ccliposter

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http//bioquest.org/lifelines
Project Goals
Summary of Accomplishments

• Developed Investigative Case Based Learning
  (ICBL), a science teaching method that
  addresses the project goals
• Created over 65 ICBL curriculum modules
• Created a web site rich in resources
• Prepared a cadre of college STEM faculty to
  use and disseminate ICBL
• Disseminated ICBL to STEM faculty in two and
  four year colleges and research universities
• Demonstrated that ICBL is useful in many STEM
  disciplines
• Assessed the use of ICBL modules in college
  classrooms

• To develop and disseminate new curricular
  materials and pedagogies for college biology
• that engage students in scientific
  investigation, collaborative problem solving
  and information management,
• that make logical use of instructional
  technologies, and
• that increase the relevancy of science.

Strategies
LifeLines project strategies included ?
residential faculty workshops, ? field testing
of curriculum modules, ? presentations at
professional meetings, ? publications, ? use
of web technologies.

• The LifeLines model of faculty development
  engaged faculty in
• experiencing ICBL approaches as both learner
  and teacher,
• learning effective uses of instructional
  technology using just in time teaching,
• designing their own ICBL modules,
• having their work published on the web,
• planning how to implement their modules,
  and
• planning to collect data about their module
  during field testing.

Investigative Case Based Learning (ICBL)
2) Problem Solving Students next
undertake a scientific investigation using
relevant field, laboratory, computational or
simulation methodologies. More than other
variants of PBL, ICBL strongly encourages
learners to initiate their own investigations or
to value teacher-designed scientific
investigations.
ICBL is a variant of Problem Based Learning.
ICBLs problem-based strategies are aligned
with the collaborative, investigative approaches
found in the software, tools, resources and 3-Ps
philosophy of the BioQUEST Curriculum Consortium.

1) Problem Posing ICBL begins by asking
groups of students to analyze a case (problem)
that describes a realistic problem, (e.g., below
left). Together the students use the Case
Analysis sheet (below, right) to identify prior
knowledge, key issues and outstanding questions.
3) Peer Persuasion Students present their
results in a way that persuades others of the
reasonableness of their approaches and findings.
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NSF CCLI-EMD 9952525
(2000-2003) Margaret A. Waterman, Southeast
Missouri State University, Cape Girardeau,
MOEthel D. Stanley, BioQUEST Curriculum
Consortium at Beloit College, Beloit, WI
PRODUCTS and RESULTS
A CADRE OF ACTIVE FACULTY
gt90 implemented ICBL in their classes. gt50
presented their work on ICBL at
professional meetings or conducted
ICBL workshops for colleagues. gt40 have written
additional case modules. 5 formally
published their cases These exceptional
results are a strong indicator of an effective
faculty development model and useful approach to
science learning.
LifeLines Summer Workshop participants, 2001
Participants in the three LifeLines NSF summer
workshops came from 27 two year colleges in 17
states and two foreign countries (see map below,
right).
WEB SITE http//bioquest.org/lifelines

• The site includes
• 65 Case modules
• Extensive faculty development resources (see
  menu, right)
• Field testing materials (see right)
• ICBL bibliography
• Contact, participant (see right) and calendar
  information
• Links to other case-based learning or PBL
  projects (see right)

CURRICULUM MODULES/ CASES
There are 65 case modules (see partial list below
and sample at left) representing biology,
chemistry, mathematics, physics and environmental
science.
Fragments of a LifeLines module written by Stacey
Kiser, Lane Community College, Eugene, OR. Shown
are the case, with menu listing parts of the
module, and suggested investigations.
FIELD TESTING RESULTS
Data were collected from LifeLines
participants and the students taking courses in
which the cases were implemented. Typical results
are shown, right.
Further Dissemination and the Future of ICBL

• Some of Our Publications on ICBL
• 2004 Biological Inquiry A Workbook of
  Investigative Cases. Benjamin Cummings,
  forthcoming.
• 2004 Doing Science Collaboratively with
  Investigative Case Based Learning, Strategies for
  Success, Issue 41, Spring. 
• The Farmer and the Gene A Case Approach to Bt
  Corn. pp153-158
• AND Citrus Canker Alternatives for
  Control. pp. 279-284 in John Jungck, Ethel
  Stanley and Marian Fass (Eds.) Microbes Count.
  Washington, DC American Society for
  Microbiology.
• 2003 Using Investigative Cases in Geoscience.
  Science Education Resource Center at Carleton
  College.  http//serc.carleton.edu/introgeo/icbl/i
  ndex.html
• 2001, 1998 Investigative Cases and Cased Based
  Learning in Biology, BioQUEST Library, San Diego
  Academic Press, p. 1, vol. VI
• 2000 LifeLines OnLine Curriculum and Teaching
  Strategies for Adult Learners, Journal of College
  Science Teaching, 29306-310.
• 1998 Investigative Case Study Approach for
  Biology Learning. Bioscene 24(1) 3-10
• 1998 Learning with Investigative Cases A
  scenario. BioQUEST Notes, 8(2) 8-9,13.
•  

(3) Publication of an ICBL casebook for
introductory biology, due out 2004 (publishers
estimated impact in first year 130,000
students).
The LifeLines project led to many opportunities
beyond the NSF-funded activities. Here are just
a few (1) NSF Chautauqua short course on ICBL,
July 11-13, 2004, Memphis TN (Apply now!) (2)
ICBL workshops at other colleges, e.g.,
Denison University Beloit College/ BioQUEST
Emory Center for Science Education
University of Wisconsin Madison Fralin
Biotechnology Center, VPI

(4) Collaborations with other projects,
such as PRISM G-K-12 project at Emory Center
for Science Education BEDROCK, a bioinformatics
national dissemination project at
bioquest.org/bedrock STARTING POINT, using ICBL
in Geoscience, an NSDL project
We gratefully acknowledge the support of NSF. We
also acknowledge additional funding enhancing
this project from Southeast Missouri State
University as well as funds provided to the
BioQUEST Curriculum Consortium by the Howard
Hughes Medical Institute and the Educational
Outreach and Training Partnership for Advanced
Computational Infrastructure.