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Using TAs to Teach Case Studies in Large-Enrollment Science Classes

Using TAs to Teach Case Studies in Large-Enrollment Science Classes. Paula Lemons, Duke University Annual Conference on Case Study Teaching in Science October 7, 2006. What I want you to take away from this session . . .

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Using TAs to Teach Case Studies in Large-Enrollment Science Classes

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  1. Using TAs to Teach Case Studies in Large-Enrollment Science Classes Paula Lemons, Duke University Annual Conference on Case Study Teaching in Science October 7, 2006

  2. What I want you to take away from this session . . . • Knowledge of how I used TAs to teach case studies in a large intro bio course at Duke. • Descriptions of some potential positive outcomes and pitfalls when using TAs to teach case studies. • A list of components of a training program for TAs who teach case studies in a large-enrollment class. • A rough plan for how you might use TAs to teach case studies in a large-enrollment course.

  3. Biology 25L and TAs • Introductory Biology • 1 semester course • ~200 students • Everyone meets M,W,F for lecture • “Transitional” lecture – both traditional and contemporary components • Sections of 12 students and a TA meet for • Traditional labs • Case studies

  4. Sample Cases Used in Biology 25L • Threats to Biodiversity: A Case Study of Hawaiian Birds (Huber and Lemons) • Dr. Collins and the Case of the Mysterious Infection (Lemons and Huber) • Both from the Case Collection of the National Center for Case Study Teaching in Science.

  5. The Process: TA Prep  Student Assessment • Distribute the cases and teaching notes to TAs well in advance. • Meet as a group to walk through the case. • Share my learning goals for students and offer some guidance on teaching the case effectively. • Experienced TAs share insights. • TAs lead students through cases in one 50-minute session. • Assess student learning. • Take-home assignments or exams.

  6. Video Vignette of Case Study Session • TA and students working on Rates of Evolution

  7. Victories and Defeats • Break into groups of 2-3 people. • Analyze the written and video vignettes provided. • Answer this question: What are some potential positive outcomes and pitfalls when using TAs to teach case studies?

  8. TA Training Mechanisms • 3-day TA-training workshop • Weekly preparatory sessions

  9. Biology 25L TA Training Workshop

  10. Additional Training Mechanisms • Observe TAs in the classroom (see handout). • Provide formal feedback to them about what is going well and what could be improved (see handout). • Organize opportunities for peer observation and feedback.

  11. Articulating a Plan One of you, describe a course in which you would like to use TAs to teach case studies: • What course is it? • What is the enrollment? • How many TAs will you have? • What is your goal for using case studies? Everyone, work together to construct a plan for how this person should use TAs in his/her course. Focus on one of these questions: • How could the course be structured to best utilize TAs? • How will you maximize the “victories” we have discussed? • How will you minimize the “pitfalls” we have discussed? • How could you best prepare TAs for what you want them to do? • How will you know if your efforts are successful?

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