Using Science Case Studies Using Science Case Studies to Promote Interdisciplinary to Promote Interdisciplinary

LearningLearning

Deborah Allen Department of Biological Sciences, University of

Delawaredeallen@udel.edu

Katayoun Chamany Science Technology & Society Program, Eugene Lang

Collegechamanyk@newschool.edu

AAC&U Pedagogies of Engagement April 15, 2005

What is a science case study?

• A story or scenario that provides context– Economic– Ethical– Social– Political

• A controversy or problematic issue which requires a basic understanding of scientific principles

Herreid, C. F. What is a Case? Journal of College Science Teaching, 27: 92-94, 1997.

What is Problem Based Learning?

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.

What Are the Common Features of PBL?

• Learning is initiated by the “problem.”• The cases or “problems” are based on

complex, real-world situations.• All information needed to solve

problem is not initially given.• Students identify, find, and use

appropriate resources.• Students work in permanent groups.

Presentation of Problem

Organize ideas and prior knowledge(What do we know?)

Pose questions (What dowe need to know?)

Assign responsibility for questions; discuss resources

Research questions; summarize; analyze findings

Reconvene, report on research;

Integrate new Information;Refine questions

Resolution of Problem;(How did we do?)

The “Classic” PBL Cycle

Next stage of the problem

PBL & Case Study Methods:

What’s the Difference?*

PBL• student-centered• small group• problems before

concepts

*Please note that these are comparisons of the “classic” models

Case Study• instructor-centered• whole class• cases as extension,

application ofconcepts

Where To Find Cases?

• use real world cases – newspapers, news programs, science journals

• search law, cultural and ethical databases– Chicano, Black Studies, Sexual Diversity Studies

• search in interdisciplinary databases– environmental sciences, public health

• search case collections– National Center for Case Study Teaching in Science– University of Delaware, Problem Based Learning – Iowa State University, Bioethics Cases – University of Minnesota, Genes and Identity Cases

How To Use Cases

• mini case vs. maxi case• in-class vs. outside-of-class

work• complete vs. interrupted • final exam or project• lab based

Cell Biology for LifeComprehensive PBL/Case

Modules(http://www.garlandscience.com/textbooks/cbl/))

• Three modules– Stem Cell Research– Botulinum Toxin– HPV and Cancer

• Student activities– 4-6 activities per module– List of learning outcomes for each activity– Range of difficulty, time, and learning style– Suggestions for modification based on student population

• Teaching and assessment tools• Answer Keys• Resources and References

Stages of LearningLearning Activity Pedagogical Value

Activity One Social Impact:Discussion or

Reflection

Stimulates and maintains interest by having students read news articles or reviews and form questions about the ethical and social aspects of the topic for reflection or discussion.

Activity TwoReading, Data

Analysisand interpretation

Requires students to use study guides to analyze primary literature and data to give coherent oral and written summaries and critiques of the research.

Activity ThreeStructure, Function

andDynamics: Skits

Encourages students to use cooperative learning to understand temporal and spatial relationships of molecular processes by role-playing molecules and their interactions in time lapse.

Activity FourCapstone Dilemma

andDecision-Making

Presents dilemmas and asks students to formulate a solution that incorporates the needs of different parties through role-play, written proposals, small group work, or peer review.

How to Start a Case1.Use a short video clip

– Botox for wrinkles (WB11 news , MTV, etc)– Botulinum Toxin for Biowarfare and Medicine (Discovery School)

2.Use a short question to assess misconceptions

Which of these are applications of botulinum toxin?a. Removal of wrinkles b. Biowarfarec. Prevention of Sweatingd. Treating Cerebral Palsy e. a, b, and d but not cf. all of the above

3. Use a series of short papers and structured discussion– What did you learn, what is still unclear, and what was most

interesting? – 10 news stories/reviews lead into one another

Questions to Consider

1. Where would you place this case in your course?

3. Which social aspects would you include?

4. How would you assess student understanding?

2. What cell biology content would you cover?

How to situate the case?

