Using Science Case Studies to Promote Interdisciplinary Learning

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Using Science Case Studies to Promote
Interdisciplinary Learning

• Deborah Allen
• Department of Biological Sciences, University
  of Delaware
• deallen_at_udel.edu
• Katayoun Chamany
• Science Technology Society Program, Eugene Lang
  College
• chamanyk_at_newschool.edu
• AACU Pedagogies of Engagement April 15, 2005

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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.

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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.

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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.

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The Classic PBL Cycle
Resolution of Problem (How did we do?)
Presentation of Problem
Next stage of the problem
Organize ideas and prior knowledge (What do we
know?)
Integrate new Information Refine questions
Pose questions (What do we need to know?)
Reconvene, report on research
Research questions summarize analyze findings
Assign responsibility for questions discuss
resources
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PBL Case Study MethodsWhats the Difference?

• PBL
• student-centered
• small group
• problems before concepts

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

Please note that these are comparisons of the
classic models
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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

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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

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Cell Biology for LifeComprehensive PBL/Case
Modules(http//www.garlandscience.com/textbooks/c
bl/)

• 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

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Stages of Learning
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How to Start a Case

• Use a short video clip
• Botox for wrinkles (WB11 news , MTV, etc)
• Botulinum Toxin for Biowarfare and Medicine
  (Discovery School)
• Use a short question to assess misconceptions
• Which of these are applications of botulinum
  toxin?
• a. Removal of wrinkles
• b. Biowarfare
• c. Prevention of Sweating
• d. Treating Cerebral Palsy
• e. a, b, and d but not c
• f. 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

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Questions to Consider
1. Where would you place this case in your
course?
2. What cell biology content would you cover?
3. Which social aspects would you include?
4. How would you assess student understanding?
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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

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Pilot Studies Advanced biology majors Stem Cell
Module, SFSU Dr. Domingo n83

• Scientific content
• 51 gained new knowledge about adult stem cell
  plasticity
• Social Issues
• 63 learned about access/ethics issues
• Attitude
• gt 50 enjoyed working in groups
• gt 30 learned that communication skills are
  important

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Pilot Studies Non-majors Stem Cell Module ELC,
n39

• Scientific content
• Median pre-test score2, median post-test
  score16
• 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

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Student Attitudes Introductory Biology for
Science Majors
The following aspects of this course were
beneficial to my learning of biology 1 -
strongly agree -----gt 5 - strongly disagree
Working in groups 1.3 0.03 Application of
concepts to 1.4 0.04 problems Lectures
2.7 0.07
1 - strongly agree ---gt 5 - strongly disagree
If given the choice, I would take 1.5
0.07 another class designed like this one
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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.

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Resources

• ETHNOPHARMACOLOGY
• http//news.nationalgeographic.com/news/2001/03/03
  19_medicinalweeds.html
• Mayell, Hilary. (2001) Weeds Found To Hold Cures
  to Maladies. National Geographic March 19.
  This site has links to
• other articles on ethnopharmacology.
• GREEN CHEMISTRY
• http//news.nationalgeographic.com/news/2001/03/03
  19_medicinalweeds.html and
• http//academic.scranton.edu/faculty/CANNM1/greenc
  hemistry.html offer readings and video.
• GENETIC IDENTIFICATION
• http//www.findarticles.com/cf_dls/m0DPE/2_31/1062
  90269/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_st
  udies.html The Iowa State University Bioethics
  Outreach has links to cases on golden rice,
  edible vaccines, clones, etc.
• BIOETHICS AND REPRODUCTIVE TECHNOLOGIES
• http//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 one

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More Resources

• GENOME RELATED CONCERNS
• http//ehrweb.aaas.org/ehr/books/index.html
  Baker, Catherine.(1999) Your Genes Your Choices
  Exploring
• the Issues Raised by Genetic Research.. An online
  book, sponsored by the AAAS, presents ethical and
• social cases studies.
• http//www.thehumanfuture.org/commentaries/annas_g
  enism.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/just
  twee.pdf, (2001) Esess, Rose. Carrying a
• Heavy Burden. Jewish Action Winter 5762.
  Describes the Chevra Dor Yeshurim Program in
• the 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-te
  stimony.html, Paul Billings, "The Need for
• Federal Legislation Protecting Against Genetic
  Discrimination," written testimony submitted to
• the Committee on Energy and Commerce (July 11,
  2001).
• http//www.minimed.howard.edu/presentations/minime
  d20rotimi.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 race
• to prevent congestive heart failure. Bidil became
  a racialized drug after FDA voted 9 to 3
• against approval.

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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