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Science Case Network
GAPS IN REACHING DIVERSE AUDIENCES
Aditi Pai
Networking Conference
August 6-7, 2012
RCN-UBE Project #1062049
Q1. Who do YOU Q1. Who do YOU think of when you think of when you think of diversity think of diversity in your classroom?in your classroom?
http://www.si.edu/oeema/DivInitiatives.htm
DiversityDiversity
Race Ethnicity Gender Sexual orientation Age Religious background Cultural background
Q2. What Q2. What challenges do challenges do your students your students have in have in your/traditional your/traditional classes?classes?
Challenges faced by Challenges faced by studentsstudents
Engagement Social dynamics Presence/absence
Q3. What is done to reach diverse students in your institution? Department? Classrooms?
My quick answer to those questions…
How things How things look from look from where I am..where I am..
Diversity : What is the problem?
Diversity : What is the problem?
Who? Women of color
Challenges? Disengagement Retention
What am I/my department doing? Wait for it……
Diversity : What is the solution?
CustomizeActive learningRelevantEngaging
Customizing
http://www.psfk.com/2010/05/using-rfids-to-take-student-attendance.html
Wants to be a doctor
Wants to be a lawyer
Activelearning
real life/relevant examples
Engaging?
In short..
My favorite solution is CASE STUDY METHOD
Q4. How can we make it Q4. How can we make it work for diverse work for diverse audiences?audiences?
1. Create customized cases
2. Pick existing cases that are of special
interest to your audience
3. Adapt existing cases by tweaking them
But…Aditi you may ask me..
Q5. Does Q5. Does it work? it work?
And I know ready for the answer...
Case study method in an introductory Biology class
Three main questions: 1) Did the case study method work?
what are the students’ responses to case study activities and assignments,
2) Did the students learn Biology from this class?
what is the students’ gain in conceptual knowledge, and
3) How does CBL Intro class compare to the previous introductory biology course?
how does student perception of their learning in this class compare to the previous introductory Biology class?
Did students like case study work?1. Survey of student response to all
elements of course (instructors, textbook, exams, case studies, labs, field trip) in 2006, 2007 Score from 0-10, 0 worst, 10 best for whether
something was interesting and/or useful Overall: yes,
2006: average 7.3 ± 0.85 2007: average 8.11 ± 1.88
www2.warwick.ac.uk/.../students/edriab/teaching/
Did students gain conceptual knowledge over the semester?1. Pre-and post-class test
20 questions, very basic concepts Yes Pre- class test 52.5% and post -class test
63%
How does CBL approach compare to traditional lecture approach?
1. College administered student evaluation 22 questions on instructors, course quality and course
management Used scores of students evaluation of their
learning experience for 8 questions on college administered survey for Bio 110 (new class) and 112 (old class)
Controls: Same instructor Same year (2006) Student experience (freshmen)
Questions relating to learning experience in the survey
Bio112mean (SD)
Bio110mean (SD)
Result of t-test
The course improves my understanding of concepts and principles in this field
3.04(1.36) 4.5(0.65) T 53=19.35
P <0.005
Course activities and assignments assist with learning the course content
3.31(1.49) 4.56(0.70) T 53=13.70
P <0.005
Exams and assignments accurately reflect the course objectives
3.80(0.87) 4.39(1.40) T 53=5.17
P <0.005
The course is intellectually challenging 3.68(0.92) 4.54(0.71) T 53=17.71
P <0.005
I can apply information and skills learned in this course
3.5(0.96) 4.21(0.92) T 53=10.59
P <0.005
The course encourages me to think critically
3.86(0.83) 4.48(0.61) T 53=16.19
P <0.005
The course motivates me to do further exploration in this area
3.59(1.05) 4.24(0.54) T 53=13.88
P <0.005
I learned a great deal from this class 3.40(1.05) 4.34(0.65) T 53=17.34
P <0.005
Comparison of Bio 112 and Bio 110
Did it work?1) Did the case study method work?
YES
2) Did the students learn Biology from this class?
YES
3) How does Bio 110 compare to the previous introductory biology course?
Students liked Bio 110 better
Yes..it works! Introductory courses
Ecology, evolution, Biodiversity (Pai et al JCST 2010)
Advanced electives Evolution (Pai 2009, JET)
Capstone Wait for it..
So --what now?Q6.What the biggest opportunities for
research on case study method and MSIs?
Q7. What should the next steps be for maximizing impact of case study teaching in retention of minority students?
Thank You!
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