2003 UM Teaching with Technology Conference Transformation from

2003 UM Teaching with Technology Conference Transformation from Lecture-based to Case-based course Ann C. Smith, Robert T. Yuan, Richard Stewart, Patricia Shields and Jennifer Hayes-Klosteridis

The Course • General Microbiology (BSCI 223) – Lecture and lab components – 250 students per lecture section – Majors and non-majors

Solutions through technology Established a learning center within Web. CT • Organization • Communication • Technology competence for students • New learning opportunities

On-line Learning Center organization/communication • • Syllabus Lecture outlines with study questions/links to resources Power Point Lecture Slides Discussion Space (Announcements, Student Questions) Lab Manual (pdf) Assignment Guidelines Student grades

Comment (350 students responding) Negative response Example Number I Don’t like Web Ct 7 Negative response Live off campus, difficult to down load or view pages 2 Positive Responses: Access and organization of information 24 hour access to everything! 152 Convenient, easy to use Convenient to have everything 32 Options to communicate with other students and course instructors A direct link to professors and other students if I had a problem 58 On -line quizzes, I owe my fabulous lab practical grade to 80 Lecture outlines The best way to learn – allowed me to back and review the notes 85 Grades Great way to know what my current grade is. 59 Lab manual Saved money in not having to buy a lab manual 25

On-line Learning Center New Learning Opportunities • Increase active learning – Approach: transition to a case based course – We use Case studies as a framework for lecture and lab

On-line Learning Center organization/communication • • Syllabus Lecture outlines with study questions/links to resources Power Point Lecture Slides Discussion Space (Announcements, Student Questions) Lab Manual (pdf) Assignment Guidelines Student grades

Goals • Case study – engaging with challenging discussion problems – Individual work – Small group discussion – Complete class discussion with Instructor – A written component

Why use case studies? • Content rich course • New vocabulary • Challenging concepts • Diverse student population Ø Case studies ØEngages students ØApplication of information to current/relevant problems

Challenge of Implementation • Large lecture course • No time in lab • Grading

Approach • On-line discussion – Coupled with a report • Directed in class discussions – coupled with individual short answer “quiz” questions submitted on-line – PAK – Participation/Application of Knowledge

On-line Discussion • For complicated multifaceted Topics Set up: • Case study with Three major issues • Students work in two groups – One group where they work with others to research and discuss one of the case issues – One group where students combine resources to write a report.

Group 2: Writing the report 6 groups/lab section You Guitan Caleb Alec Bob Bernie Issue #1 Pasteur Patric Garth Nico Tim Ethel Issue #2 Koch Maurice Tyler Zoe Julian Barry Issue #3 Report addresses Issues 1, 2, and 3.

Group 1: On-line Discussion Group 3 per lab section You Guitan Caleb Alec Bob Bernie Issue #1 Pasteur Patric Garth Nico Tim Ethel Issue #2 Koch Maurice Tyler Zoe Julian Barry Issue #3

On Line Discussion • Requires – Guidance • Structured Assignment – Oversight – UTA’s – Method for Assessment • On-line discussion • Report

Advantages online discussion: - Students develop technology competency - Learn to communicate in on line environment - Learn to navigate web - Learn to evaluate web sources. - No meeting time is required - Can log in at any time - All discussions can be monitored - Grading - There is a record - Can compile and print the discussion

350 Students Surveyed What should be improved in the discussion? – 24 negative responses – 58 – fabulous keep it as is – Remainder suggest to keep the discussion along with improvements What do you like about the on-line discussion? – 79 the opportunity to discuss with students! “so many different ideas and tangents to explore and learn about” – 30 liked that they learned new information – Additional comments about the positive aspects about working in a group, meeting new people and being online provided flexibility in space and time

Steps toward the Goals On-line discussion – 1999 use of case study to stimulate small group discussions – Discussion topics served as basis for written assignment • Faculty impressions: – – Good for issues that required outside research Good opportunity for in depth discussion. Requires significant time. Wanted another mechanism that incorporated active learning in the lecture hall that related to case studies. Ø Case studies linked to lecture learning goals

Fall 2002 Case Study in the lecture • Case Study Distribution/Intro case – Paper handouts in lecture – Power point presentation • Case study questions – answered in lecture journals • Small group discussion – in lecture hall • Large group discussion – in lecture hall

Fall 2002 Problems Encountered • Case Study Distribution/Intro case – Time – Organization • Case study questions/Journals – Difficult to collect on a regular basis – Difficult to read – Lost journals • Small group discussion/Lecture hall – Unfocused, students were often unprepared • Large group discussion – Unfocused, students were often unprepared

350 Students Surveyed What did you like about case studies? • 179 – described case studies as allowing them to see the application of course material to real world situations • 138 – indicated by there response that the case study engaged them in learning • 29 – responded negatively ( they confused me) Regarding format for presentation - • 57 – “good as is” • Remaining students suggested improvements such as posting on line! And finding an alternate to lecture journals

Results from CORE survey Participate Actively in Learning, Significant increase since 1993 review and All LL reviewed over time

Spring 2003 case study: lecture/on-line • Case Study Distribution/Intro case – Delivery via Web. CT prior to in class Introduction • Case study questions – Use of quiz tool with delivery on a regular basis • Small group discussion – In lecture hall – directed discussion • Large group discussion – in lecture hall – directed discussion

CASE/PAK Participation & Application of Knowledge (PAK) – 3 question sets/Case that required students to apply information from lecture/lab/text/resources • Use of Quiz to capture individual responses • Opportunity for writing

PAK Advantages • Control of delivery • Record of responses in Web. CT • Record of participation in Web. CT – (automatic “grading”) • Easy to scan – Instructor can asses problem areas and set up topics for directed in class discussions (small and large group) • Students are prepared for discussions – Students can print and self assess knowledge

Go to PAK • www. courses. umd. edu • Contact asmith@umd. edu for access

Use of technology transition to a case-based course Part 1 Part 2 Part 3 Structure/function/ Metabolism Genetics/ Biotechnology Clinical/Applied Case 1 Case 2 Case 3

Course Transformation: Resources required • Start with available resources – Instructors – Graduate Teaching Assistants – Undergraduate Teaching Assistants • College Support – UTAP students • University Support – OIT – Web. CT – CTE Teaching Team

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