SCN at ASMCUE Schedule

Wednesday, May 16th  

5:30 pm Social Hour with Cash Bar…….Aspen Room

6:30 pm Dinner…….Aspen Room

ScienceCaseNet Poster Session at ASMCUE May 16. 2013.

ScienceCaseNet Poster Session at ASMCUE 2013

Thursday, May 16th  

7:30-8:30AM Breakfast  (Poster Session set up)….Summit Room C and D

Note:  Please complete the SCN Case Use May 2013 Survey if you haven’t already done so.  Thanks!

8:30-9:00 AM Welcome and Introduction to SCN..Summit  Room C and D

Margaret Waterman and Pat Marsteller, Science Case Network

Welcome from ASMCUE

Participant Pre-Meeting Case Use Survey Results

9:00-10:00  AM Making the Case for Vision and Change…….

Summit Room C and D

Karen Klyczek, University of Wisconsin – River Falls, PULSE and PULSE Fellows:

Melanie Lee-Brown, Guilford College; William Davis, Washington State University; Nitya Jacob, Oxford College of Emory University

10:00-11:00 AM Breakout Sessions I

1. Getting Started with Cases….Summit Room C and D

Deborah Allen, University of Delaware

Problem-Based Learning & Case Study Method: What’s the Difference?

Getting Started with Case-Based Learning Handout

The basic premise of case-based and problem-based learning (PBL) is that learning is initiated by posing a complex, real-world, problematic scenario that motivates students to identify and research concepts and principles they need to understand to progress from ideas to solutions. Students work in small groups, bringing together collective skill at acquiring, communicating, and integrating information. This presentation will introduce case-based learning and PBL by providing an opportunity for participants to experience the process themselves. Models for implementation, and ideas for how various aspects of student learning can be assessed in this classroom context will also be explored. The presentation is intended to set the stage for reflection and decision-making about the potential ways to harness case-based learning in the context of a biology curriculum.

2. Teaching Cases in Large Lecture SectionsConference Room B

Eric Ribbens, Western Illinois University

Large Class Case Teaching Tips   

Planning a Class

The First Day

So you are convinced: cases are a good teaching tool. But can cases be used in classes with 100 or more students? Yes! We’ll discuss the challenges of applying cases in a large class, and explore techniques that make cases work.

3. Introducing Students to Cases and Information Literacy  ……Conference Room F

Pat Marsteller, Emory University

Undergraduate students often need assistance in learning information literacy:  finding appropriate literature, evaluating validity and reliability of claims, evidence and sources.  An overview to introducing these concepts through cases will be followed by interactive discussions of tools and techniques

11:00-11:15 AM Break


11:15 AM -12:30 PM   Poster Session …….Summit Room C and D

12:30 -1:15 PM Lunch…….Summit Room C and D

1:20-2:20 PMBreakout Sessions II

1. SOTL and the Use of Cases and PBL…….Summit Room C and D

Margaret Waterman, Southeast Missouri State University

ASM Biology Scholars Program Research Fellowships

Scholarship of Teaching and Learning, also known as Discipline Based Educational Research (DBER), is small scale research, often publishable, that faculty can do to learn about the effectiveness of their teaching.  The ASM Biology Scholars Program will share information about their Research Fellowships and resources.   The session will include examples of SOTL projects, an overview of the kinds of methods that are commonly used, and opportunity for participants to identify their own questions to be explored using SOTL methods.

2.  Social Networking and Cases.……Conference  Room B

Aditi Pai, Spelman CollegeEthel Stanley, BioQUEST Curriculum Consortium

Online discussion extends the potential for case based learning inside and outside of the classroom. Case study groups can be involved in online sharing of resources, tools and products. Facebook is one way for organizing a group. We will consider online assessment opportunities for our students. Finally, we will focus on online case work in a faculty development workshop.

3. Using Cases to Connect: Student and Faculty Diversity ……..Conference Room F

Michelle Young, Three Rivers Community College

Each student is unique in his/her own way.  Diversity has always existed in the classroom.  In today’s society, it is more important than ever to value this diversity; embrace it and make positive use of it.  Cases offer an invitation to an environment that is conducive to each individual student, allowing students to connect and gain a deeper understanding of science.

2:20-3:00 PM  Working with the SCN…….Summit Room C and D

1.  Opportunities to share in case and PBL outreach

2.  Developing ad hoc groups to address concerns and collaborations

 SCN at ASMCUE Post-Conference Survey


Thursday, May 16th

6:45-7:45 PM The Science Case Network: Resources for Case Studies and Problem-Based Learning   Conference Room D


Friday, May 17th

ASMCUE Concurrent Pedagogy Sessions I

8:00-9:00AM  Case It: Molecular Biology Simulations for Case-Based Learning   Conference Room A

Mark Bergland, University of Wisconsin-River Falls
Karen Klyczek, University of Wisconsin-River Falls

ASMCUE Concurrent Resource Sessions II

9:15-10:15 AM The Science Case Network: Resources for Case Studies and Problem-Based Learning   Conference Room D


ScienceCaseNet Steering Committee


History Poster:  Science Case Network  

Karen Klyczek, Pat Marsteller, and Margaret Waterman, ScienceCaseNet Steering Committee


Sunday, May 19th

ASMCUE Concurrent Pedagogy Sessions III

9:45-10:45 AM  Case It: Molecular Biology Simulations for Case-Based Learning   Conference Room A

Mark Bergland, University of Wisconsin-River Falls
Karen Klyczek, University of Wisconsin-River Falls


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