TOPIC SCHEDULE

SCIENCE SEMINAR: CASE STUDIES IN SCIENCE

BIOLOGY/ENVIRONMENTAL STUDIES 489, SPRING 2009

Thursdays, 3:30 PM TO 6:15 PM

South 211 Conference Room

Dr. Bonnie Wood

Reading Assignment, page numbers; Written assignment; In-class activities; CLASS TOPIC

WEEK	READING, WRITING AND OTHER BEFORE CLASS RESPONSIBILITIES	IN-CLASS ACTIVITIES
1 1/22	Read the syllabus Section II: What are Case Studies? 27 Ch.5. Case Studies in Science, 29-39 Ch.7. What Makes a Good Case? 45-48 Section III: Types of Case Studies, 53 Ch.9. Sorting Potatoes for Miss Bonner, 55-59 Ch.14. Using Novels as Bases of Case Studies(analysis case-contemporary) 85-87	No class this week (Dr. Wood is leading workshop in New Mexico.) In exchange, there will be two classes during Week 8 (see description below) As you do the assigned reading, consider how you will write about your science interests in one of the styles of case studies. Open your mind to all the possibilities and think creatively.
2 1/29	Section V. Whole Class Discussion: The Classical Method, 83-84 Introduction to Ch.15, Journal Articles as Case Studies, 89-91 Ch. 16. Bad Blood, 99-110 (analysis case-historical)	· Introductions · Case Study: A Cool Glass of Water · How to access Case Studies in Science Case Collection and examples of cases. · Journals with potential ideas for case studies (Discover, Science News, Scientific American) MODELING WHOLE CLASS DISCUSSION · Ch.15. Journal Articles as Case Studies, 91-98 (Dilemma case)
3 2/5	Write Topic Idea and Outline For a Possible Case Study using the Whole Class Discussion Format (use Grading Criteria) Section VI. Small Group Methods, 125 Ch.22. The Pima Experience, 147-150 Section VII. Problem Based Learning, 151 Ch.24. AIDS & the Duesberg Phenomenon, 157-160 Ch.25. The Petition: A Global Warming Case Study, 161-166	· Each student presents his or her idea for A Whole Class Discussion Case; oral critique by class. · Ch.17. Case Study Teaching in Science: A Dilemma Case on “Animal Rights”, 111-117 (Dilemma case) · Ch.18. Is There Life on Mars? 119-123 (Dilemma case) MODELING SMALL GROUP METHODS · Ch. 38. What do About Mother? 265-270 (Discussion with small group role)
4 2/12	Write Topic Idea and Outline For a Possible Case Study using the Small Group Method Format (use Grading Criteria) Section VIII. Interrupted Case Method, 167 Ch.26. The Interrupted Case Method, 169-170 Write tentative topic for your Original Case Study and submit written answers to four questions at top of handout “How to Choose a Topic for your Original Case Study” Make Writing Center appointment to occur by Wednesday 2/25 for consultation on Original Dialogue	· Each student presents his or her idea for a Small Group Method Case; oral critique by class. · Each student presents his or her tentative topic for an Original Case Study with brief answers to the four preliminary questions on handout; critique by class. MODELING INTERRUPTED CASE METHOD · Ch.27. Mom Always Liked you Best, 171-177
5	Write topic and outline for a possible case study using Interrupted Case Format (use Grading Criteria) Section XII. Individual Case Study Methods, 237 Ch.35. Dialogues as Case Studies—A Discussion on Human Cloning, 239-245 Ch.36 Student Paper on the Atlantic Salmon Controversy, 247-250 Write an Original Dialogue (use Grading Criteria)	WINTER BREAK-NO CLASS
6 2/26	By Wednesday 2/25: Complete Writing Center consultation on Original Dialogue and prepare final copy of Original Dialogue. Bring both written assignments for Week 5 to class on 2/26. Copies of Original Dialogue for each student and Dr. Wood	· Each student presents his or her idea for an Interrupted Case Format; oral critique by class · Each student presents his or her Original Dialogue by having other students take dialogue roles; written critique by class.
