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RCN-UBE Project #1062049 Science Case Network Preparing Faculty and Future Faculty How can SCN help? , Pat Marsteller Networking Conference August 7 -8, 2012
What are educators’ concerns about implementing cases in their courses? Brainstorm in small groups for 3 minutes. p Report your top 3. p
Barriers to Cases v v v v v Content coverage (breadth v. depth) Prep time Standardized testing Large classes Resources aren’t there Loss of control, too many risks Unclear about assessment Handling student resistance How to facilitate and fairly assess group work
Challenges p Preparing faculty Curriculum change n Rewards, incentives Preparing future faculty n Mentor buy-in n Funding paradigm Preparing students for case learning & group work TIME n Writing new cases n Adapting cases to local curricula & students Assessments Facilities n p p p
Challenges p Preparing faculty n n p Preparing future faculty n n p p n p Mentor buy-in Funding paradigm Preparing students for case learning & group work TIME n p Curriculum change Rewards, incentives Writing new cases Adapting cases to local curricula & students Assessments Facilities
Some Tested Solutions Adapting Cases p Teaching, Mentoring and Communicating Science Certificate p HHMI Curriculum Development Fellowships p PRISM GK 12 p w. LESSONS LEARNED: Integrate, Institutionalize, GET Faculty Buy-in, GET Chairs. Deans, Provosts support
Sample Outcomes of FF Programs n n n n Case studies in Cancer Biology 20 PBL mini-cases for Biological Anthropology. development and co-teaching in Bioinformatics and Biotechnology Case based nonmajors biology course Case based labs for introductory biology Novel cases for use in a Biochemistry I course PBL units for majors and nonmajors biology Many grad students and post docs are now in tenure track positions or are post docs, with same time to degree as those not doing science education.
Preparing Future Faculty: What works? Immersion experiences p Repeat exposure p Mentoring (from faculty and K-12 teachers) p Practice and reflection p $$$ p
Helping Faculty: Adapting Cases p Know your audience n n p Know your curriculum n n p What concepts are hard to teach? What concepts can you connect to real world issues? Define your objectives n p What do students know? What Interests them? What do you want them to know and be able to do? What “Learning Issues” do you want students to investigate?
Teaching Mentoring and Communicating Science Certificate Teaching Undergraduate Science I p Teaching Undergraduate Science II p Mentoring & Being Mentored p Communicating Science p Practicum experiences p n n HHMI/NSF Curriculum Fellowship HHMI/NSF Research Partner
HHMI Curriculum Development Fellowhsips w w w Open to graduate students and postdoctoral fellows Work with faculty on specific projects Supplemental pay Meet twice a month to discuss pedagogy with Dr. Marsteller 40 to date
Graduate and Postdoc Curriculum Development Fellowships
Sample Outcomes n n n Case studies in Cancer Biology: Cancer and the Environment Amanda Thompson developed 20 PBL mini-cases for Biological Anthropology. Dr. Jaime Rheinecker, a postdoc in the chemistry department, developed and co-taught in a Bioinformatics and Biotechnology course with Dr. Chad Brommer. Holly Carpenter, a graduate student in the department of chemistry, now faculty at North Georgia College, collaborated with Dr. Barry Yedvobnick, a professor in biology, to create novel cases for use in a senior undergraduate level Biochemistry I course Jennifer Holzman, Chad Brommer and Gillian Hue developed PBL units for majors and nonmajors biology
PRISM GK 12 Science and Math Graduate Students paired with HS and middle school Teachers p 2 week summer institute p PBL and Investigative Cases p Develop and implement new materials over a year fellowship p Professional development seminar p Journal Club p
Outcomes p p p 400 new curriculum units Graduate fellows improved communication, teaching and teambuilding skills. Graduate fellows have spread their enthusiasm for this pedagogy to faculty mentors leading to transformations in undergraduate science courses Technology has developed community and aided dissemination Dissemination of developed materials and lessons learned through n the CASES Online Web site (http: //www. cse. emory. edu/cases) n presentations by graduate students and teachers at over 60 regional, national, and international meetings n three publications in peer-reviewed journals
What Happens After PRISM? p Grad students influence undergraduate instruction at Emory n n p Dean’s Teaching Fellowships & HHMI Curriculum Development Fellowships PBL in CHEM, BIO, PSYCH, ANTH courses Alumni spread PBL pedagogy n n n Sung Mo, Asst. Professor of Chemistry, Alma College Holly Carpenter, Asst. Professor of Chemistry, North Georgia College. Mari Castle, Asst. Professor of Mathematics, Kennesaw State University.
Breakout Discussion Questions What other strategies might work? p Can we reach all faculty? p What evidence to we need to convince others to join us? p What are the groups or meetings we should target to spread the word? p Would on-line workshops and webinars help reach more people? p What other support is needed? p
Explore and Join Science Case Net p at http: //sciencecasenet. org n n Sign up for or create groups Find case studies and PBL problems Find collaborators Learn about teaching with cases