Schedule

 


Friday, September 20, 2013

 

8AM – 9AM

REGISTRATION & CONTINENTAL BREAKFAST

9AM – 9:15AM

Welcoming Remarks
Nancy A. Schiller, Co-Director, and Clyde (Kipp) Herreid, Director, National Center for Case Study Teaching in Science, University at Buffalo, Buffalo, NY

9:15AM – 10:15AM

PLENARY SESSION

Teaching as if Learning Mattered
Teresa Balser, Dean, College of Agricultural and Life Sciences, University of Florida IFAS, Gainesville, FL

Increasingly, there is a call to improve the quality of teaching that happens in our classrooms. We are given lists of "best practices" and exhorted to "teach scientifically."  We read articles and organize book groups on "what the best teachers do" and "how people learn."  But still the overwhelming evidence appears to be that learning is rare among undergraduates. Why is that? In this presentation, we will explore the ways that the world of information is changing how education happens, and discuss the future of teaching in a world of increasing information and globalization.  In particular, I am interested in what, if anything, must change about our role and actions as teachers.  What are the various factors at play in the classroom that impact learning?  How can we ensure a quality educational experience for our students?

10:15AM – 10:30AM

COFFEE BREAK

10:30AM – 12PM

MORNING BREAK-OUT SESSIONS

Track A: What Is a Case? / Different Types of Cases
Kipp Herreid, Director, National Center for Case Study Teaching in Science, University at Buffalo, Buffalo, NY

Business and law schools have a long tradition of using real or simulated stories, or cases, to teach students about their fields. Other disciplines such as medicine, psychology, and teacher education also have found the method effective in capturing the imagination and attention of their students. The formal use of case studies in the science classroom is still relatively new, however. Yet cases have great pedagogical potential, not only for teaching scientific methodology, ethics, and the relationship of scientists to society, but also for delivering content-rich courses. In this session, we will cover the elements of a case study, the different forms cases can take, and the many different ways of teaching them.

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Track B: Biology and Social Justice Case Studies: An Innovative Approach for Reaching Diverse Student Populations
Katayoun Chamany, Associate Professor, Natural Sciences and Mathematics, The New School, New York, NY

Incorporating political and social context into the undergraduate biology curriculum is a powerful method for attracting and maintaining the interest of students who may otherwise shy away from science due to a lack of immediate relevance or role models. This session will provide participants with a set of resources and tools to incorporate issues of social responsibility into the traditional biology curriculum. We will discuss ways to adapt this pedagogical approach for a variety of courses and institutions. Come and learn how to make learning (and teaching) biology more meaningful and interesting for all students!  For more reading and resources on this subject, see http://www.lifescied.org/cgi/content/full/7/3/267

12PM – 1PM

LUNCH

1PM – 2:30PM

EARLY AFTERNOON BREAK-OUT SESSIONS

Track A: The Discussion Case Method
Kipp Herreid, Director, National Center for Case Study Teaching in Science, University at Buffalo, Buffalo, NY

The discussion method for teaching a case has long been used by business and law schools. Discussion cases are typically written as dilemmas that give the history of an individual, institution, organization, or community facing a problem that must be solved. The teacher's goal is to help students analyze the problem and consider possible solutions and their consequences. On the surface of it, the method is simple: the instructor asks probing questions and the students analyze the problem presented in the story with probity and brilliance. Most science teachers, however, have little or no experience running this type of a class. In this session, you will have the opportunity to participate in a discussion case and then analyze the process.

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Track B: Activating Learning in the Large Classroom
Teresa Balser, Dean, College of Agricultural and Life Sciences, University of Florida IFAS, Gainesville, FL

In this session, we will explore the concept of active learning in our classrooms.  Rather than focus on academic or scholarly definitions, we will think pragmatically about the idea of first creating an engaged classroom as a way to "activate learning."  Participants will be challenged to consider what does an engaged learner look or act like. Are our lectures as active as we think?  How can we transform them from passive to active?  In particular, we will explore how we might create active engagement in a large class setting.  Having more students does not mean that we have to give up on best practices in learning!

