Event Details

NSF Chautauqua Short Course: Investigative Cases
Host:
Christian Brothers University
Sponsor:
NSF
Location:
Memphis, TN
Date(s):
July 11, 2004 - July 13, 2004
Abstract/Description:
Making science and scientific inquiry meaningful and accessible to college students of all age and majors is a challenge regularly faced by college faculty. Investigative case-based learning (ICBL) methods help address these problems by providing opportunities for students to direct their own learning as they explore the science underlying realistically complex situations. ICBL aligns the tools, collaborative approaches and investigative pedagogies of the BioQUEST Curriculum Consortium with strategies of problem based learning. The goal is to have students develop as life long learners while solving biological problems in the classroom. ICBL uses realistic situations (the case) to initiate questioning and analysis. The cases also provide a context for subsequent student-centered investigations in the laboratory, field or with computational methods. In ICBL, students are asked to pose researchable questions, develop accountable approaches to investigate these questions, and present their methodologies and findings in ways that persuade pothers in the reasonableness of their answers. These three elements, problem posing, problem solving and peer persuasion (BioQUEST’s “3 Ps?) underpin scientific investigations conducted in ICBL. In this short course faculty participants will begin by experiencing ICBL as they collaboratively explore a case and use simulation, modeling or other computer based technologies to investigate one or more questions. They will examine examples of cases from several science disciplines as a way to introduce the incredible flexibility of ICBL as a pedagogical tool. This introduction will emphasize case formats, uses of ICBL, and multiple implementation strategies. Each participant will develop a working draft of a case module for an existing course. The module will include a case scenario, learning goals, suggested investigative activities internet based and other resources, suggested assessments, and implementation plans tailored to the faculty member’s settings and resources. We will discuss implementation issues such as addressing student concerns about what to expect with case-based learning. We will also provide online support for learning and teaching with cases both during and after the workshop. Online publishing support for participant cases will be available as will evaluation forms for gathering student feedback and resources on using cases and ICBL in science courses. ICBL has been developed from a National Science Foundation grant and with the support from Howard Hughes Medical Institute and EOT-PACI to BioQUEST. The LifeLines On Line website supports a library of 65 cases (31 developed by faculty in two-year institutions), full IBCL faculty resources, and links to other case-based learning sites. See: http://bioquest.org/lifelines. The Course Directors have led more than 30 presentations and workshops in the past four years for college science faculty at various colleges and universities. For college teachers of: 2 year and 4 year college and university science faculty. Prerequisites: none, please bring a syllabus from a course for which you will develop a case module. Professors Margaret Waterman and Ethel Stanley co directors of the NSF funded project LifeLines OnLine which introduces ICBL to faculty. They have an extensive collection of ICBL curriculum modules developed in collaboration with their participants, as well as other resources on ICBL, all on a richly detailed website at http://bioquest.org/lifelines. Together they have presented over 30 workshops on ICBL around the nation and internationally, and have publications on ICBL methodologies and resources. Dr. Margaret Waterman, Associate Professor of Biology are Southeast Missouri State University, is an expert on case development and problem based learning and has extensive experience in faculty development as Director of Faculty at the University of Pittsburgh and as a medical educator at Harvard. She was a Lilly Teaching Fellow and presentations on case-based learning since 1991. She has over 20 publications in plant pathology and science education. As Director of the BioQUEST Curriculum Consortium and member of the Biology faculty at Beloit College, Ethel Stanley participates in a wide range of projects at the national level and presents on reform in undergraduate science education at both institutional and professional meetings. She has over 30 publications, including co-editor of Microbes Count!(2003). She is also editor of Bioscene: Journal of College Biology Teaching.
Host Organization's Web Site:
http://www.chautauqua.pitt.edu/cbu.html
Our Event Web Site:
http://bioquest.org/lifelines/chautauqua_2004
BioQUEST Staff Attending:
Ethel Stanley    Margaret Waterman

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