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March 30, 2012, issue of Science, S. James Gates and Chad Mirkin, members of the Presidents Council of Advisors on Science and Technology 1. 60% of students who enter college planning to major in a STEM field fail to graduate with a STEM degree. 2. Students leave STEM during the first two years for three major reasons: a) Uninspiring introductory courses. (86% of faculty use lecture as their primary mode of teaching.) b) Difficulty with the required math. c) Unwelcoming academic culture in STEM.

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STORIES WITH AN EDUCATIONAL MESSAGE

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Learning in Context. Excellent for Interdisciplinary Subjects Enhance Critical Thinking Skills Question Assumptions Evaluate Evidence Use Relevant Criteria Use Appropriate Reasoning

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CONE OF LEARNING

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Dale, E. Audio-Visual Methods in Teaching (3rd Edition). Holt, Rinehart, and Winston (1969)

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EVOLUTION OF THE CONE OF EXPERIENCE CONE OF LEARNING Tony Betrus - betrusak@potsdam.edubetrusak@potsdam.edu Al Januszewski - janusza@potsdam.edujanusza@potsdam.edu State University of New York at Potsdam Department of Information and Communication Technology Download the presentation at: http://www2.potsdam.edu/educ/betrusak/aect2002/dalescone.html

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Computer Strategies, LLC http://www.compstrategies.com/staffdevelopment/4cueadlearn/sld002.htm http://www.compstrategies.com/staffdevelopment/4cueadlearn/sld002.htm 10/25/1999 San Leandro, California Reference: Wiman and Meirhenry, 1960.

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Crystal Kuykendall, Ed.D, J.D. The Mid-Atlantic Equity Center, School of Education, The American University Improving Black Student Achievement By Enhancing Student's Self Image http://www.nwrel.org/cn orse/booklets/achieve/tab le6.html

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Office for Distributed & Distance Learning, FSU http://www.fsu.edu/~ids/fac2002/Edgar%20Dale.htm Lower levels of the cone involve the student as a participant and encourage active learning. Lower levels include more stimuli and are richer with regard to natural feedback - the consequences of an action. Higher levels compress information and provide more data faster for those able to process it. Pictures are remembered (recalled) better than verbal propositions. Pictures aid in recalling information that has been associated with them Upper levels of the cone need more instructional support than lower levels.

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Wallace Library Online / Distance Learning Services, RIT Marianne Bhueler 2000 http://wally.rit.edu/information/CUNY2000/sld008.htm No Reference Given

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Oakland Unified School District Technology Learning Center http://tlc.ousd.k12.ca.us/tlc/sitetech/agendas/documents_81202/Dale's%20Cone.pdf http://tlc.ousd.k12.ca.us/tlc/sitetech/agendas/documents_81202/Dale's%20Cone.pdf

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Why Use Active Learning? http://www.acu.edu/cte/activelearning/whyuseal2.htm Brought to you by the Active Learning Online team at the ACU Adams Center for Teaching Excellence ACU Box 29201 Abilene, TX 79699-9201

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Studies have shown that how information is presented determines the retention level of the information. The Cone of Learning Theory, explains the likelihood of retaining information, based on the method of delivery. When simply spoken to in a presentation we retain 30% of what is said. If this information is also presented in a visual format, our retention level of this information increases to 50%. When we also actively receive and participate in the presentation, retention increases to 70%. Finally, retention is maximized to 90% when we practice what we've learned. Source: Dale and Nyland, 1985. Why Choose Talk Tools? It Works http://www.talktools.com/whychoose/works.html

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Journal of College Science Teaching Thomas Lord

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Journal of College Science Teaching Thomas Lord Most Science Courses

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Journal of College Science Teaching Thomas Lord Case Studies

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What We Know About Case Studies Survey Research Laboratory at SUNY/UB and Ciurczak & CO., Inc. May, 2002 reported data from 152 faculty across the USA testing the use of case studies in their classes: 97% reported students learned new ways to think about an issue due to the use of case studies. 96% reported students receive additional educational benefits from the use of case studies. 95% reported students take a more active part in the learning process when they use case studies.

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What We Know About Case Studies 92% reported students are more engaged in classes compared to when no case studies are used in that class. 59% said students are more likely to do independent research outside the classroom to improve their understanding on the material. 68% said students demonstrated, in some way, that they learned more in classes using case studies. (Only 2% say they learned less.) See Yadav et al 2007 Journal College Science Teaching 37: 34-38 for similar data for 101 faculty

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National Center for Case Study Teaching in Science http://sciencecases.lib.buffalo.edu/cs/ ~434 cases in all STEM fields 2,000 visitors each day 15,000+ are password members