2:30PM – 2:45PM

COFFEE BREAK

2:45PM – 4:15PM

LATE AFTERNOON BREAK-OUT SESSIONS

Track A: Assessing Case Study Students: Scratch-'n-Sniff Group Quizzes, Teams Created by Robots, and Other Tips and Tricks for Assigning a Fair Individual Grade to Case Study Students Without Losing Your Sanity
Annie Prud'homme Genereux, Founding Faculty & Coordinator, Life Sciences, Quest University Canada

Teaching using the case discussion method presents some challenges for evaluating students. The standard method of assessment, using multiple choice exams, may not be the most suitable way to proceed. What are some of the methods that could be used to ensure that students take responsibility for their learning? That the students' ideas about the content are accurate and to the depth we are hoping they will achieve?  That students are developing the "soft skills" (e.g., team-work, communication, critical thinking) that case studies allow them to practice? That they are collaborating effectively and fairly with their team mates? How can we assess students with an individual grade when case studies are inherently group-based activities? Finally, how can we achieve all this without getting bogged down in marking long assignments and losing our own sanity? In this workshop, you will experience and discuss some of the potential tools that can be used to assess students in your case discussion class.

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Track B:  A Picture Is Worth a Thousand Words: A Case for Video Cases
Aditi Pai, Associate Professor and Vice Chair, Biology Department, Spelman College, Atlanta, GA

Case studies are clearly an effective pedagogical method that successfully engages students as well as promotes their critical thinking and problem solving skills. The traditional case study is typically delivered through text that students have to read.  However, today's typical students are "digital natives" who prefer multi-media delivery of materials in contrast to the older generation of "digital immigrants" who prefer text-based delivery methods.  Thus, video cases are particularly well suited to the new generation of students.  This workshop will explore the need for multi-media cases including video cases, and discuss existing resources for adapting or creating new video cases.

5:30PM – 7PM

POSTER SESSION / COCKTAIL HOUR

7PM – 8PM

BANQUET

 

Saturday, September 21, 2012

 

8AM – 8:30AM

REGISTRATION & CONTINENTAL BREAKFAST

8:30AM – 10:00AM

EARLY MORNING SESSIONS

 Track A: The Interrupted Case Method
Kipp Herreid, Director, National Center for Case Study Teaching in Science, University at Buffalo, Buffalo, NY

In the interrupted case method, students are given a problem (a case study) to work on in small groups in stages. After the groups are given a short time to discuss the initial information they receive, the instructor gives them additional information to analyze, apply, and discuss. This sequence is repeated several times as the problem gets closer to resolution. One of the great virtues of the method is the way it mimics how real scientists go about their work. Scientists do not have all of the facts at once; they get them piecemeal. This method of “progressive disclosure” is also characteristic of problem-based learning (PBL), but in the interrupted case method the case typically is accomplished in a single class period rather than over several days. In this session, you will participate in an interrupted case study and then analyze the experience.

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Track B - High School Teacher Session 1: Making a Case for Scientific Argumentation
Douglas Llewellyn, Adjunct Faculty, Graduate Mathematics, Science, and Technology Education, Ralph C. Wilson, Jr. School of Education, St. John Fisher College, Rochester, NY

In the 2011 draft of the new Framework for K-12 Science Education, he words "argument" or "argumentation" appear 97 times, a fact that illustrates its importance. To prepare science educators for the use of argumentation in their classrooms, this session will focus on several questions: What does the new Framework say about scientific argumentation? What is the role of argumentation in K-12 science instruction? How do students make and defend arguments in the secondary level science classroom? How can case studies and inquiry-based investigations be modified to accommodate students forming and justifying arguments? Participants should bring to the session a favorite case study or inquiry-based lab where students collect and draw conclusions related to an investigable question, which we will modify to reflect an argument-based format and then discuss the modifications. By the end of the session, participants should have a fundamental understanding of scientific argumentation as well as a better understanding of their role as instructional change agents in being "ahead of the curve" in adopting the new science standards.