7 3/5	Section IX. Intimate Debate Method, 179 Ch.28. Should Marijuana be Legalized for Medicinal Purposes? 181-186 Section XIII. Hybrid Case Methods, 251 Section XIV The Directed Case Method, 299	· Each student describes in detail the current development of his or her Original Case Study; critique by class. · Students practice using the “Evaluation Criteria for Oral Presentation Of Case Study” to evaluate Dr. Wood’s presentation of an appropriate case study · Critique and possible revision of evaluation criteria · Discussion of University Day presentations
8 3/9 AND 3/12	Monday, March 9: Attend reception, dinner and presentation by Pam Melroy, NASA Astronaut and Space Shuttle Commander (5:30 PM-8:30 PM) Write Topic Idea and Outline for a Possible Case Study inspired by Pam Melroy’s presentation (Use Grading Criteria) Choose a case study from the National Center for Case Study Teaching in Science Case Collection for your Oral Presentation (each student must choose a different case; one not included in the textbook; and one in which seminar students have never participated) Submit title of this case study and date you prefer to present it (either Week 9 or 11)	· Each student presents to the class his or her idea for a case study inspired by Pam Melroy’s presentation; oral critique by class. · Each student states which case study from the online Case Studies in Science Collection he or she will present and chooses a date (3/19 or 4/2) · Final decisions on University Day presentations (Dr. Wood submits midterm grades on 3/17)
9 3/19	Section XV. How Not to Teach with Case Studies, 331 Ch.46. Return to Mars, 333-337 Ch.47. Why a “Case-Based Course Failed”, 339-341 Ch.48. DON’T! What Not to Do When Teaching Case Studies, 343-347.	· Three student presentations from National Center for Case Study Teaching in Science Case Collection · Classmates use “Evaluation Criteria for Oral Presentation of Case Study” for written critiques.
10	Section XVI. How to Write Case Studies, 349 Ch.49. Case Studies & the Media, 351-353 Ch.50 Cooking with Betty Crocker, 355-359 Ch.51 Too Much, Too Little, or Just Right? 361-364 Write a narrative and detailed outline of your original case study, including a description of the appropriate audience and the case study format you will use	SPRING BREAK NO CLASS THIS WEEK
11 4/2	Ch.52. The Way of Flesch, 365-369 Ch.53. Twixt Fact and Fiction, 371-374 Ch.54. An Open or Shut Case? 375-379 Ch.55 Racism and All Sorts of Politically Correct Isms in Case Studies, 381-383 Make Writing Center appointment for before 4/17 for consultation on completed draft of Original Case Study and Teaching Notes	· Three student presentations from National Center for Case Study Teaching in Science Case Collection · Classmates use “Evaluation Criteria for Oral Presentation of Case Study” for written critiques. · Determine dates for each student’s presentation of his or her Original Case Study
12 4/8*	Section XVI. How To Write Case Study Teaching Notes, 385 Ch.56. And All That Jazz, 387-391 Complete writing of your original case study and teaching notes Class on Wednesday, April 8 during University Day.	University Day Presentation Wednesday, April 8 Case Study Presentation at 2009 University Day (Time and Room to be Announced)
13 4/16	Before Friday 4/17: Complete Writing Center consultation on draft of original case study and teaching notes	· Dr. Wood available in 316 South Hall for individual meetings
14 4/23	Rewrite your original case study and teaching notes	· Two student presentations of Original Case Studies; discussion and written critiques
15 4/30	Rewrite your original case study and teaching notes	· Two student presentations of Original Case Studies; discussion and written critiques
16 5/7	Rewrite your original case study and teaching notes	· Two student presentations of Original Case Studies; discussion and written critiques
17	FINAL COPY OF CASE STUDY AND TEACHING NOTES DUE IN ROOM 316, SOUTH HALL BY 5:00 PM, TUESDAY, MAY 12, 2009