Hi Paul,
In addition to the Workshop Genetics case studies I already mentioned, I
also use TBL in my nonmajor's biology course. It is entitled "The Spice of
Life" and uses food and cooking science to teach basic scientific
principles. One of the units has a chemistry experiment where students
determine the antioxidant properties of food. I have not (yet) turned that
lab into a case study, but it would be incredibly easy to do so. The web
site for the course is
http://comenius.susqu.edu/BIOL/010/Tobin-Janzen/spiceoflifehome.htm. The
laboratory handout is linked to the 2/11 class day.
There are three different experiments in that lab that all look at different
aspects of food antioxidants. The easiest to prep is the Folin- Ciocalteu
experiment, since you can buy the reagent premade from Sigma, and several
other companies. If you decide you'd like more information about the prep
for the other experiments, let me know, and I'll get you the references and
procedures.
Best,
Tammy Tobin-Janzen
Susquehanna University
On 9/3/08 10:05 AM, "Paul C. King" <[log in to unmask]> wrote:
> Hi Michael,
>
> Thanks for the reply. I am indeed using RATs and peer assessments,
> and in general following the advice of Michaelsen, Knight, and Fink
> as given in "Team-Based Learning." I am also following the
> suggestions of L. Dee Fink in his book on "Creating Significant
> Learning Experiences." Both of these books, and Clyde Herreid's book
> on case studies, "Start With A Story," are great resources.
>
> Last night was my first class using team-based learning: had students
> go through some opening day "getting-to-know-you" exercises as
> suggested by Frank Dinan at Canisius College and in the Case Studies
> workshop I attended at the U. of Buffalo last Spring; formed teams;
> had students determine grade weights; and had students take
> individual and team RATs (practice this time) on the lab they were to
> do. It is a five-hour class, which includes the lab, so I thought it
> would be a good idea to base the RAT on the lab rather than on the
> syllabus. For the syllabus we did a "pair, square, share" approach
> (another approach used by Frank Dinan and suggested in the workshop).
>
> All in all, the class went well. The "determining grade weights"
> exercise was something to witness - I wasn't certain the
> "negotiators" for the four teams were ever going to reach a consensus
> - lengthy debate over the amount of credit to be assigned to the peer
> evaluation part, with several pauses to allow the "negotiator" to
> return to the team for further discussion. In the end they
> compromised at 15 percent for peer evaluation. I was relieved!! The
> process worked out really well making for a good start to
> cooperation, both within and between the teams.
>
> Please do keep your eyes open for cases. Introductory, basic
> chemistry activities and/or cases are what I need at the moment.
> Coming up with cases and activities appropriate to the material being
> read will be the difficult part of this approach. I know the team-
> based learning/case study approach has great potential for success,
> particularly with a 5-hour "night group" class.
>
> Paul
>
> On Sep 2, 2008, at 9:59 AM, Sweet, Michael S wrote:
>
>> Hi Paul!
>>
>> Are you going to be using the other pieces of Team-Based Learning
>> (Readiness Assessment Tests, peer assessments, and so on?)
>>
>> If not, then the format I am most familiar with similar to what
>> you're doing is called "Workshop Biology" and there's been a great
>> deal of work done with it by Dan Udovic at the University of Oregon.
>>
>> If you weren't planning on implementing RATs and peer assessments,
>> I encourage you to do so--it's a great way to super-energize the
>> classroom.
>>
>> I am not in Biology so alas don't have any leads for you on cases,
>> but I will keep my eyes/ears open!
>>
>> -M
>>
>>
>>
>>
>> -----Original Message-----
>> From: Team Learning Discussion List [mailto:TEAMLEARNING-
>> [log in to unmask]] On Behalf Of Paul King
>> Sent: Saturday, August 30, 2008 11:37 AM
>> To: [log in to unmask]
>> Subject: Beginning with Team-Based Learning
>>
>> Hi All,
>>
>> I teach an introductory biology course at Massasoit Community
>> College in
>> Brockton, Massachusetts, and have been working on making a significant
>> change in the course I teach. At present I am an adjunct instructor
>> in the
>> evening program and teach an introductory course called "Biological
>> Principles," (basically the first 20 chapters of Campbell's
>> Biology), which
>> concentrates on chemistry, cell biology, genetics, and biotechnology.
>> Team-based learning using case studies and other types of application
>> exercises, including, of course, laboratory investigations, is the
>> direction
>> I want to take.
>>
>> I am looking for a lead to case studies and other types of application
>> exercises and materials for use in a team-based biology learning
>> situation.
>> I would also like to talk with biology instructors who are
>> successfully
>> using team-based learning and case studies, particularly in courses
>> similar
>> to the one I am teaching. I am familiar with the National Center
>> for Case
>> Study Teaching in Science at the U. of Buffalo.
>>
>> Any help would be much appreciated.
>>
>> Paul
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