Case Studies and Problem-Based Learning: A Perfect Marriage of Content and Context?

1. Case Studies and Problem-Based Learning:A Perfect Marriage of Content and Context? Deborah Allen University of Delaware Annual Conference on Case Study Teaching in Science October 5, 2007 Buffalo, New York

2. Case Study & PBL Methods:Is There a Difference?* Once Upon a Time? 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

3. Presentation or formulation of problem Resolution of problem; (How did we do?) Next stage of the problem Integrate new Information; Refine questions Organize ideas and prior knowledge (What do we know?) Reconvene, report on research; Pose questions (What do we need to know?) Research questions; summarize; analyze findings Assign responsibility for questions; discuss resources Case Studies & PBL: The Process

4. The Ideal Undergraduate Science Course Should: • Offer an encounter with processes as well as essential concepts • Be problem-driven • Emphasize critical thinking • Be taught in the context of topics that students confront in their lives • Help students cope with the explosion of knowledge by providing them with intellectual tools rather than increasing “coverage” Report from the National Research Council (1996). From Analysis to Action: Undergraduate Education in Science, Mathematics, Engineering & Technology

5. Best Practice in Teaching • Encourage students to identify their own real questions • Apply concepts to other content areas • Emphasize questioning, thinking, and problem solving • Challenge students to hypothesize, infer, use logic and rationalization • Use collaborative, small-group work • Integrate and connect concepts in multiple contentareas Zemelman, Daniels and Hyde (1993) Best Practice: New Standards for Teaching and Learning in America’s Schools.

6. Types of Learning Objectives Content-oriented: subject-specific • Understanding, application of specific concepts • Correlation, integration of concepts Process-oriented: global skills • Effective communication: verbal and written • Acquiring and evaluating information • Working effectively with others • Higher-order, critical thinking

7. Skills Used Frequently by Physics Bachelors in Selected Employment Sectors, 1994 Source: AIP Education and Employment Statistics Division

8. Writing Debates Exams & other formal assessment Laboratory Lecture PBL Concept mapping & other informal assessment Presentations Discussions Hybrid Models for Case Studies/PBL Courses

9. PBL Writing Debates Lecture Laboratory Exams & other formal assessment Presentations Concept mapping & other informal assessment Discussions Hybrid Models for Case Studies/PBL Courses

10. 15 Credits Life Science 4 Credits Earth Science 4 Credits Physical Science 4 Credits Science Education Methods 3 Credits The Science Semester A 15-credit science and science pedagogy course for future K-8 teachers

11. A Typical Day in an Undergraduate PBL Course (But Could be Case Studies!!) Smaller Class Larger Class

12. An Case Where Instructor and Student Ideas about Learning Were Not Well-Aligned “The goals are too broad, too lofty for general education classes. These classes are to fill group requirements, to pick a major. They aren't for the student body to become better people…” Quote from course evaluations, general education biology course using PBL strategies

13. Cooperative Learning: What the Research Shows Academic Success higher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level. Attitude Effects persistence towards goals, intrinsic motivation, applying learning in other situations, greater time on task Johnson, Johnson, and Smith (1998 ) AAHE Prism. Feb. 1998 Springer, Stanne, & Donovan. (1999). Review of Educational Research 69:21-52.

14. PBL Outcomes at UD Gains in critical thinking skills? Inconclusive Barriers to research on PBL? Randomization, blinding difficult Many uncontrollable variables: variants in PBL, resources, motivation Appropriate outcome measures: content knowledge vs. process skills

15. Are They Learning Essential Content? UD Case Study: Introductory physics for pre-meds Comparison with national data base (force-concepts inventory) UD Case Study: Introductory biology for majors Pre- and post-test comparison with non-PBL sections Comparison of exam scores with non-PBL section taught by same instructor

16. Major Research Questions: • What do students think about their PBL experiences? • Course evaluations • Tracking student comments via focus groups • Internships/practicum/research experience and PBL • Alumni Surveys • Does PBL have more global effects on students beyond content learning? • Longitudinal Assessment of Cognitive Development • What are the key experiences from the faculty’s perspective relating to PBL? • Document numbers of faculty using PBL or other AL

17. PBL Outcomes at UD Exposure to PBL improves number and quality of student-faculty interactions. Structured focus groups about PBL: increased comfort and inclusion in class. increased ability to consider, evaluate, and respect different points of view. improved communication and interpersonal skills. made course content more interesting.

