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SoTL and the Use of Cases and PBL

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The Biology Scholars Program Kari Sherwood Michele Shuster ... A survey of attitudes toward science Student ratings of instruction May include open-ended ... – PowerPoint PPT presentation

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Title: SoTL and the Use of Cases and PBL


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 institutions 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/20
    4
  • Its All Their Fault? (2010) by Clyde Freeman
    Herreid
  • http//jmbe.asm.org/index.php/jmbe/article/view/13
    8
  • 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,
    its 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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