• coordinate with textbooks and literature• pilot portions-vary duration• use both primary and secondary literature• consider on-line discussions• offer a spin on the traditional assignment

– term paper evolves into a proposal or debate with peer review

Pilot Studies Advanced biology majors

Stem Cell Module, SFSU Dr. Domingo n=83

Scientific content:• 51% gained new knowledge about adult stem cell plasticity

Social Issues: • 63% learned about access/ethics issues

Attitude: • > 50% enjoyed working in groups• > 30% learned that communication skills are important

Pilot Studies Non-majors

Stem Cell Module ELC, n=39

Scientific content:• Median pre-test score=2, median post-test score=16

Social Issues: • 87% learned about access/ethics issues

Attitude: • 92% would take another course taught like this• 84 % thought science taught in an “understandable” way

Student AttitudesIntroductory Biology for Science Majors

Working in groups 1.3 ± 0.03

Application of concepts to 1.4 ± 0.04 problems

Lectures 2.7 ± 0.07

If given the choice, I would take 1.5 + 0.07another class designed like this one

1 - strongly agree ---> 5 - strongly disagree

The following aspects of this course were beneficial to my learning of biology: 1 - strongly agree -----> 5 - strongly disagree

Compelling Features of Case Study Approaches for New

Adopters• model themselves on how students learn.• with information overload, prepare

students to be life-long learners.• more realistic curriculum prepares

students for world outside the classroom.• foster development of more up-to-date

materials, content.• generate enthusiasm among faculty.

Resources• ETHNOPHARMACOLOGYhttp://news.nationalgeographic.com/news/2001/03/0319_medicinalweeds.htmlMayell, Hilary. (2001) “Weeds Found To Hold Cures to Maladies.” National Geographic March 19. This site has links toother articles on ethnopharmacology.

• GREEN CHEMISTRYhttp://news.nationalgeographic.com/news/2001/03/0319_medicinalweeds.html andhttp://academic.scranton.edu/faculty/CANNM1/greenchemistry.html offer readings and video.

• GENETIC IDENTIFICATIONhttp://www.findarticles.com/cf_dls/m0DPE/2_31/106290269/print.jhtml Johnston, Josephine. “Resisting a

genetic identity: the black Seminoles and genetic tests of ancestry.” Journal of Law, Medicine, and Ethics. Summer 2003.

http://www.bioethics.umn.edu/genetics_and_identity/case.html Genetic and Identity Case Studies collection based on Native Americans, Lemba, Hemmings/ Jefferson.

• GENETIC ENGINEERING http://www.bioethics.iastate.edu/classroom/case_studies.html The Iowa State University Bioethics Outreach

has links to cases on golden rice, edible vaccines, clones, etc.

• BIOETHICS AND REPRODUCTIVE TECHNOLOGIEShttp://www.law.washington.edu/courses/mastroianni/PHG_522_Sp04/Assignments.html List of interesting

articles pertaining to bioethics and law. Alexander, B. “ Free to Clone.” New York Times Magazine: New York September 26, 2004 :26, A onepage article that reviews the first amendment as an argument for conducting cloning research.

More Resources• GENOME RELATED CONCERNShttp://ehrweb.aaas.org/ehr/books/index.html Baker, Catherine.(1999) Your Genes Your Choices: Exploringthe Issues Raised by Genetic Research.. An online book, sponsored by the AAAS, presents ethical andsocial cases studies.http://www.thehumanfuture.org/commentaries/annas_genism.htm, George J. Annas. 2001. "Genism,Racism, and the Prospect of Genetic Genocide," presented at the World Conference Against Racism,Durban, South Africa. http://www.ou.org/publications/ja/5762winter/justtwee.pdf, (2001) Esess, Rose. “ Carrying aHeavy Burden.” Jewish Action Winter 5762. Describes the Chevra Dor Yeshurim Program inthe NYC Hasidic community which screens for carriers of certain Jewish genetic diseases.Program to be expanded to Israel and other centers in North America http://www.gene-watch.org/programs/privacy/phil-testimony.html, Paul Billings, "The Need forFederal Legislation Protecting Against Genetic Discrimination," written testimony submitted tothe Committee on Energy and Commerce (July 11, 2001).http://www.minimed.howard.edu/presentations/minimed%20rotimi.pdf , Rotomi, C. “Should Pill be Color Blind? The Genetics of Race, Medicine, and Drugs.” College of Medicine,Howard University. Powerpoint reviews Bidil, a drug originally designed without regard to raceto prevent congestive heart failure. Bidil became a racialized drug after FDA voted 9 to 3against approval.

• GENE PATENTING http://muse.jhu.edu/journals/american_journal_of_bioethics/v002/2.3eisenberg.pdf , Eisenberg,R. S. How Can You Patent Genes? The American Journal of Bioethics 2 (3): 3-11, 2002.

Acknowledgements

• This presentation is supported by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York, through grant funding from the National Science Foundation (NSF Award #0341279) http://ublib.buffalo.edu/libraries/projects/cases

• Dr. Carmen Domingo Department of Biology, SFSU

• Many students at ELC, SFSU, and the University of Delaware