18. Additional Types of Assessment Individual contributions to group function in general and/or to specific group assignments and products Peer evaluation (student to student) Periodic evaluation of key course elements Periodic evaluation of the instructor – student and faculty point of view

19. PBL Outcomes at UD Gains in critical thinking skills? Inconclusive Barriers to research on PBL at UD? Many different models of PBL used (hybrids). Absence of a PBL curriculum track.

20. Acknowledgments John Cavanaugh, Vice Provost Barbara Duch, MSERC Karen Bauer, Institutional Research Gabriele Bauer, Center for Teaching Effectiveness Many colleagues in the biology department, including: Linda Dion, Flo Schmieg, Jane Noble-Harvey, Richard Donham, Gary Laverty, David Sheppard Supported by a grant from the Pew Charitable Trusts

21. The Perry ModelStages of epistemological and ethical growth Includes Ability To: • Understand the nature of knowledge, and how it is acquired • Interpret the roles of authority • Make decisions about complex life dilemmas Perry, W. G. (1979). Forms of intellectual and ethical development in the college years. Holt, Rhinehart & Winston.

22. A “Stripped Down Perry Model – Translation into Student-Learner Characteristics* Positions 6-9 are Committed Relativism

23. A “Stripped Down Perry Model – Translation into Student-Learner Characteristics* *Adapted from Knefelkamp, LL and J. L. Cornfeld 1979. Combining student stage and style in the design of learning environments. CADI.

24. Measure of Intellectual Development Study • Interviews, essays of 44 1st or 2nd-year students, plus 5 peer facilitators • Scored by 2 independent raters, Center for the Study of Intellectual Development (William S. Moore, Director; originally Knefelkamp) • 10 possible scores: 222, 223, 233, 333, 334, 344, 444, 445, 455, 555

25. Sample MID Essay Prompt Describe the best course you’ve experienced in your education. What made it positive for you? Feel free to go into as much detail as you think is necessary to give a clear idea of the course. For example, you might want to discuss areas such as the subject matter, class activities, what the teacher was like, the atmosphere of the class, the evaluation procedures – whatever you think was the most important in making the experience positive for you. Please be as specific as possible in your response, describing as completely as you can why the issues you discuss stand out to you as important

26. MID Observations 223 233 333 334 344 444 555

27. Using the Perry Model to Design Instruction Features of courses that support relativistic students and challenge multiplistic ones: • More independent learning environment • Professor as source of expertise or guide • Encourage students to develop their own definition of problems and work out their own solutions. • Let students select their own labs and modify design • Team learning • Test across the whole range of Bloom’s Taxonomy Adapted from Finster, D. C. (1991). Developmental instruction: Part II. Application of the Perry model to general chemistry. J. Chem. Ed. 68, 752-756.

28. Using the Perry Model to Design Instruction Features of courses that support multiplistic students and challenge dualist ones: • Organize the course with some opportunity for flexibility in terms of content and sequencing • Provide directions about how to generate problem-solving strategies (rather than presenting rote examples) • Discuss different approaches to models, interpretation of data, etc. • Use sources beyond professor and text • Provide concrete experiences that rely less on authority and more on peers and self; e.g. team projects, case studies Adapted from Finster, D. C. (1991). Developmental instruction: Part II. Application of the Perry model to general chemistry. J. Chem. Ed. 68, 752-756.

29. Compelling Features of Case Studies/PBLfor New Adapters • Modeled on how students learn. • With information overload, prepares students to be “life-long learners.” • More realistic curriculum prepares students for world outside the classroom. • Ensures more up-to-date materials, content. • Generates enthusiasm among faculty. Boud and Feletti, 1998

30. Acknowledgements