Team-based learning in a nanotechnology course: Enhancing critical thinking through course structure Supported in part by National Science Foundation Department.

Team-based learning in a Team-based learning in a nanotechnology course:nanotechnology course:

EnhancingEnhancing critical thinkingcritical thinking through course structurethrough course structure

Supported in part by National Science Foundation Department Level Reform Grant #EEC-0530760

Linda Vanasupa, Materials Engineering, California Polytechnic State University, San Luis Obispo, California

Teaching team:Matthew Ritter (Biology), Barbara Schader (Library Science), Peter Schwartz (Physics), Katherine Chen (Materials Engineering), Richard Savage (Materials Engineering), Lynne

Slivovsky (Electrical Engineering), Lars Tomanek (Biology)

Learning domains: Learning domains: nanoscale nanoscale science and technology, biology, science and technology, biology, ethics and societyethics and society

Systems thinking

Critical thinking

Motivation to learn

Bro

ad

Cou

rse G

oals

Four technologies serve as Four technologies serve as the learning contextthe learning context

Ecological Level

Application: molecular manufacturing

Biological Systems LevelApplication: microfluidic glucose sensors

Application: tissue engineering of an organ

Organ Level

Application: gold nanoshells for cancer treatment

Cellular Level

Team-based learning* Team-based learning* strategystrategy used throughout used throughout

Ecological Level

Application: molecular manufacturing

10-week quarter

Application: gold nanoshells for cancer treatment

Cellular Level

Application: tissue engineering of an organ

Organ Level

Biological Systems LevelApplication: microfluidic glucose sensors

Debate Debate preparationpreparation

Team DebatesTeam Debates

*Team-based Learning, ed. by L. Michaelsen, A. B. Knight, L. D. Fink

Primary source readingsPrimary source readings assigned before each classassigned before each class

Clues for…

•Author’s authority

•Publications’ merit

•Voo-doo “science”

Each learning Each learning module module beginsbegins with the with the applicationapplication

society

ENGINEERING

Which biological system?How does it function?

Implications of technology and its development?

What, how, why?

start

Application:

SCIENCESOCIETY AND ETHICS

Class periods: Class periods: activities to activities to apply conceptsapply concepts

Individual preparation

team quiz Group activities (1-2 hours)

Solo quiz

Team written appeals

Instructor input

Report results

In-class Activities

Students exhibit Students exhibit high levelshigh levels of of interestinterest and and involvementinvolvement

0

5

10

15

20

25

30

35

40

1 2Read assigned material before this

class

Read assigned material before all classes

Alm

ost

alw

ays

Usu

ally

Som

eti

mes

0

5

10

15

20

25

Stronglyagree

Agree Disagree Stronglydisagree

Motivation boosted by learning Motivation boosted by learning nanotech application firstnanotech application first

0

5

10

15

20

25

Stronglyagree

Agree Disagree Stronglydisagree

“Learning the application increased my interest in learning the science behind it.”

“Learning the application increased my motivation for learning nanoscale science and engineering.”

Complexity of activities Complexity of activities increased to build critical increased to build critical thinkingthinking

Individual work – Outside of Class

Group work – Inside of Class (6 hours)

initial exposure

Complex activities

Most sense a greater ability to Most sense a greater ability to critically evaluate informationcritically evaluate information

0

5

10

15

20

25

Stronglyagree

Agree Disagree Stronglydisagree

“I have a greater ability to critically evaluate information about nanotechnology because of taking this course”

Most believe that course Most believe that course structure aids learningstructure aids learning

0

5

10

15

20

25

30

1 2 3Course structure aids learning

Activities aid learning Better understanding of interrelationships:

Nanotechnology, biology, ethics,

society

Ag

ree

stro

ng

ly

Ag

ree

Dis

agre

e

Str

on

gly

dis

agre

e

Students perceive they are Students perceive they are better at systems thinkingbetter at systems thinking

“I have an expanded understanding of the relationships between nanotechnology, biology, ethics and society”

0

5

10

15

20

25

30

Strongly agree Agree Disagree Strongly disagree

4/21/06

0

2

4

6

8

10

12

None One Two Three Four

A direct measure of A direct measure of performance says…performance says…

“Give an example of the interrelationships between nanotechnology, biology, ethics and society”

6/6/06

One Big lesson:One Big lesson:

Performance exams MUST be a graded part of the course

Team-based learning structure Team-based learning structure aids development of critical aids development of critical thinking attributesthinking attributes

Structure,

Complex applications

Systems thinking

Critical thinking

Motivation to learn

Sense of mastery

Initial signs

Application first