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Aerospace Engineering Agriculture Analytical Chemistry Anatomy Anthropology Aquaculture Astronomy Atmospheric Science Biochemistry Bioinformatics Biology (General) Biomedical Engineering Biotechnology Botany / Plant Science Business / Management Science Cell Biology Chemical Engineering Chemistry (General) Civil Engineering Climatology / Meteorology Communication Science Computer Engineering Computer Science Dental Medicine Earth Science

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Ecology Economics Electrical Engineering Engineering (General) Environmental Engineering Environmental Science Epidemiology Evolutionary Biology Food Science / Technology Forensic Science Forestry Genetics / Heredity Geography Geology GIS Hydrology Industrial Engineering Inorganic Chemistry Interdisciplinary Sciences Journalism Limnology Linguistics Marine Science / Oceanography Materials Science Mathematics Mechanical Engineering

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Medicinal Chemistry Medicine (General) Microbiology Molecular Biology Natural Hazards Natural Resource Management Neuroscience Nursing Nutrition Organic Chemistry Paleontology Pharmacy / Pharmacology Physical Chemistry Physics Physiology Psychology Public Health Science (General) Science Education Sociology Sports Science Statistics Teacher Education Toxicology Veterinary Science Wildlife Management Zoology

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Kristi Hannam, SUNY-Geneseo Fishing for Answers in

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By Bruno Borsari Winona State University 28

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Cheryl A. Heinz, Benedictine University 29

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Kristi Hannam SUNY-Geneseo 30

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Eric Ribbens, Western Illinois University 31

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65% are university authors 24% are 4-year college authors 6% are community college authors 1% are high school authors

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22% are university faculty 25% are 4-year college faculty 15% are community college faculty 36% are high school faculty 1.5% are middle school teachers

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Case and Teaching Notes submitted to NCCSTS 3-5 reviewers assigned Double blind review Two-four weeks review time Manuscript returned with reviews to author Author revises ms Back to NCCSTS and if acceptable goes to copy editor Goes to Website Designer /Manager/ Copyright clearance Publication on Website/ JCST/ Books/course packs

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Other Case Collections Science Problem-Based Learning Clearinghouse, University of Delaware Collection of problems and articles for all disciplines Problem-Based Learning Clearinghouse, University of Delaware CASES Online, Emory University Collection of inquiry-based lessons primarily for K-12 (~360 cases) CASES Online, Emory University Enduring Legacies Native Cases, Evergreen State College Collection of ~90 cases related to Native American issues, Enduring Legacies Native Cases, Evergreen State College. SHiPS Resource Center Case Collection Collection of ~75 historical inquiry case studies for nature of science education. SHiPS Resource Center Case Collection Case It! Molecular biology computer simulations to analyze case studies in genetic and infectious diseases. Case It! UCLA Statistics Case Studies Brief case studies (~25) from the Department of Statistics at UCLA. UCLA Statistics Case Studies Bioquest ` ~70 Investigative Cases in biology and chemistry.

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Survey of 1,634 faculty on NCCSTS case study website Where are the physical sciences?

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How Many Cases Are Ideal?

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A Can of Bull: Biomolecules, nutrition, and product analysis of energy drinks Chemical Eric: Pituitary disruption and its effect on a young man End to Ulcers: Story of the Nobel Prize discovery that bacteria cause ulcers The Hot Tub Mystery: Alcohol, heat, Lasix lead to death in a hot tub Kermit to Kermette? Unintended side effects of chemicals in the environment, The Case of Desirees Baby: Genetics and the evolution of skin color Mom Always Liked You Best: Science in action; animal behavior and evolution

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Those Old Kentucky Blues: Genetics of a clan of blue people with a blood disorder Bad Fish: Two accidental poisonings and the effect of a neurotoxin Search for Missing Sea Otters: An ecological detective story in Alaska Avogadro Goes to Court: A student takes his professor to court over an assignment Microbial Pie: Tracking down the source of a bacterial infection Bad Reaction: Immunology; transfer of a food allergy between patients 2000 Meter Row: Competitive rowing challenges homeostasis of the body

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1,374 faculty responses 33% 24% 16% 9% 4% 3% Realistic Relevant Current Short Open-ended Practical With Quiz

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Is the Cone of Learning Accurate?

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What is the best assessment method for a teacher to use in a class using case method teaching?

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Where are the gaps in our understanding of the effectiveness of case study teaching? Do cases work better in some schools cases than others? Do some subjects work better than others in the case format? Are cases better for some ages than others? Does case teaching work better for some ethnic groups than others? Does case teaching work better for women than men or visa versa?

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What Kinds of Cases Work Best for Different Age Groups?

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Where in the Biology Curriculum Are Cases Needed? And how do we fill these gaps?

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How do we get more people to use active learning strategiese.g. Case Studies? What are the barriers to using case study teaching?

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How can we sustain our case collections?

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Students learning new ways to think about an issue. Students taking a more active part of the learning process. Students being more engaged in classes. Students more likely to do independent research. Students who are better critical thinkers. AND YOU WILL HAVE MORE FUN!

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