variables to look at, e.g., • Who is learning • How the case is being taught • The content of the case • The story of the case • What is being learned

  5. SoTL Often Uses These Kinds of Methods to Gather Data Observations Surveys Interviews Artifact Analysis

  6. Three Methods to Gather Data Make observations Unstructured or structured observations Ask questions Surveys Interviews Examine and Score Artifacts Tests, portfolios, student comments Must design scoring guide

  7. Common SoTL Research Designs Quantitative Designs: Weak: One section, only do post test Stronger: One section, do pre and post tests Stronger: two sections, one with and one without innovation,do pre and post tests Qualitative Designs: “case study” Collect information about a small sample from multiple sources with the aim of description.

  8. Some Keys to Success Talk about your design and instruments with SCN members or other colleagues. Pilot test your instruments Keep your data collection focused. Try to keep the project reasonable in scope for the time you have available.

  9. To create your own plans answer the questions below: From whom are you gathering data? More than one class, subgroups? When will you gather data? First week of classes? After the new thing has been introduced? Fall? Spring? How will you gather data? Questions, artifacts, observations? Where will you gather data? Classroom, online forum, dropbox survey?

  10. Human Subjects Because you are working with humans, you must submit a Human Subjects or IRB application according to your institution’s procedures. This is required if you plan to publish your results Most projects are Category I - what one might do in the normal course of teaching

  11. Give SoTL a try!Form a group at SCN!Share what you learn at ASMCUE and SCN!

  12. The Biology Scholars Program • Kari Sherwood • Michele Shuster • Link to www.BiologyScholars.org

  13. Some great starter readings • The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students (2010) by Linda M. Young and Rodney P. Anderson • http://jmbe.asm.org/index.php/jmbe/article/view/204 • It’s All Their Fault? (2010) by Clyde Freeman Herreid • http://jmbe.asm.org/index.php/jmbe/article/view/138 • The Use of Interrupted Case Studies to Enhance Critical Thinking Skills in Biology (2009) by Tracy K. White, et al. • http://jmbe.asm.org/index.php/jmbe/article/view/96 

  14. Structured Observations Examples: Use a class map to keep track of who asks questions, answers questions, makes comments. Make a list, from a recorded class discussion, of the kinds of questions you asked.

  15. Additional Methods Information

  16. Methods: Unstructured Observations Examples A journal that an instructor keeps to record personal impressions of how a class is going. A written remembrance of interactions with one or a few students that are being tracked over time. A written set of impressions made while watching a videotape of a class.

  17. Methods: Questioning with Surveys Examples: A survey of attitudes toward science Student ratings of instruction May include open-ended questions, e.g., what element of this course most helped you to learn? May include some content, but if only content, it’s a test and is an artifact of the course.

  18. Methods: Questioning with Interviews Advantage over surveys: can ask follow-ups, more personal contact. Examples: Solve a genetics problem aloud, explaining thinking A focus group Interview of team members in small groups

  19. Method: Examine and Score Artifacts Examples of artifacts: Diagrams of cells before and after instruction Wear on computer keys to see which are hit most Answers to a test question Portfolios Term papers Case analyses

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