10:00AM – 10:15AM

COFFEE BREAK

10:15AM – 11:45PM

LATE MORNING BREAK-OUT SESSIONS

Track A: Scaffolding Role-Play for Interdisciplinary Evidence-Based Dialogues
Katayoun Chamany, Associate Professor, Natural Sciences and Mathematics, The New School, New York, NY

In this session, participants will be introduced to practical tools designed to promote student learning and assessment of specific learning outcomes through role-play. The facilitator will share a scaffolding technique that explores content through in-depth investigation and dialogue with others to achieve breadth and an appreciation for a democracy that acknowledges the role that pluralism plays in social policy making. By assigning students specific character roles and structuring a dialogue among the characters, students move from situational interest to personal interest, thereby promoting long-term learning retention.

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Track B - High School Teacher Session 2: Learn by Doing: Using Case-Based Instruction to Integrate NGSS and Common Core Standards While Motivating and Engaging All Learners
Kathy Hoppe, Science Support, K-12 Monroe 2-Orleans BOCES, NY

Case-based lessons for high school students involve connecting to the learner and engaging them in real-world scenarios that directly correlate to content and pedagogy emphasized in both state and national science standards. Participants will learn about the process of integrating a case that combines modeling, inquiry, literacy, and application of information by students. You will take on the student role and at the same time learn how to coach and facilitate the lesson, giving students control of their own learning. The case that we will do will be integrated with lab, literacy, and modeling and at the same time be correlated to the draft of the Next Generation Science Standards as well as the Common Core in English Language Arts (ELA) for Science Content.

11:45PM – 12:45PM

LUNCH

12:45PM – 2:15PM

EARLY AFTERNOON BREAK-OUT SESSIONS

Track A: Upside Down and Right-Side Up: Possible Ways to Flip Your Classroom and Utilize Class Resources More Efficiently
Annie Prud'homme Genereux, Founding Faculty & Coordinator, Life Sciences, Quest University Canada

In a typical university classroom, class time is used to transfer knowledge from expert to learners, typically in a fairly passive way. Out-of-class time is used for assessing and practicing the skills learned through problem sets, and to interact with peers if group work is assigned. But wait a minute! Wouldn't it make more sense to do the reverse: to use class time, when everyone is together, to collaborate on assignments, and to work on problem sets where the teacher can provide immediate feedback on performance and guidance when students get stuck? This way out-of-class time can be used for the individul task of acquiring new theoretical knowledge through readings and pre-recorded lectures. This is the essence of the flipped classroom. If you would like to give this a try, but don't know where to start, we will be discussing several different pre-establsihed formats thar may help you design and conduct your classes in a new way. Part of the workshop will be conducted as a flipped classroom so that you can experience and evaluate this technique yourself.

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Track B - High School Teacher Session 3: Teaching Case Studies in a "Flipped" Classroom
Robert White, Instructor and Chair, Science Department, Bradley Bourbonnais Community High School, Bradley, IL

The flipped classroom is a student-centered movement sweeping across the international education scene. Learn how to implement these ideas into your classroom to take advantage of different student learning styles, the timing of student learning, and your professional learning community. In this session, you will gain some perspective on the flipped classroom, learn some of the tricks of the trade, and see how this powerful method can be used to deliver case studies in all content areas.  With NGSS and CCSS around every corner, attend this workshop and unlock the possibilities!

2:15PM – 2:30PM

COFFEE BREAK

2:30PM – 4:00PM

LATE AFTERNOON BREAK-OUT SESSIONS

Track A: How to Write a Case
Kipp Herreid, Director, National Center for Case Study Teaching in Science, University at Buffalo, Buffalo, NY

Finding a topic isn't difficult. Cases can be used to teach almost any topic, from mitosis to nuclear fission. The challenge is how to craft a case study so that it achieves your teaching objectives while providing students with a compelling story that is relevant and thought provoking. In this session, we will provide you with a recipe for writing successful cases. Join us and leave the workshop with a rough draft of a case for one of your own courses.

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Track B - Intimate Debate: A Highly Involving Class-Decision-Making Method
Frank Dinan, Professor, Department of Chemistry and Biochemistry, Canisius College, Buffalo, NY

DDT is a deadly killer.  DDT is a miraculous life-saver. Which statement is true?  Are both statements true?  Is that possible? We will pursue the answers to these questions using the Intimate Debate technique and demonstrate that it is an insightful, intriguing method to allow a class to reach a carefully considered conclusion on complex scientific and social issues. This session will provide practice with this techique and allow you to plan engaging intimate debates for your own classes.