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August 9 - 13, 2004

Implementing Investigative Cases
and Technology in Biology and Chemistry

Emory University
Center for Science Education
Atlanta, Georgia


Participants will develop an investigative case-based learning module for one of their courses. Each module should incorporate open-ended problems to initiate student centered investigation as well as emphasize the resources and tools students need to use in addressing these problems. The workshop will focus on implementation issues, including new technology in the classroom, assessment strategies, and preparing students for problem solving in the classroom. Participants should bring a syllabus for their course, if available, and should be prepared to work collaboratively in small groups as well as independently.

 

Workshop Staff

Margaret Waterman
Margaret Waterman

Associate Professor of Biology
Southeast Missouri State University
Cape Girardeau, MO 63701
mwaterman@semo.edu
http://cstl.semo.edu/waterman

Dr. Waterman, Associate Professor of Biology at Southeast Missouri State University, is a specialist on case development and problem based learning and has extensive experience in faculty development as Director of Faculty Development at the University of Pittsburgh and as medical educator at Harvard. She has over 20 publications in plant pathology and science education.

Ethel Stanley
Ethel Stanley

Director, BioQUEST Curriculum Consortium
Co-Editor, Bioscene: Journal of College Biology Teaching
Biology Department Beloit College
700 College Street Beloit, WI 53511

stanleye@beloit.edu

http://bioquest.org/estanley

As Director of the BioQUEST Curriculum Consortium and member of the Biology faculty at Beloit College, Ethel Stanley participates in a wide range of projects at the national level and presents on reform in undergraduate science education. With two decades of teaching experience in the biological sciences at both two-year and four-year institutions Prof. Stanley strongly supports reform in undergraduate science education to include the collaborative use of computer models and simulations in introductory biology and the use of case-based investigation as opportunities to develop lifelong problem posing, problem solving and persuasion skills. She has over 30 publications, including co-editor of Microbes Count! (2003) ASM Press. She is also editor of Bioscene: Journal of College Biology Teaching.


Pat Marsteller

Pat Marsteller

Director, Emory University Center for Science Education
Director, Hughes Science Initiative
Co-director, Center for Behavioral Neuroscience
College Center for Science Education
pmars@learnlink.emory.edu

http://www.sciencenet.emory.edu

Pat Marsteller directs the Emory College Center for Science Education and is a faculty member in the department of Biology at Emory. She studied evolution of animal behavior for her MS degree at University of South Carolina and evolution and quantitative genetics for her PhD at the University of Florida. She has taught courses in evolution, Darwin and the idea of evolution and many other courses over her 20 years of college teaching. She also works with college and pre-college faculty on developing curriculum materials and on using active learning strategies in the teaching of science and mathematics. Pat has been developing and using cases since the mid 80's. She holds grants from NSF, HHMI, and Robert wood Johnson, aimed at increasing the representation of women and minorities in science and in developing curricular materials that create a "compelling need to learn and love science".

 

 
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